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Cold Warnings: protecting yourself in cold weather
Cold winters are a reality in Canada and many Canadians have learned to embrace this time of year with fun outdoor activities like tobogganing, skating and skiing. However, staying warm and safe during this time of year can sometimes be a challenge. Learn how to prevent cold-related health injuries and prepare for cold-weather emergencies.
Sign up for Halton Region cold warnings
To alert residents to cold weather conditions that can affect their health, the Halton Region Health Department will issue a cold warning when one of the following weather conditions are forecast for Halton:
* A daily predicted low of -15 degrees Celsius without wind-chill
* Extreme weather conditions, such as a blizzard or ice storm
* Environment Canada issues an Extreme Cold Warning for outdoor activity (when the temperature or wind chill is expected to reach -30 degrees Celsius for at least two hours)
To sign up and received automatic cold warnings, visit halton.ca/cold.
What is wind chill?
Wind chill is the cooling sensation your body feels when the air temperature is combined with wind speed.
Are you at risk during cold weather?
Anyone can be affected by extreme cold-related weather conditions, depending on length of exposure and outdoor activity levels. Those especially at risk include:
* adults over the age of 65
* people who work outdoors
* infants and young children
* people who exercise outdoors (hikers, skiers)
* people who have limited resources to house or protect themselves
How to prevent cold-related injury
* Frostbite can occur within minutes, so dress appropriately when going outside. Cover up all exposed skin using multiple layers of loosefitting clothes with a wind-resistant outer layer, a hat, mittens, and scarf.
* Drink warm fluids – but NO alcohol or caffeinated beverages, as they cause your body to lose heat faster.
* If you get wet, change into dry clothing as soon as possible. You lose heat faster when you're wet.
* Keep moving – especially your hands and feet.
* Keep your vehicle well-maintained.
* Take shelter from the wind to reduce wind chill exposure.
* Prepare emergency kits for your home and car.
* Plan ahead and check the weather forecast!
* Always be on the lookout for signs of frostbite and hypothermia.
* Sign up for automatic cold alerts at halton.ca/cold
What are cold-related injuries?
Frostbite is an injury to the body that is caused by freezing. Frostbite causes a loss of feeling and color in affected areas, most often the body parts furthest from the heart: hands, feet, nose, and ears. At the first sign of redness or pain in any skin area, get out of the cold or protect any exposed skin, as frostbite may be setting in.
If you suspect that frostbite has set in:
* Get to a warm room as soon as possible.
* Use underarms to warm hands if needed.
* Wrap yourself in blankets or reheat your body by skin-to-skin contact with another person.
* Place injured skin in warm – not hot – water because thawing frostbitten skin is very painful.
* If toes or feet are frostbitten, try not to walk on them, unless it is absolutely necessary.
* Do not rub, massage or shake the injured skin because this can cause more damage.
Severe frostbite can cause serious health complications if not treated immediately. If you notice any of the following symptoms you should seek medical advice:
* a white or grayish-yellow skin area
* numbness
* skin that feels unusually firm or waxy
Hypothermia happens when the body loses heat faster than it can produce it. There are three stages of hypothermia progressing from mild (shivering, goosebumps) to more severe symptoms (difficulty speaking, thinking and walking).
Hypothermia is a medical emergency.
Call 911 immediately if you suspect that someone may have hypothermia.
While waiting for help:
* move them to a warm place, if you can
* gently remove any wet clothing
* use several layers of blankets and warm the person gradually
* give them sweet and warm beverages if they are alert
Don't fight shivering. This is one of the ways the body increases its core temperature!
How can I prepare my home and car for winter?
Home: Make sure your heating system is working efficiently and seal all cracks and drafts. Keep at least three days' supply of food (needing no cooking or refrigeration), water (stored in clean containers or purchased) and medicines.
Car: Make sure you keep booster cables, vehicle fluids, emergency flares, a survival candle, blanket, first aid kit and a highway help sign in your car.
For more information and emergency preparedness checklists for your home and car visit: halton.ca/beprepared
For more information about how to protect yourself or to sign up to receive automatic cold alerts, visit halton.ca/cold or dial 311. | 1,966 | 1,022 | {
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Recent events in Colorado have put parents on guard about child safety issues.
10-year-old Jessica Ridgeway was abducted Oct. 5 on her way to school from her home in Westminster, and two other incidences in Merino and Haxtun have been reported in the last week.
Last Thursday, Oct. 11, a suspicious vehicle was seen driving past Holyoke Elementary School. Holyoke Police Department was notified, and they confirmed the driver of the vehicle was cleared of any wrongdoing.
Thankfully nothing happened, but Holyoke Elementary School still took the opportunity to remind the students and parents of safe practices.
In a letter sent home with students, Principal Kyle Stumpf was happy to report all staff and local law enforcement followed protocols and procedure flawlessly.
"Procedures work," said Superintendent Bret Miles, noting how staff used information from other school districts quickly and efficiently to make sure the scenario in Holyoke was not a threat to students.
Stumpf said it gives him a lot of reassurance to know everybody will be able to handle an emergency. "This ended on a positive note."
Parents are urged to talk with their children about safety. Considering the events of the past couple weeks, now is the time for increased awareness and education so that when something does happen, children, parents and community members will be prepared.
"Holyoke is a safe little town, but things can happen here just like anywhere else," said Police
1 / 3
Scary Colorado events remind parents to talk to kids about safety
Written by Darci Tomky
Chief Doug Bergstrom.
He reminds children to walk in groups instead of alone. They should be aware of their surroundings and aware if someone is following them. If children are suspicious of anything, they should immediately tell an adult.
Families should determine “safe words” that are used if someone other than the parent is picking up a child from school, a secret password of sorts so the child knows they can trust that person.
Last Thursday, elementary counselor Sharon Jones spoke with the students.
Earlier in the year she taught them about personal space bubbles, so she reviewed with them how big these bubbles are in certain situations and what to do if a stranger enters that bubble.
Children should never approach a strange or unknown vehicle, and if a stranger approaches them, they should run and scream in the opposite direction the vehicle is headed.
They should tell an adult if someone is knocking to get into the school, and children should never open the door at home unless they are 100 percent sure who is on the other side.
“I told them if they are ever scared or unsure of something they see while at school, to immediately tell an adult,” said Jones. “I reminded them that they are safe because the students’ safety is the number one priority for all adults in the elementary school building.”
2 / 3
Written by Darci Tomky
Child Safety Tips
In light of recent events, parents are encouraged to review with their children the following safety tips.
Children should...
1. Walk to school, to the park, downtown or home from school in groups of two or more, and if they have an adult, that’s even better.
2. Be aware of their surroundings and watch for people following them.
3. Immediately tell an adult or parent if something suspicious has happened.
4. Never approach a strange or unknown vehicle.
5. Run and yell if a stranger approaches or enters their personal space bubble. Do not take time to use a cell phone, and don’t run in the direction the vehicle is headed.
6. Never open a door at school if someone is knocking to get inside.
7. Never open a door at home unless they are 100 percent sure who is on the other side.
8. Determine a “safe word” to use as a password if someone other than a parent is picking up the child.
Holyoke Enterprise October 18, 2012
3 / 3 | 1,474 | 797 | {
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Patient Focus
Detached or Torn Retina
The retina is the lightsensitive layer of tissue that lines the inside of the eye and sends visual messages through the optic nerve to the brain.
When the retina detaches,
it is lifted or pulled from its normal position. If not promptly treated, retinal detachment can cause permanent vision loss.
In some cases there may be small areas of the retina that are torn. These areas, called retinal tears or retinal breaks, can lead to retinal detachment.
Symptoms include:
* A sudden or gradual increase in the number of floaters ("cobwebs" or specks) that float about in your field of vision.
* A sudden or gradual increase in the number of light flashes in your field of vision.
* The appearance of a curtain over your field of vision.
July 2012
If you develop any of these symptoms, call your eye doctor right away or go to the nearest emergency room.
A retinal detachment can occur at any age but it is more common in people over the age of 40. It affects men more than women. It is also more likely to occur in people who:
* Are extremely nearsighted
* Have had a retinal detachment in the other eye
* Have a family history of retinal detachment
* Have had cataract surgery
* Have other eye diseases or disorders, such as retinoschisis, uveitis, degenerative myopia, or lattice degeneration
* Have had an eye injury
Source: www.nei.nih.gov
Movies and your eyes
Three-D movies like Spiderman and Brave are very popular these days with children and adults. Are these special effects detrimental to your vision or that of your children in any way? Although there have been no longterm studies done, ophthalmologists say there is no reason to be concerned that 3-D movies, TV, or video games will damage the eyes or visual system. However, complaints of headaches or motion sickness when viewing 3-D may indicate the viewer has a problem with focusing or depth perception. Schedule a comprehensive eye exam if you or your children encounter these problems. Conditions such as amblyopia (an imbalance in visual strength between the two eyes) and strabismus (misaligned eyes) would make it difficult to view digital 3-D images.
Source: www.geteyesmart.org
Did you know . . .
Study of the horseshoe crab's eyes led to the 1967 Nobel Prize in Physiology or Medicine for Dr. H. Keffer Hartline when he and two other scientists discovered how the optic nerve network
functions. Dr. Hartline selected the horseshoe crab for experiments because of its 2 large compound eyes with long and easy-to-isolate optic nerves and large individual photoreceptor cells. In 1932, he and his colleagues at the University of Pennsylvania were the first to record nerve impulses from single optic nerve fibers, by placing electrodes on the fibers and stimulating them with light. Results validated their hypothesis that visual information is relayed to the brain through nerve impulses. The crab has 8 additional eyes which are non-compound and function as light sensors that help with navigation and detecting food sources.
Sources: www.rockefeller.edu and
www.dnr.state.md.us/education/horseshoecrab/anatomy.html
What's happening in Eye Care Research?
The Penn State Hershey Eye Center is conducting several clinical trials. If you'd like to volunteer to participate, read more about them at:
http://www.pennstatehershey.org/web/cto/home/current/ophthalmology
500 University Drive, Suite 800, UPC1, Hershey, PA 17033 For an appointment, please call 717-531-5690. | 1,569 | 780 | {
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Student Essay on The Sheltered Life of "The Giver"
The Sheltered Life of "The Giver" by Lois Lowry
The following sections of this BookRags Literature Study Guide is offprint from Gale's For Students Series: Presenting Analysis, Context, and Criticism on Commonly Studied Works: Introduction, Author Biography, Plot Summary, Characters, Themes, Style, Historical Context, Critical Overview, Criticism and Critical Essays, Media Adaptations, Topics for Further Study, Compare & Contrast, What Do I Read Next?, For Further Study, and Sources.
(c)1998-2002; (c)2002 by Gale. Gale is an imprint of The Gale Group, Inc., a division of Thomson Learning, Inc. Gale and Design and Thomson Learning are trademarks used herein under license.
The following sections, if they exist, are offprint from Beacham's Encyclopedia of Popular Fiction: "Social Concerns", "Thematic Overview", "Techniques", "Literary Precedents", "Key Questions", "Related Titles", "Adaptations", "Related Web Sites". (c)1994-2005, by Walton Beacham.
The following sections, if they exist, are offprint from Beacham's Guide to Literature for Young Adults: "About the Author", "Overview", "Setting", "Literary Qualities", "Social Sensitivity", "Topics for Discussion", "Ideas for Reports and Papers". (c)1994-2005, by Walton Beacham.
All other sections in this Literature Study Guide are owned and copyrighted by BookRags, Inc.
Contents
The Sheltered Life of "The Giver"
In Jonas's community, the people choose to be protected from making wrong choices so that both they and the rest of the community will feel safe. Although this may sound appealing, this is certainly no way for an intellectual human being to live. There are many pros and cons of this philosophy for living.
There are many cons to this philosophy of living. The people of this community are probably very bored with their lives. Everything is always the same. Even making a bad choice would be better than making no choice at all. These people would benefit from making a wrong choice by experiencing the result. Also, if they are prevented from making bad choices, then they are not learning anything new, and their lives are always the same. By being protected from making wrong choices, in order to feel safe, the people of this community are beginning to be robotic.
There are also some pros of being protected from making bad choices. One would be, the obvious, you would never have to worry about making a bad choice because you are prevented from doing so. Because there are no bad choices being made, the people of Jonas's community feel very safe and secure where they live. They do not have to think about crime or murder. They are so protected that they probably don't even know what these words mean.
Even though the idea of waking up and knowing that you will not make any bad choices and that nothing bad will happen to you sounds good, this is not the way we should live. We should all live life to the fullest. We should experience not only the good things, but also the bad things and consequences in life. We should be allowed to make choices; our own choices. | 1,253 | 677 | {
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Presented By: Allison Phillips, Lily Hoak, Bradley DeGraaf, and Erin Stutz
What Happened to Going Outside?
* Over scheduled kids, anxious parents
* Forced activities in childhood leads to more unwilling adults.
* Teens are penned in by actually TOO much structure
* Out of 802 students, ages 2 - 17, a survey showed that 78% of them have a cellphone.
* Many commenters said nervous parents are keeping kids from an important childhood rite -- the chance to play outdoors without the feeling that adults have to watch over them every second to keep them safe.
Fact or Fiction?
Technology's reach stretches all the way down to newborns today.
MOTIVATION
is the biggest concern on why our generation isn't going outside.
It's a Fact
* 75% of students said they don't have enough time to go outdoors and don't have the motivation. 15% stay indoors on technology.
* Only 3% said they go outside plenty.
* 7% said they don't go outside because there's nothing to do.
* 90% of students said "yes," they would go to an outdoor event that was geared towards teenagers
* When asked what they would like to see at these events the top 2 answers where concerts and pickup games
What Are The Consequences?
* Blood pressure decreases when outdoors as well as a person's resting heart rate.
* Scientists have found that not going outdoors seriously affects mental health.
* The tests also showed that the effects of nature take over the body within short periods of time (15 minutes)
* Leading a more sedentary lifestyle can lead to a premature death
* Lack of time spent outdoors can massively impact your immune system.
Aspen, Colorado is home to a beautiful landscape, its HOME.
The Biggest Killer is....
* Many teens today have acquired clinical depression, anxiety and other mental health disorders.
* Exercise also helps to relieve stress and make you feel better about yourself.
* Studies have shown that going outside can decrease stress levels and put you in a better mood.
* A young brain is highly impressionable, and when a child chooses video games over regular play, that should be a red flag for parents.
Depression
is the number 1 consequence of not going outside
How are we going to do it?
FOLLOW US On INSTAGRAM OR TWITTER!
* We have an Instagram Page, (@thegoproject) . Here, we post pictures of students getting active to promote the positive impacts of getting outside.
Our team created the campaign, The GO Project, or Project Get Outside. We are a group working on getting teens outdoors and reducing health hazards.
* We also have a Twitter page (@ProjGoOutside)
* Sponsors like Colorado License and United Airlines.
More ways to GO!
We have also been planning a festival specifically for teenagers. The festival will include:
* Local businesses setting up booths (for example, Colorado Ski and Golf, Boulder Running Company)
* Bands from schools in the area like The Band Garkow.
* Great food vendors with healthy food (Mad Greens and Jamba Juice)
* Will happen in Clement Park over summer on May 30, 2014.
* Pick up games of all sorts for teens to participate in
How You Can Get Outside and Get Active
* Take small steps. Don't try to do everything at once.
* Only try to change one habit at a time.
* Write down the habit you want to change, and write down specific plans for achieving that goal.
* Repeat the behavior you're aiming for as often as you can. The more a behavior is repeated, the more likely it is that it will become "instinctive."
* Get motivated find something you love | 1,475 | 765 | {
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The American Quarter Horse
Hall of Fame & Museum Presents:
SOUND
What is sound?
[x] Sound is a type of energy made by vibrations.
[x] When any object vibrates, it causes movement in the air particles.
[x] These particles bump into the particles close to them, which makes them vibrate too causing them to bump into more air particles.
[x] This movement, called sound waves, keeps going until they run out of energy.
[x] If your ear is within range of the vibrations, you hear the sound.
[x] We hear sound with our ears.
Parts of the Ear
Special Ears
[x] A horse's ears act like satellite dishes to capture sound waves and funnel them to his inner ears.
[x] Because of the large, cuplike shape of his pinnae, especially when compared to a human's small, flat ones, very little sound spills out of them, so he can capture noises we might miss.
[x] Horses' ears can also move 180 degrees using 10 different muscles (compared to three muscles for the human ear) and are able to single out a specific area to listen to.
Sound travels in waves
What is a sound wave?
[x] Sound waves exist as variations of pressure in a medium such as air.
Sound waves travel in all directions and need a medium to travel through, such as air, water, wood, or metal.
[x] They are created by the vibration of an object, which causes the air surrounding it to vibrate.
[x] The vibrating air then causes the eardrum to vibrate, which the brain interprets as sound.
Sound waves act like water ripples
The waves are strong at the center or point of creation, and spread thinner and weaker as they travel outward.
Types of Sound Waves
[x] A high pitch sound corresponds to a high frequency sound wave.
[x] A low pitch sound corresponds to a low frequency sound wave.
A commonly used unit for frequency is the Hertz (abbreviated Hz), where
1 Hertz = 1 vibration/second
Horses hear better than us
[x] Horses use their hearing for three primary functions: to detect sounds, to determine the location of the sound, and to provide sensory information that allows the horse to recognize the identity of these sounds in case they need to run away.
[x] Horses can hear low to very high frequency sound, in the range of 14 Hz to 25 kHz while the human range is only 20 Hz to 20 kHz.
Did you know?
We have aircraft today that can break the sound barrier.
That means they travel faster than the speed of sound.
[x] Navy F/A-18F super Hornet as it breaks the sound barrier
[x] Shuttle Atlantis as it breaks the sound barrier
Less Noise and Slower Speed
[x] Some aircraft do not break the sound barrier like the P-38 Lightning.
[x] The American Quarter Horse Hall of Fame inductee James Goodwin Hall flew one of these slower, more quiet planes during World War II on photo reconnaissance missions.
Name the parts of the ear | 1,192 | 634 | {
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Written by Brandi Phillips
Friday, 14 August 2009 16:13
We have all heard about something called the Swine Flu (H1N1 Flu)? What exactly is Swine Flu and how does a person get it? How can we be vaccinated against the virus? Once a person has been infected with Swine Flu, what can be done to treat it?
I have heard so much about Swine Flu is has become somewhat irritating. I am not saying that educating the public about Swine Flu is not important, because I think it is very important. This is a newer virus and we need to find a treatment or a cure so we can save lives in the future. However, we need not get lost on this health concern, but rather talk about this and other health concerns as well.
For this article, I will discuss with readers what Swine Flu is thought to be at this time as well as possible ways to avoid, treat and vaccinate.
Swine Flu was discovered in April 2009. It is a highly contagious virus that spreads from person to person, and was listed as a worldwide pandemic on July 11, 2009 by the World Health Organization (WHO). It is called the Swine Flu because its symptoms resemble the flu virus that has been found in pigs (swine) from Europe and Asia- as well as in bird and human genes.
It was reported the week of August 10, 2009, on most media networks, including CNN and MSNBC, that 51 U.S. soldiers serving in Iraq had been diagnosed with the Swine Flu virus and then treated. There were still 71 suspect cases that are still in isolation from the rest of the population at the time of this report (AP).
The spread of the H1N1 Flu is similar to that of the regular season flu that most of us have experienced. Common symptoms are fever, headache and body ache, runny or stuffy nose, sore throat, diarrhea and possibly chills and fatigue. At its worse the virus can include serious illness requiring hospitalization and it may even cause death.
Those who may be at a higher risk, according to the Center for Disease Control and Prevention, are those who have dealt with diabetes, asthma, heart or kidney disease and those woman who are pregnant, based on a weakened immune system. Infection from one person to the next can occur anywhere from one day before or 5-7 days after the infected person becomes physically ill.
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What is Swine Flu Pandemic? How can you be safe?
Written by Brandi Phillips Friday, 14 August 2009 16:13
Prevention and Treatment
As with other viruses such as colds and the flu:
Cover your mouth with a tissue when you cough or sneeze. Throw away the tissue immediately in a trash receptacle that is covered or flush it in the toilet. This prevents germs from spreading in the air.
Wash your hands often with warm soap and water.
Avoid touching you eyes, nose and mouth this is how disease and germs are spread. Avoid being up close and personal with sick people.
If you are sick the CDC recommends that you stay home for at least 24-hours after your fever is gone.
There is currently no vaccine that is available to prevent and cure Swine Flu, but there are a couple of company's that are doing some trial testing on individuals who are willing to do so.
If you think you have been infected with the H1N1 Swine Flu virus, immediately contact your health care professional. Also avoid contact with others and try you best to be hygienic, in order to avoid spreading the virus.
Brandi Phillips is a life skills coach and personal trainer specializing in cultivating health children and sustaining healthy seniors.
Brandi is looking for individuals to feature in upcoming Insight issues who have had a success in dealing with a health and wellness concern. Successes include but are not limited to weight loss, diabetes, stroke, cancer, amputation, lupus, sickle cell, and anxiety. Please email your suggestions, comments or questions to email@example.com.
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BATS
Bats in the United States are regarded for the most part as beneficial animals; they assist in maintaining the balance of nature by eating enormous quantities of insects. The majority of the approximately 30 bat species recorded from Texas feed principally on insects. Vampire bats are extremely rare in the United States. The prevalence of rabies in insectivorous bats and the occurrence of bat-associated human deaths have created concern regarding the public health significance of bats. On the basis of frequency of submission to the Texas Department of State Health Services for rabies testing, the life history of two important bat species will be discussed.
LIFE HISTORY
Brazilian free-tailed bats (Tadarida brasiliensis) are colonial and extremely abundant over much of Texas during warmer months, harboring in caves and in and around buildings. These bats normally migrate in September and October, spending the winter in Mexico or farther south. Young are born singly during the later part of June and are hung in masses in nursery caves, concentrations of which are found in the Edwards Plateau region of Central Texas. In addition to caves, this species uses a wide range of manmade roosting sites. Colonies of several thousand may frequent the following places: tile roofs; air spaces between inner and outer walls; areas beneath such attachments as signs, gutters and drain pipes; dams; and bridges. These bats leave their daytime retreats at dusk and feed until dawn.
Red bats (Lasiurus borealis) are solitary, treeinhabiting species, which are common throughout Texas during the summer months. Although seldom found in numbers, this bat frequently comes to human attention due to its striking rust color and to the relatively exposed nature of its daytime resting stations in such trees as the pecan. Also, since the females carry their two to four young until they are able to fend for themselves, the load frequently becomes too much and they fall to the ground to be picked up by curious pets or children.
CONTROL
Wholesale destruction of bats is not advocated. However, it should be kept in mind that these animals are a major part of our wildlife rabies problem. Bats, by law, are defined as high-risk animals for rabies as are skunks, foxes, coyotes, and raccoons. Therefore, children should be warned against touching or playing with them. When a bat bites or has direct contact with a person or a pet, an attempt should be made to capture the bat for rabies testing. The bite victim should consult a physician or, for pets, a veterinarian.
Bat bites are not always visible. Therefore, in situations in which a bat is physically present and there is a possibility of an unapparent exposure (for example, a person awakens to find a bat in the room with him/her or a bat is found near an infant or toddler), the bat should be captured and submitted to a rabies laboratory for testing. If rabies cannot be ruled out by laboratory testing, people with a reasonable probability of an exposure may be recommended for rabies postexposure treatment or, for domestic animals, a requirement for euthanasia or a booster vaccination(s) and quarantine.
The fact that bat colonies exist close to human dwellings represents a potentially dangerous situation. Also, the odors, unsightly droppings, and ectoparasites make bats objectionable. The final answer to this problem is usually structural modification of buildings to prevent bat entry. Bat-proofing a building may only require closing a few small entrances to roosts after the bats have left on their nightly feeding flights or when they are absent during winter months.
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Educator's Guide
Educational extensions for the DecemberJanuary 2010 issue of Ranger Rick® magazine
Community Photo Contest
Check out the photo contest winners in "Your Best Shots" (page 4). Discuss what makes each of these photos effective. Then organize a nature photo contest for your group or class, your school, or your whole community. Come up with a theme, such as "Nature in Our Neighborhood." Invite participants to explore their surroundings with a camera and submit their best photos. Then post the photos (anonymously) and let everyone vote for their favorites.
The Word on Walruses
Read about walruses in "Two-Ton Tuskies" (pages 6-11) to find out why these goofy-looking animals are well equipped to survive in an extreme habitat. Then ask students to draw a walrus, label its major features (such as blubber, flippers, whiskers, and tusks), and add a sentence or two about each feature that describes how this adaptation helps the walrus survive in its habitat.
That's a Laugh
"The Buzz" (page 13) explains how scientists are discovering that apes—and perhaps other animals, too—can laugh. Discuss this finding with students. What makes students laugh? What does laughter bring to their lives? Does the fact that other animals laugh change the way we humans might think about them? How might it change the way students interact with their pets at home?
Sponge Play
After reading "Meet the Sponges" (pages 18-25), see how much information students "absorbed" by staging a play about the lives of these under-appreciated animals. Have students cut up and decorate kitchen sponges to make stick puppets. Then invite students to create a script that highlights the main ideas about sponges that they learned from the Ranger Rick story.
Pulling for Pandas
The panda pop-quiz in "Panda-Mania" (pages 3031) explains that, while pandas are still rare, their numbers seem to be rebounding. Have a few students visit the library or search online to find out more about the panda comeback, and then invite them to report their findings to the rest of the group. Other students could research and report on additional aspects of panda biology, using the quiz answers as a starting point.
Toucan Poem
Who can write a toucan poem? You can! Read "Toucans" (pages 34-39). Then have students use the bird's fun-to-say name and facts about its fantastic bill to write an amusing but informative poem about toucans.
Explore After Dark
Use the instructions in "Winter Lights" (page 44) to make snow and ice lanterns to light up a dark winter night. Then plan an after-dark walk to experience the sights, sounds, and feelings of this season. Place your lanterns along the path you will travel, and pause along the way to enjoy the frosty air, the stars in the night sky, the wind in the trees, and any night-time animal sounds you might hear.
© 2009 National Wildlife Federation. Permission granted for non-commercial educational uses only. All other rights reserved.
TOUCAN TRUTHS
Read "Toucans" on pages 34-39 in the December/January 2010 issue of Ranger Rick. Then read the statements below. They're all wrong! Using what you learned in Ranger Rick, rewrite each sentence to tell the real story about toucans.
1) A toucan's big bill is so heavy that the bird cannot fly.
2) A toucan uses the hooked tip and jagged edges of its bill for killing and eating large animals.
3) The toucan's bill has a built-in heater to keep the bird warm in cold weather.
4) Scientists have proven that toucans recognize each other by their bills and send messages by tapping their bills on tree branches.
5) Toucans aren't very coordinated. They drop anything they try to pick up in their bills.
6) With their massive bills, toucans have no trouble hollowing out trees for their nests.
7) All toucans are black birds with big orange-and-white bills.
8) You can see toucans all around the world.
WINTER SURVIVAL
After you read "Wild Winter Campout" (pages 40-43 in the December/January 2010 issue of Ranger Rick), answer the questions below.
The kids in the story had fun camping out in the winter, even in the cold and snow. To stay comfortable, they had to meet some basic survival needs. How did they get each of the following things?
Wild animals that stay active in winter need these same things to survive—but they can’t come inside to central heat and a well-stocked refrigerator! Give some examples of how animals such as birds, deer, and squirrels meet their needs in winter.
Shelter:
Shelter:
Warmth:
Warmth:
Food and water:
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BUSHNELL fill in the BLANKS
Need a laugh? Chose a word for each noun, verb, etc. specified in the list below. Then read the story on the second, inserting your choices into the blanks. What will your story reveal? Share your stories with us at
Need a refresher on parts of speech?
An ADJECTIVE is a word that describes a noun.
An ADVERB is a word that describes a verb. (A word usually ending in "ly")
An INTERJECTION is a word or short phrase that expresses a strong emotion.
A COMMON NOUN is a person, place, or thing.
A PROPER NOUN refers to the name of a person, place or thing. For example: Italy, Alexander Ham ilton.
A VERB is a word expressing an action.
1. YOUR NAME
2. LETTER IN THE ALPHABET
3. COMMON NOUN
4. PROPER NOUN
5. NAME OF A PERSON YOU KNOW
6. JOB TITLE
7. VERB
8. COMMON NOUN
9. ADJECTIVE ENDING IN Y
10.COMMON PLURAL NOUN*
11.VERB
12.ACTIVITY ENDING IN ING
13.A COLOR
14.COMMON NOUN
15.ANOTHER NAME OF A PERSON YOU KNOW
16.ADVERB
17.VERB
18.COMMON NOUN
19.VERB
20.VERB ENDING IN ING)
21.COMMON NOUN
22.INTERJECTION
23.ADJECTIVE
*A noun that indicates more than one; for example: clowns, rooftops, cups.
Breaking News from The Bushnell!
, tell us about this musical. at The Bushnell. So, of News. Today, we are interviewing an actor who will be performing in the new musical The with AB TV ANCHOR: I’m (1) (2) (3) (5) (4)
.” Then, towards the end, my side kick, .” the villain in the big musical number, “ . After that, we can ACTOR: The musical is about a who wants to the . I play the character. You learn a lot about my charac Never .” The plot twists and turns, especially when the main characters go during the song “The , and I have to a big ter in my opening musical number, “The (6) (7) (8) (9) (10) (11) (12) (13) (15) (16) (18) (19) (20) (21) (17) (14)
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Iowa City Community School District Strategic Plan
The mission of the Iowa City Community School District is to ensure all students will become responsible, independent learners capable of making informed decisions in a democratic society as well as in the dynamic global community; this is accomplished by challenging each student with a rigorous and creative curriculum taught by a diverse, professional, caring staff and enriched through the resources and the efforts of families and the entire community.
Student Preparedness
Students will over time...
- independently
read
increasingly complex text with
understanding
- independently
write
increasingly complex text with
meaning, clarity, purpose and
application of standard
conventions
- independently solve
increasingly complex
mathematical
problems.
- independently use
increasingly complex
scientific
information and the processes
of inquiry to construct
scientific knowledge
- develop the knowledge and
the skills of the core disciplines
of
social studies
and apply this
knowledge to their lives as
citizens
- observe and/or participate in
multiple
fine arts
experiences,
representing a broad range of
fine arts forms.
- demonstrate knowledge and understanding of community accepted intrapersonal, interpersonal and civic values ( character education )
Board Ends Policies
- Goal #1: Annually increase the percentage of students who are proficient in Reading, as measured by the Iowa Assessments, with a focus on closing the achievement gap for each sub-group measured under the Elementary and Secondary Education Act. - Goal #2: Annually increase the percentage of students who are proficient in Math, as measured by the Iowa Assessments, with a focus on closing the achievement gap for each sub-group measured under the Elementary and Secondary Education Act. - Goal #3: Annually improve the educational experiences for all children through culturally inclusive and responsive school environments and classroom instruction, as measured by various student assessments including the Biennial Youth Survey, with a focus on equitable outcomes for students in protected classes.
District Goals
The Building Comprehensive School Improvement Plans … - are aligned with the District Goals - are based on student building-level data - require a minimum of 3 goals with 1 goal for each of the District Goals - may have additional goals based the buildings unique needs (but should not exceed 5 total goals) - require plans developed by the Building Leadership Team (Teacher Leadership and Compensation program) and are shared with all faculty - are used to guide staff professional development - are used to guide Teacher Career Development Plans - are used to guide Administrator Career Development Plans - progress for each building and for the District is evaluated and updated annually
Building and
Classroom Goals
Superintendent Directions
(Level 1, 2a, 3a, 2b, 3b, 2c, 3c, 2d, 3d, 2e, 3e, 2f, 2g, 3g, 2h, 3h, 2i, 2j, 3j, 2k)
Engagement
(see next page)
Classroom Learning Supports (see next page)
Teaching and Learning (see next page)
Infrastructure
and Talent (see next page)
Student Achievement
Teaching and Learning
Engagement
Classroom Learning Supports
Talent
Infrastructure
Iowa City Community School District Strategic Plan
The mission of the Iowa City Community School District is to ensure all students will become responsible, independent learners capable of making informed decisions in a democratic society as well as in the dynamic global community; this is accomplished by challenging each student with a rigorous and creative curriculum taught by a diverse, professional, caring staff and enriched through the resources and the efforts of families and the entire community | 1,690 | 755 | {
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Designs for a Table Ornament: A Saltcellar(?) in the Form of a Child Resting on a Bundle of Wheatstalks, Holding a Platter
Pen and brown ink, over an underdrawing in black chalk.
177 x 80 mm. (7 x 3 1/8 in.)
As a designer of ornament, Stefano della Bella was a creative and highly original artist whose work anticipates the Rococo manner of the 18th century. Indeed, many of his ornamental prints, such as the series of designs for vases published in Paris around 1646 as the Raccolta di vasi diversi, can be seen to have directly influenced the later work of artists and designers such as Juste-Aurèle Meissonier, Gilles-Paul Cauvet, Mauro Tesi, Johan Paul Schor, and Gilles Marie Oppenord.
This drawing may be compared stylistically to an ornamental drawing by Della Bella of A Saltcellar in the Form of a Mermaid Holding a Shell in a private collection in Chicago, or a design for a garland in the Louvre. Similar drawings for table ornaments by the artist are in the Louvre, the Royal Collection at Windsor Castle, the Uffizi, and elsewhere. Such fanciful designs may have been intended for decorative objects commissioned by the Medici.
Artist description:
A gifted draughtsman and designer, Stefano della Bella was born into a family of artists. Apprenticed to a goldsmith, he later entered the workshop of the painter Giovanni Battista Vanni, and also received training in etching from Remigio Cantagallina. He came to be particularly influenced by the work of Jacques Callot, although it is unlikely that the two artists ever actually met. Della Bella's first prints date to around 1627, and he eventually succeeded Callot as Medici court designer and printmaker, his commissions including etchings of public festivals, tournaments and banquets hosted by the Medici in Florence. Under the patronage of the Medici, Della Bella was sent in 1633 to Rome, where he made drawings after antique and Renaissance masters, landscapes and scenes of everyday life.
In 1639 he accompanied the Medici ambassador to the Parisian court of Louis XIII, and remained in France for ten years. Della Bella established a flourishing career in Paris, publishing numerous prints and obtaining significant commissions from Cardinals Richelieu and Mazarin, as well as other members of the court and the aristocracy. Indeed, the majority of his prints date from this fertile Parisian period, and include scenes of life at the French court. After his return to Florence in 1650, Della Bella continued to enjoy Medici patronage. Over the next few years he produced drawings of the gardens of the Medici villa at Pratolino, the port of Livorno and the Villa Medici in Rome, and also became the drawing master to the future Duke, Cosimo III. He was also active as a designer of costumes for the various pageants, masquerades and ballets of the Medici court. After suffering a stroke in 1661, Della Bella appears to have worked very little before his death three years later.
Only a handful of paintings by Della Bella survive to this day, and it is as a graphic artist that he is best known. A hugely talented and prolific printmaker and draughtsman, he produced works of considerable energy and inventiveness, with an oeuvre numbering over a thousand etchings, and many times more drawings and studies. Significant groups of drawings by Della Bella are today in several public collections, with around six hundred sheets in both the Uffizi and the Louvre, and approximately 150 drawings apiece in the Istituto Nazionale per la Grafica in Rome and the Royal Collection at Windsor Castle. | 1,504 | 797 | {
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__________________________________________________________________________________
Student Expression Rights
What are they, exactly?
PART ONE Directions: Answer the following questions to the best of your ability. Refer to the article(s) supplied by your teacher or any other documents/research you can access. When in doubt, give the best answer you can.
1. From what does our freedom of speech come from in this country?
2. What are some restrictions the government can put on our freedom of speech?
3. As a student, does the freedom of speech apply to you at school?
4. Can a school punish students for taking part in a walkout protest during the school day?
5. What reasons can a school have for restricting or punishing student speech?
6. What rules does YOUR school have about what students can say or do?
7. How about what students can wear?
8. When it comes to student publications, does your state have a “New Voices” law giving student editors the responsibility for making final decisions about what is published?
PART TWO Directions: Read each of the following scenarios and respond to the accompanying questions. Make sure to tailor your responses to what would or should happen at your OWN school based on what you know.
1) A large number of students organize a walkout during the school day at your own school to protest gun violence. School administrators announce that any students taking part in the protest will be immediately suspended for five days.
Can they do this? Why or why not?
2) Your school newspaper or newsmagazine writes an editorial arguing in favor of the legalization of marijuana across the country. Hearing about the story, school administrators demand to read it first and then tell students that it cannot be published.
Can they do this? Why or why not?
3) A group of students want to protest what they say is too much bullying of LGBTQ students as well as the need for the school to designate at least some gender-neutral bathrooms in the building by coming to school with their hair dyed in bright, rainbow colors every day until action is taken.
Can they do this? Why or why not?
4) Some students decide to bring attention to what they say are racist words or actions from government officials by refusing to stand for the pledge at the start of the school day or the national anthem at the start of any sporting events.
Can they do this? Why or why not?
PART THREE Directions: Of course, what we decide to say or do comes down to more than just what the law allows. We must also hold ourselves to high ETHICAL standards when deciding how we should express ourselves.
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Replacing the Green Desert: Meadowscaping and Other Native Alternatives
The great American love affair with lawns has a long tradition. The funny thing is, it's not even our tradition - we adopted the idea from Europe where turf grasses are native. And that's where the ecological problem starts. Our native flora and fauna species did not co-evolve with European turf grasses and are not supported by these exotic grass species.
Perhaps your client is not ready to remove an entire lawn. In that case, start with a smaller area and plant it with a compelling array of native plants, showcasing a beautiful succession of bloom from early spring through late fall. Make sure to site the meadowscape or native planting in a central location where the birds, butterflies and pollinating insects are in full view of your client.
Turf demonstrates its incompatibility with our local ecosystems by demanding enormous amounts of inputs in order to grow well – copious amounts of water, fertilizer and labor. Turf is like a demanding child – always hungry, always needy, and incapable of being left alone. The average American lawn uses 20,000 gallons of water per year for irrigation and homeowners use ten times more synthetic pesticides on their lawns than farmers use on crops.
Exotic grass lawns are virtual wastelands in our local ecosystems. This was not such a huge problem when America had great expanses of "natural" areas and homeowners allowed parts of their landscapes to grow "naturally," before intrusive invasive exotic species became so common. Now, many of our native species are seriously threatened and biodiversity is at an all time low in our landscapes.
Why does biodiversity matter so much? Research has shown that biodiverse landscapes are more resilient over time to pests, diseases and climate change - the trifecta of environmental threats that seems to be growing daily. Still not convinced? Consider the fact that biodiversity is the key to healthy ecosystems, and healthy ecosystems deliver "ecosystem services" that we humans rely upon. Purification of air and water, carbon sequestration, crop pollination, climate regulation, soil fertility, waste detoxification, prevention or moderation of flooding – these are just some of the ecosystem services that we cannot exist without. Lawns just don't deliver.
Landscape professionals can help homeowners and commercial clients "connect the ecological dots" and convert turf into biodiverse landscapes filled with life. It's good for humans and good for the ecosystems of which we are a part. Consider the difference between a lifeless monoculture of turf that supports almost no species vs. a meadowscape (a true meadow or meadow-like garden) filled with a diversity of native plants, attracting a wide array of songbirds, butterflies, pollinating insects and so on. Make this ecologically-rich, new landscape welcoming to clients by mowing a wide path in the middle, so they can take a stroll and enjoy the show. Or, they could stare at lifeless turf!
The functional aspect of meadows and native plant alternatives is also compelling. Shallow-rooted turf is no match for the deep roots of many native plants that excel at keeping stormwater in place, enriching the soil as they grow in a complex matrix underground. Many of our native plants are workhorses at sequestering carbon and trapping or remediating toxins in the soil. Exotic turf? Not even close.
Transitioning clients from turf to meadowscapes and other native alternatives means transitioning your business, as well. Many clients are now seeking out landscape professionals who offer more environmentally-friendly services including: organic maintenance, compost and compost tea applications, invasive plant removal, native landscapes, meadow installations, and so on. Are you ready? Differentiate your business now and outcompete the competition. It works and it pays!
by Kim Eierman, CH AOLCP Environmental Horticulturist Founder, EcoBeneficial!
Kim Eierman will be speaking at New England Grows in Boston on Wednesday, February 5, 2014 at 2:00 p.m. Her topic is, Replacing the Green Desert: Meadowscaping & Native Plant Alternatives.
To learn more about Kim and EcoBeneficial!, visit www.EcoBeneficial.com.
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Grammar videos: Comparative and superlative adjectives – exercises
Watch the video and read the conversation between Sophie and Giovanni. Then do these exercises to check your understanding of comparative and superlative adjectives.
1. Check your grammar: true or false – comparatives and superlatives
Are these sentences
True or
False?
2. Check your grammar: gap fill writing – comparatives and superlatives
Write the words to fill the gaps. Use comparatives and superlatives.
1. The clothes here are _______________________ (good) than in my town.
2. That’s my _______________________ (bad) mark ever!
3. It’s _______________________ (far) than I thought – I think we’re lost.
4. That’s the _______________________ (disgusting) meal I’ve ever had!
5. I hope your team’s _______________________ (lucky) today than last week.
6. They’re _______________________ (happy) in their new school than in their old one.
7. It’s the _______________________ (good) song on the album.
8. Your spaghetti sauce is _______________________ (tasty) than my mum’s.
3. Check your grammar: multiple choice – comparatives and superlatives Circle the correct sentence.
1. a. The more amazing thing just happened to me!
b. The most amazing thing just happened to me!
c. The amazingest thing just happened to me!
2. a. He's a lot taller than you.
b. He's a lot taller you.
c. He's a lot taller from you.
3. a. She's worst than me at maths.
b. She's worse than me at maths.
c. She's more bad than me at maths.
4. a. He's the most good in the team at goal scoring.
b. He's the best in the team at goal scoring.
c. He's best in the team at goal scoring.
5. a. This pizza isn't as good as Alfie's.
b. This pizza isn't as good Alfie's.
c. This pizza isn't as best Alfie's.
6. a. It's frighteninger if you look down.
b. It's more frightening if you look down.
c. It's the frightening if you look down.
7. a. Where's the most cheap place to eat?
b. Where's the more cheap place to eat?
c. Where's the cheapest place to eat?
8. a. I've been running a lot. I think I'm faster now.
b. I've been running a lot. I think I'm more fast now.
c. I've been running a lot. I think I'm more faster now.
Discussion
Which meal do you think is tastier, fish and chips or pizza? Where do you get the best pizza where you live? | 1,058 | 593 | {
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General Information
English 1 hour per day
Maths 1 hour per day
Topic 1hour per day
Home Schooling Weekly Outline
Avon and Chelt 22 nd June 2020
- Please continue to post photos and videos to your individual portfolios. Mrs Vernall will respond Monday to Wednesday as she is in school on a Thursday and Friday.
- Mr Gotobed will respond on Wednesday, Thursday and Friday as he is in school on a Monday and Tuesday.
- All resources where indicated have been loaded on to a Year 3 Padlet Page. Please click on the link below. Where the Power points are too big to attach to the Padlet Page they will be attached on the Class Dojo page. Thank you. https://padlet.com/cgotobed/nal4fv4i6h4q5x1p
- Daily BBC Bitesize lesson – containing reading, writing and SPaG: https://www.bbc.co.uk/bitesize/tags/zmyxxyc/year-3-and-p4-lessons/1
- Spellings Week 4- Spelling Grid and activity on Year 3 Padlet page.
Please also continue with your own spellings from the Bronze and Copper spellings cards
- Daily Reading or Bug Club
- Grammar Activities on Bug Club
-
Writing- Write a non-chronological report about a rainforest animal or animals. What does it look like? Where does it live? (which layer), What does it eat? Interesting facts. Use headings and sub-headings. Power point on how to write a report on Padlet.
Follow the lessons on either of these sites. They are covering the same topics.
-
BBC Bitesize Maths https://www.bbc.co.uk/bitesize/tags/zmyxxyc/year-3-and-p4-lessons/1
- White Rose Maths- see sheet on Padlet for links to resources. https://whiterosemaths.com/homelearning/year-3/
- Daily- Learning Multiplication Tables : Times Tables Rockstars or similar
- Number Bonds / Hit the Button
- Weekly Challenge- count on from any number in 3's, 5's
Twinkl Worksheet available on Class Padlet page.
Rainforest animals week
- Animals-research Rainforest animals and write a non-chronological report.
Power point on Class Dojo. Fact sheets on Padlet Page
Find out what they look like, where they live, what they eat and any interesting facts. Then, present your report in as imaginative way as possible. Use headings and sub-headings. Here are 2 suggestions for researching animals:
https://www.oddizzi.com/teachers/explore-the-world/physical- features/ecosystems/rainforests/animals/
https://www.activewild.com/rainforest-animals-list/#animals-index
- Animal prints and patterns. Look at the Power point on animal patterns. Either draw and colour a repeated pattern based on an animal in the rainforest or try printing a pattern. You could use potatoes or cardboard and string to make a printing block. See Power points on animal patterns on the Padlet page Look at this video on BBC Teach for ideas on how to do print making. https://www.bbc.co.uk/teach/class-clips-video/art-and-design-printmakingdifferent-materials/zhytscw
Other
-
Mindfulness- Take time to relax. Read a story. Activities on Padlet Page- Be Kind to yourself and Mindfulness Challenge Cards.
- Daily Exercise- Daily P.E- Joe Wicks, Cosmic Yoga, Go Noodle
- Take a walk with your family or go for a bike ride.
- We will post a video each week to say hello and read a story. | 1,494 | 777 | {
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Four Corners Aggressiveness and Fitness Drill
Chris Johnson 373,371 Views Rating 4.11 (135 Reviews)
This soccer drill focuses on aggressiveness in winning 50/50 balls and fitness. This drill will be more beneficial for players under 8 and older.
Four Corners Aggressiveness and Fitness Soccer Drill
This soccer drill focuses on aggressiveness in winning 50/50 balls and fitness. This drill will be more beneficial for players under 8 and older.
Drill Setup
1. Create a grid that is 30x30 yards.
2. Create 4 teams and have them stand at each of the four corner cones.
3. The coach positions himself outside the grid near the middle of 2 side cones with an abundant supply of soccer balls.
Drill Instructions
1. The coach plays a ball into the center of the grid and shouts out a command (such as "GO") to begin play.
2. The first player in each of the 4 lines must sprint after the ball in an attempt to reach the ball first.
3. Once a player wins the ball cleanly, the player must hold possession from the other players for 5 seconds before passing the ball back to the coach.
4. If any player steals the ball from the person in possession, that player then attempts to hold possession for 5 seconds.
5. A team scores a point by successfully holding possession for 5 seconds and making a return pass to the coach.
6. The first team to reach 5 points wins.
Drill Variations
- The coach can play different types of balls such as flighted balls, bouncing balls, rolling balls, balls with large amounts of top or back spin.
Drill Coaching Points
- Players should be taught to go after the ball aggressively with speed, determination and vigor.
Equipment
- Disc Cones - Mini or Full-Size Disc Cones are a critical piece of equipment that every soccer coach must have in your equipment bag.
- Scrimmage Pinnies/Vests - Scrimmage vests, also called bibs or pinnies, are also another must-have in your soccer coaching equipment bag.
- Soccer Practice or Training Balls - Every player should have a soccer balls at practice to have a successful training session.
Drill Ages
- 4 - U4, Under 4, 4 and Under
- 5 - U5, Under 5, 5 and Under
- 6 - U6, Under 6, 6 and Under
- 7 - U7, Under 7, 7 and Under
- 8 - U8, Under 8, 8 and Under
- 9 - U9, Under 9, 9 and Under
- 10 - U10, Under 10, 10 and Under
- 11 - U11, Under 11, 11 and Under
- 12 - U12, Under 12, 12 and Under
- 13 - U13, Under 13, 13 and Under
- 14 - U14, Under 14, 14 and Under
- 15 - U15, Under 15, 15 and Under
- 16 - U16, Under 16, 16 and Under
Soccer Drill Skill Focus
- Dribbling - Soccer Dribbling Drills
- Receiving - Soccer Receiving & Turning Drills
- Fitness - Soccer Fitness Drills
Soccer Drill Titled: Four Corners Aggressiveness and Fitness Drill
Tagged: Four Corners Aggressiveness and Fitness Soccer Drill
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A Celebration of Hispanic Heritage and Hope!
"The past year has been one unlike any in recent memory. For so many of us our lives have changed; we've celebrated life's milestones at home or spent holidays alone. But despite how our world has changed, we've kept our eyes on the horizon–we've held onto our hope. This theme celebrates our Hispanic heritage and our resilience. It provides us the opportunity to reflect on those who came before us and hold onto hope to create a better tomorrow. It inspires us to recognize that we are stronger together and reminds us that although we are apart, with hope, we are not alone."
As you think about choosing Hispanic Heritage history lessons, activities, literature, resources, consider the above words of Mr. Victor Anthony Zertuche, Attorney-Advisor at U.S. Environmental Protection Agency, after his message "Esperanza: A Celebration of Hispanic Heritage and Hope" was selected by the National Council of Hispanic Employment Program Managers (NCHEPM) as their 2021 observance theme for Hispanic Heritage month. Remember that although National Hispanic Heritage Month is celebrated by many between September 15 and October 15, celebrating culture, especially that of students in your classrooms, is something to do throughout the year.
Hispanic Month | A Hispanic News Source http://www.hispanicmonth.net
Children's Institute • www.childrensinstitute.net
Select books and literature that centers and celebrates Latinx and Hispanic voice, experience and history. Follow readings with a discussion. Discussion prompts include:
What did you notice?
What did you feel?
What did you connect with?
What would you change?
What are you still unsure/curious about?
Create a "discussion ball" by writing the discussion prompts on a beach ball and toss to students for engagement. Or number questions and have students roll a die. The number they get will be connected to their question.
Further this activity by having students write book reviews, act out a scene from a play they read, write their own story or poem, create a drawing or collage that illustrates their favorite part or engage in a dialogue journal with a book buddy.
SEL skills: Self-Awareness, Social awareness, Relationship skills
Books to Consider
Elementary Level:
Dreamers By: Yuyi Morales
Abuela By: Arthur Dorros
Marisol McDonald Doesn't Match/Marisol McDonald no combina By: Monica Brown
Julian Is a Mermaid By: Jessica Love
Where Are You From? By: Yamile Saied Méndez
Side by Side/Lado a lado By: Monica Brown, Joe Cepeda
Middle School Level:
Us, in Progress: Short Stories About Young Latinos By: Lulu Delacre l
Sanctuary By: Paola Mendoza and Abby Sher (Middle and Highschool)
I Got This: To Gold and Beyond By: Laurie Hernandez
American Immigration: Our History, Our Stories By: Kathleen Krull
High School Level:
El Bronx Remembered By: Nicholasa Mohr
Clap When You Land By: Elizabeth Acevedo
We Set the Dark on Fire By: Tehlor Kay Mejia
PLEASE CONSIDER: As you think about choosing activities, we invite you to be thoughtful, intentional, and reflective. What is your purpose? Does this create a welcoming and affirming environment? Is it inclusive and personalized to your student's diverse needs? Whose voices and experiences are you centering?
Anytime you are asking students to share, it is helpful to have community norms around sharing, listening, respect and trust. If you have not created these together, we encourage you to do that. If you have created these together, we encourage you to refer back to them before introducing the activity.
Children's Institute • www.childrensinstitute.net | 1,633 | 768 | {
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EXPLORE THE ISSUE BEING INVESTIGATED
In Search of New Antibiotics: How Salamander Skin Secretions Combat Microbial Infections
The antibiotic penicillin was discovered by Alexander Fleming in 1929. Called a "miracle drug," it saved millions of lives. Penicillin kills growing bacteria by inhibiting an enzyme that carries out a key step in the formation of the bacterial cell wall. The enzyme normally catalyzes the formation of cross-links between the cell wall strands, and without these links the cell wall has no strength; the bacterium swells and ruptures, unable to withstand its own osmotic pressure.
However, not long after the discovery of penicillin, strains of bacteria resistant to it began to emerge. In response to penicillum resistance, researchers have developed new antibiotics. Over the past sixty years, we have seen a foot race between the emergence of antibiotic-resistant strains by disease bacteria on the one hand, and the development of new antibiotics by researchers on the other hand. Unfortunately, in recent years , it appears the bacteria may be pulling ahead. Diseases such as tuberculosis, gonorrhea, and malaria, once easily eradicated with drugs, now have developed antibiotic-resistant strains. The process of tweaking antibiotics to attack these resistant strains is becoming less and less effective. So researchers are seeking new classes of antibiotics that work in different ways.
Two key factors in the development of antibiotic resistance in bacteria are: 1. mutations of bacterial genes that confer resistance on an organism, and 2. the acquiring of antibiotic resistance from other bacteria, which spread genes from one cell to another on infectious bits of DNA called plasmids. While the initial doses of an antibiotic may kill most of the bacteria, the few bacteria that have undergone mutation to antibiotic-resistance, or that have acquired such resistance genes from other bacteria, survive and quickly multiply. The result is the creation of a drugresistant strain that can spread to other individuals, infections that cannot be successsfully treated with the antibiotic.
A key to developing antibiotics less susceptible to antibiotic resistance is to identify drugs that target bacterial structures less likely to undergo mutations. Penicillin and similar antibiotics typically act on bacterial enzymes. Because enzymes typically have very narrowly-defined specific functions, cells can often tolerate the loss or change of a particular enzyme, making the cell able to survive the "experimentation" that eventually leads to antibiotic resistance. The bacterial cell is less tolerant of mutational alter-
No Photo Available ation to other more broadly functioning components. A new class of antibiotics have been discovered that act on the bacterial cell membrane. These antibiotics are small, membrane-active peptides that interact with and disrupt the bacterial cell membrane. The phospholipids and membrane proteins that make up the cell membrane are fundamental cell building blocks that function to provide a barrier to noxious substances as well as maintaining the internal contents of the cell. Disruption of this barier would be lethal tothe bacterium.
Where did researchers find these membrane-disrupting peptides? On the skin of amphibians. Skin is an important defensive organ for an amphibian. The dermal glands of amphibians secrete a variety of substances that aid in the protection of the animal. Mucus secreted on the skin helps retain moisture. Other substances are antipredatory, toxic or sticky secretions that keep predators away. Several species of frogs are known to release antimicrobial peptides onto their skin, offering the frogs protection from invading microorganisms. But many other amphibians also have dermal secretions -- might there be other sources of antimicrobial peptides?
John Dankert of the University of Louisiana at Lafayette has studied the dermal secretions of the red-backed salamander, Plethodon cinereus. This species of salamander is lungless, relying on cutaneous respiration. Its skin is thin and well vascularized, providing an easy route for microbial entry. Although P. cinereus is territorial and so fights often, its wounds rarely become infected, indicating an active defense against bacteria. P cinereus seemed to Dankert to be an ideal candidate for the presence of antimicrobial peptides in dermal secretions. | 1,842 | 844 | {
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HIGHER SCHOOL CERTIFICATE EXAMINATION
1995 GENERAL STUDIES
1 UNIT
Time allowed—Two hours and a quarter (Plus 5 minutes' reading time)
DIRECTIONS TO CANDIDATES
* All questions are of equal value.
* Attempt THREE questions.
* Answer each question in a separate Writing Booklet.
* Your answers should contain reasoned argument supported by relevant evidence.
* Take time to read this paper carefully and plan each of your answers before you begin to write.
* You may ask for extra Writing Booklets if you need them.
QUESTION 1
Courtesy Alan Moir, Sydney Morning Herald.
Religious leaders are frequently called upon to pass opinion on issues facing society. What is the role of religion in modern Australian society?
QUESTION 2
'The United Nations has become ineffective as a peace-keeping organization.'
How fair and correct is this claim?
How might conflicts between nations be better resolved?
QUESTION 3
©The Observer,14/8/94.
What factors can you suggest to account for the differences shown by the figures above?
What are some social and political consequences of these differences?
QUESTION 4
'The beach, the outback, television programs, and sport define Australian national culture as much as literature and the visual and performing arts.'
Discuss this claim.
QUESTION 5
'Civilization is to be judged by its treatment of minorities.'
How tolerant of minority groups is Australian society? In your answer consider AT LEAST TWO minority groups.
QUESTION 6
The Sydney Morning herald, 8/12/94, p 15.
Give possible reasons for the employment patterns indicated in the graphs above.
What are some of the consequences of these employment trends in Australia?
QUESTION 7
In his 1995 Australia Day speech, the Governor-General, Mr Hayden, referred to communication technology. He said that the information super-highway is being over-hyped and exaggerated. This could lead to unrealistic expectations and disappointments.
Do you agree with the Governor-General?
What are possible benefits and problems of current communication technology? In your answer, refer to AT LEAST TWO of the following:
* privacy
* copyright
* cultural identity
* the Internet
* marketing
* education
* leisure.
QUESTION 8
'Good Government requires an effective Opposition.'
Do you agree with this claim? Support your answer with relevant examples.
QUESTION 9
A parliamentary inquiry into youth violence was told that teachers are being distracted from teaching by having to deal with a range of social issues.
These issues include family problems, violence, and even making sure students are properly fed, clothed, and have a place to sleep at night. Many parents are creating false expectations of what teachers should do by neglecting their own parenting obligations.
Schools are not capable of being total welfare agencies.
Has the school replaced the family in the role of parenting?
What do you consider to be the main role of the school in the education of a young person?
Explain your point of view.
QUESTION 10
'There are advantages and disadvantages of languages other than English becoming commonly used in Australia.'
Discuss this statement.
QUESTION 11
'Governments are being faced with more and more policy decisions where there is conflict between environmental and other interests.'
How successful have Australian Governments been in addressing environmental concerns in recent years?
Discuss specific examples in your answer.
QUESTION 12
'The media's disregard of the right to privacy has reached unacceptable proportions. Individuals have a right to a private life.'
Do you agree with these statements? Support your viewpoint with examples.
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Internet Access and Acceptable Use Policy
June 2020
Respect, Courage, Excellence
At Kalangadoo Primary School, we believe it is important for our students to learn how to use technology effectively, safely and responsibly.
The Internet offers opportunities for students to …
* Gain access to vast stores of information around the world
* Collect and share information
* Communicate with people around the world
* Collaborate with students around the world
* Develop literacy, writing and critical thinking skills
* Improve skills in using computer-based technologies
* Increase competencies in information skills
* Participate in global projects
Internet access is available in classrooms, on iPads and the Library. Internet use will be integrated into the class learning program and supervised at all times. Students will be taught the correct use of equipment and safe and responsible online etiquette. Although internet access is subject to filters through DECD, in the unlikely event that some inappropriate sites may be accidentally accessed, teachers will ensure that students know how to exit from such a site immediately.
Student Code of Conduct for using the Internet and Devices
* I understand that using the internet and devices at Kalangadoo Primary School is for educational, research and learning purposes only.
* Before I use any technology, I will ask permission.
* Before I begin to use the internet, I will ask permission of an adult and explain my purpose.
* I will show the teacher any message before I send it.
* I will tell the teacher if I find strange or inappropriate material.
* I will not give out any name, address or phone number while online.
* I will not complete online details or surveys, unless teacher directed.
* I will use kind and respectful language.
* I will check with the teacher before printing.
* I will abide by copyright rules.
* I will acknowledge work copied from the internet which is not my own.
* I will not knowingly introduce any computer virus.
* I will not download software from the internet without permission from the teacher.
* I will take care of all devices and behave safely and respectfully when using it.
1
Internet Access and Acceptable Use Policy Consent Form 2022
I understand that if I do not abide by this Code of Conduct my right of access to the internet and use of devices will be restricted or withdrawn.
Student Use Agreement
I understand the rules for using the internet and devices at Kalangadoo Primary School and agree to abide them.
Name (printed)………………………………………………………………………….
Signature ………………………………….
Class JP/UC (Circle one)
Date …………………….
Parental Agreement and Consent
I have read and discussed the Code of Conduct with my child.
I give permission for my child to use the internet and devices under the conditions outlined in the attached policy.
Parent/Caregiver’s name (Please Print)
………………………………………………
Signature …………………………………
Parent Permission to Publish on School Website
http://www.kdoops.sa.edu.au/kpshome/
If student work and/or photos of school activities are published on the school website, first names only or initials may be attached to work, but never to photos.
I give / do not give consent for work and /or photos of school activities to be published.
Signature………………………………….
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Jan Karski was born Jan Kozielewski to a Catholic family on April 24, 1914 in Lodz, Poland. His early years were molded by a strong mother, who taught him about tolerance. He credited her with instilling in him the character to do the right thing. As a man of conscience, he risked his life to save others and became a hero of World War II.
When the Nazis overpowered Poland in 1939, young Lt. Karski found himself on a Nazi prison train, but he refused to give up. He was determined to fight back so he jumped form the train during the night, doggedly making his way on foot to fight with the Polish Underground.
Time and time again, he risked death to carry messages to England and France. The Nazis captured him and brutally tortured him, knocking out most of his teeth, yet he refused to reveal the names of his colleagues. Fearing he could not stand further beating, Jan Karski tried to kill himself to save his friends. Resistance fighters risked everything to save this courageous and valuable man, and 15 of them were executed following his escape.
Karski planned another trip to England, met with Jewish leaders, and agreed to visit the Warsaw Ghetto to make an eyewitness report to the Allies. His senses were completely overwhelmed as he described the Ghetto: people dying in the streets, and children too weak to move. He gave a report to Anthony Eden and later to Franklin D. Roosevelt, along with numerous interviews, pleading for some sort of action to be taken to stop the Holocaust. The memories of people screaming and dying in the Ghetto would give him nightmares for the rest of his life.
Karski stayed in the United States because the Nazis had discovered his true identity. If he were to go back to Poland, they would have executed him.
Fearing that the Communists would dominate Poland, Karski rallied support for a free Poland. He wrote brilliant articles for major publications that laid out specific arguments and was supported by the most prominent publishers in the United States. Furthermore, other national journalists joined him in supporting the Polish government in exile. When the Communists came to power, Karski refused to return to Poland until they were replaced.
Karski became a distinguished professor at Georgetown University and was loved by his students and colleagues, most of who never realized that Karski had the moral courage to try and save lives of millions of Jews. He was recognized by many countries and received the highest honor from his native country, Poland. Karski was also made an honorary citizen of the State of Israel and is commemorated on Israel's Avenue of the Righteous. | 984 | 550 | {
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FAMILY ACTIVITIES: PAUL'S GREAT ESCAPE
FOR YOUNGER KIDS:
BASKET TOSS
Supplies: Basket (1), stuffed animal (1), tape (1 roll)
Directions: Place the basket by a wall. On the floor, place a short tape line 2 feet from the basket, then another tape line 2-feet further back, and so on until you have 4 tape lines that get progressively farther from the basket. Give the stuffed animal to the first person and have them stand at the line closest to the basket. Have them toss the animal into the basket. Once they succeed, have them move back a line and repeat. Continue playing until everyone has a turn.
Say: Our basket was big enough to hold a stuffed animal, but can you imagine a basket big enough to hold a grown man? Today's true Bible story had a basket like that. Paul wanted everyone to know the good news of Jesus God wants everyone in the world to hear about the good news of Jesus
Question: If you were one of Paul's helpers, what would you have done to help him escape from the mean people?
Question: What are some things you could do to tell others about Jesus? What could you do to help others who are telling people about Jesus?
FOR OLDER KIDS:
ROCK, PAPER, SCISSORS VERSE BATTLE
Directions: Write down the verse from below on a piece of paper. Cut the paper into pieces so that a portion of the verse is on each section of the paper. Lay the pieces of paper face-up in the middle of your family. Encourage everyone to help you place the pieces in the right order. Read the verse carefully several times to memorize it. Today's Bible verse says:
"But you will receive power when the Holy Spirit comes on you. Then you will tell people about me…from one end of the earth to the other." Acts 1:8
Choose two people to battle against each other by playing a round of "Rock, Paper, Scissors." Have both people chant, "rock, paper, scissors, shoot." On "shoot," you will show with your hand which of the three items you've chosen. For "rock" they'll display a closed fist. For "paper" they'll hold their hand open flat with palm facing downward. For "scissors," they'll hold out their pointer and middle finger in the form of scissors. Rock beats scissors, scissors beat paper, and paper beats rock. Play the best 2 out of 3 to determine who wins the round. Direct the winning person to remove one piece of the Bible verse. The person that lost the round will then recite the verse with the missing word/s. Continue playing until all of the cards have been removed and everyone can recite the verse completely from memory.
Question: God want us to share the love of Jesus to others by telling them about Him. What could we say to our friends in order to tell them the good news of Jesus?
Can you think of any other ways to share the good news of Jesus with others?
Question:
©2020 Mooblio Inc. All rights reserved.
www.gocurriculum.com | 800-684-2303 | firstname.lastname@example.org | 1,136 | 672 | {
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Evaluations
Evaluations are important in determining your child's skills in a variety of areas. This provides vital information in understanding your child's strengths and helps to establish the most appropriate intervention plan. Here is a list of evaluations you will likely encounter with your child in the months or years to come.
Audiological Evaluations:
Behavioral Tests
Behavioral tests are hearing tests that are used with children who are old enough to either turn their head or play a game in response to a sound heard in the testing booth or through headphones. Behavioral tests provide information regarding:
- the degree or amount of hearing loss
- whether the loss is due to problems in the middle ear or inner ear, or a combination of both
- how the hearing loss will affect your child's understanding of spoken language and ability to communicate
Auditory Brainstem Response Evaluation (ABR or BAER)
Auditory Brainstem Response Evaluation is a sleep EEG (brain wave) hearing test, which shows the weakest sounds your child's ears can detect at various frequencies. The test is neither painful nor uncomfortable in any way, but it is necessary for the child to be asleep in order to obtain clear recordings during the test. Three or four small monitors are gently taped to the child's head, and sounds are presented through an earphone to each ear separately while a computer analyzes the changes in the brain wave pattern in response to sounds.
Otoacoustic Emissions (OAEs)
Otoacoustic Emissions can be used to assess the presence or absence of a hearing loss. A soft sound is presented to the ear and a sensitive recording microphone measures an "echo" in response to that sound. If the "echo" or emission is present, the outer hair cells of the cochlea (the inner structure of hearing) are known to be functional. The emission will not be present in children with middle ear problems such as fluid or congestion and/or children with a mild or greater hearing loss.
Medical Evaluations:
Otolaryngology
An otolaryngologist or ENT (ear, nose, and throat doctor) completes a medical evaluation of a child's hearing system. If a hearing loss is present, this specialist may order several radiologic and laboratory studies in order to offer medical or surgical options for diagnosis and treatment.
Genetics
A genetic evaluation can be important in determining the cause of a child's hearing loss. This can provide important information that may be helpful in making a more definite diagnosis of a genetic cause of the hearing loss. This information may also help in decisions about treatment and management of the hearing loss.
Ophthalmology
While it is important that all children have periodic vision checks, for children who have a hearing loss it is especially critical to keep these evaluations up to date, as these children are very visual learners. An examination by an ophthalmologist (eye doctor) can identify any visual problems and provide appropriate treatment. In addition, the ophthalmologist may be able to identify a problem with the eyes or vision that can help
© Boston Children's Hospital, 2015 All rights reserved. Publication Date 4/29/2014
provide further information about the cause of the hearing loss.
Developmental and Communication Evaluations:
understanding a child's strengths and weaknesses, provide insight into a child's learning style, and is critical in helping to develop early intervention and educational plans.
Hearing loss can have a significant impact on a child's development of speech, language, and communication skills and can have an affect on academic performance. Therefore, it is important to obtain baseline information regarding a child's developmental and communication skills by a speech/language pathologist and pediatric psychologist who is skilled in the development of children with a hearing loss. This information will be useful in
This information is available in Arabic, Portuguese, German, and Spanish from your provider.
For additional resources, please visit our Deaf and Hard of Hearing Program website at: www.bostonchildrenshospital.org/dhhp
© Boston Children's Hospital, 2015 All rights reserved. Publication Date 4/29/2014 | 1,749 | 828 | {
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Yr 3 Curriculum News Autumn 2023
English
In Maths we will be covering the following topics:
In English we will be covering the following topics:
! Narrative - innovating the fairytale 'Jack and the Beanstalk'; rewriting 'The Lion and the Mouse' from Aesop's Fabels and writing their own fable.
! Non Fiction – Writing a recount about the journey of a river. Writing a non-chronological report on Ancient Egypt.
! Poetry – Ancient Egyptian Kenning and List poems.
Teaching of spelling and grammar will be integrated throughout each topic. Whole class reading takes place daily and will cover a range of texts, including books by Anthony Browne and Julia Donaldson.
PE
* Football and Tag Rugby, Agility and Speed
In PE we will be covering the following units of work:
* Netball and basketball
* Ball Manipulation
Your child should come to school in a PE kit on Fridays. The P.E. kit should consist of a blue or white t-shirt, black leggings/tracksuit bottoms/shorts and a pair of plimsolls or trainers. As the weather changes PE lessons will be outside as much as possible so please also include a sweatshirt.
Spanish
In our Spanish lessons this term, we will be learning how to greet someone in Spanish. We will also be learning about each other through the topic of ' What is your name?'
Religious Education
In RE this term, we will be exploring Hinduism. The children will be exploring the story of Rama and Sita and its significance to Hindu peoples.
Music
In Music, we will be focusing the unit ' Let your spirit fly' and we will be developing notational skills leading into our Christmas Performance Practise.
Maths
* Number and Place Value
* Multiplication and Division
* Addition and Subtraction
In each topic, there will be a focus on mathematical reasoning, problem solving and applying methods in a variety of different contexts. Pupils will practice their mental arithmetic skills in a weekly test.
Other Subjects
'Cradles of Civilisation. Children will explore the culture of these ancient civilisations and will compare similarities and differences between them. Our Geography topics this term are 'Rivers' and 'Mountains'. Children will explore the relationship between these physical processes and people. Our Science topics this term are 'Plants' and 'Rocks'. Our Art/ D.T. topics this term are Art and Design skills ( drawing and painting) and Prehistoric Art (painting and sketching).
Our History topics this term are 'Ancient Egypt' and
Homework
* Your child has a MYON account which enables them to read books online at school and at home. The children have been taught how to use the app and their password has been sent home. They can take A.R. quizzes at home too.
Your child is expected to read every day:
* Your child will bring a library book home every week. They need to return the book by the following week if they would like to change it.
Spellings are handed out on Fridays:
* Children should use Spelling Frame for daily practice of the spelling list and rules. The password has been sent home. There will be a spelling test the following Friday.
Maths:
* Please support your children to learn their times tables, beginning with their 2s, 5s and 10s. We will be focusing on the 3, 4 and 8 times tables in class. Times Table Rockstars will be introduced next week and your child will bring home a password.
*
Mathletics homework is set every Friday and should be completed by the following Friday. | 1,419 | 750 | {
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HUMANE SOCIETY OF BROWARD COUNTY Behavior Modification Handout
Coprophagia
The specific reason for stool eating in dogs is often debated and very little is know as to why dogs engage in this undesired behavior. There are numerous speculative ideas such as something lacking in the diet, attention seeking behavior, a hold over from nest or den cleaning behaviors from the dam. One thing we can all agree on is owners don't like it and controlling the behavior early on will help to eliminate a bad habit from taking hold.
Controlling or managing your environment is often a less stressful and faster way to solve some behavior problems. If you don't want your dog to do something then eliminate the opportunity for the behavior to happen or decrease the likelihood of the behavior with a series of precautions and preventatives.
Starting Off on the Right Paw / Managing Your Environment
* Keep your yard or kennel area clean from feces. When the dog eliminates pick it up right away.
* Use a food additive such as CoproBan or Fore-Bid available from your veterinarian to give the stool an unappealing flavor (to your dog). MSG can also be used on food for the same effect.
* Supervise your dog when he is eliminating outside, interrupt any stool eating and redirect him with a food treat or toy. Clean up any feces right away.
* If your dog is a cat box feeder use baby gates to eliminate his access. Covered boxes may also work for large dogs. Remember, make it easy for your cat to get to the box but not your dog.
* Keep the box clean, scoop everyday. Your cat will enjoy a clean box and your dog will not have the opportunity to visit the buffet.
* You may also use food additives on your cat's food to give the stool an unappealing taste (to your dog).
Avoiding the Pitfalls
* Any aversive or booby trap you may use to scare your dog away from the litter box may also scare your cat!
* Punishment for this behavior is not going to be an effective deterrent and may only serve to create a fearful or aggressive response from your pet.
* Be patient. This behavior is often exhibited in puppies and younger dogs. If given guidance by providing behavior modification and managing your environment most dogs will extinguish this behavior as they mature.
* Always consult your veterinarian with behavioral changes in your pet to rule out any medical problems and get their advice on using medications or food additives.
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Back to School Basics - Easing the adjustment to school routines
Sleep Habits
Help your children adjust their bodies into school routines by starting about 2 weeks before the start of school.
Reading
Reading is important whether you read with your child or they read by themselves; it will keep their mind sharp. Reading is an all-year-long activity, taking a break for summer is unnecessary and should be discouraged.
Create Enthusiasm
Try to involve your child(ren) as much as possible in the preparations for going back to school:
* School Supplies. Go through your home first to see what you may already have that is on the supplies list. You may be surprised to find that you have cut your shopping list down to a more manageable, budget friendly amount. Don't buy items just because they look nice or are cheap, consider their quality and durability. Watch for sales and shop around to get the best for less.
* Shoes. Proper footwear is essential. Your child will most likely need two pairs, one for indoor and one for outdoor. (A third pair may be required for gym.) While style is important to your child, comfort, fit, quality and durability are what really counts.
* Clothing. We would all love to be able to give our kids a new wardrobe for a new school year, but being practical, one new outfit (and maybe a pack of new socks and underwear) should do the trick. If you normally buy more than one outfit consider buying one new outfit to start and then once they have been to school, have your child decide if there is anything they may have seen other children wearing that they would like to have. Or the opposite, something they want to be sure not to wear.
* Healthy Breakfasts and Lunches. You want your child to have the best possible start to their day and enough nourishment for them to sustain themselves at school. An easy way to do this is by having several choices for them to choose from, taking into consideration that most schools are peanut free, read the label carefully.
Remove Some Morning Stress!
Preparing the night before is a sure bet for a smooth start to their day. Have your child help pack their lunch, set out their clothes and supplies. While you can't control everything that may happen, like the bus being late, you can be sure your child will be prepared for learning.
Phone: 613-735-2116 | Toll Free: 800-661-0340 | firstname.lastname@example.org | www.valleyefap.com | 877 | 512 | {
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SSA KINS Philosophy
Overview
Southern Soccer Academy supports GA Soccer's Kicking Is Not Soccer (KINS) philosophy for Under-6 to Under-12 soccer players. For most, the Recreational Program at these ages is essentially the players' first experience with the game of soccer, so it important for the players to be given the opportunity to develop in a fun and purposeful environment.
Main Objectives
First Objective: To promote and emphasize the skill of dribbling at the U6 through U12 age groups, and discourage aimless kicking of the ball.
When young players are conditioned to just kick the ball forward as far as possible, their skill development is stunted, making it harder for them to reach their true potential. Dribbling is the foundation and preparation for all the other fundamental skills of soccer, such as controlling, passing, and shooting. Laying the proper dribbling foundation at the youngest years will enhance the players' ability to improve all soccer skills. No matter what level the players will end up playing, recreational or select, they will derive increased pleasure from the game if they can control the ball better and become more adept at manipulating it.
Second Objective: To promote decision making by the players on the field and reduce their dependence on adults for problem solving. Soccer is a player's game, meaning that it's the player who must make the decisions on the field. Therefore, frequent positive reinforcement (praise and encouragement) should be given but limited instruction.
Role as a Parent
It's often hard for you to watch your child lose the ball in front of his/her own goal and for the other team to score. So, the next time your child has the ball in his/her half, you can't help it and shout "kick it!" But every time they kick it, they lose another opportunity to learn to dribble. Therefore, instead of using the words 'kick it' during the games or the practices, replace this with'Soft First Touch' and 'Keep It Close'. Every time your child goes to the ball, his/her first touch on the ball should be a soft one, providing the opportunity to dribble.
Dribbling and Passing
There is a strong correlation between the ability to dribble and the ability to pass. Typically, the best dribblers in the team are also the best passers. This is because both of these skills require the ability to shift body weight quickly from one foot to the other and balance on one foot while propelling the ball with the other. Once a player becomes a good dribbler, he/she automatically starts to look up and survey the field in between touches, increasing the chance of a pass. | 1,000 | 600 | {
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Our topic this half term is "Why were castles built?"
Homework:
Homework will continue to be sent out each Friday; to be returned by the following Friday.
Spellings:
Spellings will continue to be given out each Tuesday. A spelling test will take place the following Monday. Your continued support in preparing for the test is gratefully appreciated.
Reading:
During the first term, Class 2JP met the 'Must, Could and Challenge' on a number of occasions. Moving forward, I am challenging the class to continue in this positive direction. Please continue to read a few pages of your child's home reading book every night and sign the reading record after your child has read. You can also support your child's learning by asking a few questions about the book.
PE: PE lessons will be on Tuesdays and Fridays. Please make sure your child has full PE kit in school on these days. Children should bring trainers that they can wear for PE outside. Please remember earrings should not be worn on PE days.
Class 2JP-Spring 2
Welcome back after the half term holiday. I would like to take this opportunity to tell you about the topics your child will be studying during this half term.
Literacy: Our main areas of study will be:
Numeracy:
-Fantasy Stories
-Non Chronological reports
-Diaries
-Instructions
During literacy your child will be focusing on grammar, punctuation and guided reading.
Science:
In Science our main topic will be ' electricity'. The children will identify and describe the uses of everyday appliances and research 'why do we need to be careful with electricity?'.
The children will learn about simple series circuits involving batteries, wires, bulbs and other components and they will have the opportunity to investigate how a switch can be used to break a circuit.
Our main areas of study will be:
-Calculation
-Addition and Subtraction
-Fractions
-Measurement
- Problem solving and reasoning
Your child will also be learning relevant number facts. I would appreciate any support you can provide with this at home. Please see the reverse side of this newsletter for the relevant number facts.
RE: In RE, we will be retelling the story of Easter, exploring the different ways how Christians show their beliefs about Jesus at Easter. We will also spend time reflecting on the sadness of Easter but the happiness of the resurrection.
Music: During music lessons the children will continue to learn about the language of music through playing the glockenspiel. The learning will be focused around exploring and developing their musical skills .
ICT: During ICT we will be using the internet to research information about different Castles.
Art/ DT:
The children will continue using a range of different software e.g. word processing and art packages.
The children will also continue to develop their understanding of E-Safety.
History:
As historians the children we will be investigating Castles. They will be researching when and why castles were built, who lived in them ,what life was like and what has happened to castles since the medieval period . The children will have opportunities to ask questions about the castles and will use a range of secondary sources e.g. pictures, books and ICT to help them find the answers. The children will present information in a range of different written styles.
During our Art and DT lessons we will be designing and making a personalised 'coat of arms' and making a moving jousting picture.
And finally…Please feel free to come and speak to Mrs Acey, Mrs Smithson or myself, either before of after school if you have any queries. | 1,410 | 742 | {
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Plants take up more carbon once acclimated to warmer temperatures
5 June 2017, by Shari Finnell
and perennials, tropical and non-tropical species, and plants using different photosynthetic pathways—through a battery of tests that looked at how they "acclimated" to temperatures from 15 degrees Celsius to 35 degrees Celsius (59-95 degrees Fahrenheit) for seven days. The findings show that the plants acclimated to higher temperatures were able to speed up both photosynthetic processes that pull carbon dioxide from the atmosphere and respiratory processes that release carbon dioxide back to the atmosphere. Though taken together, the results suggest a net increase in carbon uptake in plants acclimated to warmer temperatures.
Credit: CC0 Public Domain
A new understanding about how plants react to high temperatures may help improve predictions about how climate change will affect the planet.
Nick Smith, a Purdue University adjunct professor in Forestry and Natural Resources, and postdoctoral fellow at the Lawrence Berkeley National Laboratory, wanted to know how plant carbon uptake is affected by extended periods of different temperatures. The information may be helpful for models that use plant carbon uptake to estimate the effects of climate change.
"Models have good representations of short-term changes in temperature, but few data exist for incorporating longer-term responses," said Smith, whose research was part of his doctoral work under Purdue Professor Jeffrey Dukes. "Plants are currently the only way that carbon dioxide is removed from the atmosphere on land. The way plants are represented in these large-scale models is really important."
Smith put 22 plant species—a variety of annuals
Once the plants were acclimated to the new temperatures for a week, Smith exposed them for a few minutes to different extreme temperature bursts, from 14 to 50 degrees Celsius (57-122 degrees F). Warmer temperatures sped up photosynthetic processes up to an inflection point, and decreased rates beyond this temperature. However, these curves were altered by acclimation, with plants acclimated to warmer temperatures having higher inflection points and greater rates of carbon uptake and release processes.
"In general, across all plant types, acclimation was nearly ubiquitous. Plants generally acclimated in a way that would suggest that as plants adjust to warmer temperatures, they increase their capacity to take up carbon from the atmosphere," Smith said.
The findings, published in the journal Global Change Biology, suggest that plants may be more adaptable to warmer temperatures than once thought, and that those adaptations may help remove at least some of the excess carbon in the atmosphere.
"Our study suggests that at least under the range that we measured, the plants aren't hitting this inflection point. We shouldn't expect a decrease in
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photosynthesis or uptake of carbon based on temperature alone," Smith said.
While that is good news, Smith cautions that many other factors will be at play. Reduced water availability or fewer plants on the planet would likely negatively affect carbon uptake.
Smith plans to use the findings to help improve climate forecast models.
More information: Nicholas G. Smith et al. Shortterm acclimation to warmer temperatures accelerates leaf carbon exchange processes across plant types, Global Change Biology (2017). DOI: 10.1111/gcb.13735
APA citation: Plants take up more carbon once acclimated to warmer temperatures (2017, June 5) retrieved 19 June 2019 from https://phys.org/news/2017-06-carbon-acclimated-warmer-
Provided by Purdue University temperatures.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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General problem-solving strategy
A systematic approach to problem solving helps the learner gain confidence, and is used consistently as a "blue print" by expert problem solvers as a way to be methodical, thorough and self-monitoring. This model is used in life generally, as well as in the sciences. The steps are not linear, and multiple processes are happening in your brain simultaneously, but the basic template hinges on effective questioning as you carry out various steps
1. Engage
Invest in the problem through reading about it and listening to the explanation of what is to be resolved. Your goal is to learn as much as you can about the problem before you begin to actually solve it, and to develop your curiosity (which is very motivating). Successful problem solvers spend two to three times longer doing this than unsuccessful problem solvers. Say "I want to solve this, and I can".
2. Define the stated problem…a challenging and time consuming task
- Understand the problem as it is given you, ie. "What am I asked to do?"
- Ask "What are the givens? the situation? the context? the inputs? the knowns? etc.
- Determine the constraints on the inputs, the solution and the process you can use. For example, "you have until the end of class to hand this solution in" is a time constraint.
- Represent your thinking conceptually first, by reading the problem, drawing a pictorial or graphic representation or mind map (see example attached), and then a relational representation.
- Then represent your thinking computationally, using a mathematical statement
3. Explore and search for important links between what you have just defined as a problem, and your past experience with similar problems. You will create a personal mental image, trying to discover the "real" problem. Ultimately, you solve your "best mental representation" of the problem.
- Guestimate an answer or solution, and share your ideas of the problem with others for added perspective.
- Self-monitoring questions include: What is the simplest view? Have I included the pertinent issues? What am I trying to accomplish? Is there more I need to know for an appropriate understanding?
4. Plan in an organized and systematic way
- Map the sub-problems
- List the data to be collected
Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON
http://sass.queensu.ca/learningstrategies
- Note the hypotheses to be tested
- Self-monitoring questions include: What is the overall plan? Is it well structured? Why have I chosen those steps? Is there anything I don't understand? How can I tell if I'm on the right track?
5. Do it
- Self-monitoring questions include: Am I following my plan, or jumping to conclusions?
- Is this making sense?
6. Look back and revise the plan as needed. Significant learning can occur in this stage, by identifying other problems that use the same concepts (remember the spiral of learning?) and by evaluating your own thinking processes. This builds confidence in your problem solving abilities.
- Self-monitoring questions include: Is the solution reasonable? Is it accurate? (you will need to check your work to know this!) Does the solution answer the problem? How might I do this differently next time? How would I explain this to someone else? What other kinds of problems can I solve now, because of my success? If I was unsuccessful, what did I learn? Where did I go off track?
Based on D.R. Woods, "Problem–based Learning", 1994
Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON
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The Cold War at Home
Chapter 12 Section 4
Lecture Focus Question
How did fear of domestic communism affect American society during the Cold War? Explain.
Rooting out Communists
Red Scare: fear that communists both outside & inside U.S. were working to destroy American life
Truman Loyalty Oaths
"security risks" fired
Smith Act: unlawful to teach/advocate violent overthrow the U.S. govt
Simon Says…
Loyalty oaths didn't really work. If you're a spy, your job is to lie!
Congress Hunts Communists
House Un-American Activities Committee (HUAC): Congressional committee that investigated possible subversive activities within the U.S.
Hollywood Ten: group of movie writers, directors, and producers who refused to answer HUAC questions about alleged communist ties
Asserted 5 th Amendment rights → went to prison for contempt
Blacklist: list of people who were not hired for work because of suspected communist ties
Connection #1
Today, we are worried about Russian meddling in our democratic process and are currently investigating that problem. Summarize what you know about this issue.
Freedoms Take a Hit
Freedom of speech no longer guaranteed
People were fired for associating with people with communist ties
Oppenheimer put under the microscope
Access to classified info
Ties to people in the Communist Party
NO ONE WAS SAFE!
Brain Snack
Choose 3 words that summarize the notes so far. Write them down with your right hand in the corresponding column. Then, write those same 3 words with your left hand in the remaining column.
LEFT HAND RIGHT HAND
Alger Hiss
Flawless career working for the federal govt
Named as a communist spy
Put on trial
Convicted for perjury
5 year sentence
Later evidence showed he was guilty
Heightened Cold War fears
Simon Says…
Remember that the 5 th Amendment protects people from double jeopardy (being tried for the same crime twice).
Julius & Ethel Rosenberg
Charged with passing nuclear science secrets to Communists
Case largely based on the word of one confessed spy
Claimed innocence
Found guilty
Executed in 1953
Connection #2
Have you ever been accused of doing something simply because of the people around you? Explain.
McCarthyism
Senator Joseph McCarthy
Made weeding out communists his mission
Had a "list" of traitors
Baseless accusations
Hero to most American people
Hearings were televised
Public outraged by his bullying tactics
McCarthy lost power and influence
McCarthyism: negative term for extreme, reckless charges of disloyalty
Bomb Drills
The govt tried to prepare the American public for nuclear bomb attacks
City drills
School drills
Pamphlets
"how to" films
Posters/billboards
Bomb shelters
Bert the Turtle video
SUMMARY: These notes are about… (1-2 sent) (Main Idea Use the WIN strategy!)
W.I.N. strategy:
WHO/WHAT - Figure out the most important who or what (topic) INFORMATION - Figure out the most important information about the who or what
NUMBER OF WORDS - Write the main idea using the fewest possible number of words
Lecture Focus Question
How did fear of domestic communism affect American society during the Cold War? Explain.
Response = 3-4 well thought out sentences minimum! (topic sentence + supporting details)
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Handout 2: Case Backgrounds
Federal Republic of Yugoslavia
Bosnia and Herzegovina declared its independence from the Federal Republic of Yugoslavia in 1992. This was opposed by the country's Serbs whose share in the population was around 40% and who had an autonomous Serb republic (Republika Srpska) within the newly independent state. Seeking to achieve an all-Serb population on its territory, the Serb army (VRS) began expelling and killing the nonSerb population. In three years, several hundred Bosniak villages were destroyed, more than 10,000 killed and almost 100,000 displaced. Bosniaks, most of whom were Muslim, sought refuge from the Serb army in the city of Srebrenica.
Although the UN had declared a safe area in Srebrenica and sent 400 peacekeepers to protect the civilian population there, VRS invaded the city in July 1995. In a thoroughly planned operation, Bosniak men were separated from the women and children and taken to various nearby villages where mass executions were carried out in the following days.
Rwanda
The small Republic of Rwanda (about twice smaller than Estonia by territory) is located in Central Africa. The country was ruled by a monarchy during the 15th20th century. The ruling elite were called Tutsis and the poorer, mostly farmer population were known as Hutus. It has also been claimed that Tutsis and Hutus are of different geographical origin and somewhat different physical traits.
Oppressed Hutus began an uprising against the Tutsi monarchy in 1959. Hutus took power in the country and opposition parties were gradually removed from political competition. Many Tutsis fled the country during the revolution and the following years.
In 1990, the Rwanda Patriotic Front (RPF) of Tutsi exiles attacked Rwanda. A three-year civil war ended by an accord between RPF and MRND (Rwanda's military government) which created a multi-party system open for both Hutus and Tutsis.
MRND members were not satisfied with the outcome and started planning the extermination of Tutsi population. Weapons were distributed to Tutsi civilians and „enemy" lists were prepared of persons to be executed, including Tutsis, Hutus who were opposed the military regime and the foreign spouses of Tutsi women. An anti-Tutsi media campaign was designed by MRND to fuel hostility against Tutsis. Its main instrument was the RTLM radio channel which urged people to exterminate „the enemy" and broadcast the locations of Tutsi sanctuaries.
Around 800,000 to 1,000,000 Tutsis and liberal Hutus were murdered during the period of April-July 1994. | 1,138 | 577 | {
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The 5-Day Study Plan
Why should I start studying early?
Did you know that the human brain learns academic material faster and better if done in brief blocks of time spread over longer periods, rather than in a few lengthy sessions?
For example, you will perform better on an exam if you spend one hour studying each day for 20 days than if you spend 10 hours studying for two days before an exam. Which means that CRAMMING is BAD NEWS!
What if I have to cram?
Ok, so sometimes life gets crazy and we end up having to cram, right? If you have to cram, try to focus on remembering the information you know already rather than trying to learn new information. And here's the kicker: you will typically NOT remember what you tried to learn the night before the exam, so it's best to make sure you really know some of the information well. If you do have a few days, try to spread the studying out so you are not doing it all in one day.
How should I plan my exam preparation?
The 5-Day Study Plan
If you plan ahead, many students have found the "5 Day Study Plan" gets good results. However, five days is really the minimal and we recommend a much longer study plan, if possible. For example, if you have not read any of your BIOL 101 textbook and a multiple choice quiz of over 100 test questions is looming, 5 days will probably not suffice.
Components of the 5-Day Study Plan:
- Space out your learning over a minimum of 5 days.
- Divide your material into workable 'chunks,' e.g. a chapter, a set of lecture notes.
- During each day, prepare a new chunk. Preparing might be reading and note-taking, amalgamating lecture and textbook information, reorganizing lecture notes.
- Review previous material.
- Use active learning strategies such as questioning, reciting, cue cards, study groups, etc.
- Use self-testing techniques to monitor your learning.
How much time should I set aside to study?
You might need a minimum of 8-10 hours of studying to get a good mark on an exam. However, the time you need to spend really depends on many things such as:
- the difficulty of the course
- to what extent you have kept up with the materials during the term
- how important this exam is to you
Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON
http://sass.queensu.ca/learningstrategies
How to make a 5-Day Study Plan
1. Break your material into chunks. If it can be divided by chapter, article, theme or topic, then use that. If not, divide the material in a way that is manageable to you. For example, if one chapter is very long and/or complex, break the chapter into sections.
2. Plan to spend 2.5-3 hours studying on each of the five (or more) days.
3. Each day start by reviewing the previous day's work, focusing on what you did not know on the self-test, and then preparing a new section. End with a self-test.
Example time frame:
| Date | What to do | What to study | Length of time |
|---|---|---|---|
| Day 1 | Prepare Self-test | 1st section/chunk (e.g. a chapter) | 2 hours 20 minutes |
| Day 2 | Review Prepare Self-test | 1st section 2nd section | 20 minutes 2 hours 20 minutes |
| Day 3 | Review Review Prepare Self-test | 1st section 2nd section 3rd section | 10 minutes 20 minutes 2 hours 20 minutes |
| Day 4 | Review Review Review Prepare Self-test | 1st section 2nd section 3rd section 4th section | 5 minutes 10 minutes 20 minutes 2 hours 20 minutes |
| Day 5 | Review Review Review Review Self-test | 1st section 2nd section 3rd section 4th section | 5 minutes 5 minutes 10 minutes 20 minutes 2 hours |
You may need to extend the preparation time depending on the information and to match your own learning pace. However, studying for more than 3-4 hours at one session is not as helpful as several shorter ones.
Also, don't forget to take short breaks throughout!
Learning Strategies, Student Academic Success Services, Queen's University, Kingston, ON
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ELLEN WILKINSON PRIMARY SCHOOL Anti- Bullying Charter
This Charter was written by the pupils at Ellen Wilkinson Primary School because we believe that every child has the right to feel happy and safe in our school. So we will not put up with any type of bullying.
Our Rights
We believe every child has the right to:
1. Enjoy coming to school
2. Be treated fairly and kindly
3. Play safely and happily
4. Be spoken to and about with respect (no name calling)
5. Be able to learn
6. Be themselves
7. Have their worries listened to and taken seriously
8. Expect any report of bullying to be looked into and dealt with quickly
9. Be looked after if they have been bullied
10. Be helped to learn how to behave if they have bullied others
Please know that bullying can and does lead to suspension and exclusion from our school.
Our Responsibilities
1. To follow our 3 school rules
2. To understand when is it bullying - Several Times On Purpose
3. To always help STOP any bullying by Start Telling Other People
We believe it is everyone's job to STOP bullying so we ask everyone in our school to make a promise to do this.
Pupil Promise
Name: ……………………….
Signature: …………………..
Date: …………….
Parent Promise
Name: ……………………….
Signature: …………………..
Date: …………….
Headteacher Promise (on behalf of the staff)
Name: ………………………
Signature…………………..
Date…………..
Chair of Governors Promise (on behalf of EWPS Governing Body)
Name: ………………………
Signature…………………..
Date…………..
* I promise that I will meet my responsibilities and help STOP bullying
* I promise to tell an adult if I feel I am being bullied or that other people are.
* I promise that I will not bully others.
* I promise that I will listen to my child if they are worried.
* I promise I will contact the school to help sort out the problem.
* I promise I will help STOP bullying.
I promise that all staff in the school will always:
* Listen to anyone who feels that they are being bullied
* Take children’s concerns seriously
* Support them and take action so this does not continue (including exclusion for the child who is bullying if appropriate)
* Help children learn how to behave if they have bullied others
* Help STOP bullying.
* I promise that the Governing Body of the school will help STOP bullying by making sure policies and procedures support this charter | 986 | 524 | {
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FOREWORD REVIEW
Suki's Kimono
Chieri Uegaki
Stephane Jorisch, illustrator
Kids Can Press (September 2003) Unknown $15.95 (32pp)
978-1-55337-084-0
Armed with the same tenacity and unwavering determination as Henke's precious Lily in Lily's Purple Plastic Purse, Suki takes center stage. The comparison stops there, however, as the story's tone evokes more reverence than sass in the face of adversity.
When Suki's grandmother (obachan) visits for the summer, she brings a special gift from the Japanese homeland-a kimono. Memories of a delightful street festival come to life as Suki recalls the first time she donned the beautiful garb-the tasty cuisine, colorful paper lanterns, and traditional dances. Understandably, the "fan-patterned blue kimono" is Suki's "favorite thing." In honor of her grandmother and her rich heritage, Suki declares she will wear her Japanese robe on the first day of school!
The author is a graduate of the University of British Columbia's Creative Writing Department and a finalist in The Writers' Union of Canada Writing for Children Competition. This is her first children's book, inspired by her relationship with her own grandmother.
The story, written for ages four through eight, rings true on many levels. The main character, an independent first-grader, decides to openly embrace the traditions of her Japanese ancestry. She wears her kimono, sash (obi), and wooden clogs (geta) to school, regardless of her sisters' disapproval. Marked as the opening scene, the reader is appropriately prepared for the reaction Suki will soon receive from her classmates. Her mother, who obviously appreciates her daughter's individuality, does not challenge her decision. Throughout the day, Suki stands tall and strong in her right to express herself as she sees fit, despite the teasing and ridicule. Only one child dares to befriend her and ask the questions no one else has the courage to ask.
The crowning moment for Suki is when the teacher asks her to tell the class what she experienced during the summer months. Suki moves to the head of the room and tells of her grandmother's visit. As she describes the festival dancers, Suki loses herself in a graceful demonstration of a traditional dance and hums the familiar music of Japan. When she returns to her seat, her classmates, reluctant at first, reach out to her in a thunderous round of applause.
The illustrator is the recipient of the Ruth Schwartz Award for her last Kids Can Press picture book, Oma's Quilt, as well as two Governor General's Awards and many other artistic honors during her career as an illustrator. Here, her playful watercolors glide across the page as Suki retraces her grandmother's dance patterns. Suki's Kimono addresses the challenges of diversity and intolerance, and realistically explores the role played by fear of the unknown. CHARISSE FLOYD (December 16, 2003)
Disclosure: This article is not an endorsement, but a review. The author provided free copies of his/her book to have his/her book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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Revolution 1: Population
How many people can our planet handle?
RESOURCES
Sample discussion questions
- What difficulties-from retiring baby boomers in the United States to a graying China, to the massive overhang of Europe's elderly-can private corporations, governments, and other sectors expect as the aging revolution unfolds across the globe? How will changing demographics affect workforce composition? Retirement age? Pension outlays? Taxation? Immigration? Economic growth? How can governments, corporations, and nongovernmental organizations work together to address these issues?
- Immigration already accounts for over 60% of population growth in developed countries. Do you believe that governments in developed countries are ready to deal with the massive immigration that will accompany, in many cases, a sharply decreasing number of citizens? What recent world events encourage pessimism or optimism in this regard?
- According to the United Nations Population Division, by 2050 the four most-populous countries will be India, China, the United States, and Pakistan. What will this mean for the geopolitical balance of power? Pakistan is a prime example of the overarching global trend of the highest population growth occurring in countries with the lowest prospects for economic development, the most dire resource scarcities, the most daunting public health challenges, and the least transparent and effective systems of governance. What will be the impact of this population growth in terms of global stability and security?
* From, Educating Globally Competent Citizens A Tool Kit for Teaching Seven Revolutions
Web Resources
The United Nations Population Division remains the standard of reference for global population figures, as well as analysis of trends.
The Population Reference Bureau (PRB) provides detailed articles, datasheets, and reports on key population issues including mortality rates, gender, race/ethnicity, and fertility. PRB also offers specific country data.
CSIS Global Aging Initiative provides information about the international economic, financial, political, and security implications of aging and depopulation.
CIA: World FactBook and CIA regional maps: great country-by-country statistics and maps.
World Health Organization
Worldmapper: provides images of the globe based on statistical information.
Videos
Population Growth
Hans Rosling shows the best stats you've ever seen
Hans Rosling on global population growth
Hans Rosling: Let my dataset change your mindset
Minature-Earth
Global Aging Preparedness with Richard Jackson
Further Reading
Carl Haub. Tracking Trends in Low-Fertility Countries: An Uptick for Europe. Population Reference Bureau. September 2008.
Richard Cincotta, Robert Engelman, and Daniele Anastasi. The Security Demographic: Population and Civil Conflict After the Cold War. Population Action International. August 2003.
Richard Jackson and Rebecca Strauss. The Geopolitics of World Population Change. CSIS Commentary. July 2007.
United Nations Population Fund (UNFPA) publications | 1,449 | 585 | {
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Pledge to Be Fit
Being fit means that you eat well and get a lot of exercise.
Being fit means that you eat well, get a lot of exercise, and are a healthy weight. When you are fit, your body works well, you feel good, and you have the energy to do the things that you want to do.
| I pledge to be fit and to: | |
|---|---|
| • Eat 2 pieces of fruit each day. | • Drink 3-4 glasses of water each day. |
| • Eat 3 vegetables each day. | • Drink less sugar-sweetened beverages. |
| • Eat less junk food—choose snacks that are better for me, for example, raw vegetables, cheese and crackers. | • Watch TV or play video/computer games no more than 1 hour each day. |
| • Eat breakfast each day. | • Be active for at least 1 hour each day: Playing a team sport, ping pong or tennis, riding my bike, running, shooting hoops, jumping rope or playing at the playground, etc. |
| • Drink 3 glasses of low-fat milk each day. | |
Healthy Lunchbox Tips
Allowing children to choose their own lunchbox and help prepare their own lunch helps pique interest in the meal. Let your children help make lunch the night before school to avoid last-minute morning rushing. The most nutritious lunches include foods from at least three food groups. You should prepare lunches with the proper portions and healthy choices with whole grains, protein, and produce. Some healthy fare includes whole–grain breads or crackers, peanut and almond butters, light canned tuna fish, sliced, raw vegetables, and fruits. Low fat milk and fortified 100% unsweetened fruit juice are the best drinks for children at lunch. Healthy snacks include: baked potato chips, pretzels, trail mix, raisins, nuts or soy nuts, fig bars, Graham crackers, and sunflower seeds.
________________________________________________ ______________________________________________________ _______________________________
My Name
My Age
Date
_______________________________________________________________________________________________________ ______________________________
Parent/Guardian Signature
Date
For more information on healthy eating, visit www.mypyramid.gov
Group Health Incorporated (GHI), HIP Health Plan of New York (HIP), HIP Insurance Company of New York and EmblemHealth Services Company, LLC are EmblemHealth companies.
EmblemHealth Services Company, LLC provides administrative services to the EmblemHealth companies.
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FOREWORD REVIEW
We Share One World
Jane E. Hoffelt Marty Husted, illustrator Illumination Arts (April 2004) Hardcover $15.95 (32pp) 978-0-9701907-8-9
Finding peace nowadays seems more difficult than ever. Books like this one, which teaches young children about different peoples and cultures around the world, take a positive step in the direction of peace. The author's gentle poem is soothing, and its meaning is universal, since some things—like sunshine, air, wind, the moon, rain, singing, and friendship—are the same all over the globe.
The world is seen through a young boy's eyes in this volume, and the single line of text per page is accompanied by a double-page illustration, each of a particular country. The vibrant and busy watercolors capture each land's people, their way of life, the animals, and the geography.
Eleven countries are represented, and the book culminates with a portrayal of children from all these cultures, all together in one place, and all peaceful. Each illustration offers numerous subjects for discussion with children, to maximize their interest, make the most of their enthusiasm, and support the book's message. Small maps of each country appear in the upper-right-hand corner of each page, so that a little geography lesson can be incorporated while reading the book.
The author holds a Bachelor of Fine Arts degree in design from Columbus College of Arts; she has been an award-winning graphic designer for twenty-five years and now owns a design firm. The illustrator is her sister, who also graduated from Columbus; she has previously illustrated several children's books, including Arctic Dreams and Firefly Night.
The smiles of the children on the final page, with their arms on each other's shoulders and white doves about their heads, accompanied by the proposal, "Let's live in peace," sums up this little gem of a book. The world map at both ends of the volume is "based on the Dymaxion Map created in 1938 by R. Buckminster Fuller." It depicts the Earth's entire surface without visual distortions, revealing our planet as "one big island in one big ocean."
Although it is perhaps a little too babyish for ten-year-olds, as recommended on the cover, this book provides a beautiful and positive introduction to the world and its people. A portion of the profits from We Share One World will go to the Children's Global Foundation, a non-profit organization that helps homeless children around the world, taking another step towards peace.
ADRIENNE PETTERSON (August 16, 2004)
Disclosure: This article is not an endorsement, but a review. The author provided free copies of his/her book to have his/her book reviewed by a professional reviewer. No fee was paid by the author for this review. Foreword Reviews only recommends books that we love. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
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FOR IMMEDIATE RELEASE
January 10, 2011
Carolyn Belardo 215-299-1043,firstname.lastname@example.org
Press Room with images: www.ansp.org/press
BIZARRE BEASTS PAST AND PRESENT EXHIBIT PROVES FACT IS STRANGER THAN FICTION
See the Academy's own rare, bizarre fossils at opening weekend Jan. 29-30
PHILADELPHIA—A new interactive exhibit opening Saturday, Jan. 29, at the Academy of Natural Sciences takes visitors back in time to experience some of the strangest animals that have ever lived.
Bizarre Beasts Past and Present, on view through April 24, features lifelike models of prehistoric animals that evolved crazy-looking features that allowed them to adapt to their unique environments. These animals may seem unbelievable, but each one swam, crawled, flew or walked the earth. And some, like the hammer-head shark, are still around today.
The realistic-looking, life-sized models of freaky fish, radical reptiles and bizarre birds— in all their gory details—are the work of Gary Staab, an illustrator and sculptor whose creations have been seen in museums, movies and on television. Staab, of Missouri, worked closely with scientists and with real fossils to create a realistic portrait of amazing creatures that lived millions of years ago.
"These creatures are so realistic looking," said Jennifer Sontchi, the Academy's manager of exhibit projects. "The big flightless bird looks like it's about to gallop away, and the shark looks like it could gobble you up."
Special activities for the whole family during the exhibit's opening weekend include craftmaking, games and a display of rarely seen fossils from the Academy's own world-renowned collection.
Visitors will learn how the 7-foot-tall birdlike Dinotryma evolved to fit the ecological niche left when dinosaurs went extinct. The 13-foot-long Helicoprion, a shark that lived 250 million years ago, sports a row of circular teeth resembling a buzz saw. A shovel-tooth elephant that lived 7 million years ago totes a 5-foot-long skull with two outsize scoop-like teeth in its lower jaw.
Page 2, Bizarre Beasts
Touchable casts, squishy intestines to finger, interactive games, and videos help bring to life a long-ago cast of creatures that some people may be glad are no longer in existence.
Bizarre Beasts Past and Present was created by Staab Studios, Inc., and is free with museum admission. A Spanish translation of the exhibit label text is available.
# # #
The Academy of Natural Sciences, founded in 1812, is the oldest natural science research institution and museum in the Americas and a world leader in biodiversity and environmental research. The mission of the Academy is the encouragement and cultivation of the sciences.
HOURS: Monday–Friday, 10 a.m.-4:30 p.m., Saturday-Sunday, 10 a.m.-5 p.m. ADMISSION: $12 adults; $10 children 3-12, seniors, college students, military personnel; free for members and children under 3. $2 fee for Butterflies!
THE ACADEMY OF NATURAL SCIENCES · 1900 BENJAMIN FRANKLIN PARKWAY · PHILADELPHIA · PA 19103 | 1,437 | 699 | {
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for parents
Name
Height Weight Date
BMI percentile
%
Fueling your thoughts
l Are you concerned about your child's weight?
l Limit sweetened beverages such as soft drinks, punch, juice drinks, energy drinks and caffeine containing beverages.
l Are you concerned with your child's eating habits or level of physical activity?
l Do you and your child eat breakfast?
l How many meals do you eat as a family each week? How many are from fast food, take out, etc?
l What beverages do you buy for the family?
l How much time does your child watch TV, play on the computer, play videogames, or text daily?
l What do you do as a family to stay active?
Nutrition Advice
By providing nutritious foods to your child you help him or her improve strength, energy, attention span and the ability to keep up with friends.
Breakfast ~ Eating breakfast every day helps children do well in school and improves overall health. Lunch ~ Buying school meals can be nutritious; review school menus with your child and plan ahead. When packing lunches it is important to include at least 4 out of the 5 food groups (low-fat/fat-free dairy foods, fruits, vegetables, whole grains and lean protein).
Snacks ~ Eat only when hungry. Stock up on readyto-eat vegetables, fruit, low fat cheese, yogurt, milk, lean meats, whole grain crackers, bread, low sugar cereal or nuts.
Dinner ~ Eat as many meals as possible as a family at the dinner table. Be sure to slow down, enjoy, and turn off the TV.
Eating Out ~ Keep portion sizes small or share meals (don't "super size").
l Choose fruit or salad instead of French fries, milk instead of pop, baked or broiled instead of fried.
l Limit dressings and mayonnaise; ask for them on the side or choose low fat options.
Beverages -Think your Drink!
l The best choices are water, low fat (1%) or nonfat (skim) milk and 100% fruit juice (limit fruit juice to 1 cup or 8 oz. serving per day).
The Ounce of Prevention Program is a collaboration of the Ohio Department of Health, Healthy Ohio; the American Academy of Pediatrics–Ohio Chapter; Nationwide Children's Hospital; the American Dairy Association Mideast and the Ohio Dietetic Association. May be reproduced in its entirety for educational purposes. February 2010
l Regular intake of too much caffeine can lead to trouble sleeping, rapid heartrate, anxiety, poor attention span, headaches or shakiness.
Your main job as a parent is to be sure that your child is served a variety of healthy foods (fruits, vegetables, milk, yogurt, cheese, whole grains, meat, poultry, fish & eggs). Be a good role model for your kids by eating and choosing healthy foods. Visit www.mypyramid.gov for more information.
Be Active
l Make sure you and your kids are active 60 minutes every day. Focus on FUN, including both organized and free play.
l Count time spent doing chores: car washing, walking the dog, dusting, sweeping, pulling weeds, raking leaves or shoveling snow.
l Involve the whole family in physical activity because you are role models!
l "Screen time" (computers, TV, gaming systems, texting, etc) should be limited to 2 hours or less daily (pre-plan how "screen time" will be used).
l Screens may be monitored easily if moved to a common area; keep them out of child's bedroom.
l Make sure your child is sleeping at least 10-11 hours per night. Keeping regular bed time is critical to good health and weight maintenance.
l If you have concerns about your child's weight, physical activity or eating behaviors, ask your healthcare provider. | 1,541 | 791 | {
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Double's Race (Math Dice Game)
Math Skill(s): Skip Counting
Materials: Dice, 2 Scratch Papers, Pencil
Objective of the Game: Be the player to write all of the numbers to get to an established number (goal).
1. Set a Skip Counting Rule and then a Final Number Goal.
a. Example- Skip Count by 2's (Rule) until you reach 20 (Final Number Goal)
"Double's Race" Math Dice Game https://youtu.be/WTUNgkFkjbM
2. In a fair way, decide which player will be the first writer. This player starts with the shared pencil.
3. The person who is next to write will be the 1 st roller. (You have to roll a double to earn the pencil)
4. The person rolling the number cubes will say "1,2,3 Go" and they will begin rolling the cubes trying to get a double and the writer will being writing numbers according to the rule. (Remember to separate your numbers with commas)
5. The writer continues to write and the roller continues to roll until they reach a double. If the roller gets a double, they say "Double" and do not touch the number cubes. The writer checks that the roller rolled a double and then takes the number cubes and begins rolling. The previous roller then gets the pencil from the writer and they begin writing to get the goal. The previous writer will have to wait until it is their turn again; even if they did not finish writing the number that they were on.
6. Play continues in this order until the first person who reaches the Final Number Goal for the game.
7. For an easier or harder challenge, players can chose to skip count by different numbers to reach a bigger total.
Make 10 (Math Dice Game)
Math Skill(s): Addition and Subtraction
"Make 10" Math Dice Game https://youtu.be/DEQQvrCaNtM
Materials: Dice, Scratch Paper, Pencil, Number Chart (if needed)
Objective of the Game: Be the player who as the most points at the end of the game.
1. Player 1 will roll the dice.
2. Player 1 will try to find what number needs to be added to make ten. The number needed to make ten becomes the players score for that round.
3. Player 1 records their points on a scoreboard.
4. Player 2 now takes a turn following the same steps.
5. Play continues until an established time is over or until they reach an agreed upon scoring total.
6. For a challenge, students may add an additional dice to add and then find the difference to make 10.
Pig (Math Dice Game)
Math Skill(s): Addition
Materials: Dice, Scratch Paper, Pencil
Objective of the Game: Be the first player to reach 100 points.
1. Players take turns rolling two dice and finding their sum.
2. On a turn, a player can keep rolling (or being a PIG) as long as they wish and continue to add to their score.
"Pig" Math Dice Game https://youtu.be/poE_H34AUBM
a. After each roll, write down your running total for the round.
b. A player can stop rolling at any time and take the points for their turn.
c. However, if a player rolls a 1 on either dice, all points for that turn are lost.
3. Players switch roles and continue playing.
4. The winner of the game is the first person who reaches the score of 100.
Roll To 0 (Math Dice Game)
Math Skill(s): Addition and Subtraction
Materials: Dice, Scratch Paper, Pencil, Number Chart (optional)
Objective of the Game: Be the first player to reach 0 points.
1. Each player starts at 100. They will write 100 on the top of their paper.
2. Players take turns rolling two dice and adding the numbers together.
3. After a player finds the sum of the two dice, they then subtract that number from the starting number, 100.
4. Players switch roles and continue playing.
5. The winner of the game is the first person who reaches the score of 0.
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Exciting and Useful Info ® #5 Some Important Engagements / Campaigns in the War
1914
1915
1916
1917
4
1918
March Germans launch "Ludendorff offensive," ultimately unsuccessful.
1 This German success establishes the hero status of Paul von Hindenburg and Erich Ludendorff.
2 By stopping the German advance, this indecisive battle ensures that the war will not be short.
3 The Austro-Hungarian army loses almost 1/3 of its combat strength in these engagements. These losses also make Austria-Hungary almost completely dependent on Germany.
4 By this time the first (February) Russian revolution had occurred, and so this campaign was undertaken by the Provisional Government.
5 This battle is sometimes called Paaschendaele and is generally associated with mud.
A Chronology on Entry and Exit from War
July, 1914
Austrian declaration of war on Serbia
August, 1914
Entrance into war of Germany (on Austrian side) and Russia,
Great Britain, France, Belgium, Serbia, Montenegro,
Luxembourg, and Japan (with Entente)
November, 1914 Ottoman Empire enters war with Central Powers
May, 1915
Italy enters war on side of Entente
October, 1915
Bulgaria enters war with Central Powers
March 1916
Portugal enters war as associated power
1
August, 1916
Rumania enters war as associated power 2
November, 1916 Greece enters war as associated power 3
April, 1917
United States enters war as associated power
March, 1918
Bolsheviks sign treaty of Brest-Litovsk, lose western portion of empire
May, 1918
Rumania signs separate treaty of surrender with Central Powers
November, 1918 Armistice
The two Blocs (with month &date of entry for each):
Central Powers
Austria-Hungary (07.14), Germany (08.14),
Ottoman Empire (11.14), Bulgaria (10.15)
Allied & Associated Serbia (07.14), Russia (08.14), Luxembourg (08.14),
France (08.14), Belgium (08.14), Great Britain (08.14),
Montenegro (08.14), Japan (08.14), Italy (05.15),
San Marino (06.15), Portugal (03.16), Rumania (08.16),
Greece (11.16), US (04.17), Cuba (04.17), Guatemala (04.17),
Siam (06.17), Liberia (08.17), China (08.17), Brazil (10.17),
Panama (11.17), Nicaragua (05.18), Costa Rica (05.18),
Haiti (07.18), Honduras (07.18)
Various terms, concepts, people, institutions, and other such stuff
Burgfrieden (Truce of the Fortress)
Union Sacrée (Sacred Union)
"Business as usual"
"Miracle on the Marne"
Tannenberg & Masurian Lakes
Austrian Galicia
Erich von Falkenhayn
Liège (Belgium)
Franc-tireur
Schrecklichkeit (lit. "frightfulness")
Pact of London (Sept. 1914)
Sykes-Picot agreement (1916)
September Program (Bethmann-Hollweg)
Mitteleuropa
Mittelafrika
Defense of the Realm Act (DORA)
1 Portugal committed itself to military actions against Germany in November, 1914 and seized German ships in its harbors in February, 1916.
2 Rumania signed a separate treaty of surrender with Central Powers (Treaty of Bucharest) in May, 1918, but reentered the war in November, 1918 (with eight days left!).
3 A provisional government in Greece entered the war in November, 1916, but the royal government's declaration came only in June, 1917. | 1,789 | 855 | {
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PROTECTIVE FACTORS
School Protective Factors
Opportunities for Positive Involvement ‐ When young people are given more opportunities to participate meaningfully in important activities at school, they are less likely to engage in drug use and other problem behaviors.
* At my school, students have opportunities to help decide things like class activities and rules.
* At my school there are opportunities for students to talk with a teacher one‐on‐one.
* At my school teachers ask me to work on special classroom projects.
* At my school I have opportunities to be part of class discussions or activities.
* At my school there are opportunities for students get involved in school activities and other activities outside of class.
Rewards for Conventional Involvement (Recognition) ‐ When young people are recognized and rewarded for their contributions at school, they are less likely to be involved in substance use and other problem behaviors.
* At my school, teachers notice when I am doing a good job and let me know about it.
* At my school, the school lets the adults I live with know when I have done something well.
* At my school, I feel safe.
* At my school, my teachers praise me when I work hard.
Peer Individual Protective Factors
Healthy Beliefs and Clear Standards (Belief in the Moral Order) ‐ Young people who have a belief in what is "right" or "wrong" are less likely to use drugs.
* I think it is okay to take something without asking if you can get away with it.
* At my school, I think sometimes it is okay to cheat.
* It is all right to beat up people if they start the fight.
* It is important to be honest with your parents, even if they become upset or you get punished.
Community Protective Factors
Rewards for Conventional Involvement (Recognition) ‐ Rewards for positive participation in activities helps children bond to the community, thus lowering their risk for substance use.
* There are people in my neighborhood, or the area around where I live, who encourage me to do my best.
* My neighbors notice when I am doing a good job and let me know about it.
* There are people in my neighborhood, or the area around where I live, who are proud of me when I do something well.
Family Protective Factors
Family Attachment (Influences Bonding) ‐ Young people who feel that they are a valued part of their family are less likely to engage in substance use and other problem behaviors.
* Do you share your thoughts and feelings with your mother?
* Do you share your thoughts and feelings with your father?
* I feel close to the adults I live with.
Opportunities for Positive Involvement ‐ Young people who are exposed to more opportunities to participate meaningfully in the responsibilities and activities of the family are less likely to engage in drug use and other problem behaviors.
* The adults I live with give me opportunities to do fun things with them.
* The adults I live with ask me what I think before most family decisions affecting me are made.
* If I had a personal problem, I could ask the adults I live with for help.
Rewards for Conventional Involvement (Recognition) ‐ When parents, siblings, and other family members praise, encourage, and attend to things done well by their child, children are less likely to engage in substance use and problem behaviors.
* My parents notice when I am doing a good job and let me know about it.
* How often do the adults you live with tell you they are proud of you for something you've done?
* Do you enjoy spending time with the adults you live with?
For More Information
To learn more, review the KCTC Student Survey Overview and FAQ. If you have questions about the survey, visit www.kctcdata.org, contact the KCTC Team at Greenbush at email@example.com or call 620-7246281 ext. 366 | 1,532 | 801 | {
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WILDFIRE SAFETY
Fact Sheet
Use this fact sheet to prepare your evacuation plan and safety action plan for your family and pets. Remember to stay COVID-19 safe during any wildfire emergency and/or evacuation. For more information on preparing your home for a wildfire, go to the FEMA website at ready.gov.
Wildfire Safety Action Plan
Create an Evacuation Plan
* Designate a meeting location outside the fire or hazard area.
* Plan several different escape routes away from your home.
Six "P's" for Immediate Evacuation
* Don't wait too long to evacuate – be smart and follow emergency instructions.
* Develop a specific evacuation plan for pets and large animals.
* Develop a family communications plan that designates an out-of-area contact to check in with as a single source of communications.
* Review the plan often with your family, update it, and practice it.
Be Prepared
* Monitor local authorities' news sources and all emergency alerts constantly.
* Sign up for emergency alerts in your area.
* Have fire extinguishers and train the family on how to use them.
* Make sure your family knows how to turn off utilities.
* Assemble an Emergency Supply Kit sufficient for the family; including pets.
* Have an alternate way to charge your mobile phone.
* Keep emergency supplies in your car.
* Have a portable radio in the car if necessary.
Protecting Yourself from Wildfire Smoke
* Constantly monitor the air quality in your area (there are many websites for this).
* Smoke from wildland fires is toxic and contains particulate matter, which is dangerous.
* Keep all windows and doors closed; use air conditioning on recirculate mode.
* Avoid going outside as much as possible.
* When going outside, preferably wear an N95 mask, which is designed to filter out particulates.
* Consider relocating vulnerable people with pre-existing conditions to another area, completely away from the fire.
South Orange County Community College District Board of Trustees: Barbara J. Jay, Timothy Jemal, David B. Lang, Marcia Milchiker, T.J. Prendergast III, Terri Whitt Rydell, James R. Wright • Ethan Manafi, Student Trustee
Kathleen F. Burke, Ed.D., Chancellor • John C. Hernandez, Ph.D., President, Irvine Valley College
☐ ☐ People and pets
☐ ☐ Papers, phone numbers, and important documents
☐ ☐ Prescriptions, vitamins, eyeglasses
☐ ☐ Pictures and irreplaceable memorabilia
☐ ☐ Personal computer, hard drives, digital storage media, and mobile devices
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More information
Media around the world
1.1
1
1 1 b 2 c 3 a
Goals:
talk about entertainment media talk about habits express preferences
Core language:
VOCABULARY Habits and preferences
GRAMMAR Talking about the present
PRONUNCIATION Common pairs of words 1
Entertainment and you
LISTENING
1 Focus learners' attention on the TV logos to introduce the topic of TV. Learners read the questions. Check they understand the types of programme listed. Learners then discuss the questions in pairs. Feed back as a class.
Optional language presentation
Brainstorm more words and expressions around the subject of TV and radio. For example, you could extend the list of programme types, writing words on the board as learners call them out, e.g. documentaries, soap operas, gardening programmes. Draw attention to the appropriate collocations for different types of programme, e.g. cookery shows, gardening programmes, etc. This extra language will all be useful to learners during the lesson.
2 a Listening for main idea. Learners look at the photos and logos and guess which of the TV channels the people watch (nationality and age are obvious clues). Then play recording 1.1. Feed back as a class. Don't comment on their answers at this stage, as this will pre-empt the listening.
1 Yaseer watches Al Dawri & Al Kass Sport channel.
2 Aiko watches Fuji Television Network.
3 Omar watches OSN.
4 Aiko watches BBC World News.
b Listening for detail. Learners read through the questions and think about possible answers. Then they listen again to answer the questions.
1 Yaseer 2 Aiko 3 Omar and Yaseer 4 Aiko 5 Omar
6 Yaseer
VOCABULARY Habits and preferences
3 Focus on expressions. Learners look at the three sets of expressions. Ask if they can answer question 1 before looking for the expressions in the script on page 146. Learners then fi nd the expressions in the conversations and answer the questions. Go through the answers as a class and check that learners understand:
– that I'll is used to talk about current habits, not the future
– what a noun, an -ing form and an infi nitive are.
© in this web service Cambridge University Press
2a I hardly ever watch TV. I tend to record the shows I like so I can fast forward through all the ads … If there's something good on, I'll watch it on the Al Kass Sport Channel.
2b I used to look forward to it all day.
3 + noun: I'm a big fan of, I'm really into, I prefer … to …, I'm not a big fan of, I'm not keen on, I fi nd … really …, I can't stand
+ -ing form: as above
+ infi nitive: I tend to, I hardly ever, I'll, I used to, I'd rather
Language note: prefer, rather
Make sure learners understand how to use the expression I'd rather by asking how it could continue (I'd rather watch documentaries … than cookery shows). Contrast this with I prefer radio to TV. Check this by putting a few contrasting items on the board and asking learners to state their preferences using the two forms, e.g. football/baseball on TV; sport on TV/radio; fi lms on TV/in the cinema, etc.
Optional extra
For question 3, make three lists on the board for a–c. Elicit examples from 1–3 for each list, e.g.
WRITING
4 a Writing: Personalisation. To give learners some ideas, write a sentence about yourself on the board, e.g. I can't stand watching reality TV shows. Ask what learners like watching on TV. Learners write fi ve sentences using the expressions from 3. As they do this, go round and check, and give help if necessary.
Note: 'Quiet' learners
If you have a number of reticent or under-confi dent learners, it's helpful to let them discuss their opinions in pairs or small groups. Monitor while learners are talking in order to spot people who fi nd it diffi cult to express themselves in front of others. Rather than putting them with chatty confi dent learners who will dominate the conversation, group them with similar learners to give them time to build confi dence in expressing their ideas. Once they are more comfortable talking in groups, they will probably be happier to contribute to class discussions, but this may take some time.
Optional extension
In pairs, learners talk about their sentences. In feedback, fi nd out if learners like the same types of TV programmes and ask a few people to tell you about their partner's watching habits and preferences.
Anything good on TV?
LISTENING
1 a Pre-listening discussion. Learners discuss the questions. Find out what some learners do if they
Unit 1 Media around the world 23
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DB07:081
Contact: Nicole Winger
(916) 653-6575
FOR IMMEDIATE RELEASE November 6, 2007
California's Elections and Education Chiefs Launch 'MyVote California,' Encourage Teen Civic Engagement
SACRAMENTO – To engage teen voters-to-be in the excitement of the February 5, 2008, Presidential Primary Election, Secretary of State Debra Bowen and Superintendent of Public Instruction Jack O'Connell today launched MyVote California, a hands-on civic engagement project for high-school students that will culminate in a statewide mock election in January.
"Too few Californians who are eligible to vote are actually registering and going to the polls," said Secretary Bowen, California's chief elections officer. "To turn that around, I want to inspire people to participate in their democracy. Projects like MyVote California help high-school students learn about the democratic process in a hands-on way, which will hopefully help them make voting a habit for years to come."
"Looking at social-networking and video-sharing sites like Facebook and YouTube, it's easy to see young people who are hungry to take part in democracy in new ways, on their own terms," added Bowen. "MyVote California is an innovative way for the next generation of voters to start having their say, and to hopefully get them hooked so that they are registering to vote as soon as they turn 18."
Secretary Bowen and Superintendent O'Connell were joined today by Todd Clark of the Constitutional Rights Foundation and dozens of high-school students in kicking off the statewide registration drive for MyVote California at C.K. McClatchy High School in Sacramento.
"Exactly one year before we elect the next president of the United States, we are inviting schools to help us bring democracy alive for students by joining MyVote California," O'Connell said. "Our goal with MyVote is to promote in our schools and in our communities a greater level of participation by students in civic and government affairs."
MyVote California offers high-school students a chance to learn about presidential candidates and public policy issues, and gain first-hand lessons in the importance of voting. Participating schools and teachers can use the mock election as a launching pad for discussions about the candidates and their platforms. They will also have access to a lively, standards-based curriculum selected by the California Campaign for the Civic Mission of Schools and the LegiSchool Project.
DB07:081
November 6, 2007
Page 2
MyVote California will culminate on January 28 and 29, when students have their say and cast their votes in a mock presidential primary election one week before California's registered voters go to the polls. The Secretary of State will announce the mock election results on January 30.
The Secretary of State and Superintendent of Public Instruction developed MyVote California with the help of the Constitutional Rights Foundation, the California Campaign for the Civic Mission of Schools, the Los Angeles County Office of Education, the Sacramento County Office of Education, and the Orange County Registrar of Voters, among others.
In 2006, 545 schools statewide registered more than 235,000 students to take part in a mock election for governor and other key races.
To learn more about the MyVote California youth civic engagement project, go to http://www.sos.ca.gov/elections/studentmockelection.htm.
The last day for eligible Californians to register to vote in the February 5 Presidential Primary Election is January 22. The last day to request a vote-by-mail ballot is January 29.
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Student Learning Objective (SLO) Template Checklist
This checklist should be used for both writing and approving SLOs. It should be made available to both teachers and evaluators for these purposes. For an SLO to be formally approved, ALL criteria must be met, and every box below will need a check mark completed by an SLO evaluator.
| | Baseline and Trend | | Student | | Interval of | | | | | | | Rationale for Growth |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | Data | | Population | | Instruction | | Standards and Content | | Assessment(s) | | Growth Target(s) | Target(s) |
| What information is being used to inform the creation of the SLO and establish the amount of growth that should take place within the time period? | | Which students will be included in this SLO? Include course, grade level, and number of students. | | What is the duration of the course that the SLO will cover? Include beginning and end dates. | | What content will the SLO target? To what related standards is the SLO aligned? | | What assessment(s) will be used to measure student growth for this SLO? | | Considering all available data and content requirements, what growth target(s) can students be expected to reach? | | |
| □ Identifies sources of information about students (e.g., test scores from prior years, results of preassessments) □ Draws upon trend data, if available □ Summarizes the teacher’s analysis of the baseline data by identifying student strengths and weaknesses | | □ Identifies the class or subgroup of students covered by the SLO □ Describes the student population and considers any contextual factors that may impact student growth □ If subgroups are excluded, explains which students, why they are excluded and if they are covered in another SLO | | □ Matches the length of the course (e.g., quarter, semester, year) | | □ Specifies how the SLO will address applicable standards from the highest ranking of the following: (1) Common Core State Standards, (2) Ohio Academic Content Standards, or (3) national standards put forth by education organizations □ Represents the big ideas or domains of the content taught during the interval of instruction □ Identifies core knowledge and skills students are expected to attain as required by the applicable standards (if the SLO is targeted) | | □ Identifies assessments that have been reviewed by content experts to effectively measure course content and reliably measure student learning as intended □ Selects measures with sufficient “stretch” so that all students may demonstrate learning, or identifies supplemental assessments to cover all ability levels in the course □ Provides a plan for combining assessments if multiple summative assessments are used □ Follows the guidelines for appropriate assessments | | □ All students in the class have a growth target in at least one SLO □ Uses baseline or pretest data to determine appropriate growth □ Sets developmentally appropriate targets □ Creates tiered targets when appropriate so that all students may demonstrate growth □ Sets ambitious yet attainable targets | | | | 1,468 | 697 | {
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lower, slower, softly and gently helps to calm and relax the mind and body, reducing tension and anxiety, and improving concentration and memory. Shallow, fast breathing increases feelings of stress, anxiety and panic. Diaphragmatic, abdominal, or belly breathing is the core skill for stress management. It is the fastest, most effective way to become calmer and more relaxed.
This type of breathing becomes easier and more natural when practiced in a quiet place 5 or more minutes a day for a week or so. Throughout the day, take a few slow breaths each hour to help prevent stress build-up or in response feelings of stress and anxiety. Practice breathing on the go—while walking or driving, in class or meetings, or while studying—to make it a natural defense against stress.
Lie on the floor or sit up straight in a chair and place one hand on the center of your chest and the other on your abdomen, right at the waistline.
Take a few breaths and notice if the hand on your chest or stomach moves more. Chest breathing makes it difficult to breathe slowly and smoothly.
For improved abdominal or belly breathing, relax your shoulders and chest and push your stomach muscles up and out gently and slowly as you inhale, creating a natural vacuum in your lungs for just the right amount of air. Pause. Keep your hand on your stomach if it helps. Gently and slowly relax your stomach muscles in and down as if slowly letting air out of a balloon.
To shift from chest to abdominal breathing, make one or two full exhalations that push out the air from the bottom of your lungs – this creates a vacuum that will pull in a deep, diaphragmatic breath on your next inhalation.
Inhale gently and slowly through your nose as if slowly filling a balloon with air. Pause.
TIP F 6 breaths per minute is ideal for practice.
Inhale for 5 seconds Exhale for 5 seconds
801-422-3035 caps.byu.edu/biofeedback
Exhale slowly through your mouth, pursing your lips as though blowing through a straw to slow your breathing down. Pause and repeat.
* Overbreathing is a behavioral mismatch of the rate and depth of breathing
* Breaths can be too fast, deep, and full OR too quick and shallow
* Ventilating out too much carbon dioxide
* Reduction of O2 and glucose reaching organs and tissues
High Blood Flow
Image from bountifulbreathing.com
Low Blood Flow
* Lowering blood levels of CO2 (hypocapnia)
* Electrolyte imbalances, affecting muscle and brain function
Moderate overbreathing can reduce oxygen delivery to the brain by 30%-40%
Severe overbreathing can reduce oxygen delivery to the brain by 60%
* Hyperventilation, shallow breaths, chest tightness, increased heart rate; chest (thoracic) breathing results in incomplete ventilation of the lungs
* Can trigger anxiety, headaches, asthma, anger, chronic pain, GI distress, panic attacks, chest discomfort, etc.
* A proper balance of inhaling and exhaling provides an optimal level of CO2 in the blood.
* Promotes nitric oxide (NO) release to blood vessels for vasodilation and glucose release for energy.
* Releases oxygen to body tissues for gas exchange.
* Use the techniques listed on the other side of this handout
* Use a breathing pacer (see suggested apps on our website).
* Make an appointment with Stress Management and Biofeedback Services, or come to Walk-In Hours, to use biofeedback equipment to monitor your breathing and find your optimal breathing rate.
* Practice daily!
Adapted from Inna Khazan, PhD, BCB
Blood Vessels During Healthy Breathing | 1,445 | 777 | {
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THE DYEING PROCESS
There are several methods of dyeing fibre, yarn or fabric and some are discussed in this article.
NATURAL DYES
Before dyeing with natural dyes, it should have a mordant applied which helps to set the colour in the yarn. The most common mordant is Alum but you can also use.
IRON……. which will darken the colours TIN……….which will brighten the colours COPPER-SULPHATE…… brings out the greens These are just some of the other mordants that can be used.
MORDANTING
The yarn should first be soaked in water to wet it all the way through, this makes for an even distribution of the mordant.
Then a large pot is filled with enough water to accommodate the yarn easily. The mordant is then added and stirred well to dissolve it into the water.
The wetted yarn is now added to the pot and it is brought up to simmering point.
The pot should be kept at a simmer for 1 hour.
The pot must not be allowed to boil or stirred quickly or the yarn will felt together.
The pot is then removed from the heat and allowed to cool.
Remove the yarn and squeeze out excess liquid, the yarn is now ready for the dyeing process.
DYEING WITH NATURAL DYES
Natural dyes can be as simple as things you find in the food cupboard such as Tea…Coffee…Turmeric etc.
Other natural dyes are found in plants, just a few are
INDIGO…gives a blue MADDER…gives a red BARK….BRACKEN….WALNUTS to name just a few Almost any plant can produce colour from the leaves, flowers or roots.
Before these plants can be used for dyeing they need to be chopped small and soaked for a good length of time to extract the most colour from them.
Before adding the yarn to the dye pot the plant material can be put into a muslin bag to protect the yarn from becoming entangled with it. This is particularly important if you dye wool fleece before it is spun.
Now the yarn can be added to the pot and brought to a simmer.
The simmering time depends on the colour required, once the colour has been achieved if there is any colour left in the dye pot more yarn can be added to use it up.
This colour is called the exhaust and will produce a much lighter shade of the colour.
Here are some samples of colours achieved with natural dyes.
ACID DYES
Acid dyes are commercially produced dyes usually in powder form and are very easy to use and give a consistent and permanent result.
The yarn for acid dyeing doesn't usually need a mordant as a binder is added during the production of the dye powder which makes it permanent and lightfast.
The yarn for this type of dyeing is usually soaked in water to which a small amount of white vinegar has been added.
The powdered dye is added to the dyebath and mixed well before the yarn is added.
The dye pot is then brought to a simmer for about half an hour or until the depth of colour required is reached.
The yarn is then removed from the dye pot and rinsed thoroughly in cool water to remove any excess dye from it, the water should run clean and then it can be dried and is ready for use.
If there is any colour left in the dye pot more yarn can be added and simmered to use it up.
The dye pot will be almost clear when all the colour has been used.
The acid dyes when mixed can be painted on to a skein of yarn, wrapped in cling film and put in a steamer for 30 minutes.It is the rinsed in the same way until the water runs clear.
It is also possible to put your painted yarn in a plastic bag and microwave it for a few minutes before cooling and rinsing as before.
Yarn being painted before steaming
Samples of dyed yarn | 1,389 | 815 | {
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Volunteering
Task 1 – Jobs: Important factors
Think about the factors that are important to you when you think about jobs. What are the top three most important factors for you?
o 1 st
o 3 rd
o 2 nd
Compare your answers with a partner.
Task 2 – Mini survey
You are going to ask five of your classmates a question about voluntary work. Try to get as much information as possible and make notes.
| Names |
|---|
| Have you ever done any voluntary work? |
| If so, what did you do? |
| If not, would you like to? |
o Now tell the group what you found out.
Task 3 – Bizarre jobs for volunteers
There are some very strange jobs you can do if you want to be a volunteer in Britain. Read these job descriptions and decide which ones you would like to try!
1. Toad warden – help toads cross the road when they migrate for the annual breeding season.
2. Tandem bike rider - be the front rider on a tandem bike so blind people can enjoy cycling.
3. Pet carer – look after pets when elderly owners go into hospital.
4. Festival volunteer – work on a charity stall at a music festival - and get a free ticket.
5. Neighbour dispute mediator – work with communities to resolve local clashes.
6. Lifeboat crew member – go out on emergency rescues as well as giving training sessions on using boats.
7. Radio producer – to make programmes for community radio station.
8. Death row pen pal – make friends with people facing the death penalty in the U.S.
9. Beach watcher – organise cleaning the beaches and do beach surveys.
10. Emergency relief worker – support rescue workers and evacuees in the UK in rest centres.
11. Support worker for prisoners' families – Offer support to families of people in prison.
12. Kids theatre volunteer - work with children to do theatre plays and musical productions.
13. Resuscitation trainer – teach basic life support skills in community centres and schools.
14. Green gym environmental volunteer - get fit through conservation activities like planting trees or improving footpath
Adapted from: http://www.volunteersweek.org.uk/press_unusual.htm
Task 4 – Reading: Volunteering for love?
Volunteering – for love?
Working as a volunteer can help you to meet new friends or even find romance in unexpected circumstances.
Benefit the community
Doing some form of voluntary work has never been more popular with British people. Over 20 million people were engaged in voluntary activities in 2013. Volunteering means giving up time to do work of benefit to the community. It can be based in the UK or overseas. Voluntary Service Overseas (VSO) has long recruited people in the UK to fill usually professional roles in developing countries. Volunteering can take many forms, from working with children with learning difficulties, in an animal hospital, or planting trees. When London won its bid to host the 2012 Olympics, up to 70,000 volunteers were needed to help ensure the games were a success.
What's in it for me?
Volunteers can be anyone of any age. Students and full-time workers often manage to squeeze in some volunteer work. But what motivates volunteers? Some do it out of a sense of altruism while others find they have free time available. But in this selfish age more are asking what they can get out of it. Some mention self-awareness. As Pukul, 28, who works in communications in Manchester, says, 'you're no longer doing it for yourself but for someone else'. Many mention the opportunity to get to know people they would not normally meet.
Do you come here often?
A relatively new phenomenon is the hope of meeting new friends or even a life partner through volunteering. In a recent survey 20% of 18-24 year-olds and 8% of over-65s said their love lives had improved since they began volunteering. 'Volunteering is what speed-dating promises but never fulfils - a way of seeing a lot of truth about someone you've just met in a short a time as possible,' says Mukta Das. The same poll found that nearly half of volunteers enjoyed improved health and fitness, a quarter had lost weight - especially those working with children or doing conservation projects - and two-thirds felt less stressed. So, it seems volunteering may improve your life – you may even find the person of your dreams.
Written by Magnus of the British Council's TrendUK team.
* Do you have any organisations that are similar to VSO in your country?
* Do you think that volunteering is a good way to meet people? Why/ why not?
* Why do young people usually decide to volunteer?
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Ash Class Newsletter Autumn 1
Miss Steele, Class teacher and Miss Capon, our Reception classroom assistant, are delighted to welcome our children and their families to our academy. We have a fun filled and busy learning time in our first half term together. If you have any questions or concerns Miss Steele is always available before or after the academy day to talk them through with you.
Reading
We will be focusing on a particular book each week, which will generate lots of recall and language opportunities, talking about characters and settings. We will read lots of different types of books in our daily story sessions. Children will be taking reading books home to share with you to encourage a love of books and reading.
Writing
We will be doing lots of mark making and drawing. We will encourage the children to have a good pencil grip in order to form letters in their name and other letters correctly.
We will be having phonics sessions twice a day; one in the morning and one in the afternoon. This half term we will be focusing on developing the children’s listening skills and awareness of sounds in the environment, develop their vocabulary when identifying and recollecting the difference between sounds, make up simple sentences and talk in greater detail about sounds. We will then use our sounds knowledge to enliven our stories and songs with added sounds
Number
e We will be doing lots of counting and number recognition. Matching numbers to a groups of objects. We will also be looking at number names. Do the children know what their house number is and can they recognise it? We will be finding other numbers of particular interest, such as: How many people live in your house? How old are you? We will be watching and working with the Numberblocks programme. Shape, Space and Measure
We will be looking at 2D shapes, naming and sorting them and singing number songs. We will be building towers and working out how tall they are. We will be looking at our own height and measuring peers.
Please put names in all items of clothing including coats, shoes, pumps, wellies and socks.
Singing songs and nursery rhymes on a daily basis will help develop language skills.
Sharing books at bedtime, at other times and talking about the pictures will help develop a love of books and reading skills.
Communication and Language: Speaking and Listening activities, following instructions, use of who, why, what, where and when questions and responding appropriately.
Physical Development: Team games- cooperation, following instructions and turn taking, developing muscles in the fingers to support writing.
Personal, Social and Emotional Development: Confidence building, self–selecting activities, expressing feelings and emotions.
Understanding of the World: Exploring similarities and differences in our appearance, finding out what makes us unique.
Expressive Arts and Design: Self-portraits, family pictures and pictures or models of our homes using paints, crayons and box modelling.
Stories online
Alphablocks: https://www.bbc.co.uk/cbeebies/games/alphablocks-games
Numberblocks: https://www.bbc.co.uk/cbeebies/shows/numberblocks
Who lives in your house?
How old are you? How tall are you?
We will draw a picture of the people who live in your house.
Talk about who they are, say what they are called, are they older or younger than you and describe them.
Where do you live, has your door got a number on it? What shape is your house?
We will talk about our pets?
We will be doing lots of counting, number recognition, measuring, balancing bricks to make tall towers or long lines to represent the height or length.
Using metre rulers to measure and make a wall chart.
We will draw a picture of your house. What colour is your front door, can you say the number on your door, can you write the number?
Build a model of your house using bricks and blocks or a box model of your house.
Who is the tallest in class?
What colour eyes and hair do you have? Do we all look the same?
We will be looking at similarities and differences between us all. We all have the same features but are they the same colour or shape? We will be painting portraits of each other and seeing if we cam recognise who they are?
Using mirrors and looking at our own face and painting what we see; matching our hair and eye colours
What makes you happy?
We will begin to talk about our feelings and emotions to each other. What emotions can we express and how can we show how we are feeling? Can we tell how someone is feeling by looking at their face? Can we make faces to match different emotions?
We will sing songs and use our voices to demonstrate different emotions.
Forest School
Mrs Brown will be linking all our outdoor learning to the books we are reading in ass class each week. We will be learning how to stay safe – become aware of our natural environment, we will be creating faces using mirrors and natural materials, gathering natural materials to represent our age and measuring using natural materials. We will be listening to silence and environmental sounds, learning to move in different ways, using ribbons and outdoor yoga. We will be making clay, wood and stick bears. We will be learning to work collaboratively with each other. | 2,013 | 1,068 | {
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611-2015 (30-015) Equal Volume Set
Materials Required
* Caliper or ruler
* Balance
* Optional graduated cylinder for measuring volume
Warranty and Parts:
We replace all defective or miss ing parts free of charge. Additional replacement parts may be ordered toll-free. We accept MasterCard, Visa, checks and School P.O.s. All products warranted to be free from defect for 90 days. Does not apply to accident, misuse or normal wear and tear. Intended for children 13 years of age and up. This item is not a toy. It may contain small parts that can be choking hazards. Adult supervision is required.
Introduction:
The 30-015 Equal Volume Set consists of four handy cylinders of the same length, but varying mass, in specimens large enough for young fingers to handle. The four cylinders (aluminum, glass, nylon and wood) are each 12.5mm x 7.5cm in size. They can be used to demonstrate the relationship between density and volume. They can be used to identify the material out of which they are con structed by determining their density.
About Density:
When a wooden boat is dropped
Why does wood float and metal sink in water? Wood floats because it has a lower density than water. Whether something floats or sinks depends on its density, the amount of mass per volume (or amount of matter per amount of space the object takes up). When an object is in water, it displaces a certain amount of water. Since the displaced water was held up by the water around and below it, the object displacing it is pushed up with the same force by the surrounding water. If the object is the same weight or lighter than the displaced water, it floats; if heavier, it sinks.
Try other density and pres sure equipment:
611-2106 Density Rods: Set of two rods which float and sink at varying temperatures.
611-2266 Hydrostatic Studies Kit: A comprehensive kit for exploring critical concepts
611-2025 Density cubes: Set of 10, 2.5mm cubes of varying modern materials. Perfect for density and specific heat labs.
How To Teach with Equal Volume Specimens:
Curriculum Fit: Physical Science and Chemical Science/ Matter. Unit: Observation and Measurement of Physical Properties.Grades 6-8.
Concepts: Mass. Volume. Density. Specific Gravity. Buoyancy. Flotation.
2
Note: Materials vary greatly in density. The above figures are guidelines only.
Material Density
(g/cm)
Aluminum 2.7-2.9
Glass 2.2
Nylon 1.1-1.2
Oak 0.6-.9
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into a bathtub, it displaces an amount of water with the same weight as the boat. The rest of its volume sits above the water; in other words, it floats. An iron cube, even a small one, is heavy for its size. When you drop it into a body of water, it weighs more than the water it displaces; therefore, it slides to the bottom. An iron or steel-sided ship floats if its hull contains a big enough bubble of air to make its over all density less than that of an equal volume of water.
The densities of solids range from 0.08 gm/cm 3 (for solid hydrogen) to 22.48 gm/cm 3 (for the metal osmium.)
How to Use:
2. Weigh sample on a balance.
1. Take one sample from the four provided.
3. Record mass, m, in grams.
5. Record length.
4. Measure length, l, of sample in cm with calipers.
6. Measure dia., of sample in cm.
7. Record radius.
7. Divide the diameter by 2 to determine radius
8. Calculate volume, v, of cylinder as follows:
2
9. Then calculate density, d, as follows: m
v = πr h
d =
v
10. Look up density in the table provided to determine the sample's material. Since materials vary in composition, the supplied values are approximations only.
© Science First ® /Morris & Lee Inc. Science First ® is a registered trademark of Morris & Lee Inc. All rights reserved.
SCIENCE FIRST
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PIONEERS: Female Dispatch Riders of World War II
Discovering the wartime history of The Wrens
When we think of the role of women in World War II (WWII), we often envision factories filled with women wearing headscarves, riveting together airplanes, but across the Atlantic in Great Britain, things were definitely more dangerous for the women that helped with the war effort.
By 1939, it was clear that every able-bodied British seamen would be needed to serve on ships so the Royal Navy decided to reconstitute the Women's Royal Navy Service—nicknamed "The Wrens"—which had been disbanded after World War I. Initially 3,000 women were enlisted to perform shore based duties thus freeing up their male counterparts to go to sea. The Royal Navy made the Wren's focus on land-missions abundantly clear using the recruitment slogan "Join the Wrens and Free a Man for the Fleet."
The first Wrens were put into positions traditionally performed by non-enlisted women. Jobs like cooks, stewards and typists were commonly filled by Wrens. As the war continued it soon became necessary to increase those roles to include jobs which previously had only been held by men. During the war, the number of Wrens peaked at nearly 74,000, and the number of different jobs they performed increased to more than 200. One of the jobs in which the Wrens received world-wide recognition was that of the motorcycle dispatch rider.
The British Royal Navy wanted women who could not only ride motorcycles, but also maintain their own machines. The first women chosen for dispatch duty were well-known competition riders from local motorcycle race circuits. As war-time need increased, more women were trained, many of whom served with great distinction.
Many Wrens received metals of honor for their wartime effort in ensuring communications were delivered no matter what the circumstances.
An Associated Press article from May of 1942 relates the story of Wren McGeorge who was awarded the British Empire medal for bravery following her actions during a bombing raid on the town of Plymouth.
While carrying urgent messages to her commander, McGeorge's motorcycle was struck by a bomb. Although McGeorge was not injured, the motorcycle was rendered useless. Still determined to get her messages delivered, McGeorge left the wrecked motorcycle behind and ran the remaining half mile back to headquarters with bombs falling all around her. After successfully delivering her messages, she volunteered to go back out into the fray.
Hopefully they found her a new motorcycle for the next run!
Wren motorcycle dispatchers were responsible for delivering messages between station headquarters and embassies.
During the invasion of the Low Countries, the London-based Wrens worked eight-hour shifts, both day and night, to deliver messages between the Admiralty and multiple embassies. Their work throughout the Battle of Britain was highly praised as safe passage through London became increasingly difficult with the German bombing campaign wreaking havoc on the city.
A sisterhood in service—the Wrens rode for freedom through their tireless service as part of the British Royal Navy.
Although they never served at sea, a total of 100,000 women served in the British Royal Navy as Wrens during WWII. Of those, 303 were killed in service to their country. The Wrens continued in active service until 1993,
More Photos
Group photo.
Always on duty on the motorcycles.
Catching the eye of others even then! | 1,408 | 693 | {
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Experiment 1: What is a Calorie?
EQUIPMENT NEEDED:
— Calorimeter
— Thermometer
— Balance
— Hot and cold water
Introduction
When two systems or objects of different temperature come into contact, energy in the form of heat is transferred from the warmer system into the cooler. This transfer of heat raises the temperature of the cooler system and lowers the temperature of the warmer system. Eventually the two systems reach some common, intermediate temperature, and the heat transfer stops.
The standard unit for measuring heat transfer is the calorie. A calorie is defined as the amount of energy required to raise the temperature of one gram of water from 14.5°C to 15.5°C. However, for our purposes, we can generalize this definition by simply saying that a calorie is the amount of energy required to raise the temperature of one gram of water one degree Celsius (the variation with temperature is slight).
In this experiment, you will combine hot and cold water of known temperature and mass. Using the definition of the calorie, you will be able to determine the amount of heat energy that is transferred in bringing the hot and cold water to their final common temperature, and thereby determine if heat energy is conserved in this process.
Procedure
ΠDetermine the mass of the empty calorimeter, M cal . Record your result in Table 1.1 on the following page.
Fill the calorimeter about 1/3 full with cold water. Weigh the calorimeter and water together to determine M cal + H 2 O , cold. Record your result.
Measure T hot and T cold , the temperatures in degrees Celsius of the hot and cold water, and record your results.
Ž Fill a second calorimeter approximately 1/3 full of hot water. The water should be at least 20°C above room temperature. Weigh the calorimeter and water together to determine M cal + H 2 O , hot. Record your result
Immediately after measuring the temperatures, add the hot water to the cold and stir with the thermometer until the temperature stabilizes. Record the final temperature of the mixture, T final .
Repeat the experiment twice with different masses of water at different temperatures. (You might try adding cold water to hot instead of hot to cold.) ‘
3
Data
Table 1.1 Data
Calculations
From your data, make the calculations necessary to determine the mass of the hot and cold water that were combined, and also the temperature changes (∆T) undergone by each. Enter your results in Table 1.2.
Using the equations shown below, calculate ∆H cold and ∆H hot , the heat gained by the cold and hot water, respectively. Enter your results in the table.
Table 1.2 Calculations
Questions
ΠWhich had more thermal energy, the two cups of water before they were mixed together or after they were mixed? Was energy conserved?
Discuss any unwanted sources of heat loss or gain that might have had an effect on the experiment.
Ž If 200 grams of water at 85°C were added to 150 grams of water at 15°C, what would be the final equilibrium temperature of the mixture?
4 | 1,261 | 669 | {
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DETERMINATION IN THE FACE OF NEW DISABILITY
Tackling and overcoming learning difficulties has become a frequent media subject over the last decade. Terms such as „Dyslexia‟ and „ADD‟ are becoming increasingly familiar to children and adults alike, with copious amounts of literature and online advice available on how to overcome these obstacles. However, Joanna Pinewood Education (JPE), a London based tuition centre, wants to draw our attention to less publicised learning difficulties; namely those which develop following accidents or trauma.
In recent months, JPE has been working alongside a young man who has faced these difficulties. He has kindly agreed to be used as a case study and to share his experiences. JPE will provide information and advice on how best to triumph over these new found challenges, while continuing both social and academic development.
The young man in question is in his thirties and from London. In year 7 at school, aged 12, he was pushed into the wagon of a passing London Underground train, which caused him to spend 4 days in a coma and a further 2 months in hospital. The boy incurred serious head injuries, developing chronic memory loss and epilepsy.
Adjusting to life after an accident such as this is extremely difficult and the man in question remembers severe bullying from his school peers alongside the struggle to come to terms with his new disabilities. Jonathan Smallman, an army officer who was injured in a horrific car crash in 1985 talks of similar difficulties in coming to terms with the severe brain damage incurred. Now a teacher at Rehab UK, which helps people with brain injuries to become socially and economically independent, Jonathan tells the BBC:
"When I first came round in hospital, I am told, that I was like a five or six year-old. I had lost my skills to interact."
"I remember in the early stages being driven into town by my mother."
"I can remember being ready to go home and yelling across the square to my mother, who was talking to somebody 'It is bloody freezing, hurry up."
"I was oblivious to everyone else who was shopping and what they might have thought. I had lost my social skills, but to anyone else I must have just seemed very rude."
Source: www.bbc.co.uk
Learning to rebuild your social and academic skills is extremely testing, especially when having to deal simultaneously with a new disability. However, through focusing his energy on a specialist interest, the young man has overcome this, gaining qualifications and an active lifestyle. He has concentrated on horticulture, gaining a Level 1 Vocational Diploma and is now working towards Level 2. This focused approach makes it much easier to motivate oneself as Krzysztof Bahrynowski, Managing Director of JPE states:
"The most difficult obstacle for these newly debilitated people is self-motivation. They are often so disheartened and depressed by an accident or trauma that a completely reclusive and inactive nature takes over. Through working face to face with people who have dealt with these issues, JPE is gaining invaluable knowledge that we would like to share with others who have been affected".
Through working together, JPE and the young man would advise the following in order to help continue development:
1. Work as a team – To further motivate his specialised interest in horticulture, the young man has partnered with other people with similar disabilities on his allotment.
2. Get help – The young man has encouraged the local Disabled Person's Society to sponsor his allotment that will become a project for these people in the community.
3. Get involved – Once the project is completed, JPE plans to take him to the Czech Republic for a workshop on motivational skills that will be held at the University of Olomouc in October to present his project work.
4. Keep in contact – Krzysztof and the team at JPE are ensuring that they maintain regular contact with the learner to ensure he is moving in the right direction. With JPE's help, he will gain the new competences he had always wanted to achieve.
Over the last year, JPE has made it their priority to create tailor made packages for all learners, regardless of age or ability. They believe that providing packages to suit individuals' needs is imperative, whether it is learning English as a second language, overcoming dyslexia, or a refresher course to help stay ahead of the game. JPE is also actively involved in the European Grundtvig Project "Let's Do It Creatively...for the benefit of Adult Learners", receiving a grant from the EU to help adult learners. Likewise, JPE are currently applying for a grant to help disadvantaged learners, providing free workshops on improving key competences.
For more information on the upcoming workshops or to book bespoke, one to one and group tuition, please visit www.jpetutors.com or call: 01895 847 135, email: email@example.com | 1,981 | 1,005 | {
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Japanese Knotweed
Fallopian japonica
Region of Origin: East Asia
Habitat:
Perennial, deciduous, sub-shrub
Current Range: Asia, North America (39 States) & Europe
Flowering Season: Summer
Japanese knotweed has astounding regenerative prowess and the capacity to spread at lightning speed, especially near streams and roadsides. It is a rapidly growing, perennial plant with
characteristic purple spots on the stem. The tubular structure of the stem allows even tiny pieces of knotweed to float through waterways and readily access new habitats to colonize along its journey. The dense root and leaf structure of knotweed stands make it nearly impossible for other plants to compete, and it is considered one of the world's most destructive invasive species. The strong scent of the lacy white blooms attract bees. And, many humans are attracted to its shoots, foraging them for their wonderful rhubarb taste. Avoid sites actively managed with herbicides, and be sure to collect the shoots when they are young and tender – no more than 8 inches tall.
A special thank you to author and ecologist Corinne Duncan for her content contributions to the Japanese Knotweed Introduction.
Japanese Knotweed Summer Rolls
Recipe and Photo courtesy of The 3 Foragers
6-10 ea 8" Rice Paper Wrappers
3 Tbsp Dandelion Flower Petals
3 oz Bean Thread Noodle Cakes
2 Tbsp Chopped Ramp Leaves or Scallions
1 cup Knotweed Shoot Stems (thinly sliced)
4 Tbsp Shredded Carrots
½ cup Parsley and Cilantro Greens
To Taste Dipping Sauce of Choice
G Soak bean thread noodles in hot water for 10 minutes, until soft.
G Rinse and drain well.
G In a bowl, add the chopped knotweed, chickweed greens, dandelion petals, ramps, and carrots to the bean thread noodles. Toss well.
G Soften the rice paper wrappers in warm water for about 15 seconds until they are pliable.
G Place on a smooth surface. Take about 1/2 cup of the noodle filling and place it in the center of the top third of the wrapper.
G Fold over the top of the wrapper to cover the filling, then fold in the two sided toward the center.
G Roll filled wrapper towards the bottom, enclosing the filling completely. This may take some practice!
G Chill the summer rolls for 15 minutes, and serve with a spicy-sweet Thai dipping sauce. | 999 | 518 | {
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PHILIP – Protection of Health by Increasing the Health Literacy of Pupils
Questionnaire for Survey addressed to Pupils
The main goal of the PHILIP project is to contribute to increasing the health literacy levels of pupils aged between 11 to 15 through the development of learning modules targeted to the needs of the children and adolescents which are aimed at helping teachers tackle the content of health literacy properly at school.
Based on the World Health Organization glossary, the Health Literacy comprises "the cognitive and social skills which determine the motivation and ability of individuals to gain access to, understand and use information in ways which promote and maintain good health" 1 .
The objective of this questionnaire is to investigate the level of health literacy of pupils in terms of knowledge and understanding of health issues and identify the health-related skills and competencies needed to protect their own and others' health chances.
The survey respondents' identity will remain strictly CONFIDENTIAL. All data collected for this research project will be stored in a secure digital space provided by the project partners. Only members of the research team at the [local partner] and the partner organizations will have access to the anonymous questionnaire data.
Elements of this survey were adapted from the research "Health Literacy for School-Aged Children" conducted by Olli Paakkari and Leena Paakkari, Faculty of Sport and Health Sciences, University of Jyvaskyla, Finland.
1. What would you say is your sex/gender:
❒ Boy
❒ Girl
❒ I prefer not to answer
2. What is your age:
❒ 11
❒ 12
❒ 13
❒ 14
❒ 15
3. Which class are you attending?
…………………………………………….
1 Nutbeam D., WHO Collaborating Center for Health Promotion, Health Promotion Glossary, 1998
4. From the following options, choose the one that best describes your o
pinio n:
| | Not at all true | Not quite true | Somewhat true |
|---|---|---|---|
| 1. I’m confident to have good information about health | | | |
| 2. I can easily give examples of things that promote health | | | |
| 3. I can follow the instructions given to me by healthcare personnel (e.g., doctor) | | | |
| 4. When necessary, I find health-related information that is easy for me to understand | | | |
| 5. I happen to look for health-related information on the Internet or on social media | | | |
| 6. When I do not find satisfactory answers on health-related information, I ask my parents or friends. | | | |
| 7. I am able to compare health-related information from different sources | | | |
| 8. I can usually figure out if some health-related information is right or wrong | | | |
| 9. I can judge how my behavior affects my health | | | |
| 10. I am able to explain the choices I make regarding my health | | | |
| 11. When necessary, I am able to give ideas on how to improve health in the context I live in (e.g., family, friends, classmates) | | | |
| 12. I can judge how my own actions affect the surrounding natural environment | | | |
5. Does your school pay enough attention to the basics of a healthy lifestyle? Please, give us your opinion on the following items:
| Do not know | Too little | Enough |
|---|---|---|
6. Has the school held events for schoolchildren’s health promotion in the current school year?
⬜ I do not know
⬜ No
⬜ Was held, but earlier
⬜ Was held once
⬜ Yes, more than once
If yes, which of the following topics did the school events focus on?
⬜ Nutrition
⬜ Physical activity
⬜ Alcohol, smoking and drug use
⬜ Prevention of bullying and cyberbullying
⬜ Other………… | 1,719 | 900 | {
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Earth's Energy Balance For the past quarter century, Earth scientists have been trying to get a handle on how much solar energy illuminates the Earth and what happens to the energy once it penetrates the atmosphere. To date they estimate that roughly 1,368 W/m 2 , averaged over the globe and over several years, strikes the outermost atmosphere at the Earth. This is called the "Total Solar Irradiance," or TSI. TSI depends only on the total energy per second produced by the Sun (its absolute luminosity) and the distance from the Sun to the Earth, 93 million miles or 150 million kilometers.
Though sunlight may appear white and nondescript, it consists of electromagnetic waves that have a wide range of wavelengths. One can separate these wavelengths by simply holding up a prism to sunlight, which causes light rays of shorter wavelengths to bend at larger angles. The various purples, blues, greens, yellows, and reds that emerge from the prism represent all the wavelengths of light that are visible to the human eye, which only detects wavelengths between 400 and 700 nanometers (billionths of a meter). The visible spectrum, however, accounts for just under half of the
Sun's total energy. Much of the Sun's energy is made up of ultraviolet (UV) radiation, which has shorter wavelengths (higher energy levels) than visible light and extends off of the purple end of the visible spectrum. An even larger amount of this invisible energy can be found in the longer infrared wavelengths (lower energy levels) of light that extend off the opposite end of the visible spectrum.
The Sun emits light in a very wide range of wavelengths—from radio waves, through visible light, to x-rays. The most familiar example is the visible spectrum revealed in a rainbow, but all the colors of the rainbow occur in a relatively narrow band of wavelengths. In addition to visible light, infrared and ultraviolet light also play a role in the Earth's climate. (Photograph courtesy Philip Greenspun)
Not all of this light is absorbed by the Earth. Roughly 30 percent of the total solar energy that strikes the Earth is reflected back into space by clouds, atmospheric aerosols, snow, ice, desert sand, rooftops, and even ocean surf. The remaining 70 percent of the TSI is absorbed by the land, ocean, and atmosphere. In addition, different layers of the Earth and atmosphere tend to absorb different wavelengths of light. Only one percent of the TSI, mostly in the form of UV radiation, is absorbed by the upper atmosphere, mainly by stratospheric ozone. Twenty to 24 percent of the TSI and a majority of the near infrared radiation is absorbed in the lower atmosphere (troposphere), mainly by water vapor, trace gases, clouds, and darker aerosols. The remaining 46 to 50 percent of predominately visible light penetrates the atmosphere and is taken in by the
Solar Radiation and Climate Experiment (SORCE)
Introduction Earth's Energy Balance Solar Variability The Sun and Global Warming Uncertainties in Solar Measurements
The SORCE Satellite Total Irradiance Monitor (TIM) Spectral Irradiance Monitor (SIM) Solar Stellar Comparison Experiment (SOLSTICE) Extreme Ultraviolet Photometer System (XPS)
Related Articles
SOLSTICE Watching the Sun ACRIMSAT Sunspots and the Solar Max Clouds and Radiation Why isn't Earth Hot as an Oven?
Related Datasets Reflected Solar Radiation Outgoing Heat Radiation land and the oceans.
Solar radiation is not emitted in a smooth continuum. Superheated atoms in the Sun, particularly Hydrogen and Helium, absorb radiation in distinct wavelengths. These absorption bands are visible as dips in the green line in the graph above, which represents the spectrum of sunlight that arrives at the top of the Earth's atmosphere. Additionally, gas molecules absorb radiation in the Earth's atmosphere, further reducing the radiation at the surface. The blue line represents the spectrum of radiation arriving at the surface of the Earth on a clear day in the tropics, based on an atmospheric model. (Graph by Robert Simmon, based on model data from the NASA GSFC Laboratory for Atmospheres)
The absorption of solar energy heats up our planet's surface and atmosphere and makes life on Earth possible. But the energy does not stay bound up in the Earth's environment forever. If it did, then the Earth would be as hot as the Sun. Instead, as the rocks, the air, and the sea warm, they emit thermal radiation (heat). This thermal radiation, which is largely in the form of long-wave infrared light, eventually finds its way out into space, leaving the Earth and allowing it to cool. For the Earth to remain at a stable temperature, the amount of longwave radiation streaming from the Earth must be equal to the total amount of absorbed radiation from the Sun.
next: Solar Variability
back: Introduction | 2,021 | 1,001 | {
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What counts? Finding Meaningful Metrics
RIPL: 12 Months to Better Library Data Materials by Katie Fox
"Not everything that can be counted counts, and not everything that counts can be counted." - William Bruce Cameron
Guiding Questions for Meaningful Metrics
1. How clearly does this metric align to an articulated outcome or impact?
2. Who cares about this metric?
3. Why do they care?
4. How can they act on it?
5. Whose perspective does this metric reflect or emphasize?
6. How do the people closest to this work feel about it?
- At a minimum, this is the staff who do the work, ideally consider the community as well
7. How can this information be collected in a way that is ethical, accurate, and manageable for staff and participants?
- Key elements of ethics are privacy and informed consent
- Accuracy often involves staff being trained and consistently collecting data
Your context:
Your outcome/impact:
Your metric:
| A. Meaningful Metrics Question | B. Quick assessment of metric on this question ( + or ? ) | C. Questions about this question |
|---|---|---|
| 1. How clearly does this metric align to an articulated outcome or impact? | | |
| 2. Who cares about this metric? | | |
| 3. Why do they care? | | |
| A. Meaningful Metrics Question | B. Quick assessment of metric on this question ( + or ? ) | C. Questions about this question | D. Next steps |
|---|---|---|---|
| 4. How can they act on it? | | | |
| 5. Whose perspective does this metric refel ct or emphasize? | | | |
| 6. How do the people closest to this work feel about it? | | | |
Examples of library metrics
| Context | Outcome/Impact |
|---|---|
| Immigrant & refugee services weekly recurring drop in events | As a result of their experiences attending, members of immigrant communities will be able to connect with & learn from each other. |
| All library events & programs. | As a result of their experience attending library events and programs, participants feel welcome in the library. |
| Library database access | As a result of library databases, library users will have access to relevant resources that support their learning & development. |
| Library reference | As a result of immediate reference, library users with immediate information needs can effciiently access accurate information. | | 1,138 | 568 | {
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Project Instructions
Carbon Footprint @ Home
Summary
Since 2009, Encinitas Union School District has made many changes to improve sustainability at every school, including:
* Using clean energy through solar and daylighting (solar tubes)
* Reducing paper towel waste with the use of hand dryers in the restrooms
* Diverting up to 80% of lunchtime waste by recycling and composting
* Reducing toxic chemical cleaners with the use of chemical-free cleaning
* Reducing plastic water bottle use by using hydration stations
* Reducing air pollution by promoting walking/biking to school and creating idle-free zones in the school driveways
* Reducing stormwater runoff and conserving water through rainwater collection
* Promoting nutrition and an appreciation for nature and life science through outdoor education in the school gardens
We do a lot of things at school to help improve the environment. What environmentally friendly things do we do at home? The activity below will help you understand that different activities impact the environment in different ways by measuring the size of your carbon footprint (explained below).
What is a carbon footprint and why do we measure it?
Your carbon footprint is the amount of carbon dioxide released into the atmosphere as a result of your daily actions. These actions include, among others, the food you eat, the clothes you wear, how you travel, and how much electricity you use. Over time, human activities have resulted in an increase of carbon dioxide in the atmosphere, which traps heat from the sun and is the lead cause of global warming.
However, by making thoughtful choices, you can lower the amount of carbon dioxide released into the air and reduce your carbon footprint.
Project Instructions
Activity
1. Print out the Carbon Footprint Sheet on the following page.
2. Look around your house for a big jar of coins with nickels, dimes, and quarters (you can use pennies too if you don't have enough of the other coins). You will use the coins to make a "green" pile for all of your eco-friendly actions, and a "black" pile for your carbon-emitting actions.
3. Read each action and if you do the action, put the corresponding coin value in either the green pile or the black pile. For example, if you compost food scraps, put a dime in the green pile. If you don't, no coins are added to either pile.
4. Add up the total value for each pile.
5. Which pile is higher? What things could you do to make your green pile bigger than your black pile? How small can you make your black pile?
6. On the back of the paper list other actions that most people do and try to assign a point total. Do you think the action is worth 20 points? Or just 5?
Still Curious?
* Do a lab that demonstrates how greenhouse gases warm the atmosphere. Greenhouse gas lab video: https://www.youtube.com/watch?v=kwtt51gvaJQ
Project Instructions
What's Your Carbon Footprint?
| Green Actions (Pollution Offsets) | Points | Black Actions (Emit Carbon) | Points |
|---|---|---|---|
| I compost my food scraps. | 10 | I pack my lunch using ziplock baggies. | 15 |
| We bring reusable bags to the store | 10 | I leave the lights on when I exit a room | 10 |
| I turn off the water when I brush my teeth | 10 | I throw away ALL my lunch waste in the trash | 10 |
| I use a refillable water bottle | 25 | We use paper towels | 10 |
| I do not use a straw at the restaurant | 10 | I get a ride to school | 25 |
| I use a reusable container for my lunch | 10 | We eat meat | 15 |
| I keep the lights off during the day | 10 | We take an airplane on vacations | 25 |
| I recycle my lunch waste in the SCRAP cart at school | 10 | We use plastic bags at the grocery store | 20 |
| We collect water after it rains and use it in our garden | 5 | I let the water run when I brush my teeth | 10 |
| We use cloth napkins | 10 | I always use a plastic straw | 10 |
| We grow vegetables in our garden | 10 | We buy water in plastic bottles | 20 | | 1,708 | 927 | {
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COURSE OVERVIEW
Self Awareness
I T E M # W 1 3 7
COURSE DESCRIPTION
The objective of this course is to present to teens a different way of thinking, allowing them to reach their true potential by overcoming erroneous subconscious beliefs about themselves.
This cognitive restructuring course focuses on bright possibil ities. It can help teens discover avenues of positive thinking of which they may have been unaware. It speaks to them in a different language, one they can use for a lifetime. It helps them empower themselves and become productive citizens. If students never change their thinking, they can never change their behavior.
LEARNING OBJECTIVES & SKILL DEVELOPMENT
* Empathy
* Self-awareness
* Positive relationship building
* Decision-making skills
RECOMMENDED USES
* Group—To be completed in a group setting with a facilitator
* Self-Directed—Student does most of the course work independently with a peer or mentor
* Hybrid—A combination of self-directed learning and group instruction
CRIMINOGENIC NEEDS MET
2. Antisocial companions
1. Antisocial cognitions
3. Antisocial personalities
4. Family relationships
COURSE INFORMATION
Course Format: eLearning and Printed Workbook
Available in workbook
Available in eLearning
COURSE CONTENT
UNIT 1: BRIGHT POSSIBILITIES
There are no dead-ends, just opportunities.
UNIT 2: THOUGHTS = CONSEQUENCES Change your thoughts, change your life.
UNIT 3: GROWTH VS DECAY
It is your choice!
UNIT 4: FINDING SUCCESS
Success comes when we think more of others.
UNIT 5: AVOIDING ANGER
Anger is a secondary emotion that can be controlled.
UNIT 6: SKILLS FOR LIFE
Social skills can raise you up or put you down.
UNIT 7: MANAGING LIFE
Be grateful for what you have and quit complaining.
PURCHASE OPTIONS
1. License to reprint
3. Customized eLearning platform
2. Individual courses
4. Parent enrollment
5. School referral
LEARNING ACTIVITIES
* Self-assessments
* Application and skill building
* Scenario-based learning
* Self-reflection
* Role playing
Scientific Model:
Cognitive Restructuring eLearning Length:
650 Slides
Author and Publisher: ACCI Lifeskills
Item Number: W 137
Workbook Pages: 48
Course Length: ~8 hours
* Discussion with coach
* Focused journaling
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COURSE OVERVIEW
Driver Responsibility
Available in workbook
Available in Spanish
I T E M # W 1 1 3
COURSE DESCRIPTION
This course on cognitive driving skills was designed for all drivers, regardless of age, who have exhibited a lack of proper driving values, attitudes, and behaviors.
This is perhaps the only traffic workbook in the nation that combines cognitive restructuring with traditional traffic curriculum. Notice that the workbook spends a lot of time and effort in the cognitive domain to challenge driver's faulty thinking, and less in the affective domain. Highlights in the workbook include Unit 5, which covers emotional factors, and Unit 6, which covers physical factors. Each unit sets the stage for the next unit and focuses on the ACCI motto:
If we keep on thinking the way we have been thinking, we will keep on getting what we have been getting. If we want to change what we have been getting, we will have to change what we have been thinking.
LEARNING OBJECTIVES & SKILL DEVELOPMENT
* Personal responsibility
* Avoiding distractions while driving
* Overcoming negative thoughts, attitudes and behaviors while driving
* Positive driver attitudes, values, and behaviors
* Driving with skill and sense
RECOMMENDED USES
* Self-Directed—Student does most of the course work independently with a peer or mentor
* Group—To be completed in a group setting with a facilitator
* Hybrid—Combination of self-directed learning and group instruction
* Blended Learning—Combination of online & offline curriculum
COURSE INFORMATION
Course Format: eLearning and Printed Workbook
COURSE CONTENT
UNIT 1: DRIVER VALUES
The reason for most driver problems is driver values.
UNIT 2: DRIVER RESPONSIBILITY
If you are not responsible for your actions, who is?
UNIT 3: LAWS & CONSEQUENCES
A society without laws is not a society.
UNIT 4: ANGER AVOIDANCE
Angry drivers drive with a full anger flask.
UNIT 5: EMOTIONAL FACTORS
Strong emotions impede driving ability.
UNIT 6: DRIVING WITH SKILL
Thirteen factors that cause accidents.
UNIT 7: DRIVING UNDER THE INFLUENCE
A recipe for disaster.
UNIT 8: HOW TO CHANGE
Driver awareness is the first step toward change.
CRIMINOGENIC NEEDS MET
1. Antisocial cognitions
2. Antisocial personalities
3. Education
LEARNING ACTIVITIES
* Self-assessments
* Application and skill building
* Scenario-based learning
* Self-reflection
* Role playing
* Discussion with coach
Scientific Model:
Item Number: W 113
Workbook Pages: 64
Course Length: ~15 hours
Cognitive Restructuring eLearning Length:
750 Slides
* Focused journaling
Author and Publisher: ACCI Lifeskills
* Knowledge check
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Now is a Good Time to Plant a Tree
By Chris Ramsey, Sullivan County Extension Agent
Fall is a great time to add a new tree to your lawn especially bare root trees as well as ball and burlap trees. Planting ball and burlap trees now helps the tree over the shock of being dug up leaving major portion of the root system in the field. This puts the tree at a disadvantage compared to a tree grown in a container.
Container trees may actually be planted any time of the year as long the ground is not frozen. When planting a container tree, all of the tree's root system goes into the planting hole to help it become established. Planting container trees in the dormant season is recommended due to the lower water requirement of the season.
Now that you have decided to plant a tree, make sure you are planting the right tree in the right place. In other words, do you know what the mature size of the tree will be? Many native trees can grow to heights of 60 to 80 feet with a limb spread of 40 to 50 feet. So, don't be misled by that small four-foot Hemlock. University of Tennessee (UT) Extension has a series of publications listing trees, their characteristics and mature sizes including a list of trees that can be planted under power lines. There is also a publication to help you select a particular tree for fall color, spring blooming or summer blooming.
When purchasing a tree, inspect it for wounds on the trunk. You should also look for correct form and avoid co-dominant stems. A tree that splits into two trunks at a low height will be a weak tree in the future.
When you remove the container from the tree, inspect the root ball for circling roots. Any circling roots should be cut to encourage the tree to initiate new roots. Circling roots can eventually girdle the trunk.
Now, dig a hole three times as large as the root ball to give the tree ample loose soil to develop roots. Make sure the sides of the planting hole are not sealed, especially in heavy clay soils. According to the UT Extension Forestry Specialists, the two most common mistakes in transplanting trees is planting them too deeply and over or under watering.
The top of the root ball should be planted at ground level or above. Larger trees will be more likely to settle due to the weight of the root ball causing ponding of water around the base of the tree.
Slightly pulling the root ball apart will encourage the roots to move out into the new soil. You can also score the root ball with a sharp blade. Make sure to place the tree in the hole in the correct position before back filling. The position will be hard to change after planting. If a ball and burlap tree is being planted, be sure to remove the burlap from the sides of the root ball.
Fill the hole about half full around the tree with the original soil and then lightly pack the soil around the root ball and water to eliminate air pockets. Continue filling the hole around the tree. Be sure to water thoroughly after planting.
Place two to four inches of mulch around the tree. Mulch should not contact the trunk as this can promote pest problems including rodent damage.
Pay close attention to watering of the tree for several months after planting. A good rule of thumb is to provide about one third the volume of the original container in water. A three-gallon tree would receive about one gallon of water. Monitor soil moisture as trees can be kept too wet especially in a clay soil. A newly planted tree will require two years to become established.
Resources
How do I ask a question?
If you have a question for the Master Gardeners, submit them to us on our website at www.netmga.net. Click the link at the top of the page, "ASK A MASTER GARDENER" to send in your question. Questions that are not answered in this column will receive a response from a Master Gardener to the contact information you provide.
The Master Gardener Program is offered by the University of Tennessee Extension. The purpose of the Master Gardener program is to train people as horticultural-educated volunteers. These volunteers work in partnership with the local Extension office in their counties to expand educational outreach, providing home gardeners with researchedbased information. | 1,550 | 879 | {
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Fun Fact Sheet – Cayman's Reefs Over Time: Responses and Actions
1. Coral Reefs are important because they protect our coastlines from storm damage, provide habitat for many commercially important fishes, and are estimated to generate $375 billion in economic and environmental services worldwide annually (Costanza et al. 1997).
2. Coral Reefs only make up less than 1% of the ocean floor, but are home to 25% of all marine species (Worm et al. 2006).
3. Today's coral reefs are between 5,000 and 10,000yrs old, but ancestors of these reefs formed almost 250 million years ago (Knowlton and Jackson 2008).
4. Coral Reefs are the largest living organism in the world, the largest being the Great Barrier Reef in Australia, which is just over 4,000 kilometres long and can be seen from outer space (Belfield 2002).
5. Corals are an animal, a plant, and a rock all in one (Nothdurft 2009).
6. Coral Reefs act as the world's carbonic sink, trapping carbon. Excessive CO2 is being emitted into our atmosphere, and as the atmosphere becomes supersaturated excess carbon is forced into our oceans resulting in ocean acidification. However, coral reefs are taking up this excess carbon in their nutrient cycle and helping to clean our oceans (Anthony et al. 2011).
7. It is estimated that over 1 billion people world-wide rely on coral reefs for food, income, and eco-tourism opportunities (WWF 2017).
8. Parrotfishes are a well-known group of herbivores and have a beak-like mouth (which is how they got their name) that they use to scrape algae from the reef structure (Streelman et al. 2002).
9. Herbivorous fishes such as parrotfishes, damselfishes, rabbitfishes, and surgeonfishes help keep macro- and turf-algae populations low so that coral larvae have a better chance to settle and survive on the reef (Monterey Bay Aquarium 2004).
10. Sea urchins, crabs, and some species of sea snails are examples of important herbivores besides fishes which also keep macro-algae densities low (Paine 1995).
11. 95% of nutrients that corals need to survive is obtained from the zooxanthellae living inside the coral polyps, undergoing photosynthesis. The other 5% comes from the coral polyps using their tentacles to reach out and grab food that floats by in the water column (Cheal et al. 2010).
12. Coral Reefs are important to the development of new medicines linked to the treatment of cancer, Alzeheimer's, bacterial infections, and other diseases (Reaka-Kudla 1997).
13. It is estimated that we have lost approximately half of the world's coral reefs over the last 30 years, and could potentially lose more than 90% by the year 2050 if we don't take drastic measures (Gates 2016).
14. Coral Reefs are the connecting ecosystem between nursery grounds (such as seagrass beds or mangrove forests) and the open sea. This is where most developing fishes spend a portion to the majority of their lives reaching sexual maturity before some apex predators move to open ocean (NOAA 2015).
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Jones Dairy Elementary
Cruising Cars Courier
In Second Grade We Are Learning!
I can't believe that we are in the final quarter of this school year! This year has blown by so quickly, but we still have lots to accomplish before the end of the year.
In math, we are continuing with the linear measurement unit that we began before tracking out. Students have been estimating and using traditional and metric measurements (MD.1, MD.2, MD.3). It is important for your child to know that there are 12 inches in a foot, three feet in a yard, 36 inches in a yard, and 100 centimeters in a meter. We will begin to work on solving measurement word problems (MD.5) before completing an assessment the week of April 15th. Our next unit will be on data and solving two-step word problems (OA.1, MD.10). Yesterday, the students completed a timed subtraction fluency test (NBT.5) and I was so pleased to see that nearly every child showed growth! I know you have been working hard with your child at home on this fact fluency and the evidence is in the results! Thank you so much for your support and please keep working, as I will be dropping the time allotted on the test.
In reading, we are working with non-fiction texts at the beginning of this quarter. We will be working to explain how details in the text help to support the author's main points (RI2.8). We will also be working to describe the connections between a series of historical events, scientific ideas, or steps in a technical text (RI2.3). This corresponds very well with our current science unit on life cycles (2.L.1).
As I am sure you have heard by now, our painted lady caterpillars arrived a week early on Monday! The children were so excited to prepare a habitat for their caterpillars in the classroom. We will be learning all about the life cycle of the painted lady butterfly and getting to watch it in action!
In writing, we are working on opinion writing through writing persuasive reviews (W2.1). The children will be reading various reviews of restaurants, movies, books, and even local attractions. They will also spend time writing their own reviews.
Cruising Cars Schedule
| 7/9-7/26 10/1-10/19 1/2-1/25 4/1-4/19 | Music | Media | PE | Art |
|---|---|---|---|---|
| 7/27-8/17 10/22-11/9 1/28-2/15 4/22-5/19 | Media | Art | PE | Music |
| 8/20-9/7 11/12-12/5 2/18-3/8 5/10-6/4 | Art | Music | PE | Media |
April 8, 2019 Track 1, Second Grade
Single Subject Acceleration (SSA)
Please note that the nomination window for track 1 parents to nominate their child for Single Subject Acceleration is April 15thApril 29th. The testing window for track 1 students who have been nominated will be from May 7th-13th. No late nominations can be accepted. If you have any additional questions about SSA, please refer to the FAQ page on the following website:
HTTPS:// WWW.WCPSS.NET/ PAGE/3799
Important Information & Dates:
- All Economics Store projects are due tomorrow, Friday, April 5th. Please note that no late projects will be accepted.
- Report cards will be sent home with your child tomorrow (4/5/19). Please sign and return the envelope only.
- Your child's realistic fiction writing piece from third quarter will be sent home in your child's homework folder today. Please sign the writing rubric, and return both the rubric and the writing itself.
- Please note that JDE Family Night will be at Milton's on Monday, April 8th from 5:00-10:00
- Third Graders will be having a Change War on Tuesday, April 30th. The money will be donated to help Ms. Munsey's Rotary Club provide clean drinking water in Nacaragua.
- This year's Field Day for track 1 will be on Tuesday, April 30th beginning at 9:30.
-
Yearbooks are on sale NOW at Yearbookforever.com! Order now! $29 til 5/4. If you need assis-
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Notes for Parents
Addition
Addition vocabulary: Add, plus, together, total, sum, increase, more, altogether.
To add successfully, children need to be able to:
- recall all addition pairs to 9 + 9 and complements in 10;
- add multiples of 10 (such as 60 + 70) or of 100 (such as 600 + 700) using the related addition fact, 6 + 7, and their knowledge of place value;
- add mentally a series of one-digit numbers, such as 5 + 8 + 4;
- partition two-digit and three-digit numbers into multiples of 100, 10 and 1 in different ways.
Written Methods for Addition of Whole Numbers
Stage One: The Empty Number Line
Method
The mental methods that lead to column addition generally involve partitioning, e.g. adding the tens and ones separately, often starting with the tens. Children need to be able to partition numbers in ways other than into tens and ones to help them make multiples of ten by adding in steps.
Example
Steps in addition can be recorded on a number line. The steps often bridge through a multiple of 10. Example :
The empty number line helps to record the steps on the way to calculating the total.
Stage Two: Partitioning
The next stage is to record mental methods using partitioning. Add the tens and then the ones to form partial sums and then add these partial sums.
Record steps in addition using partitioning:
Partitioning both numbers into tens and ones mirrors the column method where ones are placed under ones and tens under tens. This also links to mental methods.
Partitioned numbers are then written under one another:
www.groveparkprimary.co.uk
Method
Stage Three: The Column Method
Example
In this method, recording is reduced further. Carried digits are recorded below the line, using the words 'carry ten' or 'carry one hundred', not 'carry one'. Later, extend to adding three two-digit numbers, two three- digit numbers, numbers with different numbers of digits and decimal numbers.
Column addition remains efficient when used with larger whole numbers and decimals. Once learned, the method is quick and reliable.
Revision Sites
The following websites can be used to revise the four operations.
http://uk.ixl.com/
http://www.woodlands-junior.kent.sch.uk/maths/ http://www.bbc.co.uk/schools/ks2bitesize/maths/
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UOW College Hong Kong / Community College of City University Student English Enhancement Unit (SEE U)
Daily English Practice
Week 6
#27 From hangry to mansplain: spend a little 'me time' with the latest OED update
Skills/ Objectives: Reading and Writing
PART 1: Before you read…
Preparatory questions
1. Have you heard of the word 'hangry'? What is the meaning of it? Where did you learn this word? Do you feel hangry? When?
2. Do you want to have some 'me time'? In what situations? Why?
Vocabulary
1. Needlessly (adverb): unnecessarily
2. Overbearingly (adverb): too confident to tell other people what to do; bossy
3. Patronizing (adjective): speaking or behaving in a way that shows you are more important or smarter than someone
4. Chauvinistic (adjective): Men who believe that men are more important than women
5. Colloquially (adverb): Used in informal conversations
6. Connotation (noun): an additional idea or feeling that a word suggests to you, although it may not be a part of the word's meaning
PART 2: Article
The Oxford English dictionary has added new word entries such as mansplain, hangry, and me time.
From hangry to mansplain: spend a little 'me time' with the latest OED update (click the link read the article)
https://blog.oxforddictionaries.com/2018/01/30/oed-new-words-mansplain-hangry-snowflake/
(Source: Oxford dictionaries)
PART 3: Let's discuss!
1. Were you surprised that there are new words added to dictionaries?
2. From the article, what have you learnt about the creation of new words?
3. What is your favourite word from the article? Why?
4. Have you learnt any new words on social media? What are they? What are the meanings of the words?
PART 4: Writing
Try to write some sentences with the new words that you learnt in this article (mansplain, hangry, me time, selfy)
PART 5: Learn further
1. Top 5 dictionary apps for English learners
This article suggests five English dictionary apps for learners. https://yp.scmp.com/go-to-gurus/advice/article/110269/top-5-dictionary-apps-englishlearners
2. Covfefe? Hea? Splungerler? What word would you add to the English language? Readers of the Young Post share a word that they would like to add to the English language. What is your favourite one? Which word would you like to add to the language? https://yp.scmp.com/junior-reporters/top-10/article/106445/covfefe-hea-splungerler-whatword-would-you-add-english
Prepared by Dr. Cherry Chan | 1,133 | 613 | {
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Anti-Racism Activity: 'The Sneetches'
Grade Level K-2, 3-5
Objectives
- Students will experience discrimination and develop a sense of fairness and equity.
- Students will apply literature to real life experiences.
- Students will become empowered to take responsibility for their environment.
Materials
- The Sneetches by Dr. Suess (Random House, ISBN# 9780394800899, $14.95)
- Green construction paper, sticky dots, or washable marker
- Safety pins
Time: Varied, with more time allowed for older students
Perspective
Before conducting this activity, educators may want to discuss historical information about racism and diversity issues. In the story The Sneetches, written by Dr. Seuss, yellow bird-like creatures take students on an adventure where green stars become the symbol of discrimination and privilege. After reading the story aloud, let students participate in the following activities that can be adapted with or without the story.
A special note on the simulation activity: The simulation exercise included here can help children understand the emotional impact of unfair practices. The follow-up activity on discrimination helps ensure that students understand that the goal is to change those practices, not the characteristics that make us different from one another.
Suggested Procedures
Read The Sneetches aloud as a whole class or in small groups.
Make a class list of class privileges, i.e. lining up first, extra points for tasks, homework passes, extra center time.
Divide the class into two groups by assigning students odd/even numbers .Half the class wears a green star or dot, using paper or a washable marker.
The group with green stars/dots is granted the privileges on the class list.
Allow an extended time for all students to have time in each group; those privileged with stars and those without stars or privileges.
Students discuss The Sneetches and students' experiences in small groups:
- How do the Star-Belly Sneetches look? How do the Plain-Belly Sneetches look?
- How is the language different for plain and Star-Belly Sneetches?
- When you were without a star, how did you feel about classmates with stars?
- What kinds of things do we use as "stars" that make people feel special?
- What makes you feel like a Plain-Belly Sneetch, a Star-Belly Sneetch?
- What feelings did you have during the class activity?
- What lessons did you learn?
- List three actions you will take to help everyone feel like they belong.
Small groups share reflections and action ideas with the whole class.
Building on the action ideas from small group discussions, the class should brainstorm and make a list of suggestions for ending discrimination in the class or school, e.g. stop teasing. Discrimination can be defined as "unfair treatment of a person or a group."
Challenge the class to put their class list into practice and work to end discrimination.
Assist students in pairing with a classmate that is outside their usual circle of friends.
The pairs become "Fairness Teams" for several days and keep a journal of ways that they -- or others they observe -- help end discrimination.
Allow a brief time each day for teammates to share their experiences and discuss journal entries.
After several days, the whole class meets and discusses the journal entries. Each Fairness Team reflects on what they learned about putting an end to discrimination.
Encourage students to set goals for extending the activity to their homes and communities.
Team reflections and assessments can be an ongoing activity.
https://www.tolerance.org/classroom-resources/tolerance-lessons/antiracism-activity-the-sneetches | 1,521 | 742 | {
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Curriculum Information
Year One – Summer Term 2019
Dear Parents/Carers,
Welcome back! We hope you all had a lovely Easter break. Our topic for this half term is 'The Seaside'.
Below we have outlined what we will be covering throughout the half term.
English
To link with our seaside theme, our book for this half term is 'The Rainbow Fish' by Marcus Pfister. It is a lovely book about a fish who finds happiness through learning to share. We will be acting out the story and describing the main events. Later in the term we will be comparing the settings of 'The Rainbow Fish' to the book 'Where the Wild Things Are'. We will then work on our very own setting description.
Spellings will continue to be given out each week on a Monday and checked the following Tuesday. They will be a variety of topic related words, tricky words and words relating to our phonics sessions. Please encourage children to use their phonic knowledge to sound out these words when learning to spell them. With the 'Phonics Screening Check' fast approaching any extra work outside of school is a great support.
Maths
In Numeracy this half term we will be covering division. We will be using concrete objects to practice sharing equally to help us solve division problems. We will also be returning to addition and subtraction later in the term.
Numeracy will continue each week as part of your child's homework. These will be set on a Monday and checked the following Tuesday. In such a short space of time we have seen a real improvement in the children's understanding of number, in particular, number bonds and they are becoming a lot quicker at recalling these facts. Thank you for your hard work and support with this.
Science
Our science topic for the summer term is 'Plants'. We will be identifying and comparing different plants, learning the parts of a plant and investigating what a plant needs to grow. We will planting lots of exciting things throughout the term.
Humanities
In Humanities we will be learning about the Victorian Seaside. We will be comparing our holidays to those in the past. If you have any holiday photographs or memories these would be great to bring in for show and tell during this term.
Computing
In Computing we will be using the iPads to create and record our own 'talking book'. We will be using the microphone and sound effects.
Art
Our art topic this term is 'Collage'. We will be experimenting with different types of collage on a range of scales. This will also be linked to our topic.
PE
PE will be taught by Mr Rick and until half term, we will be having some tennis coaching sessions! Please make sure children have the correct kit in school on these days to ensure they do not miss out on a great PE session! Normally at least one PE session is outside, therefore please make sure your child has the appropriate kit for inside or outside.
Music
Music is taught weekly by Mr Nind.
PSHE
Our topic in PSHE is 'Relationships' and 'Changing Me'. We will be talking about families and friendships. We will also be discussing how we have changed since being a baby and learning scientific names for male and female body parts.
Homework
The general standard of homework last term was amazing! Thank you so much for your support. Homework will still be given out on a Friday and collected in on the following Tuesday. The homework will be linked to the work we are doing in class, differentiated where necessary and fun! Please remind your child to put their book in the homework box on a Tuesday so that it can be marked and ready for Friday. It should take approximately 20 minutes to complete.
Weekly Updates
We will continue to send out the 'Year 1 Weekly News' with information on what we will be covering in that week and any dates for the diary.
Diary Dates
Friday 3 rd May – Holly Class Assembly
Monday 6 th May – Bank Holiday
Thursday 23
rd
May – Polling Day (school closed)
Wednesday 12 th June – Class photos
Monday 24 th June – Year One Trip to London Aquarium
If you have any questions or concerns, please do not hesitate to contact us or make a longer appointment to meet with us. We are looking forward to another fun and exciting term ahead!
Miss Alderson and Miss Fane Year One Teachers. | 1,656 | 894 | {
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PHYSICAL AND PSYCHOSOCIAL DEVELOPMENT RESOURCES FOR ADOLESCENTS AND YOUNG ADULTS
Youth Providers
GENERAL DEVELOPMENT ONLINE RESOURCES FOR ADOLESCENTS AND YOUNG ADULTS
* Advocates for Youth: Developmental guidelines and descriptions are provided on physical, cognitive, emotional, and sexual development in adolescents. http://www.advocatesforyouth.org/topicsissues/growth-and-development
* Bright Futures: Part of the American Academy of Pediatrics, Bright Futures provides patient handouts and resources on various stages of development and important information for well-visits. https://brightfutures.aap.org/families/Pages/Resources-for-Families.aspx
* ACT for Youth: This easy-to-read resource shares basic information about adolescent development including emotional, social, and sexual development. http://www.actforyouth.net/adolescence/
PUBERTY AND PHYSICAL DEVELOPMENT
* Breast Cancer Care: Using questions from teens, this website provides information about normal breast development for females and concerns regarding breast cancer. http://bit.ly/1QpANGW
* Center for Young Women's Health and Young Men's Health: These websites provide health information targeted at adolescents, including guides on puberty for both women and men. http://youngwomenshealth.org/2010/04/21/puberty/ & http://youngmenshealthsite.org/guides/puberty/
* Girls Health.Gov: The "Body" section of this website offers guidance for teenage girls and their changing bodies during puberty. http://www.girlshealth.gov/body/index.html
* Teens Health: This website offers information for teenagers about puberty, delayed puberty, and general development concerns. http://kidshealth.org/en/teens/sexual-health/
* Planned Parenthood: Providing tools and information for teenagers about what to expect during puberty, Planned Parenthood is a great resource for adolescents to go and learn more about their changing bodies. www.plannedparenthood.org/teens/my-body
BRAIN/COGNITIVE DEVELOPMENT
* PBS Frontline: This series of videos chronicles how scientists help explain the mysteries of the teen years. http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/
* National Institute of Mental Health: This easy-to-read brochure provides information regarding the development of the teenage brain including the spectrum of change and how it affects teenage behavior. http://www.nimh.nih.gov/health/publications/the-teen-brain-still-under-construction
* New Scientist: Using an interactive diagram, this website provides teenagers a closer look at the teenage brain and the changes that occur during development. www.newscientist.com/movie/teenagers-interactive
RESOURCES FOR TRANSGENDER YOUTH
* Reach Out: This fact sheet helps to better understand what it means to be trans, some of the challenges trans people face, and some helpful resources to learn more about gender and to get support. http://us.reachout.com/facts/factsheet/exploring-gender-identity
* Human Rights Campaign: This organization and website provide resources for transgender children and families, including concerns around puberty. http://www.hrc.org/explore/topic/transgender-children-youth
* NBC News: Through interviews with children and their families, these videos provide information and resources on raising a transgender child. http://www.nbcnews.com/storyline/transgender-kids
* PBS Frontline: This video interviews teenagers and families in an intimate and eye-opening journey inside the struggles and choices facing transgender kids and their familes. www.pbs.org/wgbh/frontline/film/growing-up-trans/
* Youth Resource: In partnership with Advocates for Youth, this website is created by and for LGBTQ young people and provides information and support through education and advocacy. www.youthresource.com/
SOCIETY FOR ADOLESCENT
HEALTH AND MEDICINE | 2,006 | 805 | {
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ST. JOHN THE BAPTIST CATHOLIC PRIMARY SCHOOL, NORMANTON
HOMEWORK POLICY
MISSION STATEMENT
St. John the Baptist Catholic Primary School is rooted in the local Catholic community with which it shares beliefs and values.
Christ is the way, the truth and the life.
where all are inspired and empowered to achieve their true potential as unique and valued
Our school is a welcoming Christ-centred community, committed to the development of faith and worship. Our mission is to provide a loving and stimulating environment, individuals.
Our children will be encouraged to develop an awareness and respect of others as well as themselves, as we all journey through life with Christ.
Homework Policy and Guidelines
At St. John the Baptist Catholic Primary School we want homework to be a valued activity which gives our children and parents an opportunity to reinforce and enhance the children's learning. Homework will include a variety of tasks to encourage and develop children's skills and which will prepare them for the development of later independent study skills. Parents will be informed of the following policy which will be available to view on the school website. Information and advice on homework will be provided in the class half termly newsletter and from staff if required.
Obviously some homework tasks e.g. reading, require more parental involvement than others, but whatever the task St. John the Baptist Catholic Primary School hopes that parents will find at least some time to work through their child's homework with them. Homework is something that should be treated as an opportunity to deepen learning and not a time that becomes a chore. It shouldn't be carried out in a situation that is going to lead to stress or confrontation. A quiet, calm area is the best place for homework to be done. While work should be done in a relaxed atmosphere, it should still be of a high quality. Indeed it should be completed to the same standard as is expected at school. Should parents find that homework is causing frustration due to either too much or too little challenge, then the school welcomes them to contact the class teacher to discuss the work. The project based tasks on the rear of the class newsletter provide an opportunity to challenge those children who require more homework than the weekly tasks set. However Children are not expected to complete work if it is causing them anxiety, and contact with the class teacher should be made if such a situation arises.
All children will be given homework tasks at an age appropriate level. These will be differentiated as appropriate to their needs. Homework will be given by Class Teachers for one of the following reasons:
- to enhance work already done in class.
- to give extra practice in the basic literacy and numeracy skills.
- to discover/research new facts.
- to prepare children for skills/revision required of them in a test situation.
As a general guide the following will be applied throughout the school, although teachers will decide individually when homework is sent out and collected in. The time spent on homework each night will be at an age appropriate level and timings are an example.
Homework will be explained in class in advance and will be marked or discussed in class after completion. It is expected that homework will be done, and this is reinforced by the Home-School agreement. If homework isn't completed a child is not in the same position as the rest of the class. As such work may be sent home again, or they may be asked to do the work required during Catch-Up at a lunchtime in age appropriate groups.
Mrs Lesley Warters Acting Headteacher Reviewed January 2017 | 1,499 | 718 | {
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Move Right for Sirens and Lights
Tacoma Fire Prevention Bureau 3471 S. 35th St. Tacoma WA, 98409
Move Right for Sirens and Lights
We all share the responsibility of knowing and practicing proper driving behaviors. One of the most important "rules of the road" deals with yielding the right of way to emergency vehicles as detailed in the Revised Codes of Washington (RCW) 46.61.210. Each day, emergency vehicles respond to urgent requests from the public. The call may be for a person that has stopped breathing, a fire alarm, or a car accident. It is the concern of all Emergency Services Providers that response time for services be minimized. Precious minutes lost while en-route to an emergency could be the difference between life and death. All drivers must know their responsibilities when approached by an emergency vehicle with its red lights flashing or siren sounding.
What Drivers Should Do:
* Remain calm.
Emergency Vehicles Leaving Their Stations
* Don't panic!
* Pull to the right and come to a stop.
* When on a high-speed road or when there is no room to stop, slow down as much as possible.
* When in the left lane, pull over into the right lane as the traffic in the lane to your right moves over.
* If you cannot move to the right because of an obstacle such as a car to your right, simply stop.
* Your prompt action will let the driver of the emergency vehicle know what you are doing; it will allow the driver to anticipate where to drive.
* When an emergency vehicle approaches you from behind while you are stationary at an intersection stop sign or red light, do not move unless you can pull to the right.
What Drivers Should NOT Do:
* Don't stop in the middle lane when there is room to pull to the right.
* Don't pull to the left in the center lane or left turn lane.
* Don't drive through a red light or stop sign when an emergency vehicle approaches from behind.
* Don't turn quickly to the left into a driveway or street.
* Don't race ahead to get through a green light or turn before the emergency vehicle gets there.
* Don't disregard the presence of the emergency vehicle by continuing to drive.
Special Situations
Heavy Rush Hour Traffic In heavy traffic, motorists in the right hand lane must pull as close to the curb as possible with motorists in the left hand lane pulling as close as possible to them. The law states that traffic in both directions must pull to the right and stop. When they do, there is room for the emergency vehicle to pass safely.
Turning Left In Front Of Emergency
Vehicles
Motorists are obligated by law to check what is happening behind them before making a left turn. Left turns must always be aborted if an emergency vehicle is approaching from behind. The motorist should usually proceed straight through the intersection, then pull to the right and stop. The motorist must abort the left turn, by pulling to the right and stopping - being sure not to block the intersection.
The law requires you to pull to the right and yield to an emergency vehicle, even before it gets on the road. Be alert. When you see that a fire engine or medic unit is coming out of its station, pull to the right and stop. Blocking An Intersection When motorists see an emergency vehicle approaching, they pull to the right and stop before they get to the intersection. They do not turn or go until they are sure all emergency vehicles have passed. Traffic in both directions must yield to an emergency vehicle. This is critical at intersections. Motorists should pull to the right and stop before they get to the intersection--and must always yield to an oncoming emergency vehicle making a left turn.
For More Information Contact: Tacoma Fire Department Public Education Office 253.591.5740
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VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #138
WHAT'S THAT?
EVERYDAY SCIENCE
HELLO PARENTS,
Science, directly and indirectly, influences all aspects of everyday life. From the food we eat to the way we get around, science is everywhere. Beginning when children are very young, science helps shape their development. As they learn to ask questions, make predictions, observe, test, and then communicate their findings, they are developing critical science skills. In this newsletter, you will find activities that will introduce children to scientific concepts and stimulate scientific thinking.
ACTIVITIES INFANTS (3 -18 MONTHS)
BRIGHT STARS
MATERIALS:
* Index card
* Hole punch
* White envelope
DIRECTIONS:
* Flashlight
* Punch several holes in the index card and place it in the envelope.
* Hold your child on your lap or hold the items directly in front of them.
* Hold the envelope and the flashlight in front of you. Both items should be two inches apart.
* Observe the "stars" you created with the hole punch.
* Allow your child to hold the flashlight and experiment while you make descriptive statements and ask questions.
Click here for more activities.
TODDLERS (19 MONTHS – 2.5 YEARS)
WATER DISPLACEMENT EXPERIMENT
MATERIALS:
* Stones and rocks
* A clear plastic container
* Plastic toy
DIRECTIONS:
* Permanent marker
* Let your child fill the container with water and mark the level on the container.
* Observe together with your child how the water level is rising in the container.
* Have your child add objects to the water and mark the level each time they add objects.
* Ask your child questions about what they see. For example, "What happens when you put objects in the water?" etc.
* Explain how the water displacement happens when an object is in the water.
Click here for more activities.
PRESCHOOLERS (2.5 – 5 YEARS)
WATERPROOF A BOOT
MATERIALS:
* Pen/pencil
* Paper
* Tape
*
* Water
Spray bottle
DIRECTIONS:
* A piece of tissue paper, aluminium foil, felt and parchment paper.
* Let your child draw a picture of a boot on the paper.
* Have your child spray water over the boot.
* Ask your child to cover the boot with different materials such as a small piece of paper, aluminium foil, etc.
* Have a discussion with your child and ask questions. For example, "Which materials do you think are the most waterproof?" etc.
Click here for more activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
FLOATING PICTURES
MATERIALS:
* A plate
* Warm water
* Markers
DIRECTIONS:
* Draw a picture on the bottom of the plate with a marker.
* After you make the drawing add warm water very slowly from the side of the plate.
* Move the plate slowly.
* Later, discuss with your child: "What happened with the picture when you add the warm water?
* Observe what is going to happen with the pictures that you drew.
* Repeat the activity several times, for more fun.
Click here for more activities.
SCHOOL-AGERS (6 – 12 YEARS)
FERMENTATION - MAKE YOUR OWN BREAD MATERIALS:
* 4 cups white bread flour
* 1 1/2 teaspoons fast action dried yeast
* 1 1/2 cups warm water
* 1 tablespoon olive oil
* 1 teaspoon salt
* Large bowl
DIRECTIONS:
* Put the flour, yeast and salt into a large bowl and mix together with your hands.
* Stir warm water with the oil, then stir into the dry ingredients to make a soft dough.
* Put the dough out onto a lightly floured surface and knead for 5 minutes, until the dough no longer feels sticky.
* Oil a loaf tin and put the dough in, pressing it in evenly.
* Cover it and leave to rise for one hour, until the dough has risen to fill the tin. Heat oven to 370⁰F, then bake for 30-35 minutes until the loaf is risen and golden.
* Leave to cool and enjoy!
Click here for more recipes.
A TIP FOR TODAY
* Enjoy discussing the questions your child asks. Encourage them to share their perspectives and observations.
* Children need time to experiment, try things out, and think on their own. Wait before jumping in with "correct" answers. Give your child the time and space to explore and discover on their own.
* Explore and find the answers together. | 1,991 | 987 | {
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Test de selecție a elevilor pentru activitățile Centrului de Excelență Iași
An școlar 2024 – 2025
LIMBA ENGLEZĂ
CLASA A IX-A
I. Fill in the gaps with ONE word that fits best according to the text. (15 points)
The Great Depression
The Wall Street collapse of September-October 1929 and the Great Depression (1) ... followed it were (2) ... the most important events of the twentieth century. They made the Second World War possible, though not inevitable, and by undermining confidence in the efficacy of the market and the capitalist system, they helped to explain (3) ... the absurdly inefficient and murderous system of Soviet communism survived for (4) ... long.
Indeed, it could be argued that the ultimate emotional and intellectual consequences of the Great Depression were not finally erased (5) ... the mind of humanity (6) ... the end of the 1980s, (7) ... the Soviet collectivist alternative (8) ... capitalism crumbled in hopeless ruin and the entire world accepted there was no substitute for the market. Granted the importance of these events, then, the failure of historians to explain either their magnitude or duration is one of the great mysteries of modern historiography.
II. Fill in the gaps with words derived from the word given
III. Complete the second sentence so that it has a similar meaning to the first sentence using the word given. Use between two to five words for each sentence. Do not change the words in bold. (20 points)
1. There is no way I'm going to share my office with him.
I……………………………………………………my office with her. INTENTION
2. The competition was cancelled due to the low number of interested participants. The competition ……………………………………………………of the low number of interested participants. CALLED
3. Sarah is going to finish reading The Catcher in the Rye on Friday. By Friday, Sarah ……………………………………………………
The Catcher in the Rye . FINISHED
4. It’s a pity that I wasn’t promoted. I wish …………………………………………………… promoted BEEN
5. “Yes, I think you are right to complain”, the woman said to us. The woman …………………………………………………… right to complain. AGREED
IV. Your English School Magazine is looking for volunteer writers, aged 15-16, to publish online articles on topics of interest for teenagers. Write a letter of application, highlighting your previous achievements in the field of English and topics you might be interested in approaching.
Write 200-220 words. (50 points)
Test de selecție a elevilor pentru activitățile Centrului de Excelență Iași
An școlar 2024 – 2025
Disciplina limba engleză
CLASA A IX-A
BAREM
I.
II.
1)which/that
2) among/amongst
3) why
4) so
5)from
6)until/till
7) when/that
8) to
1. Responsibility
2. Arrival
3. Savings
4. Wealthy
5. Belief
6. Pressure
7. Increasingly
8. Shortage
9. Heights
10. depth
III.
1. no intention of sharing
2. was called off because
3. will have finished reading
4. I had been
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THE ONLY THING SCARY ABOUT HALLOWEEN SHOULD BE THE COSTUMES
STAY SAFE!
- The way we celebrate Halloween in Michigan will be different this year due to COVID 19. There are still many ways to celebrate safely. Here are some tips to help Michiganders stay safe this year.
Make sure to also check on and follow guidance or regulations released by the local health department.
HOMEOWNERS
Do not hand out candy if you are sick.
Wear a face mask covering BOTH your mouth and nose.
- Use duct tape to mark 6 foot lines in front of your home and leading to driveway/front door.
- Position a distribution table between yourself and trick or treaters.
-
Distribute candy on disinfected table to eliminate direct contact.
Wash hands often.
Consider handing out candy in an open space where distancing is possible, rather than from the front door.
Consider a neighborhood costume parade, it is an easy way to keep safe space between children.
PARENTS AND TRICK-OR-TREATERS
Share with your children that this year may be different than last, but let them know some of the new ways you plan to celebrate and still have lots of fun.
Stay home if sick.
- Talk with your children about safety and social distancing guidelines and expectations. Keep a 6 foot distance from others not in your family group.
Trick or treat with the people you live with.
- - - Participate in one way trick or treating and guide children to stay to the right to ensure social distancing.
Avoid congregating in groups around houses.
Carry a flashlight at night and ensure your children have reflective clothing.
Wear a face mask covering BOTH your mouth and nose
A costume mask (such as for Halloween) is not a substitute for a cloth mask.
- Do not wear a costume mask over a protective cloth mask if wearing both causes difficulty breathing. Instead, consider using a Halloween themed cloth mask.
Only go to houses with safety measures in place.
Inspect candy.
Wash hands frequently with soap and water or use sanitizer containing at least 60 percent alcohol, especially before eating or after coughing/sneezing, and as soon as you return home.
Check out halloween2020.org to find exciting activities and ways to celebrate Halloween this year based on levels of COVID risks in your area.
HERE ARE SOME IDEAS FOR SAFE HALLOWEEN GATHERINGS:
Consider refraining from Halloween gatherings this year or use an online meeting platform to have a virtual party instead.
If you choose to have a gathering:
- Only have a few people over to limit the possibility of crowding. Indoor gatherings over 10 people are prohibited by EO 2020 176.
- Have all food and party favors set out individually to prevent cross contamination. (Avoid buffet style or shared food and drinks.)
Make sure there are plenty of areas with hand sanitizer with at least 60 percent alcohol.
Stay 6 feet away from others.
Wear a fun face mask, instead of a costume mask.
- State of Michigan COVID 19 Website Michigan.gov/Coronavirus Centers for Disease Control and Prevention Halloween Guidance:
- - - CDC.gov/coronavirus/2019 ncov/daily life coping/holidays Partnership for a Safe Halloween: Halloween2020.org | 1,385 | 665 | {
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Kids, You Can Find Fossils Here
Everyone knows about fossil dinosaurs, but did you know that you can find fossils that are twice as old as dinosaurs right here in the Town of Canandaigua? Go for a walk in a gully and you will find fossils in the rocks. You may also find them on the lake shore in the gravel if you sift through the stone carefully.
Most of our fossils are what is left of sea animals that lived here 400,000,000 (400 hundred million) years ago when our land was near the equator under a warm tropical ocean. There were also a few land plants, but not very many. The remains of the animals and plants are Devonian (Duh-voh-nee-an) fossils.
When the sea creatures died their bodies settled down to the bottom of the sea and were covered with soil. As more soil washed in from the land, the soil was pressed down hard by the weight and became rock. The rock particles slowly replaced the animal parts and took the same form. Some fossils may be the imprint of where an animal was buried, or sometimes hard parts of their shell can be found.
We know that many sea animals today are brightly colored, but the fossils you find will be the same color as stone. The hardest parts of the sea animals were more likely to become fossils, so many fossils look like only part of the animal.
Here is what you need to explore a gully for fossils:
1. Take an adult along – they will be helpful in finding things and carrying rocks home.
2. Insect repellent.
3. Wear long pants, shoes that are okay to walk in a stream, and a light colored shirt.
4. A collection sack for the adult to carry.
5. A fossil identification key.
6. A magnifying glass will be helpful. Do NOT take a hammer. Hitting rocks with a hammer is dangerous to your eyes and skin.
Walk slowly and look carefully along level layers of rock in the sides of the gully. Once you find a layer with fossils, follow that layer along the gully sides and you will find many kinds of fossils.
Don't forget to look up at the tops of the trees and enjoy the walk, too.
Trilobite
Crinoid
Crinoid stems
Brachiopod
Brachiopods
Horn corals
Nautiloid
Nautiloid
Bryozoan
Snails
Bivalve clams
Bryozoan
These examples show a few forms of the fossils most commonly found locally, but further exploration will be even more interesting. Many excellent collections are available for viewing and study at Finger Lakes Community College, the Rochester Museum and Science Center, the Palentological Research Institution in Ithaca, and the Buffalo Museum of Science are all within easy driving distance. | 965 | 594 | {
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Publication of Oral History Textbook
Implementing Partners
United Nations University (UNU) Network for Coexistence with Nature (NCN)
Background
NCN works for building societies in harmony with nature and developing a renewed sense of value based on the idea that clues to achieving a sustainable society lie in the accumulated wisdom and skills of people living traditional lives in rural areas. In particular, "Kikigaki Koshien" has been one of their main annual activities since 2002. Each year, a new group of 100 high school students visits 100 elderly masters who are engaged in primary industries and lead traditional and ecologically-friendly lifestyles in rural areas of Japan. The students record and transcribe the masters' descriptions of their lives and skills. Their transcripts are compiled into a book and are also available online. Their continuous activities exemplify the usefulness of their approach of conducting an oral history project to record traditional ecological knowledge (TEK) and raise awareness of the importance of such knowledge in younger generations.
The Satoyama Initiative's approach values TEK as a source for innovation, but tools for effectively recording and at the same time raising awareness of TEK are not widely available. TEK is rapidly disappearing in many parts of the world. As such, UNU and NCN will jointly develop an oral history textbook as a tool to be shared with IPSI members and others dealing with socio-ecological production landscapes.
Objectives
The publication of the oral history textbook will support the dual aims of making a record of the lives of skilled craftspeople and providing students with opportunities to connect with older generations.
The publication could be a resource book for people working or intending to work on educational activities and materials related to the topic, which in turn will serve as sources of reference and information.
The oral history textbook also envisages three important impacts, namely: 1) promoting dialogue as a nexus of mutual understanding among diverse individuals; 2) building bridges across generations; 3) enhancing positive relationships between humans and nature through the transmission of knowledge.
Proposal for the Collaborative Activity under Cluster 4, 5
Using these principles will enhance understanding and raise awareness of the significance of oral histories and the concepts of the Satoyama Initiative, including the recording of local TEK, and catalysing collective efforts of local communities.
The textbook will consist of both instructional and methodological elements, including an introduction of "Kikigaki Koshien" as an example of an oral history method, approximately 50 pages.
Milestone and Project Completion
The final product is to be published at the benchmark event Rio+20 in June 2012.
Contact details:
Nahoko Yoshino, NCN
Aya Takatsuki, UNU-IAS
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FAITH @ HOME WEEK OF DECEMBER 13, 2020
Some ideas for exploring joy during the third week of Advent
You might like to read Isaiah 61:1-4, 8-11 with a joyful tone in a few translations this week.
Parents with littles – if you just need one or two ideas, the don't-miss ideas for young children are in green. Many of these are scalable for older and younger audiences by adjusting the language. Black font is an all-play for children, teens, and adults.
The word Advent means coming. Each week of Advent, we light a candle as we look forward to celebrating Jesus's coming. The third week, we light the candle of joy (it's the pink one!) and remember the shepherds who told the joyful news of Jesus' birth.
Read
* 1 Thessalonians 5:16-24 - talk about where joy comes from
* Psalm 126 — talk about how verses 1-3 might fit with our response to what God did for us at Christmas and what he does for us today
* Revelation 21:3-7 – talk about any connections between what is foretold about Jesus' coming in Isaiah and Revelation
Reflect
? A mission statement is a simple message to tell the world who you are and what you are about." What is the mission statement of some businesses or organizations you know? What is the mission statement of West Hills Church? https://www.whcomaha.org/mission-statement/
? Do you think this passage from Isaiah might be Jesus' mission statement? If you were explaining Jesus' mission to someone based on this passage, what would you say?
? Individually or as a family, think about ways you prepare your heart for this season.
o In what ways are you more generous in Advent and Christmas?
o
What do you look forward to?
o What would it be like to prepare your heart in the way every day?
Consider writing this on special paper, dating it and putting it on your Christmas tree – your own mission statement to go along with Jesus' incarnational mission.
? Write down a few words or sentences that describe how you would like to prepare for every day. Include something about how you would like to treat others, how you would like to see the world, and what you can do to make it better every day.
Faith Formation Journeys
-Above ideas adapted from
Do
* Draw a picture of the wrong or sad or disappointing things you wish God would fix (or use the one you during the first week in advent). On another piece of paper, draw a picture of what it would look like for God to fix those things. Glue or tape the solution picture over the problem picture. How does it feel to know that Jesus is coming back again to right all the wrong things?
* Read or watch How the Grinch Stole Christmas. What did the Grinch discover about Christmas joy? Is there anything you would like to add to what the Grinch learned?
* Play the Isaiah 61 Scavenger Hunt game. This can be done cooperatively as a family, or can be done using Zoom for different teams to play against each other competitively. If you do it competitively, each playing site will need one unbiased facilitator to hide the clues. https://teachingthem.com/2012/02/14/isaiah-61-scavenger-hunt-game/
* Check out this group's way of spreading Christmas joy, and think about how you can use YOUR special gifts to spread joy, too: https://www.youtube.com/watch?v=XI2c9yptr4U
Worship
* Go Tell It On the Mountain https://www.youtube.com/watch?v=NsX3tYbai1Q
* Joy to the World https://www.youtube.com/watch?v=-Xo64Q2ucQ8
* Light the Light the Fire of Life | 1,413 | 814 | {
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FAMILY TIP SHEET
MIDDLE SCHOOL
Common Sense on Safe Online Talk
What's the Issue?
Kids love connecting with others online. Most young people talk online with their friends and family rather than strangers. As a parent, you might be concerned that a stranger with bad intent could contact your child.
"Online predatory behavior," as it is commonly known, is when adults contact kids or teens over the internet in an attempt to "groom" them for inappropriate sexual relationships. Many experts, however, have found that the more realistic threat for teens online is actually "online sexual solicitation." This means encouraging someone to talk about sex, give personal sexual information, or send sexual photos or video. (It does not always mean asking for sex.) For instance, teens might receive inappropriate requests or messages from strangers or acquaintances. However, contrary to popular belief:
* Teens (ages 13 to 17) are more at risk for online solicitations than "tweens" or children
* The majority of online solicitations come from teens themselves, or from young adults (ages 18 to 25)
* Adults that solicit teens are usually up-front about their true age and intentions (Subrahmanyam and Smahel, 2011).
Why Does It Matter?
When teens are led astray about what to look out for online, they can find themselves in unhealthy situations without realizing it. The allure of these kinds of relationships is not surprising, particularly for teens who are already vulnerable. Solicitors can provide teens with a boost of self-esteem with compliments and attention. And once teens engage in these relationships, they might agree to do things they would not normally do because of the imbalance in power between them and the solicitor. It is often not until much later that they realize that they were being manipulated.
common sense says
Discuss responsible online behavior. Talk about who it's okay to chat with and what is okay to talk about.
Remember that many young teens are beginning to experiment with flirting and relationships. This is normal. Online flirting with strangers or acquaintances is always risky. Flirting can quickly lead to inappropriate conversations or requests. It may also lead young teens to believe they are in a serious, romantic relationship with someone they don't really know. Both situations can make teens feel uncomfortable or manipulated.
Block, ignore, or leave. Most young teens know how to brush off unwanted contact. Encourage this behavior.
Make sure your child feels safe telling a trusted adult. If something creepy or inappropriate happens, young teens need to know they will not get in trouble if they tell you or another trusted adult about it.
Talk to your child about healthy relationships. It can be difficult for some young teens to recognize when others are manipulating them, especially those young teens that want to experiment or prove that they are mature. Discuss which factors make relationships healthy, and why young teens should not compromise on these values.
Look for warning signs. Does your child seem withdrawn, spend endless hours online, or appear to be hiding
something? Young teens who wind up in inappropriate online relationships often show these warning signs. If you think this might be happening, ask your child about it.
Sources
The Berkman Center for Internet & Society at Harvard University. Enhancing Child Safety & Online Technologies: Final Report of the Internet Safety Technical Task Force. 2008.
Smith, A. "Teens and Online Stranger Contact." Pew Internet & American Life Project. Oct 14, 2007. (http://www.pewinternet.org/Reports/2007/A.aspx).
Subrahmanyam, K., and Smahel, D. Digital Youth: The Role of Media in Development. 2011, Springer, New York.
Ybarra, M., and Mitchell, K. J. "How Risky Are Social Networking Sites? A Comparison of Places Online Where Youth Sexual Solicitation and Harassement Occurs." Pediatrics (2008). 121(2), pp. e350-e357.
Wolak, K., Mitchell, K., and Finkelhor, D. "Online Victimization of Youth: Five Years Later." 2006. National Center for Missing & Exploited Children Bulletin. (http://www.unh.edu/ccrc/pdf/CV138.pdf). | 1,789 | 867 | {
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8.30
8.45
9am
9.30
Monday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Tuesday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Wednesday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Thursday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
Friday
Finger skills (pencil control sheets, playdough, cutting)
Drink of water and rest
10am
Daily Challenges
Daily Challenges
Daily Challenges
PE
PE
10.30
Snack
Snack
Snack
Snack
Snack
11am
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
Puzzles, Lego or playing
with Favourite Toys
12pm
Lunch and rest
Lunch and rest
Lunch and rest
Lunch and rest
Lunch and rest
1.30
Daily Challenges
Daily Challenges
Daily Challenges
Daily Challenges
Daily Challenges
| 10.30 | Snack | Snack | Snack | Snack |
|---|---|---|---|---|
| 11am | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys | Puzzles, Lego or playing with Favourite Toys |
| 12pm | Lunch and rest | Lunch and rest | Lunch and rest | Lunch and rest |
| 1.30 | Daily Challenges | Daily Challenges | Daily Challenges | Daily Challenges |
| 2pm | Story Time https://www.storyplace. org/ | Yoga – Cosmic Kids online https://cosmickids.com/ | Colouring | Music and Dancing – “Super Simple Songs” online |
|---|---|---|---|---|
| 2.30 | free time | free time | free time | free time |
| 3am | End of the home learning day! | End of the home learning day! | End of the home learning day! | End of the home learning day! | | 947 | 529 | {
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Fosse Villages Neighbourhood Plan- Huncote Primary School Consultation.
The consultation with Huncote Primary School took place on 31 st October. Approximately 27 children from year 6 took part. The majority of children lived in the village, a few lived in the parish and only one or two were from outside the parish. The event was based around a map of Huncote parish with an enhanced map of the village itself. The children were in smaller groups on 4 to 8. Ms Rhydell Poole from the Parish Council attended and provided useful background on issues in Huncote and Mr Stuart Bacon also attended part of the session.
Huncote is a small village with a small older centre, there has been significant growth in the 70's and 80s and the school and recreation ground are located in the newer areas. There are a number of shops and a leisure centre ( the Pavillion) and a variety of local employment sites. The parish has a population of approximately 1174, with 680 households. The majority of houses are semi-detached or terrace. The parish is has sites for quarrying and aggregates and is dissected by the M69.
The format of the event was a brief introduction to the purpose of the neighbourhood plan. This was followed by an the children identifying their own homes and key buildings on the maps. After this the children were asked to identify things they liked about Huncote and things they didn't like. Then they were asked to identify things that could be improved. As there was time at the end the children were asked to consider where new homes could be built in the village.
The Children were very positive about their village. They identified a large number of positive aspects, including
* old buildings
* Community centre
* recreation ground and BMX track
* countryside including Croft Hill and Croft Lake and the Brook
* sport facilities at the Pavilion and playing fields
* pubs and shops including a garage
* village green and the park
* allotments
* community events
* Quarry
* school
* Old peoples home
* Farms including an animal aid centre
The things they didn't like included
* heavy traffic – including lorries
* Speeding traffic and roads dangerous to cross
* litter and dog poo
* vandalism at bus stop and park
* difficulty cycling safely and problems of pedestrians affected by cycling in narrow alleys
* lack of school bus and other public transport
* Not enough variety of shops and empty shops
* the need for more sports facilities like tennis court
* Farm smells and some noise (including Church Bell)
* Changes to village facilities – including Pavilion changing to a golf range
* No doctor or dentist
* too many new houses
* Paths in forest poorly kept
* concerns about behaviour, including young people playing 'chicken'
The things they would like to see improved were:
* Traffic, including a village bypass or traffic calming or lights
* road crossing near shops
* disabled access
* more sports and recreation equipment, including tennis court and improved BMX track and tree house.
* more buses – including reinstating free bus to Brockington
* CCTV or other measures to stop vandalism
* New Park
* More leisure facilities, including tourism possibilities like outdoor pursuits
* off road car parking
* more shops -some wanted big shops, others only small shops including a cafe
* More events including a youth club
* public toilets
* kiosk on the park
* more litter bins
* bingo for older people
* Doctors and dentist
* Barefoot nature walk (to encourage visitors) and bird feeders
* Bigger school if village grows
* Other tourist recreation including petting zoo, cargo lift at Croft Hill and big attractions like snowdome
The children discussed some of the pros and cons of their ideas and realised some suggestions were not feasible. Ms Poole told the children some of the parish councils plans for a new park.
The final activity was for the children to consider where any new housing in the village could go. The children identified two main areas around the village. There is limited space for nfilling in the village itself. The first area was to the North of the village, east of Forest Rd and south-east of the village off the Narborough Rd. Both of these locations are currently being considered by developers.
Helen Chadwick and Denise Knipe | 1,792 | 906 | {
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Helping your dog cope when home alone
Dogs are naturally social animals, so it's normal for them to feel worried when they're left on their own. They aren't born knowing how to feel okay when they're all by themselves, so it's important to teach your dog to feel confident and relaxed about being home alone.
Teaching a dog to cope when home alone should ideally start when they are still a puppy. If your dog is already showing serious signs of separation distress, such as making a mess or a lot of noise, then please contact your vet who can make sure they're in good health, and then refer you to a qualified behaviourist.
Setting your dog up for success!
First teach them to be confident and relaxed when you are home, but busy and unable to give them your attention:
Make sure your dog has a comfy and cosy bed or covered den all of their own, away from the main thoroughfare of the house and distracting activities. Make sure they are never disturbed whenever they are in their bed.
Encourage them to spend time in their bed when you are engaged in another activity, watching TV or cooking for example, by giving them a tasty chew or a food-releasing toy there. They'll soon learn to enjoy these times when you are busy and can't give them direct attention, and they'll see their bed as a great place to be in by themselves. This will help them to cope better when you're not there at all.
It's normal for dogs to want to be with us but teaching your dog not to follow you around the house is a good idea because it will help them not to rely on you being present all the time. If they do follow you, don't speak to them, make eye contact or touch them. Don't feel mean doing this, you're just teaching them that following you everywhere is boring! This will help them when you actually have to leave them all alone.
If your dog persists in following you, it's important that you don't tell them off or to "go away". Even though you're trying to discourage them you might make them anxious and confused so they might seek your attention even more! Remember to ignore unwanted behaviour and reward good behaviour.
Now start teaching your dog to cope as you move a little further away
It's important to introduce and practice separation gradually and very slowly build up your dog's tolerance for being on their own. Pick a time to practice when you and your dog are both calm and relaxed.
* You can use baby-gates across doorways to teach your dog that you can be at a distance from them without them having to worry. They'll be able to see you, hear you and smell you but just not physically connect with you.
* Just before going through the baby-gate scatter some treats onto the floor for your dog to search for, or give them a toy, chew or food-releasing toy to play with by themselves. They'll be learning that being alone is okay because they'll be having a good time! If you haven't got a baby-gate don't worry, just gently close the door, but be aware you're completely going out of sight, so this is a big step! Stay outside only for a very short time to begin with.
* Start with very short periods (e.g. just one minute to begin with) then gradually build up the length of time you are away from your dog, as long as they remain relaxed.
* Gradually increase the time before you return to the room. If your dog becomes worried or shows signs of anxiety, try staying closer to the gate if you are using one, or go back to leaving him for a shorter duration. If they cannot cope with this level of separation stop and contact a qualified behaviourist for guidance.
Preparing for success when you are leaving your dog alone at home
* Take your dog for a good walk and ensure they go to the toilet before you leave. Remember to leave them with water and food if they haven't eaten already.
* Prepare your things beforehand so you can leave quickly and calmly without agitating your dog by rushing around stressed.
* Establish a leaving routine, use a special word or phrase (that you only use when you leave), for example "stay and be good". Routine lets your dog know what happens next, and consistency helps your dog feel secure.
* Leave your dog with food-releasing toy or something safe that is long lasting and tasty to eat. Ideally it should last at least 15 minutes and be as delicious and fun as possible, for example a Kong toy stuffed with dry kibble dog food or wet tinned dog food. Refrigerating it in readiness might help make it last a little longer.
* Leave an old item of clothing that smells of you in your dog's bed.
* Leave the TV or radio on to help muffle any external noises.
* Once they can cope alone, think about how long your dog can go between toilet breaks and don't leave them for longer than this period of time.
If your dog is struggling to learn to cope being all by themselves a qualified behaviourist will be able to help you teach them.
Dogs Trust provide lifelong behavioural support for all our adopted dogs.
If you need help for your Dogs Trust Dog please email:
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Write Your Own Story Instructions:
Read the story, then do a portrait page of how you see the character, and write your own story.
Story Prompt for The Little Painter:
What would you paint if you were the Little Painter?
The Little Painter
ONCE UPON A TIME…
there was a little boy who loved to paint. He lived in the woods with his grandmother. Every day, she would take him for long walks and teach him the secrets of the forest.
She showed him how to dig up the roots of small plants and how to boil their leaves. She would make magical mixtures to cure his colds, sticky medicines to put on cuts and spices to drink to keep him strong. She showed him how to whistle the songs the birds sing while building their nests.
The little boy never spoke a word. He would draw pictures of what he wanted or needed.
If he was thirsty, he drew a tall glass of cold milk or steaming cup of hot chocolate. If he was hungry, he drew a plate of crackers or a ripe juicy apple.
On their daily walks in the woods, with a pencil and pieces of paper, the boy would draw wildflowers and the singing birds. How he wished he could have a box of paints and a brush to make his drawings come alive.
For his birthday his grandmother couldn't buy him paints and a brush. Instead, by crushing the petals of bright spring flowers she made colors for him. By weaving long blades of grass, she made fine thick brushes.
For many years, they lived happily together. They wandered in the woods, baked fresh breads, cooked spices and cleaned their cabin. Sometimes, while she told him stories or recited poems, the boy would comb her long white hair.
One day, too tired to go out his grandmother said, "Dear little grandson, please go into the woods and draw me a picture of my favorite flowers."
With his pencil and his pieces of paper, the little boy went into the woods, alone. When he returned, it was dark. Nothing was cooking on the stove for dinner. The boy went to his grandmother resting in her bed and gave her his drawings.
She thanked him and said, "tomorrow dear grandson, you must go by yourself into the woods and bring me a picture of my favorite singing birds. I do miss them, so."
For weeks, the grandmother sent the little boy out into the woods by himself. She would smile at his drawings. To her they were alive and beautiful.
The little boy knew his grandmother was very old and this made him very sad.
One night, with the full moon's light shining in through the window, he heard his grandmother talking in her sleep. "Dear forest, give me the strength to go into the woods to collect the wildflowers. I must crush the colors from their petals for my grandson."
The next morning when the boy woke up, there on his grandmother's bed were all the drawings he'd done for her. But they were not in plain pencil. They were painted in beautiful colors of red and blue, pink and gold, yellow and green.
The little boy was very excited. He rushed to his grandmother to show her the brightly painted flowers and birds. On the table, beside her bed were bowls filled with all the colors from the bright spring flowers.
That night, in the moonlight, the little boy's grandmother spoke in her sleep. This time, she said, "Dear forest, I haven't the strength to go into the woods to find blades of grass to weave a brush for my grandson to paint the bright colors of the wildflowers and the delicate feathers on the wings of the singing birds. I do miss them, so."
When the little boy got up the next morning, on the table beside his grandmother's bed was a lock of her long white hair. The strands of hair were woven into a brush.
Through the day, as he worked by her side, the little boy could see that his grandmother was growing weaker. He could hear her breath becoming softer and shorter.
That night, as the clouds covered the moon's light, once again, in her sleep, the little boy's grandmother spoke, "Dear forest, I wish that I could walk forever hand in hand with my grandson in the woods. I will miss him, so."
And when the boy awoke, silently, he went to his grandmother's bedside. Quickly, he drew.
He dipped the woven lock of her hair into the bowls of colors and began to paint. With each stroke of the brush, the soft pink of her cheeks, the bright blue of her twinkling eyes, and the stark white of her flowing hair began to shine on the paper.
When she woke up, the little boy showed his grandmother the wonderful painting.
With the bit of strength left in her, she smiled at him and spoke these last few words, "I love you, grandson. Now, I will never leave you, because you are my Little Painter."
From that day on, whenever the little boy went into the forest alone his grandmother would be there to greet him. Enjoying the brightness of Spring, the changing leaves of the Fall and the chill of the Winter, The Little Painter and his Grandmother would walk together hand in hand. | 1,462 | 1,086 | {
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INFORMATION FROM YOUR VETERINARIAN
ADVICE FOR PET OWNERS
Caring for your pet's teeth and gums
Dental disease is a common health problem in dogs and cats. It can lead to bad breath; swollen, bleeding gums; loose teeth; difficulty eating; and even more severe problems. But you can easily avoid these problems by regularly visiting your veterinarian for professional exams and cleanings and by caring for your pet's teeth at home.
What causes dental disease?
A thin film of protein from saliva, food particles, and dead cells forms on your pet's teeth and gums. If this layer is allowed to thicken, it becomes a perfect environment for bacteria. Bacterial plaque buildup along the gum line can lead to gingivitis, or inflamed gums, and infection. Gingivitis can lead to periodontitis, an inflammation of the deeper tissues surrounding the teeth. In severe cases, periodontitis may be associated with the spread of infection to other parts of the body, including the heart and kidneys.
Human toothpaste may be toxic in pets if ingested, and human toothbrushes are too big for a pet's mouth.) Several brands and flavors are available to help coax your pet into a brushing regimen. Place a small amount of flavored pet toothpaste on your finger, and offer it to your pet daily for several days as a reward or treat. This will condition your pet to view brushing as fun and rewarding. Once your pet accepts toothpaste as a reward, use your index finger to simulate the brushing motion of a toothbrush, while praising the pet and giving the daily dose of flavored toothpaste.
What your veterinarian can do to prevent dental disease
At your pet's dental appointment, your veterinarian will first examine its mouth and teeth for problems such as plaque, calculus, or gingivitis; broken or missing teeth; discolored teeth; masses; or obvious periodontal disease. Then your veterinarian will anesthetize your pet to examine its mouth more thoroughly and to clean its teeth. The in-depth exam may reveal that your pet needs treatment such as tooth extraction or special therapy for advanced gum disease. Dental X-rays may also be needed to find problems that can't be seen by visual examination. Finally, after examining and cleaning your pet's teeth, your veterinarian will polish them and may apply fluoride.
Brushing your pet's teeth at home
Brushing your pet's teeth can go a long way toward preventing dental disease. Some pets resist brushing, but most eventually accept it, especially if you start a brushing routine when your pet is young (10 weeks to 10 months). Aim at brushing your pet's teeth once a day or at least twice a week.
Step 1: Choose a pet toothpaste your pet likes. (Don't use human toothpaste or toothbrushes on your pet.
Information provided by R. Michael Peak, DVM, DAVDC, Tampa Bay Veterinary Specialists, 1501-A Belcher Road S., Largo, FL 33771.
Step 2: In five to seven days, introduce a softbristled pet toothbrush. You can apply a small bit of the flavored toothpaste at the beginning and end of brushing to reinforce the conditioned behavior. The brushing technique for dogs and cats is similar to that for people. Position the bristles at a 45-degree angle to the tooth. Make small circular strokes at the gum line while rotating the bristles outward to remove debris. Start at the back teeth and work forward and around to the other side. Eight to 10 strokes are usually sufficient for a given area. To brush the inner surfaces of the teeth, try inserting a toy into the front of the pet's mouth to hold it open while you brush.
Other ways to prevent dental disease
Toys, treats, rawhide chews, and specially formulated foods are available to help keep your pet's teeth clean, but use these in addition to brushing your pet's teeth. Most of these toys and foods have a mild abrasive action to help wipe away the thin layer of protein that builds up on teeth. Others are treated with enzymes to help reduce bacteria. Your veterinarian may also recommend gels, sprays, rinses, or special treats or foods that chemically retard plaque. When buying treats or foods, look for the Veterinary Oral Health Council (VOHC) seal of approval. For a list of approved products, visit www.vohc.org.
Follow-up exams are important to monitor home care and signs of dental disease. Keep in mind that if home dental care is not provided, then professional cleanings may be needed more often. And if your pet is having difficulty accepting home care, contact your veterinarian so you can work together to find an agreeable solution. Remember, by taking care of your pet's teeth and gums, you're helping care for its overall health. ■ | 1,901 | 1,000 | {
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HOW MIGHT CHURCHILL HAVE REPLIED TO THIS TELEGRAM?
VE Day celebrations in London, May 1945
Catalogue ref: IWM TR 2876
What is this source?
This photograph was taken on May 8th 1945 to show how people in Britain celebrated VE-Day. This shows a view of the crowd in front of the Ministry of Health building in Whitehall. The Prime Minister addressed the crowd from the balcony, which, like the roof of the building, is decorated with flags. On the right is the cenotaph.
VE-Day was Victory in Europe Day. It marked the defeat of Nazi Germany.
Page 7
What's the background to this source?
The Second World War began in September 1939 when Germany invaded Poland. By the summer of 1940 it looked as though Germany would overrun all of Europe. In 1941 matters got worse for Britain as Japan invaded her possessions in the Far East. However, in 1942 the tide gradually turned, especially after the Soviet Union and the USA entered the war in 1941. By 1945 Germany was defeated and Japan surrendered early in September 1945.
As this image was taken people knew that the defeat of Germany was close. However, there had been many disasters and disappointments and so people waited for the official announcement before they really started to party. The war had a huge impact on British life, not just for the troops. Government control had been extremely strict. The most obvious example of this was food rationing but the government also controlled information through censorship and propaganda.
It's worth knowing that...
As the war came to a close British people were eager to see an end to these restrictions. The next big challenge for the government was to work out how this would be done. The other big challenge was for the government to understand the mood of the people. Perhaps this image shows that some of the barriers in British society had broken down in wartime. Society was more informal and relaxed. Governments would have to accept that times had changed.
One of the problems facing a British government after 1945 was that wartime restrictions and control could not just be dropped instantly. For example, scrapping rationing would mean a rush for food in the shops and prices would probably rocket. A new government would have to find ways to gradually phase out government controls.
How will you use this source?
1. Describe the scene in this photograph.
2. Do you get the impression from this image that the British people think that the wartime job is done?
3. What would you say to these people if you were Churchill?
4. What have you learned from this source that would go into Churchill's reply to the telegram?
You could use this framework for Churchill's reply.
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Why did we start observing Lent?
Lent began in the apostolic era and was universal in the ancient church. For this reason, Lent is observed by the various Presbyterian, Methodist, Lutheran, and Anglican churches, by Roman Catholics, and by Eastern Orthodox Churches.
But it is easier to explain who stopped observe it and why.
In the 16th century, many of the Anabaptists discarded all Christian holy days, on the theory that they were Roman innovations. That was their best information at the time, but today we know that they were wrong. In the late nineteenth century, ancient Christian documents came to light. The Didache from the first century, the Apostolic Constitutions from the third century, and the diaries of Egeria of the fourth century; all which give evidence of the Christian calendar and holy days. The Didache and the Apostolic Constitutions were written in the east, which denies it ever recognized the institution of the papacy. Egeria was a Spanish nun, but her writings also describe practices in the east. All of these documents came to light 300 years after it was too late for the groups who had already discarded Christian holy days.
In many cases, however, Rome was the last place to observe the holy days. For example, the idea of moving All Saints Day to November 1 did not reach Rome until 700 years after it originated in England, and the idea of celebrating Holy Week as Palm Sunday, Maundy Thursday, and Good Friday, was quite elaborate in Jerusalem before the early fourth century but did not spread to Rome until the 11th century.
Advent began in medieval Gaul and spread to Rome from there. Lent, on the other hand, appears to have originated in the apostolic age. The Apostolic Constitutions attribute the observance of Lent to an apostolic commandment. We can't verify that, but we also can't disprove it.
The Anabaptists gave rise to or influenced the Amish, the Mennonites, the Baptists, and the Plymouth Brethren. The Puritans, who were Calvinists, had similar views on worship, which is why they made Christmas illegal in Massachusetts at one time. (Some Mennonites, however, never rejected the Christian holy days.)
In the 19th century, the established denominations were slow to spread west of the Appalachians, which was the frontier at the time. The area was thinly populated and there were very few seminary-trained clergy. The lay people had been converted at camp meetings without any church background. They were influenced by the groups that had rejected Christian holy days, but frontier conditions were not conducive to structured liturgical worship anyway. They weren't aware of the Christian holy days, and they didn't have the equipment, the facilities, the education, the authorization, or the training to conduct liturgical worship. Therefore most of the religious groups that were formed in the United States in the 19th century do not have a custom of observing Lent. This environment had some influence on individual congregations in denominations that have historically observed the Christian holy days—so you will occasionally find a Methodist church that does not observe Lent.
Gradually, the holy days have returned to the churches that had discarded them. The restoration quickly began with Easter. Christmas followed in the 19th century, and Advent and Holy Week became widespread among them in the 20th century. Lent is mounting a come-back in the 21st century.
And that is why Lent is back.
Copyright ©1995-2004 by the Rev. Kenneth W. Collins All rights reserved. Reprinted by Permission. | 1,391 | 740 | {
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: Printmaking - Landscapes
Lesson Plan Title
Grade Level(s): 5 th through 8 th grades
Field of Specialization: Art
Duration: 45 minutes to an hour (This project may work better in two 45 minute periods)
Objectives: Students will become familiar with the printmaking process, and be able to recognize and create landscapes and seascapes.
Visual Art Standard: Historical, Cultural, and Social Contexts
Benchmark: Compare and contrast the distinctive characteristics of art forms from various cultural, historical, and social contexts.
Visual Art Standard: Creative Expression and Communication
Benchmark: Achieve artistic purpose and communicate intent by selection and use of appropriate media.
Vocabulary:
Printmaking – a process for making multiple copies of an image, using a print block and ink.
Landscape – a picture showing a large area of land, and depicting various features of local geography.
Seascape – a picture showing a large area of water, showing aspects of its surface or inhabitants.
Materials: Inovart printfoam or scratch-foam blocks (Styrofoam trays cut into rectangles also work), manila paper cut size of printblocks, white construction paper or printmaking paper cut to same size, water-based printing inks, brayers, barens or wooden spatulas, large tray with water, stack of large newsprint to use a blotter paper, trays for spreading ink, newspaper.
Procedures:
Direct Instruction (10 minutes): Have students examine the landscape print that Orville Wright made as a young man. Ask them to identify some its features, and try to describe the process that was used to create it. Share examples of other landscape and seascape prints, like those by Katsushika Hokusai. Have students brainstorm some ideas for making their own landscape pictures.
Individual Work Period (20 minutes): The instructor will need to demonstrate the printmaking process.
First, the artist makes a sketch on practice paper. Once the artist is satisfied with the image, the same picture is drawn on the Styrofoam block (you can use tracing paper, and trace the image on the block, but I have not been happy with this process).
Point out that the image will be reversed in the final print. As a result, words may pose a significant challenge. The instructor may not want to allow the use of words. A finished example of a print block and final print can help illustrate this point.
Draw very lightly with a pencil or pen, and then press the lines more deeply into the block. If the lines are too shallow, the image will not transfer onto the print paper.
Once the block is finished, place a piece of white construction paper or printmaking paper in the tray of water. Let it soak briefly, then drip dry. When the excess water has drained off, place the paper in the large newsprint and press it lightly to dry. The paper needs to be damp, but not soaking wet in order to successfully take the ink from the print block. Experiment with this process prior to working with a group of students.
Place the damp paper on top of the print block carefully, and press it down. Rub the entire surface with a wooden spatula or baren to get an even print transfer. Pull the print off of the block and place on a drying rack or table.
Using a brayer, spread a thin layer of ink on a tray. Roll in perpendicular lines to get good coverage. Roll the ink onto the print block, again using perpendicular lines.
Students can clean and alter their block, or make additional prints with different colors of ink or paper.
Clean Up (10 minutes): Students will need to wash print blocks, and place all wet materials on a drying rack.
Assessment:
The success of this project can be ascertained through the quality of the artwork. The instructor can also ask a series of questions regarding the objectives of the lesson to determine how well students have comprehended the material.
Alternatively, the rubric below can be used to rate each child's performance during the working period.
Art Rubric
Category
Possible Points
Points Earned
Adaptations (For Students with Special Needs): Some students may need assistance from an adult or responsible peer walking through the steps of the process. The nature of the image can be altered as well. Some students may only be able to draw a series of lines. A print can be made from any image, so long as the lines are sufficiently deep in the print block.
Possible Connections to Academic Subjects: History – The group can explore the importance of the printing press, and the impact it had on the publication and spread of books.
The instructor might ask students to think about other technological advances that have changed the way artists think about and create art (cameras, televisions, film, the internet, and so on).
Students can also explore the impact of Japanese prints on the Impressionist artists in the late 1800s.
Resources:
The Man Who Painted A Mountain, by Deborah Kogan Ray
Hokusai: Prints and Drawings, by Matthi Forrer
Simple Printmaking, by Peter Weiss
The History of Printmaking, by Jennifer Riggs | 2,026 | 1,056 | {
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Drive Safely
Help reduce traffi c accidents and fatalities by following these safety guidelines:
* Wear safety belts.
* Don't drink and drive.
* Obey traffi c safety rules.
* Drive defensively. Expect the other drivers to make mistakes and think what you would do if a mistake does happen. For example, do not assume that a vehicle coming to a stop sign is going to stop. Be ready to react if it does not stop.
* Keep your vehicle in good mechanical condition
* Don't talk on a cell phone while driving. Phones detract from your ability to concentrate on the road and increase your chance of an accident by nearly 400%. If you must use the phone, pull over to a safe, well-lit parking lot.
* Remember as your speed increases so does your braking distance. If you double your speed, you quadruple your braking distance. If you double the weight of your vehicle, you double the stopping distance.
Resources
JCPH Traumatic Brain Injury Program 303-232-6301
Colorado Department of Public Health and Environment (CDPHE) www.cdphe.state.co.us/pp/injuryprevention (303) 692-2560
Centers for Disease Control and Prevention (CDC) Injury Center www.cdc.gov/ncipc
Public Health
Jefferson County
Jefferson County Public Health
Lakewood Edgewater
(303) 232-6301 jeffco.us/public-health May 2014
Safety Tips
* Prevent Window Falls
* Never Leave Children in Automobiles
* Wear Bike Helmets
* Drive Safely, Use Seatbelts
Jefferson County Public Health 303-232-6301 jeffco.us/public-health
Prevent Falls From Windows
Every year, thousands of young children are killed or injured in falls from windows. To help prevent these tragedies, take the following actions -- especially for windows in bedrooms.
To keep kids safe:
* Safeguard your windows with window guards or window stops.
* Install window guards to prevent children from falling out of windows. (For windows on the 6th fl oor and below, install window guards that adults and older children can open easily in case of fi re.)
* Install window stops so that windows open no more than 4 inches.
* Never depend on screens to keep chil dren from falling out of window
* Whenever possible, open windows from the top -- not the bottom.
* Keep furniture away from windows, to discourage children from climbing near windows.
Never Leave Children in Automobiles
A car sitting in the summer sun quickly turns into an oven and temperatures can climb from 78 degrees to 100 degrees in just three minutes, to 125
degrees in 6-8 minutes.
To keep kids safe:
* Never leave children in a car
* Always lock your car and secure the keys so that your kids can't get to them
* Warn children about playing in the car by themselves without adult supervision
* Get your kids out of the car fi rst, and then worry about getting the groceries, etc., out of the car when you get home
* Be sure that childcare providers and day care workers have a plan to make sure that kids aren't left in the day care providers car or van
* If you are concerned that you might leave your sleeping infant or toddler in their car seat when you get out of the car, place a reminder on the dashboard.
* If you see a child alone in a car, be sure to call 911 and help make sure the child gets out as soon as possible.
Remember to Wear Bike Helmets
Bike riding is a lot of fun, but accidents happen. More than 500,000 people in the US are treated in emergency departments, and more than 700 people die as a result of bicycle-related injuries each year. Children are at particularly high risk for bicycle-related injuries.
(Centers for Disease Control and Prevention) Falling can cause all sorts of injuries, including head injuries. A head injury can mean brain injury. That's why it's so important to wear bike helmets. Wearing a helmet provides some protection for the head and brain in case of a fall.
To keep kids safe:
* Always wear a properly fi tted helmet, even if going for a short ride.
* Be sure helmet has a sticker that says it meets standards set by
the Consumer Product Safety Commission (CPSC).
* Keep bicycles in good working order. Maintain and repair bikes.
* Learn about bike and traffi c safety. Take a bike safety class. | 1,793 | 939 | {
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2007 Iowa Rabies Summary
In 2007, 31 cases of animal rabies were reported in Iowa, which is significantly less than previous years (see Table 1: Positive Rabies Cases 2001-2007). Rabies was identified most frequently in wildlife species (13 bats and 5 skunks), and thirteen cases were diagnosed in domestic species (7 cats, 5 dogs, and 1 horse).
Year
Rabies information is accessible on the IDPH website http://www.idph.state.ia.us/adper/rabies.asp and IDPH provides rabies consultation at 800-362-2736.
This report was compiled by Mollie Burns, 4 th year Veterinary Student, Iowa State University
CDC announced this year that the United States is free from dog strain rabies, a strain that is easily transmitted from dog to dog. However, this does not mean our dogs are free from rabies risk. Dogs (and other mammals) are susceptible to the bat and skunk strain rabies we commonly see in Iowa. Therefore, we need to continue to vaccinate our pets and valuable livestock against rabies. Dog bites to humans are still considered a rabies risk and need to be assessed accordingly.
As stated above both bat and skunk strain rabies commonly circulate in Iowa, and many different species can be infected with these strains. In samples that are strongly positive (the strain typing procedure is only effective in samples that are strongly positive as opposed to weakly positive), the University of Iowa Hygienic Laboratory (UHL) can differentiate the strain that infected the animal. In 2007, UHL was able to identify the strain in 17 of the 31 positive rabies cases, 10 were skunk strain and 7 were bat strain. Skunk strain rabies was identified in 4 skunks, 4 dogs, 1 cat, and 1 horse. Bat strain rabies was identified in 6 bats and 1 cat. UHL was not able to identify the strain in the 14 remaining positive samples because they were not strongly positive.
In Iowa during the late summer and early fall months, we have traditionally seen an increase in the number of indeterminate rabies diagnosis in bats. In 2007, there were 26 bats diagnosed as indeterminate i.e., the laboratories observed a non-specific fluorescence on the immuno-fluorescent assay. In these cases, additional testing is performed to try to distinguish between non-specific fluorescence and the fluorescence normally seen in positive rabies samples. If this testing is not able to make this distinction the laboratories classify the sample as indeterminate. Indeterminate and unsuitable samples are treated as positives, and if there was human exposure, post exposure prophylaxis is recommended.
Nationwide, one human rabies case was reported in 2007. This case occurred in Minnesota and underscores the importance of seeking prompt medical attention if you are bitten by or come in direct contact with a bat. The tragic case involved a 46 year old man who was exposed to a bat in north-central Minnesota in mid-August. According to the Minnesota Department of Public Health, the man reportedly felt a "needle-prick." However, he and a companion examined his hand and saw no bite marks or blood. He concluded he was not bitten and did not seek medical advice. The bat was not submitted for testing.
Bat bites can be visibly undetectable, and, therefore, if you have any physical contact with a bat, you should wash the exposed area thoroughly with soap and water. If possible, the bat should be captured and tested for rabies. If capture is not possible, you should seek medical attention. Additionally, if a bat is found in a room with an unattended child, a sleeping person, or anyone who cannot reliably communicate what happened, this is considered a potential bat exposure, and medical attention should be sought immediately. Iowa's most recent human rabies case occurred in 2002 and the virus was identified as a bat strain, and prior to that the last case was in 1951.
Rabies information is accessible on the IDPH website http://www.idph.state.ia.us/adper/rabies.asp and IDPH provides rabies consultation at 800-362-2736. | 1,752 | 889 | {
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The Railroad Trestle
By L. Wellington Miller local playground, which was located right along the tracks. It wasn't fancy, but it had a couple of swings, a sliding board and a small, push-it-your self merry-go-round.
There were patches of grass here and there, but mostly it was dirt and cinders. Cinders came from the remains of the burnt coal used on the
I t was in the early spring of 1940. I was 13 years old, living in the small town of Sunbury in the coal regions of northeast ern Pennsylvania. It wasn't a coal-mining town, but it was the home of many railroaders for the Pennsylvania & Reading Railroad. My dad was a fireman on the steam engines for the Pennsylvania
Railroad, which was why we usually lived close to freight yards and the heavily traveled railroad tracks.
His job kept him away from home for weeks at a time, so he gave me some rules to abide by: "Listen to
My eyes burned and I started coughing and choking.
your mother; do your chores around the house; and stay away from the railroad tracks, especially the railroad trestle. That's a dangerous place to be when trains come through town. It only has wood en boards as railings, and someone could easily fall through the spaces between the boards."
Our home was located at the end of North Fourth Street. When we stood on our front porch, we could look across the street and beyond the wide-open field and clearly see the railroad tracks sitting high on cinder banks. They were built high that way because the Susquehanna River overflowed during heavy rains and flooded our area.
steam engines. Those huge, heavy engines used a lot of coal, resulting in a lot of cinders. Instead of the rail road throwing the cinders in a pile somewhere, they used them to fill in areas along the tracks where rain or snow had washed some away. Then, if they had any leftover, they would come by and use them on playgrounds and crude baseball fields.
About 50 feet from the playground was a big wooden trestle (bridge) that was built over the tracks. When a very slow freight train was pass ing through, which was often, a person could go up the steps on one side and cross over the wooden planks to the steps on the opposite side of the tracks.
About three blocks from our home was our
One day, one of my buddies happened to be standing in the middle of the trestle when a freight train came by. Purely by accident, he discovered that when the train was traveling south—on the downgrade—the engine would blow white steam
From Good Old Days Specials Magazine, March 2007, Vol. 34, No. 2, Copyright © 2007 Good Old Days Specials Magazine through its smokestack. The steam gave off invis ible droplets of water that felt like a fine, misting rain. During the hot summer months, it was quite refreshing to stand in the middle of those large puffs of steam and feel the cooling droplets as the engine passed below.
This particular Saturday afternoon, a couple of us kids were goofing around at the playground. It wasn't real cold, but I was wearing a sweater and corduroy pants.
Dan called to me that a freight train was com ing. We could hear the engine's eerie whistle as it was passing over some street crossings.
This one was headed north, on an upgrade. It was a long train, with hoppers full of coal. Everyone hollered at me and told me to head for the trestle and give it a try. They were snickering a little, but I didn't pick up on that. I hadn't done this stunt on the trestle before, so this was my chance to be a big shot.
headed for the middle and waited for the engine. The guys were yelling at me to turn and face the opposite direction so that I could watch the engine as it passed under the trestle. So I turned and wait ed. The sound of that engine, straining from all the weight it was pulling, was exhilarating.
Suddenly, to my surprise, I heard a loud gush from the engine's smoke stack and found myself engulfed in black sulfur smoke and soot mixed with stinking droplets of water. My eyes burned and I started coughing and choking from the sulfur.
I never realized that steam engines traveling on an upgrade would blow steamy black smoke. The fireman had to shovel in lots of coal to keep the steam pressure up and steady.
It didn't take me long to run down off that trestle, still coughing and spitting out that horrible sulfur taste. My hair, sweater and corduroy pants were very damp and gritty. I smelled like I had run into a skunk. Needless to say, my buddies were laughing at me; they had known what would happen. But I didn't think it was funny. I knew that there was going to be trouble when I got home.
I went to the back kitchen door, thinking I could sneak up to my bed room and change clothes. I was wrong!
Mom had seen me coming across the field and she was waiting for me in the kitchen. She grabbed my collar and hollered, "What were you doing? Look at you! All wet, and you smell like a skunk!" When I told her what I had done, she frowned and reminded me about what Dad had said about hanging around the tracks and the trestle.
"Yes, I know," I said. I was scolded, threatened and then sent to my room. I wasn't really a bad kid; it was just too easy for me to hang around with "the wrong kids" and do those dumb things that little kids do. I was never severely punished, but I was sent to bed, often without supper.
The train was coming. I didn't have much time, so I ran toward the trestle as fast as I could. I had to reach the top before it got any closer. I bounded up the wooden steps two at a time. I
To this day I am very thankful to my parents for raising me to respect them and other people. Later in my adult life, as I gained wisdom, I realized that rules were made and enforced to teach. ❖
❖❖❖
From Good Old Days Specials Magazine, March 2007, Vol. 34, No. 2, Copyright © 2007 Good Old Days Specials Magazine | 2,032 | 1,379 | {
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Blood clots and DVT's
They get caught in the lungs since the blood vessels get very small. The problem with clots reaching the lungs is that blood cannot get past where this clot has caught, so the blood cannot get the oxygen that it needs to pick up to take back to the body.
You have probably heard of some one who has had blood clots in their legs or some one who has had blood clots in their lungs. Clots in the lungs, also called a pulmonary embolism, or PE for short, are the result of blood clots forming at some part of the body that then break loose from where they are made and they pass through the body, through the heart and end up getting caught in the lungs.
How bad the clots are in the lungs depends on their size and where they become trapped. If one small clot makes its way to the lungs, there may not be much of an effect and the person may not even realize that anything has happened. However, if a large clot ends up in the lungs, or if several smaller clots plug up a larger part of the lungs, then the symptoms can be very severe, and the person may even die from the clots.
Additionally, there are a number of different proteins and molecules in the blood that float around with the cells. When there is bleeding, the platelets are activated and become sticky. Also, with the bleeding the proteins are able to stick together. When the body realizes that it is bleeding, the platelets and the proteins all form a type of plug that stops the blood from flowing out.
Clots form in the body for many different reasons. To understand what happens, I will briefly explain what is going on with the blood to cause clots. Clots are needed to stop bleeding when it occurs. The way that clots form is a complicated chain of events. In the blood there are red and white blood cells, and much smaller things called platelets.
Deep vein thrombos, or DVTs, occur when blood in the veins clots. This can happen for several different reasons. Usually, something happens in the blood that causes it to coagulate or form clots. This usually occurs in deep viens, these are the large veins in the legs or within the pelvis. When the clots form there, the main problems occur when the clot (or part of the clot) breaks off and travels through the heart to the lungs.
One common cause of clots forming happens when a person does not move around enough to keep the blood pumping through their body. This happens when a person is hospitalized and cannot move around as much as they are used to, and this can also happen when a person who has blood that is too likely to clot sits still for a long time, such as during a long flight. When this happens, the blood is allowed to sit in one place for a long period of time, and when this happens, it has more of a chance to start to cause blood clots.
Although the clots are not supposed to normally occur within the veins of the body, there are a number of different things that can cause this to happen. Certain levels of hormones in the body can cause the blood to be more likely to clot, smoking increases the rate of blood clotting, as does a person's obesity.
Once these blood clots are found, doctors try to keep them from getting larger or from forming in other parts of the body, and then try to allow them to dissolve. For this reason, a patient may be put on medications. Commonly referred to as blood thinners, these medications stop or slow down some of the clotting ability of the blood. Warfarin (Coumadin) is a common medication used for this.
Doctors may also recommend that a patient take aspirin every day, which helps to keep the platelets from being able to stick together. Other medications may be used, and sometimes a patient that has to lie in bed will have stockings put on their legs to keep the blood flowing.
1 / 2
Justin Newman is originally from Holyoke and is attending medical school at the University Of Chicago Pritzker School Of Medicine.
Justin can be reached by email at firstname.lastname@example.org with comments or ideas for topics that you may desire to be addressed in this column. The goal of this column is that you find it not only entertaining and informative but also that it creates a desire to take a life-long interest your health and body.
2 / 2 | 1,485 | 923 | {
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By Vernon Whetstone
Amateur Astronomer
Wednesday was Groundhog Day, a day where, if weather lore holds true, we found out how much winter we have left.
The idea comes from ancient folk lore brought to this country by European settlers and is mostly centered with the Pennsylvania Dutch country.
You know the story of the groundhog being able to predict how much winter is left don't you? If it is sunny and the little critter sees his shadow he is frightened and runs back into his hole for another six weeks of winter. If it is cloudy and there is no shadow, he stays out and winter will end in six weeks.
Feb. 2 is also what is called Candlemass, in the church calendar, or the Feast of the Presentation, celebrating the infant Jesus being presented in the Jewish temple. In the Eastern Orthodox Church it marks the end of the Epiphany season.
Ancient weather lore says:
It is what the almanac calls a "Cross-quarter day," or a day that is halfway between the winter solstice and the vernal, or spring, equinox.
If Candlemas be fair and bright,
If Candlemas be cloud and rain
Winter will have another flight.
Winter will be gone and not come again.
Spring, the vernal equinox, in the northern hemisphere begins at 5:21 p.m, March 20, when the Sun crosses the celestial equator traveling from south to north bringing longer days and shorter nights.
However, if you count the weeks in the calendar, there are six weeks of winter left regardless of whether the little beast sees his shadow or not. But, I guess it is as good a reason for a party as any.
In the southern hemisphere the season transition is from summer to autumn and I am sure they will be glad, judging from all the really bad st`orms and flooding they have been experiencing.
will come out of Jupiter's shadow at about 6:12 p.m. MST as seen from southwest Nebraska.
SKY WATCH: New Moon today. Don't forget, on Friday, Feb. 4, Jupiter's moon, Ganymede,
Binoculars will work for locating it, but for a really good look, a telescope will enhance the experience.
Io and Europa are the next two in order and are below the planet. All four run in a straight line from above to below Jupiter.
The four major moons of Jupiter are Callisto, the outermost of the four, which will be the top moon, Ganymede is next and you will see it when it comes out of the shadow.
The process won't last long, about 10 minutes so be ready and be looking.
NEXT WEEK: More astronomical blathering.
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2 / 2 | 958 | 564 | {
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Safe kids Healthy kids Happy kids
Is Your Child Ready for Kindergarten?
Long before the first day of Kindergarten, parents ask what they can do to get their child ready to start school. Experts have year-by-year charts of skills kids need to learn. These include word, math, emotional and social skills.
Every child is unique and develops and masters skills at his own speed. He is good at some and weak at others. Some kids are ready for school at 5, and others are not ready at age 6. Age alone does not predict a child's readiness to start school.
The U.S. Department of Education provides this skill guide. A child who is ready for Kindergarten should be able to:
Tell a teacher what he wants and needs. •
Want to learn. She should be curious and • excited about new activities.
Share with others. He should be willing to • take turns.
Pay attention to the teacher. He should be • able to sit still for 15 minutes at a time.
Behave well in a classroom. •
Get along with other kids. •
Follow directions. He should be able to • follow 1 – 3 step instructions. For example, "Get out your crayons and a piece of paper. Draw a picture of your school."
Other school readiness skills include the ability to:
Listen. Students must be able • to focus on what the teacher says.
Deal with frustration. •
Respect the teacher. Students need to follow • classroom rules.
Use self-help skills: Go to the restroom. • Button shirts and pants. Put on a coat. Zip up zippers.
Color, cut with scissors and hold a pencil. •
Pick out letters, shapes and numbers, and • count to 10.
Say his first and last name and address. •
Leave his parents without being upset. •
Good physical health is also a key to school success. Parents can help their child get plenty of rest and eat healthy food. They can take them to the doctor and dentist regularly.
Learning does not just happen. A parent's words, actions, and emotions teach every day. Log onto www.parenthelpline.org. Find ageby-age parent-child activities that prepare a
child for school. Use the chart. Check off skills as your child masters them.
Read the Nov. Dec. 2010 issue of the PHL newsletter for Ways to Prepare Your Child for Kindergarten.
Brought to you by Parent Help Line and St. John's Children's Hospital | 921 | 531 | {
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* Power Up With Potatoes •
Remember:
* Potatoes can be served any time of the day - breakfast, lunch, supper or as a snack.
* Potatoes are a good source of fiber if the skin is eaten.
* Buy potatoes that are firm, smooth and free of cuts and dark spots.
* A "plain" baked potato has only 110 calories and has almost no fat and sodium.
* Store potatoes in a cool, dark and dry area (not the refrigerator).
Microwave Baked Potato
Scrub potato, pat dry and prick in several places with a fork. Place potato in the center of the microwave on a paper towel. Cook approximately 4 minutes per potato. Add 1-2 minutes for each additional potato. Turn potato over halfway through cooking. Before testing for doneness, allow 5 minutes "standing time" as potato will continue to cook after microwaving. NUTRITION FACTS (per serving) - Calories 110 ~ fat 0 g ~ calories from fat 0 ~ sodium 10 mg ~ total carbohydrate 31 g
Meat and Potato Bake
2 potatoes, thinly sliced
2 cups cooked diced turkey, chicken or ham
1 can cream of celery soup
½ cup skim milk
1 medium onion, sliced
Grease 8x8 inch baking pan. Put in potatoes, layer meat on top, and then add the onion slices. In small bowl, blend soup and skim milk; pour over casserole. Cover and bake at 375°F for 45 minutes. Uncover and bake 15 minutes longer or until potatoes are done. Serves 4. NUTRITION FACTS (per serving) - Calories 260 ~ fat 7 g ~ calories from fat 60 ~ sodium 650 mg ~ total carbohydrate 26 g
Used with permission
The Food Stamp Program can help you buy nutritious foods. To find out more, call Oregon SafeNet at 1-800-SAFENET (723-3638) or (503) 988-5858 in the Portland metro area. This material was funded in part by USDA's Food Stamp Program. In accordance with Federal law and U.S. Department of Agriculture policy, this institution is prohibited from discriminating on the basis of race, color, national origin, sex, age, religion, political beliefs or disability. © 2007 Oregon State University. Oregon State University Extension Service cooperating. Oregon State University Extension Service offers educational programs, activities, and materials without discrimination based on race, color, religion, sex, sexual orientation, national origin, age, marital status, disability, or disabled veteran or Vietnam-era veteran status. Oregon State University Extension Service is an Equal Opportunity Employer. | 1,212 | 571 | {
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INHALANT ABUSE AND SUDDEN SNIFFING DEATH
WHAT IS INHALANT ABUSE?
Inhalant abuse involves the deliberate inhalation or "huffing" of concentrated amounts of one or more dangerous liquid or gaseous chemicals to produce a feeling of euphoria or "high". Among the substance abused this way are the solvents found in products such as paints, paint thinners, typewriter correction fluids and some glues, as well as propellants, refrigerants and fuels such as freon, butane, isobutane, propane and gasoline. The adverse effects of inhalant abuse can be immediate (for example, liver, kidney, brain, blood and lung toxicity).
WHAT IS SUDDEN SNIFFING DEATH?
Sudden sniffing death (SSD) can happen to a user at any time a solvent or gas is inhaled to get high: the first time a person experiments with inhalant abuse, or after years of this habit. It is impossible to predict who is at risk of SDS. Death actually happens within a few minutes after inhalation. Most victims die before making it to the hospital. SSD is caused by several factors:
1. Inhalants act directly on the brain to decrease the amount of oxygen delivered to the brain and the rest of the body.
2. The amount of oxygen available to the body is further decreased since the person is inhaling a chemical instead of air.
3. Increased sensitivity of the heart muscle to the body's own 'adrenalin' occurs. This can cause an irregular heart beat, which additionally interferes with the body's ability to pump blood and oxygen to the brain.
4. Finally, any excitement that could cause or lead to running, sudden motion, fear, anger, sex, trauma, etc., caused the body to release even more adrenalin (epinephrine) than usual.
HOW CAN YOU TELL IF SOMEONE IS USING INHALANTS?
There is no simple way to identify inhalant abusers. However, changes in behavior patterns, attitudes, grades, relationships or friends should be viewed with suspicion of this or other types of substance abuse. Plastic bags, chemical soaked rags, tubes of glue, and strange chemical vapor smells may be clues. Recently, compressed air computer cleaner products have become a growing fad. The misconception that it only contains air adds to the deadly danger of inhaling its propellant. Inhalant abuse is most commonly, but not exclusively, seen in teens or preteens who are not old enough to legally purchase alcohol or who may not be able to afford marihuana or cocaine/crack. If you suspect that a son, daughter, or friend is involved with inhalant substance abuse, you can help them by talking openly about the hazards of this practice. Ideally the goal is prevention of substance abuse, but if it is already occurring, the goal should be treatment and counseling. It should not be ignored thinking that it will "just go away".
WHAT ELSE CAN BE DONE?
The only way to combat this form of abuse is for parents, schools and our community to educate their children and discuss the dangers openly. We cannot legislate this form of substance abuse out of existence, since it involves common household products. The "cure" for this problem has to come from within us and user. Our communities need strong prevention, education, intervention, treatment and recovery programs.
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Newton's Laws of Motion Project
Sir Isaac Newton lived during the 1600s. Like all scientists, he made observations about the world around him. Some of his observations were about motion. His observations have been supported by more data over time; and we now call these Newton's Laws of Motion. His laws of motion explain rest, constant motion, accelerated motion, and describe how balanced and unbalanced forces act to cause these states of motion.
Review the three laws of motion:
* Newton's first law of motion says that an object in motion will stay in motion and an object at rest will stay at rest unless acted on by an unbalanced force.
➔ An object will not change its motion unless a force acts on it.
➔ An object that is not moving remains at rest until something pushes or pulls it.
➔ An object that is moving remains moving until something pushes or pulls it.
➔ All objects resist having their motion changed.
➔ This tendency to resist a change in motion is called inertia.
➔ The more mass an object has, the greater its inertia.
* The second law of motion states that the force of an object is equal to its mass times its acceleration.
➔ A change in motion occurs only if a net force is exerted on an object.
➔ A net force changes the velocity of the object, and causes it to accelerate.
➔ If an object is acted upon by a net force, the change in velocity will be in the direction of the net force.
➔ The acceleration of an object depends on its mass.
➔ The more mass an object has or the more inertia it has, the harder it is to accelerate.
➔ More mass means less acceleration if the force acting on the objects is the same.
* Newton's third law of motion states that for every action there is an equal and opposite reaction.
➔ When one object exerts a force on a second object, the second object exerts an equal force in the opposite direction on the first object.
➔ The force exerted by the first object is the action force.
➔ The force exerted by the second object is the reaction force.
Date Assigned:
Date Due:
This project is worth _______ points
What to do:
1. Illustrate an example of each of the three laws of motion.
2. Use one poster board ; 3 illustrations
3. You may draw or use images from magazines or the Internet.
4. Include an explanation of how the illustration demonstrates or describes the law of motion. Put the explanation next to the illustration.
5. Make sure your illustrations are colorful and neat.
How you will be evaluated:
Your illustration will be checked for these things:
* Accuracy & completion (90% of grade). An incomplete illustration or explanation will not be completely accurate.
* Visual Appeal (10 % of grade). This includes neatness. | 1,143 | 583 | {
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NAME:
________________
Projectile Motion Concept Sheet
Projectile motion is a combination of two separate motions: constant speed horizontally and constant acceleration due to gravity vertically. On this sheet, you will calculate what happens to the components of a projectile's velocity and position, and then graph the positions, much as you did on some previous concept sheets.
For this problem, we have a projectile launched upward with an initial horizontal velocity of 20 m/s and an initial vertical velocity of 30 m/s. Answer the following questions first:
1. What is the actual initial speed of the projectile?
2. What happens to the horizontal component of the velocity as the projectile flies through the air?
3. What happens to the vertical component of the projectile as it flies through the air?
4. At the projectile's maximum height, what is the horizontal component of its velocity?
5. At the projectile's maximum height, what is the vertical component of its velocity?
Now to fill out the chart on the other side by completing the following:
6. Fill out the column for the horizontal velocity (Vx) at each point in time. Explain how you filled the chart out, or show your calculations here.
7. Fill out the column for the vertical velocity (Vy) at each point in time. Explain how you filled the chart out, or show your calculations here.
8. Fill out the column for the horizontal position (X) at each point in time. Explain how you filled the chart out, or show your calculations here.
9. Fill out the column for the vertical position (Y) at each point in time. Explain how you filled the chart out, or show your calculations here.
NAME:
________________
Projectile Motion Concept Sheet
10. Mark each of the positions of the projectile (X,Y) on the coordinate shown below. Label each position "t=" with the appropriate time. The first position is already done for you.
11. At each position, draw vectors to represent both components of the velocity. Use the scale of 1 square = 10 m/s. The first position is already done for you.
Projectile Motion Concept Sheet
Questions:
1. Imagine that you did the same thing for a projectile with an initial Vx of 10 m/s and Vy of 30 m/s.
a. What would be different?
b. What would be the same?
c. How long would the projectile be in the air?
d. What would be the maximum height of this projectile?
e. How far away would the projectile land?
2. Imagine that you did the same thing for a projectile with an initial Vx of 30 m/s and Vy of 30 m/s.
a. What would be different?
b. What would be the same?
c. How long would the projectile be in the air?
d. What would be the maximum height of this projectile?
e. How far away would the projectile land?
3. If you wanted the projectile to go higher,
a. what should you change? Explain.
b. would this affect the time in the air? Explain.
c. would this affect how far away the projectile landed? Explain.
NAME:
________________
Projectile Motion Concept Sheet
4. Imagine that three different projectiles were launched across a level field. All the projectiles had the exact same maximum height, but they landed in different places. The paths of the projectiles are shown in the diagram to the right.
a. Which projectile was in the air the longest time?
b. Which projectile had the largest initial vertical velocity?
c. Which projectile had the largest horizontal velocity?
5. Imagine that three different projectiles were launched across a level field. All the projectiles landed in the same place, but had different maximum heights. The paths of the projectiles are shown in the diagram to the right.
a. Which projectile was in the air the longest time?
b. Which projectile had the largest initial vertical velocity?
c. Which projectile had the largest horizontal velocity?
6. Imagine that three different projectiles were launched across a level field. The projectiles all had different maximum heights and landed in different places. The paths of the projectiles are shown in the diagram to the right.
a. Which projectile was in the air the longest time?
b. Which projectile had the largest initial vertical velocity?
c. Which projectile had the largest horizontal velocity?
7. Imagine that three different projectiles were launched across a level field. The projectiles all had different maximum heights and landed in different places. The paths of the projectiles are shown in the diagram to the right.
a. Which projectile was in the air the longest time?
b. Which projectile had the largest initial vertical velocity?
c. Which projectile had the largest horizontal velocity? (Be careful!)
NAME:
________________
C | 1,942 | 974 | {
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Lesson Element
How many atoms in my signature?
- Teacher Guidance
Instructions for teachers
These instructions are for a classroom activity which supports OCR A Level Chemistry A.
The Activity:
This activity is a classroom activity in which the learners calculate the number of atoms in a signature written by a graphite pencil.
Calculations will involve the mole as a unit of substance and will involve exponential values using a calculator.
This activity offers an opportunity for maths skills development.
How many atoms is my signature? Introduction
Relevant learning outcome
Learners should be able to demonstrate and apply their knowledge and understanding of:
2.1.3 Amount of substance
The mole
(a) explanation and use of the terms:
(i) amount of substance,
(ii) mole (symbol 'mol'), as the unit for amount of substance,
(iii) the Avogadro constant, NA (the number of particles per mole, 6.02 × 10 23 mol –1 ),
This short activity allows students to be introduced, using a problem-solving approach, to the first three terms in 2.1.3 Amount of substance: amount of substance, mole and the Avogadro constant. The teacher can then go over the findings formally introducing the three terms.
Task Instructions
Prior relevant knowledge and understanding:
2.1.1 (c): the carbon-12 isotope is the standard for atomic masses.
This activity starts with a question: 'How many atoms are there in your signature?' Learners will need to know that a pencil 'lead' is graphite, a form of carbon, and that 12 g of carbon contains 6.02 x 10 23 carbon atoms.
Use of 6.02 x 10 23 (602 sextillion) is likely to be new information for learners.
The learners then try to solve this problem for themselves using paper, a pencil and a balance. They will also need a calculator with powers.
It is useful to have a supply of pencils, real graphite pencils are ideal, but any pencil will do (although of course most 'leads' contain clay also – don't tell them this!, although it can be a useful point for discussions under 'assumptions').
Now, just allow learners to get on with the activity. There are many outcomes including the following.
1. One signature doesn't weigh much.
2. Many signatures are needed just to register any mass. (It can be 50+.)
3. Ratio skills are needed to scale down 12 g and 6.02 x 10 23 to the mass of a single signature.
4. Calculator skills are needed, especially how to input powers correctly.
Some learners will need help with inputting powers into the calculator. Others will need help in scaling down 12 g and 6.02 x 10 23 . You may even have to tell some that they need more than one signature. But it is good to allow learners to do this themselves. Some learners are capable of working this out for themselves.
When learners have worked out the number of atoms in their signature, the general conclusion is 'That's a big number'. Then is a good time to relate the number to many of the comparisons that can be found by a simple internet search.
The activity links nicely the three terms: amount of substance, mole and Avogadro constant with the statement:
1 mole of carbon-12 has a mass of 12 g and contains 6.02 x 10 23 atoms.
Teacher preparation
Each group will need:
* Apparatus: Pencils (preferably graphite) and paper Access to balance weighing to two decimal places.
* Calculators
Each learner will need a copy of the periodic table.
We'd like to know your view on the resources we produce. By clicking on the 'Like' or 'Dislike' button you can help us to ensure that our resources work for you. When the email template pops up please add additional comments if you wish and then just click 'Send'. Thank you.
OCR Resources: the small print
OCR's resources are provided to support the teaching of OCR specifications, but in no way constitute an endorsed teaching method that is required by the Board, and the decision to use them lies with the individual teacher. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.
© OCR 2015 - This resource may be freely copied and distributed, as long as the OCR logo and this message remain intact and OCR is acknowledged as the originator of this work.
OCR acknowledges the use of the following content: Maths and English icons: Air0ne/Shutterstock.com | 1,894 | 979 | {
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Where they live
The polar bear is the largest living land carnivore. They're instantly recognisable from the distinctive white colour of their thick fur.
POLAR BEAR
Read on to discover more interesting facts about them.
Polar bears live in the Arctic on land and ice-covered waters. They can be found in five countries: the United States (Alaska), Canada, Russia, Greenland and Norway.
FAMILY
CHARACTERISTICS
wwf.org.uk/wildlife/polar_bear/
* Polar bears have more hair on the bottom of their paws than any other bear. These furry foot pads may increase their grip on slippery sea ice and also help keep their feet warm.
* They can grow up to 3 metres in length.
* Males are much bigger than females – weighing 300-650kg, but can weigh up to 800kg.
* Strong swimmers, they spend most of their life around water.
* They may be big, but they're also fast. They stalk their prey moving low and slow, camouflaged by the ice then they charge at speeds of up to 30mph!
DID YOU KNOW
Pregnant female polar bears don't eat for up to eight months – while they give birth and nurse their young.
Female polar bears give birth in snow dens to a litter of cubs (twins are common). The mother will nurse and care for the cubs for two and half years until they are independent, during this time she will wait and not have any more cubs. Adult males live alone throughout the year.
Watch footage:
FEEDING
* They are the top predator in their food chain.
* Polar bears' main prey are ringed seals and bearded seals. They also scavenge on whale carcasses. When this is not available, they will eat small mammals, birds, eggs and vegetation.
* They make use of the direction of the wind to conceal their scent from prey.
Polar bears have an incredible sense of smell; they're able to detect prey nearly a kilometre away and up to a metre under snow.
CLASSIFICATION
Classified as Vulnerable on the IUCN Red List.
EXTINCT
IN THE WILD
EW
ENDANGERED
EN
DATA
DEFICIENT
DD
NOT
EVALUATED
NE
EXTINCT
EX
LEAST
CONCERN
LC
NEAR
THREATENED
NT
CRITICALLY
ENDANGERED
CR
VULNERABLE
VU
STATUS
* Climate change is the single greatest threat to polar bears.
* The Arctic is warming up, causing the sea ice they depend on to hunt and breed, to melt away.
* Loss of sea-ice also threatens their main prey, seals, which depend on sea-ice to raise their young and rest. Hungry polar bears sometimes enter towns and villages to find food. Encounters between bears and people can be dangerous and even deadly - to people or to the bears. Other threats to the species include illegal hunting, pollution and disturbances from industrial activities.
* The number of their species remaining in the wild is estimated to be between 22,000-31,000.
DID YOU KNOW | 1,220 | 659 | {
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