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Filter Your Tap Water
Now that the rains have finally stopped it's time to think about drinking water. What kind of water are you drinking? Our water is tested for about 100 different contaminants but it is estimated that there are over 21,000 different pesticides in use in the US today and many of them find their way into the water supply. Bottled water, tap water, filtered water? Of all the elements of healthy living getting clean water is very important and it is one of the few things we can take control of by installing a filter in our home or apartment. When you use a good water filter you know that certain toxins will be eliminated from your water.
As we approach the summer months it is important to think about staying hydrated. During a summer day we lose about 2 quarts of water through our skin. So what is the best way to get clean, pure drinking water? You can use a solid carbon block filter that is installed at or under your sink or you can use a reverse osmosis filter along with the solid carbon filter. These will remove toxic chemicals and even byproducts from water treatment facilities. Filtered water is only as good as the filter you are using. Fortunately in California water filters must be tested and registered with the state so we know how the filters compare with each other. The filters I recommend are made by the Multi Pure Company, a family run company who has been making water filters for over 40 years. They make solid carbon block filters and reverse osmosis filters as well as shower filters and whole house filters. Prices start $225. The carbon filter is changed once per year and costs about $70.00 to replace. These solid block filters take out some of the most dangerous contaminants in our water like chlorine, lead, asbestos, cryptosporidium, trihalamethanes and the gasoline additive MTBA.
The Problem with Bottled Water
First of all the bottled water industry is not well regulated. They could be using local tap water and the processing facility may only be inspected by the health department once a year. The other issue is the plastic itself is leaching chemicals into the water. Only 10% of used water bottles are recycled, leaving the US awash in billions of plastic bottles in landfill that takes 1000 years to degrade. And last is cost, you will save at least $2000 over a 10 year period by switching from buying bottled water to using a water filter. I use a stainless steel drinking bottle filled with filtered water when I'm out or hiking.
Multi Pure has some of the best prices and highest quality for the water filters on the market. They also have payment plans and rental plans as well as special deals. I can help you choose and purchase the right filter for your circumstances.
When I think about the things I have control over in this world it makes me very pleased that I can get clean water from my tap that I know is safe. Drinking clean water is one of the healthiest things that we can do. So if I can help you further please call or e-mail me. | 1,069 | 630 | {
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MASTITIS
Mastitis is inflammation of the breast which often happens because of blocked milk ducts and/or nipple damage.
Recognising mastitis
Treatment
* Tenderness, reddened areas and uncomfortable or painful breast lumps
* Women who have mastitis are likely to feel generally unwell, hot and cold, achy and shivery
* Sometimes infective mastitis feels like getting the flu.
Common causes
* Baby not attaching well to the breast
* Nipple damage
* Blocked milk ducts
* Long gaps between feeds - leading to very full breasts
Stopping breastfeeding suddenly
*
Tight or underwire bras causing pressure on breasts
*
* Baby with a tongue-tie having problems feeding (see Tongue-tie fact sheet for more information).
Prevention
* Breastfeed frequently – young babies often need to feed 8–12 or more times in 24 hours.
* Don't miss or delay feeds.
* Offer both breasts for each feed – if second breast not taken, offer it first next time.
* Express just enough milk for comfort if your breasts still feel full after a feed or if your baby doesn't want to feed yet.
* Wake baby for a feed if your breasts become too full.
* If using a breast pump, check breast shield size to make sure pump is not causing any nipple/breast trauma.
* Get advice from your nurse, midwife or breastfeeding counsellor to check your baby is attaching and feeding well
* Avoid giving your baby formula or other fluids unless advised by your nurse, midwife or doctor.
* Wear comfortable non-restrictive clothing and avoid pressure on your breasts from hands and fingers.
It is important to start treatment at the first signs of mastitis.
* Your breast milk is safe for your baby even if you have mastitis. Continue breastfeeding or expressing from both breasts, particularly the affected breast.
* Frequent feeding protects your milk supply and helps prevent further blockage of milk ducts.
* You may need to feed more often than you usually do at first start by offering the affected breast each time to help clear the blockage. Continue to offer the other breast so that it doesn't become too full.
* A heat pack or warm cloth placed on the affected area may help the milk flow before feeding or expressing.
* Gentle massage toward the nipple during feeding or expressing milk - and while in the bath or shower may also help soften breast lumps and improve milk flow.
* A cool pack (or a packet of frozen peas), wrapped in a cloth and placed on the breast after feeding or expressing can help reduce inflammation and be good pain relief.
* Between feeds, very gently stroke the affected area towards the armpit to help reduce excess fluid.
* Paracetamol or ibuprofen can help with pain and is safe to take while breastfeeding.
* Drink plenty of water; rest when you can. Ask your partner, family or friends for help with household tasks.
* Some women with frequent feeding can clear blocked milk ducts, but if you are unwell or the breast is red, you should see your doctor as soon as possible. Tell the clinic receptionist that you think you have mastitis.
* If antibiotics are prescribed by your doctor, take as directed. It is safe to continue to breastfeed when taking these antibiotics.
For more information
Victorian Maternal & Child Health Line (24 hours)
T: 13 22 29
Australian Breastfeeding Association (24-hour helpline)
T: 1800 686 268
W: www.breastfeeding.asn.au
DISCLAIMER This fact sheet provides general information only. For specific advice about your baby or your healthcare needs, you should seek advice from your health professional. The Royal Women's Hospital does not accept any responsibility for loss or damage arising from your reliance on this fact sheet instead of seeing a health professional. If you or your baby require urgent medical attention, please contact your nearest emergency department. © The Royal Women's Hospital 2012–2019
MASTITIS – JANUARY 2019
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LifeSkills Program
WHAT: The Botvin LifeSkills Program for Elementary Schools is a comprehensive, dynamic, and developmentally appropriate substance abuse and violence prevention program designed for upper elementary school students. This highly effective curriculum has been proven to help increase self-esteem, develop healthy attitudes, and improve elementary student knowledge of essential life skills – all of which promote healthy and positive personal development. The program is based on more than 30 years of rigorous scientific research. According to a study published in the Journal of Drug Education, more elementary schools in the US choose to use the LifeSkills Program over all other evidence-based prevention programs.
OBJECTIVES:
* General Social Skills - students gain skills to meet personal challenges such as overcoming shyness, communicating clearly, building relationships, and avoiding violence.
* Personal Self-Management Skills - students develop skills that help them enhance self-esteem, develop problem-solving abilities, reduce stress and anxiety, and manage anger.
* Drug Resistance Skills - Students build effective defenses against pressures to use tobacco, alcohol, and other drugs.
PROGRAM STRUCTURE:
* Can be implemented into 3 rd or 4 th grades
* Program consists of 8 class sessions, running 30-45 minutes
* Sessions can be taught 2-3 times/week, or once/week, until program is completed
SESSION FOCUS:
1. Self-Esteem – to teach students about self-esteem and how it is developed.
* Key Skills - sharing thoughts and feelings; reframing thoughts on personal abilities; demonstrating a personal skill to peers.
2. Decision-Making – to teach students a simple step-by-step process for making decisions.
* Key Skills – group decision-making; sharing ideas in a small group.
3. Smoking Information – to introduce reasons some people smoke.
* Key Skills – practicing pulse taking and exercising; small group discussion; questioning; cause and effect reasoning.
4. Advertising – to develop an awareness of how tobacco advertisers manipulate advertisements to entice people to smoke.
* Key Skills – analyzing ad techniques; creating counter-advertisements.
5. Dealing with Stress – to teach students to recognize stress and to practice techniques to deal with stress.
* Key Skills – practicing stretching and deep breathing; finding what works.
6. Communication Skills – to teach students how feelings are communicated.
* Key Skills – group discussion of feeling words and verbal communication; practicing non-verbal communication; practicing "body language."
7. Social Skills – To help students learn ways of building and maintaining friendships.
* Key Skills – brainstorming/discussion; analysis of terms; sharing perceptions about friendship; drawing, bulletin board.
8. Assertiveness – to teach students refusal skills.
* Key Skills – practicing and analyzing different ways to say "NO"; practicing refusal skills in pairs; practicing in small groups or in front of the class. | 1,392 | 566 | {
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Preparing Students for Success - STAAR 2023
Building Mathematical Knowledge
Throughout Eureka Math lessons students will build deep understanding of math concepts, evaluate their own thinking and that of their classmates, and learn to apply what they've learned in new problem solving situations. This will prepare students to be successful on the end of year assessment when they are required to apply their math knowledge to various problem solving situations.
Phases of Learning
Surface learning phase: the initiation to new ideas. It begins with development of conceptual understanding, and then, at the right time, labels and procedures are explicitly introduced to give structure to concepts. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 29)
Deep learning phase: Deep learning is about consolidating understanding of mathematical concepts and procedures and making deeper connections among ideas. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 30)
Transfer phase: The phase of learning in which students take the reins of their own learning and are able to apply their thinking to new contexts and situations. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 31)
Tying all this together is clarity about learning outcomes and success criteria, on the part of both teachers and students. (Hattie, Fisher, Frey, Gojak, Moore, and Mellman, 2017, pg. 35)
STAARPre
* Using the curriculum with fidelity will empower students to build knowledge and use that knowledge to answer questions on assessments
* Using Math Discourse in daily lessons will allow students to construct viable arguments and reason about answers.
* Using the RDW process consistently will help students make sense of problems.
* Using data from exit tickets, mid-module assessments, and end-of-module assessments to plan, analyze, and adjust upcoming lessons to incorporate specific skills and concepts that students still need to practice will close gaps and increase student achievement.
* Using Affirm will give students access and practice to different types of questions. (Drag and drop, multiple choice, open ended, etc)
* Using STAAR released test questions provided by the state will allow students to practice various types of questions that may be included on the end of year assessment.
References:
Hattie,)., Fisher, D., Frey, N., Gojak, L., Moore, S., Mellman W. (2017) Visible Learningfor Mathematics: What Works Best to Optimize Student Learning. Thousand Oaks, California: Corwin Publishing Company.
great mi nds.org/texas
Eureka Math 5 th Grade STAAR Review Activities
Throughout Eureka Math TEKS lessons, students build a deep understanding of math concepts, evaluate their thinking and that of their classmates, and apply what they've learned in new problem-solving situations. This will prepare students to succeed on the end-of-year assessment when they must use their math knowledge in various problem-solving situations.
As you plan to review the STAAR test, the chart below can help you identify the most tested concepts and some recommended review activities from the Eureka Math TEKS edition. The recommended review activities focus on the readiness standards since these are the most tested knowledge and skills. Use the fluencies in the weeks leading up to the STAAR to help review and maintain fluency skills. The recommended lessons can be used to review key concepts and strategies or to pull problems for students to practice using the RDW process.
| TEKS Cluster | | STAAR |
|---|---|---|
| | | Questions |
| Whole Number Operations Readiness 5.3K, 5.4B, 5.4F Supporting 5.3A, 5.3B, 5.3C, 5.4E | 2-5 items | |
| Decimals Readiness 5.2B, 5.3E, 5.3G, 5.3K, 5.4F Supporting 5.2A, 5.2C, 5.3A, 5.3D, 5.3F, 5.4E | 12-13 items | |
| Fractions Readiness 5.3K, 5.3L Supporting 5.3A, 5.3H, 5.3I, 5.3J, 5.4A | 3-5 items | |
| Graphing on Coordinate Plane Readiness 5.4C, 5.8C Supporting 5.4D, 5.8A, 5.8B | 5-6 items | |
| TEKS Cluster | | STAAR |
|---|---|---|
| | | Questions |
| Data Analysis Readiness 5.9C Supporting 5.9A, 5.9B | 2-3 items | |
| Personal Financial Literacy Readiness Supporting 5.10A, 5.10B, 5.10E, 5.10F | 1-2 items | | | 2,016 | 1,094 | {
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Susan Wallace Health Newsletter #9 - June 2010
Detoxify Your Body and Experience Better Health – Part 1
Many of my patients ask me about detoxification with questions like: "How do you know you need to detoxify?" If on a daily basis you need caffeine in the morning to wake up, candy bars to pick you up or fast food snack in the afternoon to ease your hunger and alcohol at night to unwind you're a good candidate for a cleansing program. When our bodies are working well we automatically are detoxifying impurities & properly eliminating waste 24/7. If your body is not detoxifying well or your body has too many toxins you may be experiencing some of the following symptoms:
* Fatigue, headaches, low grade infections, poor skin color, skin rashes, joint pain.
* Digestive problems, food allergies, and difficulty concentrating.
3 Steps to Detoxify Your Body
If you're not feeling as good as you used to and think you need to detox your body, there are 3 actions you can take to get your body working at optimum detoxifying levels.
1. Drink enough water. Water is essential for your body to detoxify. It helps every cell exchange water for waste through the cell walls. Make sure your water is filtered to remove any possible impurities.
2. Antioxidants: we need plenty of antioxidants which are abundant in fruits and vegetables; as a bonus, fruits and vegetables like tomatoes and broccoli also contain up to 95% water.
3. Medical Food: Start a specially formulated cleanse using "medical food" to detoxify the body of toxins and waste in a controlled and safe manner.
How did we get so toxic in the first place?
"The air we breathe, the water we drink and shower in, the foods we eat, the household products we clean with, the cosmetics we use all contribute to toxin build up. The buildings we live and work in can be loaded with chemical by-products from carpets and paints that alone or in combination cause disease. When we remove some or all of these contaminants from our lifestyle and feed our bodies with good nutrition that it is lacking, then our bodies can feel reinvigorated and healthy for the first time in years." Quote from www.cleanprogram.com.
As you can see, many of the toxins we are exposed to are nearly unavoidable. We are also discovering that many things that we have used for years have cancer causing substances in them that in small quantities our body can break down and eliminate. But over time we accumulate more of these toxins than our body can handle properly.
Would you Eat 3 Pounds of Lipstick?
Of course not, but did you realize that over the average woman's lifetime she ingests 3 lbs of lipstick? I'm not suggesting you stop using lipstick but you should consider using cosmetics that are made from more organic and natural substances. What you put on your hair and your skin affects your health as much as what you put in your body.
As a culture with a fast paced lifestyle we suffer from a variety of chronic disorders which will eventually cause disabilities that impede our quality of life and feeling of well being. Too many toxins in the body cause inflammation of the joints, muscles and connective tissue which leads to chronic poor health and pain. You can do something to eliminate those toxins and reduce the inflammations by helping your body to process toxins more effectively.
Your Body's Detoxification Process
The basic body detox goes through 3 stages after substances containing toxins are eaten, breathed in or absorbed through the skin.
1. Stage One: the liver converts the toxins with the help of a family of enzymes. These enzymes convert the toxins into chemicals, some of which can be very harmful like free radicals.
2. Stage Two: the liver neutralizes these toxins with the help of an adequate supply of amino acids & nutrients to prepare them for removal from the body through the kidneys or large intestines.
3. Stage Three: involves the kidneys which help the toxins to be excreted through the urine.
In Part 2, I will talk about the best way to begin a detox program. | 1,566 | 849 | {
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1. Introduction
You must develop a website to be used as your personal presentation portfolio from now on. By the end of your education, this presentation portfolio should contain a number of different documents showing a comprehensive and adequate impression of your development, your competences and your work at the Multimedia & Communication programme.
2. Objectives
The overall objective of this project is
* To give you an understanding of the concept of "portfolio" and knowledge of "portfolio" as a tool, which can accumulate impressions, document development and activities
And also
* To give you a basic knowledge of html (simple coding and knowledge of the most common tags)
Subjects represented in this project:
* Design & visualization
* Communication & presentation
* Interaction Development
With the following learning objectives:
* Knowledge about the construction and usage of the internet
* Knowledge about central theories and methods applied within communication in relation to multimedia
* Knowledge about elements applied in Content Management Systems (CMS) in practice
3. Product
You must develop a website based on "Wordpress.com". The website, which is to be your personal portfolio can represent fields of your education, e.g. "The Company", "Communication and Presentation", "interaction Development" , Design and Visualization" and also a page called "Learning".
In your portfolio, you must state your intentions of choosing the Multimedia Design programme, including the following reflections:
* How are you going to use the portfolio?
* In which way can you contribute in regard to stakeholders?
* How would you brand yourself?
See to it that your description is as thorough as possible so that the target group you address, will be interested and curious.
In addition to your WordPress based pages, you must also create a separate HTML-page that you have "hand-coded" from scratch. This page must contain photos taken by you from your visit at National Gallery of Denmark and a description of your experiences from the visit.
The page should be created as an HTML document and should illustrate your competences within HTML. You decide the design of the page, but try to be as creative as possible. Be sure that the page links back to your portfolio.
On the page called "Learning" you must write an evaluation of the process. Sample questions could be:
* Did you reach your goals?
* Did you make a serious effort?
* What did you learn about yourself?
* Is there anything in particular that you are proud of?
* Did you learn anything new?
4. Evaluation
The project will be marked either "passed" or "not passed"
5. Requirements
This project is mandatory and must be approved to obtain 15 study points. A student who has not actively participated in the project work and / or has not had the assignment (project) approved obtain 0 study points.
.
6. Deadlines og project plan
Thursday, September 3, 2015
7. Litteratur and links
www.w3schools.com/ www.lynda.com www.html.dk
Litteratur about portfolio theory on Fronter
8. Feedback
You will receive a written feedback from Ditlev (email@example.com) or Merete (firstname.lastname@example.org) on October 4, 2015 at the latest.
9. Formalia
Individual project, but use your class mates for sparing and feedback. | 1,451 | 677 | {
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Theme: Discover
Educational Resources: K-6 th
Activity: Lunchtime Conversations
Subject: Lunch
Prep Time: 10 min
Activity Time: Lunch period
Activity Description: Challenge students to discover new things about their lunch friends. Ask lunch monitors (staff, student council, other clubs) to circulate and encourage participation. Ask students to choose a question and have everyone at the table answer before they choose their next question to answer.
Print and place cards on lunch tables with conversational questions such as:
1. If you could only eat one meal every day for the rest of your life, what would you choose?
2. If you could invite 3 people to join you for lunch, who would you choose?
3. Describe a favorite family tradition.
4. What in your life is most important to you (friends, sports, religion, family, etc.)
5. Where is your favorite place that you have traveled to? Why?
6. Where is somewhere you would like to travel? Why?
7. What culture are you particularly interested in learning more about?
8. What is your favorite…book? movie? TV show? band? type of music?
9. What is your favorite memory at this school?
10.What is your favorite subject at this school? Why?
Group Discussion –
Have an adult explain the importance of getting to know each other better. Tell them that one way to do that is to ask questions and take the time to listen and learn about them. Ask them to think about what they learned about their friends. How can they learn more in the future? How can they be a better friend based on what they learned? Enhance this activity by revisiting it the next day. Ask the tables one new question. How did discussing the questions yesterday make your relationships stronger?
Individual Activity –
Encourage students to gather with a friend and invite someone new to join them and repeat the questions with the new person. They might feel more comfortable asking a few new students at a time, instead of just one.
Outcome Measurement:
Ask students to record a short video describing why it is good to get to know their friends better. They should post and tag your school and @GiveSevenDays
Sources: SevenDays Inc.®
Aligns with Kansas State Standard:
* Social Emotional Character Development Standards, Character Development Model Standards
o Character Development – Core Principles
o Social Development – Interpersonal Skills
o Personal Development – Self-Awareness
Let SevenDays® share your Kindness and Understanding. Email email@example.com or post on your social media and tag @GiveSevenDays. #GiveSevenDays #BeTheRipple
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BAL BHARATI PUBLIC SCHOOL, PITAMPURA, DELHI – 110034
E.E. Activities
Class-VII
2016-2017
GUIDELINES FOR ACTIVITY BASED ENVIRONMENT EDUCATION CONDUCTION & EVALUATION
The following guidelines must be kept in mind while doing all activities for Environment Education:-
1. All activities are to be done in the zero period on the mentioned dates between 7.30-8.20 am.
2. Evaluation will be done by the respective class teachers on a regular basis for each activity.
3. The class teacher will divide the class into groups of four students each roll no. wise and the groups will remain the same throughout the academic session.
4. Monitors can be appointed for each group separately who can be made responsible for ensuring that all the students bring the material on the required day.
5. All class teachers must remind the students about the activity well in advance to ensure that there are no defaulters.
6. Students must be encouraged to work as a team & use their creativity and imagination to the maximum possible extent.
7. Students may use Stencils/ Calligraphy pens/ Cartoons/ Decorative material/ Coloured sheets & pens.
8. If a chart/poster/ bulletin board/ pamphlet / brochure is to be made then there will be only one compiled entry from each group & no individual submission is allowed.
9. The 3- point grading scale proposed for Non- Scholastic areas is as follows:A1, A2, B1.
10. The grades will be entered by the class teachers & they must maintain a continuous record for the same throughout the academic session.
11. Evaluation Criteria :- Team work / Student's harmonious interaction with team , Innovation , Concept , Presentation , Initiative.
Class-VII
1. Conservation of electricity: -
27.7.16
Electricity is a scarce resource that is produced at thermal power station by burning coal, nuclear power stations and hydel power plants.
Prepare a brochure showing the various ways in which electricity is utilized and in the process wasted as well Suggest ways of creating awareness for conserving electricity to increase its availability.
2. Natural Disasters:-
24.8.16
Study the impact of natural disasters like cyclones / floods / earthquakes / Tsunamis on all living organisms and their surroundings. Prepare a collage on the effects of the following natural calamities on half a cartridge sheet:-
(a) Group 1- Earthquakes
(b) Group 2- Tsunami
(c) Group 3- Cyclones
3. Impact of waste accumulation:- 30.11.16
These days the accumulation of waste has made our life difficult on Earth. Make a pamphlet showing the accumulation of garbage in various areas , its effects and suggest corrective measures.
4.
Medicinal plants: -
24.1.17
Many plants have medicinal qualities and are used to treat different types of diseases. Example Drumstick, Periwinkle, Solanum, Aloe Vera, Amaltas, Tulsi, Neem etc. Collect information on 2 such medicinal plants give their scientific names, medicinal purposes & paste their photographs/pictures. A brochure will be submitted by each group and put up on the class bulletin board .
* * * * - - - - - -* * * * - - - - - -* * * * | 1,486 | 699 | {
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Nook Farm was a neighborhood in Hartford where the residents were a circle of close friends and literary types that loomed large in the literary, political and social worlds of the nation. It got its name from a "nook" in the Park River, which defined the property's southeast corner. Harriet Beecher Stowe made it her home in 1864 and remained there until she died in 1896.
Isabella Beecher Hooker, Stowe's younger halfsister, was interested in the status of women; she became a prominent advocate of women's suffrage in the United States. She organized the first convention in Connecticut to discuss women in government, and formed the Connecticut Woman Suffrage Association. In 1871, she organized the suffragist convention in Washington D.C. For seven years until its passage, she submitted to the Connecticut legislature a bill to guarantee women the same property rights as their husbands.
In 1853, Nook Farm began as a collaborative purchase between John Hooker (a lawyer, husband of Isabella Beecher, and descendant of Hartford founder Thomas Hooker) and his brother-in-law, Francis Gillette (a Senator, abolitionist, and temperance reformer). Following the purchase, the land was subdivided and sold in pieces.
The community attracted friends, relatives, business associates, and literary types, including Stowe, Hartford Courant editors Joseph Hawley and Charles Dudley Warner, and Samuel Clemens (Mark Twain). This idealistic, liberal circle was a tight one, and there were frequent impromptu social activities and intellectual discussions.
The everyday life of Nook Farm was lived less in the single-family sphere than in the social area where families met on common ground. The informality of the old farm was perpetuated and enlarged in this community of friends and relatives. The houses appeared to be irregularly spaced on one enormous estate. Winding among the trees were paths and shortcuts that the neighbors used without going to the street. Doors were unlocked, and residents of the farm walked in and out of each other's houses without knocking. William Dean Howells wrote that the Clemens' and Warners "live very near each other, in a sort of suburban grove, and their neighbors are the Stowes and the Hookers, and a great many delightful people. They go in and out of each other's houses without ringing, and nobody gets more than the first syllable of his first name -- they call their minister Joe Twitchell."
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)
Oh, the Thinks You Can Think
Dream Big: Read!
Our Summer Reading Program has taken off like a rocket! Our theme this year is
Dream Big: Read! -- a fun theme with many interpretations. Sometimes, you might want to read simply to escape into a dream world for a while. And, of course, your librarians will tell you that the ability to read gives you the ability to achieve your dreams, for learning to read enables you to read to learn. We are unabashed advocates of the notion that knowledge is power. Learning about something, learning how to do something can inspire and empower you to act, to do, to become! Read more
Posted by Lisa C. on June 1, 2012
Dream something big : the story of the Watts Towers
Long shot : never too small to dream big
Picture Book
Summer Reading
Oh, the Thinks You Can Think
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Oh No, George!
Some of us are cat people and some of us are dog people. I am a cat person. I am not a dog person. That's not to say I don't like dogs. I do. Really. Long ago, I even shared a home with a sweet beagle for a time. It's just that after that experience, I prefer to enjoy other people's dogs in their homes or parks or even at the library where we have some wonderful dogs come in and visit. But even though I am not a dog person, I still appreciate a good dog story, and recently have enjoyed some delightful stories about dogs. Read more view in catalog
Posted by Lisa C. on May 24, 2012
Oh no, George!
Dog
Picture Book
Pets
Oh, the Thinks You Can Think
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The Great Cake Mystery: Precious Ramotswe's Very First Case
Five words on the cover of a new children's book caught my attention, and I knew I had to read it. One was Mystery (I really like mysteries), one was Cake (I adore cake!), and the other three were Alexander McCall Smith - a favorite author of mine! McCall Smith explains in an afterword that he felt compelled to explore the childhood of Precious Ramotswe, the heroine of the No. Read more view in catalog
Posted by Ellen A. on May 12, 2012
The great cake mystery : Precious Ramotswe's very first case
Mystery
Oh, the Thinks You Can Think
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What Are You Reading Today?
Help us call attention to the importance of literacy as we celebrate Bloomington Reads! week, May 6-12. The second annual event, sponsored by the Foundation of Monroe County Community Schools, features a week of reading and literacy-related activities in our community to spotlight the importance of literacy. Read more Posted by Lisa C. on May 2, 2012
Read-aloud
Reading
Oh, the Thinks You Can Think
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SO B. IT
So B. It is a very special novel by Sarah Weeks. Heidi, a twelve year old girl lives in Reno, Nevada with her mentally disabled mother and a quirky neighbor. Homeschooled by her neighbor, Bernadette, Heidi lives a very unconventional life. Her mother has a vocabulary of only 23 words, Bernadette is afraid to leave her apartment, and Heidi's one friend, Zander, is overweight, loves junk food, and lives in a world of made up stories.
view in catalog
The mysteries of how Heidi and her mother arrived at the apartment, who pays for their apartment, and what her mother's strange word "soof" means, haunt the reader as well as Heidi. When Heidi finds a roll of film and has the photos developed they reveal her mother at a Christmas party held at Hilltop Home in Liberty, New York. Heidi simply cannot rest until she pieces together Mama's past. She decides she must travel there alone in order to discover who her mother is, and, in the journey she discovers a great deal about herself. This book is about identity, asking questions, and living both with and without the answers. A memorable and unusual story, So B. It would be great for ages 9 and up.
Posted by jlambert on April 25, 2012
*Selected as an ALA Best Book for Young Adults.
So B. It : a novel
Realistic
Oh, the Thinks You Can Think
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Look for Early Literacy Spots at the Library
There are so many everyday opportunities to talk with your young child about letters and numbers and other early literacy concepts -- things your child knows about reading and writing before they can actually read and write. You can point out letters on street signs and
store names, or note the numbers on speed limit signs and addresses on buildings. We are reinforcing this idea that developing a child's knowledge of letters, numbers, colors, shapes, sizes, etc. can happen in small ways every day, by creating "Early Literacy Spot" activities throughout the children's area of the Main Library. Read more Posted by Lisa C. on April 24, 2012
Children's
Oh, the Thinks You Can Think
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« first? previous ? 891011 12 13141516 ? next ?last » | 2,011 | 1,160 | {
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REVISION ASSIGNMENT
CLASS 7 NUTRITION IN ANIMALS
Very short answer type questions
Q1. What is nutrition?
Q2. Name three glands associated with the digestive system.
Q3. What does the inner lining of the stomach secrete?
Q4. Which teeth are used for chewing and grinding?
Q5. Which carbohydrate is not digested in humans?
Q6. Which part of the teeth is used for biting and cutting?
Q7. Which part of the teeth is used for piercing and tearing?
Q8. Where does complete digestion of food take place?
Q9. What does liver secrete?
Q10. Where is the bile produced? Which component of the food it helps in digestion?
Q11. What is expelled out of the body as faeces through the anus?
Short answer type questions
Q1. What does animal nutrition include?
Q2. What is digestion?
Q3. What is alimentary canal?
Q4. What all constitute human digestive system?
Q5. What is ingestion?
Q6. What is the role of pseudopodia in nutrition in amoeba?
Q7. Write two functions of tongue in humans.
Q8. What is the role of saliva in digestion?
Q9. Why do we taste food sweeter after chewing it for a longer time?
Q10. What is the role of HCl in the stomach?
Q12. Your stomach contains hydrochloric acid, but you don't experience any burning sensation. Why?
Q13. What is the role of villi in the intestine?
Q14. What is meant by rumen and caecum in ruminants?
Q15. How does amoeba ingest its food and where is it digested?
Q16. What is liver?
Q17. What is a gall bladder? What is its role?
Q18. What happens during assimilation of food in man?
Q19. Why do we get instant energy from glucose?
Q20. What are villi? What are their location and function?
Q21. Name the type of carbohydrate that can be digested by ruminants but not humans.
Give the reason also.
Q22. Why do we start hiccupping or get choking sensation while eating food?
Q23. What is meant by assimilation?
Q24. No digestion occurs in large intestine yet its role is important. Justify the statement.
Q25. How do you differentiate between absorption and assimilation?
Q26. What is egestion?
Q27. What are the products of digestion of carbohydrates, proteins and fats?
Q28. What are ruminants?
Q29. What is cud?
Q30. What helps amoeba to capture its food?
Q31. Write one similarity and one difference between the nutrition in amoeba and human beings.
Q32. Which part of the digestive canal is involved in:
1. absorption of food
2. chewing of food
3. killing of micro organisms
4. complete digestion of food
5. formation of faeces
Q33. What is stomach and how does it work?
Long answer type questions
Q1. Briefly describe the process of nutrition in amoeba
Q2. Write the functions of different types of teeth.
Q3. Briefly explain the process of digestion in ruminants
Q4. Draw a labeled diagram of human digestive system.
Q5. Mention the various steps involved in the process of nutrition | 1,291 | 708 | {
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Hazardous Materials: Containment Pallets
No. FP-2014-47 November 25, 2014
Learning Objective: The student will be able to explain the use of containment pallets as spill control and secondary containment alternatives.
Last week's Coffee Break Training explained the difference between spill control and secondary containment for liquid and solid hazardous materials. In some applications, containment pallets provide a suitable alternative to permanent construction.
Containment pallets are a portable alternative to spill control and secondary containment construction. Depending upon the design and manufacturer, they can be moved by some types of powered industrial trucks. (See Coffee Break Training FP-2006-39 for important safety warnings.) Depending upon the design and manufacturer, containment pallets may hold up to 10,000 pounds (4,536 kilograms) of solid or liquid materials.
Containment pallets may be constructed of low- or high-density polyethylene. Some include a drain plug to remove spilled liquids or accumulations of rainwater.
This yellow polyethylene containment pallet with the black plastic deck is used for the out door storage of a corrosive hazardous liquid.
When used as an alternative to spill control and secondary containment for outdoor storage, containment pallets must:
* Have a liquid-tight sump accessible for visual inspection.
* Have a sump designed to contain not less than 66 gallons (250 liters).
* Be protected by a canopy or other structure to prevent collection of rainwater within the sump.
* Have exposed surfaces that are compatible with the material stored.
Chemical compatibility is important to safe storage. Polyethylene is susceptible to attack by some chemicals that may cause stress cracking, swelling, oxidation or may permeate the polyethylene. These reactions may reduce the physical strength of the containment pallet or deck, causing it to collapse and spill the hazardous material away from the containment feature.
It is also important to remember that most secondary containment products are designed to hold leaked chemicals for only a short time. Secondary containment units should be inspected regularly and cleaned of spilled materials. You should check with the pallet manufacturer to determine whether the materials to be stored are compatible with the pallet. One manufacturer has a lengthy list of incompatible materials.
For more information, consider enrolling in the National Fire Academy course "Hazardous Materials Code Enforcement" (R0615). Information and applications can be obtained at http://apps.usfa.fema.gov/ nfacourses/catalog/details/10504.
at www.usfa.fema.gov/nfaonline http://www.usfa.fema.gov/training/coffee_break/ | 1,188 | 519 | {
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Web of difference
Fill the empty circles with numbers from 1 to 9. Along the straight and "radial" lines numbers cannot appear more than once. All sums of numbers connected by thick lines must be different.
Penta packing
Find two pentamino elements that cannot be placed together in given container without overlapping. Elements can be rotated and/or reflected.
Pentamino areas
Place in the grid complete pentamino set. Pieces can be rotated and/or reflected. Each piece must fully fit in its outlined area. Pieces cannot touch each other, not even diagonally. Grey cell belongs to pentamino.
It's a contest puzzle!
Answer key: describe the content of the main diagonal, mostly covered by the pentaminoes, going from left to right, replacing empty cells with symbols “-”.
Battlesnake
First draw in the grid a snake, 45 cells long, not touching itself. Its head and tail are marked by gray cells. Then place full "Battleship" fleet on it. Ships can not bend and touch each other. Ships of the same size can not follow each other along the snake. Every row and column of the grid must have at least one cell occupied by ship. Digits on top and left of the grid show the number of cells occupied by snake in corresponding rows and columns, and digits at bottom and right show the number of cells occupied by the ships.
Snake.BY
Draw in the grid a snake, 45 cells long, not touching itself. Each outlined region must contain exactly 3 cells occupied by the snake. The regions that contain the head and the tail of the snake are marked by grey color.
Pathfinding Snake
Draw in the grid a snake, 45 cells long, not touching itself. The head and the tail of the snake are in grey numbered cells. Going along the snake word "FORSMARTS" must be read.
It's a contest puzzle! Answer key: write down the numbers of lettered cells along the snake.
Figure sudoku
Fill in the grid so that each row, column and highlighted box contains the complete set of the letters, given in the top row. All occurrences of each shape outlined in black (rotated and/or mirrored) must contain the same set of letters (the sets can be same for the different shapes).
Word snail
Write all the given words into each grid, following the spiral (all words are used in each grid). Words must be separated by at least one empty cell. Letters cannot appear more than once in any row or column.
BOROVETS, BULGARIA, OCTOBER, WORLD, CHAMPIONSHIP
Hundred
Fill in the grid so that the total of all numbers in every row and column equals to 100. Numbers in cells must contain the digits which are already shown.
Kropki
Fill the table with digits from 1 to 7 (from 1 to 8), so that each digit appears in every row and column exactly once. If absolute difference between two digits in neighbouring cells equals 1 then they're separated by the white dot. If digit in the cell is a half of digit staying in the neighbouring cell then they're separated by the black dot. The dot staying between "1" and "2" can have any of these colours.
Manifold dividing
Divide the grid into some strips, 1-cell wide with length 2, 3 or 4 cells. No two strips can be the same, even if rotated. Some strips are already shown.
Giant WPC Star Battle
Place in the grid one-cell stars, so that each row, each column and each shape outlined in black contain exactly four stars. The stars cannot touch each other, not even diagonally. The stars cannot be placed in the black cells.
It's a contest puzzle! Answer key: write down the quantities of stars touching each of five shaded shapes, in increasing order. | 1,429 | 805 | {
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Secret of Weight Loss
What is the real secret of weight loss?
The funny thing is……there is no secret. At the end of the day, no matter how many ways you look at weight loss, it comes down to 2 things;
1. The amount and type of calories you input into your body in a day.
2. The amount of calories you burn in a day
The differences that all of have in how easy or difficult it is for us to lose weight boils down to how you and your body burn calories, our individual efficiency of burning, and how well we absorb or do not absorb them.
The amount of calories we should have in a day
In order to maintain weight, an average male should not be inputting more than 2500 calories per day. Females should not be ingesting more than 2000 calories per day.
If you are trying to lose weight at approx. 1lb per week you need to decrease your calories by 500 calories/day.
If you are trying to gain weight at approx. 1lb per week, you should increase your calories by 500 calories per day.
Without exercise or change in your daily activities, just a small amount of calories can result in weight gain or weight loss. The average American consumes 2700 calories per day. With this amount it is no wonder why Americans are one of the most obese nations in the world.
The amount of calories you should burn in a day
Depends on the person. Losing weight is a simple equation: if you burn more calories than you eat, the weight will come off. Start off by estimating how many calories you burn each day using the daily calorie needs calculator http://calorieneedscalculator.com This will give you an idea of how many calories to eat. Healthy weight loss is 1-2 pounds per week. To lose 1 pound per week you need to create a calorie deficit (burn more than you eat) of 500 calories per day. To lose 2 pounds a week, you have to double the deficit to 1000 calories per day. You can achieve this by eating less, exercising more or a combination of both.
How you burn calories/efficiency of burning
Your pancreas, liver, and endocrine system play a complex roll in the way you burn the calories that you consume. This is probably the most frustrating part of "dieting" or losing weight. All of us have different balances in our internal burning mechanisms of our bodies. Some things you have control over, or can be corrected, some are genetically set, and are very difficult to change. Estrogen dominance plays an important part of why when we get older, it is more difficult to lose weight. This is something that happens as both males and females age. But it is also affected by the efficiency or health of your liver. Your liver handles your fat metabolism which directly affects the sugar metabolism and the pancrease. Both of these 2 organs are influenced by the amount of estrogen in your body. This is why you should aways do a liver detox of the body before you ever begin your diet. If you do not, it is likely that all of these organs are not likely working to maximize the calorie burning in your body.
Your digestive system also determines what gets into your bloodstream. If you have imbalances in your gut, then you may be absorbing too much of certain nutrients (turning them into sugar), and not enough of others (decease in metabolic function). So you should also make sure you have balanced bacteria in your gut before you begin diet.
What Diet's Work?
All diets work if the input is less than the output. The key is what you do before and after your diet. Have a plan! | 1,350 | 763 | {
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Smokey Bear Quick Facts
- Dressed in a ranger's hat, belted blue jeans, and carrying a shovel, he has been the recognized wildfire prevention symbol since 1944.
- One spring day in 1950 in the Capitan Mountains of New Mexico, a little cub had been caught in the path of the fire. He had taken refuge in a tree that was now nothing but a charred, smoking snag. His climb had saved his life but left him badly burned on the paws and hind legs. The firefighters removed the little bear cub from the burned tree and a rancher, who had been helping the firefighters, agreed to take the cub home. The cub needed veterinary aid and was flown to Santa Fe where the burns were treated and bandaged.
- The firefighters who rescued the little bear cub call him Hot Foot Teddy but his name quickly was changed to Smokey Bear.
- The living symbol of Smokey Bear was an American black bear cub
- After he recovered from his burns the go-ahead was given to send the bear cub to Washington, D.C. Once there, he found a home at the National Zoo and became the living symbol of Smokey Bear.
- Smokey Bear became very popular. In 1952, Steve Nelson and Jack Rollins wrote the anthem that would cause a debate among Smokey enthusiasts for the next several decades. In order to maintain the correct rhythm, the writers added a "the" between "Smokey" and "Bear." As testament to the song's popularity, Smokey Bear became known as "Smokey The Bear" to many adoring fans, but in actuality his name never changed, and he is still known correctly as Smokey Bear, NOT Smokey "the" Bear. Just like it's not Easter "the" Bunny or Santa "the" Clause
- 1965, the volume of mail so high that Smokey Bear received his own Zip Code – 20252. The President of the US is the only other "person" to have a private zip code. The President's private zip code is unique, no other person or location uses that zip code and the zip code changes with each new President's administration.
- Smokey died in 1976 and was returned to Capitan, New Mexico, where he is buried in the State Historical Park
- "Only YOU Can Prevent Forest Fires" was first used as a slogan in 1947.
- Smokey's message of "Only You Can Prevent Forest Fires" was changed to "Only You Can Prevent Wildfires" in 2001. The term wildfire applies to any uncontrolled, unplanned, unwanted outdoor fire (such as grass fires, range fires, brush fires). The change in tagline was in response to an outbreak of fires in natural areas other than forests, and in an effort to make Smokey's message of forest conservation more contemporary.
- The first Smokey Bear costume was fabricated in 1951. Virginia and Wisconsin have a running debate over who had the first. Wisconsin did have a costume …but it was made from an actual bear hide. Virginia's was designed by the State Forester and professionally created by a tailor.
- Legislation was passed in 1952, PL 82-359, to take Smokey out of public domain and place him under the control of the Secretary of Agriculture. An amendment to that Act, PL 93- 318, passed in 1974, enabled commercial licensing and directed that fees and royalties be used to promote forest fire prevention. Hundreds of items have been licensed under this authority over the years.
- In 1984, Smokey was honored with his own postage stamp.
- Bambi was actually the first face of the forest fire prevention message in 1942, Walt Disney agreed to use Bambi for 1 year..
- Smokey's message has always been about personal responsibility – remember his ABC's: Always Be Careful with fire. If you start a fire, put it out when you are done. "Remember, Only YOU Can Prevent Wildfires!"
- Smokey is administered by three entities: the United States Forest Service, the National Association of State Foresters, and the Ad Council. Smokey Bear's name and image are protected by U.S. federal law, the Smokey Bear Act of 1952 (16 U.S.C. 580 (p-2); 18 U.S.C. 711).
- Smokey does not wear boots…. He has Bear Feet! | 1,674 | 936 | {
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Some Small Thoughts on Disagreement, Conflict, and Group Dynamics
What follows are some beginning thoughts on disagreement, conflict, and small group dynamics. We've been feeling like this is an important topic worthy of more discussion and thought.
* A conflict is more than just a disagreement. It is a situation in which one or both parties perceive a threat (whether or not the threat is real).
* Typically, conflicts don't go away by themselves. Left unresolved, they often grow.
* We respond to conflicts based on our perceptions of the situation. Our perceptions are influenced by our life experiences, culture, values, and beliefs. Different people will look at the same facts and come to different conclusions – see different things. It is these perceptions which guide our responses.
* Conflicts trigger strong emotions. Strong emotions can be overwhelming. Be prepared and expect to feel strong emotions from time to time when dealing with conflict.
Most of all
* Conflicts create opportunities. The process of resolving inter-group conflict can
- Create relationships where before there were none (when those in conflict did not have a prior relationship)
- Strengthen relationships (when those in conflict already had a relationship)
- Build trust
- Teach you new things about the cultural and life experiences you, your group members, and others involved in the conflict are bringing to the world. This new knowledge allows you to more effectively work in the future with those who are different from you.
- Can draw new people to become involved
- Can create opportunities for discussion
- Can allow you to explore your empathy for others
Tips for Handling Conflict
* Give everyone a chance to be heard.
* Listen.
* Interrupt personal attacks. When problems occur, encourage an open and respectful discussion among the members. Guide the discussion towards issues, ideas, and desired outcomes. Interrupt statements attacking or demeaning a person.
* Slow communication down. Controversy can put people into high gear at exactly the time they need to slow down. Take time to carefully consider your communications. Is a potential communication moving you towards your goal or moving you away from it? What is your intent with each communication? And, what might be the impact of the communication? Are there other ways to communicate your ideas which might better meet your goals and intentions?
* Remain open. Be open to new ways of understanding what's going on, new ways of thinking about others' intentions and goals, new ways of communicating and working through conflict,... The more open you can remain during the process the more likely you are to find mutually agreeable solutions. (Note Remaining open is not the same as compromising on the values and goals you can't afford to compromise on.)
* Think well of others. Approach others as if they, like you, are doing their best in a rough situation and want to arrive at a positive solution.
* Mediation. If these approaches are not working, another course of action is mediation with the help of a neutral outside party. A neutral person assisting in the conversation can change dynamics and allow both sides to feel listened to. Often this can help you reach a mutually agreeable resolution. Contact EPNO for information on mediation resources.
A Word on Prejudice
Guaranteed you and your NA Board will experience prejudice during your work. This prejudice may be directed at you personally, others present, or others not present. Whether it's directed at someone present or absent, it's harmful.
Prejudiced statements and actions often catch us unawares. The more thought you and your board have put into how you will handle harmful, prejudiced statements should they come up the more prepared you'll be. And, the more prepared you are the more success you will have in creating and maintaining an inclusive and inviting environment whether that be within your board, your committee, or your general Neighborhood Association Meetings.
Note - The above thoughts have been focused on the dynamics, disagreements, and conflicts that come up in small groups, e.g., boards, committees, and working groups. Larger groups, such as Neighborhood Association general meetings, can have different dynamics. Some of the above will apply but there are also differences.
If you want help don't hesitate to contact EPNO staff. We're happy to help you plan for a meeting if you suspect there will be a lot of disagreement and potential conflict. We're happy to help you in handling active disagreements or conflicts in your Neighborhood Association board, committee, working group, general meeting, and more. | 1,772 | 898 | {
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Characteristics of Sycamore
Native or not?
General view is that it is a naturalised species introduced possibly by the Romans but probably in the Middle Ages initially to Scotland. Maple pollen, however, does not preserve well in peat and sediments and where it does survive is hard to identify. The pollen of Sycamore is identical to its native relative the Field Maple making it impossible to ascertain whether one or both species are in fact native to Britain.
Soil
Prefers moist and rich but will grow on everything from "poor and wet" through to "moderately dry and carbonate". Can tolerate aluminium and other toxins and high levels of acidity although nutrient uptake diminishes. This may make it a candidate for improvement of degraded sites. Sycamore is a shade bearer when young whereas most native species are light demanding. It is probably in effect a gap species.
Climate
Wide tolerances and can survive in areas of considerable exposure. Is found up to 460m (Lake District and Pennines), in the North of Scotland (Castle of Mey) and near the sea.
Biodiversity
Birds and insects
Whilst Sycamore supports a relatively small number of insect species it can support a large number of insects per tree. A study at Hamsterley of the foraging habits of 6 species of arboreal passerine birds showed a marked preference for Sycamore by all species. This was thought to be because of the vast numbers of aphids supported by the tree. A study in Oxfordshire described Sycamore as being more important in providing a food source for birds than Beech, Ash or Hazel. Only Oak was more important as a food source with a combination of aphids and caterpillars. Sycamore aphids support the very rare ant Lasius fuliginosus Latreille. The importance of aphids may be more important in the food chain as the numbers peak in late summer when populations of invertebrates have largely disappeared.
Lichen
Sycamore supports a relatively large number of Lichen species including some very rare types. This is because the bark has a high Ph often likened to Elm.
Predation
Grey squirrels can be a problem with Sycamore. Squirrels strip away the bark of trees to eat the phloem tissue underneath. Most damage is concentrated on trees between 10 and 40 years old as the bark on the stems of older trees becomes too thick to strip.
Tel: 01434 633 049 email: email@example.com www.treesplease.co.uk | 997 | 536 | {
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What's up in Astronomy By Eric Erickson
Offered Title: The Moon by any Other Name
What's up with all the names for our Moon? Hunters, harvest, blue…and on and on. And what do they mean? Names for our Moon come from meaningful descriptions so let's dive into its names and meanings.
Let's start with Moon.
Moon is an English word derived from the Germanic mǣnōn and had its English start around 725 as monā, then mone, then moone, and finally Moon. Luna is the Latin and Selene is the Greek word for our Moon. OK, got it? Not so fast, apparently the Romans used the names Diana and Cynthia to describe the Moon as well. This is getting kind of complicated!
Many of the Moon's names derive from native American names – a full Moon, based on the season and/or month.
From the Farmers' Almanac. The common name is first, then other names used in parentheses.
Wolf Moon (old, snow) – January: Mid-winter wolf packs howled outside encampments
Snow Moon (hunger) – February: The heaviest snowfall of winter
Worm Moon (crow, crust, sap) – March: Earthworms emerging and the return of Robins
Pink Moon (Sprouting Grass, Egg, Fish Moon) – April: Emergence of the herb moss pink, wild grasses, birds nesting, and spawning shad.
Flower Moon (corn planting) – May: Flowers blooming, time for planting
Strawberry Moon (rose) – June: Time to gather strawberries
Buck Moon (thunder, hay) – July: Bucks are growing new antlers
Sturgeon Moon (red, green corn, grain) –August: Named after this big prehistoric looking creature, fished in August, maybe for caviar?
Harvest Moon (corn) – September: Native Americans named it corn Moon for the corn harvest. The harvest Moon is the full Moon occurring closest to autumnal equinox, usually in September but sometimes in October. FYI – the October 2017 full Moon is a Harvest Moon.
Hunter's Moon (Harvest, Blood, Sanguine) – October: Time to hunt fattened deer. Sanguine is a term referring to blood, whether it be relation, or bloodthirsty. This Moon is not the Blood Moon term used for a total lunar eclipse.
Beaver Moon (frosty) – November: Time to set beaver traps before swamps freeze over.
Cold Moon (long nights) – December: Cold, long nights of winter
Blue Moon: This is the name traditionally given to an "extra" full Moon occurring, resulting in 13 during the 12-month year, happening once every 2-3 years. The Maine Farmers' Almanac defined Blue Moon in the late 19 th century as the third full Moon occurring in a quarter that had four full Moons. Normally a quarter has three full Moons. Another definition, a little simpler but out of step with the Almanac, it a second full Moon in any given month. When's the next one? Depends. Using the Almanac, it is on 05/18/2019. Using the simpler definition, it will be on 01/31/2018. Either way, it means an occurrence happening infrequently.
What's in the Sky?
Catch Saturn close to the waxing crescent Moon on September 26 th at dusk, in the south-southeast. | 1,426 | 761 | {
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A new look at urea
Alina Taute KK Animal Nutrition
Urea is not necessary in the diet of ruminant animals, but, because of the ruminant's unique ability to utilise the nitrogen from urea to form high quality microbial protein, urea can be fed as a replacement for part of the protein in a ration.
Introduction
Urea is a simple compound that contains 46 percent nitrogen. It is found in many plants and is a normal end product of protein metabolism in mammals. A part of the urea produced in the animal body is returned to the digestive tract in the saliva. The remainder of the urea is passed off in the urine as waste.
How is urea used by animals?
Urea, a non protein nitrogen compound, is used by the bacteria in the rumen of cattle and sheep. During the normal fermentation process, urea is broken down to ammonia. Micro-organisms in the rumen combine the ammonia with products of carbohydrate metabolism to form amino acids and hence, proteins. The proteins that are formed from NPN compounds are similar in amino acid content to the proteins available to the animal when the principle source of dietary nitrogen is intact protein.
The bacteria and protozoa, and the protein they contain, are digested by the ruminant animal further down the digestive tract. In this manner the ruminant animal can make use of certain NPN compounds even though it does not possess enzymes of its own for their breakdown.
Protein supplementation in the dry season
Fertility of a cow is directly linked to the condition of the cow. It is well known that animals grazing low quality (protein content lower than 6 %) dry roughage during the dry season lose weight. To minimize the weight loss and to ensure that cows are in a as good as possible condition at the end of the dry season, dry grazing must be supplemented with a protein lick Although animals grazing low quality roughage have a relatively high maintenance requirement in terms of energy (because of the cold and windy conditions as well as the activity to move around to graze), energy is not the main nutrient supplemented during the dry season, but rather protein. This is because although energy is the primary factor limiting animal performance on dry grazing, protein intake is the primary factor that influences energy intake and utilization.
Sources of Protein
There are many different raw materials that can be used to supplement protein to animals. The most commonly used sources are the different oilcakes and then of course urea. When urea is used there are a few factors that can influence the efficient utilization thereof.
Sources of readily available energy – The most important factor that can influence the amount of urea that can be used by a ruminant is the digestible energy or total digestible nutrient (TDN) content of the ration. Rations that are high in digestible energy such as rations with a high grain content, result in good utilization of urea, where as rations that are low in digestible energy such as high roughage diets, result in a lowered utilization of urea. The addition of grains or molasses products to a lick, will therefore increase the utilization of urea when urea containing licks are given to animals grazing low quality roughage.
Frequency of feeding - A daily intake of urea will allow for a constant or continuous intake of urea and will improve the utilization of urea over abrupt or periodic intakes.
Levels of urea – Low levels of urea are utilized more efficiently and with less problems than high levels.
Adequate supply of phosphorus, sulphur and trace minerals – When natural proteins are substituted by urea, the quality and quantity of minerals available to ruminal bacteria and cattle changes sharply. Although minerals are only needed in small quantities, these elements are necessary building blocks for microbial protein synthesis. It is therefore important to add additional trace minerals to a lick.
With all of the above taken into account, the following licks can be mixed on the farm. The licks contain a safe amount of urea with all the necessary energy, minerals and trace minerals (contained in Kimtrafos 12 Grande) for the optimal utilization of urea to supply your animals with the protein they need to utilize the grass. By doing so weight loss is minimized hence animals will be in a good condition at the end of the dry season.
Table 1 Winter maintenance licks containing urea
| Raw materials | Without oilcake Early dry season | With oilcake Early dry season |
|---|---|---|
| Maize meal Oilcake Feed Grade Urea Kimtrafos 12 Grande Kalori 3000 or Molassesmeal Feed Grade Sulphur Salt | 250 - 150 150 50/80 7 350 | 250 150 100 100 50/80 5 350 |
| Total | 957 | 1005 |
| Intake (g/cattle/day) | 350 - 500 | 350 - 500 |
| Intake (g/sheep/day) | - | 80 - 120 | | 2,021 | 1,056 | {
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Writing Headlines
Headlines are an extremely important part of writing. They help create a design for the section, and entice readers to read the story.
Main Headlines and Subheads
The main story on each spread should have both a main headline and a subhead. The main headline doesn't have to contain a verb, especially if it features a clever twist.
The subhead should contain a verb and should be similar to a one-sentence story summary, but should not end with a period. It should not repeat words or ideas from the main headline because the goal is to convey two distinctive viewpoints.
Writing Headlines
The main headline is usually two to three times larger in size than the subhead. Use words and ideas that connect the reader to the idea of the story. If the page features a story on marching band, the headline might be: "The Music Men," "Marching Orders" or "Putting the Best Foot Forward."
In addition to this larger headline, a subhead could summarize the essence of the story as in the following example:
Putting the Best Foot Forward
Band takes top honors in state competition
Note that the main headline teases and the subhead highlights the story's main theme. Neither headline repeats words or roots of words. Both provide entry points that invite readers to explore the story.
One way to create a main headline is to find a verbal-visual link between the dominant photo and the story. A story on the band might have a dominant photo of the horn section, and the main headline could be: "Tooting Their Own Horns," "Brass Acts" or "Horning In"
The subhead would follow up with: "Awards come easily for seasoned marching band"
Avoid words that are obvious, as in the following examples: "Swimmers make a splash" or "Wrestlers hit the mats"
Brass Acts
Awards come easily for seasoned marching band
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Praesent
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bibendum libero, nec
tempor arcu magna nec metus. Suspendisse egestas nulla eu nisl mattis sed consequat dolor gravida. Vivamus gravida felis vitae dolor aliquam eget auctor mauris euismod. Proin vel elit lorem. Duis tristique, elit in posuere iaculis, odio nibh porta diam, non ullamcorper quam sem vel justo. Vivamus auctor, turpis quis iaculis venenatis, metus turpis semper nunc, et dignissim tortor augue vel tortor. Mauris id eros quis risus placerat tristique. In sodales vehicula urna accumsan faucibus.
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Protocols and suggestions for how to approach 26 th January respectfully
Among other roles, Reconciliation Victoria provides advice to local government and community members around how to approach 26 th January respectfully.
We encourage local councils and organisations commemorating the day to recognise the honoured place of Aboriginal and Torres Strait Islanders in our nation's history, to be sensitive to the feelings of Aboriginal people who may see the day as one of mourning, and to see the day as an opportunity to promote understanding, respect and reconciliation.
There are some simple ways to mark 26 th January respectfully, and acknowledge members of the local Aboriginal and Torres Strait Islander community:
* Talk and consult with your local Traditional Owners and Aboriginal and Torres Strait Islander community members to inform yourself of their views on the date and to help you develop a respectful approach;
* Invite Elders to play a special role in any Australia Day events you are organising, including conducting a 'Welcome to Country', but understand and respect their feelings if they do not wish to take part, and be prepared to respectfully hear their story of what this day represents for them;
* Suggest guest speakers acknowledge that, while Aboriginal and Torres Strait Islander People have great pride in their heritage, Australia Day reminds them of past loss, and these feelings are also a legitimate part of our national day;
* Acknowledge local Aboriginal communities and the honoured place of the First Nations in event programs and/or fliers;
* Incorporate into your event a special ceremony which acknowledges past injustices in our nation's history;
* One way of recognising the hurt and suffering that Jan 26 causes for Aboriginal people is to fly the Aboriginal and Torres Strait Island flags at half-mast;
* Consider holding a moment of silence at the start of formal celebrations to acknowledge the past injustices in our nation's history;
* Consider holding celebratory events on an alternative date.
Other resources and ideas around 26 th January:
* Attend one of the 'Survival Day' or 'Invasion Day' events, such as the 'Share the Spirit' or 'Belgrave Survival Day' Festivals (see our website www.reconciliationvic.org.au for details);
* Check out Maggolee (www.maggolee.org.au) which provides resources for and about local government reconciliation efforts;
* Be Curious and educate yourself - Reading more about the history of Australia during colonial times, such as during the frontier wars, or about the experience of Aboriginal people can enhance our understanding. It is easy to connect with the history of the place in which you live and the connection to traditional lands that continues today. The information is there, and in most cases, it's a mere click away;
* Share your new knowledge and have a respectful conversation with family, friends, colleagues and neighbours about what you've learned and the different perspectives. | 1,225 | 569 | {
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How we teach children to read
The ability to read and write well is a vital skill for all children, paving the way for an enjoyable and successful school experience. Phonics helps children to develop good reading and spelling skills.
"Synthetic phonics offers the vast majority of young children the best and most direct route to becoming skilled readers and writers"
Sir Jim Rose, Rose Review of Reading 2006
At Carlisle, we use 'Read Write Inc' to teach phonics. In the Foundation Stage and in Key Stage 1 phonics is taught every day Monday - Thursday. Regular assessment in RWI ensures that the children's progress is closely monitored and they move onto the next stage of books quickly. Strategies are also put in place for children that may need some additional support.
Read Write Inc is divided into 12 graduated stages, with each phase building on the skills and knowledge of previous learning. Children have time to practise and rapidly expand their ability to read and spell words. They are also taught to read and spell 'tricky words' (red words), which are words with unusual spellings.
Through the progressive stages, children are taught:
*The full range of common letter/ sound correspondences.
*To hear separate sounds within words.
*To blend sounds together.
* To read regular words without sound blending (Fred in your head).
Once the phonic knowledge is secure and the children are reading at a fluent pace they move onto our Literacy and Language programme.
Phonics is important for children to become effective readers, but it is not the only strategy used. The children are taught phonics as part of a language rich curriculum, so that they develop their wider reading skills at the same time.
As children start to take reading books home, they follow a progressive colour band scheme to develop their growing reading skills. As children progress through school and their phonetic awareness develops, reading books from the Oxford Reading Tree scheme are introduced. This scheme is then followed, alongside books from schemes such as Collins Big Cat, Usborne Young Readers and Project X.
Children will bring home a combination of fiction and non-fiction books, and we encourage parents to read with their children as often as possible. Each child has a reading diary and this is a record of what they are reading, and who they read to. Parents are expected to fill in this diary when they hear their child read, and comment on their progress.
Furthermore, as children move on throughout Year 2 they begin to take part in daily guided reading sessions, which involve reading to their class teacher in a small ability set group. The sessions include texts by a variety of authors and genres to continue to widen their experiences of literature. Guided reading tasks develop independent learning of key reading skills (e.g. comprehension and prediction), while the rest of the class work on specific activities to embed phonics and reading.
At Carlisle, we want all children to love reading and the children have many opportunities to share books and listen to stories throughout the day. Each class has a book area which has been designed to be as exciting and welcoming as possible. We also have lots of focused reading events including creative book weeks, inviting storytellers into school, teacher story swaps and 'bedtime reading' events to enrich the children's love of reading and literature. | 1,315 | 665 | {
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SI Prefixes
| | Factor | | Name | | Symbol | | Factor | | Name | Symbol |
|---|---|---|---|---|---|---|---|---|---|---|
| 101 | | deca | | da | | 10-1 | | deci | | |
| 102 | | hecto | | h | | 10-2 | | centi | | |
| 103 | | kilo | | k | | 10-3 | | milli | | |
| 106 | | mega | | M | | 10-6 | | micro | | |
| 109 | | giga | | G | | 10-9 | | nano | | |
| 1012 | | tera | | T | | 10-12 | | pico | | |
| 1015 | | peta | | P | | 10-15 | | femto | | |
| 1018 | | exa | | E | | 10-18 | | atto | | |
| 1021 | | zetta | | Z | | 10-21 | | zepto | | |
| 1024 | | yotta | | Y | | 10-24 | | yocto | | |
Recommended Values of Physics Constants and Conversion Factors
| | Quantity | | Symbol | Value |
|---|---|---|---|---|
| speed of light in a vacuum | | either c or C 0 | | |
| magnetic constant | | µ 0 | | |
| electric constant | | ε o | | |
| elementary charge | | e | | |
| Newtonian gravitational constant | | G | | |
| unified atomic mass unit | | u | | |
| rest mass of electron | | m e | | |
| rest mass of proton | | m p m /m p e | | |
| rest mass of neutron | | m n | | |
| energy equivalence of rest mass of electron | | m c2 e | | |
| energy equivalence of rest mass of proton | | m c2 p | | |
| Planck constant h/2π | h |
|---|---|
| Rydberg constant | R |
| fine structure inverse | -1 |
| Bohr radius | a 0 |
| classical electron radius | r e |
| Avogadro constant | Either N A or L |
| Molar gas constant | R |
| Boltzmann constant | k |
| Stefan-Boltzmann constant | σ |
| Bohr magnetron | μ B |
| Nuclear magnetron | μ N |
| magnetic flux | 0 |
*Units in brackets () contain the standard uncertainty of the value | 1,270 | 710 | {
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Clinical Teaching Specialist; Lecturer in Literacy Education, University of Canberra
Five reasons why you should read aloud to your kids – and pick their favourite book
As parents know all too well, children love to re-read their favourite books over and over again. While this may feel painfully repetitive to adults, there is something in the text that is bringing children back time after time.
Research shows that repeated reading of favourite books can boost vocabulary by up to 40%. But this is only truly beneficial when the text is read aloud.
Children benefit greatly from re-reading as they learn the rhyming or predictable pattern of the text – rather than spending that time trying to understand what the book's about.
Research shows that when preschool children are frequently read to, their brain areas supporting comprehension and mental imagery are highly engaged. Studies show that this helps with the development of reading skills, such as word recognition, when they start to learn to read.
And it's never too early to start reading aloud to your children. Australian author and literacy studies professor Mem Fox says reading to children from birth can help develop a love for and understanding of books.
By assisting our children to develop these skills, we're ensuring that they know that text conveys a message, and to read on for more information when they get stuck on a word.
Need more convincing? Here are five ways that reading aloud can benefit your child:
Fluency when reading is essential in order to build strong and confident readers. But it can frequently be misinterpreted as relating only to reading speed alone.
1. Improves fluency
Researcher Timothy Rasinski highlights the "bridge" that fluency plays in between word recognition and understanding what the book is about. He highlights the way that reading fluently at a natural reading speed helps to ensure that comprehension is maintained when reading.
When you share a book with your child, they get to see good reading modelled for them. They establish a sense of the speed and prosody that is essential to fluent reading. This then aids in their comprehension of the story.
To help your child hear themselves as a fluent reader, choose a favourite book, and take it in turns reading a sentence, such as in the style of echo reading, where you might read a sentence or a page first then your child repeats the same part.
2. Expands vocabulary knowledge
Hearing themselves as confident and fluent readers allows children to break out of the struggling reader mindset where every book is a challenge.
Research shows that possessing a broad vocabulary is essential to making sure that children have access to a range of different words with different meanings.
While vocabulary lessons are taught in schools, parents can also assist in helping their children learn new words at home by reading favourite books aloud.
It makes sense that the more words that children know when reading independently, the more they'll enjoy what they're reading.
Before reading a book for the first time, flick through the pages with your child. Look for any interesting words that your child might not have seen before. Talk about what these words mean and where they may have seen them before.
Successful reading is all about making sense of what we're reading.
3. Helps comprehension
As adults, if we don't quite understand something that we've just read, the first thing that we tend to do is to go back and reread.
This is a vital skill that we need to encourage in our children to help them become self sufficient readers.
Reading aloud provides the means by which to clearly take about what is happening in the book and to practice this rereading skill.
The conversations about what the book is about can take place before reading with your child in order to predict what might happen. Discussions during and after reading are also usual in clarifying what your children have just read.
Fathers and other significant males in a child's life play a vital role in encouraging their children to be active readers at home.
4. Involves family members
While mothers do tend to spend more time with their children and often take on reading as a part of this experience, research demonstrates clear benefits when dads, uncles, grandfathers and male friends read with children.
This might be through using different funny voices and even the content that is read together.
Dads are often seen as the untapped resource when it comes to reading with their children and they frequently provide a different range of experiences, especially when reading aloud.
5. Brings the fun back into reading
Sharing this experience with your child is a valuable way to get them on the path to loving books as well.
As any avid reader knows there are few things better in life than curling up with a favourite book and not wanting to put it down.
Consider taking home a new book from the bookstore or library and selling this to your child. Try talking about the pictures, look at interesting words and predict what might happen before reading together.
If you're looking for some inspiration on what to read to your child, then try the Children's Book Council of Australia Awards shortlist, or the Dymock's Top 51 Kids list which is voted for by kids for kids.
When you are reading the book aloud for the first time, use different voices for each character. | 1,918 | 1,053 | {
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Red Dirt and Water The story of Ronald D. Davis
Early in his life, Ron Davis was diagnosed as a 'Kanners baby'. Today he would have been called autistic. As a result, his childhood was filled with violence and intolerance. Fortunately, Ron was oblivious to most of what happened to him until the age of nine, when a spotty form of memory began.
He described these early years as being in the 'void of autism'- a place of being 'everything' and 'nothing' at the same time; as being the feeling of pure, unconditional love.
Somewhere in the void of autism, Ron discovered the red dirt in his back yard. He realized that by mixing it with water, he could make a thick goo, out of which he could make anything he wanted.
Ron wasn't allowed a pocketknife or a wristwatch like his brothers were, but he made his own out of red dirt and water. His brothers' watches were made from metal and leather – Ron's were made from red clay and string.
Unknowingly to Ron at the time, around the age of twelve as his real memory began, the red dirt 'clay pit' at the bottom of his garden transformed from a play area into a learning zone.
At school Ron was ridiculed and made to sit in a corner with a handkerchief over his head and at home he was beaten severely by his father and older brother. Although his mother was his angel she could not save him from this.
Ron would retreat to his clay pit, a place where he could find solace, free from pain. There, he began to make clay models of his father and brother after they had beaten him and he would smash the model of the perpetrator, grinding it back into the ground.
In retrospect, Ron sees now that he was actually acting out an important life concept – 'change'. His models became scenarios, and without realizing it at the time, he then began to model the concept of 'consequence.' His clay scenarios also started to show the passage of 'time' and 'sequence' of events.
It was also around this time that the daily beatings came to an end. Ron realized through his clay modelling, that he had discovered the cause of the beatings, so he learned to remove himself from any place or situation where they had the potential to happen.
Ron also began to emerge from the void of autism and was able to start to distinguish himself as being, separate from others. With his world newly separated into individual parts, it became filled with chaos. He was bombarded with stimuli - what used to be just 'one' or 'everything' became thousands of separate parts - and it was overwhelming.
The clay helped him navigate his way through this chaos. As he created more clay models, it became clear to him that everything that exists has three elements: it exists in a place, it has a position in space, and it has condition (which is where it is on its time continuum). He found that if he could put something in its correct place and position for its condition, then he could create 'order' – another fundamental life concept. Order is the natural enemy of chaos, and when Ron gained the ability to think with the concept of 'order', the chaos disappeared from his universe.
Ron continued to create ideas and concepts out of clay to help him make sense of the world. By the time Ron was 27 years, his IQ had risen from what had been termed "uneducatably mentally retarded" at the age of twelve, to being 169. A genius had emerged.
Ron believes that the potential for genius in some form exists in all of us. If only we have a foundation on which to build our thinking. This is why he created the Davis Autism Approach – to nurture the seeds of genius, and to provide a pathway for those people like himself to be able to participate more fully in life. | 1,305 | 808 | {
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Essay about changing Scotland
By Sarah Watson
If I ruled the world…oh, okay then Scotland, I would change homelessness and people who are living in poverty and try to help people who are living on benefits. People who are living on the streets are cold, wet, hungry and sore because of how they sleep and where they sleep. They sleep on a cold hard ground begging for money for food. Some people have lost limbs, they've lost a leg, lost family in the past and some beggars on the streets beg with dogs but does anyone pay attention to them? No. They just walk past, they don't care. I would encourage more charities like the Salvation Army to address how many people live in the streets, and ask if they could come and help and take them in, give them warmth and food and somewhere soft to sleep, also give them a nice hot shower as well because if they've been on the streets for about 2 weeks, they will be unhygienic, they might not be able to walk from how they've been sitting and how long they've been sitting for, also if they don't have a leg and they don't have crutches they won't be able to go anywhere so they're stuck there.
For people on benefits they only have a specific amount of money to spend on bills, food, gas, electricity. If these people have a pet or two they need to buy them food as well and by the end of it, people have very little money left if they're lucky, but if the family smoke in the household then there will be no money left for spare food or money for the next couple of days.
People who are on benefits and work, whatever they get in wages and if they haven't paid rent then their wages to towards the rent. I find this very unfair because if they work 8 hours and get paid £7.50 every hour, they will have £60 for food but if they owe that money for rent they won't have any money for food. I say that they should take half of their wages for rent and let people save money for food. It's more important to have food and water rather than shelter because people need to survive on food and water not shelter. And if you are in a lot of debt to the council and they expect every little bit of money paid in full amounts of cash or try and keep payments up by monthly payment but if this doesn't continue then they will be removed from the house and on the streets.
Some people think that it's good for people on the streets and it's good because people say that they belong there, people just walk past and ignore them. Some people should pay attention because you never know that this could be me or you one day.
Being homeless and living on the streets is unhealthy, unhygienic and unfair. Some people walk past and laugh and mutter under their breath "they're so trampy, they belong there". The homeless shouldn't be ignored. I say that they should be helped and more homeless shelters should be built, but the council says that they don't have the money. It's unfair because they might have had children and the mother had to move on because she had to do what was right for the kids. All she wants is for her kids is to be safe and grow up having a good life. The dad however was unable to pay rent and he was the one who ended up on the streets, rolling away every day from starvation.
If I won this competition, the people who I would take who I know that are well mannered, good at making eye contact, good communication skills and good at listening. Also people who I have known for a while and people who have good confidence. | 1,059 | 761 | {
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Rhabdomyosarcoma
Rhabdomyosarcoma is a type of a sarcoma, which means a cancer of the bone, soft tissues, or connective tissue. This cancer can occur anywhere in the body but is most often found in the head and neck region, followed by the organs associated with reproduction and urination, and the arms or legs.
More than 90 percent of rhabdomyosarcomas are diagnosed in people under 25 years old; about 60 percent of these cases are diagnosed in children under the age of 10. In the United States, rhabdomyosarcoma strikes approximately five in every one million children each year.
The cause of rhabdomyosarcoma is unknown. Some children with certain birth defects are at increased risk, and some families have a gene mutation that elevates risk. However, the vast majority of children with rhabdomyosarcoma do not have any known risk factors.
Rhabdomyosarcoma Symptoms Depend on Where the Tumor Develops:
The otolaryngologist—head and neck surgeon is the medical specialist that will identify the symptoms of this cancer in the head and neck region. Specifically, when rhabdomyosarcoma affects the eye or eyelid, the result can be a bulging eye, a swollen eyelid or paralysis of the eye muscles. In the sinuses, rhabdomyosarcoma can cause a stuffy nose, and sometimes a nasal discharge that contains pus or blood. In other locations in the head and neck, the most common symptom of a rhabdomyosarcoma near the surface is a painless lump or swelling that gradually gets larger.
When rhabdomyosarcomas develops in the urogenital tract, the consequence can be tumors causing difficulty in urination, blood in the urine, constipation, a lump or mass inside the vagina, vaginal discharge that contains blood and mucus, or a painless enlargement of one side of the scrotum. Rhabdomyosarcoma appears as a lump or swelling, with or without pain, tenderness and redness. In physically active children, the swelling is sometimes mistaken for an injury related to sports or childhood play.
Call your doctor promptly if your child develops any of these symptoms.
What to Expect When you See the Doctor:
After reviewing your child's symptoms, your doctor will examine your child. Depending on the results of this exam, your doctor may order a regular X-ray as the first test. Computed tomography (CT) scans and magnetic resonance imaging (MRI) might also be needed. If a tumor is found on any of these tests, a small piece of tissue is removed and examined in a laboratory (biopsy).
If the lab tests show signs of a cancerous tumor, your doctor will refer you to a medical center that has the facilities, personnel, and experience to treat childhood cancer. There your child will have more tests to check whether the cancer has spread to the lungs, bones, or elsewhere.
Diagnosis
Once childhood rhabdomyosarcoma is found, more tests will be done to find out if the cancer cells have spread to other parts of the body. This is called staging. Your doctor needs to know how far the cancer has spread to plan treatment.
Treatments:
A rhabdomyosarcoma will continue to grow until it is treated. Without proper treatment, this cancer eventually may spread to the lungs, bone marrow, bones, or lymph nodes. There are treatments for all patients with childhood rhabdomyosarcoma. Three types of treatment are used, most often in combination with each other:
- Surgery
- Chemotherapy (using drugs to kill cancer cells)
- Radiation therapy (using highenergy X-rays or other high-energy rays to kill cancer cells)
Prognosis:
More than 70 percent of children with localized rhabdomyosarcoma enjoy long-term survival. Survival rates depend on initial tumor size, location, appearance under the microscope, how much of the tumor can be removed with surgery, and whether the disease has spread to other parts of the body.
Sources:
emedicine
St. Jude Children's Research Hospital American Cancer Society
National Cancer Institute | 1,651 | 871 | {
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The Galloway School
2019-2020
Third Grade - Quarter 2
Jump into the 2 nd nine weeks. We will be working on the following skills in our classroom. Your child will continue to make growth as a reader. He/She will expand and use academic vocabulary, as well as, solve new vocabulary defined in text and from context clues. Your child will also gain a deeper knowledge by reading a wide range of genres.
English Language Arts
Writing
The learner will....
* Understand how to summarize or paraphrase an author's work
* Research facts for text accuracy
* Write an informative piece including a biography
* Identify affixes
* Identify and use verbs and adjectives
Reading Comprehension
The learner will….
* Identify and use text features to assist with meaning
* Identify main idea and supporting details in a nonfiction story
* Differentiate between biographies and other nonfiction work
* Use context to determine meaning of unfamiliar words
* Explain the difference in point of view between a biography and autobiography
Expected reading level by the end of the quarter: Level O
Math
The learner will….
* Determine the corresponding fraction greater than zero and less than or equal to one given a specified point on a number line
* Represent fractions greater than zero and less than or equal to one with denominators of 2,3,4,6 and 8
* Explain unit fractions
* Represent equivalent fractions with denominators of 2,3,4,6 and 8
* Solve problems involving partitioning an object or set of objects among two or more recipients using pictorial representations of fractions
* Explain that two fractions are equivalent IFF they both are represented by the same point on the number line or represent the same portion of a same size whole for an area model
* Explain the connection between human capital/labor and income
* Compare two fractions having the same numerator or denominator in problems by reasoning about their sizes and justifying the conclusion using symbols, words, objects and picture models
* Describe the relationship between the availability or scarcity of resources and how that impacts cost
* Explain that credit is used when wants or needs exceed the ability to pay and that it is the borrower's responsibility to pay it back to the lender, with interest
* Identify the costs and benefits of planned and unplanned spending decisions
* List reasons to save and explain the benefit of a savings plan
* Identify decisions involving income, spending, saving, credit and charitable giving
Science
The learner will….
* Explore different forms of energy: mechanical, light, sound, heat/thermal
* Know that forces cause change and that energy exists in many forms
* Demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work to be done
* Explore and record how soils are formed by weathering of rock and decomposition of plant and animal remains
* Observe forces such as magnetism and gravity acting on objects
* Investigate rapid changes in Earth's surface: volcanic eruptions, earthquakes and landslides
* Explore characteristics of natural resources that make them useful in products and materials
* Identify and compare different landforms: mountains, hills, valleys, plains
Social Studies
The learner will….
* Identify historical figures, such as Benjamin Banneker, who influenced the community
* Identify scientist and inventors who left a lasting impact on life today such as Jonas Salk and Bill Gates | 1,528 | 709 | {
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The Department of Education and the Department of Health encourage all schools to provide healthier food and drinks throughout the day.
This healthy breaks for schools resource provides guidance on suitable snacks and drinks for children to have during their morning break, whether provided by the school or brought from home.
Why is a healthy break important?
* Childhood is an important time to establish good eating and drinking habits for future health.
* School healthy eating schemes give pupils the knowledge and opportunity to make healthier choices.
* Teachers have suggested that a healthy snack at break time can help with pupils' concentration and behaviour in the classroom.
* It encourages suitable drinks and snacks to help prevent tooth decay.
* It helps to meet our target of five or more portions of fruit and vegetables a day.
If a child requires a special diet that will not allow the guidance to be met exactly, please discuss with your school.
Want to find out more?
School Food: the essential guide www.publichealth.hscni.net/publications/school-food-essentialguide-and-irish-translation
Enjoy healthy eating www.enjoyhealthyeating.info
5 a day – Live well – NHS choices www.nhs.uk/livewell/5aday/pages/5adayhome.aspx
Healthy breaks for schools
A guide for pupils and parents
What is included in healthy breaks
for schools?
Drinks
It is important that children drink enough during the day, so that they don't become dehydrated and tired. Water should be freely available throughout the school day and drinks should always be included for break time and lunch. Water and milk are the most suitable drinks for children.
Water: tap water or unflavoured, still, bottled water.
Milk: all whole, semi-skimmed or skimmed unflavoured milk.
Not suitable: fruit juices (including pure fruit juice), smoothies, sparkling water, squash or fizzy drinks, even those labelled 'no added sugar', 'diet' or 'zero'.
Fruit and vegetables
Help your child get their five a day by including some fruit or vegetables as a snack for their morning break.
This includes all fresh fruit and vegetables and pots or tins of fruit in fruit juice, but not in syrup.
A portion could be:
* 1 medium sized piece of fruit, eg apple, orange, banana, pear
* 2 small fruits, eg kiwi fruits, satsumas, plums
* 1 cup of grapes, cherries or berries
* 1 large slice of pineapple or melon
* 1 cereal bowl of salad, eg lettuce, tomatoes, cucumber and celery
* 3 heaped tablespoons of fresh veg, eg chopped or sliced carrots, peppers or sugar-snap peas
* 3 heaped tablespoons of fruit salad (fresh or tinned in fruit juice)
For younger children (4–6 years), reduce these portion sizes by about half, then increase the amount as they grow. Older primary school children should be eating full portions. To reduce the risk of choking in young children under the age of five years, smaller fruits and vegetables like grapes and cherry tomatoes should be halved by cutting lengthways.
Not suitable: fruit tinned in syrup, dried fruit (eg raisins, sultanas) and processed fruit bars (eg fruit winders, fruit flakes etc). These are high in sugar and can cause tooth decay, so are not suitable as between-meal snacks.
Bread-based snacks
Children need more or less energy (calories) depending on their age and stage of development. Bread-based snacks can help to meet these extra energy needs and help your child feel more satisfied.
This includes white or wholemeal bread, rolls or baguettes, toast, plain bagels, wheaten, soda, potato or pitta bread, spread thinly with a little margarine, low-fat spread or butter; plain bread sticks, plain crackers or plain unsalted rice cakes; or a small sandwich with a sugar-free filling such as tomato, tuna, chicken, cheese etc.
Not suitable: Sugary spreads, including jam, honey, marmalade or chocolate spread as these are harmful to teeth. Peanut butter is high in fat and salt so is not recommended.
No cereal bars, or sweetened breads and pastries, eg pancakes, scones (plain and fruit), fruit bread, malt loaf, brioche, croissants and Danish pastries as these contain a lot of sugar and/or fat and salt. | 1,780 | 909 | {
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NASA's Juno successfully completes Jupiter flyby
29 August 2016
upiter's north polar region is coming into view as NASA's Juno spacecraft approaches the giant planet. This view of Jupiter was taken on August 27, when Juno was 437,000 miles (703,000 kilometers) away. Credit: NASA/JPL-Caltech/SwRI/MSSS
NASA's Juno mission successfully executed its first of 36 orbital flybys of Jupiter today. The time of closest approach with the gas-giant world was 6:44 a.m. PDT (9:44 a.m. EDT, 13:44 UTC) when Juno passed about 2,600 miles (4,200 kilometers) above Jupiter's swirling clouds. At the time, Juno was traveling at 130,000 mph (208,000 kilometers per hour) with respect to the planet. This flyby was the closest Juno will get to Jupiter during its prime mission.
"Early post-flyby telemetry indicates that everything worked as planned and Juno is firing on all cylinders," said Rick Nybakken, Juno project manager at NASA's Jet Propulsion Laboratory in Pasadena, California.
There are 35 more close flybys of Jupiter planned during Juno's mission (scheduled to end in February 2018). The August 27 flyby was the first time Juno had its entire suite of science instruments activated and looking at the giant planet as the spacecraft zoomed past.
"We are getting some intriguing early data returns as we speak," said Scott Bolton, principal investigator of Juno from the Southwest Research Institute in San Antonio. "It will take days for all the science data collected during the flyby to be downlinked and even more to begin to comprehend what Juno and Jupiter are trying to tell us."
While results from the spacecraft's suite of instruments will be released down the road, a handful of images from Juno's visible light imager—JunoCam—are expected to be released the next couple of weeks. Those images will include the highest-resolution views of the Jovian atmosphere and the first glimpse of Jupiter's north and south poles.
"We are in an orbit nobody has ever been in before, and these images give us a whole new perspective on this gas-giant world," said Bolton.
Provided by NASA
1 / 2
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APA citation: NASA's Juno successfully completes Jupiter flyby (2016, August 29) retrieved 28 January 2022 from https://phys.org/news/2016-08-nasa-juno-successfully-jupiter-flyby.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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VITALIS Course: 21st Century Skills
Every year the World Economic Forum publishes a list of the skills that it believes are going to determine not only individual success, but also global economic, social and political success. All of these things will matter, but none of these is a subject that we teach in school.
Who is this course for?
This course is offered as a course for teachers and as a course for students. For the students' course it would be for:
* Groups of Students Leaders/School Council/Prefects/Senior students
* Students beginning their G11/12 programme in school or college
* Older students in Youth Clubs/Organisation with responsibility
* Students at the end of their compulsory education
What will you get from this course?
This course will prepare individuals and groups to:
* Learn how to think and to learn (metacognition).
* Approach new information, situations and problems with a toolkit of skills and processes that lead to a critical and balanced response.
* Understand what maximises our own learning.
* Engage in a visible process of bias identification, source evaluation and fact checking.
* Critically evaluate the information and data that they are presented with in order to make reasonable judgments and choices.
* Gain a greater understanding of how to approach complex and undefined problems.
* Present their data, work and conclusions in a way that is coherent, evidence based and stands up to questioning.
Some of the BIG questions that we will explore:
* What causes us to learn and how can help ourselves learn most effectively?
* How do we evaluate the information that we find and use it to make good decisions?
* Where do we find our information and what problems are inherent in our sources?
* How do we share our work in a way that is honest, transparent and open to review? Why does it matter?
How will the course be delivered?
At VITALIS it is very important that we are always able to turn learning into action; our courses are no different. We use a variety of Workshops, Seminars, Case Studies, Activities and Visits in which participants will contribute to the content and create products that can be implemented when they return to their schools.
Who will be delivering the course?
VITALIS's education team has years of experience in government, private and international schools in Europe and around the world. Their experience includes classroom teaching, department leadership, pastoral care, residential education and senior leadership as principal, head of school and CEO. Our professional educational courses are delivered by members of this team.
Courses at VITALIS are delivered in a way that engages the participants in the practice and delivery of the Workshops, Seminars, Case Studies and Activities that we use as the vehicle for teaching and learning. Every participant will have the opportunity to grow in confidence and experience as a practitioner which will have a positive impact on their day-to-day work and on their learning. As with all of our professional courses, participants must be able to share their ideas and read in English.
VITALIS Betreuungsgesellschaft für Modellprojekte mbH
Coordination of European Projects in Vocational Training Gut Wehlitz 1, 04435 Schkeuditz, Germany
Phone: +49 34 204 77 40 00
Email: email@example.com
Web: www.gut-wehlitz.de | 1,429 | 716 | {
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Tinnitus — The Noise in Your Ears
Tinnitus is a ringing, roaring, hissing, or other type of noise in the ear or head. It is a symptom associated with many forms of hearing loss. It can also be a symptom of other health problems. Millions of Americans have tinnitus. Many experience it so severely that it interferes with daily activities. People with severe cases of tinnitus may find it difficult to hear, work, or even sleep. People with tinnitus may also suffer from hyperacusis, an inability to tolerate even moderate level sounds. In most cases it is not a serious problem and may go away on its own.
Tinnitus has many causes. Hearing loss is the most common cause as a result of damage to the microscopic nerve endings in the inner ear. Too much exposure to loud noise can cause noiseinduced hearing loss and tinnitus, as can advancing age. More than 200 medicines can cause tinnitus. Other health problems, such as allergies, tumors, and problems in the heart and blood vessels, jaws, and neck can cause tinnitus. If tinnitus persists, especially if it's only on one side or associated with dizziness, medical evaluation is recommended.
Tinnitus with an obvious cause, such as an ear infection, can be treated. For many causes of tinnitus, however, there is no cure, but there are several treatments that may give some relief. Not every treatment works for everyone. Treatments can include:
* Hearing aids. If you have hearing loss, wearing a hearing aid will sometimes reduce head noise, and occasionally cause it to go away. Even a person with a minor hearing deficit may find that hearing aids relieve tinnitus.
* Maskers. Maskers are small electronic devices that use sound to make tinnitus less noticeable. They make the ringing or roaring seem softer. For some people, maskers hide their tinnitus so well they can barely hear it. Listening to static at a low volume on the radio or using a bedside masker can help you sleep.
* Medicine or drug therapy. Some medicines may ease tinnitus.
* Tinnitus retraining therapy. This treatment uses a combination of counseling and maskers. Maskers help to make your tinnitus less noticeable and after a while, some people learn how to avoid thinking about their tinnitus.
* Counseling. People with tinnitus may become depressed. Talking with a counselor may be helpful.
* Relaxing. Learning how to relax is helpful if the noise in your ears frustrates you. Stress makes tinnitus seems worse. Biofeedback can teach voluntary control of breathing, heart rate, muscle tension, and blood pressure through electronic monitoring.
Avoid anything that can make your tinnitus worse. This includes loud noise, smoking, alcohol, caffeine and marijuana. Wear hearing protection if you are exposed to noise at work or from hobbies like hunting or using power tools.
For more information:
American Tinnitus Association, www.ata.org
American Academy of Otolaryngology—Head and Neck Surgery,
Self Help for Hard of Hearing People, Inc, www.shhh.org
American Academy of Audiology, www.audiology.org
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Levia (Planet)
<WRAP right 25em>
| System: | Nesha (System) |
|---|---|
| Stellar Radius: | 8.23 AU's from the star |
| Surface Gravity: | 1g |
| Length of Day: | 31 hours |
| Length of Year: | 445 |
| Population: | 509 Million1) |
| Satellites: | 2 |
| Orbital Stations: | 1 |
</WRAP>
Also known as Levia'Trecaste, it was named after the explorer who discovered it. It is the eighth and final planet in the Nesha (System)
Weather Patterns
Levia has a tropical monsoon like climate with the winds being exceptionally high during most of the year and tempering off only for a few weeks in the middle of the year, these high winds have resulted in cities and structures neededing to be heavily reinforced in order to stand the winds.
Background History
Settled in ER 687, Levia serves as the launching platform for FTL ships into deep space. It houses a starbase in orbit and one of the gates that takes ships from the edges of the Levia Star System to the inner planets, such as the capital. Levia is only eighty percent fully colonized, with it's surface having only a few small cities and start up towns and villages. Levia is plagued by powerful winds, which have caused the Neshaten to reinforce every structure on the planet but have also prevented them from constructing orbital elevators due to the risk of high winds destroying the tethers.
The planet also serves as the primary training base for military personnel, it is for this reason that it also possess several shipyards that orbit the nearby moon.
Cities
Forben - capital of Levia. Forben is the main city, it's a decent sized city that is mainly composed of
STAR ARMY - https://stararmy.com/wiki/
Last update: 2018/08/29 15:56
commercial and residential areas. It has an orbital elevator in the center of town that was in the mist of construction before being destroyed by the planets high winds, the structure remains as a reminder of natures fury. Because of this, a large starport was constructed at the location of one of the elevator's original tethers.
Vectes - A city located on a tropical island, Vectes is a combined military/civilian city with several bases that serve as the primary training base for the Neshaten. There are various training facilities for the volunteer military's every occupation.
Ureca - Ureca is located on the planets north polar region and serves as an industrial city for the planet.
Virete'na - Virete'na is an entertainment city, designed from the ground up to serve that purpose.
Points of Interest
Seu'vuria Garden - Seu'vuria Garden is the name of a famous mostly all glass restruant located in the city of Vectes. The garden is six stories tall. Each floor between the top and first is an observation lounge for people to come and relax, while the top floor houses the Graden.
The Garden's roof and walls are all glass, allowing customers the perfect view over the city. There are three elevators and a series of stairways that permit access to all floors.
1)
EE001-v Concensus
From:
https://stararmy.com/wiki/ - STAR ARMY
Permanent link:
https://stararmy.com/wiki/doku.php?id=planet:levia&rev=1535583383
Last update: 2018/08/29 15:56
https://stararmy.com/wiki/
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COVID-19 Classroom Worksheet
For Middle School Students
After watching the first video on viruses, complete the TRUE/FALSE questions below:
1. Viruses can replicate on their own.
TRUE or FALSE
2. Viruses can change (or mutate) over time.
TRUE or FALSE
3. After watching the second video about our immune response to viruses, match the following terms to their correct definition:
4. Why is it important that China shared the DNA sequence with the world?
5. How has this time made you feel? You can use sentences, bullet points, pictures, anything that helps you express your emotions...get creative!
6. Stress Action Plan:
Brianstorm things that make you feels better when you are stressed below:
1.
2.
3.
4.
5.
7. Scientific Discovery:
1. Ask a question. Write it down here.
2. Do background research. Take notes on the scientific information you learn here.
3. Create a hypothesis. What do you predict is the answer to your question?
4. Test with an experiment. How are you going to test if your hypothesis is correct?
5. Analyze data and draw conclusions. What do the results of your experiment tell you?
6. Share your results. How will you share your findings with others?
COVID-19 Classroom Answer Key
For Middle School Students
1. TRUE OR FALSE? Viruses can replicate on their own.
* Answer: False. Viruses do not have the machinery necessary to replicate on their own. They need to use a host cell's machinery (otherwise known as organelles) to replicate. When a virus infects a cell (whether that be a cell from a bacteria, plant, or animal), the virus gives the cell the instructions it needs to make more viruses.
2. TRUE OR FALSE? Viruses can change (or mutate) over time.
* Answer: True. As viruses replicate, they need to copy their instructions or DNA. Everytime the DNA is copied, the machinery can make mistakes resulting in small changes. As more "mistakes" are made in the instructions (aka DNA), the virus made by the cell changes. This is what we call mutation and it is why some medications against viruses may initially work but can stop working if a virus mutates over time.
3.
Antibody - proteins that attack and kill neighboring virus
B Cells - special cells that produce antibodies in response to viral infection nearby
Nucleus - contains DNA, the directions that tells our cells how to make proteins the cell needs to function
Messenger RNA - copy of the DNA that brings the instructions to the machines that will make the proteins
4. Why is it important that China shared the DNA sequence with the world?
* The DNA is the set of instructions that the virus uses to make our cells produce more viruses.
* This information helps scientists understand where in nature the virus came from, how quickly it mutates or changes, and how to develop better tests and medicines for it.
5. No right or wrong answers
6. No right or wrong answers
7. An example of the Scientific Discovery activity can be found in the curriculum. | 1,275 | 639 | {
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Crime and Punishment
History
Year 5/6
Lesson 6 of 7
| Learning Objective | Resources |
|---|---|
| To explore crime and punishmentt in the Victorian period. | Slides Worksheet 6A/6BB/6C/6D Oliver Twist extracct Transportation Stoory sheets Question Cards (FFSD? activity only) |
Teaching Input
* Do you know when the Victorian slides. Explain that this was a pe overseas empire. n era was? Children eriod when the pop n to share ideas, t pulation was growi the show them the timeline on the ing fast and Britain had a huge
* Explain that one of the biggest c the Bow Street Runners but the changes was the cr n in 1829 the Metro reation of the polic opolitan Police Act ce force. This started in 1749 with t was passed.
* Go through the slides explaining what new crimes became comm g why smugglers, t mon due to changes raitors and highwa s in society (e.g. c aymen became less common and child safety laws, railways, etc.).
* There were lots of changes in p including details of how transpo workhouses and reform schools unishments during rtation changed fro s were set up. this time. Go thro om being to Americ ough the information on the slides, ca to Australia, and how prisons,
* What do you think of crime and and punishment today? Children punishment in the n to discuss ideas. Victorian period? How is it different or similar to crime
Fancy something different…?
* Before the lesson, stick up the Q worksheet 6D. Children to walk many of the questions as they c Question Cards aro around the classro can on their worksh ound the classroom oom, looking for th heet. m. Provide children with a copy of e questions. Children to answer as
* When children have answered a answers they didn't know with o information. as many questions other people and to as they can, give find out the answ them some time to discuss any ers using various sources of
| Plenary | Assessment Questions |
|---|---|
| Why do you think many Victorians wwere against having a police force? What do you think our society would be like if we didn’t have policee? Children to discuss their ideas. | • Do children knnow which types of crimes became lesson common in this period and why? • Can children describe changes in the way crime was detected? • Can children explain the major changes in the way crimes wwere punished? | | 969 | 557 | {
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English:
Questions:
This half term our topic will be based on fairy tales with a focus on Little Red Riding Hood. We will be learning to retell the story verbally and then write the words we have rehearsed. We will be learning to write a story that has a fairy tale setting. We will then adapt the story in different ways, including writing an alternative ending. We will continue to focus on writing sentences with capital letters, finger spaces and full stops . We will also be learning to use time words, adjectives [describing words] and the conjunction 'and' to join sentences. Later in the half term we will learn a poem about Little Red Riding Hood and write a poem of our own.
Which characters do you know in a story? Can you say a fairy tale that you enjoy?
Reading
Please ensure you read with you child every day and record the title of the book in their reading record and sign to show they have read.
We will be reading a range of texts and focussing on fairy tales. We will be learning to apply phonics independently and to read high frequency words and apply this when reading with an adult individually using our reading books.
Questions:
What do you know about the characters in the story?
Can you describe the setting of the story?
This half term our topic is called Starry Starry Night.
Year 1 Term 3
Maths:
Questions:
The children will continue to develop counting, writing and ordering numbers. They will learn how to solve problems and explain their understanding. We will learn to solve addition and subtraction problems and develop the confidence to read a range of number sentences. We will double numbers. We will learn to count in groups of 2s, 5s and 10s and apply this knowledge to solve problems. We will be learning to find half of a number and share amounts into more than two groups. We will review addition and subtraction through assessment style activities to check the children's understanding is secure and that they can apply these skills in different ways.
Can you find half of an even number between 2 and 20? What happens if you try to find half of an odd number?
Can you count to 100 in 2s? And beyond?
Science:
We will be learning about our 5 senses– touch, sight, hearing, smell and taste. We will investigate different things using our senses. We will ask questions and use our senses to answer them, such as 'Do we need light to see?' We will also name the parts of our body which relate to our senses.
Questions:
Can you name your five senses?
PE:
We will be developing our gymnastics skills by learning to make different shapes with our bodies as well as learning how to jump, balance and roll. Please make sure the children have a suitable PE kit on Wednesday.
Computing:
We will be learning about how to make images on a computer using colour and shapes. We will also add text to our image. We will review aspects of esafety.
:
RE
We will be learning about new beginnings and how these relate to religious stories or practices. We will learn the Christian stories of creation and Noah's Ark. We will learn about the Jewish festival of Shabbat and will find out about Chinese New Year.
PSHE:
This half term the children will find out about staying healthy by keeping clean, bushing their teeth and staying away from medicine in the home unless an adult is there to give it. Children will also learn to show respect for the achievements of others.
Art:
We will be looking at the painting Starry Night by Van Gogh. We will notice how he represents light. We will also compare this to the way the artist Bruce Munro represents light. Children will have opportunities to show light in their own art.
History:
We will be talking about significant people such as Alexander Lodygin, Thomas Edison and Louis Braille. We will find out about their discoveries and inventions. We will relate this to our learning about senses.
Music:
We will be learning about dynamics and how to change our voices to suit particular songs.
Encourage your child to read each night and continue to read to them. Please sign the book each night so that it can then be changed the following day. Please ensure that your child brings their book bag every day, with their reading book and reading record inside.
Please practice reading the key words with your child.
Can you write your numbers as words to twenty?
Can you create your own Fairy Tale story map?
Practise writing the letters of the alphabet using the correct letter formation.
Can you practice counting in 2s, 5s and 10s. Also practice writing numbers to 100.
Can you draw your 5 senses and write a sentence about them?
https://www.bbc.co.uk/bitesize/articles/zxy987h https://www.bbc.co.uk/bitesize/clips/z2fnvcw https://www.topmarks.co.uk/learning-to-count/ chopper-squad | 1,798 | 1,022 | {
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Test Security Treasure
Hunt
Questions
Examples of Test Irregularities
• Cell phones or other nonallowable electronic devices
• Student is sick and needs to leave during the test
• Starting a test without accommodations in place
• Students move past the current test session
• TAs deviate from administration directions or script
How should paper test materials be handled and stored?
What are considered test materials?
Complete this sentence. These practices are __________.
* Permitting students to begin a subtest, leave the room, and return to finish the subtest.
* Taking test material off campus unless authorized by the DTC.
* Failing to conceal visual aids in the testing room.
* Possessing or disseminating a reproduced or paraphrased test item.
* A student accessing testing portal with another student's log-in information.
Which of these is NOT required if a testing irregularity occurs?
1. School personnel immediately reports suspected test irregularity to DTC.
2. District or charter staff report suspected irregularities to PED by phone or email within 3 days
3. Districts must refer students who have violated test security to PED for corrective action.
4. DTC submits a PED Test Irregularity Reporting Form within 10 days to the assessment bureau.
True or False?
* In cases of a severe breach of security or irregularity, PED may refer the matter for investigation by the Licensure Bureau for possible revocation of a license.
Which of these is NOT a DTC responsibility?
* a. Providing test security training to STCs, principals, and anyone coming into contact with test material
c. Designating the DTC for the LEA/Charter school/BIE school
b. Posting signs near copy machines prohibiting copying any test materials.
d. Developing checklists and procedures for complying with test security
Missing Materials
* DTCs must establish an inventory tracking system for test materials
* Loss of state test materials is a security breach.
* TA must report missing materials to STC.
* DTC must also notify the vendor's help desk and PED.
* Missing Test Materials Reporting Form:
http://webnew.ped.state.nm.us/bureaus/assessment/district-test-coordinator/
Bonus question:
LEA staff should only use SSID numbers for transmitting communication to PED. What laws protect student privacy?
Why is Security Important?
* So that student responses are a true representation of what students know and can do
* So that assessment data used for accountability are valid and accurate
* So that test items can be used across years to allow for comparability
* So that investments of resources, time, and energy are protected
Test Security
Text Rendering Protocol From the School
Reform Initiative
Purpose
To collaboratively construct meaning, clarify, and expand our thinking about a text or document
The Process
* Individually review the document. Mark the sentence, the phrase, and the word(s) that you think are particularly important.
* Process It's okay if participants repeat the same sentence, phrase, or word.
* 1. First Round Each person shares a sentence from the document that she/he thinks/feels is particularly significant.
* 2. Second Round Each person shares a phrase that she/he thinks/feels is particularly significant. The scribe records each phrase.
* 3. Third Round Each person shares the word that she/he thinks/feels is particularly significant. The scribe records each word.
* 4. Discuss The group discusses what they heard and what it says about the document.
* What new insights have you gained about the text by looking at it in this way?
* What do you think this text is essentially about?
* 5. Debrief The group debriefs the text rendering process. | 1,701 | 774 | {
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For these writing opportunities, consult the Glossary to use the new topic vocabulary.
Poster: Stay Safe Online Poster
You learnt a lot about staying safe online during your adventure inside the internet, but you don't want the same thing to happen to anyone else. Design a poster to remind other children of how to keep safe online.
You might include:
* Reminders not to click on pop-ups.
* Reminders not to talk to people you don't know.
* Never to share your personal information with someone you don't know.
Remember:
* Include bright, bold images.
* Put an eye-catching title at the top.
Letter: Letter to Dad
Dad was worried when you disappeared. You felt sorry for forgetting the online safety rules and want to let him know you won't let it happen again. Write him a letter telling him you're sorry and which rules you now know.
You might include:
* What happened when you clicked on the pop-up.
* Your meeting with Betty the Butterfly who asked you to share your personal information.
Remember:
* Start your letter with 'Dear Dad,'.
* Begin by explaining why you are writing, e.g. 'I'm sending you this letter because…'
Recount: Not Quite What it Seemed
You didn't realise you'd have to give her something. You thought she was just being nice.
When you met Pollyanna the Parrot, she promised you a big bag of coins. She really seemed to understand just how sad you were feeling. But why did she ask you to tell her the name of your school? Write a recount of what happened and what you learnt about keeping safe online from this meeting.
You might include:
* How you felt when you knew you had been tricked.
* Why you thought it was ok to tell her the information.
Remember:
* Use the first person 'I'.
* What you learnt about sharing personal information.
Song or rap: Online Safety Song
There are lots of safety rules to remember when you go online! Can you create a class poem or rap to help everyone in your class stay safe? Once you've all learnt it you could perform it to the rest of the school.
You might include:
* A catchy chorus that everyone will remember.
* Some rhyming words.
Remember:
* Include the rules you learnt for staying safe online.
* Think about the rhythm of your song or rap.
Instructions: How to Play Jungle Gym
You enjoy playing your favourite game, 'Jungle Gym', but want to stay safe next time you play. Dad wants to play with you too and you need to teach him the rules. Write a list of instructions to help Dad play and keep safe online.
You might include:
* A list of animals he can become.
* What he has to do.
* A reminder of ways he can stay safe online.
Remember:
* Use bossy language, e.g. 'Collect gold coins'.
* Put your instructions clearly in order. | 1,024 | 600 | {
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Early Scioto County Native American History
The first noted Native Americans in the Scioto County area were the Mound Builders. Not the name of a tribe, but the term Mound Builder is used generally as referring to prehistoric inhabitants of North America who constructed various styles of earthen mounds for burial, residential and ceremonial purposes. It is believed that the mounds were built between 500 B.C. to 1200 A.D.
Although there is evidence of many Indian mounds in the area, the most well known is the horseshoe mound at Mound Park. Once known as the Citadel, this is the only one of the four horseshoe mounds still in existence.
In 1876, the Scioto County Children's Home was built on the present day mound at Mound Park, but it is again visible and preserved. The other horseshoe mound on Grant Street was plowed over in 1888 for Highland School. These horseshoe mounds are attributed to the Hopewell Indians.
The Hopewell culture is not the name of an American Indian tribe, but is the archaeological term that encompasses similarities in artifact style, architecture, and other cultural practices that distinguish the Hopewell culture from earlier and later cultures in the region.
The Waller / Heinsich Mound is said to have been located across from the library. The Lawson Mound was located near Mound Park, as the old Lawson farm was in that area. With the exception of Mound Park, the mounds within the city are no longer visible. The Portsmouth Earthworks were constructed by the Hopewell culture (100 B.C to 500 A.D.) of prehistoric Native American people. It is a large ceremonial center located at the confluence of the Scioto and Ohio rivers.
Tremper Mound, which is located on U.S. Route 73 on the west side of Portsmouth, was excavated in July and August of 1915. Collections of sixty of the effigy pipes created by the prehistoric Hopewell people were unearthed and are now housed at the Ohio Historical Society.
The Feurt Hill Mounds were located north of the city off U.S Route 23. The Native Americans who constructed the Feurt Mounds, and lived in the village site, belonged to the Fort Ancient Culture. The three mounds were excavated in 1916 by archaeologists who found 345 burials. The artifacts of flint, stone, bone, shell and pottery were typical of the culture.
Fort Ancient is a name for a Native American culture that thrived from 1000-1600 A.D. and predominantly inhabited land in the region of Southwestern Ohio and Northern Kentucky.
Many Indian tribes passed through the Ohio Valley, including the Delaware, Mingo, Miami and Wyandot, but the Shawnee claimed this area as their own, thus making pioneer settlements very difficult.
After the Wyandots moved onward, the Shawnee Indians came to the area around 1745. The Shawnee word "Scioto" was given to the river flowing west of Portsmouth.
They called the Ohio River, "Kiskepila Sepe"', because of the eagles that nested along the banks, and the Wyandots called it, "O-he-uh". However, the river instead took an Iroquoian word, "Ohee-yuh" meaning "good" or "beautiful" river.
About 1738 the Shawnee Indians built a town at the (original) mouth of the Scioto River which they called Lower Shawnee Town, one of the earliest Shawnee settlements in Ohio. The site became a center of trade with first the French and then the British colonists of the Ohio Country during the eighteenth century. At one time there were 100 dwellings and 300 braves. The village was abandoned during the struggles of the Revolutionary War. (1775-1783).
First White Woman in Scioto County
Mary Ingles and her two very young sons were captured in Virginia, and a Shawnee tribe brought them to Lower Shawnee Town in August 1755. On the trip, they were forced to stop so Mrs. Ingles could give birth.
After arriving at the village, all prisoners, except Mrs. Ingles were forced to "run the gauntlet" and those that survived were separated from the group. One of Mrs. Ingle's sons was taken to Detroit, and the other to somewhere unknown. The baby was left with her.
She lived there for about two months until they made a trip to Boone County, Kentucky taking her along. It was then she escaped, but had to leave her baby in Shawnee Town. It is said she never saw her children again.
Raven Rock
Raven Rock, located approximately two miles west of Portsmouth on U.S. Rte 52, is said to have been a lookout used by the Shawnee to watch for flatboats along the Ohio. It is said that Raven Rock was named for an Indian chief that was killed along the area. However, the Indians used the term as a description of the rock cliff because the form of the hill looks like a giant bird. Folklore tells us that Daniel Boone escaped the Shawnee by taking a daring jump from the cliff onto a tree and climbed down to safety. | 1,935 | 1,113 | {
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School Planning Document 2020 - 2021
School Name: Departure Bay Eco-School
Principal: Annette Noble
Vice-Principal: Stacy Aitken
Date: 2020 - 2021
School Community Context
Departure Bay received academy school status as an Eco-School in September 2015. In the first phase (2013) a plan, including staff training was established. School gardens and an Eco-Club were created as well as many working partnerships with community groups. In phase II, many projects and activities were underway. The population of the school was approximately 160 students in 2013.
By September 2020, the school population has grown to 346 students in 16 divisions. Each year it is important to review and understand the Vision and Goals of the Eco-School so that we may build upon the learning opportunities for the students that reflect these goals.
Given this current year, with COVID-19, and the emphasis on taking students outside more often, we will continue with a variation of the school goal into a fourth year. We will continue to explore how we can meet curricular objectives in literacy and numeracy, science and social studies in place / nature-based learning opportunities. For our first Professional Development Day in October, we, as a staff, adventured to two of our local parks. We participated in and shared several teaching ideas in Wardropper Park and then went on a hike through Linley Valley. We explored many trails that were new to most of the staff.
What's our goal?
To understand the Goals and Vision of Departure Bay Eco-School.
To expand the scope and sequence of learning activities under the themes of:
Nature Appreciation – Place Based Learning
Waste Management
Energy Conservation
What's our inquiry question?
How can we embed literacy and numeracy, science and social studies into place / nature-based learning as we continue to meet the goals of an Eco-School?
How do we want to get there? What steps should we take? How will we know that we have had an impact?
Strategies:
Revisit goals. What does it mean to be an Eco-School? (Staff and students)
What is an Eco-Citizen?
Writing (creative, descriptive or narrative) after experiencing an outdoor pre-writing activity.
Garden Classes – facilitated by a gardener.
Members of Advisory Committee for LIT SOIL Kits
Continue to participate in a variety of projects:
* Energy Cup Challenge
* Waste Challenge
* Earth Day Activity
* School Wide Beach Clean
* Park Enhancements (Wardropper, Woodstream, Linley Valley)
Continuous sharing of outdoor learning ideas.
Sharing of placed / nature based learning.
Reflect on core competencies based on school goals. | 1,227 | 573 | {
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Beginning Algebra ~ Lesson 21
Work the following examples as you listen to the recorded lecture.
Graphing a line using slope and y-intercept
Graphing a line is easy if you know a point on the line and the slope. Since the slopeintercept form of the linear equations tells us the y-intercept, which is a point on the line, and the slope of the line, we can quickly graph the line on the rectangular coordinate system graph.
For example, let's look at the linear equation . We recognize slopeintercept form, and can easily find the slope of the line, which is , and the yintercept, (0,1). The example below shows the steps taken to graph this line:
Step 1: Find the y-intercept and place it on the graph
Step 2: Find the next point on the line by following the slope. Since the slope is always , we move up the number of spaces in the numerator and over the number of spaces in the denominator. In this case, we go up 2 and over 3.
Step 3: Since 2 points are all we need to graph a line, we draw a line through our 2 points to complete the graph. This is the graph for .
Graphing a line using slope and y-intercept, page 2
Let's look at another example, , and see what happens when our slope is negative. This linear equation is in slope-intercept form, so we have a slope of -2 and a y-intercept of (0 , 1). Since the slope is a whole number, we need to write it as a fraction so that we have both rise and run. We'll always leave the negative in the numerator to make it easier to graph, so our slope is . Now we are ready to graph the line:
Step 1: Find the y-intercept and place it on the graph.
Step 2:
Find the next point on the line by following the slope. Since the rise of the slope is negative, we move down the number of spaces in the numerator and over the number of spaces in the denominator. In this case, we go down 2 and over 1.
Remember….
You can graph a line if you have the y-intercept and the slope.
First, find the y-intercept on the graph.
Next, find the 2 nd point on the line by using the slope; go up or down the number of spaces in the numerator and go over the number of spaces in the denominator.
Finally, draw the line through the two points.
Graphing a line using slope and y-intercept, page 3
Use y-intercept and slope to complete the graphs.
Line 2:
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28070 version 3
Student guidelines
NZQA Assessment Support Material
Student guidelines
AWARD OF CREDIT
This unit standard can be awarded with an Achieved, Merit, or Excellence grade.
CONDITIONS OF ASSESSMENT
This assessment will take place over a timeframe set by your assessor.
* Your writing must be in your own words.
* You may use a bilingual and/or an English dictionary, but you must not use electronic devices.
* You will be given time to do a draft before your final copy.
* Your assessor will check your draft and give general guidance only.
Note:
* Your drafts and any source material used must be attached to your final copy.
* When you have finished, read through your writing using the checklist and make any changes you need.
* Make sure that your writing has as few mistakes as possible.
April 2019
New Zealand Qualifications Authority 2019
Assessment task
Write a response that relates to your learning context. Some examples are given below.
Respond by expressing a viewpoint on:
* a text you have read
* a movie you have seen
* a recent experience or event
* a process you have observed
* new information received.
Make sure you have thought about your purpose for writing. For example, it may include responding to links between yourself and a text by relating it to a personal experience. It could also involve making links between an event, a process or new information and your previous knowledge, experience and ideas.
You must write at least 250 words.
28070 version 3
Student guidelines
April 2019
New Zealand Qualifications Authority 2019
Student Checklist
In this assessment task you will need to show you can do the following:
Write at least 250 words
Write in your own words.
| | To Achieve | | To Achieve with Merit | To Achieve with Excellence |
|---|---|---|---|---|
| Communicate to the reader why the response was written e.g. a viewpoint on a written/visual text, experience, a process, an event, or new information | | As for Achieved | | |
| Describe ideas or issues and follow with supporting details that develop these. | | As for Achieved | | |
| Ensure that content, structure and organisation are appropriate to the specific purpose of the response. This may include making links between your own personal experience and the text, or linking the text with something you already know about. You can also make links to ideas. e.g. a response to a written text would: • set the context and include background | | Ensure that content, structure and organisation are appropriate to the topic and response text type. This may include: • a summary of the film • your reaction to the film • an evaluation of the film’s effectiveness | | |
April 2019
| | To Achieve | | To Achieve with Merit | To Achieve with Excellence |
|---|---|---|---|---|
| information on the text • describe the main characters, their relationships, key incidents and main themes, including connections to your own personal experience and/or prior knowledge. conclude with an opinion and/or recommendation. | | | | |
| Use a range of language features appropriate to the text type you have used to communicate ideas. Language features may include: • complete simple, compound and complex sentences • appropriate verb forms • cohesive devices (see examples above) formal, objective language e.g. This response will focus on… instead of I will focus on… The full forms of words are used instead of contractions. There is an absence of slang and colloquialisms. | | Use a wide range of language features to communicate ideas. | | |
| Use a range of vocabulary appropriate to the text type and relevant to the topic, to communicate ideas. | | Use a wide range of vocabulary to communicate ideas. | | |
Proofread and edit your work to ensure that the meaning of the text is clear and that mistakes have been corrected.
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Adding School Calendar and Time Switch timing to a Group
In this training aid you will learn how to program a group of time switches with a calendar and time switch timing.
You will learn how to program the normal plan. This is the plan that happens on a normal day of school. For example, on at 8:00 AM and off at 9:30 AM, again on at 2:30 PM and off at 3:30 PM.
You will learn how to program alternate plans for the school year. Most every school has a plan where the afternoon schedule is modified. We typically call a plan of this sort the 'Early Out' plan.
You will also learn how to add calendar events. Examples of these are school holidays such as Fall festival, Spring break and the like.
Objectives:
1. Program a normal plan for a group.
2. Program an early out plan for a group.
3. Add school calendar events.
Step 1
Program the normal plan.
A 'step' is an event that happens at a prescribed time. For example.
- 7:30 AM Relay ON and 8:15 AM Relay OFF would be entered as two separate steps.
A 'dayplan' is a collection of steps that all happen on a given day.
- A dayplan can be programmed with a maximum of sixteen steps for the events of a single day.
- Every group has a normal dayplan, which usually runs Monday through Friday during a typical school week.
To add a normal plan you simply double-click the computer programming item in the display of the group expanded.
When you do this you will see the calendar edit form.
To add steps to the normal plan you simply right click the Normal item in the Dayplans list box as below.
You will see this form then. It is where all dayplans and steps are edited.
Adjust the time for the first step of the Normal dayplan. Click 'Save' when done. To add the corresponding ON/OFF time, click 'Add Step' again.
Notice below that four steps have been entered in this Normal dayplan.
To add another dayplan, click the 'Add Dayplan' button. You will see the following:
Name the dayplan as required. Notice below it has been added as 'Early Out.' Steps may now be added to complete the Early Out dayplan.
At this point you have added both a normal and early out dayplans to your group.
STEP 2
The making of the school calendar is simply assigning dayplans for each day of the yearly school calendar.
Notice in the calendar the dayplan is colored light blue. At this point in time the time switches programmed this way will run the normal plan every day of the year.
Lets say the following date is a school holidays. October 18 th . To program this day as a holiday you simply right click the date. You will see the following.
Letting the mouse go on the menu item holiday will program the date as a holiday. Note below the day has no color, the same color as the holiday ribbon.
Let us say you want the following 5 dates to be school holidays. Dec 23, 24, 25, 26 and 27. To do this hold the ctrl button down while you click each date. Then when all five are clicked, right click any of them and select Holiday as above. You now have the winter holiday programmed.
Early out and other dayplans can be programmed in the same manner.
Conclusion
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PRAYER TO YOUR GUARDIAN ANGEL
O angel of God, my holy guardian, given to me from heaven, enlighten me this day, and save me from all evil. Instruct me in doing good deeds, and set me on the path of salvation. Amen.
Guardian Angel
ANGELS
In the Creed, it says: "I believe in one God maker of heaven and earth, and of all things visible and invisible."
The invisible, angelic world was created by God before the visible world. "When the stars were made, all My angels praised Me with a loud voice" (Job 38:7). At the time when the earth was created, angels already served Him.
Angels are active spirits. They can think, and they have knowledge. They serve God. They fulfill God's will. And they praise Him.
Angels are "incorporeal" (bodiless) spirits; that means that they do not have bodies made of flesh as people have. Because they belong to the invisible world, they cannot be seen by our bodily eyes.
Angels are the most perfect spirits, superior to man in their spiritu al powers. Immortality is one of the qualities of angels; that means that they live forever with God -- they do not die.
Holy Scripture (the Bible) tells us that the world of angels is immea surable; their number cannot be counted. When the Prophet Daniel saw a vision, he saw that "thousand thousands ministered unto Him (God), and ten thousands of myriads attended upon Him" (Daniel 7:10). A multitude of the heavenly host (angels) are also described as singing at the nativity (birth) of Christ.
According to the vision of the Prophet Daniel, there are angels to whom God entrusts care of the countries and the peoples of the earth (Daniel Chapters 10-12). The Archangel Michael is one of them.
Every person has his or her own Guardian Angel. Christ said: "Take heed that ye despise not one of these little ones, for I say unto you, that in heaven their angels do always behold the face of My Father Who is in heaven" (Matthew 18:10).
Our Guardian Angels watch over us. They help us to keep God's Commandments. They protect us from spiritual harm (evil) by reminding us not to do something wrong (helping us to listen to our conscience). They love us and pray for us.
THINK ABOUT IT ...
1. The angels:
(b) are active
(a) are invisible
(c) praise God
(d) all of the above
2. The number of angels:
(b) nine
(a) seven
(c) a million
(d) too many to be counted
3. The word "incorporeal" means:
(b) not having a flesh body
(a) a corporation or a company
(c) unconcerned
(d) having no income
4. What can't angels do:
(b) pray
(a) help people
(c) die
(d) sing
5. The "heavenly host" is a phrase that refers to:
(b) people who are good and kind
(a) Holy Communion
(c) an invitation
(d) many angels
6. Who has a Guardian Angel?
(b) only children
(a) every person
(c) only people who ask for one
(d) only people who are in danger
7. What do our Guardian Angels do for us?
(b) love us
(a) watch over us
(c) protect us
(d) all of the above | 1,276 | 747 | {
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Collision Theory - Impact for a Chemical Reaction
Why?
The collision theory states that a chemical reaction can only occur between particles when they collide (hit each other). The collision between reactant particles is necessary but not sufficient for a reaction to take place. The collisions also have to be effective. It is important to understand the exact nature of an effective collision since this determines whether or not particles actually react with each other and form new products.
Learning Objectives
* Identify the requirements needed for a successful reaction to occur between reactant particles.
Success Criteria
* Explain the meaning of an effective collision.
* Explain the requirements needed for a reaction to occur between reactant particles.
Resources
* Judith Gould, Three Strikes Equals a Hit, STANYS Science Teacher Bulletin (2000).
* Zumdahl, Zumdahl and DeCoste. 2002. World of Chemistry. Houghton Mifflin, pp. 537 - 541
Prerequisites
* Chemical reaction nomenclature
* Balancing chemical reactions
* Lewis structures (electron-dot-diagrams)
New Concepts
* Collision theory
* Activation energy
* Effective collision
Model: Collision Theory
In the picture below, the baseball bat represents Reactant A and the baseball represents Reactant B. A reaction will only be successful if the batter hits a homerun. If the batter does not hit a homerun, the reaction will be considered a failure. Now, read the four scenarios below and answer the key questions that follow.
Scenario 1: The pitcher throws a fastball down the middle of the plate. The batter takes a mighty swing and totally misses the ball. The umpire yells, "Strike one!"
Scenario 2: The pitcher throws an off-speed pitch and the batter checks his swing. The batter just barely makes contact with the ball and it dribbles down in front of the batter's feet into foul territory. The umpire yells, "Foul ball; strike two!"
Scenario 3: The pitcher throws a curve ball that looks like it might catch the outside corner of the plate. The batter swings with all his strength, but the bat grazes the underside of the ball and the ball skews off to the right, flying into the crowd. The umpire yells, "Foul ball, still two strikes!"
Scenario 4: The pitcher throws another fastball down the middle of the plate. The batter swings and wallops the ball high into the air and the ball clears the center field wall that reads 410 feet. The ump yells, "Homerun!"
Key Questions
1. Did a reaction take place between Reactant A and Reactant B in Scenario 1? Why or why not? Explain your reasoning in terms of the nature of the collision.
2. Did a reaction take place between Reactant A and Reactant B in Scenario 2? Why or why not? Explain your reasoning in terms of the nature of the collision.
3. Did a reaction take place between Reactant A and Reactant B in Scenario 3? Why or why not? Explain your reasoning in terms of the nature of the collision.
4. Did a reaction take place between Reactant A and Reactant B in Scenario 4? Why or why not? Explain your reasoning in terms of the nature of the collision.
5. Based on your responses to Key Questions 1-4 and your reasoning, what insight has your team gained about the term effective collision?
6. Based on your answer to Key Question 5, complete the following statement: Collision theory states that a reaction is most likely to occur if…
7. With your group, develop a different analogy/model to explain the collision theory to someone who is not in your group.
Exercise
1. Hydrogen gas and iodine vapor combine to form hydrogen iodide gas, as shown in the equation H2 + I2 → 2 HI. Using the representations shown below, draw a diagram to show an orientation for the reactant molecules that could produce an effective collision capable of producing two hydrogen iodide molecules.
H2
I
2
HI
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OKLAHOMA PROVEN SELECTIONS FOR 2008
TREE
Bosnian Pine
Pinus heldreichii
Bosnian Pine is a slow-growing evergreen with a dense pyramidal form when young. It has the potential to grow to 70' tall in its native environment but is more likely to reach only 25 to 30' in the landscape. In the Pirin Mountains of Bulgaria there is a 70' tall Bosnian Pine estimated to be over 1300 years old! Young cones are purple and turn brown as they mature and the seed they produce is edible. Bosnian Pine prefers full sun and once established is quite tolerant of high pH soils and drought. It is also disease resistant and can be used in the landscape where an evergreen or pine is desired and space is limited.
*Exposure: Full sun
*Soil: Tolerant of dry and high pH soils
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
SHRUB
American Beautyberry
Callicarpa americana
American Beautyberry is a native deciduous shrub that produces inconspicuous lavender flowers in mid summer but as fall approaches the plant becomes laden with brightly colored clusters of purple fruit producing a striking display. American Beautyberry prefers light shade or protection from the afternoon sun in Oklahoma. It grows from 5 to 10' high and just as broad but overgrown plants can be rejuvenated by cutting them to the ground in winter without sacrificing fruit since the flowers are produced on new growth. This native shrub can be massed as an informal hedge, incorporated into a mixed border, or used as an understory plant in a naturalistic garden setting. White fruited cultivars are also available.
*Exposure: Light shade •Soil: Moist, well-drained
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
PERENNIAL
Hellebore
Helleborus
Hellebores, also known as Lenten Rose, belong to a genus of mostly evergreen herbaceous plants that are prized for their ability to flower in late winter. The flower stalks rise out of the leaf litter or through the snow to display nodding flowers that range in color from green to white, yellow, or even purple with some cultivars producing spotted flowers. Recently hybrids have been selected for outwardfacing flowers and brighter colors increasing their garden value. Hellebores are tough plants requiring little special care other than shade and pruning of old foliage. They are excellent for the woodland garden as understory plants where they will be protected by shade.
*Exposure: Shade
*Soil: Moist, well-drained
*Hardiness: USDA Zone 6
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
OKLAHOMA PROVEN SELECTIONS FOR 2008
ANNUAL
Photo by Lou Anella
For more information about Oklahoma Proven contact Lou Anella, 405-744-6593.
Spilanthes
Acmella oleracea 'Peek-A-Boo'
'Peek-A-Boo' Spilanthes was selected for its yellow flowers, each with a red eye poking up out of the foliage. The green foliage has a purple tinge in full sun turning more purple as fall approaches and the foliage can be used in salads or cooked as a green. Spilanthes is also known as the Toothache Plant because it has been used to numb pain. In the garden it is a great conversation piece when combined with other plants in a mixed container or it can be used as a flowering groundcover growing 12 to 15 inches tall and spreading 24 to 30 inches.
*Exposure: Full sun to part shade
*Soil: Moist, well-drained •Hardiness: Use as an annual | 1,654 | 892 | {
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Eutrophication (Nutrient Pollution)
Did you know?
Spring Lake is known as a 'seepage lake' and lakes such as ours are typical in this area. These bodies of water have no surface water inflows or outflows. Most water comes from groundwater flow; springs in our case.
Spring Lake, like many lakes in Alberta, is what is called a 'eutrophic lake'. Lakes become eutrophic in a natural process as the lake ages and become more productive. This normally takes thousands of years to occur. We as humans, through our various cultural activities have greatly accelerated the eutrophication process in thousands of lakes around the world.
Cultural or 'man-made' eutrophication is a result of water pollution caused by excessive plant nutrients. As humans we have, hopefully inadvertently, added excessive amounts of plant nutrients to our water bodies in many ways. These nutrients include basic elements such as phosphorus, nitrogen, and carbon. Runoff or seepage from fertilized crop lands, cow pastures, feed lots, urban lawns, and even golf courses are just some of the sources of these nutrients. Partially treated or untreated domestic sewage is another source.
Of all of the raw chemicals that compose the various substances that lead to direct or indirect pollution, Phosphorus or phosphates act as powerful stimulants for algal growth. Algae bloom can lead to oxygen depletion and subsequent fish kills. The biomass of algae and aquatic plants is directly related to the amount of phosphorus available. Hence, the more phosphorus in the water, the more algae and plants there will be. As we know Spring Lake is relatively shallow overall and lake warming in the summer can occur very quickly. Warmth, sunlight and nutrients all add up to the potential for algae proliferation and shallow water weed growth. Because of low bottom dissolved oxygen some eutrophic lakes struggle to maintain their fish populations through an extended winter.
What can we do to slow or limit cultural lake eutrophication?
Do not fertilize lawns anywhere near the lakeshore. Our meadows, tall grasses, shoreline trees and other shoreline vegetation can significantly reduce the flow of nutrients into surface water. If you must fertilize avoid fertilizers that contain phosphates. E.g. a 20-0-15 fertilizer has '0' phosphorus . . . the middle number designates phosphorus content.
Do not incur any shoreline vegetation damage or losses. Cutting grass in wide swaths down to the shoreline should be avoided.
If you have a septic field or a 'Minnesota Mound' make sure that it is functioning properly and avoids any nutrient seepage to the lakeside.
Inspect and maintain any septic system regularly. As an example septic tanks should be pumped out every 3 to 5 years or whenever the sludge level exceeds one-third of the tank capacity.
Capture and cleanse any pollutant carrying runoff before it reaches the waterway. Consider shore land buffers, rain barrels or rain gardens.
Properly dispose of household hazardous wastes – you may have heard of the saying, "if you wouldn't drink it, don't dump it ".
Plant trees and shrubs or protect your wooded areas. Removal of trees and shrubs causes more rain to hit the ground and run off rather than landing on leaves and branches.
Do not bathe, shampoo, or wash your recreational toys in the lake with any type of phosphate detergent. More and more laundry and dish detergents are now phosphate-free.
Keep land clearing to a minimum. Re-vegetate any bare areas to minimize erosion to the lake.
Do not burn brush or leaves near the shore. Similarly, ash dumping from stoves, fireplaces or fire pits any where near the shoreline negatively impacts the lake's biomass. These various ash sources all leach nutrients into the water. In fact serious toxins can be released into the water table from ashes depending on what is actually burned.
Try not to use powerful outboard motors in shallow areas – much of Spring Lake's shoreline! The nutrient-laden bottom sediments can be churned into the overlying water which may cause increased algal growth.
Our common sense in managing phosphorus pollution is essential. Minimizing erosion is also crucial. Irresponsible tree cutting, removing stumps, bushes and grass – even increasing impervious surface areas (driveways and parking lots) all enhance the probability of pollutants including nutrient pollutants entering Spring Lake.
Our local and migrating bird populations can not help but do their bit to literally dump their wastes into the lake. Let's not speed up Spring Lake eutrophication by our cultural practices and we will have many more generations enjoying the beauty and presence of one of Alberta's cleanest lakes.
[ OPTIONAL ]Morey Madsen, BSc.
Spring Lake | 1,991 | 1,028 | {
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Chemical Formulas and Names of Ionic Compounds
WHY?
Going back to pre-historic times, humans have experimented with chemical processes that helped them to make better tools, pottery and weapons. In the middle-ages, alchemists combined various compounds in the search for the philosopher's stone and the elixir of life. However, as chemistry became a real science, chemists realized that all mater was made of atoms and that chemical processes were simply a rearrangement of these atoms. Chemists needed some simple, shorthand way to show this fact, and thus created chemical formulas.
Success criteria
You should be able to write the correct formula for any ionic compound
Prerequisites
Knowledge of atoms and isotopes
Model 1: An atomic look at three compounds
The diagrams below represent some ionic compounds at the atomic level.
Sodium chloride
Calcium chloride
Chemical formula:
NaCl
Chemical formula:
CaCl2
Aluminum oxide
Key Questions
1. What are the names of the elements found in the compounds above?
2. How does the name of the elements in each compound differ from that of the free elements?
3. How many sodium ions are there in the sodium chloride sample shown above? How many chloride ions? What is the ratio between the two?
4. How many calcium ions are there in the calcium chloride sample shown above? How many chloride ions? What is the ratio between the two?
5. How many aluminum ions are there in the aluminum oxide sample shown above? How many oxide ions? What is the ratio between the two?
6. What is the relationship between the chemical formula for the compounds above and the ratio of the ions in them?
7. What is the charge of a sodium ion? What is the charge of a chloride ion?
8. What is the charge of the calcium ion? What is the charge of the chloride ion?
9. What is the charge of the aluminum ion? What is the charge of the oxide ion?
10. All samples of sodium chloride have a ratio of one sodium ion for one chloride ion. What must be true of the total (net) charge for any sample of sodium chloride?
11. All samples of calcium chloride have a ratio of one calcium ion for two chloride ions. What must be true of the total (net) charge for any sample of calcium chloride?
12. All samples of aluminum oxide have an atomic ratio of two aluminums for three oxide ions. What must be true of the total (net) charge for any sample of aluminum oxide?
13. From the pattern seen in the last three questions, what is the rule for the total charge for a compound?
Exercises
1. Write the name and the chemical formula for the compound depicted below.
Name: ____________________________________
Model 2: Ionic Charges
Many ions have the same charge whenever they are found in a compound. Some of these ions are listed in the table below.
Group Charge
| 1 | 2 | 3 | 15 | 16 |
|---|---|---|---|---|
| +1 | +2 | +3 | −3 | −2 |
| Lithium Li+ | | | Nitride N3− | Oxide O2− |
| Sodium Na+ | Magnesium Mg2+ | Aluminum Al3+ | Phosphide P3− | Sulfide S2− |
| Potassium K+ | Calcium Ca2+ | | | Selenide Se2− |
| Rubidium Rb+ | Strontium Sr2+ | | | |
| Cesium Cs+ | Barium Ba2+ | | | |
Key Questions
14. What patterns do you notice about the charges of the ions with respect to their positions in the periodic table (or their Group number in the periodic table).
Exercises
2. Following the rule you established in the last key question, write correct chemical formula for each of the following compounds
3. Use your answers to the Key Questions and the Exercise Questions to draw a conclusion about the ratio of ions in two compounds if the elements in the compounds are from the same groups (example: aluminum oxide and aluminum sulfide; lithium chloride and potassium chloride).
Compound
Formula
(a) Lithium chloride
(b) Magnesium iodide
(c) Strontium selenide
(d) Rubidium fluoride
(e) Lithium oxide
(f) Sodium sulfide
(g) Potassium chloride
(h) Calcium phosphide
(i) Barium oxide
(j) Aluminum sulfide | 1,965 | 964 | {
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Fremont Public Library Great Books Book Club Doris Kearns-Goodwin's "Team of Rivals" July 29, 2023
1. How was Abraham Lincoln able to win the Republican nomination in 1860 over his three chief rivals, Seward, Chase, and Bates–all of whom were more experienced, better educated and better known?
2. The night before his election as president, Lincoln made the decision to put each of these three rivals into his cabinet. What led him to this decision? What does it say about his temperament?
3. Are there parallels that can be drawn between Fort Sumter and the Iraqi War beginnings?
4. Could Seward or one of the other presidential possibilities have kept the country out of war or at least delayed it?
5. Lincoln and his cabinet's solution to the slavery issue was controversial. Was there a different solution to the resolution of the slavery problem that, in retrospect, may have been preferable to the one employed?
6. How did Lincoln's thinking about slavery evolve over time? What led him to issue his Emancipation Proclamation? How would he answer complaints that the Proclamation did not free the slaves in the border states? How did Seward contribute to the timing of the Proclamation?
7. Why did Lincoln put up with Chase for so long, knowing that he was maneuvering against him to win the nomination in 1864? What finally undid Chase? Why did Lincoln appoint him Chief Justice?
8. At the start of the war, Lincoln was plagued with a series of ineffective generals. Was this inevitable?
9. President Barack Obama has said he followed Lincoln's example of surrounding himself with rivals and people who question him and argue with him. Do think Obama used some of the same strategies that Lincoln used for the Presidential nomination? What are the factors in our modern media and political culture that make it more difficult for a president to create and maintain a true team of rivals?
10. Lincoln has often been portrayed as suffering from depression all his life. Yet, Goodwin suggests that while he had a melancholy temperament, he developed constructive resources to combat his spells of sorrow. By the time he reached the presidency, Lincoln was the one who could sustain everyone else's spirits. What were the means he used to shake off his sorrow?
11. How would you describe the change in Stanton's attitudes toward Lincoln from the time they first met as lawyers to the end? How did their opposing styles lead to positive results in the cabinet?
12. What compromises did each of the four men make with his beliefs in order to further his political career?
13. How did the women in the story affect the lives and careers of the men surrounding Lincoln–Frances Seward, Kate Chase, and Julia Bates?
14. Putting Lincoln to one side, which of the men (the rivals) would you most like to meet and why? Start a business with? | 1,110 | 592 | {
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Recovery, Resiliency, & Wellness
What is recovery?
Recovery is a process of making changes that improve your health, quality of life and your long-term wellness. Recovery is different for everyone. There is not one right path. Your path will not be the same as anyone else.
You are in charge of your recovery plan. It is developed just for you. If your plan does not meet your needs you can change it. You have choices about providers, treatment, and supports.
Being in control is an important part of your recovery. Take the lead to create your goals. Tell your providers about your:
* Needs
* Culture
* Experiences
* Preferences
* Beliefs
* Support system
An important part of recovery is to reduce the use of services. Your recovery plan should help you learning to use skills on your own. It should help you creating a support system outside of mental health providers.
What is resiliency?
Resiliency is being able to bounce back when there are challenges in your life. Being resilient means you can adapt when you feel stress or your situation is hard.
To be resilient you have to be able to learn new skills. You must be able to grow and change. You can learn ways to handle challenges and keep going forward. Important steps to be more resilient are:
Find meaning in your life. Figure out the healthy things that make you happy. This might be a job or being a volunteer. For some people being creative is important. Try new things. Often helping others be healthier gives people meaning.
Develop hope. Believe your life will get better. Healthy relationships help you have hope, so include your family and friends in the process. For many people spirituality is helpful.
Recognize your feelings. Notice when you have hurt feelings about yourself or your situation. You can learn how to think about things in a different, more positive way.
What is wellness?
Wellness is all the parts of our lives working everything just right all of the time. Wellne g together. This helps people be their very best. No ess is something everyone has to work toward. o one has
Whole health and wellness includes bot areas of our lives. This might include ha to do creative things like paint, play mus th mental health and physical health. It also inc aving your own money to do things you like to d sic, and work in a garden. cludes other do. Or being able
The picture below shows how each area a applies to your life.
Physical
Knowing the importance of exerci
eating, & enough sleep
Intellectual
Recognizing creative abilities and finding
ways to expand knowledge and skills
Environmental
Good health by being in inspiring
supportive environments
Wellness
Emotional
Successfully coping with life and
creating fulfilling realtionships
Fin
Satisfaction with cu
sit
O
Sense of accom
fr
So
Developing a sense o
and a positive
Spiritual
Expanding our sense of purpose and
meaning in life
se, healthy
p
g and
nancial
urrent and future finacial
tuations
Occupationa
l
mplishment and satisfaction
rom one's work
ocial
f connection, belonging,
e support system
For more information visit Magellan of Nebraska's website: www.Magellanof fNebraska.com
Look for the Recovery Resources tab Welcome Page. b in the For Members section in the center of the | 1,305 | 732 | {
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Clarion Review
A Promise Is To Keep
Patricia Topp
Trafford Publishing Unknown (pp) 978-1-4251-5076-1
In A Promise Is To Keep, young readers will find their personal struggles in managing friendships, maintaining responsibility, and becoming a better person reflected in the summertime adventures of thirteen-year-old Barbara Kay, a naïve but well-intentioned teen spending her first summer away from home at Cass Lake Camp. Aimed at middlegrade readers, this novella aims to provide pre-teen readers with interior direction—a guide for the self-reflection that begins and intensifies at this integral stage in the lives of young girls.
Readers join Barbara Kay just before the start of summer. Having spent her spring working odd jobs for neighbors and friends, Barbara Kay has saved just enough money to attend camp with her best friend Nancy. Beginning with the challenge of spending her hard earned money wisely, Barbara Kay faces many obstacles on the road to self-improvement. Through classic camp situations—sharing bunks in a cabin, sunset scavenger hunts, swimming lessons, and baseball games—Topp attempts to create the culture of pre-teen female friendship through which Barbara Kay learns valuable life lessons.
Though the premise is admirable, the prose style Topp employs lacks the kind of energy that her subject matter and audience demands. Though middle grade fiction benefits from clear-cut prose, Topp's style is overly simplistic and vague, lacking the specificity required to create the visual imagery necessary for any fiction, but especially important for young readers. This results in a surface-level treatment of important elements such as setting and character development. Aside from a very general idea of Barbara Kay's desire to go to camp and be a better person, the reader does not get a satisfying sense of who she is, where she lives, the kind of life she leads, or the identity she wants to create for herself—all essential elements in pre-teen lives.
The issues Topp addresses—responsibility, reliability, leadership—are dealt with in sensitive and meaningful ways that will ring true to the reader. For example, early on, Barbara Kay is confronted by her friend Nancy who tells her she isn't a dependable friend. This frank and honest confrontation with a well-meaning friend is touchy and uncomfortable, but will be meaningful among readers navigating their way through the tricky obstacles of middleschool dramas. However, the believability of Topp's characters and their actions is called into question by an overly wholesome approach to issues that are important, but perhaps more suited to a younger age bracket. The thirteenyear-old girls in this book act much younger than their age, their emotional development is far behind that of typical teens who are dealing with far more heightened issues that go beyond the camp antics that Barbara Kay and her friends encounter.
The themes explored in this book are well suited to an eight to twelve age group and can certainly empower a young reader to take steps towards personal responsibility. However, the vague prose style, lack of specificity and detail, as well as inconsistent characterization must be revisited and addressed to create a meaningful story that will effectively impact its intended reader. SHOILEE KHAN (November 9, 2011)
Disclosure: This article is not an endorsement, but a review. The author of this book provided free copies of the book and paid a small fee to have their book reviewed by a professional reviewer. Foreword Reviews and Clarion Reviews make no guarantee that the author will receive a positive review. Foreword Magazine, Inc. is disclosing this in accordance with the Federal Trade Commission's 16 CFR, Part 255.
JUVENILE FICTION | 1,538 | 743 | {
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September 30, 2013
Contributed By: Ken Yant, Gwinnett County Public Schools, School Nutrition Program Director
This Week's Topic: Hazard Analysis and Critical Control Points (HACCP)
Key to Excellence: Sanitation and Inspection
Hazards Analysis and Critical Control Points (HACCP) is a dynamic process that ensures safe food through a combination of proper food handling procedures, monitoring techniques, and record keeping. HACCP was developed for NASA in 1959 to keep food safe during space travel where there is no room for error. School kitchens strive to maintain those same high standards by implementing HACCP in their everyday food preparation.
There are seven principals for a HACCP plan:
- conduct a hazard analysis to determine the critical control points (determine where things could go wrong)
- establish critical control points (what food prep steps are essential to food safety)
- determine critical limits (what must happen and when a food must reach a certain temperature)
- establish monitoring procedures (make sure limits are met at an essential step such as taking temperatures at specific times)
- take corrective actions (when something goes wrong take action and document it)
- record keeping (documenting and keeping records of daily temperatures/critical limits)
- verification (is the plan being followed and keeping food safe)
A HACCP plan is specific to the operation, menu, equipment, and processes for each kitchen. Potential hazards can be prevented, eliminated, or reduced to safe levels when identified at specific points in the flow of foods.
Due to the highly susceptible population (HSP) served in school nutrition, a HACCP system is vital for food safety. HSP includes small children, pregnant women, infants, individuals with compromised immune systems or on certain medications such as chemo, and elderly adults. These groups are considered to be at high risk and are more susceptible to foodborne illness, and may have symptoms that are more serious if they do become ill. A HACCP system should include standard operating procedures (SOPs) to help prevent foodborne illness. SOPs are used every day for doing things right in the kitchen. Most schools are not required to have a HACCP plan for their health inspections, but USDA requires HACCP based SOPs to make sure school kitchens go the extra mile to keep their students safe.
If you want to learn more go to: http://healthymeals.nal.usda.gov/resource-library/food-safety/hazard-analysis-criticalcontrol-points-haccp
The U.S. Department of Agriculture (USDA) prohibits discrimination against its customers, employees, and applicants for employment on the bases of race, color, national origin, age, disability, sex, gender identity, religion, reprisal, and where applicable, political beliefs, marital status, familial or parental status, sexual orientation, or if all or part of an individual's income is derived from any public assistance program, or protected genetic information in employment or in any program or activity conducted or funded by the Department. (Not all prohibited bases will apply to all programs and/or employment activities.)
If you wish to file a Civil Rights program complaint of discrimination, complete the USDA Program Discrimination Complaint Form, found online at http://www.ascr.usda.gov/complaint_filing_cust.html, or at any USDA office, or call (866) 632-9992 to request the form. You may also write a letter containing all of the information requested in the form. Send your completed complaint form or letter to us by mail at U.S. Department of Agriculture, Director, Office of Adjudication, 1400 Independence Avenue, S.W., Washington, D.C. 20250-9410, by fax (202) 690-7442 or email at email@example.com.
Individuals who are deaf, hard of hearing or have speech disabilities may contact USDA through the Federal Relay Service at (800) 877-8339; or (800) 845-6136 (in Spanish).
USDA is an equal opportunity provider and employer." | 1,835 | 836 | {
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SUMMER HOLIDAY HOMEWORK
CLASS: IV
ENGLISH
Q.1 Design a summer assignment file which should have:
a) Paragraph "My school."
b) A small story
c) Crosswords/ Puzzles
d) Homophones
e) Three forms of verbs
Q.2. Do one page writing daily.
Q.3
Books prescribed for reading [read any one out of three]
a) The Little Mermaid and the other stories
b) Beauty and the Beast and the other stories
c) Comics- Chacha Choudhary and Sabu
Q.4.
Base form
Write verb forms
singular form simple past (v2)
past participle
HINDI
MATHS
Q.1Write and learn tables from 0 to 20.
Q.2 Write the number name in Indian and International number system.
1. 34560
Indian- ______________________________________________________________________
International- _________________________________________________________________
2. 506312-
Indian- ______________________________________________________________________
International- _________________________________________________________________
3. 1508902-
Indian- ______________________________________________________________________
International- _________________________________________________________________
4. 31204875-
Indian- ______________________________________________________________________
International- _________________________________________________________________
Q.3 Write the given number in expanded form.
1. 634521-__________________________________________________
2. 456730-__________________________________________________
Q.4 Write the short form.
1. 8000000 + 600000 + 2000 +300+50+5 = _______________________
2. 9000000+800000+20000+3000+700+60+1 = _______________________
Q.5. Find the place values of underlined digits and find their sum.
1. 23434
2. 72771
3. 89262
4. 30825
5. 58743
6
Q.6. Complete the series.
1. 55324 , 553266, 55328 ,___________ ,___________ ,___________
2. 10276 , 10279, 10282 ,___________ ,___________ ,____________
Q.7. Write Roman numbers with matchstick in chart paper. 1 to 20.
Q.8. Look at these digit and answer the question.
1. 7491
(a) Make a Largest number
(b) Make a smallest number
2. 182340
(a) Make a Largest Number
(b) Make a Smallest Number.
EVS
1. Create your own baby scrap book collect pictures of you, as a baby begin from when you were born till you started going to school.
COMPUTER
Q.1. Make a collage on "Input and Output Devices". Collect the pictures from the magazines, newspapers or Internet with the help of your parents.
Q.2. Collect the pictures of various storage devices from computer magazines, Internet, newspapers etc., and make an informative chart on "Types of Storage Devices". | 1,838 | 620 | {
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Sometimes, when we feel like we should be switched off and relaxed, we can feel stressed and anxious about the very fact that we are not feeling relaxed or 'switched off'.
It is important to allow our minds to transition from the pace and mental load of school to the relaxation and slower pace of the weekend or holiday.
The way we deal with this transition is unique to each of us but it may include:
* using strategies to switch off;
* using strategies to keep your mind busy with other thoughts;
* completing some work tasks but in a more relaxed mode or at a more relaxed pace;
* mapping out when you will complete work tasks, so you can let go of the mental load of trying to remember these. Completing some work might actually be beneficial in helping you to completely switch off and relax.
Switching off from Work
This leaflet contains ideas for ways to refocus your mind after work in order to achieve a feeling of relaxation and establish a work-life balance.
Strategies to Switch Off and Relax
Exercising
Exercise is known to relieve stress, boost your mood and help you sleep better. This will assist you in switching off and relaxing.
Breathing Techniques
Breathing techniques slow down your heart rate and relax your muscles to help you switch off and relax.
Offloading
By sharing your experiences (good and bad) with other people, you can offload these thoughts – this means they no longer have to be carried by your mind. This allows you to switch off and relax.
Mindfulness
Mindfulness activities allow you to pay attention to the present moment and accept you own thoughts and feelings. This helps you to recognise your needs and look after yourself better.
Yoga
Yoga is linked to lower levels of stress, depression and anxiety. It increases feelings of wellbeing and happiness.
Physical Activities
By being physically active, you release a stream of feel-good chemicals. Sometimes, you may find yourself thinking about work or work tasks but by these occurring during physical activity, they will come at a different pace and from a new perspective.
Art and Music
When you are music-making or creating a piece of art, your mind needs to focus on the art form you are creating. This focus can free your mind and allow you to let go of work-related thoughts and stress.
Building Bricks and Jigsaws
By being tactile and following simple but focused instructions, you can enhance your sense of wellbeing – your minds will be focused on the present, giving it a break from thoughts about work.
Competitive Activities
When you are taking part in a competitive activity, your sole focus will be on the competition. This drive will ensure your mind is fully focused. It might involve playing football, netball, a game of scrabble or doing a crossword by yourself. | 1,042 | 562 | {
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My life story
This worksheet will aid in:
*
*
*
Capturing your life story and gaining perspective of your life as a whole
*
Making meaning of experiences
Documenting all the important events, memories, relationships that have shaped you
Understanding what is important to you now as well as moving ahead
Method 1: The Timeline
There are multiple ways in which you can do this activity. While some are mentioned below, you could get creative and do it the way you see best!
* Add details about these events. How old were you? Where were you? Who were the people involved? Why did this have an impact?
* · Mark the first point as the day you were born and the last point as today's date. · Think about all those events that stand out to you, or have made an impact on you, over the years. Note these down on the timeline.
Draw a timeline.
Method 2: The Life Story Book
Imagine that you're writing a book, based on the story of your life.
* Now, add a section that focuses on your future. Write it as if it has already taken place. What does it look like? What are you doing? Where are you? Who is part of your life?
* Start by writing the title of this book. • Next, decide upon the sections of this book. These could be based on different time periods, stages, events of your life. Give them each a title and write down a description or summary of each.
Method 3: The Tree of Life (Georgia et. al, 2014) · Draw a tree in any way you like. Remember this isn't a test of your drawing skills. The picture need not be perfect. Just make a tree that you like. Draw different parts like the roots, ground, trunk, branches, leaves, and fruits.
* Finally, go through everything you have put together till now and see if it needs any additions. You can even illustrate by your sketches or adding scraps to make it more colourful and interesting (as per your choice).
* Now add names and details based on the following prompts and what different parts stand for:
www.iitb-bandhu.com
* Roots: Write about where you come from, your hometown, places you've lived over the years, your family history, your immediate family and others who played a big part in your life, • Anything else that helps you feel close to your roots. • Ground: This is your current place (IIT-B!) and your everyday life. Write down your daily activities, any other details from your current life here.
* Trunk: It represents all your skills and abilities. What are you good at, proud of? Branches: Use this space to write your hopes, dreams, and wishes. Where would you like your life to go from here?
* Leaves: The leaves stand for all the people that matter to you. You can also include those who may have passed on. And pets!
* Fruits: These are all the gifts that you have received. This does not necessarily mean material gifts but anything that was given to you. Maybe someone was kind to you, you had some happy memories, you felt loved, etc.
Some questions to reflect upon once you're done:
* impacted you the most? Who is important to you currently?
shaped who you are today?
Who are the people who hav e · What are some roles t h at y ou have played in your life? · What are you most proud of? · What got you through your difficulties? · How have different exp erien c es · Where would you like t o go from here?
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Year 10 Business
What have students at St. Crispin' s been taught to understand and be able to do?
Core Knowledge
UNIT 1 – BUSINESS ACTIVITY
Core Skills
Students start the course by learning the basics including;
* Business enterprise and entrepreneurship, including investigating the success and characteristics of real-life entrepreneurs
* Business planning, the value and content of a basic business plan is introduced to students
* Business ownership, an interesting topic as students will learn about the different forms of business ownership such as sole trader, partnerships and companies and be able to select appropriate forms
* Business aims and objectives, students will learn why businesses chose different objectives and understand the diversity of objectives
* Stakeholders in business, students gain an insight into different needs of a range of stakeholder group both internal and external
Overall this is an exciting unit in which students will learn new knowledge as well as developing a share dealing portfolio.
UNIT 3 – PEOPLE
This unit involves looking at the role and treatment of employees within business, knowledge taught includes;
* Organisational structures and different ways of working, students will understand that protocols and communications are different across different sized organisations and they will be introduced to terminology relating to HRM
* Recruitment and selection, this is a very relevant element and students will gain an insight on the importance of a range of recruitment documents and laws
* Motivation and retention, students will become familiar with a range of financial and non-financial methods used to motivated staff.
Skills Learners are required to draw on their knowledge and understanding to:
* use business terminology to identify and explain business activity
* apply business concepts to familiar and unfamiliar contexts
* develop problem-solving and decisionmaking skills relevant to business
* investigate, analyse and evaluate business opportunities and issues
* make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation and the application of appropriate quantitative skills
* improve employability by developing ICT skills and being familiar with documents associated with business practice (e.g. CVs, job descriptions, business plans, business letters)
* make justified decisions using both qualitative and quantitative data, including its selection, interpretation, analysis and evaluation and the application of appropriate quantitative skills.
In addition, we use computer programmes such as Excel and Publisher. The department encourages the use of formulas for constructing accounts and share dealing.
Year 10 Business continued
What have students at St. Crispin' s been taught to understand and be able to do?
UNIT 3 – PEOPLE continued
* Training and development, on and off the job training and professional development is investigated
* Employment law, this element is very practical and useful and includes working time directives, pay and holiday allowance.
UNIT 2 – MARKETING
Students find this unit exciting and have the chance to develop their creative side. We use real examples of promotions used in larger and smaller business and look at the cost effectiveness of promotions.
The role of marketing, market research and market segmentation.
The marketing mix is then explored in further detail (price, product place and promotion).
| DATE | ASSESSMENT TYPE |
|---|---|
| October Term 1A | Class Test – different types of business organisations |
| December Term 1B | Unit 1 Test – MCQ Short answers |
| April Term 3a | Unit 2 Test MCQs and longer written answers |
| June Term 3b | Mock Exam Unit 1, 2 and 3 |
What is coming up in the following year?
Unit 7
Unit 4 Operations - including customer service, location of business and procurement Unit 5 Finance – a chance to also develop business plans introduced in unit 1 Unit 6 Influences on business – including some basic economics and international trade The interdependent nature of business. | 1,831 | 779 | {
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How Breast Milk Is Made
Knowing how the breast works to produce milk can help you understand the breastfeeding process. The breast itself is a gland that is made up of several parts, including:
Lymph • – the almost colorless fluid that travels through the lymphatic system and carries cells that help fight infection and disease. Lymph tissue in the breast helps remove waste.
Glandular tissue • – body tissue that makes and releases one or more substances for use in the body. Some glands make fluids that affect tissues or organs. Others make hormones or assist with blood production. In the breast, this tissue is involved in milk production.
Connective tissue • – a type of body tissue that supports other tissues and binds them together. This tissue provides support in the breast.
Nerves • – cells that are the building blocks of the nervous system (the system that records and transmits information chemically and electrically within a person). Nerve tissue in the breast makes breasts sensitive to touch, allowing the baby's sucking to stimulate the let-down or milk-ejection reflex and milk production. (See page 9 to learn how let-down works!)
Blood • – fluid in the body made up of plasma, red and white blood cells, and platelets. Blood carries oxygen and nutrients to and waste materials away from all body tissues. In the breast, blood nourishes the breast tissue and provides nutrients needed for milk production.
Fatty tissue • – connective tissue that contains stored fat. It is also known as adipose tissue. Fatty tissue in the breast protects the breast from injury. Fatty tissue is what mostly affects the size of a woman's breast. Breast size does not have an effect on the amount of milk or the quality of milk a woman makes.
8
Special cells inside your breasts make milk. These cells are called alveoli (al-VEE-uh-leye). When your breasts become fuller and tender during pregnancy, this is a sign that the alveoli are getting ready to work. Some women do not feel these changes in their breasts. Others may sense these changes after their baby is born.
to contract and move the milk through a series of small tubes called milk ducts. This moving of the milk is called let-down reflex.
The alveoli make milk in response to the hormone prolactin (proh-LAK-tin). Prolactin rises when the baby suckles. Another hormone, oxytocin (oks-eeTOH-suhn), causes small muscles around the cells
Oxytocin also causes the muscles of the uterus to contract during and after birth. This helps the uterus to get back to its original size. It also lessens any bleeding a woman may have after giving birth. The release of both prolactin and oxytocin may be responsible in part for a mother's intense feeling of needing to be with her baby.
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Math Circles Diophantine Equations and the Euclidean Algorithm
Colin Curtis
August 9, 2020
Definition: A Diophantine equation is an equation of the form ax + by = c, where x, y are variables that we are trying to solve for. In other words, we are trying to find x and y that solve the given equation.
Definition: The greatest common divisor (gcd) of two numbers a and b, denoted gcd(a, b), is the greatest number that divides both a and b. Example: gcd(5, 10) = 5. We see this just through simple observation. gcd(12, 7) = 1 since 7 is a prime number.
Important Fact: if c = gcd(a, b), then there exist integers x and y such that ax + by = c. This is important because it guarantees the existence of a solution to the Diophantine equation ax + by = c if and only if c = gcd(a, b).
Problem 1: Try to find integer solutions to the Diophantine equation 2x + 3y = 0. What about 2x + 3y = 1? Or 2x + 3y = 31? Think about how you can get the third equation from the second equation.
Problem 2: Suppose we have a solution (x0, y0) to the Diophantine equation ax + by = 1. Let n be an arbitrary integer. Show there is a solution to the Diophantine equation ax + by = n. Can you give a solution? hint: think about the previous problem.
Euclidean Algorithm: Suppose we are trying to calculate gcd(a, b), with a ≥ b. Then write
1. a = q0b + ro, where q0 is the quotient and r0 is the remainder.
2. q0 = q1r0 + r1, so the old quotient is the new dividend, and the old remainder is the new divisor.
3. Continue this process, so the k th iteration is given by qk−1 = qkrk−1 + rk. The amazing fact is that eventually rk = 0, and then gcd(a, b) = rk−1, namely the divisor of the step where we get remainder 0.
This is a really important algorithm that allows us to compute the gcd of two numbers really easily. What we are really doing here is saying gcd(a, b) = gcd(b, a mod b).
Problem 3: Use the Euclidean Algorithm to compute gcd(1071, 462). hint: First write 1071 = 2(462) + 147. Then find q, r so that 462 = 147(q) + r
Problem 4: Use the Euclidean Algorithm to compute gcd(383, 74).
Problem 5: Suppose a|(bc) and gcd(a, b) = 1. Show a|c. Recall p|q (p divides q) if there exists an integer k such that pk = q. hint: write out the divisibility statement and also use our important fact.
Problem 6: If m|a and m|b, and m is a positive constant, then show that gcd( a m , b m ) = 1 m gcd ( a, b ). This lets us take constants out of the gcd expression. | 1,169 | 718 | {
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Parishioners' Responses to the Prompt Sheet
Thank you for completing the Prompt Sheet - we received 144 responses from families and individuals which represents a very strong response from the Parish. The results show that many of us are already taking seriously the call of Pope Francis in Laudato Si but the three areas where we are less consistent are:
n running the dishwasher/washing machine on cool cycle; and
n looking for the Fairtrade Symbol when shopping;
n supporting the community emergency foodbank.
RESULTS
We turn off appliances and lights when not in use
We turn off taps when brushing teeth
Responses to Q10, Request for Ideas on the Prompt Sheet (45) Grouped by themes
We will use these ideas to develop further projects for the Live Simply Campaign
Food bank
* Support Community Larder initiative.
* Community Larder – launched in Didcot would it be possible to spread this SOFEA charity .
* A box at the back of church to place food for the poor.
* We need to find out more about the foodbank and whether this is good value for money, ie gift aid and tax back?
Not wasting Food
* We take leftovers or make our own lunches for work and use re-usable containers, rather than buying food in throw-away packaging or wasting extra food at home.
* Don't waste food, only prepare what you need,
* Do not waste food only buy what we actually need.
* Re use left overs.
* We use baskets instead of trolleys in supermarkets.
* Try to cut down on food wastage by not "over-buying" and shop more often.
Recycling
* Recycle.
* Don't buy non-recyclable goods.
* We dispose of rubbish properly.
* Have a parish jumble sale so that we can give things we don't use but others can.
* Recycling.
* Find out if recycling place accepts hard plastics some do so you can take plastic furniture to be recycled, use your recycle opportunities e.g. glass banks at kerbside.
* Place rubbish in the bins provided, recycle.
* Helping those in need, not throw away clothes – give them to charity.
* Recycle clothing.
* We recycle waste responsibly.
* We recycle clothes for our little girl.
* Buy goods from charity shops.
* Recycle and give away unwanted items or to charity shop.
* Promote recycling like using recycled paper for leaflets.
Saving water
* Bring (Safari meal )style load of washing for 1 house to do every now and then.
* Have short showers to save water.
* Comment by Q2 – hand wash and a plan to do 4,5,6,7,8.
* We try to handwash our clothes if we can,
* Having showers not baths and 4 minute showers
* If you left the tap on your mummy would be cross with you!
* Use washing up water to water plants.
Conserving energy
* Comment by Q2 – hand wash and a plan to do 4,5,6,7,8.
* Conserve heat, Have short showers to save water.
* Having showers not baths and 4 minute showers, switch to green energy providers, switch off appliances before going on holiday.
* We don't own a tumble dryer, we haven't replaced our broken dishwasher,
* Layered clothing and turn down thermostat accordingly during winter.
* We try to handwash our clothes if we can.
* Solar panels on church roof.
Reducing Plastic
* We don't use plastic straws.
* We reuse shopping bags.
* We take leftovers or make our own lunches for work and use re-usable containers, rather than buying food in throw-away packaging or wasting extra food at home.
* Try buying vegetables that are not in plastic containers or bags.
* We don't use plastic straws.
* We re-use plastic bottles for drinking.
* Using eco-bag instead of plastic bag.
* Use and old bag when going shopping use tissue napkins.
* We recycle bags and jars to avoid using more plastic.
* Carry our own bags when we shop.
Simpler celebrations
* Having home cooked food, avoid unnecessary presents, my son asked all his friends to con tribute to charity for his birthday instead of giving him presents.
Respect for others
* Saying "please and thank you"- having manners.
* Less texts more speaking.
* Do not argue with your partner, just go around him or her if possible!
Grow your own
* A candlelit meal, grow/share veg fruit with neighbours,
* Share allotment produce.
* Grow your own veg.
* We plant and grow our own vegetables every summer.
Other
* Have bank accounts that invest in Fairtrade farmers etc.
* Each should choose an exercise meaningful to them.
* Have meat free days.
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04737 Fuller Road, East Jordan, MI 49727 (231) 536-3369 |www.miravenhill.org
email@example.com
Raven Hill Discovery Center is a 501(c)(3) tax-exempt corporation.
Mission: Raven Hill provides a place that enhances hands-on and lifelong learning for all ages by connecting science, history & the arts.
Volume of rocks & pebbles
In science, volume is defined as the space something takes up. So, the question is: When is a jar full? If you count the air that is in the jar, it is already full! But we can displace that air and fill it with other things. You will need a small jar, measuring cups and spoons, a big rock that fits in the jar, small pebbles that fill around the large rock in the jar, sand and water. With the measuring cups & spoons, you can measure the volume of the rock by how much water it displaces. If you measure the volume of the big rocks, small pebbles, sand and water, you will find that the volume is the same as if you fill the jar with water and measure that. Here's what to do. To measure the volume of a large rock, fill a glass measuring cup up to one half with water. Put your large rock in and measure the new water level. Subtract the original half cup volume of water and the difference is the volume or space that your rock takes up. I found the volume of my small pebbles by fitting in as many as I could around my big rock and then measuring their volume by displacement as I did with the large rock—filling the measuring cup to the half cup mark, adding the pebbles, recording the new water level and subtracting the original half cup of water. Once you know the volume of the large rock and pebbles, put them all in your jar Put the large rock in first and fill in around it with the small pebbles. The jar will look "fuller". But you can still see little spaces between the pebbles. If you add sand, the sand will fill in those spaces and take up more of the volume in the jar. Fill up a small ¼ measuring cup with sand and pour it in the jar around the rock & pebbles. Add another ¼ cup, if there is room or add tablespoons of sand (4 tablespoons equals ¼ cup). You might have to shake the jar gently to get the sand down to the bottom of the jar. With the sand, the jar looks pretty full. But, if you add water by the tablespoon, which has smaller particles (molecules) than the sand, the water takes up the spaces between the sand grains and so it takes up more of the volume or space in the jar! So the answer to the question is when is the jar full—it was full from the beginning, first with air, then with the rock, pebbles, sand and water. What's more to the point is what is filling the jar! Whether you fill it with air, water or rocks, pebbles, sand and water, the volume remains the same. First, I filled the jar with water to find the total volume. The total volume of my jar was 1 ¼ cups or 15/12 cups plus 3 tablespoons of water. The rock had a volume of 7/12 cup; the pebbles had a volume of 2/12 cup; the sand had a volume of 6/12 cup or 1/2 cup; and the water I added to fill in the remaining space in the jar was 3/12 cup or 3 tablespoons, which is the original volume of the water! Messy and fun! Clean up when you are done.
1 Supplies 2 Water volume 3 Displacement 4 Filled? 5 Adding sand 6 Now filled? 7 Add water 8 FILLED! | 1,252 | 827 | {
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A Delivering Social Change Investment is underpinning the introduction of a new integrated review process for all children
Early Intervention Transformation Programme is a Signature Project funded by Atlantic Philanthropy, Delivering Social Change and five Government Departments (DHSSPS,DE,DEL, DoJ and DSD). The programme aims to transform mainstream services by enabling a shift to early intervention and prevention through a greater use of evidence and focus on outcomes.
Work Stream One of EITP seeks to equip, support and empower parents to provide their children with the best start in life.
It is a partnership approach with Health & Education working across universal services, midwifery, health visiting and Early years. There are three elements within the work streamGetting Ready for Baby, Getting Ready for Toddler and Getting Ready to Learn
The Getting Ready for Baby element, led by PHA, will transform universal antenatal care and education by providing antenatal care alongside the Solihull Antenatal Parenting Programme.
The Getting Ready for Toddler element, also led by PHA, will improve support social and emotional development of children in pre-school Children.
The Getting Ready to Learn (GRtL) project within Workstream One, led by DE, seeks to support DE funded pre-school education providers to encourage and develop parental involvement in children's early learning to ensure maximum parental contribution at a crucial time in children's early brain development .
A review and analysis of how services are currently delivered revealed
- Age 3-4 years is an important stage in child development. Key health issues are important around this stage – such as Speech, language and communication; Peer relationships /social skills;Promotion of positive behaviours;Toilet training; Diet& Nutrition.
- Consultation with Health & Education colleagues found evidence of preventable delays in these areas for a number of children in their pre-school year.
- Parents highlighted a gap in current universal programme for face to face contact between 2 year assessment and Primary One.
- Evidence shows that parent's assessment of their child's development is a particularly useful way of identifying developmental delays, as they are most familiar with their child and make observations on a daily basis rather than an one off assessment.
The review of evidence and need pointed towards an opportunity to introduce a new integrated review for children aged 3-4 years in their preschool year. The review will combine the health visitor's skills , knowledge and experience ; the pre-school education practitioner's observations and detailed knowledge of the children in their day to day care; and parent's views and concerns on their child's progress and development .
The transformation of service will be done in 2 stages
Firstly A named health visitor will be aligned to every DE funded pre-school education setting . The health visitor will:
* Work in partnership with colleagues in education to provide a public health service to support and promote healthy child development in early years settings
* Contact the early years education setting a minimum of once per term
* Permission will be sought from parent prior to Nursery Principals / Early Years Leaders raising concerns about individual children
* The Family Health Visitor will take forward any required action in partnership with parents and Early Years facility.
Secondly an initial 10% of children will be offered an additional Health Review in the pre school setting . The integrated child development review aims to:
- Review the child's social and emotional developmental progress and identify any additional needs or concerns in relation to a child's development
- Where additional needs or concerns have been identified ensure that a programme of care is implemented and the child and his/her family are referred in a timely manner to appropriate services for support and intervention.
- Ensure there is a joined up approach to working across health and education, encouraging appropriate sharing of information, reducing duplication and providing a consistent message for parents.
- Record, analyse and share appropriate child data on social and emotional development which can then be used to develop services that could improve outcomes for children and young people
Once the change is fully embedded it will be sustained by the mainstream services and become a part of the core service offering to all children | 1,948 | 820 | {
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Fact sheet
Giardiasis (Giardia)
What is giardiasis?
Giardiasis is a diarrheal illness caused by a tiny parasite Giardia lamblia that is usually spread through water. This parasite can survive for long periods of time in water or on other surfaces.
How is giardiasis spread?
The illness is spread when Giardia parasites enter your body from ingesting contaminated food or water. Once an animal or person has been infected with Giardia, the parasite lives in the intestine and is passed into the environment in the stool (poop). You only need to ingest a small amount of Giardia parasites to become ill. The most common cause of illness is drinking water contaminated with Giardia parasites. Water from lakes or streams can be contaminated, even if the water appears clean. Person-to-person transmission has also been known to occur in childcare centers and in long-term care facilities and institutions.
What are the signs and symptoms of giardiasis?
diarrhea and should drink plenty of fluids while ill.
How long after infection do symptoms appear?
After eating or drinking contaminated food or beverages, it may take 1–4 weeks before you get sick. Diarrhea usually begins within 7–10 days, but may be as early as 5 days or as late as 25 days after infection with Giardia.
Who is most at risk?
* Children who attend childcare centers, including diaper-aged children
* Childcare workers
* Parents of infected children
* Caregivers who take care of infected people
* Pregnant women
* People with severely weakened immune systems
* International travelers
* People who drink unfiltered, untreated water
The most common symptoms of giardiasis are diarrhea with loose and pale greasy stools, gas, stomach cramps, bloating, weight loss, and fatigue. Fever and vomiting are rare. Many people who become infected with Giardia do not have symptoms, but can still spread infection. Young children and pregnant women may be more likely to get dehydrated from
* People who drink from untreated shallow, unprotected wells
What type of health problems are caused by giardiasis?
Giardiasis can cause weight loss and failure to absorb fat, lactose, vitamin A and vitamin B12.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
How is giardiasis diagnosed?
Your healthcare provider will ask you to submit stool samples to check for the parasite. Giardiasis can be difficult to diagnose, so your provider may ask you to submit several stool samples over several days.
How is giardiasis treated?
Most people who have a healthy immune system will recover without treatment. The symptoms of diarrhea can be treated. If you have diarrhea, drink plenty of fluids to prevent dehydration. Several effective prescription drugs are available to treat giardiasis. Treatment time varies depending on the drug prescribed.
Where is Giardia found?
How can giardiasis be prevented?
* Wash hands with soap and water after using the toilet and after every diaper change, especially if you work with diaper-aged children, even if you are wearing gloves.
* Dispose of animal waste properly so water sources will not be infected.
* Avoid water that might be contaminated.
* Wash all fruits and vegetables thoroughly before eating.
Where can I get more information?
* Your personal healthcare provider
* Centers for Disease Control and Prevention (CDC)
Giardia parasites can be found in dogs, beavers, and other domestic and wild animals. It is also found in soil, food, water, or surfaces that have been contaminated with the feces (poop) from infected humans or animals. Giardiasis occurs worldwide and Giardia is the most common intestinal parasite identified by public health laboratories in the United States.
* Utah Department of Health and Human Services
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov | 1,661 | 818 | {
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The filamentary structure of the Universe
Aurora Simionescu, Netherlands Institute for Space Research (SRON), The Netherlands
What does a map of the cosmos look like? By plotting decades ago that the Universe was structured according to a fascinating pattern. In it, galaxies are minuscule dots of light that trace a much larger underlying network of cos mic filaments and knots. The space between the galaxies in this so-called cosmic web is filled with very hot and rar efied plasma that "connects the dots" and glows dimly in X-ray light. Athena will enable scientists to study the faint emission from the gas that permeates the cosmic web over scales of many millions of light years much more accurate ly than ever before.
the positions and distances of many thousands of galaxies, astronomers discovered
Under the pull of gravity, regions of the Universe that were just slightly denser than their surroundings right after the Big Bang drew in the matter around them, forming more and more massive structures. During this process, most of the gas permeating the cosmic web was compressed and shock heated to tens of millions of degrees so that it now shines in X-ray light. Seeing the cosmic web in X-rays,
The distribution of galaxies (left) and X-ray gas (right) predicted by the state-of-the-art computer simulation Illustris. Athena will reveal the properties of the invisible gas that fills the space between galaxies in the cosmic web. Credit: Illustris Collaboration / Illustris Simulation.
therefore, tells the tale of the growth of our Universe – but so far, the story is full of holes. ESA's XMM-Newton and NASA's Chandra flagship missions can only study in detail the X-ray brightest regions of the cosmic web: the densest "knots" of the large-scale structure, which host the central regions of clusters of galaxies... Only a handful of cosmic web filaments have been reli ably detected to date, and their physical properties such as temperature and density remain uncertain.
Several of Athena's capabilities give it a tremendous advantage over previous X-ray observatories in revealing the filamentary structure of the Universe. Firstly, Athena's large collecting area allows it to study very faint emission from cosmic web filaments. Secondly, Athena's X-IFU (X-ray In tegral Field Unit) detector provides a dramatic improvement in spectral resolution compared to current observatories, so that emission lines from our Galaxy can be clearly separated from the hot gas in cosmic web structures at other redshifts. Athena's Wide Field Imager (WFI) observes large areas of the sky around known clusters of galaxies to search for the filaments that connect to these cosmic web knots, separating their signal from that of the Galaxy by local comparisons of the X-ray surface brightness. Thirdly, Athena's instruments are shielded from energetic particles from the Sun and from the Galaxy by their own active and passive shieldings and by a magnetic diverter system, providing a stable background that is more suitable for studies of faint X-ray signals than previous observatories. With these technical advances, Athena promises to "connect the dots" and reveal the properties of the invisible gas that fills the space between galaxies in more detail than ever before. | 1,347 | 654 | {
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Fact sheet
Leptospirosis
What is leptospirosis?
Leptospirosis is a bacterial disease that can infect both humans and animals. It is shed in the urine or tissues of infected animals or humans and may survive in water or moist soil for weeks to months.
How is leptospirosis spread?
Many different kinds of animals, including cattle, pigs, horses, dogs, rodents, and wild animals carry the bacteria. Some become sick and others have no symptoms. A person can be infected when their skin, eyes, mouth, or nose come in contact with urine or tissues from infected animals. Most commonly, humans can get leptospirosis through contact with soil or water contaminated by infected animal urine.
What are the signs and symptoms of leptospirosis?
Early symptoms include high fever, muscle pains in the calves and lower pack, and headache around the eyes and forehead. Vomiting, diarrhea, yellowing of the skin and eyes, swelling of the eyes, and skin rashes may also develop.
How long after infection do symptoms appear?
Who is most at risk?
Anyone who has contact with infected animals or soil/water where the bacteria are present may be at risk. Those who work outdoors or with animals, such as farmers, mine workers, veterinarians, or military personnel are some who may have a higher risk. People involved in outdoor freshwater activities like swimming, rafting, or kayaking may also be at risk.
What type of health problems are caused by leptospirosis?
Without treatment, leptospirosis can lead to kidney damage, inflammation of the membrane around the brain and spinal cord, liver failure, difficulty breathing, and even death.
How is leptospirosis diagnosed?
Leptospirosis is usually diagnosed by testing a blood sample.
How is leptospirosis treated?
Leptospirosis is treated with antibiotics, such as doxycycline or penicillin, which should be given early in the course of the disease. Intravenous (IV) antibiotics may be required for persons with more severe symptoms.
How can leptospirosis be prevented?
Symptoms of leptospirosis can develop anywhere from 2 days to 4 weeks after being exposed to the bacteria.
Avoid contact with potentially infected animals and contaminated water and soil.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
* Do not swim or wade in water that might be contaminated with animal urine.
* People exposed to potentially infected animals, water, or soil should wear protective clothing, boots, and gloves.
* Do not feed wildlife or attract them to homes or yards.
* Rodent-proof homes and out-buildings.
* Vaccinate pets against leptospirosis.
* Dispose of dead animals properly.
* Drain potentially contaminated waters and soil when possible.
Office of Communicable Diseases • 801-538-6191 • www.epi.utah.gov
Where can I get more information?
* Your personal healthcare provider
* Your local health department
* Utah Department of Health and Human Services
* Centers for Disease Control and Prevention (CDC) | 1,291 | 638 | {
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What We Can Do to Reverse Biodiversity Loss
SGHN091 Wakayama Prefectural Hidaka High School
1.Background : We need to reverse Biodiversity Loss
Wherever we live, we are all ultimately connected to the web of life that covers the entire planet. (the message of Ahmed Djoghlaf Executive Secretary of the Convention on Biological Diversity,2011)
･2010 The Aichi Biodiversity Targets (COP10)
･2012 The National Biodiversity Strategy of Japan
2.Efforts and Assessment : According to JBO3 (Japan Biodiversity Outlook 3)
The 4 crises of Japan's biodiversity
Efforts made so far
・are still enormously affecting the loss of biodiversity.
・are decreasing ecosystem services.
In addition to the solutions for direct drivers, a transformative change through solutions to
indirect drivers is necessary.
→ It is significant that the "Leverage Points" , which make solutions most effective, should be focused on.
LEVERAGE POINT 8 : Promote education and knowledge generation and sharing
Ex. ・Children's experience in nature
・Involvement in the interactions between generations and provision of such experience
・
Passing down and utilizing traditional knowledge through local experiences
・Environment education and civic education, etc.
JBO3 pointed out
(Source ipbes_global_assessment_report_ summary_for_policymakers_en.pdf)
There is no perfect solution for Transformative change, but education is one of the solutions with the expectation of a wide range of effects.
This is what we, high school students, can take part in !
3.Our action : Create KAMISHIBAI and spread it all over the world
Outline of our KAMISHIBAI
・The main character is "Reef," the coral.
・Reef lived peacefully with her friends in the ocean but gradually turned pale and died at last.
・What brought about death to Reef were results of human activities such as rising sea temperatures and seawater contamination with soil.
Merits of KAMISHIBAI
・Messages can be delivered effectively through illustrations.
・Messages can be delivered to more people at a time.
・Messages can be understood even by younger children.
・Older children's reading to younger children leads to an understanding of people in more generations.
4.The future we have to create : Living in Harmony with Nature
We all need to understand Biodiversity Loss.
We all need to consider and take actions to reverse Biodiversity Loss.
参考文献
5.
・環境省「生物多様性及び生態系サービスの総合評価 2021」(https://www.env.go.jp/press/files/jp/115844.pdf) ・愛知目標パンフレット「
The National Biodiversity Strategy of Japan2012-2020--」(https://www.biodic.go.jp/biodiversity/about/library/nbsap2012-2020_pamphlet.html)
on BIODIVERSITY AND ECOSYSTEM SERVICES SUMMARY FOR POLICYMAKERS
Living in harmony with nature --
・「
」ipbes(https://ipbes.net/global-assessment) すべて最終閲覧は
The global assessment report
年 2021 月 11 日 5
・have slowed down the speed of the loss of biodiversity.
・have not begun to recover the loss of biodiversity yet. | 1,457 | 697 | {
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Conducting Oral Interviews for Agricultural Properties
Oral History Interviews
Below are some tips for conducting oral interviews. Additional information on best practices and links to resources on interview processes is available on the Oral History Association website.
* Always record the date and time and the names of both interviewer and interviewee, the organization sponsoring the interview, and the project for which the interview is being conducted.
* Try to ask open-ended questions rather than questions that can be answered with a simple "yes" or "no."
* Where appropriate, try to follow up on answers.
Essential Questions to Ask
The following key questions should be asked during interviews to understand changes in farming practices and alterations to the farm:
* What were the main agricultural products of the farm after World War II? How did things change in the 1960s, 70s, 80s?
* What changes were made to buildings or landscape features, such as additions, new buildings, removal of old buildings, moving buildings, making contour strips, adding or removing fences, clearing woodlots, etc.? When were these changes made?
* Are there family stories or even old photos and documents that you'd be willing to share?
* Consider using existing data as a conversation point:
o The 1927 agricultural census says that x farm produced y. Do you ever recall hearing about these activities?
o Here is a printout of the 19## aerial. Can you identify any of the landscape features or talk about what the aerial is showing us?
Additional Questions to Ask
The following additional questions can be asked during interviews, if time and resources permit:
* In your experience, what is the most notable agricultural change on this farm? Please explain. Responses may address changes in crop/livestock mix, farming methods, profitability, markets, regulations, development pressure, etc.
o Follow up question: Approximately, when did these changes occur on the farm?
* Can you tell us something about the farming methods that were used? (Examples: crop rotations; introduction of new machinery for various tasks; animal feeds grown on the farm or purchased from outside; no-till crop production; were animals pastured or confined; what animal breeds or seed varieties were used)
2022 Update to PA's Agricultural History Project: Additional Guidance for Using Pennsylvania's Agricultural Context
* Were any products processed on the farm for household use? How long did home processing continue? What buildings or spaces were used? Who did the work?
o Examples: vegetable garden products being canned, dried, stored in root cellars, made into relishes; pigs being converted to ham, bacon, scrapple, sausage; beef slaughtered for fresh or frozen meat; chickens producing eggs and meat for the family
* Was the farm ever tenanted? If so, do you know who rented the farm and what were the terms?
o Was it a cash rental, share rental, something else?
* Did hired workers ever live on the farm? If so, what did they do? How were they housed?
* Who did what work on the farm? Did anybody in the household hold a job off the farm? What were the reasons for seeking off-farm work? What were the benefits and drawbacks?
* When was electricity installed? How about water indoors?
o Note: Typically, plumbing amenities were not added all at once. Usually running water in a kitchen sink would come first, and indoor toilets and/or bathrooms would come later.
* How did work rhythms change with the seasons? Did seasonal patterns change over time?
o Example: timing of plowing or harvesting might change with new crop varieties)
o Did your family make use of various government and educational programs aimed at farming communities? Agricultural Extension, Soil Conservation District, government commodity or set-aside programs, etc. | 1,615 | 764 | {
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FJCL REGIONAL LATIN FORUM 2015 DERIVATIVES II
Choose the response which completes the sentence or means the same as the underlined word.
1. Bard waited to take aim until the dragon Smaug showed his vulnerability.
a. cowardice
b. weakness
c. villainy
d. utmost strength
2. In Florida,estivalpastimes are various and plentiful!
a. summer
b. festive
c. aquatic
d. relaxing
3. Frustrated with the paucity of appealing foods in her fridge, Jamie went to order take out.
a. scarcity
b. variety
c. condition
d. plenitude
4. The woman was so fond of ______, one could call her bibulous.
a. reading books
b. the Bible
c. drinking
d. papyrus
5. Everyone secretly thought Emmett’s new sports car was ostentatious.
a. pretentious
b. amazing
c. expensive
d. ugly
6. The celebrity wanted to sue the journalist for his libelous writing.
a. threatening
b. incomplete
c. revealing
d. slanderous
7. If you suffer from insomnia, you have difficulty ____.
a. sleeping
b. hearing
c. eating
d. walking
8. The thought of flying was odious to him.
a. exciting
b. unpleasant
c. hateful
d. boring
9. Discomfited by the loss, the athlete resolved to train harder for the next game.
a. motivated
b. unmoved
c. uncomfortable
d. upset
10. The girl went to the prom with her father’s tacit consent.
a. begrudging
b. silent
c. written
d. wholehearted
Choose the English word that is derived from the given Latin word.
11. casus
a. casuistry
b. cask
c. cause
d. casino
12. terra
a. terse
b. terrific
c. terrace
d. term
13. claudo
a. cloak
b. cloth
c. precocious
d. recluse
14. litus
a. litigation
b. littoral
c. literal
d. coalition
15. plenus
a. splenetic
b. pleonasm
c. replenish
d. splendid
16. locus
Give the meaning of the Latin word from which the given English word is derived.
Choose the word which does NOT belong by derivation. | 958 | 535 | {
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Learner Outcome Rubric ‐ Engaging in the Creative Process
| Advanced (6) | Proficient (5) | Basic (4) |
|---|---|---|
| Articulates and demonstrates a clear understanding of the important concepts (big ideas) of the subject area and applies these concepts while creating a product and/or performance. | Articulates and demonstrates an understanding of most of the important concepts of the subject and applies these concepts while creating a product and/or performance. | Demonstrates an understanding of some foundational concepts of the subject and applies these foundational concepts while creating a product and/or performance. |
| Makes insightful connections, including connections between disparate concepts and resources, and applies these connections to the creative process. | Makes connections from a broad range of concepts and resources, and applies these connections to the creative process. | Makes basic connections within a limited range of concepts and resources and applies these connections to the creative process. |
| Demonstrates the flexibility to work in a spontaneous and exploratory manner while creating. | Demonstrates flexibility to work in an exploratory manner while creating. | Demonstrates the ability to use discovery and/or exploration with guidance. |
| Demonstrates an excellent grasp of technical skills within the subject area and performs these skills with expertise while creating a product and/or performance. | Demonstrates a proficient knowledge of most technical skills in the subject area and performs these skills independently and accurately while creating a product and/or performance. | Demonstrates a basic knowledge of technical skills in the content areas and demonstrates the ability to use these skills at the beginner level while creating a product and/or performance. |
| Shows a willingness to sacrifice success and try high risk ideas/solutions in order to grow as a creative thinker. | Shows a willingness to try high risk ideas/solutions for overall growth but carefully weighs the odds of compositional and conceptual failure. | Understands that failures are learning opportunities but views them as problematic. With prompting he/she is occasionally willing to take some risks. |
| Continually reflects upon and refines his/her ideas and work throughout the creative process. | Reflects upon and refines his/her work at key points in the creative process. | Reflects upon on his/her work in the final stages and makes some adjustments based on this reflection. |
Students who earn a score of 28 or above have demonstrated achievement of this learner outcome.
Based on your analysis of this continuum, your work and your feedback, what are you doing well?
Based on your analysis of this continuum, your work and your feedback, what are some areas you need to work on?
Based on the above, write a goal for your continued improvement.
Revised February 2014 | 1,280 | 624 | {
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Red Ochre Art Studio
in Magnuson Park
Winter Program 2017-18
Sandy Bricel Miller Building 30 W, 7336 - 63rd Ave NE, Seattle 98105 www.redochreartstudio.com/ firstname.lastname@example.org
Children's Program Drawing and Sculpture: People and Animals
Learn drawing techniques in pencil and conte crayon to capture the essence of your subject. Practice gesture and contour line drawings, learn about proportion and expression. Then have fun bringing your subject alive in three dimensions as you construct sculptures out of clay and paper maché. Gain inspiration from famous sculptors including Henry Moore, August Rodin, Degas and Mexican folk artists. Apply texture, pattern and color to complete your masterpieces.
Adult Program
Watercolor and Mixed Media
Wednesdays, Jan 10 - Feb 14, 10 - 1pm
$220
Early Bird Discount: $210 if payment received by 11/30
Expand your skills in watercolor as you explore new subjects in combination with the landscape. Focus on line, value and texture as you draw natural specimens such as birds and plants using pencil, pastel and walnut ink. Learn how to combine watercolor with chalk pastels as you discover the process of building layers of bold color and texture in your paintings. Participants are invited to develop both representational and semi-abstract imagery.
(Note: $10 supply fee for use of studio pastels and ink or bring own)
HOLIDAY WORKSHOPS! Mosaic for Children and Adults
Create a pair of votive candles or a small vase. Learn how to use special tools for cutting glass and assembling your mosaic pieces into beautiful, colorful patterns. Invent your own design based on inspiration from mosaics around the world. Great for gifts!
Session 1: Saturday, Dec 2, 9:30 - Noon
Ages 6+ (Ages 6 - 8 need to be accompanied by an adult)
Cost: $55 per student (Adult/Child pair=$100)
Grouting: Sunday, Dec 3, 4 - 5 pm
Learn how to grout your project. (If you prefer to have Sandy grout the cost is $5/project.)
Fused Glass for Children and Adults
Learn skills in the art of Fused Glass, known as "Warm Glass." Develop confidence in cutting glass, handling glass in a safe manner, and using the grinder. Design a colorful composition with cathedral, opaque and marbled glass. Embellish your design with stringers, and frit.
Session 2: Beginners, Saturday, Dec 2, 2 - 4 pm Tiles, Ornaments, Small Wall Art, Magnets Ages 7+ (Ages 7 - 8 need to be accompanied by an adult) Cost: $55 (Adult/Child pair = $100)
Session 3: Experienced Students, Sunday, Dec 3, Noon - 2:30 pm
Picture Frames, Clocks, Small Wall Art, Ornaments
Cost: $65 (Adult/Child Pair = $120) $5 fee per person for Clock Parts
Ages 9 - Adult
Please make checks out to "Red Ochre Art Studio" and mail to:
Sandy Miller, 4919 Purdue Ave NE, Seattle 98105. Phone: 206.498.9089
Name _______________________________________Age____Grade ___ School _________________
Adult ________________________________Ph (c) ___________________(h) ____________________
Address ________________________________________ Email _______________________________
Class __________________________ ____________________ Amount Enclosed ______________
Person other than parent w/permission to pick-up child_______________________ Cell _______________
Emergency Contact ________________________________________ Cell ______________________
Please sign to give permission for Red Ochre Art Studio to photograph participant and their art:
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D 2014 - 2015
SOLFEGGIO - HEARING INTERVALS
Listen to the intervals. Which do you hear?
Fill in first a through e, then f through j.
Don’t forget to add minor, major, perfect, diminished and augmented.
SOLFEGGIO - RHYTHMIC AND MELODIC DICTATION
RHYTHMIC DICTATION: A rhythm is played in parts.
Write down the rhythm with notes on the staff below.
MELODIC DICTATION: A melody is played in parts.
Write down the melody with notes on the staff below.
INTERVALS
Name the intervals below and write down the requested intervals on the empty staff.
major 3 on G# minor 6 on Eb minor 3 on Ab
TRIADS
Name the triads below and write down the requested triads on the empty staff.
major tr. on B minor tr. on F dimin. tr. on Eb
SEVENTH CHORDS
Name the seventh chords below and write down the requested seventh chords on the empty staff.
dom. 7th. on G dim. 7th. on F halfdim. 7th on A
THEORY OF FORM
Answer the following questions about the parts
of several musical forms.
Use letters to represent the parts of a piece of music.
Classical rondo form:
French rondo form
The minuet:
Which form is generally used for the first movement of a symphony of the classical era?
Give a concise description of the form of a pop song. Name the parts as they are usually called.
TIME SIGNATURE
Write down the requested time signatures on the staves below.
THE CIRCLE OF FIFTH
Underneath you see the circle of fifths.
Fill in all the missing scales, those with flats on the left, those with sharps on the right.
GENRAL UNDERSTANDING
The example below is a small part of Tchaikovsky’s
concerto for violin and orchestra.
Study the example and answer the questions.
What does the orchestra in bar 37 do?
What is probably the key signature?
There is pizz. in bar 41. What does this mean?
What kind of notes are there in the second half of bar 39?
The winds don’t play in this part.
What do the abbreviations of the instruments that do play mean? (Vl., Vla., Vc., and Cb.?) | 989 | 517 | {
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Activity Type
Listening, matching, writing and speaking activity
Language Focus
Quantifiers: a few, a little, some, a large number of, a large amount of.
Countable and uncountable nouns
Aim
To write down countable and uncountable nouns that belong to different quantifiers and categories.
Preparation
Make one copy of the worksheet for each student.
If you have a large class, students can play the game in pairs or small teams.
Level
Pre-intermediate
Time
45 minutes
Introduction
In this fun worksheet activity, students play a game where they race to write down countable and uncountable nouns that belong to different quantifiers and categories.
Procedure
Give each student a copy of the worksheet.
Draw the students' attention to the quantifier headings at the top of the worksheet. If necessary, remind the students of the rules for using quantifiers with countable and uncountable nouns.
Explain that the students are going to race to complete the rows with nouns that fit certain categories.
Tell the students that they have one minute to complete a row with nouns, one for each quantifier heading.
Read out the first category from the list below:
1. something you can see in the classroom
3. something you eat or drink every day
2. something you have in your bedroom
4. something you can put in your pocket
6. something you bought last week
5. something you want in the future
7. something you saw on the way to class today
9. something you have in your kitchen
8. something you had when you were a child
10. something you see in the street
When the time limit has been reached, the students stop writing.
The students then take it in turns to give their answers by making a sentence with the quantifiers, e.g. 'I can see a few bags, a large number of students, a little dust on the table', etc.
Students score one point for every grammatically correct and appropriate noun. Two points are awarded for every original noun - a noun that no one else has written.
Afterwards, move on to the second category on the list.
Continue until all the categories have been used.
The student with the most points at the end of the game is the winner.
Teach-This.com © 2017 Permission granted to reproduce for classroom use.
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Infants and Toddlers: Learning Through Routines
Daily routines are a big part of a child's day—at child care and at home. Through the daily routines of hellos and good-byes, diapering and toileting, eating and mealtimes, sleeping and napping, and getting dressed, a child care program meets a child's basic needs. These routines also provide opportunities to promote learning and development.
Hellos and Good-byes
Learning to separate from and reunite with people we love is a lifelong process that can bring out deep feelings in everyone involved. Because they provoke such strong feelings, hellos and good-byes provide valuable learning for infants and toddlers. Infants can learn about trust when you say good-bye and return as promised. Toddlers can learn what it means to be a separate person with deep attachments to others.
How you can help:
* Try to encourage parents to stay a few minutes to help ease their child into the day. Remind them to always say "good-bye" even when it is tempting to sneak away.
* Remember that transitions can be hard for all of us. If a child breaks into tears or ignores a parent for a few minutes at the end of the day, explain how these behaviors show their child's deep love and trust for the parent.
* Have parents bring reminders of home, such as family photos or a tape of their reading their child's favorite story. These sights and sounds from home will help the child feel safe and secure.
Diapering and Toileting
Diapering is a time to talk together, sing a song, or play "Where are your toes?" In addition, you as a caregiver can help the child learn the names of body parts and clothes, concepts such as wet and dry, and that body functions are a natural part of life. Sometime around the age of two-and-a half, most children begin using the toilet. By waiting until a child is ready to do so and avoiding power struggles, you can make toilet learning a positive learning experience--and give the child the sense of achievement that comes with wearing "big kid" underpants and gaining self-control.
How you can help:
* Try to think of diapering as a positive experience. Approach diapering as a time for meaningful interactions, rather than as tasks to hurry through.
* Keep reminding yourself and the parents that learning to use the toilet is a complex skill that takes time to develop. By taking a matter-of-fact approach to accidents, you can promote a child's sense of competence and reduce stress for everyone.
* Work with parents to plan a consistent approach for helping their child learn to use the toilet at home and in child care.
Eating and Mealtimes
Mealtimes and related activities--such as setting the table, washing hands before sitting down to eat, carrying on a conversation with others, and brushing teeth--give older infants and toddlers opportunities to develop self-help, communication, and social skills. Mealtimes are also times to practice fine motor skills and lay the groundwork for good nutrition and health habits. The foods children eat at home often reflect not only their families' personal taste, but their culture. Include this in your program. For infants, talk with parents about issues such as nursing, weaning, and introducing solid foods.
How you can help:
* Encourage parents to join their child for a snack or meal whenever they can so they can see how your program does things. Encourage them to ask questions and offer suggestions.
* Encourage families to share what mealtimes are like in their homes so your program can provide children with a sense of continuity.
* If you have nursing mothers, offer them a comfortable place where they can feed their baby without interruption.
* Make sure parents provide you with any information you need to keep their child healthy, for example, that the child has allergies to certain foods, or tends to choke.
Sleeping and Naptime
Sleeping and naptime give children needed rest during an active day in child care. Even if a child doesn't sleep, naptime can serve as a break from group life and a chance to develop trust in the child care environment.
* Keep informed. Knowing how long a child has slept the night before and whether there have been changes in sleep patterns, will promote better planning when the child is in child care. It's equally important that you as a caregiver give this information to parents to help them make plans at home.
How you can help:
* Encourage parents to share ways that you help their child fall asleep. This will help you to be able to do similar things, and help the child experience some of the same safe and secure feelings they feel at home.
Getting Dressed
Dressing offers pleasant and sometimes challenging moments. When you dress an infant or encourage a toddler to push a foot into a shoe, you promote cooperation, introduce names of body parts, provide practice in self-help skills, and help a child learn to make decisions. As a care giver you may sometimes find yourself dealing with a protesting child. You should respond by being firm, respectful, and finishing as quickly as possible.
How you can help:
* Encourage parents to dress their child for active, messy play so he or she can participate in everything without worrying about getting dirty.
* Have parents leave an extra set of clothes at child care--labeled with their child's name.
* Encourage parents to choose clothes for their child that are easy to manage. The child will feel competent when he or she can close the | 1,926 | 1,129 | {
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CLOTHING CONSTRUCTION
Family Consumer Science Projects
Have you ever seen an outfit and wanted it in a different color or style that wasn't available in the store? Or have you tried on an outfit and needed it hemmed to fit just right?
So when your friends ask you where did you get that amazing outfit, you can say with pride, "I designed and constructed it my self".
Then the clothing construction project is what you are looking for. This project will teach you the basics such as sewing a shirt or putting a zipper on a pair of pants. The advanced units will teach you how to take a design of your choice and customize it for the perfect look, color and fit.
Clothing Construction STEAM Units 1-2 Jr./Int./Sr.
Clothing Construction STEAM Unit 3 Int./Sr.
Clothing Construction Units 7 & 8 Jr./Int./Sr.
Units 1-2 are for members ages 8-18 years old. Unit 1 is for youth who have little or no experience in sewing. These units build upon each other skill wise. Be sure to pay attention to what is allowed and not allowed for each unit.
Learning Experiences:
Unit 1
* Learn to sew by using sewing tools, a sewing machine, straight and curved seams, a needle and thread and an iron for pressing.
* Learn to sew with a simple pattern with two or more pieces wihout set-in sleeves, zippers, collars and no button holes.
Unit 2
* Build on sewing techniques from Unit 1.
* Demonstrate sewing skills such as set-in sleeves, zippers, collars and button holes.
Colorado State University, U.S. Department of Agriculture and Colorado counties cooperating. Colorado State University Extension programs are available to all without discrimination. To simplify technical terminology, trade names of products and equipment occasionally will be used. No endorsement of product names is intended nor is criticism implied of products not mentioned.
Unit 3 is for members ages 11-18 years old. Mem bers in this project are expected to have sewing skills beyone STEAM clothing 2. This is for the advanced sewer.
Learning experienes:
* Learn more about fabric characteristics
* Learn how to care, clean and press different types of fabric
* Learn more advance construction techniques
* Complete one testile experiment using the se lected fabric of the exhibit. Inchlde the fabric sample in your record binder.
Unit 7 Sewing For Others is for members ages 8-18 years old. This project enables you to make garments for others, whether they are family or friends or pay you to sew for them. For example: If you made a wedding dress for your sister, you would exhibit it in this unit but if you made your bridesmaid dress, it would be exhibited under Units 21-28 depending upon the fabric.
Learning Experiences:
* Learn how to take accurate measurements when making a garment for someone else.
* Learn how to make needed adjustments in the pattern prior to cutting the selected fabric(s).
Unit 8 Recycled Clothing is for members ages 8-18 years old. This project enables you to make gar ments for yourself from fabrics you discover in old garments, or home furnishing items. Duct tape or paper mache garments go under Creative Sewing.
Learning Experiences;
* Learn how to recycle fabrics into new gar ments.
Resources
Clothing Tip Sheet Clothing Construction e-Record State Fair Exhibit Requirements
Project Sheets
Clothing Construction Units 1-3 Clothing Construction Units 7 & 8 | 1,492 | 753 | {
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Risk Factors for Coronary Heart Disease
The American Heart Association has identified several risk factors that contribute to Coronary Heart Disease. Some of them can be modified, treated or controlled, and some can't. The more risk factors you have, the greater your chance of developing coronary heart disease. Also, the greater the level of each risk factor, the greater the risk. For example, a person with a total cholesterol of 300 mg/dL has a greater risk than someone with a total cholesterol of 245 mg/dL, even though everyone with a total cholesterol greater than 240 is considered high-risk.
What risk factors can't be changed?
* Male sex (gender) — Men have a greater risk of heart attack than women do, and they have attacks earlier in life. Even after menopause, when women's death rate from heart disease increases, it's not as great as men's.
* Increasing age — Over 83 percent of people who die of coronary heart disease are 65 or older. At older ages, women who have heart attacks are more likely than men are to die from them within a few weeks.
* Heredity (including Race) — Children of parents with heart disease are more likely to develop it themselves. African Americans have more severe high blood pressure than Caucasians and a higher risk of heart disease. Heart disease risk is also higher among Mexican Americans, American Indians, native Hawaiians and some Asian Americans. This is partly due to higher rates of obesity and diabetes. Most people with a strong family history of heart disease have one or more other risk factors. Just as you can't control your age, sex and race, you can't control your family history. Therefore, it's even more important to treat and control any other risk factors you have.
Source: American Heart Association
What risk factors can you modify?
* Tobacco smoke — Smokers' risk of developing coronary heart disease is 2–4 times that of nonsmokers. Cigarette smoking is a powerful independent risk factor for sudden cardiac death in patients with coronary heart disease; smokers have about twice the risk of nonsmokers. People who smoke cigars or pipes seem to have a higher risk of death from coronary heart disease (and possibly stroke) but their risk isn't as great as cigarette smokers'. Exposure to other people's smoke increases the risk of heart disease even for nonsmokers.
* High blood cholesterol — As blood cholesterol rises, so does risk of coronary heart disease. When other risk factors are present, this risk increases even more. A person's cholesterol level is also affected by age, sex, heredity and diet.
* High blood pressure — High blood pressure increases the heart's workload, causing the heart to thicken and become stiffer. It also increases your risk of stroke, heart attack, kidney failure and congestive heart failure.
* Physical inactivity — An inactive lifestyle is a risk factor for coronary heart disease. Regular, moderate-to-vigorous physical activity helps prevent heart and blood vessel disease. The more vigorous the activity, the greater your benefits. However, even moderate-intensity activities help if done regularly and long term.
* Obesity and overweight — People who have excess body fat — especially if a lot of it is at the waist — are more likely to develop heart disease and stroke even if they have no other risk factors. Excess weight increases the heart's work. It also raises blood pressure and blood cholesterol and triglyceride levels, and lowers HDL ("good") cholesterol levels. It can also make diabetes more likely to develop.
* Diabetes mellitus — Diabetes seriously increases your risk of developing cardiovascular disease. Even when glucose (blood sugar) levels are under control, diabetes increases the risk of heart disease and stroke, but the risks are even greater if blood sugar is not well controlled. | 1,603 | 773 | {
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April 2007 Metro Lutheran Positive Parenting Marilyn Sharpe
FRAGILE: HANDLE WITH CARE
My husband and I recently saw "The Glass Menagerie" by Tennessee Williams at the Guthrie. It is the heart wrenching play about the Wingfields, a family that cannot look reality full in the face, tell the truth, pull together, and live into it. As a result, all of the characters are running away – some literally, some figuratively.
The father, "a telephone repairman, who fell in love with long distance," abandoned the family, when the children were young. Amanda, the mother, lives in the idealized world of her Southern childhood, remembering one day she had "seventeen gentlemen callers." She wants to reclaim a time when she was sought after, when the future was hers to choose and full of promise. Brittle, grasping, controlling, she really only wants her children to be safe and happy, but inadvertently drives them away. Tom, her son, an aspiring writer, is trapped in work he despises, to support his mother and sister. He escapes into movies, alcohol, and novels. Eventually, he leaves by the fire escape, achieving physical distance, but never escaping the guilt and memories. Laura, Tom's sister, is pathologically shy and self-conscious. Frail, with a pronounced limp, she has run away from the world her mother has hoped for her – gentlemen callers and a business career - escaping into a world of candlelight, her father's Victrola records, and a collection of glass animal figurines, her glass menagerie.
So, what is the message here for families?
All of us have received a package, marked "Fragile: Handle with Care." We know it is breakable, and treat it accordingly. When we receive the gift of our family relationships, they, too, should come with the stamp, "Fragile: Handle with Care." The people in our lives are as fragile as Laura's glass menagerie … and so much more important.
PHYSICALLY – We know that our infants are physically fragile: we support their floppy necks, protect the soft spot in the skull, and know not to shake, jerk, or drop. We protect them from things that are sharp and hot and dangerous. Let us be on the lookout for our older children, too. Let us give them safe boundaries, age appropriate responsibilities, and keep them from speeding to adulthood, damaging or despising those precious bodies.
EMOTIONALLY – As children on the playground, we chanted, "Sticks and stones can break my bones, but words can never hurt me!" Even then, we knew that was wrong. Let us speak words in love. Let us refrain from meanness. Let us listen deeply and take seriously the emotional wounds of our children and youth. Let us, in the words of poet e e cummings, "Be of love a little more careful than of anything."
INTELLECTUALLY – Our children come to us, naturally curious, filled with wonder and a desire to discover and understand. Let us support that natural desire and gift to be lifelong learners. Model a continuing passion for learning. Find out how our children learn best, and share that with those who teach them. Support their unique gifts, with opportunities to learn. Catch them learning and affirm it.
SPIRITUALLY – Thank God every day for these cherished children, made in the image of their creator, entrusted to us to love and nurture for a while. In all that we do, help them see and hear and experience the love of God we know in Jesus Christ. In this season of Lent and Easter, let us be especially mindful … and remind-full … of this ultimate gift of God – Jesus, given to die for us, giving us hope and promise of abundant life, now and forever.
FAMILY ACTIVITIES
1. At your dinner table, give each person a small bandaid. Invite each to share one thing in their lives that is challenging, hard, painful, and in need of understanding.
2. Tuck your children and youth into bed,in the dark. Then, just listen…
3. Ask each of your children to complete the following sentences:
- My favorite things about being this age are..,
- The hardest things about being this age are…
- I wish all adults understood this about me…
4. Ask, "What can I do to understand you better?"
5. Ask, "What can I do to better support you?" | 1,617 | 956 | {
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First Presbyterian Church of Libertyville
Faith Step #6 Worship (Kindergarten)
We are a companionship of faith on a spiritual adventure following Jesus Christ.
Faith Step Marker
Children are always welcome in worship at FPC Libertyville. However, it is our tradition to encourage children to attend worship starting in the middle of their kindergarten year. Children will receive A Children's Guide to Worship that seeks to explain elements of our order of worship (liturgy). Before attending Sunday worship with your child, read through the book with him/her. Allow them to color the pictures and talk to you about what they think about going to worship. When children remain in worship for the whole hour, FPC provides worship bags. Families are encouraged to use the contents to maximize children's participation…marking scripture passages and hymns, signing the ritual of friendship and passing the peace, drawing pictures of the worship space and sermon content.
Bible Verse (NRSV)
I was glad when they said to me, "Let us go to the house of the LORD!"
Psalm 122:1
We Believe — Belonging to God: A First Catechism
Q35—What is the church?
We are the church: the people who believe the good news about Jesus, who are baptized, and who share in the Lord's Supper. Through these means of grace, the Spirit renews us so that we may serve God in love.
Q40—What do we do in Christian worship?
We adore and praise God. We pray, sing hymns, and listen to readings from the Bible. We also give offerings to God for the work of the church, and commit ourselves to serve God and our neighbors. Above all, we hear the preaching of the gospel and celebrate the sacraments.
Caring Conversations
- Talk with your child about the times and places that you can worship God.
- Wake up your child each morning with the words from Psalm 118:24, "This is the day that the Lord has made; let us rejoice and be glad in it!" In time, as you say the first line, perhaps they will respond with the second.
- Ask your child what she or he saw or heard during a worship service. Discuss the worship bulletin cover. Share your favorite or most meaning part of worship with your child.
Music
- The Doxology...Praise God (Presbyterian Hymnal # 592)
- The Gloria Patri...Glory be to the Father (Presbyterian Hymnal #567)
- Hallelujah! Praise Ye the Lord!
Faith-filled Actions
- Become a "community greeter" in worship. Make a point to greet those people who are sitting around you each week. Learn their names and welcome them to worship!
- Make a time for your child to shake hands with the pastor as they leave worship. Plan for a visit with one of the pastors at their office. They are always ready to give a personal greeting to your child and would be happy to answer any questions that you or your child might have about worship.
- Ask a pastor how your family could help with ushering or other duties related to our community of worship.
- As a family, pray for the spiritual leaders who serve in worship leadership each week— pastors, lay leaders, elders, deacons, choir members, etc. Ask for God to be present with them as they lead.
)
- Lord, open our hearts and minds by the power of your Holy Spirit, that as the scriptures are read and your Word is proclaimed, we may hear with joy what you say to us today. Amen.
Prayer (for Illumination from Book of Common Worship
- O Lord our God, your Word is a lamp to our feet and a light to our path. Give us grace to receive your truth in faith and love, that we may be obedient to your will and live always for your glory; through Jesus Christ our Savior. Amen.
Books (available in church library)
for Children
- A Children's Guide to Worship by Ruth L. Boling and Lauren S Muzzy
- Come Worship with Me: A Journey through the Church Year by Ruth Boling
- God's Big Story (Devotional Activity Cards) by www.faithaliveresources.org/ Products/037040/gods-big-story-cards.aspx
for Parents
- Parenting in the Pew by Robbie Castleman
On the Web
Author of Forbid Them Not, in the congregation's worship using the Revised Common Lectionary.
- http://worshipingwithchildren.blogspot.com/ Carolyn Brown, writes this blog about including children
Who to Contact
- Our Director of Children's Ministries is Jan Schuett at firstname.lastname@example.org
- Our Associate Pastor for Christian Formation is Rev. Roberta Dodds Ingersoll at email@example.com | 1,861 | 1,037 | {
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First Presbyterian Church of Libertyville
Faith Step #7 Communion (1st Grade)
We are a companionship of faith on a spiritual adventure following Jesus Christ.
Faith Step Marker
All baptized children are invited to the Lord's Table. Communion instruction is introduced in Sunday School when a child is in the first grade. It is scheduled on the Sunday before World Communion Sunday (1st Sunday in Oct.) along with a parent information session. However, when to begin partaking of this sacrament is a decision that rests with the family. When you desire your child to be welcomed as a guest at Christ's table, it is suggested that you inform one of the pastors of your decision. He or she will assist in welcoming your child and provide a small wooden cross (wheat and grapes) to mark this special day in your child's faith journey.
Bible Verse (NRSV)
"The Lord Jesus...took a loaf of bread, and when he had given thanks, he broke it and said, 'This is my body that is for you. Do this in remembrance of me.' In the same way he took the cup also saying, 'This is the new covenant in my blood. Do this, as often as you drink it, in remembrance of me.'" 1 Corinthians 11:23-26
We Believe — Belonging to God: A First Catechism
Q41—What is a sacrament?
A sacrament is a special act of Christian worship which uses visible signs to present God's grace for us in Jesus Christ. We believe that two sacraments were given by Jesus: Baptism and the Lord's Supper.
Q45—What is the Lord's Supper?
In the Lord's Supper I am fed at the table of God's family. Through the bread that I eat and the cup that I drink, the Lord offers me his body and blood. He renews my faith and gives me the gift of eternal life. As I remember that he died for all, and therefore also for me, I feed on him in my heart by faith with thanksgiving.
Caring Conversations
- Share with your child some of your earliest memories of receiving the Lord's Supper.
- When you receive the bread and the wine, what do you think, how do you feel?
- Looking at your child's baptism certificate, share memories of that day. Talk about their baptism (God loves us) and first communion (God is with us). What is the relationship between the two? Help them to recognize key phrases of love, grace and their role in the family of God.
Music
- One Bread, One Body by John Michael Talbot
- Let Us Break Bread Together (Presbyterian Hymnal #513)
Faith-filled Actions
- The Bible is full of stories about Jesus sharing meals with friends and strangers. Meals together are really important. Help set the table for dinner with your family. You could make special placemats or a centerpiece, too.
- As a family, you could volunteer to serve at FPC's Mobile Food Pantry on the third Saturday of the month or simply prepare a simple dish for a neighbor. Connect the stories of Jesus' meals with your own experience.
Prayer
Loving God, you who feed us daily with your love, we thank you for the sacrament of Holy Communion and for the opportunity to gather together in faith to receive forgiveness and new life. Come Holy Spirit, fill our lives with trust in your promises, inspire us to acts of love, and encourage us with the hope of the heavenly banquet that knows no end. In the name of Jesus Christ we pray. Amen.
Books (available in church library)
for Children
- You're Invited: A Week of Family Devotions on the Lord's Supper by John Bouwers, Karen DeBoer, S.R. Larin.
- Signs of God's Love: Baptism and Communion by Jeanne S. Fogle
for Parents
- Come Unto Me: Rethinking the Sacraments for Children by Elizabeth Francis Caldwell, The Pilgrim Press.
- Pamphlet: "Welcoming Children to the Lord's Table"
On the Web
www.pcusa.org/resource/gifts-god-sacrament-dvd2 Baptism and Communion in the Reformed tradition are celebrated in this downloadable resource from the Presbyterian Reformed Educational Partners (PREP)
- Communion: A feast of grace
- Baptism: A sign of promise
Who to Contact
- Our Director of Children's Ministries is Jan Schuett at email@example.com
- Our Associate Pastor for Christian Formation is Rev. Roberta Dodds Ingersoll at firstname.lastname@example.org
First Presbyterian Church 219 West Maple Avenue
Libertyville, IL
www.firstpreslibertyville.org
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Posture
What is good posture
'Good' posture is sometimes described as 'back straight, shoulders back and tummy in'. In many respects this posture is good, but posture is about more than sitting or standing as straight as possible. Normally the body adopts many different postures in order to do different tasks and moving into different positions during the day helps the body to remain flexible.
It is better to think of 'good' posture as a position in which you:
- feel safe and well balanced
- are able to do everyday tasks easily
- are doing the least amount of damage to your body
Bad posture
Posture only becomes 'bad' when it causes harm to your body or stops you doing everyday things. This may happen if you:
- hold one position for a long time
- feel unbalanced and have to use effort to stay upright
- find that stiff muscles make it easier to sit or stand in a bad posture, which makes the problem worse
Checking your posture
Achieving good posture takes time and practice. If you can work these checks into your daily routine, it is much easier and eventually will become automatic.
Look at yourself in a mirror or watch yourself in a shop window as you go past. Imagine a line drawn through the centre of your body.
- Does your body look the same on each side of the line or are you leaning towards your weaker side?
- Is one shoulder higher than the other? If so you may have a curve in your spine
- Are both bony points of your hips at the same level and pointing forward? You can check this by standing against the kitchen sink or a work surface.
- Keep your head level, the eyes fixed on a window frame or picture and the chin tucked in.
- When sitting, adjust your position to suit you. Your bottom needs to be well back in the seat allowing the knees to bend at a right angle. Your feet should rest flat on the ground or on a footrest (a pile of books can act as an adjustable footrest). If sitting in a wheelchair, make sure your feet are in the right place on the footplates and that the footplates are adjusted correctly.
Exercises to help the pelvis
The pelvis is the key to good posture. Because the pelvis supports the spine, provides the 'sitting bones' and is joined to the thigh bones, it is like a keystone. If the pelvis is in a good position, the rest of the body tends to follow.
If your posture has become altered, it will take time to change it again. It may not be possible to reverse all the changes but it is important to remember that there is progress in not allowing things to get any worse. There are very few people who do not notice some improvement once they start an exercise programme. | 949 | 571 | {
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Seat No.: ________ Enrollment No.___________
GUJARAT TECHNOLOGICAL UNIVERSITY BE - SEMESTER– 1 st / 2 nd EXAMINATION (NEW SYLLABUS) – SUMMER 2016
Subject Code: 2110013
Date:09/05/2016
Subject Name: Engineering Graphics
Time: 02:30 PM to 5:30 PM
Total Marks: 70
Instructions:
1. Question No. 1 is compulsory. Attempt any four out of remaining Six questions.
2. Make suitable assumptions wherever necessary.
3. Figures to the right indicate full marks.
Q.1 Objective Question (MCQ)
Mark
(a)
07
1. When a surface of an object is inclined to a plane of projection, it will appear _________________ in the view.
a. foreshortened
b. in true size and shape
c. as a line
d. as a point
2. A sphere can be described in how many views?
a. 4
b. 3
c. 2
d. 1
3. If point C is below HP and behind VP then in which quadrant point
C lies?
a.First b. Second
c. Third
d. Fourth
4. A cone base diameter 40 mm and axis 60 mm is cut by a plane parallel to the base then the true shape will be
a.Parabola
b. Circle
c. Isosceles Triangle
d. Regular Triangle
5 The angle between each axis for an isometric drawing is ____.
a. 90 degrees
b. 120 degrees
c. 180 degrees
d. 60 degrees
6. Representative fraction is ratio of
a. Maximum length/Minimum length
b. Actual length of object/Length of object in drawing
c. Length of object in drawing/Actual length of object
7. Scale used when the lengths are required in three consecutive units is
(c) Draw an ellipse if the distance of focus from the directrix is 50mm a
Q.4 (a) Draw the Projections of the following points on same Reference line keeping 30 mm distance between its projectors.
(a)Point A is 20 mm above HP and 40 mm behind VP.
(b)Point B is 10 mm above HP and 20 mm in front of VP.
(c)Point C is in the HP and 20 mm in front of VP.
(b) A pentagon plate, side 40mm is resting on H.P. on one of its corners The plate is inclined to H.P. by 45 0 and perpendicular to VP. Draw its projections.
(c) A hexagonal plate is resting on one of its side on H.P. The side on which it rests makes an angle of 45 0 with V.P. and the plate makes an angle of 45 0 with H.P. Draw the projections of the plate.
Q.5 (a) A line PQ 70 mm long is parallel to VP and 30 0 inclined to HP. The end P is 30 mm above HP and 20 mm in front of VP. Draw the Projections .
(b) A Pentagonal pyramid, side of the base 35 mm and height 70 mm is resting on HP on its side, has one of its triangular faces perpendicular to the HP and VP both. Draw its projections.
(c) A line AB is 75 mm long. It is inclined at an angle of 45 o to the Horizontal Plane and 30 o to the Vertical Plane. The end A is in the HP as well as in the VP. Draw the projections of the line .
Q.6 (a) Explain Systems of Dimensioning in brief.
(b) A square pyramid, base 45 mm side and axis 70 mm long has its base in H.P. all edges of the base are equally inclined to V.P. It is cut by a section plane Perpendicular to V.P. and inclined at 45 degree to the H.P. such that it bisects the axis. Draw its sectional top view and Front View.
(c) Draw the Sectional Front View from the direction shown with arrow and Top View using the FIRST angle projection method for the object shown in Figure.
07
03
04
07
03
04
07
03
04
07
Q.7 (a) Which are the Difference between 1 st angle projection Method and 3 rd angle Projection Method.
(b) Draw Isometric View of Square Prism with side of base 40 mm and length of axis 70 mm.
(c) Draw Isometric View of the Following Object.
***********
04
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HILLSIDE JUNIOR SCHOOL ANTI BULLYING POLICY
Definition
Bullying is the intentional desire to hurt, to threaten or to frighten someone else. To do this, the bully exercises some form of power over the victim. Both the power and the bullying actions can be difficult to recognise as bullying is often subtle and kept hidden from adults.
Types of bullying
There is no clear image of bullying behaviour or of a bully type. Some children tend to use threats of violence or actual physical intimidation, while others might prefer verbal malice, exclusion of the victim or the setting of others against their chosen victim. Cyber bullying is another form either by using the internet or mobile phones.
All bullying is aggression, be it physical, verbal or psychological, although not all aggression is necessarily bullying. Some bullies are also the victims and sometimes victims become bullies themselves.
Recognising bullies
Bullies tend to have assertive, aggressive attitudes over which they exercise little control.
Bullies tend to lack empathy; they find it hard to imagine what the victim feels.
Bullies tend to lack guilt; they rationalise that the victim either 'started it' in the first place, or somehow 'deserves' the bullying treatment.
Dealing with bullying incidents
When dealing with bullying incidents we should;
Listen carefully to any child's complaint and take any incident or report seriously.
Take charge yet remain calm; reacting emotionally is likely to add to the bullies enjoyment and give the bully greater control of the situation.
Take action as quickly as possible.
Decide who are the pupils involved and whether any action needs to be public or private.
Reassure the victim, so they feel neither inadequate nor foolish.
Offer the victim concrete advice and support.
Make it absolutely clear to the bully that their behaviour is unacceptable.
Encourage the bully to see the victim's point of view and how to change their own behaviour with relevant support.
Explain clearly if a stripe or playtime behaviour report is being given, without reacting aggressively or punitively as this might give the hidden message that it is all right to bully if you have the power.
Be vigilant in watching out for aggressive behaviour in class and at break times, in order that a situation doesn't get out of hand and so that potential bullying can be recognised and avoided.
All incidents should be reported to the class teacher who will decide if it needs to go further.
When dealing with a bullying incident the class teacher should be informed and if the incident is deemed more serious the headteacher or assistant head informed. A stripe card should be issued if the incident is deemed serious.
In the case of cyber bullying the parents will be informed and if it is in the form of an email the child's school account may be blocked.
Parents
For some pupils bullying behaviour is condoned and legitimate in their out of school world, where strength is often shown through verbal or physical bullying. Some children believe that they 'should stand up for themselves' or to get their retaliation in first. These children often display a lack of acceptance of the seriousness of their actions. A number of children deliberately mislead their parents about their behaviour at school in order to avoid trouble or to generate blanket parental support for themselves. Some bullies even deceive their parents into thinking that they are the victims themselves, when in fact they are not. Parents and children must be made aware that bullying is not acceptable within school under any circumstances. Where aggressive or bullying behaviour is observed, class teachers should tell the parents about their concerns, informally at first after school or at open evenings, and more formally later if bullying behaviour becomes persistent.
All parents of pupils entering the school are expected to sign Hillside's Home School Agreement, which states what we expect from the home - school partnership. Finally, there should be an open discussion of bullying and good behaviour in general.
Relevant issues should also be addressed in the curriculum especially through R.E, SEAL, and P.S.C.H.E. and assemblies. Bullying is present throughout society and in many different forms. By being able to discuss their problem we hope to minimise its incidence and its effects at Hillside.
Bullying can take place by adults towards other adults. Any member of staff has the right to report any incident of bullying to the headteacher or Chair of Govs.
Related Policies Behaviour Policy
V Shepherd Agreed by Governors Curriculum C'tee Oct 2014
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This exemplar has been edited to update the framework questions of the Learning Story.
Child: Tegan
Teacher: Jane
A learning story
Tegan sat down on the couch in the book area, bringing the guitar with her. She began to play the guitar and said, "It's working, it's working."
I asked Tegan, "What's working?"
"My playing – it's working."
"How do you know that it's working?" I asked.
"The birds are moving. I played the guitar so they could dance."
What did I learn about Tegan today?
Tegan displayed a genuine interest in the new birds. She demonstrated this by wanting to play the guitar for them so that they would dance. "They are moving."
Tegan was also interested in using a musical instrument to accomplish what she wanted to do.
This can be linked to Te Whàriki, Communication, Goal 4: "Children develop skills with media that can be used for expressing a mood or a feeling or for representing information, such as crayons, pencils, paint, blocks, wood, musical instruments, and movement skills".
How might we stretch the learning further?
Encourage Tegan to help care for the birds and to communicate with them.
What's happening here?
The kindergarten has just received some budgies in a cage. Tegan is aware of the new birds and also has an interest in the guitar. She plays it and observes the birds moving. This generates opportunities for dialogue with her teacher and for her musical development. It identifi es her perception of the power of music in her world.
What does this assessment tell us about learning in the arts (using a Te Whäriki lens)?
What aspects of noticing, recognising, and responding to learning in the arts does this assessment exemplify?
This short dialogue between Tegan and her teacher illustrates the importance of using conversation and questioning to illuminate what children are thinking. Without the interest and questioning from the teacher, no one would be aware of the purposeful task that Tegan had set herself in encouraging the birds to dance.
As with other forms of language, music grows and develops in meaningful contexts when children have a reason to communicate. Here we have an example of Tegan using the guitar to create music to express her feelings and her desire to communicate with the birds. She is discovering a different way to be creative and expressive.
How does this assessment exemplify developing competence in the arts?
Tegan is both exploring and producing music through playing the guitar. She recognises that music can serve different purposes and wants to provide music for the birds to dance to. As she plays the guitar, she is experiencing a range of musical elements, including beat, rhythm, and tempo, and drawing on her own imagination and creativity. Her belief that the birds also hear the music and dance to it "critiques and transforms" conventional purposes for playing the guitar. | 1,032 | 588 | {
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PETS IN THE CLASSROOM
PURPOSE:
To explore the world of animals through observation, care, and feeding of classroom pets while adequately maintaining the safety and health of all children, parents, volunteers, and staff.
PROCEDURES:
2. Animals allowed in preschool classrooms shall be limited to fish, water frogs, hermit crabs, butterflies, insects, hamsters, gerbils, guinea pigs, rats, mice, and rabbits.
1. Animals not allowed in the centers at any time will be: reptiles (e.g., lizards, turtles, snakes, iguanas), frogs, monkeys, hook-beaked birds, baby chicks, ferrets and potentially aggressive animals. Educational programs which include prohibited animals and are run by zoos, museums, and other professional animal handlers are permitted. (CCD Rules for The Certification of Child Care Centers, regulation 414-300-0240)
3. Animals allowed in infant or toddler classrooms will be limited to fish (according to CCD Rule 414-300-0240 (4))
5. Other animals, not excluded, may visit the classroom for the duration of, but not more than, one day and will be properly caged and/or maintained in a safe, healthy, and sanitary manner.
4. All staff must be aware of children's allergies and fears. If a child has an allergy to an animal that animal will not be allowed in the classroom setting. If a child has a fear, appropriate measures will be taken to help the child deal with the fear. Parent(s) shall be informed in writing of any animal in the center.
6. Any animal on the premises shall be in good health, show no evidence of carrying any disease, have been vaccinated according to a licensed veterinarian's recommendations, and be a friendly companion for the children.
8. Animals shall be kept in an approved cage for the type of animal. Cages shall have removable bottoms and shall be kept clean and sanitary.
7. Animals shall be kept out of rooms used for storage of food, food-related equipment and supplies, or for food preparation.
9. Centers will have and follow written procedures for the care and maintenance of the animals in the center.
a. The cleaning of cages shall not be done in areas used for food preparation, storage, or serving.
10. There shall be assigned staff who are responsible for the handling, care, and feeding of the animal(s).
b. Staff must immediately and thoroughly wash their hands after handling animals or cleaning cages.
d. Animal food supplies shall be kept out of the reach of children and stored separately from food supplies and equipment. Animal food shall be stored in a manner that does not attract rodents or insects.
c. The cleaning of cages shall be scheduled when children are not present.
e. Chemicals related to the care of animals shall be kept under lock.
12. If children are allowed to handle animals they shall immediately and thoroughly wash their hands after handling.
11. Staff will always be present when children are handling animals.
13. No animals will be transported on the bus. | 1,141 | 624 | {
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Beginner
Apostrophe
The apostrophe has only a handful of uses, but these uses are very important. A misplaced apostrophe can be annoying — not to mention lonely.
The apostrophe is used:
1. to create possessives
2. to show contractions
3. to create some plural forms
The apostrophe is used to create possessive forms for singular and plural nouns, especially nouns referring to people.
Example:
the mayor's car Esaki' sister
my father's garden
Tago Kikunae's habits
When a noun already ends in "s," you can decide whether or not to use another "s" after the apostrophe.
Example:
Yokito's car
Mikimoto's office
With multisyllabic words, don't add another "s" after the apostrophe.
Example:
Dumas' second novel Socrates' ideas
Jesus' birth,
Illinois' legislature
To form the possessive of an inanimate object, we're usually better off using an "of phrase," but the apostrophe possessive is not impossible, especially with expressions of time and in personifications.
Example:
a year's salary your dollar's worth
my heart's desire the paper's conclusion
Beginner
Apostrophe
To form the possessive of a plural noun, we pluralize first and then add the apostrophe. Notice that with an irregular plural, the apostrophe will come before the "s."
Example:
The Mikio' s house The children's playhouse The travelers' expectations
A contraction allows us to blend sounds by omitting letters from a verb construction. The apostrophe shows where something is left out.
Example:
I am a student here = I'm a student here I have been working on the railroad. = I've been working on the railroad.
They could have been great. = They could've been great.
Let us go. = Let's go.
Who is there? = Who's there?
It is Sato. = It's Sato
REMINDER:
It's is a contraction for "it is"; the possessive of it = its (no apostrophe).
The apostrophe is also used to form the plural of digits and letters and to indicate omission of a number in a date
Example:
The word Mississippi has four s's. She got three A's and two B's last semester. She dotted all her i's very carefully. summer of '99; class of '38
The apostrophe doesn't mind being used, but it wants to be used wisely. Use it well and it will be there whenever you need it! | 988 | 536 | {
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-CATS Learn 2 Swim-
Summer Swim Lesson Program
How to determine your child's group?
Please read through ALL three levels below before you decide which group your child belongs in. It is important to know that the instructor and the program director have the right to move participants accordingly. L2S participants will not move to the higher group until they have mastered ALL skills in their current group. It is vital that we have students placed in groups according to their actual skill level.
Below you will also see the detailed list of skills taught in each level.
LEVEL 1 (RAYS)
ü Entry and Exit of pool
ü Willingly submerge face in water
ü Blow Bubbles- mouth and nose
ü Bobbing
ü Front Float- assisted
ü Back Float- assisted
ü Front Kick- assisted
ü Back Kick- assisted
If your swimmer is proficient at each of these skills, sign them up for L2 Sharks.
LEVEL 2 (SHARKS)
ü Willingly enter pool and adjust to temperature
ü Roll from front to back/ back to front
ü Fully submerge head and hold breath under water
ü Enter water by step or jump in
ü Bobbing to a glide
ü Change of direction
ü Float Front and Back- 5 seconds unassisted
ü Front and Back Kick- unassisted
ü Pick up dive sticks from bottom
If your swimmer is proficient at each of these skills, sign them up for L3 Piranhas.
LEVEL 3 (PIRANHAS)
ü Jump in deep water
ü Tread water
ü Freestyle- Arm stroke, kick, breathing
ü Backstroke- body positioning, arm stroke and kick
ü Deep water bobbing
ü Move 7 yards from side without assistance
ü Intro to Breastroke and Butterfly (not needed for JR CATS)
If your swimmer is proficient at each of these skills, sign them up for JUNIOR CATS.
JUNIOR CATS Swim Program
Our JUNIOR CATS Swim Program is designed for swimmers who have graduated from our Learn2Swim Lessons Program, but are not ready to make the full commitment to the CATS Swim Team. The JUNIOR CATS will practice Monday- Friday from 10:30am11:10am. Eligible swimmers are able to participate in one or both of our three-week sessions. SESSION 1 begins June 18th (June 18th – July 6th) and SESSION 2 begins on July 9th (July 9th-AUG 3th). There is NO CLASS the week of July 16th – 20th. Space is limited! The JR CATS program is $112 per session per student. Although we have no age limit it is important that our swimmers can perform a few basic safety/swimming techniques in order to be eligible for this class. JUNIOR CATS must be able to swim independently in the water and have a high level of confidence while in the pool. It is vital for safety reasons that our JR CATS can navigate their way through the pool without a coach standing next to them. The L2S Director reserves the right to remove participants if necessary. Please refer to our check list of L2S Levels as our JR CATS must be proficient up through the Piranhas level. | 1,345 | 771 | {
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GLAD YOU ASKED
CULTIVATING REVERENCE
"Show me what reverence looks like." I say this at the beginning of each of my middle school chapels. The children aren't being bad; they're coming from gym, lunch or some other class. They're jousting with their friends, being noisy, sometimes to the point of rowdiness. It's hard to get them seated; it's harder to move them to a frame of mind for something like… chapel.
up with this keeping one's distance."
I continue with an enforced silence often lasting more than a minute. It always feels longer. I make the children be quiet. I make them stop talking. I make them stop wiggling. I make them stop looking at their neighbor from the corner of their eye. Most of the time after about forty five seconds, it begins to get a little uncomfortable. Few of these youngsters are ever silent for that long unless occupied with a movie or TV show. Imposing silence is something I do to create space between the last thing the students were doing before moving to the thing they are about to do. That distance – that space – is necessary for teaching the sensibility of reverence.
Reverence doesn't come naturally to Americans. Since before the founding of the Republic, and suspicion of power and authority – and ultimately revolution – have been part our national DNA. Honor, when it is given, is offered to those who earn it. It is often withheld from other to whom it might be due, regardless of the position or title they hold.
Reverence is an attitude that blends fear and honor. This is not the kind of fear that instills panic or causes pain. It's not the urge to run away. It is better understood as a sensibility that forbids obtrusiveness, that causes one to keep a distance from the object that is revered. In his book, Learning the Virtues That Lead You to God, Romano Guardini reminds us that "in reverence man refrains from doing what he usually likes to do, which is to take possession of and use something for his own purposes. Instead, he steps back and keeps his distance. This creates a spiritual space in which that which deserves reverence can stand erect, detached, and free, in all its splendor. The more lofty an object, the more the feeling of value which it awakens is bound
Reverence is something we cultivate chiefly for God, but we also cultivate it for other people, for great works and for nature itself. In its everyday form reverence flies under another name – respect. When students are taught to respect their teachers and one another they demonstrate a desire for the privacy of another person. They realize that they are not entitled to know everything about a teacher's private life, and the same is true for the student. The good teacher enforces those boundaries, boundaries that create space so that their gifts, standing fully erect and free, are perceived by the student for what they are. Students who respect one another's private worlds come to value others not for what they have, but simply for who they are. In the hallway, this is expressed with simple courtesy. Manners, after all, are morals writ small.
The idea of privacy is at the heart of respect, and it is increasingly difficult to teach because we live in a world of no secrets. TV shows are based upon the exploitation of the private worlds of hurting people, served up as entertainment. When we are not peering into the secrets of someone on a reality show, we can occupy ourselves divulging ourselves on social media, shrinking what is left of our own private spaces, exhausting what should be held in reserve.
In the end our children are powerfully shaped by a world devoid of reverence. The space once occupied by awe, honor, and a fear of trespassing, are so lacking as a habit of the heart, that students have trouble coming to terms with reverencing something like an ancient text. I'm troubled that many acknowledge the Bible as merely another book – nothing particularly special about it. Day in and day out, however, we place students in the presence of greatness: great books, great ideas, great stories, and great wonders of nature. Our hope is that by so doing, they may respond to their education with a heartfelt respect for the religious and cultural heritage that belongs to them. | 1,572 | 922 | {
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UNEX Developing Written Skills
Title: Painting and words www.unextyou.com
Title: Painting and words
Keywords: #writing, #creativity, #painting and words
Duration: 30-45 min
Description
Correct writing requires trying to write various types of texts. Practice makes perfect. In the contemporary world, where short messages, often incorrect, replace welll-edited longer forms of text, it is worth motivating students to write different texts. Exercises that stimulate curiosity and imagination are primarily motivating.
Objectives
1. Development of creativity
2. Learning new words
3. Practicing the ability of correct writing of various types of texts
Activity(ies) (stages)
1. A teacher shows a painting to students (it is worth if it was a painting of a famous artist – this is how students learn about works of art present in culture) and gives (writes on a blackboard) 10-15 words to students.
2. Students with a teacher explain every word – they give its meaning or look for it in a dictionary.
3. The students' task is to write a text based on the painting and given words. It can be a story, description, dialog, essay, etc. Students are to use most of given words and somehow refer to
the picture (it can be a place of events, an object owned by the character, it can describe the situation from the picture, etc. – any idea is allowed).
4. Chosen students read their texts loudly.
Tips for trainers
- Choose words that will enrich students' vocabulary and stimulate their creativity. Sample words: ambivalent, gray-blue-pink, contemplation, mystification, transcendence, existential, eudaimonia, misogynist, interlocutor, imponderabilia, faux pas, megalomania, idolatria, holistic, dilettante, affirmative, frivolous, trivial, relevant, trivial, etc.
- You can also give unusual word combinations that will stimulate students' imagination. E.g. blue and yellow zebra, frivolous teacher, grotesque celebration, unbridled thoughts, reticent speaker, philantropic miser, good-natured villain, plush Eiffel Tower, chocolate-spinach cake, etc.
- After writing the texts, students can also be asked to exchange them with colleagues and to evaluate each other's texts for creativity and correctness.
List of resources, materials, etc.
- Paintings on various topics
- List of various words
- Projector to display paintings
- Sheets of paper/notebooks where students may write down their texts
Evaluation/Feedback
A teacher answers the questions:
No
No | 1,097 | 546 | {
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An Ottawa science lab discovers that lasers do mess with molecules
BY TOM SPEARS, THE OTTAWA CITIZEN MARCH 15, 2012
NRC Scientist Albert Stolow and his team have been shooting short bursts of laser light at molecules.
Photograph by: Julie Oliver, The Ottaw a Citizen
OTTAWA — A molecular science lab in Ottawa has shown that while lasers are terrific tools for studying how molecules work, they can also throw curves at those who use them.
Molecules obey the rules of the microscopic world, the rules of quantum mechanics. In that world, the process of observation itself can change the result.
At the National Research Council, Albert Stolow's team has been shooting short bursts of laser light at molecules. Intense laser light in particular can capture an astonishingly brief moment in time, like a super-fast camera: The moment when a chemical reaction happens.
But his new work shows that by observing a molecule with these lasers, scientists actually shuffle around its electrons and may see an altered version of the basic chemistry.
Chemical reactions happen with blinding speed. Atoms form bonds with each other by sharing electrons, or break their bonds to split molecules apart. The electrons within molecules can move so fast that science needs a special word for the short space of time — attoseconds.
One attosecond is a billionth of a billionth of a second. And modern intense lasers can produce pulses of light measured in attoseconds.
That pulse can isolate the moment when the electrons rearrange in a chemical reaction. But the question remained: Does the laser also have an unintended effect on the molecule that it hits?
Prevailing theory, Stolow says, was that intense lasers do have an effect, but only on a single electron within the molecule. The rest of the molecule was supposed to be largely unaffected.
He wasn't so sure. The problem was that all experiments so far tended to be on very small molecules, such as a pair of atoms bonded together. He moved up a step to an industrial chemical called butadiene, which is a little bigger — 10 atoms of carbon and hydrogen.
His study, published Friday in the journal Science, shows that the laser's electric field slams into the electrons and "pushes around" many of them, causing a bigger change in the molecule than others had suspected. In other words, the research tool briefly changes the molecule. And that means that anyone using intense lasers to investigate chemical reactions will have to take into account the unintended side effects from the laser itself.
Stolow says that in the world of very small particles, or quantum science, "there is no such thing as looking without touching.
"It's a complication we have to face," he said. "How will this tool be used if it's going to be applied to more important chemical and physical questions? How does the observation change the system you're looking at?
Team member Jochen Mikosch, an avid sailor, compares the research to sailing. "You set out from shore and you don't know what awaits you," he said. Many times the group thought it knew where the work was headed, "but often the outcome was completely different ... That's something I like very much about science."
It's like having a new car, he says. "We're taking it for a test drive and saying: These are the issues. You're going to have the change the oil, and steer in a certain way, and change the tires.' These are the issues you'll have to face for the tool to be used."
German and Dutch physicists were part of the team. The work was done in the NRC's building on Sussex Drive.
© Copyright (c) The Ottawa Citizen | 1,415 | 759 | {
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Website Navigation
Your assignment is in two parts: fi rst, you'll map the website of the Wing Luke Asian Museum (http://www.wingluke.org/). Use the following diagrams as a guide for how your map should look visually—it's not important that your nodes be round, or your lines diagonal. Rather, your map should visually refl ect the structure of the site.
First, sketch your map out on notebook paper--you may fi nd that you need larger paper for your fi nal map. Indicate with arrows major paths of navigation through the site.
The second part of the assignment is to create a sketch of what you are planning on for your website's structure. The required categories are on your Research Project Assignment handout. Bring a sketch to class on Tuesday, November 4th for review before you make your fi nal version.
Top-down Navigation
This approach to information architecture involves organizing information based on site objectives and user needs. You start with broad categories and break the categories down into logical subcategories. This is the most common form for informational sites.
Global Navigation
Provides access to a broad sweep of the entire site. It brings together the key set of access points that users might need to get from one end of the site to the other.
Local Navigation
Provides access to what's nearby in the architecture. Local navigation will provide access to a page's parent, siblings and children. It is structured to refl ect the way users think about the content.
Supplementary Navigation
Provides shortcuts to related content that might not be readily accessible through global or local structures. This scheme allows the user. to shift the focus of exploration without starting over while maintaining a hierarchical structure.
Adaptable architecture can accommodate the addition of new content within a section (top) as well as entire new sections (bottom).
Adaptable Architecture
Hierarchical Structure
Hierarchical structure—sometimes called tree or hub and spoke structure—has nodes that have a parent/child relationship with other related nodes. Not every node has children, but every node has a parent, leading all the way up to the parent node of the entire structure. This is the most common form of structure.
Sequential Structure
Sequential structure and the sequential fl ow of language is the most basic type of information architecture there is. Books, articles, video—all are designed to be experienced sequentially. Only very small sites on the web, such as articles or sections, use this technique, or it may be imbedded inside of a site.
Organic Structure
Organic structures don't attempt to follow any consistent pattern. Nodes are connected together on a case-by-case basis, and there is no strong concept of "sections". Organic structure can be a god choice for free-form exploration, such as some educational or entertainment websites. It can be challenging to fi nd your way back to the same information again.
Grpahics and text adapted from Jesse James Garrett's The Elements of User Experience, AIGA/New Riders, 2003. | 1,255 | 606 | {
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UNEX Developing Written Skills
Title: Chain written
www. ……..
Title: Chain Written
Keywords: to be used after in search function on the website #writing skills, # expression
Duration: 10-15 minutes.
Description:
Ideally, groups of at least four children should be involved in this exercise. The exercise starts when we give one of them a sheet of paper with the beginning of a story, and ask them to continue writing it down as he/she thinks of it. You will also have to tell him that he only has three minutes to do it. The child will then pass the paper to his partner on the right, who will have the same time to continue with the story. And so on until the end. At the beginning of the exercise, we will explain that the story has to be completed, so the last of the children will have to end it.
Objectives:
Please list the objectives you want to achieve (short and long term)
1. Enrich their vocabulary, thanks to constant practice of writing.
2. Encourage their ability to plan, as they have to think about how they will develop their story in an integrated way.
3. It encourage students' desire to write, enhance their creativity and improve their linguistic competence, which in turn develops social, emotional and cognitive skills, as well as serving as a basis for the child's learning
4. To deepen the mastery of writing, spelling, grammar, lexical structures and basic skills (writing, reading, listening), so that students are competent in creating their own texts
5. Exercise writing different types of texts using the appropriate form for each type of text.
Activity(ies) (Stages):
1. Make groups of at least four students
2. The teacher gives each group a sheet of paper with the beginning of a story and tells them that they will have to continue writing it and that each one has only three minutes to do so.
3. The first student will continue the story and when the three minutes he has to write have passed he will pass the paper to his partner on the right, who will have the same time to continue with the story. And so on until the end. At the beginning of the exercise, we will explain that the story has to be completed, so the last of the children will have to finish it.
Tips for trainers
Always think about how to make things easier for them: Prepare the material, solve their doubts, and encourage them to have fun while doing the exercises.
Do not censor their ideas: Since childhood, we have been conditioned not to think differently. When they write, don't judge. If you see that something they have put in is not appropriate, simply don't reinforce it.
If they get stuck, give them examples: But always encourage them to give free rein to their own ideas.
List of resources, materials etc.
Preparation of this activity is very simple and it does not require a lot of materials. The teacher will make groups of four students and give each group a sheet of paper with the beginning of a story. The teacher can give the same story start to each group or can prepare sheets with different starts, so that each group has a different story start.
Evaluation/Feedback
Very essential is the feedback from the teachers for the improvement of the Methodologies. The way it will be collected and summarized is an individual to each partner according to the methodology's implementation and timing. Can be a questionnaire, can be quantitative and qualitative, can be an open narrative question. | 1,235 | 715 | {
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Religious Education Long Term Planning – Summary of Year 1 Units
AUTUMN 1 – Celebrating: How do we celebrate special times?
AUTUMN 2 - Celebrating: How do we celebrate special times?
Aims: Children will develop their knowledge of religious practices and ways of life, including celebrations for a new baby, a wedding and a birthday. They will think about questions of identity, diversity and belonging. They will express their own thoughts simply.
Children will be able to talk about a special celebration and how it makes people feel, ways in which people celebrate and how they like to celebrate.
Children will be able to reflect on and show awareness of themselves and others as special and unique individuals. They will listen to a story from a faith tradition (The Birthday of Guru Nanak)
Children will recognise and talk about special objects and clothes used at a baptism.
Children will be able to talk about a time of celebration, talk thoughtfully about making promises and about special ways to make a celebration day stand out.
Children will draw on their first-hand experiences of celebrations to recreate role play and play scenarios.
Children will be able to talk about some features of religious life, identify with the feelings religious people have on special days and make links to their own special celebrations.
SPRING 1 – How do we say thank you for the Earth? Cycles of the year. What can we learn from stories Christians tell?
SPRING 2 – The Power to make a difference? What can we learn from stories and prayers from Jesus?
Aims: Children will learn about Christian stories of creation and ways of celebrating the fruitful earth. They will explore big questions about values and about what really matters.
Children will express how it feels to create something themselves Children will be able to summarise the story of Genesis and recall what happened on each day.
Children will be able to talk about caring for the earth and recognise ways that certain behaviours might spoil it.
Children will recognise some features of the story of creation and understand what Christians believe about God.
Children will be able to identify some of the features of Harvest Festival Celebrations and will understand how Christians thanks God for the earth.
Aims: Children will learn about the stories and prayers of Jesus and will reflect on the power that they may have to make a difference to others. Children will explore the Christian belief that prayer can make a difference as to can kind or generous actions.
Children will identify the Lord's Prayer as a special prayer for Christians, finding suitable images to represent its meaning. Children will understand why Jesus and others may pray. Children will be able to identify how Jesus helped people through an understanding of the story of Jesus and the Ten Lepers. Children will be able to identify a range of ways in which Christians pray and reasons why they do so.
SUMMER 1 – Beginning to learn about Sikh people: symbols, stories, sharing.
SUMMER 2 – Beginning to learn about Sikh people: symbols, stories, sharing.
Aims: Children will acquire knowledge and understanding of Sikh beliefs, experiences and practices, as well as reflecting on their own beliefs and values. The unit sets the foundations for developing positive attitudes of respect towards Sikhs and to other people who hold views and beliefs that are different from their own.
Children will identify symbols found / used in their everyday lives. They will be able to name some Sikh artefacts and/or symbols and suggest their meaning.
Children will listen to and recall key points of a story about a Sikh Guru.
Children will reflect on their own values in response to the story of Dunni Chand
Children will understand that a gurdwara is a special place and will understand what happens there, particularly in the langar kitchen.
Children will be able to talk sensitively about the values that can be found in Sikhism, linking them to Sikh stories and symbols. | 1,532 | 774 | {
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Neoplasia III: Epidemiology
Epidemiology Lecture Objectives
* List the most common type of cancer in men and women, and the cancer responsible for the most deaths.
* List the seven most important environmental factors that contribute to the development of carcinoma, and describe a little about each one (e.g., types of associated cancers).
* Define, compare and contrast the three types of hereditary cancer.
* Briefly describe the genetic mutations in Li-Fraumeni syndrome and xeroderma pigmentosum, and explain how they lead to the development of cancer in each disorder.
Epidemiology Lecture Outline
* Cancer facts
* Environmental factors
* Hereditary cancer
Cancer Facts
Every year there are:
1.5 million new cases of cancer
>500,000 cancer deaths
Cancer is the 2 nd leading cause of death (after heart disease)
Most common cancers
Cancers causing the most deaths
Men: Prostate
Women: Breast
Men: Lung
Women: Lung
Cancer Deaths
Environmental Factors
HPV (cervical and oropharyngeal cancers)
* Infectious agents
"The single most important environmental factor contributing to premature death in the US."
* Smoking
* Alcohol
Lung, but also oral cavity and pancreatic cancers
* Diet Colon, prostate, breast
* Obesity
* Reproductive history
* Environmental carcinogens
* UV light (skin)
* Arsenic (lung, skin)
* Asbestos (mesothelioma)
* Benzene (leukemia)
* Radon (Lung)
Liver, oral cavity, breast
"The most overweight people in the US have over 50% higher death rates from cancer"
estrogen exposure breast and endometrial cancer
Three Types of Hereditary Cancer
* Familial cancers
* Inherited cancer syndromes
* Syndromes of defective DNA repair
Familial Cancers
* Most cases of cancer are sporadic (random)
* A small number are familial (related to specific germline gene mutations)
* Example: certain BRCA1 gene mutations increase risk of breast, colon, ovary, and pancreatic cancers
* Familial cancers occur earlier and are more aggressive than their sporadic counterparts
Inherited Cancer Syndromes
* Usually autosomal dominant
* Each has a specific gene mutation that increases risk of getting multiple cancers
* Example: Li-Fraumeni syndrome
* mutation in p53 gene
* 25x risk of sarcomas, breast cancer, leukemia, and brain tumors
* cancers usually appear before age 50
Syndromes of Defective DNA Repair
* Inherited mutations in genes encoding DNA repair systems
* Greatly enhance the occurrence of mutations in other genes ("genomic instability")
* Example: xeroderma pigmentosum
* Mutations in genes in "nucleotide excision repair" pathway (fixes UV-damaged DNA)
* Extreme sensitivity to sunlight
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One approach to calm breathing involves 4 x 1 x 4 breathing as follows:
1. Gently and deeply inhale from your diaphragm to a 4 count.
2. Hold for a 1 count.
3. Exhale to a 4 count, gently and deeply from the diaphragm and imagine letting go of tension and stress.
Relaxing the muscles of your body may involve gently tensing and relaxing muscle groups or relaxing without tensing. Scan the muscle groups of your body to determine if there are places where you are aware of n increase in tension. For example: do your shoulders feel tight? Does your forehead or jaw feel tense? The more you try to notice tense spots, the better you will become at recognizing them in a second or two. By pausing and scanning your body, you turn your attention to your body and can determine if any areas are tense or tight. This can serve to increase your awareness of the presence of tightness in your body and you can take steps to break the stress-tension cycle by letting go of muscle tension.
After rating the intensity of your tension and localizing it in your body, you can briefly take several steps to alleviate or prevent this tension. First, as you become briefly aware of tension, gently tense and relax away the tension or simply relax away the tension.
You may learn that the position you are in is uncomfortable and producing tension. For example, you may be slouched over in your chair or you may become aware that you are holding your shoulder high. React to this information by changing positions or by stretching or moving.
For example, you may relieve tension in your neck and shoulders by rolling your head from side to side.
The following exercise can be used at any time during the day. It can be accomplished in as short a time as 20 seconds. It can be done during your coffee break, while watching TV, while driving, or any time when a brief pause is possible. This can especially be appropriately shortly before you enter a situation that has been stressful in the past or that has increased your pain. This exercise can be done many times throughout each day without disrupting schedules and routines.
Begin by interrupting your thoughts. Stop thinking about what's going on around you as much as possible. Become aware of your breathing and of your body. Take a deep breath, hold it, and exhale it slowly. Imagine letting go of stress and relax away muscle tension.
You may have found a positive image or cue word that has enabled you to become more relaxed. You can use these techniques during the brief relaxation. You may also have been working on positive self-statements to deal with stress and pain. It is important to use some of these positive self-statements at this time. It is also important to praise yourself for going through this exercise. The above technique can be accomplished in a matter of seconds. It can have benefits that can last several hours. In the beginning, it will help to practice brief relaxation as frequently as possible. | 1,129 | 634 | {
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1
The soul of a poem is in its images. I define it as a phrase which creates a physical sensation in the audience—a mental picture, a taste in the mouth, an echo in the ear, goosebumps, a welling of tears. Images are words from the language of sensation—that is, concrete language, language that refers to things you can stub your toe on, or feel stirring your hair, or things you can pick up and hold. Physical, tangible things.
This concrete language of the senses is the Yin to abstraction's Yang. Abstract words are a necessity—we don't think well without them. If you want to say that urban life in the 20th century can be lonely, depressing, sordid, rushed, and anonymous and that it leaves us nervous, dissatisfied and frustrated, you can't (or shouldn't) use those abstract words I've italicized. That is Telling the reader what they should be feeling. Only foolish people enjoy being told how to feel.
The alternative to telling is Showing, or re-creating sensory experience by casting your experience into images. Images create sensations (mostly pictures) inside the audience's mind. Those sensations, in turn, create emotions within the audience. Your job as a poet is to put pictures into other people's minds. Images are a kind of word-picture that leaps off a paper and pierces the eye or the ear and forms an equivalent sensation in the mind, which then pierces the heart.
To be effective, an image needs to be particular (specific), not general. Your words must point at that apple, the one with freckles and a bruise, not some imaginary apple that's already in the audience's mind. Don't say "dog", say "that Labrador over there, the one whose tail is whapping her master's leg."
You find your images in the world, on the Earth. The world is a mirror for our feelings. We notice those physical things which strike a chord within us—when this happens, PAY ATTENTION! Earth is giving you your material. Your unconscious mind collaborates with Earth in this process.
In effect, we often notice what we need to notice. If you want to use your writing process to help you live your life, be open to
IMAGES AND IMAGERY John Caddy
2
receiving your images from your direct sensory experience of the world. Once, when I was long-windedly developing this idea for a second-grade class, a little boy raised his hand and brightly said, "Oh. You just mean the world speaks our feelings back to us." Just. Indeed.
"An image is a piece of news from the real world outside or from our own bodies which is brought into the light of consciousness through one of the senses." —John Frederick Nims
"We think in generalities, but we live in detail." —Alfred North Whitehead
"An image … presents an intellectual and emotional complex in an instant of time." —Ezra Pound
"An image is anything presented to consciousness as a bodily sensation." —John Frederick Nims
"The poem does not just come from a mind, it comes from a mind in (and very much aware of) a body. …Aware of the world. It sounds like a real voice speaking. If we do not believe the voice in a poem, nothing else matters. The poem has left a credibility gap we will never bridge. Whatever else a poem may be, unless it seems a real voice in a real body in a real world, it is not likely to affect us deeply." —John Frederick Nims
The artist picks out the luminous detail and presents it. He does not comment. —Ezra Pound
Abstract
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UNIT 14 LIVABLE AND REASONABLE
live
+ -ABLE = livable horror + -IBLE = horrible
verb or noun suffix adjective
Refer to the spelling rules in Appendix B-II and Appendix C-VI.
A. Fill in each blank with an adjective derived from the word in bold print. Use a negative prefix with the derived adjective when necessary.
Example
: The movie was about crimes of great horror.
The movie was about horrible
crimes.
1. The street cleaner ran away in great terror.
He had seen a _____________________accident.
2. There were many pieces worthy of remark
at the exhibition.
Almost everything at the exhibition was _____________________
3. I couldn't read what he had written. His handwriting wasn't _____________________.
4. Everybody else agreed to my proposal. Is it _____________________to you as well?
.
5. In this article, there are a lot of words that I do not comprehend.
That's why I find the article very _____________________.
6. A lot of people seem to favor the new clerk.
He has made a _____________________impression on most of his
coworkers.
7. It is difficult to obtain peaches in winter.
Peaches are generally _____________________in winter.
8. You can transfer that ticket to another person.
The tickets for city busses are _____________________.
9. You cannotadjustthese roller skates to the size of a child's feet.
These _____________________roller skates are no good because
children cannot use them when their feet get larger.
10. You cannot rely on Jim
He is a very _____________________person.
B. Derive adjectives from the following words by adding -ABLE, -IBLE. Then use each adjective in a sentence using the phrase in parentheses. Try to think other nouns that would go with each of those adjectives.
Example: recover (financial loss)
He went into a bankrupt but luckily his financial loss was recoverable.
1. measure (benefits)
___________
2. sense (solution)
___________
3. change (weather)
___________
4. response (director)
___________
5. notice (hair color, improvement) ___________
6. not bear (noise)
___________
7. not believe (event)
___________
8. eat (food)
___________
9. read ( novel)
___________
10. count (noun)
___________
C. Fill in each blank with one of the words in the box.
noticeable changeable readable sensible
responsible measurable
The employers of that company appreciate Mr. Bean very much because he is a very _________________ person. He finds _________________ solutions to the existing problems. His mood is not _________________ like other workers. His performance is always the same in spite of different working conditions. Due to his positive personality and his _________________ effort, the company made a great improvement this year.
Mr. Bean prepared a catalogue describing the products of the company. In the catalogue there is a _________________ account of the goods illustrated with pictures. The customers use this catalogue in giving their orders. The employers are expecting a _________________ increase in this year's sale record due to the extensive use of this catalogue.
D. Puzzle to solve
Puzzle 1
Across
1 Don't be ____ to school. (4)
2 Smoking is a bad _______. (5)
6 He died at a ____ car accident. (8)
7 Initials of Brigitte Bardot (2)
9 As a general he ____s the army. (4)
11 all the fruits are _____ (7)
13 that loud noise is _______ (10)
Down
1 a _______ and reasonable house (7)
2 I find horror films _______. (8)
3 I enjoyed it. It was a____ book. (8)
4 They were ______ to come. (4)
5 It is a _______ solution. (8)
8 He was ___ by his step-father. (6)
10
He is ___ school. (2)
12 This is a chemistry _______. (3)
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Delaware River Atlantic Sturgeon Research
ATTENTION!
Please report any dead Atlantic sturgeon you find along the Delaware River or Bay to the Division of Fish & Wildlife (302) 735-8663. Please note the location, length, and presence of any tags.
TAGGING PROGRAM:
If you happen to find or catch an Atlantic sturgeon please look for tags, write down the tag number, and call the phone number printed on the tag. Tag returns provide important information about the species.
The Atlantic sturgeon is a prehistoric fish dating back >70 million years. It is found in coastal rivers and waters along the Atlantic Coast from Labrador, Canada to the St. Johns River, FL. Sturgeon have five rows of bony scutes running the length of their body and four sensory barbels in front of an extendable mouth with no teeth. The largest documented Atlantic sturgeon was 14 feet, 811 pounds, and 60 years old. Atlantic Sturgeon are anadromous, meaning they use freshwater rivers for spawning and marine environments for growth and migration. Males usually mature in 12-14 years while females tend to mature in 18-20 years. Adults ascend large coastal rivers for spawning from April-May and spawn at water temperatures from 55-65°F. After hatching, juvenile sturgeon remain in estuarine waters for several years before moving into coastal waters.
Do you know the difference?
Atlantic
sturgeon
Shortnose
sturgeon
For more information on Atlantic sturgeon contact:
Matt Fisher Fisheries Biologist Delaware Division of Fish & Wildlife 4876 Hay Point Landing Rd. Smyrna, DE 19977 (302) 735-8663 email@example.com
The Delaware River once supported the largest and most profitable Atlantic sturgeon fishery along the Atlantic Coast. However, overfishing of spawning adults, poor water quality, and by-catch of juveniles in other fisheries caused the population to collapse prior to the turn of the 19 th century. Due to the poor status of Atlantic sturgeon populations along the Atlantic Coast, a coast-wide moratorium was implemented in 1998, prohibiting harvest. The goal of the moratorium is to restore Atlantic sturgeon spawning stocks to levels which will provide sustainable fisheries and ensure viable spawning populations. Currently, the Atlantic sturgeon is listed as an endangered species by the States of Delaware and Pennsylvania.
To assess the Delaware River Atlantic sturgeon population, the Division of Fish & Wildlife conducts gill net surveys in the lower Delaware River. Sturgeon are measured, weighed, and tagged with an external dart tag and internal PIT tag (microchip) prior to release. Since 1991, nearly 1,900 Atlantic sturgeon have been tagged, ranging in size from 20 to 70 inches. The largest sturgeon tagged by the Division was caught in the Delaware River during June 2001 near Wilmington. This sturgeon was nearly 6 feet in length and estimated at 93 pounds. The survey indicates that the lower Delaware River is an important summer feeding ground for immature sturgeon. Sturgeon tagged in the lower Delaware River have been recaptured in coastal waters from North Carolina to Maine with most fish being caught in waters of New Jersey (32%), Delaware (18%), and New York (12%). Results of this program continue to provide important information on the Delaware River Atlantic sturgeon population. | 1,493 | 709 | {
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English:
In English we are reading Street Child by Berlie Doherty. It is a novel about a poor Victorian boy who ends up in a workhouse.
Curriculum News Summer 2 - Year 4
Maths:
This term we will be revising multiplication and division facts for times tables up to 12 x 12 . We will also be revisiting the written methods for the 4 operations, including decimals. The class will also revisit solving simple measures, money and time problems.
In spelling we will be learning how to proofread our written work. We will also learning about a variety of suffixes (e.g. -ous, -y and –ic). and prefixes (e.g. un-, dis-, and sub-).
During maths week, we will have a focus on money. In particular, we will be learning about reading bank statements, bills and receipts, and budgeting. We aim to set up our own stationery shop!
Reading:
In guided reading, we will be orally retelling stories and recapping on all the reading skills we have learned this year.
Children will bring home a reading book from school, which they need to read each night. After reading, children need to write a short summary in their reading record. Reading records and books need to be brought to school every day.
Dates For Your Diary
11th—15th June:
Maths Week
26th June Class Photographs
4th July
Sports Day for Years 4, 5 and 6
25th July
Last day of school—school closes at 2pm
In Topic, we will be learning about the Victorian era. We will identify what life was like for Victorian children, compare modern schools to Victorian schools and learn about different Victorian inventions. We will also consider how attitudes to children and childhood have changed since the Victorian era.
In Science we will be focusing on Animals Including Humans. We will find out about the types of teeth that we have and why they are different from sharks' teeth! We will carry out an investigation to find out which liquids are harmful to our teeth. We will then learn about food chains.
In P.E our unit of work is athletics. We will be learning throwing skills and developing our ability to throw at a target. We will be evaluating our own performance and suggesting ways to improve.
In Computing: This term we are learning how to programme instructions in Logo Turtle Mania. We will continue to think about e-safety throughout all our Computing lessons.
Home Learning:
At home your child needs to read for 20 minutes every day. When they have finished, they need to write a short summary in their reading record. Reading at home should be enjoyable, so please encourage your child to read newspapers, recipes, websites and library books, as well as the book they bring home from school.
In addition to this, your child needs to practise their times tables at least 3 times a week.
If your child has access to a computer, they can use Logo Turtle Mania at home to practise their computing skills.
Type this in to the browser bar http://my.uso.im/j2e/ or search on the lgfl homepage. | 1,187 | 656 | {
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SAYA DE MALHA DAILY
A Newsletter by Dominique and François
N°8, 8 th November 2022
Where are we ?
North of Saya de Malha Bank, on the Plateau, above the seagrass meadows 9.50° South 60.51° East Sunny, Light Seas, Wind 16.5 Knots Air Temperature 26°7, Water Temperature 26°7.
The Seagrass Meadows
Seagrasses are marine angiosperms or flowering plants found across the globe. They are the basis of the most productive ecosystems. Dependent on light for photosynthesis, they are found in shallow waters between 10 and 20 m. They can however be found down to 70m depth. Seagrasses are important nurseries for numerous species, they stabilise sediments in their root systems, and are an important carbon sink. The Saya de Malha seagrass beds are some of the largest in the world. They include several species, with Thalassodendron Ciliatum (meaning "marine tree") being the most dominant. Its elongated leaves swing back and forth with the current's movement reminding of a wheat field in the wind. Those important seagrass beds are vulnerable to trawling.
©Marine_Solutions_ExpolrationsMonaco
What's on ?
The ROV
A survey of the seagrasses was conducted using Marine Solutions ROV (Remotely Operating Vehicle). The ROV is equipped with cameras and is piloted from the control room on the ship. It provides real time footage of the seabed surveyed. Images so far show uniform seagrass beds of good quality, some possibly degraded areas, as well as sandy habitats and small coral formations with associated small fish species. At depth of 20 m, the ROV also provides information for navigating the ship.
Source_Fabrizio_d'Ortenzio_IMEV_ExpolrationsMonaco
SAYA DE MALHA DAILY
A Newsletter by Dominique and François
N°8, 8 th November 2022
The Portrait
The Catch of the Day
An Unexpected lobster
This Acanthacaris of 35 cm was found in a sandy habitat. A sedentary animal buried in the sand, it catches its prey with its long claws. This specimen was collected during a night trawl at 1600 m depth.
Did you know ?
Lamellaria
Unlike the whelks or winkles, some gastropods, as this gastropod, has an internal shell. This specimen was collected in the afternoon by the drag net at 200 m. It is probably a new species. This group, called the Lamellaria is poorly known. Probably a new species!
Philippe Bouchet, Professor Emeritus, Muséum national d'histoire naturelle
Philippe was born in 1953 in Brittany. As child he spent a lot of time on the coast fishing for shellfish and learning about the marine world, which led him to his vocation to become a marine biologist. At 20 years old, he was recruited at the Museum of Natural History where he worked until his recent retirement. Beginning with New Caledonia, and thanks to his entrepreneurial spirit, he organised and led international expeditions, financed by philanthropic foundations, to document marine biodiversity around the globe. "Documenting the benthic biodiversity of Saya de Malha is a long-held dream. What we find most surprising are the small size of organisms collected and the limited primary production which so far cannot be explained. Although not yet all described, we expect to find high levels of endemism."
©Francis_Marsac_IRD_ExpolrationsMona
co
A Word from the Captain
The use of sampling gear is not without unexpected moments. During the night, the drag net was caught up between rocks. Thanks to the Captain manoeuvring of the ship, it was freed and brought back on board. « It is complicated to navigate in an unknown area, but this is why we are here » he said wisely. | 1,521 | 858 | {
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Mentor Meeting 11/3/22
Updates
* Shaina and Henry
o Survey's
o How to handle behaviors
* Kelly
o Fun Run
* Mary
o Smart Readers
* Hygiene kits
* Computers to our HS kids – would like mentor in attendance when we do that
* Mentor Supplemental Training – crafting party
o Wednesday, November 16 @ 6 pm
* Mentor Coffee
o ?? discuss chapter 2 & 3 of resource manual
* Meetup – Suicide Prevention
Social Skills Building (Helps social emotional development)
* https://urbanwellnesscounseling.com/10-ways-improve-social-skills-children-teens/
* https://thinkpsych.com/blog/9-social-skills-activities-for-high-school-students/
* Social Skills Games
o https://hes-extraordinary.com/games-that-teach-social-skills
o Awkward Moments (teens)
* Play get to know you Bingo
Connecting Through Conversation
Where I'm at Today Directions
1. Place the Where I'm At Today continuum between you and your mentee (see attached). Explain that a little stress might help keep us on our game, but too much and we can feel overwhelmed. Stress can mess with our ability to concentrate or motivate us.
2. Ask your mentee to draw a star and write today's date anywhere on the continuum, even in between the markers, to indicate his or her stress level today.
3. Next, ask your mentee to think for a moment about how today's stress level feels. Ask them to look at the words listed below the continuum and place a star next to the words that most accurately describe the feeling that stress brings up for him or her. If your mentee would like to add words to describe the feeling of stress that aren't on the list already, encourage him or her to write in the space provided.
Deepening the Conversation
Following are examples of questions that help you move from brief check- in to a deeper conversation with your mentee:
* What do you think is causing your stress today?
* When you are stressed, what do you do? Who or what makes you less stressed?
* When is stress helpful?
* What are some ways a person in a mentor role can help you with the situation causing stress?
* What is one positive action step you can take immediately to change the situation that is causing your stress?
Next Mentor Meeting: Thursday, 12/1 @ 5 pm or Friday 12/2 @ 10 am
Transforming Lives, One Child at a Time | 1,004 | 530 | {
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Prime Area: Personal, Social and Emotional Development
To try new activities and say why they like some activities more than others.
To speak confidently to others about their own ideas.
To understand how our own actions affect other people.
To be able to negotiate and ask appropriate questions.
To be able to dress and undress for PE.
To take part in key person time involving discussions with an adult and peers.
Specific Area: Mathematics
To recognise numerals 1 to 10.
To count out up to 10 objects from a larger group. To count actions or objects which cannot be moved.
To select the correct numeral to represent 1 to 10 objects.
To count objects to 10.
To count an irregular arrangement of up to 10 objects.
To order two or three items by length or height. To order two items by weight or capacity.
Prime Area: Communication and Language
To listen to Whatever Next and join in with the rhyming phrases.
To verbally sequence the events in Whatever Next. To create roles and experiences through the use of role play, introducing storylines or narratives.
Spring Term 1
Wow Moment: Starlight reading session with Parents (Thursday 10 th January at 2pm).
Space Home Learning Challenge and technology quiz due in Thursday 14 th February (see attached).
Prime Area: Physical Development
To gain control over fastenings when getting dressed and undressed for P.E sessions.
To use a variety of gym equipment to travel with confidence and skill.
To use a correct pencil grip and gaining control with mark making implements.
To continue to develop fine motor skills through the use of finger gym activities.
To take part in Forest Schools.
Specific Area: Expressive Arts and Design
To create space rocket pictures, imaginary moon creatures, alien pictures and masks and junk model rockets using a variety of materials, manipulated to a planned effect.
To create a collaborative moon picture.
To create a space dance in response to music.
Specific Area: Literacy
To complete phase 3 letters and sounds, revisiting phase 2 where necessary. To hear and say initial sounds in words. To segment and blend sounds in words. To begin to read words and simple sentences. To give meaning to marks they make. To write our own names, labels and captions (items to take to space, picnic food, rockets). To attempt to write simple sentences (postcards, story sequencing, diary entry).
Specific Area: Understanding the World
To take part in Forest Schools.
To log on to the school computer network. To use simple paint programmes to create pictures.
To use the interactive whiteboard.
To look at and begin to read maps.
To identify their personal journeys and create an imaginary journey.
To compare technology found in school and at home – HOMEWORK PROJECT. | 1,222 | 561 | {
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ANGER MANAGEMENT INFORMATION
What is Anger Management? Anger management is a psycho-therapeutic program for anger prevention and control. It has been described as deploying anger successfully. Anger is frequently a result of frustration, or of feeling blocked or thwarted from something the subject feels is important.
What is Anger? Anger is a completely normal, usually healthy, human emotion. But when it gets out of control and turns destructive, it can lead to problems, problems at work, in your personal relationships, and in the overall quality of your life. And it can make you feel as though you're at the mercy of an unpredictable and powerful emotion. This brochure is meant to help you understand and control anger.
What Are Some Of The Triggers Of Anger? What causes people to get angry? There are many common triggers for anger, such as losing your patience, feeling as if your opinion or efforts aren't appreciated, and injustice. Other causes of anger include memories of traumatic or enraging events and worrying about personal problems.
When should you seek help for anger?
* you feel angry often.
* you feel that your anger seems out of control.
* your anger is impacting your relationships.
* your anger is hurting others.
* your anger causes you to say or do things you regret.
* you're verbally or physically abusive.
Tips To Help Control Anger:
* Deep, slow breathing: Focus on each breath as it moves in and out, and try to spend more time exhaling than inhaling.
* Easing physical tension: Try tensing each part of the body for a count of 10, then releasing it.
* Mindfulness: Meditation is one example of a mindfulness technique, and these can help shift the mind away from anger during triggering situations, especially after consistent practice.
* Exercise: Physical activity is a great way to use up excess adrenalin. A brisk run or walk or combat sports, such as boxing or martial arts, can be useful outlets for aggressive or confrontational feelings in a controlled enviroment.
* Find alternative channels for anger: It can help to express anger in a way that limits harm to others, such as tearing newspaper, crushing ice cubes over a sink, or punching or screaming into a pillow.
* Create distractions: Distraction techniques, such as dancing to energetic music, taking a relaxing shower, or building, fixing, writing, or drawing, can provide distance from the issue.
Keep An Anger Diary:
* Recording feelings of anger during an episode and reporting what happened before, during, and afterward may help people anticipate triggers and cope more effectively.
* Understanding which control techniques worked and which did not can help an individual develop a better anger management plan.
* Do not repress the feelings that drove the anger. Instead, after calming down, express them in an assertive, nonaggressive way. Keeping a journal can be an effective channel for this.
* Writing can also help a person identify and alter thoughts that contribute to disproportionate anger.
* It can be helpful to change final or catastrophic thought processes so that they become more realistic and constructive.
* For example, changing the thought, "Everything is ruined" to, "This is frustrating, but a resolution is possible" can help clarify the situation and increase the chances of finding a solution.
Some signs that a person may need professional or medical help include:
* being in trouble with the law
* frequently feeling that they have to hold in their anger
* regularly having intense arguments with family, friends, or colleagues
* getting involved in fights or physical confrontations
* physically assaulting a partner or child
* threatening violence to people or property
* breaking objects during an outburst
* losing their temper when driving and becoming reckless
For support & information with anger management please contact us via our website:
www.tefmentalhealthandwellbeing.org | 1,588 | 779 | {
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