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International Trade: Key
Consider the following two economies.
In Wilson, it takes 3 hours of labor to produce a helicopter and 1 hour of labor to produce a bottle of gin. In Namath, it takes 2 hours to
produce a helicopter and two hours to produce a bottle of gin. Namath has 300 hours of labor while Wilson has 600 hours.
1. If Wilson specializes in the production of gin, it will produce 600 bottles. If it specializes in the production of helicopters, it will produce 200. The production possibilities frontier connects
these two points.
2. If Namath specializes in the production of gin, it will produce 150 bottles. If it specializes in the production of helicopters, it will produce 150. The production possibilities frontier connects
these two points.
3. No. Namath is more efficient at producing helicopters while Wilson is more efficient at pro- ducing gin. An absolute advantage would imply that one country is more efficient at producing
both.
4. For Wilson, the opportunity cost of a bottle of gin is one-third of a helicopter, For Namath, the opportunity cost of a bottle of gin is one helicopter. Gin is relatively cheaper in Wilson
and Wilson, by definition, has a comparative advantage in gin.
For Wilson, the the opportunity cost of a helicopter is three bottles of gin. For Namath, the opportunity cost of a helicopter is one bottle of gin. Namath thus has a comparative advantage
in helicopter production.
5. To do this, we need to make assumptions about how each economy would behave in autarky.
One possibility is:
Wilson: 50 helicopters, 450 bottles of gin
Namath: 75 helicopters, 75 bottles of gin
Suppose that Namath fully specializes by producing 150 helicopters. Wilson fully specializes by producing 600 bottles of gin. Wilson then exports 100 bottles of gin in exchange for 60
helicopters. The final distribution is:
Wilson: 60 helicopters, 500 bottles of gin
1
Namath: 90 helicopters, 100 bottles of gin
Both countries benefit by being able to consume outside their original production possibilities frontier. Note that there are many correct ways to design such a trade.
6. To do this, we need to make Namath more efficient at making gin. Keeping everything else unchanged, now assume that it only takes Namath 0.5 hours to produce a bottle of gin.
For Wilson, the opportunity cost of a bottle of gin is one-third of a helicopter, For Namath, the opportunity cost of a bottle of gin is one-fourth of a helicopter. Gin is relatively cheaper in Namath and Namath, by definition, has a comparative advantage in gin.
For Wilson, the the opportunity cost of a helicopter is three bottles of gin. For Namath, the opportunity cost of a helicopter is four bottles of gin. Wilson thus has a comparative advantage in helicopter production.
Under autarky assume:
Wilson: 50 helicopters, 450 bottles of gin
Namath: 75 helicopters, 300 bottles of gin
Note that these numbers are just for convenience. You may have chosen different numbers that are equally plausible.
Now let us have Namath completely specialize by producing 600 bottles of gin. Wilson does not fully specialize and instead produces 150 helicopters and 150 bottles of gin. Namath then exports 300 bottles of gin in exchange for 90 helicopters. This leaves:
Wilson: 60 helicopters, 450 bottles of gin
Namath: 90 helicopters, 300 bottles of gin
Once again, both countries are able to consume a bundle that was originally infeasible.
#7-8 were not covered in class and will not be a basis for exam questions.
7. The value of Namath's exports are $60*10=$600. The value of its imports are $100*5=$500. Namath of running a $100 trade surplus.
8. Advanced economies usually have a comparative advantage in the production of these goods. They thus tend to export them in exchange for goods that require less skilled labor. Developing economies tend to have a comparative advantage in the production of these goods.
9. If these countries' trade results in a market failure, such as a negative externality that affects other countries, it might make economic sense to restrict this trade. | 1,817 | 926 | {
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This week's memory verse is -
PUZZLE TIME
God created people.
Read the story in Genesis 2.
After God had created the animals, He said, "Let us make man in our image". This means that people were made like God in many ways. One of the ways in which all people are like God, is that God gives them a soul which will never die. God is eternal. He will never die. So too, people have been given souls which will never die. Their soul will live forever, even after their body dies. God wants us to live for ever with Him in Heaven. This is why He sent His Son, the Lord Jesus; so that our sins could be washed away, and we could live forever with Him in Heaven. For those who choose not to trust in the Lord Jesus Christ, their souls will still live forever, but in Hell, which is an awful outcome.
The first man was called Adam. God asked Adam to name all the creatures of the earth. Can you imagine having to think up names for every single creature on earth? Adam must have been a very clever person!
After He had done this, God made Adam fall into a deep sleep and took a rib from His side. From this, He made Eve, the first woman in all of Creation. How strange it must have been for Adam to fall fast asleep, then waken up and see a new creature, woman, who was very different from all the rest! He must have looked at Eve in amazement! God named her, 'woman', which means 'out of man'. God also gave her a living soul, made in God's image.
Our soul is a strange thing. We can't see it, or feel it, but it is really who we are, deep down inside. Everyone has a soul, and the Bible tells us that our souls are searching after God. We have an awareness of God, and God has placed this special awareness inside us, so that we search for Him, and find Him, through trusting His Son. Have you found Him?
I would love to see the talents of my e-students! Draw your own picture of the Creation story here!
www.God-is.net Course 2 – Lesson 3.
Read the story, and learn the memory verse. You can receive points for your work if you scan your e-lesson and email it to us – email@example.com or post to PO Box 1012 Strathalbyn, South Australia, 5255
Once you have learned your memory verse really well, recite to your Mum or Dad, and ask them to give you points (out of 5) Send your e-lesson in every week, if you can.
Add your name to your e-lesson below! Add your address if you are posting your e-lesson.
Complete 40 lessons within one year to earn a small prize.
Feedback Points Memory Verse Points Total Points
Name:
I am ______ Years old! | 947 | 612 | {
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Homework/Extension Step 6: Sort 2D Shapes
Teaching Note: Where questions involve identifying and/or understanding vertical or horizontal lines of symmetry, the orientation by which the shape is presented within the question needs to remain the same.
National Curriculum Objectives:
Mathematics Year 2: (2G1a) Compare and sort common 2-D and 3-D shapes and everyday objects
Mathematics Year 2: (2G2a) Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line
Differentiation:
Questions 1, 4 and 7 (Varied Fluency)
Expected
Developing Select the correct statements for a group of 2D shapes sorted by the number of sides, vertices or vertical lines of symmetry.
by the number of sides, vertices and vertical lines of symmetry.
Select the correct statements for a group of regular and some irregular 2D shapes sorted
Greater Depth Select the correct statements for a group of regular and some irregular 2D shapes sorted by the number of sides, vertices and vertical/horizontal lines of symmetry.
Questions 2, 5 and 8 (Varied Fluency)
Expected Identify the possible regular or irregular 2D shapes sorted by the number of sides, vertices and vertical lines of symmetry.
Developing Identify the possible regular 2D shapes sorted by the number of sides, vertices or vertical lines of symmetry.
Greater Depth Identify the possible regular or irregular 2D shapes sorted by the number of sides, vertices and vertical/horizontal lines of symmetry.
Questions 3, 6 and 9 (Reasoning and Problem Solving)
Expected Sort the regular or irregular 2D shapes by the number of sides, vertices and vertical lines of symmetry.
Developing Sort the regular 2D shapes by the number of sides, vertices or vertical lines of symmetry.
Greater Depth Sort the regular or irregular 2D shapes by the number of sides, vertices and vertical/horizontal lines of symmetry.
More Year 2 Properties of Shape resources.
Did you like this resource? Don't forget to review it on our website.
© Classroom Secrets Limited 2020
classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Teaching Information
Sort 2D Shapes
1. Tick the correct statements.
Set A
2. Azzam spilt paint on his Carroll diagram. Circle all the shapes that could be covered by the splat.
3. Lola has sorted these shapes. Show a different way of sorting the same shapes.
A. Set A is 4 or more vertices and Set B is curved sides.
B. All the shapes in Set A have straight sides.
VF
HW/Ext
VF
HW/Ext
RPS
HW/Ext
© Classroom Secrets Limited 2020
Set B
Sort 2D Shapes
4. Tick the correct statements.
Set A
5. Sam spilt paint on his Carroll diagram. Circle all the shapes that could be covered by the splat.
6. Samir has sorted these shapes. Show a different way of sorting the same shapes.
A. Set A is irregular shapes and Set B is more than 4 sides.
B. All the shapes in Set B have 5 sides or more.
VF
HW/Ext
VF
HW/Ext
RPS
HW/Ext
© Classroom Secrets Limited 2020
classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Year 2 Expected
Set B
Sort 2D Shapes
7. Tick the correct statements.
A. Set A is horizontal lines of symmetry and Set B is more than 4 sides.
B. All the shapes in Set A have 4 straight sides.
HW/Ext
8. Mia spilt paint on her Carroll diagram. Circle all the shapes that could be covered by the splat. A. B. C.
Draw two other shapes that
could be hidden by the paint.
VF
HW/Ext
9. Tom has sorted these shapes. Find three different ways of sorting the same shapes.
GD
HW/Ext
Vertical Line of
Symmetry
Horizontal line
of Symmetry
© Classroom Secrets Limited 2020
classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes – Year 2 Greater Depth
RPS
VF
Developing
2. A, B, C and E
Homework/Extension
1. A, B and C
3. Various answers, for example:
Expected
5. A, D, E and F
4. A and B
6. Various answers, for example:
7. A, C and D
Greater Depth
8. A and C. Accept any drawn shapes that are irregular and have fewer than 6 vertices.
9. Various answers, for example:
© Classroom Secrets Limited 2020
classroomsecrets.co.uk Homework/Extension – Sort 2D Shapes ANSWERS
Sort 2D Shapes | 2,033 | 1,027 | {
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Lesson 68: Signing a Business Contract
1. Dialogue
First, repeat after your tutor. Then, practice each role.
Mr. Holmes owns a construction company and Mr. Watson is a businessman who wants to build a new factory. Mr. Holmes has sent a contract to Mr. Watson. Yuki is Mr. Watson's assistant. She's talking to Mr. Holmes about the contract.
Yuki: Hello, Mr. Holmes. Mr. Watson has already read the contract.
Mr. Holmes: Has he signed it yet?
Yuki: I'm afraid he's not ready to make the deal.
Mr. Holmes: Why?
Yuki: It looks like he's not happy with the terms. He wants the factory to be finished by January of 2017. But the contract states the finish date as June of 2017.
Mr. Holmes: That's due to my company having prior commitment to other construction projects. Yuki: It seems my boss is determined to get the factory running as early as possible. You would need to start construction earlier to meet that requirement.
Mr. Holmes: If we do that, I would have to increase the project fee.
Yuki: If you agree to finish by January, we could negotiate the price.
Mr. Holmes: I see. Let me get back to you about this. I have to closely check the schedule of other construction projects and see if adjustments can be made.
2. Today's Phrase
First, repeat after your tutor. Then, make a few sentences using Today's phrase.
1. Jack is determined to finish the 42-kilometer marathon.
2. Why is he so determined to win the race?
3. Mr. Lee is determined to succeed.
By Xandra
* be determined to ~ / ～することを決意している
3. Your Task
Your company is about to enter into a business contract with ABC Company. When you reviewed the contract, you noticed the terms and conditions were unfair. According to the details, 1) you cannot review the financial records of the business, 2) you have no input into important business decisions, 3) no income from the business will be paid to you for the next three years. You are talking to ABC's president (=your tutor). Politely tell him that you do not agree to these conditions, you are very unhappy about them and you're not prepared to make a deal. Suggest further negotiation.
4. Let's Talk
What are the important things to remember when signing a contract?
Should you consult with a lawyer when entering a business contract? Why do you say so?
What kind of business contract have you signed in the past? Tell your tutor about it.
5. Today's photo
Describe the photo in your words as precisely as possible.
© 2015 Simpson Inc. Eigox all rights reserved. | 988 | 582 | {
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Lesson 73: Apologizing 2
1. Dialogue
First, repeat after your tutor. Then, practice each role.
Hanako works for Go Go Kitchen, a company that makes kitchen equipment. She's talking to Mr. Turner about his company's order.
Hanako: Hello, Mr. Turner. How can I help you today?
Mr. Turner: We received 10 units of the sushi maker today but 3 of them aren't working. I think there is a problem in the electronic circuit board.
Hanako: We are very sorry to hear that. I will arrange for our technician to visit your office and take care of the problem.
Mr. Turner: Can you make sure the sushi makers are fixed within the day? We are planning to open a new sushi restaurant tomorrow.
Hanako: I just checked the technician's availability, and he will be able to attend to your machines this afternoon.
Mr. Turner: If we have to operate the new restaurant with only 7 sushi makers, it will significantly reduce our production capacity and we will lose a lot of money.
Hanako: I understand that the sushi makers are indispensable to your business. I will talk to the section manager and make sure that our technician will be there to fix the defective machines today.
Mr. Turner: I would appreciate that, but will we get any compensation if the machines can't be fixed by our opening day?
Hanako: Don't worry, sir. Our company guarantees some financial compensation if our products cause any damage to your business.
Mr. Turner: That's good to know. Anyway, we will be expecting your technician this afternoon.
Thanks for all your help.
2. Today's Phrase
First, repeat after your tutor. Then, make a few sentences using Today's phrase.
1. Mr. Lee's role in the business is indispensable to the company.
2. For some people, music is indispensable to life.
3. Education is indispensable to success.
* be indispensable to [for] ~ / ～に不可欠である、絶対必要である
3. Your Task
You are a customer service officer for Go Go Kitchen, a company that makes kitchen equipment. Your job is to check if customers have received their orders and if the products are working well. You are talking to a customer on the phone. Ask her these questions: 1) Did the order arrive on time? 2) Did she receive everything she ordered? 3) Are the products working well? She will inform you that one of the ice cream machines is not working. Apologize to the customer and tell her that your company will send her another ice cream machine.
4. Let's Talk
What are the important things to remember when apologizing to an angry customer who received a defective product from your company? How do defective products affect a popular product brand? Talk about a defective product that you've read about in the news. What kind of problems did it cause?
5. Today's photo
Describe the photo in your words as precisely as possible.
© 2015 Simpson Inc. Eigox all rights reserved.
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Project Perch's mission is to protect and nurture the Burrowing Owl in SE Florida.
A real life HOOT, join now!
Project Perch's BuOw Blog 4
Saturday, June 22, 2013
The Artificial Burrow Design Used by Project Perch
The artificial burrow design that we use, comes from Dr. Mealey; he is locally known as the Burrowing owl expert as he consulted on the movie Hoot. He has been our technical consultant at Project Perch for years and generously donates 2 out of every 3 hours he works for the schools and we're pretty lucky to have him. So per his instructions, we bought 10' runs of 6" PVC pipe and cut them into 3 artificial burrows, each a little more than 3' in length. The bottom of the entire pipe is removed so that the owls have dirt under their talons, can dig and scratch and have traction the length of the pipe. One end of the pipe is cut at an angle so the entrance to the burrow is wide open. We use a file to smooth all the edges of the pipes to keep the owls from hurting themselves.
Dr. Mealey teaches these Pompano Elementary school students about burrow design. Photo courtesy of Bob Saley.
We install artificial burrows at a slight angle and also excavate out some space for the owls at the buried end of the pipe. To save the school's turf, we cut the turf and pull the grass back, install the burrow and then lay the turf back over the top of the pipe. Most burrows get a perch and at least 25lbs of sugar sand around the burrow entrance. Dr. Mealey calls this sand the "For Sale Sign" and owls spot this white sand pretty quickly. The students are taught to watch in the sand for owl prints to see how quickly the owls move in.
There were suggestions in the beginning to change our design and use 4" PVC pipe so that would save us some money, but Dr. Mealey had seen an owlet damage its wing on the edge of the pipe as a cluster of owlets raced back down into the burrow. So we always use 6" PVC, always angle the opening of the burrow and try to get it flush with the ground and file away any sharp edges. Later on in the project we had some 4" PVC elbows and Ts donated and we are able to use those and fit them to the end of the pipe that is buried.
Artificial Burrow Design and How that Impacts Burrow Flooding
So the question was immediately asked "Does the artificial hole also add to some of the problems due to lack of soil absorption of the water?" This was a good question. The answer we sent back was:
"The artificial burrow actually helps them as it prevents a total burrow collapse. They may have excavated further to create additional tunnel and a nesting chamber, but they could use the artificial part like a "safe room" down there. The bottom of the pipe is removed so the water can easily be absorbed into the soil if the soil is not already saturated. This burrow is not too far from a designed swale area with a storm drain at the bottom, so we are hoping that helps the drainage locally for them."
A lot of our school projects involve installing artificial burrows in designed swale areas for several reasons. These areas are out of the way, on the edges of the school's property and they are not used by students. These areas are usually enclosed by a chain link fence and a locked gate and are accessed only by the lawn crew from time to time for lawn maintenance. At the center of these areas are storm drains. We always ask at schools if these areas ever flood and the answer is no because their very design is to drain. The outer edges of the swale are built up to keep the water in and when the owl burrows are installed, they are put in at the top of these artificially elevated outer areas. A burrow on the high ground in a swale area is a good design. We never realized how good until we watched the owls try to weather Tropical Storm Andrea.
Hopefully, these locations minimize burrow flooding and buffer the owls from this primary type of nest failure. Dr. Mealey found the second largest known cause of nest failure in his study to be collapse of the burrow (16%) with an associated mortality rate of 11%. 1 The artificial part of the owl's burrow, helps protect them from that too. In Dr. Mealey's study the collapse is caused by cow trampling but in urban burrows it is due to large lawn equipment. We hope that school owls with artificial burrows will have higher nesting success and lower mortality rates because the artificial part of their burrow will not collapse and the burrows are installed in high ground and are less likely to flood.
Sources:
1 Mealey, Brian. 1997. Reproductive Ecology of the Burrowing Owls, Speotyto Cunicularia Floridana, in Dade and Broward Counties, Florida. Falcon Batchelor Bird of Prey Bird of Prey Center, Miami Museum of Science, Florida. http://www.instwildlifesciences.org/Mealey.BUOW1997.pdf | 1,902 | 1,124 | {
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History of the Philippine Cockatoo Conservation Programme
Until c. 1980 the Philippine cockatoo was a common species found throughout the Philippine archipelago (Delacour & Mayr, 1946; DuPont, 1971). Since then 60-90% decline in the population has occurred as a result of human activities (Lambert, 1994; Collar et ul., 1998) In 1994, approximately 1000-4000 birds are estimated to survive in the wild (Tabaranza, unpubl.; Lambert, 1994), with c. 70-75% of these in the Province of Palawan, now the major stronghold of the species (Lambert, 1994; Juniper & Parr, 1998). Recent estimates by Widmann (2001) suggest less than 1000 individuals in the wild are left.
A field survey conducted in 1991 by Dr F. Lambert on behalf of the IUCN Species Survival Commission, confirmed the degree of threat to C. haematuropygia and in June 1992 the species was transferred to Appendix 1 of CITES (Convention on International Trade in Endangered Species of Wild Fauna and Flora) (IUCN, 1992) and until now classified as Critically Endangered by IUCN (1998). In 1992 St-Martin-LaPlaine Zoo was invited by the European Endangered Species Program (EEP) Executive Office to coordinate a captive-breeding program. Marc Boussekey, as the scientific advisor of St-Martin-La-Plaine Zoo, France, initiated an in-situ conservation project on Cabayugan, Puerto Princesa City, Palawan project in 1992 and facilitated the European-coordinated captive breeding program called EEP (European Endangered species Program) under the EAZA umbrella (European Association of Zoos and Aquaria, Amsredam, Netherlands). Boussekey is still officially the European co-ordinator of the Red-Vented Cockatoo EEP publishing every year the European Studbook for this species.
In 1997, Marc visited Rasa Island after receiving reports of resident Katala on the island. He realized the potential for cockatoo conservation on the island. Armed with enthusiasm and with firm determination, he convinced Peter Widmann, a German biologist and ornithologist, to initiate a conservation program that same year. Peter invited Indira Lacerna in 1998 to conduct the stakeholders analysis and together with Siegfred Diaz and the Tagbanua community, the Philippine Cockatoo Conservation Program was born.
In mid 1998, the Philippine Cockatoo Conservation Program was launched in the municipality of Narra with 23-25 Katala on Rasa Island. Among the first activity was to organize a consultative meeting and planning workshop with stakeholders like poachers, claimants of lots on Rasa, residents of the nearby fishing villages, representatives of the Local Government Units and relevant agencies. This forum set the goals to be achieved in the coming two years. The most important were: the conservation of the endangered cockatoo and its habitat, Rasa, through the implementation of a wardens scheme, livelihood projects for key stakeholders and intensive public relations and information campaigns.
From start of 1999, the cockatoo population showed clear signs of recovery. In 2008 the cockatoo population hit the 200 individual mark since the inception of the project. The area has become the core habitat not only of the Philippine Cockatoo but also of other globally threatened or near-threatened bird species. At present, similar strategies are applied in two other municipalities in Palawan (Dumaran in the north where remnant populations occur and in Rizal in the south where many cavity-nest dwellings birds exist in an equally threatened lowland forest area. ***
Katala Foundation, Inc.
P.O. Box 390
Puerto Princesa City 5300
Palawan, Philippines www.philippinecockatoo.org | 1,692 | 841 | {
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"Scientists A Step Closer to Steering Hurricanes"
By Tim Shipman in Washington
Last Updated: 1:07am BST 21/10/2007
October 21, 2007
Related articles
10 October 2007: Met Office wants £200m super computer for accurate forecasts
2 March 2007 News: Flying into the eye of the storm
Scientists have made a breakthrough in man's desire to control the forces of nature – unveiling plans to weaken hurricanes and steer them off course, to prevent tragedies such as Hurricane Katrina.
The damage done to New Orleans in 2005 has spurred two rival teams of climate experts, in America and Israel, to redouble their efforts to enable people to play God with the weather.
Under one scheme, aircraft would drop soot into the near-freezing cloud at the top of a hurricane, causing it to warm up and so reduce wind speeds. Computer simulations of the forces at work in the most violent storms have shown that even small changes can affect their paths – enabling them to be diverted from major cities.
How to halt a hurricane:
Click to enlarge
But the hurricane modifiers are fighting more than the weather. Lawyers warn that diverting a hurricane from one city to save life and property could result in multi-billion dollar lawsuits from towns that bear the brunt instead. Hurricane Katrina caused about $41 billion in damage to New Orleans.
Hurricanes form when air warmed over the ocean rises to meet the cool upper atmosphere. The heat turns to kinetic energy, producing a spiral of wind and rain. The greater the temperature differences between top and bottom, and the narrower the eye of the hurricane, the faster it blows.
Moshe Alamaro, of the Massachusetts Institute of Technology (MIT), told The Sunday Telegraph of his plans to "paint" the tops of hurricanes black by scattering carbon particles – either soot or black particles from the manufacture of tyres – from aircraft flying above the storms. The particles would absorb heat from the sun, leading to changes in the airflows within the storm. Satellites could also heat the cloud tops by beaming microwaves from space.
"If they're done in the right place at the right time they can affect the strength of the hurricane," Mr Alamaro said.
1
The theory has so far been tested only in computer simulation by Mr Alamaro's colleague, Ross Hoffman. Mr Alamaro said: "With small changes to this side or that side of the hurricane we can nudge it and change its track. We're starting with computer simulations, then will hopefully experiment on a small weather system."
Last month scientists at the Hebrew University of Jerusalem announced that they had simulated the effect of sowing clouds with microscopic dust to cool the hurricane's base, also weakening it. The dust would attract water but would form droplets too small to fall as rain. Instead, they would rise and evaporate, cooling hot air at the hurricane base.
In findings presented at a conference in Trieste, Italy, the team led by Daniel Rosenfeld demonstrated that dust dropped into the lower part of Hurricane Katrina would have reduced wind speeds and diverted its course.
The MIT team has now hired a professor of risk management to advise on steps necessary to protect themselves from legal action by communities affected if a hurricane is diverted. It is pressing for changes to US law and for an international treaty to settle possible disputes between neighbouring countries.
Mr Alamaro said: "The social and legal issues are daunting. If a hurricane were coming towards Miami with the potential to cause damage and kill people, and we diverted it, another town or village hit by it would sue us. They'll say the hurricane is no longer an act of God, but that we caused it."
END
Steps noted in enlarged diagram:
1) "Fleet of transport aircraft flying at 50, 000 thousand feet, drop soot in the path of and at targeted areas of the hurricane."
2) "Soot is warmed by the sun, heating the cool air around it at the very top of the hurricane. This reduces the flow of air within the hurricane and slows it down."
3) "Depending on where and when the soot is dropped the now weakened hurricanes will change course?"
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Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes and Suffixes and Help Students Unlock the Meaning of Dozens and Dozens of Must-Know Vocabulary Words
BOOK DETAILS
* Author : Liane Onish
* Pages : 64 Pages
* Publisher : Scholastic Teaching
Resources (Teaching
* Language : English
* ISBN : 054519864X
BOOK SYNOPSIS
The national standards require that students beginning at fouth grade use their knowledge of prefixes and suffixes to determine the meaning of wrods. Each of the 30 units in this resource includes a word list, vocabulary sort cards, review game cards, and a vocabulary quiz. Students will learn over 300 vocabulary words and become more comfortable "dissecting" words and defining their parts.
VOCABULARY PACKETS PREFIXES & SUFFIXES READY-TO-GO LEARNING PACKETS THAT TEACH 50 KEY PREFIXES AND SUFFIXES AND HELP STUDENTS UNLOCK THE MEANING OF DOZENS AND DOZENS OF MUSTKNOW VOCABULARY WORDS - Are you looking for Ebook Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of MustKnow Vocabulary Words? You will be glad to know that right now Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words is available on our online library. With our online resources, you can find Applied Numerical Methods With Matlab Solution Manual 3rd Edition or just about any type of ebooks, for any type of product. Best of all, they are entirely free to find, use and download, so there is no cost or stress at all. Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words may not make exciting reading, but Applied Numerical Methods With Matlab Solution Manual 3rd Edition is packed with valuable instructions, information and warnings. We also have many ebooks and user guide is also related with Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words and many other ebooks.
We have made it easy for you to find a PDF Ebooks without any digging. And by having access to our ebooks online or by storing it on your computer, you have convenient answers with Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words. To get started finding Vocabulary Packets Prefixes & Suffixes Ready-to-Go Learning Packets That Teach 50 Key Prefixes And Suffixes And Help Students Unlock The Meaning Of Dozens And Dozens Of Must-Know Vocabulary Words, you are right to find our website which has a comprehensive collection of manuals listed. | 1,574 | 693 | {
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INSPIRE GK12 Lesson Plan
Lesson Title
Functions Challenge
Length of Lesson
3 Days
Created By
Dustin Spayde
Subject
Robotics
Grade Level
11-12
State Standards
DOK Level
DOK 4
DOK Application
Design, Create, Apply Concepts, Analyze,
Critique, Connect
National Standards Graduate Research Element
9-12: A(Inquiry), E (technology)
Developing Automated Systems, Programming
Student Learning Goal:
National Science Education Standards of Content 9-12
A (Inquiry): Identify questions and concepts that guide scientific investigations. E (Science and Technology): Abilities of technological design: propose designs and choose between possible solutions, implement a proposed solution, evaluate the solution and its consequences, communicate the problem, process, and solution; Understanding about science and technology
Materials Needed (supplies, hand-outs, resources): A Lego Mindstoms NXT kit per 5 students, Access to computers (one for each group) with USB ports and the RobotC software (or other compatible language) installed on each, black tape.
Lesson Performance Task/Assessment:
Students will be broken up into teams (groups of 5 for my class). Each team will be given a kit and told to build a robot that can complete the challenge. The challenge will be divided into one task for each team member (in my case the challenge was broken into 5 tasks). Most of these tasks should be custom functions programmed by the students (such as "Move Forward & Backward" or "Turn 90degrees Left or Right"). Each of these functions should use variables that allow the function to be recalled by another program. These other programs should be the remaining tasks for each group (my class consisted of 3 basic functions, and 2 higher level programs for each team. The higher level programs are only allowed to use the basic functions created by their other team members to complete the challenge).
Grading was based on three items:
Robot design (group grade/individual participation grade) Individual task grade Challenge grade (group completion grade)
INSPIRE GK12 Lesson Plan
Lesson Relevance to Performance Task and Students:
An automated vehicle such as this could easy be found in many factories and ports around the world. Developing its navigation system is an applicable task for a many engineering fields. Designing, programming, and troubleshooting a robot design where each team member is responsible for one aspect of a project, is a very realistic scenario for actual engineering work.
Anticipatory Set/Capture Interest:
Discuss how today we are going to make programming much easier.
Guided Practice:
Day One: Lecture on how functions (or sub-programs) work. Make sure to have an example so that students can see the flow from one program to the next. Then break students into their teams and detail the challenge.
Independent Practice:
Day 1: Students must first build a robot
Day 2-3: Students must program their functions and work together to complete the overall challenge.
Remediation and/or Enrichment:
Remediation: individual IEP; partner help throughout lesson; shorten parts of assignment; focus upon smaller elements of the process
Enrichment/Extension:
After teams have had time to build their robots, then break up the teams seating arrangement into departments. Each department groups all of the students in the class who have the same task. This is done to force a more likely work scenario. In this configuration teams members will only discuss issues with each other's programs at the testing location. However departments of students may openly help each other. This is a very realistic scenario for actual engineering projects and forces students to overcome many logistic obstacles.
Check(s) for Understanding:
Day One: Do all groups have the basics of their robot design worked out?
Day Two: Have all students begun tested their programs? How can you improve your robot's performance?
Day Three: All groups should have the completed the challenge using only their functions?
INSPIRE GK12 Lesson Plan
Closure:
Ask which design is the best and why?
Possible Alternate Subject Integrations:
*Math – can manipulate mathematical expressions to isolate needed variables
*Programming – Basic logic and algorithm models
Teacher Notes: | 1,942 | 854 | {
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BULLYING AND VIOLENCE PREVENTION SEVENTH GRADE
LESSON 3
TITLE:
Visualizing Peace
PURPOSE: To explore students' feelings about conflict.
OBJECTIVES: The student will be able to:
[x] explore his/her feelings about conflict and how those feelings influence their behavior.
[x] identify their reaction about certain issues and how it can create conflicts.
SUNSHINE STATE STANDARDS:
LA.184.108.40.206, 220.127.116.11, 18.104.22.168
STUDENT SERVICES BENCHAMARKS AND STANDARDS:
PS 1.1, 2.1, 4.5
VOCABULARY: feelings, perception, behavior
INSTRUCTIONAL TIME: 45 Minutes
PREPARATION/INSTRUCTIONAL MATERIALS:
[x] dry erase board and markers
SPRINGBOARD ACTIVITY:
1) Guide students through a visualization activity. Ask students to close their eyes and think about a conflict he/she may have encountered. Ask them to visualize the following questions:
a) Who is in this conflict?
c) How do you think the people in the conflict feel? Bully, victim?
b) Who started the conflict?
d) What thoughts are coming through your mind?
e) What feelings are you experiencing at the time of the conflict?
ACTIVITY:
1) Provide students with the following scenario:
One day while in Student Council, some of the other officers start complaining about a student named Sebastian. They start by saying that Sebastian is a big pest. They accuse him of not playing fair, bothering them when they are trying to do their work, and standing too close to them. They claim that Sebastian is always getting into fights with John, one of the younger kids.
Because you keep to yourself and observe others a lot, you know that what they are reporting is not quite how it all happens. You agree that Sebastian is difficult to be around, but you know that John is really the problem student. Sebastian seems to be an easy target because no one really likes him. As a matter of fact, you've seen John do some really mean things to Sebastian like steal his lunch money and push him around in the lunch line. You feel like someone needs to tell the advisor the truth about John. What would you do?
2) Divide students into small cooperative groups to discuss the scenario and the plausibility of the following solutions:
a) Do nothing because John really scares you?
c) Speak up at the next meeting in Sebastian's defense?
b) Write an anonymous letter to your advisor?
d) Tell your advisor in private?
f) Do something else?
e) Tell your teacher or parent?
ASSESSMENT: Teacher observation, class participation and completion of role play activity.
FOLLOW-UP ACTIVITY: Have student role play the solution to the problem between Sebastian and John. | 1,228 | 605 | {
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Looking ahead to January we are looking forward to more science exploration and individual woodworking projects in the Blue Dolphin Class….
This month we will continue our Spanish Lessons in the Purple Shark room as well as Friday afternoons with all the children!!
The Learningden Preschool
The Learningden Preschool January Newsletter
Blue Dolphins
Happy New Year! The Blue Dolphins had such a fun and busy December with all the holiday celebrations and some welcome time away from school spent with family. As we move in to January we will return to a more scheduled format with an increased focus on academics and kindergarten readiness.
This month we will be scheduling conferences for the families of children entering kindergarten this Fall. These conferences include a written statement of your child's abilities, interests, strengths, and goal areas. We meet one on one to come up with an individualized plan for
Purple Sharks
I hope everyone had a wonderful holiday season. The children really enjoyed making their holiday projects. In continuation with the unit on Spanish we will be learning more colors and body parts. During group time we will take turns and practice listening to others. Not only listening but being able to respond accordingly. This month we will slowly be learning songs in Spanish. The children really enjoy singing and it has been a great learning technique with the next few months ensuring the greatest success for your child.
This month we will continue our science explorations and work on having weekly science experiments based on the children's interests. Math and science concepts will be explored through group time discussions, games, group activities, and individual stations. We will also begin work on another long term collaborative art project; the medium will be decided by the children as a collective. This month we are also re-opening the woodworking area and starting some great individual woodworking projects.
them. Another part of group time that the children have been responding to is math through counting, adding and subtracting blocks. Our first since experiment was on sinking or floating. The children loved walking around the classroom and searching for objects to find out if they would sink or float. This month we will be doing more science experiments in the classroom. The board outside our class will have documentation on
Ms. Jessica & Ms.
Michelle our experiments. We hope everyone has a great new year and we are excited for this year to come. I know I haven't been able to talk to each parent but feel free to contact me about any questions.
Ms. Jeanette and Ms. Stephanie firstname.lastname@example.org (805) 636-3510
Welcome all new Rainbow Fish!!!
We are looking forward to focusing on community and Family in the Green Turtle class this month.
Rainbow Fish
Happy New Year Rainbow fish families!! Now that we have all recovered from family time and holiday cheers it is time to get in gear for 2012 and focus on making transitions fun and exciting . We can all play a role in the success of the children's school experience. Helping our children make choices before getting to school is great for them. For example, set out two outfit choices to wear to school, let your child help prepare their lunch, and books rather then toys are good
Green Turtles
We hope everyone had a wonderful time during the holiday season and enjoyed all of the special things that the green turtles worked on last month. We had so much fun decorating our tree and making lots of special memories. This month we look forward to continuing projects about snow and setting up different stations throughout the classroom. We also look forward to working on some collaborative projects to bring us together as a community and a family. We look forward to having some new friends join the green turtle class in the next couple months and will be working on welcoming our new friends and letting them know how happy
we are to have them join our group. This new year we look forward to fun, happiness and a lasting love for learning. Happy new year! Ms. Jennifer & Ms. Brandi
What is Growing in our Outdoor Classroom??
In December the children enjoyed learning about the water cycle and creating winter environments in their artwork.
the end of the month we'll visit the monarch preserve and see hundreds of beautiful monarch butterflies in Goleta!!
In January we'll be exploring the theme of forest and arctic animals in the winter. They'll learn about hibernation and butterfly metamorphosis. At
I enjoy working with your children so much and they are so special and inquisitive . If you can help drive or come on the field trip please let me or your
child's teacher know!! Thank you, Happy New Year ! Ms. Illdi choices to bring to school. We understand that comfort items are important and we encourage them . If your child wants to bring additional items, books can really add to the community of children sharing and learning in the classroom. Because your child is 2 it is hard for them to share toys that are personal from home. Gearing up for easy transitions in 2012 we will begin to introduce our new students moving up from the green turtles. Children moving into this class-
room will begin learning more independence skills. I welcome any feedback that you might have and really look forward to speaking with all of you on a daily basis about your child. I am enjoying all the growth and progress the children are making and looking forward to a new year of getting to know each child and their families more and more,!!
Ms. June and Ms Brittney | 1,978 | 1,101 | {
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Banana Island School
Music
Literacy
This term we will be reading two exciting books – 'The Jungle Book' by Ruyard Kipling and 'The Great Kapok Tree' by Lynne Cherry. Both books will take us through the exciting world of the rainforests.
Reading: The children will focus on reading for retrieval, making inferences from text, predicting what could happen next and sequencing events in a story. They will also listen to, discuss and express their opinion on a wide range of books.
Writing: Children will continue to learn to plan, draft, evaluate, write and edit newspaper reports, persuasive letters and balanced arguments.
Religious Education
In R.E, the children will learn about what it means to be baptised in Christianity. They will learn about Jesus Christ and his teachings, the story and meaning of Easter. They will also learn about the symbols and celebrations in Hinduism.
Science
The children will learn about the uses of everyday materials. They will then go on to compare the suitability of different everyday materials for different purposes. They will explore how objects made of some everyday materials can change shape and how the recycling process is able to reuse some everyday materials numerous times. Children will learn about new discoveries, which have been made over time with a specific focus on John McAdam.
Year 2/3 Curriculum Newsletter Happy New Year and welcome to a wonderful term of fun and learning!
History
We will be looking at the history of the tribes of the Amazon Rain forest and how their local environment and lifestyle have been significantly altered by events that have take place since the 15 th century.
Maths
In maths, the children will begin to count from 0 in multiples of 2, 4, 5, 10, 50 and 100. Mental calculations in a variety of contexts, including money, measures and statistics
They will measure, compare, add and subtract: lengths and heights. They will measure the perimeter of 2D shapes and Interpret and present data using bar charts, pictograms and tables.
Computing
Pupils will select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information.
PSHE
In PSHE, the children will learn about the destruction of the rainforest and the effect on the indigenous tribes of the rain forest, plants and the world. They will also learn about what we can do to help save our world.
Geography
We will delve into the exciting world of the tropical rainforest. The children will learn to locate the equator, the tropics of cancer and Capricorn and the rainforests on the world map. They will learn to find out where the rainforest is located, what the climate is like, the different layers of the rainforest, the lives of the indigenous tribes of the Amazon and the effects deforestation has on our world today.
Art
The children will create a large class collage of the layers of the rainforest. They will also learn about Henri Rousseau's rainforest paintings and make an art piece inspired by him.
Music
Pupils will be taught to listen with concentration and understanding to a range of high-quality live and recorded music, experiment with, create, select and combine sounds using the interrelated dimensions of music, and improvise and compose music for a range of purposes using the interrelated dimensions of music
Physical Education Athletics
Pupils will develop and accurately replicate the skills for modified versions of running for time, jumping and throwing for distance. To recognise that different types of activities require different type of fitness and recognise the effects of activity on the body. | 1,426 | 767 | {
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196 Spreadsheet
In 1979, Dan Bricklin and Bob Frankston wrote VisiCalc, the first spreadsheet application. It became a huge success and, at that time, was the killer application for the Apple II computers. Today, spreadsheets are found on most desktop computers.
The idea behind spreadsheets is very simple, though powerful. A spreadsheet consists of a table where each cell contains either a number or a formula. A formula can compute an expression that depends on the values of other cells. Text and graphics can be added for presentation purposes.
You are to write a very simple spreadsheet application. Your program should accept several spreadsheets. Each cell of the spreadsheet contains either a numeric value (integers only) or a formula, which only support sums. After having computed the values of all formulas, your program should output the resulting spreadsheet where all formulas have been replaced by their value.
Input
The first line of the input file contains the number of spreadsheets to follow. A spreadsheet starts with a line consisting of two integer numbers, separated by a space, giving the number of columns and rows. The following lines of the spreadsheet each contain a row. A row consists of the cells of that row, separated by a single space.
A cell consists either of a numeric integer value or of a formula. A formula starts with an equal sign (=). After that, one or more cell names follow, separated by plus signs (+). The value of such a formula is the sum of all values found in the referenced cells. These cells may again contain a formula. There are no spaces within a formula.
You may safely assume that there are no cyclic dependencies between cells. So each spreadsheet can be fully computed.
The name of a cell consists of one to three letters for the column followed by a number between 1 and 999 (including) for the row. The letters for the column form the following series: A, B, C, ..., Z, AA, AB, AC, ..., AZ, BA, ..., BZ, CA, ..., ZZ, AAA, AAB, ..., AAZ, ABA, ..., ABZ, ACA, ..., ZZZ. These letters correspond to the number from 1 to 18278. The top left cell has the name 'A1'. See Figure 1.
Figure 1: Naming of the top left cells
Output
The output of your program should have the same format as the input, except that the number of spreadsheets and the number of columns and rows are not repeated. Furthermore, all formulas should be replaced by their value.
Sample Input
```
1 4 3 10 34 37 =A1+B1+C1 40 17 34 =A2+B2+C2 =A1+A2 =B1+B2 =C1+C2 =D1+D2
```
Sample Output
10 34 37 81
40 17 34 91
50 51 71 172 | 1,104 | 607 | {
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Crate Training Your Dog
Crate training is a very useful tool for a variety of situations. If you have a new dog or puppy, you can use the crate to limit their access to the house until they learn what they can and can't chew on and where to appropriately eliminate. It will also prevent your dog from engaging in unwanted behaviors. A crate is a safe way of transporting your dog in the car and gives you the ability to take places where they can't run freely. If you properly train your dog to use a crate, it will become a safe place where they will be happy to spend time.
Choosing a Crate
Crates may be made of plastic or metal and come in a variety different sizes and styles. They can be purchased through most pet supply stores and online through retailers like Chewy and Amazon. Your dog crate should be large enough so that your dog can stand up, turn around and lie down comfortably, but not much bigger. Although it's tempting to purchase an oversized crate to give your pup more room, doing so can derail the potty-training process by giving your pup the space to go to the bathroom at one end while staying dry in the other.
How to Crate Train: Step by Step
It's important to keep two things in mind while crate training. The crate should always be associated with something pleasant and training should take place in a series of small steps – don't go too fast!
1. Introduce the Crate - Start off the crate training process by keeping the crate door open and letting your pup explore it at their own pace. Toss a treat inside and praise when they go in to eat it, then give another while in the crate. At this stage, keep the door open. Practice this step as many times as necessary for your dog to get comfortable in the crate. The choice to go into the crate is up to your pup, don't force them if they seem reluctant.
2. Practice Closing the Door - Once your pup has made a positive association to going into the crate, they'll be ready for slightly longer sessions inside. First, have a play session with your dog and take them outside for a potty break as it will help them settle down when it's crate time. Then, provide a lightly stuffed busy toy for them to enjoy inside the crate. Stay nearby as they enjoy the goodies and experiment with closing the door while your pup is enjoying the toys and treats inside. Let your dog out right after they finish the treats. Again, keep at this step until your dog seems relaxed and shows no signs of stress inside the crate.
3. Step Away Briefly - In subsequent closed-door sessions, try leaving the room once your dog is focused on the toy. Listen at the door for whines or barks that tell you your pup is ready to come out. But at this stage, your dog may surprise you by settling into the crate easily. If you time your play session, potty break and crate time properly, you might just return to discover a napping pup in the crate!
4. Work Up to Longer Stays - If your dog is ok with you stepping away briefly, try leaving for increasing amounts of time: one minute, then five minutes, then 10. If your pup remains content inside, try leaving the house for a short period of time.
Tips and Tricks
* Always give your dog a potty break before putting them in the crate as well as immediately after letting them out of the crate.
* Don't crate your dog for too long. Doing so might force them to soil inside.
* Feeding your dog's meals in their crate with the door open can help to make it a positive spot. If they're reluctant to eat inside, place the bowls next to the crate for a few meals, then just inside of it, then finally, at the back of the crate.
* Remember that there's a difference between "frustration" noises and "I gotta go" noises. If you've just returned from a potty trip, a dog whining in the crate for the first few minutes is likely just settling in.
* The crate should never be used for punishment. Remember, the most important aspect of crate training is ensuring that your pup thinks it's a fantastic place to hang out! | 1,365 | 869 | {
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Dinganthus sheds new light on evolution of flowers
September 14 2020, by Li Yuan
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Three-dimensional reconstruction of Dinganthus. Credit: NIGPAS
The evolution of flowers is among the foremost topics in evolutionary science. There is a long-held hypothesis in botany that a flower is a telescoped shoot. It has been cherished by many botanists and supported by various studies of living flowers, but there is no related fossil evidence proving or rejecting this hypothesis.
Dr. Wang Xin from the Nanjing Institute of Geology and Paleontology of the Chinese Academy of Sciences (NIGPAS) and collaborators from Fujian Agriculture and Forestry University, University of Vigo, and Fushun Amber Institute have reported that a flower Dinganthus pentamera embedded in a 15- to 20-million-year-old Dominican amber sheds new light on the evolution of flowers. The study was published in Palaeoentomology.
The flower, Dinganthus, was dedicated to the former president of Peking University and leading mathematician, Dr. Ding Shisun (1927-2019). The specimen is deposited in the Fushun Amber Institute.
Dinganthus is small, only 3-4 millimeters in dimensions. It is three dimensionally preserved in a piece of amber uncovered from the Miocene stratum. The good preservation and modern observation technology (Micro-CT) allow the key features of the flower to be clearly demonstrated.
The flower includes bracts, tepals, stamens, and gynoecium. And this flower has five petals with recurved fringes and 10 curving stamens surrounding a gynoecium with a curved style in the center. Each stamen is filamentous, with a tetrasporangiate anther on the top. This flower belongs to the largest group in angiosperms, the Eudicots.
2/4
Although the history of Eudicots has been pushed back to the midCretaceous (about 100 million years ago) by another flower in amber Lijinganthus, there is no meaningful fossil evidence suggesting how the flowers evolved.
Different from the typical eudicot flowers, which usually have their calyx, corolla, stamens and gynoecium crowded onto the same point of flower axis (receptacle), Dinganthus have these organs spatially distanced along the flower axis, as if these parts were arranged along an axis.
Despite its young age, the unique morphology of Dinganthus, using fossil evidence for the first time, tells botanists: a flower could be a condensed shoot, a long-held idea in the past centuries.
This new evidence will help botanists to decipher the essence of flowers, and help palaeobotanists to understand bizarre-appearing flowers such as Archaefructus and Yuhania.
More information:
Xue-Die Liu et al.
A unique flower in Miocene amber sheds new light on the evolution of flowers
, Palaeoentomology (2020). DOI: 10.11646/palaeoentomology.3.4.15
Provided by Chinese Academy of Sciences
Citation: Dinganthus sheds new light on evolution of flowers (2020, September 14) retrieved 4 August 2024 from https://phys.org/news/2020-09-dinganthus-evolution.html
3/4
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4/4 | 1,451 | 765 | {
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Climate Change – Teacher notes
This resource is centred on a graph, which shows climate change for England from the year 1772 to the year 2000. Due to its nature the graph has a number of features that make it difficult for students to easily understand. The resource could be the basis of either an exercise in encouraging students to look closely at the graph and start to understand how it was constructed, or used for encouraging students to predict what might have happened in the 100 years prior to 1772 and what might happen in the next hundred years.
STUDENT TASK 1
Can you identify the trends shown on this graph and understand what it is telling us? The graph is a very complicated one. Look carefully at it and first identify the elements that make it complicated and then research and explain what each means. Some definitions given on the information sheet may help you.
Notes on TASK 1 – Understanding what the graph is telling us: The graph itself is displayed on Page 1 of the resource and could be shown via an OHP, data projector or given out as a handout. On page 2, the information sheet, are three sections, which attempt to explain what a moving average is and why it is being used for this graph. What 'Central England' is defined as and why the graph is presented as 'anomalies from the 1961 to 90 average'. All of these concepts may well need further explanation and research and discussion from students to fully understand them. The actual data giving the monthly averages from Jan 1772 to September 2005 are also available to download if you want students to try and reproduce the graph. Note this is an extremely challenging task!
STUDENT TASK 2
Can you predict what the graph would look like in the hundred years prior to the given graph and what it may look like for the next hundred years?
Notes on TASK 2 – Predicting what will happen in the next 100 years Page 3 shows the same graph with blanked out regions representing the 100 years either side of those given. The students are asked to try to predict, based on the evidence given in the graph what the graph would look like in these two areas. On page 4 two graphs are given. The first shows the actual data from 1659 to 1772 that does show more variation than your students may predict. The second graph shows some possible projections for what may happen in the next 100 years based on 4 scenarios from low to high greenhouse gas emissions. This graph comes from the Hadley Centre for Climate Prediction and Research, which is part of the Met Office, and provides a focus in the United Kingdom for the scientific issues associated with climate change. Note that the prediction graph shows a scale with the predicted rise in temperature from 0 to 5 degrees Celsius given 4 scenarios ranging from low to high emission rates of greenhouse gases. The red arrow shows the range from 1.4 to 5.8 degrees rise in the next hundred years, which is the current model referred to in the notes which accompany the initial graph.
The information in this resource was primarily taken from 'The Environment in Your Pocket 2005' produced by Defra and freely available for schools. The actual text given by this graph in the booklet is as follows:
Climate Change – Teacher notes
Average global surface temperatures have increased by 0.4 to 0.8°C since the late 19th century. 1998 was the hottest year since global records began in 1861, 2004 was the fourth warmest, and all ten of the hottest years on record have been during the period 1990–2004. This trend is statistically significant and is unlikely to be entirely natural in origin. Current climate models predict that global temperatures will rise by a further 1.4 to 5.8°C by the end of the 21st century.
During the 20th century the annual mean central England temperature warmed by about 1°C. The 1990s were exceptionally warm in central England by historical standards, about 0.6°C warmer than the 1961–1990 average. Four of the five warmest years since 1772 have been since 1990 and 2004 was the ninth warmest.
www.defra.gov.uk | 1,653 | 879 | {
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Week of September 16, 2007 • Volume 1, Issue 7
Bucket Nuggets from Carol McCloud, The Bucket Lady
Bucket filling is respect in action
Last week, the Bucket Fillers Team had the privilege of speaking to 1,000 fifth and sixth grade students at Novi Meadows School in Novi, Michigan.
Principal Lisa Fenchel asked the children in each of the four assemblies, "What is the most important rule in our school?"
Each answer quickly came back, "Respect."
Respect is probably the primary rule in many schools. Respect for self. Respect for others. Respect for property. It's a great rule.
Donna DeWitt-Schnell, a middle-school teacher at Waldon Middle School in Lake Orion, Michigan and a member of our Bucket Filling Team, shares the same rule with her six classes. Here are some excerpts from a reading Donna gave on the first day of school. She asked her students to close their eyes and listen to her words:
"Each one of you came to school today ready for a new school year. As you walk through that door, you bring along your unique experiences, individual needs, and lives that are different from one another. The person who sits to your left or your right, or in front or behind comes with a different sense of what life is about than you.
We have one rule in this class. Respect. This means absolutely no putdowns of anyone, based on hair color, skin color, native language, religion, gender, club affiliations, intelligence, body shape, body size or physical challenges. Most of these things happen to people without their choice. It is wrong to make fun of people for things beyond their control or to insult or belittle someone because they are different from you.
Everything you say to someone is personal. You may think it is not personal to you but it is personal to them. Choose your words carefully — they become either weapons to break others down or tools to build others up.
Be kind.
It is the right thing to do".
This week's winners
Congratulations!
Maureen Nichols, a teacher at Thornton Creek Elementary School in Northville, MI is our Bucket Filler of the Week!
Congratulations, Maureen!
Every bucket filler is a winner! Encourage your friends to get their buckets filled every week by signing on for our newsletter at www.bucketfillers101.com.
Quote of the Week Watch your thoughts; they become words. Watch your words; they become actions. Watch your actions; they become habits. Watch your habits; they become character. Watch your character; it becomes your destiny. — Frank Outlaw
Wee one embraces bucket filling
A letter from Amanda, Emma's mom, to the Bucket Fillers:
"Emma is only three years old and really into reading books right now. I let her hold books and pretend she is really reading them to me. I tell her to look at the pictures and tell me about the story. She is really good at using her imagination. I loved books when I was her age too and I used to love making up stories.
Tonight for story time, you guessed it, Emma had to read her book about bucket filling! She LOVES that book! LOVES IT LOVES IT LOVES IT!
She said she is going to go to school and fill Harmony's bucket. (Harmony is the new girl in Emma's class and she is really shy.)
I was so excited that Emma actually understood what bucket filling was and taat she made up her own mind to befriend Harmony and fill her bucket! How adorable."
BUCKET FILLERS, INC.
OX
PO B
255
BRIGHTON, MI 48116
PHONE: 810.229.5468
FAX: 810.588.6782
WWW.
BUCKETFILLERS
101.
COM
Designed & edited by Glenny Merillat | 1,457 | 809 | {
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Homework 7, due Tuesday July 19th
In this homework you will solve second order linear homogeneous differential equations with constant coefficients.
The long name of these types of equations sounds intimidating, but these are actually the easist equations to solve!
A second order linear homogeneous differential equations with constant coefficients looks like:
This looks suspiciously similar to the following quadratic equation, which we call the characteristic equation of the differential equation:
Even more so when I write it like this:
In fact there is a correspondence between the zeroes of the quadratic equation and the solutions of the differential equation. This correspondence was shown in class. Now to solve the differential equation all we have to do is solve the quadratic equation. This is some simple pre-calculus stuff! Just factor it or use the quadratic formula.
For historical reasons, the characteristic equation is usually written with a λ instead of an x, so we would say the characteristic equation is:
1) For each of the following differential equations, write the corresponding characterstic equation. (You may have to rewrite some of them first.)
c) y ′′ + 4y = 0
Using the techniques learned in class do the following problems.
2) Solve y ′′ − y ′ − 2y = 0.
3) Solve y ′′ − 5y = 0.
4) Solve y ′′ + 4y ′ + 5y = 0.
5) Solve y ′′ − 8y ′ + 16y = 0.
The techniques used to solve these problems can be extended to higher order linear homogeneous differential equations. What I mean is if we have a differential equation that looks like:
It has a corresponding characteristic equation:
And finding the zeroes of this equation still corresponds to finding solutions of the differential equation. The only problem now is that factoring this third degree polynomial is a lot harder!
6) The differential equation y ′′′ − 6y ′′ + 11y ′ − 6y = 0 has characteristic equation λ 3 − 6λ 2 + 11λ − 6 = 0 which can be factored into (λ − 1)(λ − 2)(λ − 3) = 0. Using this, what is the general solution to the differential equation?
We can go to any order we'd like! The nth order differential equation:
corresponds to the characteristic equation
.
Again we would just factor this to get solutions, but factoring a very high degree polynomial by hand is very difficult and not worth our time so we won't worry about them. However if we're given some information we can solve higher order differential equations like in the following problem.
7) The differential equation:
has two solutions y = e 2 x and y = e 3 x . Use the correspodence between solutions and zeroes to find the general solution.
Practice Problems - Do not turn these in
Doing the following problems will benefit you. Practice makes perfect and math is not a spectator sport.
P1) Solve the following differential equations. | 1,211 | 734 | {
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Home
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More going green by eating greens
Those who avoid meat to save planet swelling the ranks of vegetarians
By Tania Tan
MS PAULINE MENEZES went vegan last year after learning about the impact livestock farming had on the environment. Now, she avoids milk and dairy foods, substituting them with soya-based products.
'I don't think I can reverse climate change,' said the 40-year-old, who first stopped eating meat in 1994 for ethical reasons. 'But by not eating meat I like to think I'm doing my small part to help.'
She is one of a growing number of Singaporeans who are choosing leafy greens over meat in a bid to save the planet.
The president of the Singapore Vegetarian Society, Mr George Jacobs, said there are 'definitely more' people turning towards a green diet.
He estimated that the vegetarian population has at least doubled in the past five years, although he could not say how many non-meat eaters there are here.
An increased awareness of ethical and environmental issues, coupled with an 'increasingly colourful range of vegetarian food', has made cutting meat out of everyday diets easier, he noted.
The real cost of livestock farming is alarming, he said.
An environmental report published in 2006 by the United Nations estimates that 50 billion land animals are eaten annually across the globe.
The same report also spells out the heavy toll livestock farming takes on the environment: About 7kg of grain goes into producing 1kg of meat.
Inefficient farming techniques also result in pollution. For instance, over 50 years of agriculture and livestock farming have rendered the water of the Indian Ganges undrinkable.
Facts like these have convinced some Singaporeans to take the plunge into a meatless diet.
Vegetarian food supplier Wu Qing of Zhen Hui Trading has seen a threefold increase in demand over the past five years.
He has been in the business for over a decade and supplies restaurants and vegetarian food stalls. He reckons that on top of the usual religious and health reasons, people are making diet switches to 'be good to the planet' and to 'save money'.
'A lot of Hollywood superstars are also vegetarian, so I think it's becoming more trendy,' Mr Wu added.
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12/07/2008
In the United States, a movement called Vegetarian Wednesday is slowly gathering steam as more people warm to the idea of abstaining from meat at least once a week.
However, a meatless diet, Singapore's vegetarian society concedes, is not for everyone. Mr Jacobs said his group does not condemn meat eating. Rather, he hopes that through education, Singaporeans will first consider 'reducing their meat intake'.
'The idea of not eating meat might scare some, but if you just keep an open mind, it's not as difficult as one might think,' he said.
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Sensitive Teeth
Do you experience pain or tingling in your teeth, especially when eating sweets or very hot or cold foods?
You may have sensitive teeth.
Pain from sensitive teeth is not always constant; it can come and go. Constant pain could be a sign of a more serious problem. It is still important, however, to discuss your symptoms with your dentist to determine the cause and proper treatment.
Stimuli on exposed
dentin cause fl uid
movement in tubule
Fluid travels through tubule
and excites nerve
Flashes of pain associated
with sensitivity occur in the
nerves of the tooth
WHAT CAUSES TOOTH SENSITIVITY?
Dentin can be exposed by:
* Receding gums caused by improper brushing or gum disease
* Fractured or chipped teeth
* Clenching or grinding your teeth
* Erosion
TREATING TOOTH SENSITIVITY
Depending on the diagnosis, your dentist may recommend one or more of the following treatments to relieve the symptoms of sensitive teeth:
* A soft-bristle toothbrush, like Oral-B ® Sensitive Advantage ® , to be gentle on gums or a powered brush.
* A fl uoride rinse or gel for sensitive teeth, prescribed by your dentist.
* A desensitizing toothpaste, like Crest ® Sensitivity Protection or Crest ® Pro-Health.
CREST SENSITIVITY PROTECTION AND CREST PRO-HEALTH
The active ingredient in Crest Sensitivity Protection is potassium nitrate. This substance is able to interrupt the signals between the nerve cells in the tooth, helping to prevent nerve excitement and pain.
Crest Pro-Health contains stannous fl uoride, which controls sensitivity by blocking tubules.
In healthy teeth, porous tissue called dentin is protected by your gums and by your teeth's hard enamel shell. Microscopic holes in the dentin, called tubules, connect to the nerve, triggering pain when irritated by certain foods and beverages.
Both products have been shown to signifi cantly reduce sensitivity. 1,2
Follow your dental professional's special home care instructions for regular use of Crest Sensitivity Protection or Crest Pro-Health to keep pain from returning.
Ask your dental professional how these Crest products can help you:
* Crest Sensitivity Protection
* Crest Pro-Health
1 Schiff T, He T, Sagel L, Baker R. Effi cacy and Safety of a Novel Stabilized Stannous Fluoride and Sodium Hexametaphosphate Dentifrice for Dentinal Hypersensitivity. J Contemp Dent Pract 2006 May;(7)2:001-008.
2 Silverman G, Berman E, Hanna CB, et al. Assessing the effi cacy of three dentifrices in the treatment of dentinal hypersensitivity. J Am Dent Assoc. 1996;127:191-201.
Daily brushing with Crest Sensitivity Protection or Crest Pro-Health, as well as regular fl ossing and professional cleanings, will help prevent cavities and preserve your oral health. | 1,338 | 642 | {
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May 2017 – Roanoke (Preschool & Pre-K)
Scripture Confession: Scripture Confession: "I will trust and obey God just like Noah did!" (Genesis 6:22)
Theme: All Aboard Noah's Ark
We're Celebrating this month because Noah obeyed God and built the ark; He saved the animals!
**Each day, a Bible story is read & kiddos participate in a fun Circle Time (welcome, pledge, calendar, days of week, counting to date, weather, ABCs/#s/Shapes/Colors, etc. reviewed)
***Daily, Classroom Zones/Learning Centers are participated in that help develop children's social/emotional, physical, cognitive & language/emerging literacy skills!
Week 1:
Who Built the Ark? Who built the Ark? Noah, Noah. Who built the Ark? Brother Noah built the Ark.
Do you see the Animals
(To the tune of
The animals, the animals
Oh do you see the animals
Do you see the animals
Marching off the ark?
God saved all the animals
God saved all the animals
The animals, the animals
Saved them from the flood!
Week 2:
I'm going to the zoo, zoo, zoo
The Zoo, Zoo, Zoo! (
A chant!)
How about you, you, you?
At the zoo, zoo, zoo!
We're gonna' see an elephant
*Chant this over and over naming a monkey, giraffe, zebra and other zoo animals!
Week 3:
Do you know the lion, the lion, the lion,
Jungle Animals (Sung to the tune of "The Muffin Man")
Oh do you know the lion that lives deep in the jungle?
*Repeat with other jungle animals: tiger, cheetah, bear, etc. & hold up pictures/props of each animal for reinforcement.
WEEK 4:
Love Your Pets (Sung to "Row, Row, Row Your Boat")
Love, love
Love your pets,
Love them
Every day.
Give them food
And water, too,
Then let them
Run and play.
Week 5:
Five little dinosaurs sitting in a swamp.
Five Little Dinosaurs
(A rhyme with movement)
The first one said, "Let's stomp, stomp, stomp."
The third one said, "Let's munch, munch, munch."
The second one said, "It's time for lunch!"
The fourth one said, "Let's stomp some more."
The fifth one said, "Let's all roar!" GRRRR!
"The Muffin Man")
May's Weekly Songs! | 940 | 546 | {
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Rationale
July 2017
For the public survey "Promoting Social Inclusion and Shared EU Values through Formal and Non-Formal Learning"
Promoting scientific citizenship in informal learning environments
Curiosity is the key to being interested in other people, cultures and new issues. Curious individuals have a greater tendency to overcome their (worldview and other) biases, striving to make sense of surprising information. True curiosity about "the other" opens up conversations, promotes inclusion and helps discovering shared values.
Science is a system that produces and assesses knowledge based on clear rules and shared values, independent of culture or belief. Learning about science is thus a helpful way to introduce young people to such approaches, validating issues not based on authorities, but on critical thinking, common values and peer-validation.
Informal science learning institutions such as science centers and museums provide such experiences, with resources and in environments that inspire, engage and empower people for learning and discussing relevant scientific issues for Europe. With their focus on promoting curiosity and critical thinking, they support resistance to all forms of discrimination and indoctrination as stated in the Paris Declaration.
A current movement within the European science center and museum community focuses on providing access and engagement for science learning to all citizens, fostering social inclusion, equity and non-discrimination. They also position themselves more and more as trusted spaces where encounters between various sectors of society and open dialogue with diverse audiences can take place.
Informal science learning institutions also provide programmes that challenge teachers to adopt less traditional methodologies and activities, more suited to the development of skills – scientific as well as social, civic and intercultural competencies – that are extremely important for 21 century European citizens. Skills required by society are not set and change at a rapid pace. Science museums can enable learning processes that are useful to develop skills, thus equipping learners for life. They foster co-design of learning experiences, recognizing and valuing diversity of views and opinions.
As a conclusion: Science as a knowledge system based on shared values can serve as a bridge between different cultures and communities (similar to arts, music and sports). The European Union should capitalise on the value of science learning for promoting both critical thinking as well as social inclusion and the formation of resilient individuals that live and work with reason and empathy.. Especially, it should value and support the role of science centers and science museums in bridging formal and non-formal learning, as they create learning environments that empower both young learners as well as their teachers and educators, while embracing diversity and social inclusion.
Written for Ecsite by Barbara Streicher, Association ScienceCenter-Network, Austria and inspired by Antonio Gomes da Costa. 'From Ear Candling to Trump: Science Communication in the Post-Truth World', Spokes #27, February 2017. | 1,354 | 565 | {
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ORAL HEALTH
Caring for your child's teeth starts from birth; whilst they may not have teeth outside of their gums yet, they are ready and waiting to start the teething process at around 5 or 6 months. Having a good routine from as early as possible will aid your child in being comfortable and confident in caring for their own teeth. You should help your child to brush their teeth twice a day, NHS guidance currently recommends once at the end of the day and one other time during the day so make it work for you and your child.
It's never too late to start a tooth brushing routine at home, involve your child in why they need to do this and work with them on what they are comfortable with, especially if they have sensory processing difficulties. Make sure you think about: what does the brush feel like in their hand, could the bristles be too hard or soft, does an electric or sonic brush vibrate too much (can you adjust the power or start with a manual), is this the right time of day for you and your child or are you rushing to get to your next task.
In our centres children are offered toothbrushes to build their confidence in this routine. We start by just introducing a brush alongside a song, they can touch and feel the brush and sing along if they wish, they could brush the teeth of a toy or doll along to the song, or they may feel they can put the brush into their mouth and follow the brushing instructions in the song. This process is entirely driven by the child at their pace so that after continuous exposure we start to see their confidence grow in taking the next step in progressing their skills. Once children are familiar with the brushing process we will offer a smear of toothpaste as the next step.
@dingleygroup @dingleyspromise @dingley dingley.org.uk
ORAL HYGIENE
5 TOP TIPS FOR ORAL HYGIENE 5 Top Tips for Oral Hygiene
Establish a tooth brushing routine 1.
Register with a dentist as soon as possible (NHS dental care for children is free), your child may want to watch you before they ar e ready to sit in the chair 2.
Reduce intake of sugary foods, including squash or juice to drink 3.
Use open top cups or beakers with soft mouth pieces or straws 4.
Read books about teeth and tooth brushing such as "The selfish crocodile" by Faustin Charles or "Let's brush our teeth" b y Campbell Books 5.
5 Top Tips for Tooth Brushing
5 Top Tips for Oral Hygiene Let your child choose their brush (they may want their favourite character on it!) 1.
Make tooth brushing fun with a song or themed timer 2.
Tooth brushing doesn't have to happen in the bathroom, do it wherever your child is comfortable 3.
The NHS recommends toothpaste with no less than 1000ppm of fluoride 4.
Be a model brusher and let your child see you brushing your teeth 5.
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YEAR 1 KNOWLEDGE ORGANISER TERM 3: Kingdom of Ice TERM 4: Super Stories
Reading
Writing
Mathematics
Reading will continue to take place daily in Terms 3 and 4. Five Read Write Inc. sessions a week will be dedicated to phonics, fluency and comprehension. Our daily story time and our well-stocked book corners will aim to develop a love of reading. Don't forget to look at our storytime corner online!
Storytime Corner Link
History
In History, Year 1 will be learning all about Robert Falcon Scott. We will be researching Robert Falcon Scott's life and his great expedition to the South Pole. After sequencing events and role playing the expedition, the children will create a fact file based on their research and will write a diary entry as Robert Falcon Scott.
MFL
Modern Foreign Languages are so important when living in such a diverse world. Therefore, in French, we will be learning name colours and to count to 10. We will also be learning various animal names in French through fun and practical activities. Can you listen to our French story online? Storytime Corner Link
Using our quality key texts, the children will continue to develop important key writing skills, including using capital letters and full stops, using interesting adjectives, using time conjunctions to sequence events and using connectives to join sentences together. We will continue to develop neat handwriting.
Geography
In Term 4, we will be studying hot and cold areas of the world. The children will research weather patterns in the UK and in Antarctica and will compare the climates. By the end of the term, the children will have created a fact file about Eastbourne and an area of Antarctica, comparing human and physical features as well as the weather.
PSHE and Computing
Our PSHE focus will be 'Dreams and Goals'. The children will work collaboratively on different projects, whilst developing their perseverance and problem solving skills. Linking with PSHE, in ICT, the children will be learning about the importance of online safety when using online games.
In Maths, we will be learning to understand and use numbers to 20. We will also be learning to add and subtract within 20. We will move on to look at multiples of 2, 5 and 10 within fifty. Each week, we will spend time reviewing addition and will be practising key fluency skills.
Art & DT
In DT, we will be learning all about textiles, particularly, the patchwork applique. The children will design and make their own felt picture based on the Oliver Jeffers book 'Lost and Found'.
In Art, the children will be exploring the work of David Hockney. We will use oil pastels to create a bright and colourful piece of art, inspired by Hockney.
RE
In RE, we will be focusing on Christianity. The children will begin by exploring 'Jesus as a friend' and will link this learning to their own friendships with others. We will then move on to learning about the Easter Story. In particular, we will be exploring the events and significance of Palm Sunday for Christians.
Science
In Science, we will be learning about everyday materials. The children will be taught to identify a range of materials, to distinguish between an object and the material from which it is made and they will also perform different investigations to test the properties of different materials.
PE
The children will continue to have two sessions of PE a week. With the Brighton and Hove Sports Coaches, the children will be learning and developing basketball and cricket skills. With their class teacher, the children will explore balance and movement in gymnastics and will develop throwing and catching, ready to play handball.
Music
Following the Charanga scheme of learning, the children will be focusing on two songs - 'In The Groove' and 'Round and Round'. We will spend time appraising music, learning songs, playing tuned and untuned instruments and experimenting with different combinations of sounds.
Creative project ideas:
1. Go on a materials scavenger hunt at home
2. Bake snowflake cookies
3. Create your own papier mâché igloo
4. Create some freeze frames to narrate the story of Robert Falcon Scott
5.Create your own information book on Antarctica
6. Write a song about materials
1
YEAR
KEY TEXTS WE READ
- Lost and Found - Igloos and Inuit Life - How to Catch a Star - The Great Explorer | 1,747 | 915 | {
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CLASS 2
St John's Rishworth
Curriculum Newsletter
Term 1 – 2018
SCIENCE: Seasons/Materials
We observe changes in the seasons from Autumn to Winter. We will compare the weather and climate in our country with the polar regions. We will also observe how water changes to ice and how to make ice melt faster.
Computing: Online Safety/Paint
In Computing we will be learning how to log on to Purple Mash and the importance of keeping your personal login safe. We will then use Purple Mash to make a picture using a paint package and learn how to save it.
HISTORY: Polar regions
Which explorers travelled to the polar regions? How did they get there and why did they want to explore these cold climates?
GEOGRAPHY: Polar regions
Where are the coldest places in our world? What people and animals live there? How do we survive and live in a cold place? How and where do animals live in the polar regions?
RELIGIOUS EDUCATION:
Welcoming Babies/Christmas
We will compare how babies are welcomed into Christianity and Islam. Reverend Carol will be performing a mock infant baptism for the children at church. We will also learn more about why Christians celebrate Christmas and how it is important.
This information is given to help parents and carers to support the work their children are doing in school. If you are planning a visit to the library or a bookshop there are ideas on what you could choose. If you are arranging a visit to an attraction, you might get some ideas. Alternatively if you are working together on the computer, you can search for useful web sites.
PHYSICAL EDUCATION: Gym/Dance
We will use small apparatus to develop our small games skills. We will then practise playing group games using these skills. After half term we will then do some dance work inside. On Fridays Year 1 and 2 children will develop their Karate skills with Matthew.
PERSONAL AND SOCIAL EDUCATION: New Beginnings/Keeping Safe
We are finding out more about starting a new class and getting to know new people. It is always important to keep ourselves safe whether we are at school or at home.
MUSIC : Weather/Songs for the Nativity
What songs do you know about the weather? We will be learning some traditional rhymes and songs about the weather. We will also be learning songs for our Nativity play!
ART: Printing/Painting
What things can we use to print with? How is printing different to painting? We will be creating different effects using different printing techniques.
DESIGN TECHNOLOGY: Cooking
We will be using the story "The Giant Jam" sandwich for our D.T. topic this term. We start by making our own jam using fruits from the school garden and follow this by baking bread. It should be lots of fun making the jam sandwiches. | 1,078 | 588 | {
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FORMAL HOMEWORK EXERCISE
Induction - Uncertainties & Significant Figures
Homework - Uncertainties
1. The circuit shown is set up to determine the resistance of a resistor. In one repetition of the experiment, the readings are as shown on the meters. The experiment is repeated several times to allow mean values for both current and voltage to be found.
(a) Give the ammeter and voltmeter readings and state the scale reading uncertainty in each case.
(2)
(b) Using Ohm's Law (V = IR), calculate a value for the resistor. Estimate the absolute uncertainty in the calculated value of the resistance and explain how you arrived at your estimate. (3)
(c) The experiment is repeated 5 times, and the values recorded for the current are as follows:
Calculate the mean current, and the random uncertainty in the mean.
(3)
2. A current is measured with an analogue meter which has scale divisions of 0.1 A, and is found to be 5.4 A. The reading is double-checked with a digital meter, and again is found to be 5.4 A. Using which instrument gives the larger scale reading uncertainty? Explain your answer.
(2)
TOTAL 10 MARKS
FORMAL HOMEWORK EXERCISE
Mechanics & Properties of Matter
Homework - Forces
1. A train made up of 3 carriages is pulled along a level track by a force of 16 500 N. Each of the carriages has a mass of 8 000 kg, and each experiences 1500 N of resistive forces.
Force
(a) Calculate the acceleration of the train.
(b) Work out the tension in link B.
2. A cow has fallen over a cliff and cannot get back up to the field. The farmer has to rescue it by attaching a rope and harness, and lifting it using a pulley and his tractor (as shown in the diagram).
The tractor has a mass of 1500 kg, and the cow has a mass of 500 kg. The tractor's engine can apply a force of 6000 N. Ignore friction between the tractor and the ground.
(a) Calculate the initial acceleration of the tractor as it lifts the cow.
(2)
(b) Draw a free body diagram showing the forces acting on the cow as it is being lifted. (1)
(c) Calculate the tension in the rope lifting the cow. (2)
3. In the diagram below, calculate the component of the weight acting down the slope. The mass of the trolley is 24 kg. (1)
TOTAL 10 MARKS
(2)
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Bat Biology: Echolocation Activity
The Movement of Sound
Materials:
1, aluminum foil pie plate
2, cardboard tubes, ~10 inches long
Tape
What do you hear? Half-sheet
Instructions:
1. Have students get into groups of 2. Make sure students are sitting at tables or desks for this activity.
2. Tape two cardboard tubes onto a table at an angle, facing the area where the pie plate will rest. The end of the tubes should not touch, but can be placed at different angles facing the pie plate. They should be no more than 2 inches apart from each other.
3. Place the pie plate upright at least 12 inches away from the cardboard tubes. The pie plate can rest on a wall, and or can be propped up. Make sure the cardboard tubes are still angled towards the pie plate.
4. One student is designated as the "sound maker", or the bat producing the sound waves. The other student will be the "listener", or will be listening for the echo of the sound the first student produced.
5. Have students do three rounds each, where the sound maker will whisper one word through one of the cardboard tubes. Then, the listener has to try and guess what word was said. To keep track, have the listener write down what word they think they heard onto the "What do you hear?" half-sheet. After three rounds, have students switch roles, and see if the same results can be repeated.
6. Extension: This activity can also be done with the cardboard tubes facing other solid objects, like walls or doors, as long as students keep the tubes at an angle, and are at least 1 foot away from the solid surface.
Reflection: What's Happening?
The mechanism of when a student's sound hits the pie pan is the same idea when bats echolocate. Bats emit a highfrequency sound, which allow bats to gain more information about what the sound hits (length, distance, speed of object). When a bat emits a call, the sound travels through the air until it hits a solid object (like a tree or insect). Then, those sound waves are reflected back towards the bat, and the bat processes the echo of its own call. The echo the bat listens for is far softer then the call it emits, so bats that utilize echolocation have very acute hearing to listen to the softest sounds. Their incredible hearing also allows them to listen for their call over ambient noises around them.
Sound Terminology:
Frequency: The number of times a vibrating object (sound) moves back and forth (oscillates). Faster moving sound produces a higher frequency, which correlates with a high pitch or tone.
Reflection: The bouncing back of wave energy from either light or sound.
Echo: Reflections or repetitions of sound waves.
What Do You Hear?
Record the word or sound you hear reflected off the pie pan, and into your cardboard tube. After three rounds, you and your partner switch, and see if they can hear the same words or sounds too!
What Do You Hear?
Record the word or sound you hear reflected off the pie pan, and into your cardboard tube. After three rounds, you and your partner switch, and see if they can hear the same words or sounds too!
Extension Activity: Cardboard Tubes and Pie Pan Uses
Want to use the above materials for future activities? Try these experiments or activities below to reuse cardboard tubes and pie pans for other STEM-related needs!
1) Create a Seed Starter Planter
a. Materials: Cardboard Tubes, Pie pan, potting soil, native plant seeds, water
b. Directions: Cut cardboard tubes into smaller sections, and arrange inside pie pan. Add soil into each tube, and then place seeds inside tubes. Just add water and sunlight, and watch what plants grow first, how fast they grow, and how they develop and mature over time!
2) Cardboard Binoculars
a. Materials: Cardboard tubes, yarn, hole punch, markers or stickers, tape or glue, colored paper
b. Directions: glue two cardboard tubes together. Then, glur ot tape colored paper around the tubes. Allow students to be creative in decorating their binoculars with markers or stickers. Hole punch two holes, one in each tube, and run yarn through to create a strap. Then, take students outside, and let them explore the natural surroundings around your school, seeing what they can find with their binoculars!
3) Create an electric charge
a. Materials: Pie plate, styrofoam cup, styrofoam cup, wool piece of fabric, tape, optional: pencil
b. Directions: Place foam plate on solid surface. Tape the styrofoam cup to the center of the pie plate to use as a handle when moving the pie plate. Rub the wool fabric on the foam plate for at least one minute. Then, while holding the foam cup, place the aluminum plate on top of the foam plate. Using your finger, or the metal tip of a pencil, touch the pie plate, and you'll see, and maybe feel, an electric spark! | 1,837 | 1,047 | {
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Reading for Success
DynEd's new reading course is designed to develop academic reading skills and vocabulary for students ages 11-21. Reading for Success will challenge learners as text length and difficulty increases throughout the course. Reading and chunking are reinforced through synchronized audio, and speech recognition exercises help students develop their oral reading skills. Learners engaged in Reading for Success are motivated by the game-based strategies implemented throughout the course, including timed exercises that lead to rapid text decoding.
Ages:
- 11+
Levels:
Features:
- Middle School—University
- Reading Levels: Grades 5-9
- 20 course units
- Fully aligned with DynEd Academic English course, English for Success
- Teacher's Guide and worksheets
- Classroom lesson plans
Overview
Reading for Success provides students with high-interest academic reading texts that reflect the language and vocabulary of school textbooks. Interactive exercises challenge learners to apply the skills and strategies needed for success in any academic environment. By applying a variety of approaches to the same text, learners engage in the deep practice required for the development of fluent reading.
Reading for Success is intended to be used in parallel with DynEd's Academic English course, English for Success. All 20 units of the reading course provide learners with reading skill development and practice in academic subjects like math, science, history and geography; each topic is directly related to the corresponding unit in English for Success.
Content Summary
Lesson Types
Each course unit focuses on four short reading passages, supported by a variety of comprehension and skill-building activities. Each unit is divided into two Parts, followed by a Review section: Reading Challenges.
Reading Lessons
Comprehension questions focus learners' attention on main ideas and important details. Learners can hear sentences read aloud and practice oral reading by recording their voices.
Vocabulary Focus Learners review key vocabulary from the readings while building their ability to work with English-only word definitions, a key academic skill.
Find the Words
This timed activity challenges students to scan quickly through the text to find the target words and builds rapid decoding skills.
Sentence Focus
Learners deepen their language understanding by focusing on word choices (grammar and vocabulary) in sentences from the reading.
Reading Challenges
These review lessons consolidate learning through integrated skills practice.
Missing Words
Learners work their way up through the levels of this game-based exercise, as they identify missing words which change with each new attempt.
Memory Game
Listening for meaning and rapid decoding are integrated in this engaging exercise. This activity develops working memory, a key to reading fluency.
Make-a-Sentence
This motivating Speech Recognition activity builds decoding and pronunciation skills, as learners complete sentences by reading aloud. | 1,379 | 541 | {
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Farm Numbers
The 1997 Census of Agriculture indicates that Virginia had 41,095 farms, a decline of 1,127 farms (2.7 percent) from the 1992 Census. The decline is smaller in relative and absolute terms than any Census since 1982. From 1982 to1997 (Figure 1), Virginia lost on average more than 700 farms per year. However, from 1992-97, the Commonwealth lost only somewhat more than 200 farms per year. Although farm losses are not large in historical terms, the relative loss of farms still exceeded the U.S. average percentage decline. U.S. farm numbers declined by only 13,441 farms (0.7 percent) from 1992-97.
Changes in farm numbers by county varied widely across the state (Figure 2). In general, counties in the Southwest, Southside, and Southeast regions suffered the highest relative losses of farms. Consolidation or disappearance of small farm operations, primarily tobacco farms, was the principal cause of farm losses in Southwest and Southside. Farm losses in Southeast and other counties along the I-95 Corridor were likely to be associated with the impacts of rapid urbanization in these areas. Counties which suffered 10 percent or more loss in farms included many that are among Virginia's highest-ranking counties in terms of value of agricultural production. Southampton (fifth), Pittsylvania (sixth), and Washington (eighth) are among this group.
Table 2 shows the number and relative change in farm numbers by extension district. Central and Northeast Districts lost farms at a rate approximately equal to the state average. Northwest District, which produces a large proportion of the state's agricultural products, was relatively unchanged. Northern District shows a small increase of 139 farms (2.1 percent). The districts experiencing greatest losses were Southwest and Southeast. The former district lost farms at more than twice the state average and accounted for more than two-thirds of net farm losses. Washington County in Southwest lost 242 farms, more than any other county. Although losses in Southeast District were only 192 farms, Southeast farms are generally much larger than the average Virginia farm, and agriculture represents a critical non-urban land use for the region. The average size of Southeast farms increased dramatically between 1992-97. For example, the average Southampton farm increased from 542 acres to 670 acres in only five years.
Table 3 shows the number and relative change in farm numbers by planning district. Among planning districts that increased farms are Piedmont (PD14), Northern Virginia (PD8), Rappahanock-Rapidan (PD9) and Lord Fairfax (PD7). Relatively large losses in farm numbers can be observed in Peninsula (PD21), Southeastern Virginia (PD20), Lenowisco (PD1), and Southside (PD13). In general, farm number changes by planning district follow the same pattern as observed by extension district: the Southwest, Southside, and Southeast regions of Virginia lost relatively more farms than other regions. | 1,381 | 635 | {
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Bullying Policy and Procedures
Issa Issa
Bright Education Centre
Date of Policy: June 2017
Review of Policy: June 2018
Bullying Policy and Procedures
At Bright Education Centre we are committed to providing a caring friendly and safe environment for all members of the Centre community.
Bullying of any kind is unacceptable at BEC and will be dealt with promptly and effectively.
Definition of Bullying
Bullies have been defined by pupils at the Centre as "people who are cruel deliberately to living things" and those "who pick on or hurt people for fun", "people who are cowardly", "people who feel bad themselves and want to make others feel bad too", "Often bullies themselves".
The Centre definition of bullying is therefore. The deliberate desire to hurt, threaten or frighten someone else.
Bullying is now declared illegal.
Bullying can take many different forms and can include:
* excluding others;
* Black Mail
* graffiti;
* vandalism;
* damage to property;
* Harassment
* borrowing without permission;
* silent pressure
* refusal to sit next to;
* ignoring;
* group pressure;
* name calling;
* invasion of privacy;
* rumours / malicious gossip;
* note passing;
* heckling;
* physical violence;
* intimidation;
*
incitement;
* text messages
* cyber bullying (email)
* dirty looks
* Racial Abuse
* Discrimination
* Sexuality
Threats
* Sexual innuendo/ Pressure
*
Bright Education Centre's formal and informal curriculum is an important vehicle for combating bullying and equips students with the skills, knowledge and understanding to recognise and challenge it.
Procedures
The Centre aim is to provide a secure environment where students can report incidents confidently, knowing that they will be taken seriously.
* All incidents of bullying should be reported to a member of staff.
* Serious incidents of bullying will be referred to a senior member of staff and recorded on a Bullying Incident Sheet.
* Parents should be informed of any recorded incidents of bullying.
* All staff should ensure that reported incidents of bullying record the evidence of both victim and bully.
* Where necessary (in cases of physical assault) the police will be contacted.
* All incidents will be dealt with in accordance with the Centre Behaviour Policy.
*
Victim Support
Victims of bullying must be fully supported and in order for the Centre to create a climate in which the victims of bullying feel able to report incidents, all staff, students and other members of the Centre community should be encouraged to report all incidents of bullying.
Effective action to support victims could include:
* explaining what action, the Centre will take;
* speaking separately to support and reassure the victim and give them the opportunity to discuss the incident;
* investigating the background to the incident;
* informing parents of incidents.
* recording serious incidents using the appropriate form;
Effective action for bullies could include:
* investigating the background of circumstances which led to the incident;
* speaking separately to the bully explaining clearly and calmly why the behaviour was wrong;
* where appropriate referring to a senior member of staff and reporting using appropriate form;
* considering the use of positive strategies to discourage bullying;
* contacting parents in order to make it clear that such behaviour is unacceptable;
In serious incidents the police should be contacted.
Follow up on bullying:
* inform staff where appropriate to keep on eye on the victim for future incidents;
* monitor bullies behaviour;
consider discussing the issue in assembly or group time
Date of Policy: June 2017
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Scenario: Business and Employment
Investigate the impacts of robots on business. Research then briefly explain:
* Some of the areas where robots can be used in business or industry
* The reasons for using robots (the positive impacts)
* The potential problems of using robots
Think (don't research) about the following, then present your answers:
* The possible consequences of increased robot use in our daily lives (cover at least two)
Scenario: Business and Employment
Investigate the boom in e-commerce (electronic commerce) and online shopping. Research then briefly explain:
* The benefits of online shopping (cover at least two stakeholders)
* The potential problems of online shopping (cover at least two stakeholders)
Think (don't research) about the following, then present your answers:
* Why some people might still be reluctant to shop online
* Whether online shopping could ever fully replace traditional ("bricks and mortar") shops
Scenario: Environment
Investigate the extent of the problem of electronic waste (e-waste), and the impacts it has on the stakeholders. Research then explain:
* Where e-waste originates, and where it goes
* Some recent statistics about the amount of e-waste produced
* Harmful effects (impacts) of e-waste and the stakeholders affected
Think (don't research) about the following, then present your answers:
* Why do LEDCs accept e-waste imports?
* What might be some viable solutions to the problem? (cover at least three stakeholders who could implement solutions)
Scenario: Health
Investigate the impacts of the latest developments in "cybernetic" prosthetic devices, such as the DEKA Arm. Research then briefly explain:
* The types of devices available
* The systems they use to interact with the wearer and perform their job
Think (don't research) about the following, then present your answers:
* The significance of the benefits of these devices
* The possible future areas of development for these devices
Scenario: Politics and Government
Investigate the use of information technology (specifically the Internet) by politicians and political candidates, and the impact this has. Research then briefly explain:
* Recent examples of politicians using IT during campaigning
* The types of technologies used
* The benefits (positive impacts) on at least two stakeholders
Think (don't research) about the following, then present your answers:
* Some of the potential problems to using IT in this way
* The people who are likely to be most affected (either positively or negatively)
Scenario: Politics and Government
Investigate the use of information technology during the voting process. Research then briefly explain:
* How IT can be used during voting (two main ways)
* The potential benefits (positive impacts) this brings
* Some specific examples of problems with electronic voting
Think (don't research) about the following, then present your answers:
* The main ITGS issues which are raised whenever e-voting takes places.
* Some potential solutions to these problems.
Scenario: Home and Leisure
Investigate computer and video games. Research then briefly explain:
* Some of the common criticisms of computer games (cover at least four)
* Some (alleged) examples of negative impacts of games
* Some (alleged) examples of positive impacts of games
Think (don't research) about the following, then present your answers:
* What solutions are there to address the problems? How feasible are they?
* Which is more significant, the potential benefits or the potential problems?
Investigate the impact of the One Laptop Per Child project, also known as the $100 laptop and the XO laptop. Research then briefly explain:
* The specifications of the OLPC laptop compared to a normal laptop
* The special features of the OLPC laptop
*
The goals of the OLPC project and Nicholas Negroponte
Think (don't research) about the following, then present your answers:
* Do you think the OLPC project's goals are achievable?
* Do you think laptops should be a priority for developing nations? Why or why not?
Image sources:
Robot: KUKA Roboter GmbH / PD
Shopping: Ralf Roletschek CC-NC-ND
E-waste: Curtis Palmer CC-BY
Health / prosthetic arm: US Navy / PD
Obama: Obama-Biden Transition project CC-BY
Video game image: Wikimedia CC-BY-SA
OLPC: OLPC Project CC-BY-SA
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English III Grammar Programme 2
nd Trimester School Year 2018-2019 Morning Shift
Unit 4 Who's watching? Unit 5 Mirror, mirror Unit 6 Techno-victims!
GRAMMAR
READING
SPEAKING
-Uses of will
-Conjunctions in the future
-Future continuous &
future perfect
-Second & third conditionals (Follow
and write instructions for a brief experiment)
-Expressing regret
-Third conditional inversion
-Uses of could
-Uses of be able to
-Modal perfects
Unit 4
Surveillance: capture, biometric, information, closed circuit television, computer chip, detect, identify, identity card, iris recognition, monitor, radio frequency identification, scan, scrutinize, spy on, survey
Collective and partitive nouns: bar, bit, bunch, drop, flock, group, herd, packet, pair, part, piece, slice, speck, swarm, tribe
Verb zone: hear about, hear from, hear of, listen in on, listen out for
Face to face: out of my mind, phew!, pretty sure
Words which mean 'increase' and 'decrease': decline, mushroom, nosedive, plunge, plummet, sky-rocket, soar, tumble
-Police state
-Will life really be like this?
-Facing up to a new life
-The ugly duckling
-A thousand pound bill – and she never made a call!
-Are you connected? You may be in danger
(Read texts and interpret the general idea, important facts and details)
-
Describing people and places
Comment about habits from different places
Speculating with a degree of certainty/ with uncertainty
Asking for or offering more information
Pron. asking for clarification
-Resolving a conflict
Expressing astonishment/ strong feelings Trying to calm someone down (Share emotions and reactions caused for a TV programme.
Pron. wish & if only -Making a complaint Making a mild complaint/ strong complaint Apologizing and placating
Pron. Modal perfects
VOCABULARY
Unit 5
Medicine and surgery: anaesthetic, cosmetic, cure, enlarge, ethical, incision, infection, inject, intervention, needle, operating theatre, perform, pin back, procedure, reconstruct, recover, reduce, remove, replace, reshape, scalpel, scissors, stitches, syringe, surgeon, treat, undergo
Compound adjectives with –ing
Verb zone: fit in, look like, put up with, stand
out, take after
Face to face: gosh yes, I've seen it all now!, shoot
Expressions with get: get a cup of tea, get an e-mail, get an impression, get a present (for someone), get a tattoo, get a visa, get bigger, get breakfast, get bullied, get cold, get cosmetic surgery, get facts, get fined, get here, get home, get ill, get locked out, get nightmares, get tickets
REFERENCE
Achievers B2 Student's Book pages…
Unit 4: 40-42 & 44-48
Unit 5: 50-52 & 54-58
Unit 6: 60-62 & 64-68
Reader Explorer
Unit 9-
Unit 10-
Unit 6
Connection problems: access, account, be infected (with a virus), be corrupted, buffer, delete, freeze, get a signal, hack into, password, software, spam email, sync, top up (a phone), webcam
Nouns ending in –y and their adjectives: clarity, democracy/democratic, electricity/electric/electrical, family/familiar, history/historical, industry/industrious, library, luxury/luxurious, mystery/mysterious, psychology/psychological, remedy/remedial, supply, technology/technological, tendency, theory/theoretical
Use of adverbs
Verb zone: be taken in, hack in/into, log on/onto, pay off, set up
Face to face: I second that!, Let me get this right, Oh boy! | 1,685 | 864 | {
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Online Professional Learning with Refresh.ED
Refresh.ED is designed to support teachers from Kindergarten to Year 10 to integrate content on food, nutrition, healthy eating and food preparation skills into a range of learning areas in the Australian Curriculum. You may have already searched the teaching units, which contain detailed lesson plans, background information, a unit overview, clear links to the Australian Curriculum, black-line masters and links to songs, stories, current affairs and online video clips. But have you checked the online professional learning?
For teachers who want to know more food and nutrition content or how to teach it, Refresh.ED online professional learning is also available on the website. This includes an array of general nutrition information sheets, videos and information on best-practice pedagogy.
Check out Refresh.ED professional learning
at http://www.refreshedschools.health.wa.gov.au/professional-learning/
Nutrition news
In May 2014, the Australian Bureau of Statistics (ABS) released first data from the 2011-12 National Nutrition and Physical Activity Survey (NNPAS). Key findings included:
* Over one-third (35%) of total energy consumed was from 'discretionary foods'. The proportion of energy from discretionary foods was highest among the 14-18 year olds (41%)
* Discretionary foods favoured by young
* Discretionary foods are those that aren't strictly necessary to provide the nutrients the body needs, but add variety to the diet. These foods often have high levels of saturated fats, sugar and salt.
Hands on food
Here's a simple healthy, recipe to get children involved in food preparation.
Strawberry yoghurt pops
Serves 6 Ingredients
2 small ripe bananas 3/4 cup frozen strawberries or 1 cup frozen blueberries 2 cups non-fat plain yoghurt
Cooking utensils
Cutting board Knife Measuring cups and spoons Food processor or blender Spatula Paper cups or plastic molds Popsicle sticks
children surveyed included biscuits, cakes or muffins, and for teenagers it included confectionery and cereal bars.
* Fruit intake of teenagers and young adults was relatively low. Around 40 per cent of males and 50 per cent of females consumed fruit compared with 60 per cent of the whole population.
For teaching ideas using these data see: http://www.refreshedschools.health.wa.gov.au/k10-curriculum-materials/using-refreshed/teaching-ideas/
Method
1. Peel and slice your banana and put it into a food processor or blender with the frozen berries and yoghurt.
3. Divide the mixture between 6 paper cups or plastic molds
2. Blend on a low setting until really smooth.
4. Place the pops in the freezer for 10 minutes, then gently poke a popsicle stick into the center of each one.
5. Place back in the freezer for at least 3 hours, or until frozen solid.
For more statistics from the ABS National Nutrition and Physical Activity Survey, Click here
This recipe links to the "Safe in the kitchen" Kindergarten and Pre-primary unit. To access, please register or log in to the Refresh.ED website here.
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Stories From Our Clinic: The Traveling Flea Circus
Drs. Foster & Smith Educational Staff
or every single flea you spot hopping around, there are nearly 100 more that you don't see, either as an egg, larva, juvenile, or adult.
Pam had just gotten back from a trip she had taken across the country with her Border Collie, Allie. On the way home, she stopped at a dear friend's house in Florida, where she let Allie play with her friend's dogs. All was well for a few days after she came home, until Allie started biting the area around her tail and scratching more than usual. Pam didn't think it was dry skin because she was feeding a quality food and had been giving Allie Vitacaps® for the past two years, so Pam decided to have Allie checked. That's where we came in.
We examined Allie and did our usual test for fleas – combing her with a flea comb and then placing what we collected on a moist paper towel. The test turned out positive: the brown specks we had seen became reddish when moistened. While Pam was relieved that it wasn't something more serious, she was afraid that she had brought these pests to her house, her pets, and her roommate's pets. We told her that she may have caught the infestation in the early stages, and that if she were lucky, she would not have to fog the house and inconvenience everyone.
We explained the flea life cycle to Pam. We told her there are four stages in the development of fleas: eggs, larvae, pupae, and adults – and that the eggs are often laid on the pet, although they fall into the environment. We also explained that about two days after the egg is laid, it hatches into a larva before it passes through several developmental stages, which takes about a week. At that time, the larva starts spinning a cocoon – called a pupa – that is sticky and can be found deep in carpet or crevices. The pupa develops into an adult and emerges from the cocoon when it senses vibrations, carbon dioxide, or warmth, which tells it an animal host is near. The entire life cycle takes about 15 days.
First, we told Pam to vacuum the whole house and to make sure she disposed of the vacuum bags outside immediately after she vacuumed. We suggested that she spray areas where Allie spent the most time with an
Stories From Our Clinic: The Traveling Flea Circus - Page 1 of 2
Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species.
environmentally safe flea spray. We recommended a product that kills adult fleas and also stops the development of eggs and larvae – something that contained both an adulticide and an insect growth regulator (IGR), for instance.
Repellents are the cornerstone of prevention. Pyrethrins and permethrin have flea repellent activity. (NOTE: Permethrin should NOT be used on cats.) Using products containing these insecticides help keep fleas away and prevent a flea problem from developing. We gave Pam a topical for Allie and her roommate's pets and showed her how to continue to check for fleas on Allie.
Pam soon reported that she had found no more fleas on Allie and the other pets had not scratched at all.
Recommended Flea Control Products
Dog bioSpot Home
Protection Kit | 1,431 | 794 | {
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Heat Exchangers
Heat exchangers are common components in many everyday devices. Car engines, refrigerators, air conditioners, central heating boilers and radiators all contain heat exchangers. Their purpose is to transfer heat from a hot liquid or gas to a colder one.
In industry, steam is often used for heating and cold water for cooling. A variety of heat exchangers have been designed to suit the range of heating or cooling applications.
The animation shows a "shell and tube" heat exchanger. When operating to heat up a liquid, hot water or steam will be pumped through the tank. This comes into contact with the pipes passing through the tank which contain the liquid that is to be heated. The arrangement of pipes gives a large surface area to conduct heat from the steam into the liquid inside the pipes.
The same arrangement can be used to cool a liquid passing through the pipes. In this case, cold water is pumped through the tank to carry away the heat from the liquid inside the pipes.
The tubes allow a large surface area for heat to be transferred. To improve the exchange of heat, the fluids flow in opposite directions. Baffles can direct the flow of fluid inside the tank to improve heat exchange however this design can be prone to damage due to the expansion and contraction of the fixed tubes.
Another type of heat exchanger has a single tube which is bent into an S-shape. Once again, the fluids flow in opposite directions to improve the heat transfer.
An example of a heat exchanger.
Cooling water (blue) enters at the bottom and flows in a jacket around the pipe containing the hot water (red) which enters at the top.
A hot jacket could be used to heat up a cooler liquid flowing in the pipe.
Classroom contexts
These questions may provoke some discussion, or suggest further activities, within the classroom. Scroll down below the curriculum links for some suggested answers.
* Where are heat exchangers found in the home or car?
* What materials are the best heat insulators?
* What materials would be the best to make a heat exchanger.
* How are domestic heating radiators designed to be good heat exchangers?
Links to the Primary Science National Curriculum
Key stage 2
Where are heat exchangers found in the home or car?
The most obvious examples are car radiators and heating radiators. Both have large, flat surfaces to increase the area in contact with the air. Car radiators have many pipes and fins to increase the surface area even further. The car radiator works to cool the water passing through it while the heating radiator uses warm water inside to heat air in the room.
What materials would be the best to make a heat exchanger.
The best heat exchangers will be made out of materials that conduct heat efficiently. These are usually metals. There will be other issues, such as strength and cost, which will decide on the type of metal. Copper is an excellent conductor of heat but it is expensive and so heating radiators are made out of steel. Expensive cooking pans will have a copper bottom to conduct the heat evenly to the food.
What materials are the best heat insulators?
The Space Shuttle has ceramic tiles on its surface to act as a heat shield and prevent it burning up during re-entry into the earth's atmosphere. More common insulators are polystyrene, cotton wool and bubble-wrap.
How are domestic heating radiators designed to be good heat exchangers? Radiators have a large surface area and are thin. Apart from standing neatly against a wall, this shape provides a large warm surface that is in contact with the air in the room. Some radiators may have more than one section and fins to increase the area even more. | 1,401 | 759 | {
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All Around the State: 6 th -8 th Grade
Big Ideas & Major Themes
Museum Manners
Please review these guidelines with your students before your visit to the museum.
Here's some information relating to your program to review with your students before visiting the museum.
- Touching can permanently damage works of art. Please don't touch the art or lean on the walls in the galleries.
- Food, drinks, and gum are not permitted in the galleries.
- Be careful where you walk! Try to stay at least arms-length from any work of art.
- No pens, backpacks or large bags are allowed in the galleries.
- Different facets of life in South Carolina are reflected in its art—whether showcasing everyday occurrences or reflecting nationwide trends.
- Newspapers historically incorporate both images and text to convey information both of which can be powerful tools to inform and persuade. Edmund Yaghjian. Coal Car. 1953
Standards Addressed
VA 6-1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2; 71.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2; 8-1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2 De.C.1H.7, C.AL.7, C.NM.8, CR NH.3, NH.4, P NH.5 ELA I.3, P.7, C.1.1, 1.2 SS 6-2.1, 2.2, 2.6; 7-2.2, 3.4, 4.3; 8-1.1, 1.4, 2.4, 2.5, 4.6, 5.5, 5.6, 5.8, 6.2, 6.4, 7.1, 7.4
In the Classroom
Prepare students for your visit with one or more of these activities.
- Look at some examples of South Carolina periodicals from various eras (LoC's online database is searchable by state, date, etc.; see resources) and analyze various components—text, images, political cartoons, ads.
- Discuss various objects from a given historical era, analyzing what they can tell us about life in South Carolina at that time. Alternately, gather a number of object images (NMAH has extensive online collections that you can search by keyword; see resources) and have students guess the era they came from.
Resources
- Gather a variety of South Carolina photographs from various periods (see SCSM's digital collection; refer to resources) and ask students to organize them chronologically based on what they can see/infer. Consider using a historic photo as a writing prompt.
Want to explore more? Use these references to learn and share information with your students.
- Chronicling America: Library of Congress https://chroniclingamerica.loc.gov/
- Collections by Subject: Nat'l Museum American History http://americanhistory.si.edu/collections/subjects
- SCSM Digital Collection. http://digital.tcl.sc.edu/cdm/search/collection/ufp/order/title/ad/asccosuppress/1 | 1,378 | 853 | {
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Vegetation management in Queensland
1. Farmers manage vegetation to sustainably produce food and fibre.
Farmers manage vegetation and clear land to grow pasture for cattle and sheep to eat, and to plant crops such as sorghum, sugar cane, and a range of fruit and vegetables.
If we are to meet growing demand from consumers here in Australia and overseas for our high-quality food and fibre - and create more jobs in agriculture, farmers need to be able to manage vegetation on their land.
2. Vegetation was cleared on just 0.23 per cent of Queensland's land area in 2015/16 – that's less than one quarter of one per cent. And that doesn't factor in how much vegetation grew during the same period.
Despite alarmist analogies about the number of football fields cleared, the Statewide Landcover and Trees Study puts the figure into context, revealing that just 0.23 per cent of Queensland's land area was cleared in 2015/16 (SLATS 20/15/16 report, page 21).
Eight Fast Facts
3. Two-thirds of the vegetation management carried out on farmers' properties is to control regrowth and for routine farm maintenance.
Two thirds of the clearing occurring in Queensland is to manage areas that have previously been cleared and for routine vegetation management practices such as:
* Native forest practices – removal of high value timber for wood products such as furniture and houses;
* Maintenance work – constructing fences, firebreaks and access tracks;
* Thinning – selective removal of thickening trees to promote native grass growth;
* Removal of weeds, including non-native species.
* Encroachment – controlling the movement of trees and shrubs into naturally open grassland areas; and
4. Science-based self-assessable codes help farmers carry out the routine vegetation management practices necessary to sustainably produce food and fibre.
The self-assessable codes help farmers ensure trees and grass stay in balance, avoid soil erosion and feed animals in drought. Farmers are not required to obtain permits for work done under the self-assessable codes, but they are required to notify the Queensland Government.
The codes are tightly regulated, regularly audited and approved by the Queensland Herbarium.
5. Farmers harvest mulga trees to feed cattle and sheep during drought, and to sustainably manage the landscape.
Mulga provides valuable feed for sheep and cattle, particularly during dry times. Cutting mulga branches and leaving them on the ground assists pasture recovery because it reduces water runoff and soil erosion.
Mulga is also managed so that it readily and sustainably regenerates, allowing landholders to better prepare for future droughts.
6. The Queensland Government can measure vegetation clearing rates, but they do not know how to accurately measure how much vegetation has grown over the same period.
A Right to Information request by The Australian newspaper revealed the Queensland Government admitted its vegetation management data is flawed and only looks at half the picture.
The Statewide Land and Trees Cover Study examines the amount of woody vegetation removed, but not the amount of vegetation gained through regrowth, encroachment on to grasslands and thickening.
A Ministerial briefing note stated: "we have accurate information on losses, but not accurate information on gains." (The Australian, 22 May 2017, p 4)
7. The State Government has 'eyes in the sky' watching what farmers are doing, and the vast majority are doing the right thing.
The Department of Natural Resources monitors land use changes throughout Queensland via satellite every 16 days, and in 2016/17, there were just three prosecutions of illegal clearing. (Source: Brisbane Times, 23 January 2018)
8. Agriculture is the fastest growing industry in the country and Queensland is now the number one agricultural state in Australia. Harsh and unnecessary vegetation management restrictions put that at risk.
Australian agriculture was the largest contributor to national GDP growth in 2016-17, contributing 0.5 percentage points of national total 1.9 per cent growth. (Source: Australian Bureau of Agricultural and Resource Economics and Sciences)
In addition, Queensland edged out Victoria and New South Wales as the nation's most valuable agricultural state last year. (Source: Australian Bureau of Statistics Agricultural Census)
For Queensland agriculture to maintain our number one status and reach our full potential, we need governments to adopt balanced policy settings that help us move forward, not hold us back. | 1,955 | 897 | {
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1 1 2
THE IMPORTANCE OF RISK-TAKING IN CHILD DEVELOPMENT
Even as a baby takes those first steps across the kitchen floor, he or she is slowly learning the benefit of careful risk-taking. It is perfectly natural for parents to want to protect their children and ensure that they have a smooth path through life, but that has to be balanced with the importance of learning how to deal with challenges and take risks safely; an essential part of a child's journey to academic success.
Philippa Cawthorne, the headmistress at Bassett House, believes that children should be nurtured but not be wrapped up in cotton wool. They should be allowed to play and undertake activities to understand the opportunities and challenges in the world around them and learn how to be safe. For children, the best risk-taking finds its foundations in a safe and secure environment, where they are allowed to play and explore adventurously.
Play, leading to child-led, independent learning, is at the heart of the Montessori ethos that permeates Bassett House in the Early Years, giving children the opportunity to make innumerable finely-tuned decisions. There is an emphasis on independent learning, encouraging children to find things out for themselves and be responsible for their actions and belongings.
Bassett encourages the children to have a growth mindset approach to their learning, not giving up when they find something difficult to achieve; rather than say 'I can't do it', they say 'I can't do it yet'. It is this grounding that not only helps the pupils gain places at some of the most prestigious senior
2 0 1 8
THE DETAILS
To see the school's ethos in action, an open day is recommended The next ones take place on Saturday, 19 May between 10am – 12.30 pm and Friday, 5th October between 9.30 – 11am. Please ring Thalia Demetriades on 020 8969 0313 either to book a place or arrange a visit to the school.
Bassett House School 60 Bassett Road London W10 6JP Email: email@example.com www.bassetths.org.uk schools in London but also to thrive once they have moved to their new schools.
Bassett House children, right from the start of their education in the early years, have the benefit of specialist lessons in music, games, computing, French and art and an extraordinary range of clubs and enrichment activities. In addition to this, older children enjoy residential trips where they may push boundaries and let their imaginations soar.
School clubs such as orienteering, martial arts and fencing are selected to encourage 'thinking on one's feet', the development of leadership skills, team-building and active problem-solving. Residential trips are chosen to introduce the children to new experiences, from learning how to rig and sail a boat to bushcraft activities, where children can make their own shelter, build a campfire and cook in the freedom of a wild wood.
Philippa Cawthorne believes that If we want children to have the confidence and skills to thrive in an increasingly challenging world, we need to allow them to learn how to develop their own awareness of limits and boundaries – to learn, in short, how to be take risks.
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The story of Christmas lights
Read the following story about where Christmas tree light come from and add the different locations to your world map.
- My Christmas tree came all the way from Norway!
- The lights were purchased from the global mega company Amazon (a USA based company)
- They were made in a factory in China – but there is more to the story!
- They came from a small UK company called Ansio, a Finnish word for "merit" or "worth".
- Ansio was founded in London in 2014 by three Indian-born immigrant entrepreneurs, two from Chennai and one from Hyderabad, to import and sell household products direct to consumers.
- Competition in Asia over manufacturing LED lights is so high that costs are very low!
- My Christmas tree lights were shipped from Ningbo across the world and through customs to a British warehouse, and then delivered to us by an Amazon courier.
- Many of Ansio's customer service and back-office tasks are carried out over the internet by remote workers in India. Although tiny, the company has a global supply chain.
Extension:
Can you draw the light bulbs journey? Use arrows and information to annotate your map.
Mega extension:
Can you calculate the distance travelled? You'll need an atlas with a scale!
------------------------
------------------------------------------------------------------------------------------
The story of Christmas lights
Read the following story about where Christmas tree light come from and add the different locations to your world map.
- My Christmas tree came all the way from Norway!
- The lights were purchased from the global mega company Amazon (a USA based company)
- They were made in a factory in China – but there is more to the story!
- They came from a small UK company called Ansio, a Finnish word for "merit" or "worth".
- Ansio was founded in London in 2014 by three Indian-born immigrant entrepreneurs, two from Chennai and one from Hyderabad, to import and sell household products direct to consumers.
- Competition in Asia over manufacturing LED lights is so high that costs are very low!
- My Christmas tree lights were shipped from Ningbo across the world and through customs to a British warehouse, and then delivered to us by an Amazon courier.
- Many of Ansio's customer service and back-office tasks are carried out over the internet by remote workers in India. Although tiny, the company has a global supply chain.
Extension:
Can you draw the light bulbs journey? Use arrows and information to annotate your map.
Mega extension:
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Is Facebook Making You Mean?
Lauren Tarshis | Scholastic
EXPERTS SAY ONLINE COMMUNICAT ION CAN BRING OUT YOUR NASTY SIDE
Anna* did not think she was being mean.Not really.
She was taking a break from her homework, checking her Facebook page. Maya, a girl she knew from her seventhgrade class, had posted a photo of herself from a recent trip to Disney World. She was standing with Mickey Mouse.
Dozens of kids had commented on the picture. The first few comments beneath the photo were sweet.
"Cute!"
"OHHHHHHH!!!!!!!!"
By the third or fourth comment, the tone had changed.
"Nice boyfriend!"
"You're dating?
"I thought it was kind of funny,"
Anna remembers. "And so many people had written stuff."
So almost without thinking, Anna typed in a comment of her own: "ummmmm . . . Ew?"
Then she moved on, thinking nothing more about Maya and Mickey.
The next day, Anna was called to the assistant principal's office.She stood in shock as the guidance counselor showed her a printout of all the comments on Maya's picture.
Maya had been so distraught over the comments that she stayed home from school that day.Her mom had called the principal.And now every kid who had posted a joking or sarcastic comment was being called to the office one by one.
Anna was completely confused.
"It was just two words," she says.
Jokes That Go Too Far
Rude comments and insensitive jokes have always been part of the middle school (and adult!) World.But experts say that Facebook and Other forms of online communication make the problem worse. One of the most important ways in which we communicate with each other is through subtle emotional signals— your best friend's blush when you mention a girl he likes, the flash of anger in your mother's eyes when you say you'll take out the garbage later. Over the phone, we can hear a change in a person's tone, or the ominous pause that sends a message to back off. Online communication takes all of these signals away.
"You don't see the impact of what you write," says Beth Yohe, an associate director for the Anti-Defamation League (ADL), which runs antibullying programs around the country.
This goes not only for jokes and snide comments like Anna's, but also for more hostile behavior.Devon, 13, says that not long ago, a friend lashed out at her in a Facebook post. "He said that I had spread rumors about him," Devon explains. "I never did. But he wouldn't stop writing it." The posts,Written in all capital letters and punctuated by endless exclamation points, made it seem like he was screaming in her face.
Devon says the boy is a quiet kid, "always really sweet." She points out that lots of kids act differently on Facebook than they do in person. "I guess because I wasn't right there," she says, "he just let it all out."
Reaching Across Walls
So does this mean that Facebook is all about hurt feelings and wounded egos?
Not at all. The online world has powerful benefits, especially for kids who find it hard to make friends at school. "These kids can find whole communities online where they feel comfortable," says Yohe.
Online, kids will reach across social boundaries—the invisible walls that often separate one group of friends from another. Aaron, 12, says that his 459 Facebook friends Include kids he doesn't talk to much at school. "We get to know each other better on Facebook," he says.
Studies support the idea that Facebook can help kids build positive connections. Researchers at the University of Virginia found that the majority of kids use Facebook to build solid friendships and to spread positive messages. But what about those "ummmmm . . . Ews?" and other comments that are hurtful or embarrassing?
Experts say that just as teens have to learn how to manage more demanding schoolwork and greater responsibilities at home, they also need to learn how to behave more sensitively online. The bottom line: Think before you post. That can be difficult to do, considering that you're probably on Facebook while simultaneously doing homework, watching your little sister, and eyeing the finals of American Idol.But the words you post, typed with barely a thought, are out in the world forever.
As schools crack down on all forms of negative online behavior, many are taking steps to help kids learn to avoid problems online.Some, for example, offer inschool workshops like the ADL's CyberALLY, which Yohe directs.
In the meantime, some kids, like Anna, are learning through experience. The day she was called to the principal's office, she apologized to Maya.
In person. | 1,713 | 980 | {
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Student Travel Tally Warm-Up
Skills:
Dodging and fleeing, locomotor travel, knowledge of the various ways to get to and from school
Fitness Target:
Aerobic Capacity, Muscular Endurance, Muscular Strength
Virginia Standards:
Health 1.2b, 1.3h,1.6a, 2.5b, 3.1c, 3.5b, 4.6a, 5.5c PE 1.1a, 1.2a, 1.5a, 2.1, 2.4, 3.2a, 3.3, 3.4c, 4.3, 4.4a, 5.5b
National Standards:
Physical Education - S1.E1.1, S1.E1.2, S1.E1.3, S1.E2.2a, S1.E1.3, S2.E2.1, S2.E2.2, S2.E2.3
Equipment:
A collection of 6-sided number generators (dice), 6 transportation cards, and 6 activity task cards
Activity:
1) Walk
Before the activity begins, the teacher will discuss or review the various ways that student can get to and from school;
2) Ride a bike
4) Carpool – ride in a car with friends
3) Ride in a car with family
5) Ride the school bus
6) Travel a different way (scooter, skateboard, etc.)
After the review or discussion, students will find an open space in the playing area. When the teacher says travel, the students will move around inside the boundaries demonstrating their ability to move safely in open space. Students should keep their hands to themselves during the activity. When the teacher calls out go to school the students will quickly stand near one of the transportation task cards that are posted on the sides of the playing area. At each transportation option task card, the teacher will also place a fitness task card. When students arrive, they will complete the task on the card and begin traveling in open space again. Each time the teacher calls go to school, the students will go to a new location and complete a new fitness task until they have made it to all 6 transportation task cards. At the end of the warm-up, the teacher can ask the students to stand at the transportation task card that matches how they arrived at school that day so that the teacher can collect the data needed for the student travel tally. After collecting that data, the teacher will ask the students to move to the transportation task card that matches the way they will go home later in the day.
:
Teaching Tips
* Have students demonstrate different locomotor patterns or animal walks during the activity.
* Change the fitness activity so that it targets areas of student weakness.
* Have students change levels and pathways when practicing their movements in open space.
* Increase or decrease the number of repetitions for the fitness tasks to make the activity easier or more challenging for your students.
* Use this activity to reinforce important safety concepts related to being a pedestrian, a cyclist, riding on the bus, or in a car.
* When collecting the data for two classes, have one class stand at the transportation task card while the other class sits allowing you to obtain an accurate count for each class.
* To randomize the activity, number each of the transportation task cards (1-6) then place several random number generators (RNG also known as dice) into a hoop in the center of the playing area. When the teacher says go to school, the students will roll a RNG which will identify which of the transportation task cards the student must stand near. When the activity task card is completed, the students will continue moving in open space until the next time the teacher says go to school. | 1,430 | 804 | {
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Coca-Cola Hellenic makes a splash on Danube Day
Vienna – June 27 th , 2011 – More than 81 million people in Central and Eastern Europe will unite to preserve, protect and celebrate the river that connects their countries on 29 June, when the eighth annual Danube Day takes place.
Danube Day is the largest river festival in the world and highlights conservation efforts along the course of the river Danube and within the wider Danube Basin which includes more than 300 tributaries. As a founder member of the Green Danube Partnership*, CocaCola Hellenic plays a key role in the increasingly broad series of awareness-raising activities ranging from local festivities to major international campaigns.
In developing and staging celebrations, the Green Danube Partnership works together with governments, NGOs, educational institutions and local authorities. Since the partnership was launched in 2005, it has raised awareness of the need to conserve vital water resources through a broad range of performances, exhibitions, competitions and the distribution of educational material. It has been especially keen to actively engage citizens in hands-on activities such as cleaning riverbanks, removing and recycling waste from waterways and rehabilitating wildlife habitats.
Ulrike Gehmacher, Group Public Affairs and Communication Manager at Coca-Cola Hellenic, explained: "Rivers are a particular focus for our conservation efforts. The Danube is an iconic waterway which has played a key role in the history and culture of many of the countries Coca-Cola Hellenic operates in, which is why we are so committed to efforts to protect and preserve it.
"Passing through 10 countries and four capital cities, more than any other river in the world, the Danube and its tributaries transcend national boundaries. It is heartening to see this is being mirrored in the annual celebration of Danube Day and in ever-greater cross border cooperation to conserve this vital water source and ecological hotspot."
This year the Danube Day celebrations will pay special attention to the Tisza Basin, an important Danube tributary. In an example of the cross border collaboration that Danube
Day embodies, Ukraine, Romania, Serbia, Slovakia and Hungary will be celebrating their international cooperation in the Tisza Basin. Each country will place a memorial plaque at
the source of the mighty river in the Carpathians near Rakhiv in Ukraine, in recognition of the progress made working together for the Tisza.
Every year, a particular focus for Danube Day activities is to inspire school pupils to be aware of the river's importance. Schools throughout the Danube Basin were able to take
part in the Danube Art Master competition to create sculptures and images from materials collected at river banks. Two winners from each of the 14 countries that celebrate Danube
Day will be announced on the day itself.
Since its creation, the award-winning Danube Box, an educational toolkit developed to inform future generations about the importance of resource conservation and water
management, has been translated and specifically tailored for each country. The toolkit, which includes interactive materials, maps and games was launched to offer a holistic
approach and raise pupils' awareness about the protection of the Danube and its wise and sustainable use. The individual translations are available online at www.danubebox.org.
Danube Day commemorates the anniversary of the signing of the Danube River Protection
Convention in Sofia, Bulgaria, on 29 June, 1994.
To find
out more
about the
numerous http://www.danubeday.org
Questions and further information:
Ronald Gollatz, MPW-1060, phone: +43 (0)1 504 16 14 0 or e-mail:
email@example.com
Susanne Lontzen, Coca-Cola HBC Austria GmbH, Triester Straße 91, 1100 Vienna phone +43 (0)1 610 60-262, e-mail:
firstname.lastname@example.org
Danube
Day events,
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Know Your Rice!
Rice is a staple part of the daily diet in most part of the world, especially Africa.
Despite popular belief, rice can be a part of your diet when you want to lose weight. However, there are many varieties and it's important to recognise their attributes as not all are equally healthy.
I will be discussing more about white rice and its alternatives.
White rice is refined in production which means that the husk, bran and germ layers are all removed and left with the white inner kernel. This Process strips it of much of its nutritional value as the bran layer is very rich in nutrients, including dietary fiber, vitamin B1, vitamin B3 and iron.
Foods with a high glycemic index can increase your risk of developing Type 2 diabetes and so should be avoided or eaten in moderation.
Eating white rice on a regular basis may increase the risk for type 2 diabetes, according to new studies by Harvard School of Public Health. It found out that people who increased daily servings of white rice over time had higher blood pressure and higher levels of sugar and harmful fats in their blood—warning signs for type 2 diabetes.
In the diet and lifestyle change study, people who increased their consumption of refined grains (such as white rice) gained more weight over time. People who decreased their intake of these foods gained less weight.
White Rice Alternatives
Brown rice
Brown rice is superior to white rice when it comes to fiber content, minerals, vitamins, and it often does not generate as large an increase in blood sugar levels after a meal. The high fiber in brown rice helps to slow the rush of sugar (glucose) into the bloodstream. Brown rice is therefore a much better partner for weight loss than its white counterpart. Not surprisingly, it's also really good for your health but not as tasty as white rice. Researchers at the Harvard School of Public Health say eating two or more servings of brown rice weekly seems to be associated with a lower risk of developing Type 2 diabetes. On the other hand, they report, eating five or more servings is associated with an increased risk.
Locally grown rice (ofada rice, ekoma rice, abakaliki rice)
The grains of locally grown rice are not polished or refined. It's low in calories, high in fiber and aids digestion. It's also extremely rich in antioxidants and much tastier than brown rice. In most cases, local rice is healthier and better for weight loss than any other type.
Basmati
Basmati is a very aromatic and flavourful species of rice, mostly of Indian or Pakistani descent. Basmati is relatively pricey. It is sold in a white (ground & polished) as well as a whole (uncut and unpolished) form. The brown basmati version is a better choice over the white basmati for weight loss.
Remember. It's all about eating the right variety or right quantity (see portion control) and not cutting it out completely. One should try to make a switch from eating refined carbs like white
rice to eating more whole grains like brown rice or our locally gr rice or our locally grown rice which is affordable.
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Doctor Kindheart and the Crow
This fairy tale is dedicated to my stepfather, Muravenko Yuri Vasilievich, who was a talented surgeon and a man of a kind heart. The plot of this fairy-tale is based on the real events that took place in Kamchatka in 1986. Thanks to my students from the International School of Tomorrow, Moscow, Russia; without their inspiration this fairy tale would never have happened. Thanks also to all my colleagues for their kind hearts and warm souls. Angela Verutina, Teacher of English-
Not so many years ago, in the far-away country of Beautyland, there lived one doctor named Kindheart. The country was so beautiful that only kind people were born there. The neighbors of those people were animals who enjoyed their living amidst grey-headed volcanoes, joyful hot springs, and chatty brooklets.
Doctor Kindheart worked from morning till night in the toy-looking hospital sitting next to the Peace Lagoon. People liked to visit him because Doctor Kindheart could heal not only a body, but also a soul of any human being. This made people happy.
One spring sunny day, Doctor Kindheart was doing his regular check of patients at the hospital. He helped so many people that day! Two-year-old Jonathan swallowed a button. Doctor Kindheart helped him. Mr. Guitarchuk broke his arm while playing his guitar. Doctor Kindheart helped him. Mrs. Cow, a school music teacher, lost her voice. Doctor Kindheart helped her. He helped, and helped, and helped until his working day was over. Tired but content, Doctor Kindheart was about to go home.
Suddenly, somebody knocked at the door. "Come in," his voice projected gently.
The door squeaked like a frightened mouse, and there emerged one more patient. A crow… Poor creature hardly could walk because her leg was seriously injured. Being a bird, she couldn't speak the Human language. But it was not necessary at all; her pleading eyes told more than any words. For Doctor Kindheart it was quite an unusual patient – he treated neither birds nor animals before. Their doctor was his colleague, Mrs. Nature. "Probably, she herself is on sick leave", doctor assumed.
Cautiously, Doctor Kindheart set the humble crow on the snowy sofa. He carefully inspected her fragile floppy leg. "Hurts?" Doctor Kindheart whispered compassionately. "Too badly," replied the bird's wet eyes.
The doctor made an injection to relieve the pain, prepared the cast, and fixed it firmly on the bird's leg. The crow nodded thankfully. After making several awkward jumps with one healthy leg, the crow skillfully took off and flew away through the open door.
One month passed… Doctor Kindheart was returning home from hospital when he noticed a familiar silhouette perching on the shabby fence near his house. It was a crow!!! The time to remove the cast has come, and the crow has found the doctor!!!
"But how… how did you find me?" again and again repeated the amazed doctor taking care of the bird in his house afterwards. The crow kept silent mysteriously; she knew something very important.
It was the kind heart of the doctor, the torch, which enlightened the road towards him. | 1,107 | 664 | {
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What can I Work On as a Writer? A Self-Reflection Tool for Finding Goals
Dear Teacher,
I created this self-reflection tool to be used with students as you work to find and establish goals for each of them. I wanted to help you involve students in the goal-setting process by offering them the opportunity to identify with statements that align to different goals from the "Hierarchy of Writing Goals" in The Writing Strategies Book (Serravallo 2017, 3).
What you'll likely find in using this self-reflection tool is that some students are able to identify their strengths and needs with accuracy and ease, while others will need more guidance in reflecting on concrete work samples. Therefore, I encourage you to use this self-reflection alongside your own evaluation of formative assessments (on-demand writing samples, pieces of writing that have been through the writing process, transcripts of kids working in partnerships or writing clubs, kidwatching during independent writing time, etc.) and steer and guide each student to what they need most if their own self-reflection seems out of sync with other information.
Here's how you may use this tool:
1. Ask students to complete this independently. For students who could use more support, you could read each reflection statement aloud for all students in the class as they reflect and answer individually. These questions could also be used in a conference, but going through all of them with each student could become time-consuming.
2. After the student completes the reflection, consider having a brief conference to discuss together the areas where the student answered "no/never" the most. These are potential goal areas. Keep in mind that each colored band/row equals one goal on the hierarchy (The Writing Strategies Book, page three) and also one chapter in the book. Therefore, if there is more than one banded area where "no/never" responses appear, I would recommend you start at the top of the list and work your way down.
3. Ask further questions of the student to understand more about the area she feels she needs support with. Perhaps look at some of the student's work in this area that may give you further information
4. Consider which strategies from The Writing Strategies Book, or of your creation, would be a best fit.
5. Establish the goal with the student, make the goal visible (see page 8 in The Writing Strategies Book) and begin teaching!
Respectfully yours,
What can I Work On as a Writer?
A Self-Reflection Tool for Finding Goals
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Flu can kill even healthy children, study finds
28 October 2013, by Steven Reinberg, Healthday Reporter
Unvaccinated kids are at greater risk, CDC researcher says.
(HealthDay)—Children, even those without severe medical conditions, can die from the flu in as little as three days after symptoms appear, U.S. health officials warn.
Between 2004 and 2012, flu complications killed 830 children in the United States, many of whom were otherwise healthy, according to the U.S. Centers for Disease Control and Prevention.
Most striking is that 35 percent of these children died before being hospitalized or within the first three days of developing symptoms, according to the report published online Oct. 28 in Pediatrics.
"We found these influenza-related deaths can occur in children with and without medical conditions and in children of all ages, and that very few of these children have been vaccinated," said lead author Dr. Karen Wong, a CDC medical epidemiologist.
Researchers who reviewed those deaths found that only 22 percent with a high-risk medical condition and just 9 percent without a significant medical condition had been vaccinated.
Wong doesn't know why so many children die so fast. "About a third of these children die within the first three days of their first reported symptoms," she said.
One expert wasn't surprised that many otherwise healthy children who died did so before being admitted to the hospital.
"First, parents don't realize that flu can be fatal," said Dr. Marcelo Laufer, a pediatric infectious diseases specialist at Miami Children's Hospital.
Second, parents of children with chronic diseases "know the system better, so they come earlier than healthy patients," he said.
Because flu can progress so quickly, prevention is really the best strategy, Wong said. "And that's why we recommend every child 6 months or older get vaccinated every year," she said.
Because an infant under 6 months of age can't be given flu vaccine, Wong said it is vital that pregnant women get a flu shot to help protect their newborn, and that everyone likely to be near the baby also be vaccinated so they can't pass flu to the infant.
Wong said children who get the flu need to be watched carefully. She recommends getting in touch with the child's doctor when symptoms start.
"That's especially true for kids with high-risk medical conditions and for very young children," she explained. "These children are at especially high risk for flu complications."
Laufer, however, said a phone call to the doctor isn't enough. "It's very difficult for a pediatrician on the other side of the phone to understand how sick the child really is," he said.
Parents should take their child to the doctor or emergency department if they're sicker than what
1 / 2
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one would expect with a common cold, he said.
"Parents should realize that influenza is much more than sniffles," Laufer added. "A kid with influenza is a kid who is very sick, is a kid who is lethargic, has decreased appetite, is not drinking as much and not urinating as much in addition to other flu symptoms," he said.
Wong added that early antiviral treatment is recommended for high-risk children who develop symptoms of influenza. "That's another thing they can talk to their health care provider about," Wong added.
Antiviral drugs include Tamiflu, Relenza, Symmetrel and Flumadine.
In the study, Wong's group found that of the 794 children whose medical history was known, 43 percent had no medical condition that put them at high risk of dying from flu.
As for children with high-risk medical conditions who died, 33 percent had neurological conditions such as cerebral palsy or seizure disorder, and 12 percent had a genetic condition that put them at risk for flu complications.
Asthma, lung disease, heart disease and cancer can also increase a child's odds of dying from flu, the researchers noted.
Each year in the United States, flu causes an estimated 54,000 to 430,000 hospitalizations and 3,000 to 49,000 deaths, with infection rates highest among children, according to the CDC.
More information: For more information on children and flu, visit the U.S. Centers for Disease Control and Prevention.
Copyright © 2013 HealthDay. All rights reserved.
APA citation: Flu can kill even healthy children, study finds (2013, October 28) retrieved 25 November 2020 from https://medicalxpress.com/news/2013-10-flu-healthy-children.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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[Headline]
At What Age Should I Start Getting My Hearing Checked Regularly?
[Image copy]
When You Get Your Hearing Checked Depends on More Than Your Age
[Subhead]
While aging is one of the leading causes of hearing loss, there are several other factors that may indicate it's time to see your hearing care provider.
All ages can be screened for hearing loss. Newborns are now routinely tested before they leave the hospital, and school-age children are screened at their schools or at their physicians' offices. According to the American Speech-Language-Hearing Association, adults should be screened at least every decade through age 50 and at three-year intervals thereafter.
Because hearing loss often occurs gradually, few who suffer from it realize how it affects all aspects of health, including overall quality of life. Research over the past 15 years has only begun to stress the importance of seeking treatment when hearing loss becomes a factor in daily life, but only one in five people actually seeks treatment after learning they aren't hearing their best. The four in five Americans who don't use hearing aids can sometimes delay treatment for so long that communication — even in the most optimal situations — becomes problematic.
Many are not aware of the social and psychological effects of hearing loss; if they were, they would take their hearing health more seriously. Impaired hearing is strongly associated with increased risk of dementia, anxiety, and depression, as well as poorer physical and mental health.
Hearing Loss and Your Overall Health
The effects of hearing loss are like dominos — one thing sets off another, which sets off another. Hearing loss can cause fatigue because of the strain of trying to hear. This can lead to stress, which causes other health issues like headaches as well as sleeping and eating problems.
When the television is on mute, we disengage from the message; we are not getting the full effect of the story. This is an example of what happens when someone is affected by hearing loss. The psychological and social detriments of hearing loss are intertwined. Being unable to hear what's being laughed about or to keep up with the conversation can cause feelings of frustration, depression, and embarrassment. Relationship problems can also arise due to lack of communication and frustration between everyone involved.
Hearing Protection and Prevention
Hearing health is whole-body health. If you take preventive and educated measures when it comes to your health, you will be helping your hearing and vice versa.
Hearing protection is essential in reducing the risk of noise-induced hearing loss, which is the most common hearing loss. Wear earplugs when around loud noise — and not just at concerts but at sporting events, when hunting, or when working with power tools. Hearing protection comes in all kinds of forms to fit your lifestyle, budget, and unique needs. Ask your audiologist whether earmuffs, foam earplugs, or custom earplugs are best for you.
Prevention begins with being aware. Knowing the signs, symptoms, and causes of hearing loss will help you be attuned to hearing problems. The best way to do this is to get your hearing checked regularly. If something happens to your hearing, don't hesitate — get checked out right away by an audiologist. Hearing tests are an extremely easy, quick, and painless way to determine if you have hearing loss.
How's Your Hearing?
Get an idea of how a hearing impairment may be affecting your life by filling out the downloadable hearing checklist and score sheet. If you scored 10 or more points, it's time to get your hearing tested professionally. Contact us for a professional hearing exam.
Download: Hearing Checklist and Score Sheet http://www.hopkinsmedicine.org/hearing/hearing_loss/baseline_testing.html http://www.asha.org/public/hearing/Who-Should-be-Screened/ | 1,500 | 765 | {
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A fast-growing, aggressive invasive weed, kudzu climbs up and over trees and other vegetation, starving other plants of needed sunlight.
Learn More:
Jody Shimp, Illinois Department of Natural Resources (618) 435-8138 firstname.lastname@example.org
NIWAW Information:
Gina Ramos, Bureau of Land Management (BLM) (202) 452-5084 email@example.com
Lee Van Wychen, Ph.D. National and Regional Weed Science Societies (202) 408-5388 lee.vanwychen@ weedscienceorgs.com
To learn from other success stories, visit www.weedcenter.org and www.nawma.org For more weeds information, visit www.blm.gov
INVASIVE WEED AWARENESS COALITION (IWAC)
Heading Kudzu Off At the Pass In Illinois
udzu has been called "the plant that ate the South." A fast-growing climbing vine that covers anything and everything in its path, kudzu kills trees and shrubs, destroys thousands of acres of native plants each year and continues to expand its territory northwest and westward.
The economic and wildlife impacts of kudzu in the South are well documented. It destroys habitat and recreation areas wherever it can establish a monoculture. Removing the vine is incredibly difficult, and requires coordinated control efforts across different vegetation types.
K
Challenge:
While the shorter growing season in the Midwest has kept the threat at bay, kudzu occurs in Illinois and has been found as far north as Chicago. Experts from around the state gathered to discuss the problem, and began working on solutions with researchers and officials in states with large infestations. The goal was to get kudzu out of Illinois and keep it out.
Solution:
Federal agencies, including the U.S. Forest Service, Fish and Wildlife Service and Natural Resources Conservation Service partnered with State Departments of Transportation, Agriculture and Natural Resources in 2002 to create a plan that would eradicate kudzu. The plan demonstrated the potential economic and wildlife impacts an unchecked kudzu infestation could have in Illinois. The weed was added to the State Noxious Weed list, an essential component of funding and statewide support for eradication programs. Private land owners were guided through wellresearched control initiatives, and infestations were mapped and tracked all over the state.
Experts from state and federal agencies, as well as neighboring states battling infestations, came together to work out a way to keep kudzu out of Illinois.
This unique and highly effective partnership has been hard at work since its formation to educate state and federal officials about the threat and help land owners get kudzu infestations under control and keep them that way. The group has gathered grants from the Fish and Wildlife Foundation's Pulling Together Initiative and the US Forest Service's State and Private Forestry Program.
R e s u l t s :
It is currently estimated that nearly 500 acres of kudzu can be found in Illinois, on the land of 133 different owners. Of those acres, 81 percent have a treatment program in place, and 109 of the land owners are receiving assistance from the Illinois Department of Natural Resources for their control efforts. The partnership continues to seek additional funding for control and monitoring, and preventing kudzu from gaining a further foothold in the Midwest. | 1,476 | 704 | {
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Aspiration
Creativity – problem solving
Key Questions
- What material is used to make this object?
- What are the physical properties of this material?
- How have these materials been grouped?
- What properties could you use to group these materials/objects?
- What is the best material for an umbrella? … for lining a dog basket? … for curtains? … for a bookshelf? … for a gymnast's leotard?'
Knowledge
- Materials are used to make objects.
- Wood, glass, plastic, metal, water and rock are all materials (talk through material as in fabric/cloth).
- Name objects and the materials they are made using.
- Things around us are made using different materials.
- Sort materials by properties – shiny/waterproof/bendy.
- Talk about materials when sorting them using vocabulary such as shiny/dull, floats/sinks.
- Say how to test properties of materials – e.g. put them in water to see if they float or sink.
Topic Specific Vocabulary
Material, brick, paper, fabrics, elastic, foil, wood, metal, plastic, objects, properties, similar, different, hard/soft; stretchy/stiff; shiny/dull; rough/smooth; bendy/not bendy; waterproof/not waterproof; absorbent/not absorbent; see through/not see through, opaque/transparent; float/sink, group, sort, test, investigate, predict, results,
NC Subject content
- Distinguish between an object and the material from which it is made
- Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water and rock
- Describe the simple physical properties of a variety of materials
- Compare and group together a variety of everyday materials on the basis of their simple physical properties
Subject Specific/Academic Vocabulary
This vocabulary should be explicitly taught in context. Other tier 2 words should also be explored as they are encountered.
Year 1
Year 2
Environment, evidence, method, normal, resources, select, similar, task
We are scientists
Audience: parents invited after school
Linked to DT – making puppets.
Data, evaluate, estimate, positive, research
Partnership with parents
Community – Linked to DT Puppet show for parents
Working Scientifically
Also covered in:
- asking simple questions and recognising that they can be answered in different ways
- performing simple tests
- identifying and classifying
- using their observations and ideas to suggest answers to questions
By the end of this unit, the children will be able to:
- distinguish objects from materials
- describe their properties
- identify and group everyday materials
- ask and answer simple questions about materials
- perform simple tests
Y2 - Uses of materials
Y4 – States of matter
Y5 – Properties and changes of materials | 1,238 | 581 | {
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English
In English, we will be focussing on purpose and audience to create a variety of texts in response to what we listen to and read.
We will be ensuring we have an awareness of the reader when we are writing and will be thinking about how authors do this. Our comprehension skills will be practised whenever we are discussing texts as well as in separate reading comprehension lessons.
We will be revising and developing our understanding of SPAG concepts.
Reading across our curriculum this term
Titles include:
When the Stars Come Out Curiosity
Can we save the tiger?
Windrush child
Holy Trinity Rosehill CofE (VA) Primary School Year 5/6 Autumn Term
Autumn 2024
How can creation, science, history and geography help us to explore and understand our amazing world?
Maths
Religious Education
In Maths, we will be working on developing written and mental methods of addition, subtraction, multiplication and division. We will also be further developing our understanding of place value to 10,000,000 and extending our understanding of fractions. We will be continually practising and
As Theologists, we will be studying Creation and Fall, considering whether Creation and Science is conflicting or complementary.
We will also be looking at Incarnation and the reasons why Christians believe Jesus was the Messiah.
extending our arithmetic skills.
Y
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F
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4
Music
Through the topic of 'Living on a Prayer', we will develop our skills of listening and appraising, singing, playing, improvisation, composition and performance. We will consider how music can express our feelings.
Science
As Scientists, we will begin the term by investigating 'Earth and Space' and, for the second half term, 'Properties and Changes of Materials' will be our focus.
Art
Whilst studying still life drawings, we will experiment with different colour effects and be learning how to draw in the 3rd dimension.
D.T
As Designers, we will be focussing upon textiles. During the project, we will design and make a stuffed toy.
P.E
As active members of Year 5 and 6, we will be learning games skills to play basketball, looking at the importance and impact of keeping fit and learning dance techniques.
History
As Historians, we will be learning about Anglo Saxons and the Vikings, thinking about whether describing the Vikings as vicious raiders portrays them accurately?
Geography
As Geographers, we will be investigating trade links and economic activity finding out how goods and services are traded around the world.
Languages
As Linguists, we will be using spoken and written language through our topic of 'Presenting Ourselves' and then 'My home'.
Y
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R
F
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N
D
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I
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Computing
Our Behaviours for Learning
RSHE
As Computing Technologists, our programming topics are, 'Selection in Physical Computing' and 'Selection in Quizzes'.
Throughout this term, we will be developing our skills in these areas:
Across the autumn term, we will be focussing on friendships, families and bullying, through our topic of 'Families and Relationships'.
We will also be looking at Health and Wellbeing, including relaxation, the importance of rest, setting goals and dealing with failure.
Concentration Collaboration Independence and Resilience
Our School Values – How are we living out our school values in Year 5/6 this term?
We will show kindness to others as we begin our journey in Year 5/6.
We will help each other when trying new things and understanding how others might be feeling.
We will face new challenges together.
We will forgive and move on together, always thinking of others.
We will be thankful for our amazing school and being together once more. | 1,628 | 821 | {
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A Fight Bac!TM Focus on
chill
1. The Big Chill
Refrigerate or freeze perishables, prepared foods and leftovers within two hours or less. Marinate foods in the refrigerator.
2. The Thaw Law
Never defrost food at room temperature. Thaw food in the refrigerator, in cold water, or in the microwave if you will be cooking it immediately.
3. Divide and Conquer
Separate large amounts of leftovers into small, shallow containers for quicker cooling in the refrigerator.
4. Avoid the Pack Attack
Don't overstuff the refrigerator. Cold air needs to circulate above and beneath food to keep it safe.
Cold foods should be kept at 4˚C (40˚F) C o o l T i p :
Serve and Preserve:
When serving cold food at a buffet, picnic or barbeque, keep these cool tips in mind:
* Cold foods should be kept at 4˚C (40˚F) or colder.
* Keep all perishable foods chilled right up until serving time.
* Place containers of cold food on ice for serving to make sure they stay cold.
* Refrigerate custards, cream pies and cakes with whipped cream or cream cheese frostings. Don't serve them if refrigeration is not possible.
Hit the Road:
When travelling with food, be aware that time, temperature and cold containers are key. Here are some tips to keep it cool:
* Keep frozen foods in the refrigerator or freezer until you are ready to go.
* Always use ice or cold packs and fill your cooler with food. A full cooler will maintain its cold temperatures longer than one that is partially filled.
* When travelling, keep the cooler in the air-conditioned passenger compartment of your car, rather than in a hot trunk.
* If you've asked for a 'doggie bag' to take home from a restaurant, the food contained in it should be refrigerated within two hours of serving.
* When running errands, do your grocery shopping last.
Fridge Quiz:
Put your knowledge of proper refrigeration to the test.
1. Should leftovers be placed directly in the refrigerator? Yes or No
2. Refrigeration prevents bacterial growth. True or False
3. At what temperature should refrigerated food be kept to slow down the growth of bacteria?
Be sure your refrigerator is in good working order.
3. Set the temperature cold enough to maintain an internal food temperature of 4 ˚ C (40 ˚ F) or colder. This will help to discourage the growth of foodborne bacteria.
2. False. Refrigeration slows, but does not prevent the growth of harmful bacteria.
less) and allow to cool slightly before placing in the refrigerator.
1. Yes, but divide large quantities of food into shallow containers (8cm/3 inches or
Answers:
CANADIAN PARTNERSHIP FOR CONSUMER FOOD SAFETY EDUCATION
PARTENARIAT CANADIEN PUR LA SALUBRIETÉ DES ALIMENTS
(613) 798-3042 www.canfightbac.org | 1,173 | 637 | {
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Year 1 Curriculum Map Autumn 2
English:
Our main writing focuses will be recording some facts about the Great Fire of learning we will be learning about in History and then making a fact file about an animal linked to our Science work.
We also continue to use the sounds and spellings learnt in Sounds-Write in reading and writing opportunities and work on our writing skills (capital letters, finger spaces and full stops).
Year 1 pupils would also benefit from practising their handwriting skills and learning spellings such as: are, was, you, me, my, they.
In Sounds-Write we will be learning spellings for ie/oo/e and u. Look out for how you can support this in the red books children bring home and in individual reading books.
Maths:
As mathematicians we will be finishing our work Number and Place Value and Addition and Subtraction within 10 and then moving onto Place Value within 20 and Geometry. We want the children to be secure in reading, writing and counting numbers above ten and be able to compare, order and talk about them.
In number sense activities we will practice making and breaking numbers 6,7,8 and 9 and consolidate early addition knowledge.
Practice subitising skills by downloading this app: https://whiterosemaths.com/resources/1-minute-maths
Year 1 pupils would benefit from learning the number bonds to ten and linking them to a fact family. E.g 9 + 1 = 10 so 1 + 9 = 10, 10 = 1 + 9 and 10 = 9 + 1
Hindhayes Kind Ways
Science:
As Scientists we will extend our learning about ourselves as animals into thinking about the animal kingdom. Children will name a variety of common animals, learn that animals can be grouped in different ways, eat different things and look different.
Design Technology
In our Design learning we will be exploring the uses of sliders and levers and then making our own to produce a moving element within a picture.
Music:
In music we will be learning songs called 'Rhythm in the way we walk" which is in a Reggae style and Banana Rap which is in a "Hip hop style. You could listen to Happy by Pharrell Williams, When I'm 64 by the Beatles and The Planets, Mars by Gustav Holst to support this learning. Enjoy!
RE: The children will join assemblies based on our school and Christian values and also stories from the Bible. We will think about what Christians believe about Jesus and the Christmas story.
Homework:
We really value the time that you spend reading with your child. Supporting them by practising sounds, words and talking about their book really makes a HUGE difference to their reading progress. Thank you!
Challenge! Can you read at home for 10 minutes every day or practice the words in your red book?
ICT:
Our learning in ICT will involve using computers and tablets to use a range of tools used for digital painting. Children will build on the skills learnt last half term to add manipulate text.
Art:
As Artists we will explore sculpture and then move on to Christmas and seasonal activities.
History:
As Historians we shall be taking a step back into the past and finding out some key facts about the Great Fire Of London. Children will learn when, where and how the fire started and how quickly the fire spread. This unit of work will finish with an amazing theatre group drama workshop.
Curriculum for life:
Relationships, privacy and different types of touch and when to seek permission to touch will be focus of our circle time conversations. We will also be thinking about how our behaviour can affect others, what respect means and why we have class and school rules,
PE:
In PE we will be developing our use of multi-skills. We will also be zooming in on movement in Dance.
PE days are Tuesday and Wednesday for Hazel class Tuesday and Friday for Chestnut class | 1,498 | 806 | {
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National 2 Science in the Environment (Course Code: C766 72)
SCQF Level 2 (18 Credit Points)
Why study Science in the Environment?
Science is an important part of our everyday lives at work, at home, in learning and in leisure. Through science, we develop a curiosity and awareness of our environment and recognise the impact science makes on ourselves, on others and on everyday life.
This course will enable you to develop the confidence and ability to tackle everyday situations involving science. You will use your knowledge of science, equipment, tools and materials to make scientifically informed choices in a range of personal and social situations.
What do I need to get in?
The school or college will decide on the entry requirements for the course.
What will I study?
This course aims to develop skills in: recognising the use and value of science in the environment, and how it affects everyday life; using and understanding scientific literacy in everyday contexts; and using, tools, equipment and materials safely in practical scientific and environmental activities.
The course has two mandatory units and two optional units.
Mandatory Units
Science in the Environment: Exploring Everyday Materials (6 SCQF credit points)
In this unit you will:
- explore the properties of different materials
- look at the changes made to these different materials using heat, force, and contact with other materials.
Science in the Environment: Living Things (6 SCQF credit points)
In this unit you will:
- develop an awareness and knowledge of living things
- explore the diversity of living things and the dependence between them
- develop an awareness of yourself as living being by finding out about the main parts of the human body and factors that affect your health and wellbeing
- begin to develop your scientific literacy by exploring living things through practical activities.
Optional Units (choose one)
Date Updated: 09/09/2024
Science in the Environment: Keeping our Planet Healthy (6 SCQF credit points)
In this unit you will:
- explore the environment and the impact humans have on the planet
- use everyday resources to test this impact.
Science in the Environment: Forces (6 SCQF credit points)
In this unit you will:
- explore different types of forces
- look into the effect these forces have on different objects
- examine the size and direction of the forces.
How will I be assessed?
You will be given practical work and other tasks to do when your teacher thinks you are ready. Your finished work should be kept in a folder. This is the record you keep of what you have done and how well you are doing.
If you do not pass a task first time you will be able to try again after more practice and help or advice from your teacher.
Your teacher will tell you how you are getting on. You will get the pass marked on your certificate.
You must pass all the required units to get the qualification.
Study Materials
What can I go on to next?
If you complete the course successfully, it may lead to:
- National 3 Environmental Science
Further study, training or employment in:
- Animals, Land and Environment
- Science and Mathematics | 1,325 | 635 | {
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Message from Teachers
Hello year 6. We hope that you are all well and had a lovely half term break. Did any of you have a go at creating a piece of artwork inspired by nature for the Go Wild Competition? If you didn't there is still time to enter. https://www.rspb.org.uk/funand-learning/for-kids/rspb-kidscompetitions/wild-art/
English
Monday- Watch 'Ruin' on The Literacy Shed https://www.literacyshed.com/ruin.html
When is this story set? How do we know? What do you think has happened? How did one man survive or are there more? What is trying to stop him and why? What will happen next?
Tuesday – Describe the setting in the opening scene.
Wednesday – Create an internal monologue for the character. (See notes on the site)
Thursday - Create a character profile (fill in the missing information)
Friday – When the film ends what happens next? Continue the story.
Maths
Please open the following link which will take you to the White Rose Maths website and open Summer Term week 3 (w/c 4 th May) which is great revision of fractions.
https://whiterosemaths.com/homelearning/year-6/
There is a power point to watch and then an activity to complete which you can access by clicking 'Get the Activity'. You can either print this out or look at it on the screen and complete on paper.
The answers are also there so you can see how you have done when you have completed it!
Monday – Simplify Fractions
Tuesday
– Compare and order fractions
Wednesday
– Add and subtract fractions
Thursday
– Mixed addition and subtraction
Friday
– You have 2 choices today:
Friday Challenge from White Rose maths – a recipe involving shape
OR
https://www.bbc.co.uk/bitesize/topics/zhdwxnb/article s/zyrj7ty
- Football Fractions with Gary Lineker
Year Six Activities
W.b. 1
st
June 2020
Spellings and times tables for the week
Complete a blank multiplication square daily, find out which times tables you are struggling with and try to learn them so that you can complete the whole square quickly and accurately.
https://www.educationquizzes.com/ks2/times-tables/
Extra Activities
Art/DT – design a futuristic machine draw diagrams and make notes about its special functions and how they work.
PSHE – How do you think the person in the story is feeling? Why? Last week was Mental Health Awareness Week. This year's theme is kindness. Two thirds of us say that when people are kind to them it has a positive impact on their mental health. Make a list of all the kind things that you have done for other people recently or things that people have done for you. Get your friends and family to add to your list and then add stories of kindness that you have heard on the news.
RE – Watch simple acts of kindness part 1 on you tube and explain what is meant by this bible quote. https://www.youtube.com/watch?v=GdYJr03eJjE Proverbs 11:17 A man who is kind benefits himself, but a cruel man hurts himself.
Science – Look at the BBC Newsround 'Mental Health Awareness Week 2020: The importance of being kind' article and list all of the scientific benefits of kindness. https://www.bbc.co.uk/newsround/52557800
Maths Starter Activities
How quickly can you complete the multiplication square? Do a new one each day to see if you can improve your time and accuracy.
English Activities | 1,456 | 760 | {
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Grades 3 & 4 Lesson Plans
Career Education
"Career Day by the Bazillions"
https://www.youtube.com/watch?v=CR71AhdHadM&t=62s
Link to video:
Objective: be introduced to different career options
NJSLS 9.2.5.CAP.3
NJSLS 9.2.5.CAP.1
*Listen to video for careers not familiar with and familiar with
*Select 2 or 3 and write a sentence about what each career does and if it interests you or not
"Curious Kids-Careers"
https://www.youtube.com/watch?v=etGdRIKNf98&t=851s
Link to video:
Objective: learn about unusual career paths and what they do
NJSLS 9.2.5.CAP.3
NJSLS 9.2.5.CAP.1
*Watch video for unusual career paths
*List the unusual careers seen on the video and describe what they do
What Do You Want to Do For a Living?
Objective: recognize your own career paths https://www.mynextmove.org
NJSLS 9.2.5.CAP.1
*Complete each section:
NJSLS 9.2.5.CAP.3
-Search careers with key words
-Tell us what you like to do
-Browse careers by industry
Unusual Occupations
Objective: recognize and select unusual occupations not familiar with https://vacareerview.org/k5/whats-that/unusual-occ
NJSLS 9.2.5.CAP.1
*Select one unusual occupation from each letter of the alphabet included and read the occupation's description
NJSLS 9.2.5.CAP.3
*Write down on a piece of paper each occupation title and why you would be interested or would not be interested in that job and your reasons why
Kids Search
*When the list of found careers appears, click on at least 5 and read facts about each including: Description, Duties, Where and When, What or Who They Work With
```
https://vacareerview.org/k5/check-it/kids-search/ Objective: recognize your own occupation interests NJSLS 9.2.5.CAP.1 NJSLS 9.2.5.CAP.3 *Search for careers in each categoryData, People, and Things Subjects Interests Clusters
```
Character Education
"Back of the Bus" (Rosa Parks Story) Read Aloud
Objective: treating others with respect
NJSLS 2.1.5.EH.1
Link to video: https://www.youtube.com/watch?v=1UopR1H9mUc
*Watch the video and explain why Rosa Parks acted the way she did and what could have been done differently by any of the others on the bus
"Count On Me" by Bruno Mars
NJSLS 2.1.5.SH.3
Objective: learning to be a good friend
*Listen to song in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
"Happy"-Emotion Charades
NJSLS 2.1.5.EH.1
Objective: understanding we all have different emotions
*Listen to story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
Clark the Shark by Bruce Hale
NJSLS 2.1.5.SH.1
Objective: understanding there are rules to be followed
*Listen to story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer questions on slide and follow activity on the same slide where the story is attached
"Inside Out"
NJSLS 2.1.5.EH.1
Objective: understand emotions can change our body's appearance
*Listen to the story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons"
*Answer the questions on slide and complete activity on the next slide attached to the story slide
Wilma Jean the Worry Machine by Julia Cook
NJSLS 2.1.5.CHSS.3
Objective: how to deal with anxiety
2.1.5.EH.3
*Answer the questions on slide and complete activity on the next slide attached to the story slide
*Listen to the story in the PowerPoint file labeled "Grade 3 & 4 Video Lessons" | 1,821 | 960 | {
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Cats & Their Litter Boxes
The best thing about cats is that they don't need to be potty-trained. Relieving themselves in soft, loose material and burying their waste is an innate behavior, so even young kittens know what to do without being shown. All you have to do is provide an acceptable place for the cat to do her business. To start out on the right foot with your new cat or kitten we have a few suggestions:
Where should you put the litter box?
The litter box should be located in a place that provides the cat with some amount of privacy but that is convenient for her to get to. It may be desirable to you to put the litter box in the basement but your cat may find the basement unacceptable. A small kitten may not be able to climb down the stairs, or the floor may be too cold to walk on. Additionally, basements house a variety of giant noise-making monsters like the furnace, washer, and dryer. If a cat is frightened by the noise of one of these appliances while she is using her litter box, she may not want to return to that location to eliminate.
What kind of litter box should you use?
A standard plastic litter box is preferred by most cats. If you have a kitten, make sure the sides are not too high for her to get into the box. Be careful of using covered litter boxes. While some cats prefer the privacy, they must be cleaned more frequently because odors get trapped inside. A covered box that is not cleaned often quickly becomes unacceptable to most cats. Some cats don't mind a liner in the box, but others do. Experiment with two boxes, one with and one without the liner to see how your cat feels about them.
What kind of litter should you use?
Most cats prefer fine-grained, soft substrates for elimination, so the clumping litters or dust-free small grained clay litters are most acceptable. Usually the pellet-type litters or those that are scented are unacceptable to cats. Find the type of litter your cat prefers by giving her a choice of two or three different litter boxes containing different litters. Once you find what type of litter she likes, stick with it.
Do not put more than 2 inches of litter in the box. Cats do not like to sink into their toilet area.
How many litter boxes should you have?
If you have multiple cats, you should have multiple boxes in multiple locations in the house. A good rule of thumb is one box per cat plus one. Do not put them all in the same room as this essentially creates one toilet area, not several.
How often should you clean the litter box?
You must keep the litter box consistently clean to meet the needs of most cats. Scoop the feces out every day and totally change the litter at least twice a week. Do not use strong smelling cleaning products to wash out the box. The residual smell may cause your cat to avoid the box. It is sufficient to wash out the box with soap and water at each changing.
What does it mean if your cat stops using the litter box?
The first thing to consider is taking the cat to the veterinarian. It may be a medical condition causing your cat to eliminate outside the box. If the veterinarian does not find a medical problem, consider behavioral causes. Did you recently change litter brands? Did you move the box location? Are you cleaning the box often enough? Did something scare the cat when she was using the litter box? Is there unrest between the family cats? There are many reasons why cats stop using their litter boxes. Do a little detective work to try to figure out what is going on. | 1,237 | 770 | {
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Spring Topic Web - The Penguins Tribe (Class 2/Year R &1) Topic
This topic web is specific to the Year 1 curriculum.
English
We will continue to access the majority of the English curriculum through our selected novel studies. During this term, will be studying Where The Wild Things Are and How To Catch a Star.
Reading
* Increasing our phonetic awareness through daily phonics sessions.
* Making predictions and inferences based on what we have read and explaining our answers.
* Answering questions about texts with increasing confidence and depth.
Grammar, Spelling and Composition
* Punctuation focusing on capital letters, full stops, question marks and exclamation marks.
* Using nouns and adjectives correctly as well as conjunctions to extend.
* Writing sentences with increasing accuracy and beginning to write longer pieces.
* Continuing to learn the year one common exception words.
Speaking and Listening
* Using standard English and speaking in full sentences consistently.
* Widening our vocabulary through oracy based lessons.
* Listening to others and responding appropriately.
Mathematics
This term, we will be adding and subtracting within 20 as well as working with numbers up to 50. This will involve counting in 2s, 5s and 10s, representing, comparing and ordering numbers and problem solving. We will also measure and compare length and height as well as measuring and comparing weight and capacity. We will continue to develop our reasoning skills and will use what we know to work out what we don't.
We will use the correct mathematical vocabulary to discuss our work and will explain our answers and workings out.
Science
History
This term, our focus will be materials. We will: identify, name, describe, classify, compare properties and observe changes as we conduct basic experiments.
We will continue to look at seasonal change as we move from Winter into Spring. This will involve tracking temperature and weather as well as the other physical changes we can see.
This term, we will be studying the
Terracotta Army to develop our understanding of events beyond living memory. We will also look at how seaside
holidays in England have changed over the last 100 years.
Art & Design
As a link with our topic focus, we will design our own willow pattern plates. We
will also be making our own Mother's Day
cards and gifts. We will continue to
develop a wide range of art and design
techniques in using colour, pattern,
texture, line, shape, form and space.
Design and Technology
This term, we will be designing our own Terracotta clay warriors. We will employ a range of techniques including pinching, rolling, snipping and printing. As we approach Easter, we will be doing some food technology work and making yummy treats to take home!
RE
This term, our question will be: Who is a Muslim and what do they believe? We will study places of worship, sacred texts, festivals and key religious figures. We will also study the Easter story.
PE
This term, we will continue to work with Mr Vasey on fundamental skills. We will also be working with Matt, our specialist tennis coach.
Computing
We will continue to learn about how to access and use technology safely. We will programme Beebots and learn about simple algorithms. We will use Google earth to look at images of the world. Computing skills will be employed across the curriculum as we use ICT to facilitate learning.
Geography
We will name the seven continents and five oceans of the world. We will explore geographical similarities and differences as we compare where we live with China. We will be studying seasonal and daily weather patterns in the UK the climate across different parts of China.
Music
We will continue to follow our Charanga music scheme. We will have weekly singing assemblies to build up a repertoire of hymns. We will play tuned and untuned instruments.
PHSE (including British Values)
We will be making resolutions for the year ahead and thinking about what we want to achieve. We will celebrate Chinese New Year and compare cultures and traditions with a focus on mutual respect. | 1,698 | 835 | {
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Pre-K/Kindergarten Lesson Plans
Career Education
"Career Day Read Aloud"
Link to video:
Career Day by Anne Rockwell
Objective: recognize different jobs in the community https://www.youtube.com/watch?v=soKRa6D90WQ
NJSLS 9.1.2.CAP.1
*Draw a picture of what you want to be when you grow up
*Listen to story on video and look for how many jobs you recognize
"Occupations Song"-The Learning Station
*Listen to the song on video
*Discuss with a family member one of the jobs you saw and why you think it would be interesting to do that job
Link to video: https://www.youtube.com/watch?v=BOv4EnaeM9w
Objective: recognize different jobs in the community
NJSLS 9.1.2.CAP.1
"Working A-Z" Booklet
*Using 13 pieces of paper-(construction paper, computer paper, lined paper) label each side with the letters of the alphabet-1 letter on the top of each page
Create an alphabet occupation booklet-
*Think of an occupation for each letter and draw a picture to match that letter
B- barber
Ex.: A- astronaut
C- cook
***Take your time creating your booklet-do your best drawing and coloring-work on only 2-4 jobs per day! Ask your family for help coming up with the names of the jobs for each letter of the alphabet!
Character Education
"Bein' Green by Kermit the Frog Lyrics"
Objective: recognize and respect the differences in others
Link to video:
https://www.youtube.com/watch?v=ryX2dQ3ixtw
NJSLS 2.1.2.EH.1
*Discuss with someone in your family how you can show respect to people who look, act, sound different from you
*Listen to Kermit's song
"Arthur's Nose by Marc Brown Children's Book Read Aloud" Link to video:
Objective: showing respect to ourselves https://www.youtube.com/watch?v=6svnySkKU7M&t=106s
NJSLS 2.1.2.EH.1,4
*Discuss what it means to be proud of who you are and what you look like to others
*Listen to the story on the video
"Howard B. Wigglebottom Learns We Can All Get Along"
Objective: learn how to get along with others
Link to video-https://wedolisten.org/Lessons
NJSLS 2.1.2.PGD.1
*Watch the story on the video
2.1.2.EH.1
*Complete the activities at the end of the video
"Howard B. Wigglebottom and Manners Matter
Objective: learn the importance of showing respect through manners
Link to video-https://wedolisten.org/Lessons
NJSLS 2.1.2.PGD.1
*Watch the story on the video and complete the activities at the end
2.1.2.EH.1
Do Unto Otters: A Book About Manners by Laurie Keller
treated
Link to video: https://www.youtube.com/watch?v=AKzM3CZoWqY
Objective: follow the Golden Rule of treating others as you want to be
NJSLS 2.1.2.EH.1
*Discuss how you want your friends to treat you and how you treat your friends
*Watch the video and listen to the story
What If Everybody Did That? by Ellen Javernick
Objective: understand what being respectful is and how to show it
Link to video:
https://www.youtube.com/watch?v=SD0apYFz5gg through your thoughts and actions
*Watch the video and look for ways that the character did not show respect to rules
NJSLS 2.1.1.EH.1,2,3
*Name 3 actions that were wrong in the story and how they could be improved
The Berenstain Bears Say Please and Thank You-Read With Me
188.8.131.52.EH.1
Link to video: https://www.youtube.com/watch?v=VQeSgW0gse8
Objective: understand the importance of manners with others
NJSLS 2.1.2.PGD.1
*Watch the video and think about 3 ways to use your manners with others | 1,652 | 941 | {
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Rye
History
For centuries, rye was viewed as a weed that grew in wheat. Because of this, however, the true value of rye as a grain was discovered.
Wheat with rye seeds mixed in it was shipped to southern Russia. There it was discovered that the soil and climate was too harsh for the wheat to grow, but the rye did very well. It was harvested and used, even though it made heavier, darker bread.
Because rye could thrive where wheat could not, it became a sub crop. Countries that previously had to buy wheat to make their leavened bread began using rye. During the Middle Ages, Northern Europeans became especially fond of rye.
In the American colonies, maize or corn was the most popular grain. It had saved the colonist from starvation. They grew rye mainly to mix with corn flour or meal in bread.
By the 18 th and 19 th centuries, rye's popularity decreased, even in northern Europe. The Romans and French had always preferred wheat breads and the Swedes, English, Scots and Danes also began favoring them. The Germans and Russians remained loyal to rye bread, which is still popular. In the United States, rye is used very little compared to wheat and oats. It is mainly used mixed with wheat flour in bread and rolls.
Geography
Rye can thrive in poorer soils and in colder, harsher conditions than can wheat and corn. It is frequently grown in northern and eastern European countries and Russia. In the United States, it was originally grown in the northeastern colonies. As land that was too poor for other crops became available, it was grown farther south. Today, North and South Carolina, Georgia and Oklahoma grow rye. The northern and central states also grow rye, but very little is now being grown in the northeastern states where it was first grown.
Nutrition
Rye is a cereal grain. Foods made from rye belong in the grain group on MyPlate. Foods in this group provide complex carbohydrates for energy, fiber for good digestion and protein. They also provide B-vitamins, potassium, iron and phosphorus. When the whole kernel of grain is eaten cooked or in flour, even more of these nutrients are obtained.
Rye berries or groats can be cooked whole or cracked for porridge. Whole berries can also be sprouted for salads and sandwiches.
Rye is milled into flakes, meal and flour. The flour is sifted during milling to remove the bran and germ. It is them called light, medium or dark rye flour. Light rye flour has all the bran and germ removed. Medium and dark rye flours have small amounts of bran left in for color. Whole rye flour is available, but it spoils quickly unless refrigerated. | 1,052 | 595 | {
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GIVE IT UP
Difficulty: CASUAL| Frequency: VARIABLE| Duration: VARIABLE
WHY YOU SHOULD TRY IT
Research suggests that one of the biggest challenges to lasting happiness is our great capacity for adaptation: We tend to get used to the things that bring us pleasure in life, and, before long, their positive effects wear off. We no longer enjoy them in the way we once did.
However, research has identified a way to sustain these little pleasures over time: by temporarily giving them up. That can lead us to enjoy and savor that activity more once we resume it—and the ability to savor the small pleasures in life is a key to happiness. This practice guides you through the process of abstaining from a pleasurable activity for a week as a way to heighten your appreciation of it. Over time, the goal is not only to derive more pleasure from this activity but to recognize how we take lots of pleasures for granted and to try to savor them more.
TIME REQUIRED
Daily for one week. See if you can give up a different pleasure for one week each month.
HOW TO DO IT
Select something that you enjoy doing on a regular basis and that you have unlimited or nearly 1. unlimited access to. A good choice may be a particular food or beverage that you enjoy, such as chocolate or soda.
On day one, allow yourself to indulge as you normally would in this activity. Scarf down a chocolate 2. bar. Pour yourself a cold beverage. Veg out in front of the TV.
Then, for one week, do not allow yourself to indulge in this pleasure at all. If you're giving up 3.
chocolate, avoid any foods that contain it; if you're giving up TV, try not to even watch a video on your phone.
At the end of the week, allow yourself to indulge again. As you do so, pay attention to how you feel. Are 4. you noticing certain physical sensations (e.g., taste and texture of the chocolate) more than usual? How pleasurable is the experience? What kind of mood are you in?
Try to go through this same process with a different pleasure the following month. In between these 5. weeks of Give It Up, try to focus your attention on the pleasures you enjoy every day. What are the activities or experiences that you actually enjoy doing? What do you enjoy about them—how do they make you feel? How do you think you would feel if you were prevented from enjoying these activities ever again?
EVIDENCE IT THAT WORKS
Quoidbach, J., & Dunn., E. W. (2013). Give it up: A strategy for combating hedonic adaptation. Social Psychological and Personality Science, 5, 511-516.
Canadian college students (mostly women) who were instructed to give up chocolate for a week savored it significantly more and experienced greater positive mood when they ate it again at the end of the week, compared with people who either indulged in it extra over that week or received no special instructions and just consumed their normal amount.
Who Has Tried the Practice?
This practice has not been extensively studied in diverse groups and cultures.
WHY TO TRY IT
One of the greatest enemies to happiness is "hedonic adaptation," which is the tendency for people to grow accustomed to pleasurable things and therefore appreciate them less. Temporarily giving up pleasurable activities counteracts hedonic adaptation and can thus increase the pleasure derived from those activities.
Giving something up and then coming back to it later can build anticipation and make the experience feel more novel and exciting. It can also make people more likely to focus on and savor the pleasurable aspects of the experience rather than giving in to distractions. We often assume that more is better—that the greatest pleasures should come from abundance and indulgence—but research suggests that some degree of scarcity and restraint is more conducive to happiness.
This practice is part of Greater Good in Action, a clearinghouse of the best research-tested methods for increasing happiness, resilience, kindness, and connection, created by the Greater Good Science Center at UC Berkeley and HopeLab. | 1,596 | 841 | {
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Zambia's Little Hyobaragi Education Program - Nurturing young Blessed Children
David Isaac Phiri
December 8, 2022
The Little Hyobaragi workshop was held from October 31st to December 8th for nine children ages 1 to 8 and staffed by mothers and young wives at the Twikatane Center in Lusaka, Zambia. The development of the program follows the model of Hyojeong Nuri, which teaches children faith lessons through stories, games, and activities.
The name for this program was inspired by True Mother's words as she refers to young people as "hyobaragi," a combination of the Korean words "filial piety" and "sunflower," encouraging them to become filial children who look toward Heavenly Parent and True Parents just as sunflowers face the sun. The theme of the Little Hyobaragi program was to do just that -- nurture and educate young, blessed children who face Heavenly Parent and True Parents with sunflower-like faith.
Throughout the 40-days, the program aimed to give faith guidance and instill Unification Church traditions and culture to children from an early age as well as create a model for children's education for Zambia and the rest of Heavenly Africa.
The overall Little Hyobaragi program was similar to that of a daycare, providing meals, snacks, and plenty of playtime, but it also incorporated faith-centered activities, such as morning Hoon Dok Hae and lessons about God, True Parents, filial piety, the Divine Principle, and even Korean language and culture. These topics were taught in various ways, such as cooking, painting, and reading stories.
Aside from the typical schedule, there were also several special outings to parks and zoos, where the children could appreciate nature and explore new surroundings.
On November 20th, Rev. Bakary Camara, Cheon Eui Won Co-Chair of Heavenly Africa, paid a special visit to meet the Little Hyobaragi participants. In this joyous atmosphere with three generations, the children sang songs and told stories for Rev. Camara, whom the children call "Papa Camara."
The program concluded with a closing ceremony, which included looking back on the Hyobaragi journey, hearing closing remarks from regional vice president Ms. Mica Amanlaman, and presenting gifts from teachers to the students. Throughout the program, the children formed strong bonds with each other and with their teachers and caretakers.
While the children blossomed to become more confident and independent, the staff also saw their own growth in the motherly heart as they invested love and sacrificed time for the children. After this experimental program, the next step is to refine the curriculum, adapt it to African culture and appropriate age groups, and present it to mothers in the local community who can carry on the task of educating and nurturing God's sons and daughters. | 1,106 | 583 | {
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Eating Heaven
by Jennie Shortridge
About the Book
Eleanor Samuels, a large and lonely food magazine writer, has some big-time food "issues" of her own. Faced with her favorite uncle's terminal illness, Eleanor becomes his primary caretaker, feeding him all his favorite foods one last time. As she cooks and cleans and tends to Uncle Benny's increasing needs, she discovers long-buried secrets about her emotionally frayed family that tear her world apart. Through cooking, nurturing, and a delicious flirtation with a new chef in town, Eleanor comes to terms with eating and love, family and forgiveness, and becoming comfortable in her own skin.
Discussion Guide
1. The characters in this novel are struggling to learn how to properly care for one another on many different levels. In what ways do they succeed or fail to be nurturing?
2. How does Eleanor's attitude toward food change throughout the book? What does her inability to vomit signify in her life? Her decrease in appetite?
3. The author does not reveal Eleanor's actual size. Why do you think she made this decision, and how do you feel about it? What do you imagine Eleanor's size to be, and how does it differ from or match your group members' perceptions?
4. Food is described so intimately and beautifully in Eating Heaven, it is almost a character itself. How does the author use food to tell the story? Find passages where food reveals emotions, desires, connections, or conflicts.
5. What spurs Eleanor to see Suzanne Long, the food therapist? Why does she stop seeing her? What does Eleanor learn from Suzanne, and what does she learn on her own?
6. Why does Bebe refuse to see Benny, even when he is dying?
7.
What is Bebe referring to when she tells Eleanor on page 199, 'Benny isn't quite the angel you think he is?' How did your perceptions of Bebe and of her relationship with Benny change over the course of the story?
8. What would you do, if you found out that your family had a secret they had kept from you all your life?
9. Eleanor eats when she is stressed or upset. How do Anne and Christine cope with their life-changing problems?
10. What, for Benny, is the most difficult part of his illness?
11.
Think about the men in Eleanor's life --- Benny, Stefan, Henry, and the memory of her father. How are these relationships similar? Different? What issues, if any, does she resolve with them by the end of the book, and how?
Author Bio
Jennie Shortridge has published five novels: LOVE WATER MEMORY, WHEN SHE FLEW, LOVE AND BIOLOGY
AT THE CENTER OF THE UNIVERSE, EATING HEAVEN and RIDING WITH THE QUEEN. When not writing, teaching writing workshops, or volunteering with kids, Jennie stays busy as a founding member of Seattle7Writers.org, a
collective of Northwest authors devoted both to raising funds for community literacy projects and to raising awareness of
Northwest literature.
Critical Praise"
Eating Heaven is a wonderful story about family, forgiveness and self-acceptance. Shortridge portrays the city
perfectly--readers will feel right at home."
Eating Heaven by Jennie Shortridge
Publication Date: September 6, 2005
Paperback: 304 pages
NAL Trade
Publisher:
ISBN-10: 0451216431
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Eco-driving safely for taxis
Protect the environment and save money
IRU has developed this advice on safe eco-driving to help drivers adjust their driving behaviour to different situations. Eco-driving can reduce fuel consumption, greenhouse gas emissions and accident rates.
Before the journey
Maintain your vehicle
Maintain engine oil levels and clean air filters to keep vehicles running efficiently. Use the fuel recommended by the manufacturer to keep the vehicle engine performing efficiently. Always consult the vehicle owner's manual for maintenance guidance.
Use on-board devices
Use an up-to-date navigation system to bypass congested routes and avoid idling. An on-board computer may help to save time by selecting the most efficient routes. Use devices such as an on‑board computer to monitor fuel consumption.
Travel light
Unload as much as possible as soon as possible. Remove unnecessary weight from the vehicle.
During the journey
Drive at a steady speed
Try to maintain a steady speed by using the highest gear possible and avoiding unnecessary acceleration and braking. The engine power required to maintain a steady speed is lower if you do not continuously brake and accelerate. Anticipate the traffic flow by looking ahead as far as possible. Use cruise control on motorways. Reduce speed in strong headwinds, heavy rain, snowfall and icy conditions.
Check your tyres
Keeping tyres inflated to at least the pressure recommended by the manufacturer can reduce fuel consumption by up to 4% (10‑15% over-inflation saves fuel, but increases braking distances). Under‑inflated tyres wear more rapidly and increase fuel consumption owing to greater rolling resistance.
Maximum cold tyre pressures can be found in the vehicle owner's manual or on the tyre pressure label.
Axles should be correctly aligned according to the vehicle owner's manual.
Accelerate and brake smoothly
Avoid fast starts and hard braking as they waste fuel and wear out some vehicle components more quickly, such as brakes and tyres. Maintain a safe distance between vehicles and anticipate traffic conditions to allow more time to brake and accelerate gradually.
During the journey
Check engine lights
Modern vehicles have sophisticated on‑board diagnostics (OBD) systems that continually monitor the operation of your vehicle. If the OBD alert light comes on, there is the possibility that your emissions are increased and your fuel economy is going down. Replacing a faulty sensor could result in a fuel economy improvement of as much as 40%. If the OBD light comes on, consult a maintenance expert.
Brake smoothly
Every time you use the brakes, you waste energy. Use engine braking to reduce speed when approaching a traffic light. Apply the brakes to bring the vehicle to a standstill when you are close to the traffic lights. This will reduce wear on the brakes, lower exhaust emissions, cut off fuel supply and make the ride comfortable for your passengers.
Drive off from standstill – but always try to avoid stopping
When the traffic lights turn green, accelerate quickly, but try not to press down the acceleration pedal more than halfway. Shift up the gears as soon as possible. In a modern vehicle, use the minimum number of gear changes from standstill to cruising speed.
This checklist is provided to you by the IRU Academy, the training arm of the International Road Transport Union (IRU).
See our training programmes on www.iru.org/academy
Close windows at high speeds
Do not drive faster than 30km/h with. Driving with the windows open at high speeds increases aerodynamic drag on the vehicle and increases fuel consumption. Remove anything that makes the vehicle less streamlined.
Minimise use of heating and air conditioning
Use heating and air conditioning selectively to reduce the load on the engine. Decreasing use of the air conditioner can reduce fuel consumption by 10-15%. Park your vehicle in the shade.
No idling
Modern engines generally do not need a warm up. Start the vehicle and gently drive away immediately. Prolonged idling increases emissions and wastes fuel. Turn the engine off, when idling for more than 30 seconds. If possible, keep out of congested areas and find an alternative motorway solution (with the agreement of the customer) rather than driving through the city centre. This might take a few minutes longer, but will reduce fuel consumption, and wear on the brake linings, clutch plates and gearbox, all while minimising driver fatigue and reducing the risk of accidents. Try to avoid unnecessary overtaking on highways. It does not usually speed up your trip, but leads to greater fuel consumption and congestion. | 1,905 | 910 | {
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ATLAS Project Funded by NASA
by Chris Oliver
As the meteorite that recently hit the Russian city Chelyabinsk showed, asteroids that enter Earth's atmosphere can be dangerous. With the aid of a $5-million grant from NASA, a team of IfA astronomers is developing ATLAS, a system to identify dangerous asteroids before their final plunge to Earth.
ATLAS (Asteroid Terrestrial-impact Last Alert System) will complement the IfA's Pan-STARRS project, a system that searches for large "killer asteroids," years, decades, and even centuries before impact with Earth, thus giving us time to formulate a plan to deflect the asteroid. But while Pan-STARRS takes a month to complete one sweep of the sky in a deep but narrow survey, ATLAS will search the sky in a closer and wider path to help identify the smaller asteroids that hit Earth much more frequently. The ATLAS team predicts the system will offer a one-week warning for a 50-yard-diameter asteroid or "city killer" and three weeks for a 150yard-diameter "county killer." "That's enough time to evacuate the area of people, take measures to protect buildings and other infrastructure, and be alert to a tsunami danger generated by ocean impacts," says John Tonry, head of the ATLAS project.
ATLAS will operate up to eight small telescopes, each fitted with cameras of up to 100 megapixels, on mounts housed at one or two locations in the Hawaiian Islands. The team expects the system to be fully operational by the end of 2015.
The typical asteroid is a rubble pile—a large collection of rocks and dust. Most asteroids reside in the Main Asteroid Belt between Mars and Jupiter, though some, called near-Earth objects, orbit much closer to Earth. Sometimes gravitational tugs from planets in our solar system send one of the asteroids on a collision course with Earth. Had the meteorite that hit Chelyabinsk in February arrived at Earth at a different time of day, it could have hit Moscow, Belfast, Dublin or any number of other cities with a latitude similar to that of Chelyabinsk. Had the much larger asteroid 2012 DA14 that coincidentally came extremely close to Earth on the same day been the one that hit Chelyabinsk, the entire city would have been completely destroyed.
A conceptual drawing for an ATLAS telescope. The project would use two of these 20-inch telescopes.
Scientists estimate that such a "city killer" impacts Earth about once every few hundred years. The most recent one—the Tunguska impact—occurred about 103 years ago in Siberia.
Funding from NASA's Near Earth Observation Program will provide ATLAS with $5 million over five years with $3.5 million designated for design and construction in the first three years and the remainder for operating the system in the following two years.
In addition to searching for asteroids, ATLAS will also look for dwarf planets, supernova explosions, and flashes of light that occur when a star is gobbled up by a supermassive black hole in a distant galaxy.
Asteroid—Meteor—Meteorite?
When a chunk of space rock (asteroid) enters Earth's atmosphere, it becomes a meteor. If it hits the ground, it becomes a meteorite. | 1,360 | 675 | {
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Hypanartia lethe (Orange Mapwing)
Order Lepidoptera (Butterflies and Moths) Class Insecta (Insects) Phylum Arthropoda (Arthropods)
TRAITS. The wing span of Hypanartia lethe ranges from approximately 40-50mm (Raguso, 2015). The body of the orange mapwing, also known as the orange admiral, is light brown in colour. The forewings are orange with brown apex and outer margin (Fig. 1). The hindwings are mostly orange with a few brown spots around the edges. The butterfly got the name orange mapwing because of the map-like pattern under its wings (Fig. 2). Male mapwings are brighter in colour than females, so that the male butterfly would be able to successfully attract the female for mating (Lotts et al., 2016).
DISTRIBUTION AND HABITAT. The orange mapwing is a widespread as well as a common species, found in Paraguay, Trinidad, Texas, Uruguay, Brazil, Peru and Mexico. These butterflies prefer mountainous, forested and riverside habitats. They can be commonly found in forested areas up to an altitude of 1270-1400m (Raguso, 2015)
REPRODUCTION AND LIFE CYCLE. The orange mapwing reproduces sexually. The female butterfly produces pheromones which are chemicals that are released by animals (mostly mammals and insects) into the environment; pheromones affect the behaviour of other animals of the same species. When the female orange mapwing releases these pheromones, male mapwings detect the chemical and would then attempt to mate with the female. Successful mating results in the two butterflies being joined for a short while by the abdomen, the male butterfly inserts sperm into the female to fertilize the eggs (Reference.com, 2016). There are four stages in the life cycle of the orange mapwing; egg, larva, pupa then adult.
The orange map-wing lays small white eggs; hundreds are laid one by one on leaves of the plants which the larva uses for food after hatching. These plants include Urticaceae (Phenax and Boehmeria) and Ultmaceae (Celtis) (Hoskins, 2016).
In the larval stage the orange mapwing is small and whitish/cream in colour, covered with short spines which they use for defence against predators. When the larva is resting (not feeding) it resides in a rolled cylindrical (tube-like) leaf structure that has a silky inner lining, known as a silk nest. The larva undergoes moulting as it grows.
In the pupal stage the orange mapwing has a greenish/cream coloured body which is covered in black spines (also used for defence against predators). The pupal stage is also known as the chrysalis (which is a casing the larva forms around itself) and this is the stage of the life cycle by which the larva transitions into an adult butterfly.
ADULT BEHAVIOUR. Whenever orange mapwings are resting their wings are held in an upright position. The butterflies of this species do not live in groups. Hypanartia lethe are attracted to mud, faeces and rotting fruit (Raguso, 2015). The butterflies fly at a height of approximately 2-4m off the ground, have a swift pattern of flight, and are very busy feeding and searching for a mate (Hoskins, 2016; Jasinski, 2016).
REFERENCES
Hoskins, A. 2016. Learn about butterflies, butterflies of the Amazon and Andes.
http://www.learnaboutbutterflies. com/Andes%20-%20Hypanartia%20lethe.htm.
Jasinski, A. 2016. Description of a new species of Hypanartia from southern Ecuador and northern Peru (Lepidoptera: Nymphalidae); http://culex.biol.uni.wroc.pl/cassidae/hypanartia.pdf.
Lotts, K.C., Naberhaus T., and Opler P.A. 2016. Butterfly and Moth Information Network. The Children's Butterfly site. http://www.kidsbutterfly.org/faq/appearance/7
Raguso R. 2015. A Preliminary Checklist and Field Observations of the Butterflies of the Maquipucuna Field Station (Pichincha Province, Ecuador).
https://www.researchgate.net/publication/268441434_Preliminary_Checklist_and_Field_Observations_of_t he_Butterflies_of_the_Maquipucuna_Field_Station_Pichincha_Province_Ecuador
Reference.com. 2016. Pets-animals. https://www.reference.com/pets-animals/butterflies-reproducef291f3be9c5cc24f.
Author: Jeneice Clarke
Posted online: 2016
[https://en.wikipedia.org/wiki/Hypanartia_lethe 24/09/2016, downloaded 22 September 2016]
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Term 2 in 5/6
Numeracy We commence the term with an Addition and Subtraction unit as this will be our major Number unit of learning. Students will focus on using these two processes with whole numbers, decimal numbers and incorpo- rating worded problems. We will continue the term with a unit on Time, involving the concepts of time lapse, analogue and digital times, timetables and 24 hour time. Our last unit of work for the term will be Shape, consisting of properties of 2D and 3D shape, nets of 3D shapes and representation of shapes in everyday contexts.
Students will be focusing on Exposition, Explanation and Procedural texts in reading and writing. Our mentor text for the term will be To the Moon and Back by Bryan Sullivan with Jackie French. We will be using this book to analyse how texts vary in purpose, structure, topic and degree of formality in order to support our science unit on Space.
Our reading topic will support students writing by allowing students to research relevant information to use
in their own explanation and procedural texts.
Students and families are encouraged to use Mathletics and practice number facts & skills (eg. times tables, reading a clock, cooking) to reinforce numeracy understandings.
20 minutes – Daily Reading. To be recorded in school diary and signed by an adult. To be brought to school daily.
10 minutes –Spelling. Tests are conducted each Friday and then 10 new words are sent home in diaries. Students who achieve 30+ reading nights for Term 2 will be rewarded for their effort with our termly reading reward.
It would also be beneficial for student to practice number facts such as times tables and addition and subtraction in real life situations, for example, shopping and setting the table.
Students will be participating in weekly Wellbeing lessons and activities that will promote and support a positive learning community. Our primary focus in Term 2 is about developing and identify their own personal strengths and positive coping mechanisms using the Respectful Relationships Program, Zones of Regulation as a tool, exploring relationships and diversity and learning the meaning of collaboration. Our values of Respect, Safety, Personal Best, Resilience will underpin the work we do.
* Physical Sciences
* Students will investigate such concepts as:
* What would our lives be like without light?
* How does light play an important role in our technology?
* Light from a source forms shadows and can be absorbed, reflected and refracted
The students will be involved in practical activities to consolidate their understanding of this concept. | 1,079 | 518 | {
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Maaher Bhaloo: Academy student proposes affordable and sustainable electricity for Zanzibar
akdn.org/our-stories/maaher-bhaloo-academy-student-proposes-affordable-and-sustainable-electricity-zanzibar
Maaher Bhaloo receiving his first runner up award at the Zanzibar Youth Awards 2021.
AKDN
Maaher Bhaloo: Academy student proposes affordable and sustainable electricity for Zanzibar
Maaher Bhaloo, a Year 10 student at the Aga Khan Academy in Mombasa, Kenya was the first runner up for the "Best Tech/Science Innovator of the Year" category, and the youngest participant, at the Zanzibar Youth Awards 2021. Maaher designed and developed an affordable, environmentally conscious solar power plant proposition as his personal project for the Academy, which was recently approved by the Zanzibar Government for implementation.
Tanzania's pristine blue waters, its whitewashed sandy beaches and rich, cosmopolitan history entice thousands of tourists to visit the beautiful island of Zanzibar every year. In recent years, an influx of new technologies has led to a rise in the demand and consumption of electricity on the island. However, not all Zanzibaris can afford electricity – an all too necessary tool not just for everyday life but also for fostering development in education, health care, industry, business and so much more.
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Growing up in Zanzibar, Maaher witnessed families in his community struggle to pay for expensive electricity, and noted an absence of eco-friendly initiatives to keep Zanzibar sustainable for future generations. As he pursued his education at the Academy, these two issues were at the forefront of his mind.
Maaher joined the Academy in 2016 as a residential student. He brought with him a passion for his hometown and a vision for a prosperous, sustainable and thriving Zanzibar. In addition to participating in community service – a key component of the Academy's educational mission and vision for social responsibility – Maaher also participated in beach and park cleanups in Zanzibar to keep his town clean and beautiful.
Year 10 students at the Aga Khan Academies are required to pursue a personal project that combines their passions with their studies. In the process, they are encouraged to share their knowledge and collaborate with others in their community to enhance peoples' quality of life. Maaher knew straight away what his project would tackle.
"I am passionate about the environment, my town's development and community service, the latter being something taught to me by the Academy as an important aspect of life," Maaher said. "Through my personal project, I was able to combine these interests to create 'Zanzibar – a Solar Island', a proposition for a solar power plant that will transition from using fossil fuels to renewable energy, to increase the availability of sustainable and affordable electricity in Zanzibar."
Maaher designed a model of the solar power plant using wood, turf and real solar cells. "Subjects like Product Design and Physics that I took at the Academy really helped me develop my model. Also, the time management and organisational skills I learned at the Academy helped me to stay on track and deliver my project on time," he said.
The solar power plant is designed to harness energy from the sun to generate inexpensive, clean and reliable electricity for most of the island's local households as well combat the hazardous effects of fossil fuels, which are harmful to both the environment and public health.
Maaher presented the completed model of his solar energy design to Zanzibar's Director of Energy, Mr Mohammed Abdulla Mohammed. He was so impressed with the initiative that he set up a meeting for Maaher to present his project to Zanzibar's Minister of Land, Water, Housing and Energy, the Honourable Salama Aboud Talib. She immediately approved Maaher's project for implementation, applauding Maaher's innovative commitment to enacting positive change for Zanzibaris and improving their quality of life.
As he waits for his vision of "Zanzibar – a Solar Island" to be realised, Maaher is already devising plans for his Diploma Programme at the Academy next year. "I want to create a fundraising organisation to install solar panels amongst the less advantaged communities in Zanzibar." Although he aspires to attend university abroad, Maaher envisions returning home to Zanzibar afterwards to give back to his community.
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3/3 | 1,839 | 930 | {
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health | matters
The Benefits of Getting Outdoors
Summer is almost here, and with it come seasonal barbecues, yard work and outdoor events. And the scientific evidence is growing in favor of getting out into the woods or mountains, the center of town or even your own back yard.
Getting outdoors can be one of the healthiest things you do for both your body and your brain, according to many studies. While, many of the benefits are common knowledge, some of the results may surprise you.
VITAMIN D: "THE SUNSHINE VITAMIN"
Statistics show we do not get enough of the "sunshine vitamin," not only because of long periods indoors, but because Vitamin D doesn't occur naturally in many foods. Unlike other vitamins, Vitamin D has many disease-fighting properties, protecting against everything from osteoporosis and depression to Alzheimer's disease, cancer, heart attacks and strokes. The good news is that moderate, controlled time in the sun for short periods of time can give you all the Vitamin D you need.
CLEANER AIR
Studies have found the concentration of some pollutants is significantly higher indoors – sometimes 100 times higher or more – than it is outdoors. Whether it's carbon monoxide and particles from things like fireplaces, cooking appliances, chemicals in your hair spray or household cleaning supplies, indoor pollution makes it all the more critical that you get outside often.
STRESS REDUCTION AND BETTER SLEEP
Walking outdoors is a proven stress reducer, which leads naturally to more restful and effective sleep. With extensive research on this, much of the science shows that walking in the woods or in scenic natural environments is more effective at stress reduction, while any exercise (including walking) contributes to deeper, better sleeping.
AND THE LIST GOES ON
Being outdoors has proven to have many other positive health effects, including:
* Increased brain function
* Weight loss
* More creativity
* Better mobility and dexterity
Getting outdoors often is an important part of a healthy lifestyle. Talk to your doctor about any necessary precautions or limitations you may have, and always look for opportunities to get outside more. And if you have questions about a medical condition that's keeping you inside or any other condition, Best Doctors can help.
For more information, call 1.877.419.2378 or visit bestdoctors.com/canada.
This newsletter is not meant to provide medical advice or service, and should not be construed as the professional advice of Best Doctors. As such, Best Doctors does not guarantee or assume responsibility for the correctness of the are trademarks or registered trademarks of Best Doctors, Inc.
information or its applicability regarding any specific factual situation. Personal health problems should be brought to the attention of physicians and appropriate health care professionals. Best Doctors and the Star-In-Cross logo | 1,205 | 574 | {
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Zero Energy Cooling Chamber
A sustainable solution to storing excess produce
What is a ZECC?
Side View
Top View
The long red arrow models the change of temperature throughout the layers. The thick red arrows indicate heat transfer and the thick blue elements indicate mass transfer occurring.
Model
Usage
* Most commonly found in hot, arid climates where access to electricity is sparse
* Often used by small scale farmers to reduce postharvest loss in developing countries
Mission
* Successfully model the mass and heat transfer through system via python code
* Create a GUI (Graphical User Interface) for ease of understanding
* Introduce simple concepts for first year students
* Compare model to real world examples ie. cooling towers, cooling the body via evaporation of sweat
PROBLEM: Find the optimal ZECC design by varying temperatures, relative humidity, and size.
Assumptions
* One metric ton of potatoes is being stored in the center of the inner chamber
* Sand remains saturated throughout the process
* Potatoes respirate, giving off a source of heat that drives the heat and mass transfer out of the system
* Water travels from the wet sand out through the brick, evaporating off of the surface of the outer brick wall, creating a cooling effect at each layer of the chamber (similar to sweat evaporating off skin to cool you down)
Independent Variables
* Inner Chamber Temperature
* Outer Air Temperature
* Outer Air Relative Humidity
* Size of Inner Chamber (length and width varied, fixed height)
* Size of Wet Sand Layer (thickness)
Dependent Variables Calculated by the Model
* Temperatures at each medium interface (HT)
* Dew Point Temperature at outer brick wall (HT)
* Diffusion of Water through the layers to the outer brick wall (MT)
* Evaporation of Water at outer brick surface (MT)
* Liters of Water needed to be added daily to replace lost water via MT
* Annual cost of design (both fixed and variable expenses)
General Balance
* IN + GENERATION = OUT
* IN = water is added into the system to force heat transfer outward
* GENERATION = heat is generated by the potatoes in the center of the storage container
* OUT = heat conducted out, water evaporated out at brick surface
Essential Equations- Heat Transfer
* Composite wall heat balance to find temperatures at each interface
Essential Equations- Heat Transfer
* Magnus Formula to find dew point temperature based on input value of bulk air temperature and relative humidity.
* Dew Point temperature is critically dependent on both the design of the chamber and inputted values. If the outer brick wall temperature becomes too low, water will begin to condense on the surface of the brick, and no evaporation will occur, halting the cooling of the inner chamber.
Essential Equations- Mass Transfer
* Antoine equation to calculate pressure at a certain temperature
* Mass balance to calculate the outer mass transfer coefficient
* Finding the concentration of water moving from the sand through the outer brick
Food for Thought
* Consider the region and time of year this would be implemented. How does that change the outer air temperature and relative humidity values you will be inputting?
* What is a normal refrigerator temperature? Do potatoes need to be stored at this temperature?
* How much is one metric ton of potatoes in kg? What kind of space might that many potatoes occupy? Will this affect your initial guesses?
* How will changing each variable affect your overall design? Which is the most costly to manipulate and why?
* Is this design useful? Does it make sense to build a ZECC here at Lehigh, or would it be better suited elsewhere? Can this be used year-round? | 1,662 | 757 | {
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Debate
scholastic.com/storyworks •OCTOBER 2012
15
16
F
or Christmas last year, Marie's* grandma wanted to get her something special.
"Anything you want," her grandma said.
So Marie asked for her dream gift: a brand-new pair of UGG boots. ALL her friends had them—literally, every single one.
On Christmas morning, Marie's grandma handed her a big box. Inside was a pair of cozy, brown, fur-lined suede boots. They fit perfectly. The quality was superb. Only one thing was missing: the tiny tag on the heel that said UGG.
Marie thanked her grandma. But she's only worn those boots twice—both times to visit her grandmother.
"I would never wear them in public," she says with a shudder.
Marie's grandmother would be heartbroken to know the truth. But at UGG headquarters, a roomful of executives would be cheering. Through clever marketing and expensive advertising, the makers of UGGs have convinced Marie—and millions of others—that the name UGG has value far beyond what the fuzzy slipper boots should really cost. UGGs, like North Face jackets, Nike sneakers, Beats headphones, and other brand-name items, are status symbols. People pay double, triple, even 10 times more for brand names than for similar items. Is a $98 Butter hoodie really better than the $14 one you can get at Walmart? Maybe the
Stars like Selena Gomez are often paid by companies to promote their brands. These arrangements are known as endorsements.
quality is a bit higher. Maybe the fabric is extra soft. But are brand names really worth the outrageous prices?
"I Belong"
Some pricey brands do, in fact, use higherquality materials that fit better and feel nice on your skin. A Patagonia jacket will likely last longer than the Target variety. Some
storyworks the value of a brand has little to do with quality and a lot to do with status. A recent study by Consumer Reports magazine found that some of the least expensive jeans are better-made than their designer counterparts. But for some shoppers, that doesn't matter. Wearing a certain label tells the world "I belong" or "I can afford it."
Boatloads of Cash
A few decades ago, the idea of a kid refusing to wear a pair of boots because the label wasn't "in" would have seemed crazy.
Clearly, times have changed.
Still, you have to give companies like UGG some credit. They charge much more for their products than other companies do. They hire celebrities like Britney Spears or Selena Gomez to endorse their products so you'll want to buy them. They convince millions of people that it makes sense to fork over boatloads of cash for their brand-name items. And they get away with it.
As for Marie? She finally got her UGGs (on sale), but after three months, they were worn and ratty. She could wear the boots her grandma got her, which still look new.
n
As if!
This debate goes perfectly with our fiction story, "Good Enough." Go online to find an activity linking these two features!
*Not her real name
Are brand-name products worth the price?
Go back to the article and find information to support each side. Write the information on the lines below.
1
2
3
1
2
3
YES It’s all about labels.
NO What a rip-off!
Study the points on both sides of the argument—and think about your own opinion. State your opinion in one sentence below. This can become the thesis statement for an essay on this topic.
Find an activity sheet online!
scholastic.com/storyworks •OCTOBER 2012
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It is all about balance
By Susan D. Koepp, NP, E-RYT
Susan graduated from the NP program at the Medical College of Virginia in Richmond, VA in 1978. She has practiced in a variety of settings including Family Practice, Internal Medicine, Urgent Care, College Health, Women's Health and Reproductive Endocrinology. Her 30+ years of practice have prepared her to deliver quality healthcare and while Susan is adept at managing acute and chronic medical illnesses, the focus of her practice is on wellness and prevention.
Here is her very sound advice on nutrition:
Food is complex
There are numerous bio-active compounds in food that have physiological effects in our bodies. Creating a balanced plate helps to ensure that we get a mix of healthful nutrients without an excess of any one nutrient. Using the concept of balance allows us to translate complex nutritional science into a simple food message. Balance means: fill half your plate with colorful vegetables and/or fruit, one quarter with highfiber complex carbohydrate-rich foods and one quarter with health-promoting protein-rich foods.
When your plate lacks colorful vegetables and fruit, your plate becomes heavy in carbohydrates, protein, fat and calories and light in fiber and antioxidants. This leaves us feeling unsatisfied and susceptible to overeating. Plus, you are missing out on beneficial, positive nutrition. Most people are motivated by the impact that eating more vegetables has on weight loss. There are few weight loss strategies that encourage eating more and this is one of them. When you increase non-starchy vegetables and decrease the amount of carbohydrate-rich and protein-rich foods on your plate, you will decrease calories but increase the volume of food that you eat.
About kids (and spoiled adults)
A balanced plate is also great for kids. It exposes them to multiple foods, which promotes acceptance to a wider variety of foods. Plus, you are able to introduce multiple foods at each meal, so that if your child doesn't care for broccoli, they've got other options on the plate that they do like…and this keeps you from becoming a short-order cook.
About Timing
You know that you are eating balanced meals and snacks when you feel physically hungry every 3-5 hours. For most people, that means eating breakfast, lunch and dinner, plus one snack. This snack is often in the afternoon between lunch and dinner. Some people will do better eating three meals only and others prefer eating 6 times a day. There's no perfect pattern but, when you are hungry more often than every 3 hours, you are likely not eating enough and/or not eating balanced meals. You may also be confusing physical hunger with thirst, fatigue or emotions. When you aren't hungry and it's been more than 5 hours, then you probably ate too much overall or your previous meal was unbalanced with too much fat or protein. | 1,130 | 573 | {
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journaling prompts
THE WINTER OF MYDISCONTENT
mental health
Write about your coping mechanisms. 1.
Dear past me... 2.
Dear future me... 3.
Make a list of 30 things that make you smile. 4.
Write about your first panic attack. 5.
Write about your support system. 6.
Write a letter to one of your fears. 7.
How do you know when you're feeling mentally unwell? 8.
Make a playlist for your life soundtrack. 9.
How would your life be different without mental illness? 10.
Write about all of the things that you love about yourself. 11.
Write a letter to your parents. 12.
Describe your perfect day. 13.
poetry
Describe how your favorite color tastes. 1.
A haiku about your favorite pet 2.
Write about body positivity. 3.
Write about a weird fact that you know. 4.
Write about something small. 5.
Write about living in a pandemic. 6.
Get inspired by a line in your favorite book. 7.
Write a poem about the future. 8.
9. Write about getting a do-over
micro-journaling
Make a List of the places you want to visit 1.
Write about your favorite part of the day. 2.
Write 3 things you are grateful for. 3.
What are your top 5 long-term goals? 4.
What are your top 5 short-term goals? 5.
What scares you? 6.
What is your secret desire? 7.
List 3 things you can't live without. 8.
creative writing
Write something inspired by a dream you've had. 1.
If your mirror started talking to you, what would it say? 2.
What does Memory Lane look like and how would you get there? 3.
Write about your brain as though it were a physical place. 4.
Write from within a bubble. 5.
"I couldn't believe my eyes..." 6.
Write a story that continuously contradicts itself. 7.
Write a love story with a twist. 8.
9.
Write from the perspective of an ancestor
"It only took 5 seconds to..." 10.
You're jogging. What are you thinking about? 11.
art journaling
Use geometric shapes. 1.
Draw a mandala. 2.
Doodle faces. 3.
Create a piece expressing anger. 4.
5.
Create a piece based on your favorite book.
Start with a path... 6.
Get inspired by the word "be." 7.
Doodle until you fill an entire page. 8.
Draw your inner critic as a monster. 9.
What's on your mind? 10.
Illustrate your favorite song. 11.
12.
Theme: Peace | 904 | 615 | {
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ARTICLE
Play With Nature Today
Article authored by: Holly Hatton-Bowers, PhD, UNL & Julia Torquati, PhD, UNL
Your parents or grandparents may have told you that kids need plenty of fresh air and sunshine. It turns out they were right: recent research tells us that playing outdoors in natural areas – those that have many elements of nature such as grass, trees, rocks, sand, and water – provides children with SO many benefits. Walking on uneven ground, climbing on rocks and logs, digging up worms, and navigating different kinds of surfaces (grass, sand, gravel) helps children to develop balance, strength, and coordination. Spending time in nature improves mood and restores attention. Pretend play in nature promotes creativity and problem-solving skills.
Adults also benefit from playing in nature. Spending time in greenspace, parks and getting outdoors in natural settings is a great way to get more physical activity, and it also promotes mental and emotional health. Studies find that taking walks in nature or greenspaces can decrease stress, increase creativity, and make you feel happier.
What do you need to support your child's development when taking time to play and be in nature? It is simple, but not always easy - slow down, be patient, and give children time to explore. Outdoor play that is unstructured, meaning children make up the play as they go, should be frequent and a regular part of their day. Notice as your child's mind and creativity come to life by having the chance to play in natural spaces. Suddenly a stick becomes a magic wand or a rock becomes lost treasure.
Be sure to take children outdoors at all times of the day from dawn through dusk so that they can experience the changes in sights, sounds, and smells associated with different times of day and different seasons. You can enjoy the birds in the morning and bats in the evening. Winter is a great time for stargazing because it gets dark so much earlier. Talk about the shapes the stars make. As we approach summer, grab a blanket, relax outside and snuggle while noticing the shapes of the clouds or the way the wind blows the leaves on the trees.
If you have an infant, carry them or lay them on a blanket and draw their attention to the sights, sounds, smells, and touch of nature. Let them hold flowers, gently rub their hands on pinecones or rocks, and talk about the sound of birds and wind in the trees. Remember that all of this is new and fascinating for them! Your toddler is ready to explore small things like ants, ladybugs, and seeds. Toddlers and preschoolers enjoy exploring the texture of sand and experimenting to find out what happens when you mix different materials like sand, soil, and
123connectwithme.org
water. Young children can help with gardening by planting, watering, and picking fruits and vegetables. Playing with open-ended natural materials such as sticks, rocks, wood chips, and acorns supports creativity and imagination as children make nature stew in a bucket and celebrate dandelions. Many children love using natural materials to create forts or drawings.
Do not worry if you lack a large natural area near your home, because even small natural spaces can provide wonderful learning experiences for children. Small gardens or playing in the mud can offer endless opportunities for play, learning, and relaxation. Consider taking an old sheet outside and constructing a safe secret hiding spot near a tree. Gather pruned branches and leaves into a pile and let your child use their imagination. So leave those devices and screens alone and make time to play outside in nature today.
Learn Ideas to Collect Treasures Outside:
Collecting Treasures | MediaHub | University of Nebraska-Lincoln (unl.edu)
Find Your Special Tree
Choose a Tree | MediaHub | University of Nebraska-Lincoln (unl.edu)
Build an Outside Obstacle Course
Outdoor Obstacle Course | MediaHub | University of Nebraska-Lincoln (unl.edu)
Watch Clouds
Cloud Watching | MediaHub | University of Nebraska-Lincoln (unl.edu)
Nebraska Extension 4-H Clover Kids Program https://child.unl.edu/4-h-clover-kids-program
Nebraska Extension Natural Learning Environments https://child.unl.edu/natural-learning-environments
Children & Nature Network https://www.childrenandnature.org/families/
Family Nature Play & You – eguide for families https://www.childrenandnature.org/wpcontent/uploads/aza_eguide_familynatureplay_update_r1v2.pdf | 1,799 | 916 | {
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We invite you to use this family guide for exploration, discovery and to support discussion throughout the virtual exhibition. Take a tour through the exhibition here. Click on the different images to find out more and look around just as if you were there!
Our Voices, Our Journey's: Black Communities in Peel is a celebration of one of many Black communities in Peel Region. It highlights the personal journeys of leaders and mentors from the North Peel Community Church congregation. Their photos and objects illustrate stories of immigration and family life, and how they established a community of faith in Caledon.
Communities We Belong To
Communities play an important role in everyday life. Did you notice themes of community in the exhibition?
Can you think of a community that you belong to? Communities can be different sizes and you might be a part of many communities. Your family, your school, your friends, your neighbourhood, or the city or larger country you live in all make up your different communities.
Pick one of the communities that you belong to. Draw one of your favourite things about being part of this community.
Recipes
Visit the section on "The Church" to see the community cookbook that was created to help fund a new roof. There are also recipes you can enjoy.
Does your family have any special cookbooks? Write down your family's favourite recipe here.
Visit the "Your Story Matters" area of the exhibition. An artifact is an object made by humans. Artifacts tell stories and can answer questions about history.
Artifacts make history real and capture moments that matter. At PAMA, we display artifacts in exhibits to help explain and showcase different experiences. Objects connect people, are important reminders of the past and help celebrate our lives now.
Curate Your Own Mini Museum!
What artifacts tell the stories of your family life?
It's time to tell your story and the history of your family. Get inspired by the objects around you to curate your own exhibit at home. Find some objects and photographs that are important to you and your family. After you have gathered your items, think of a title and description for your exhibit.
Make Your Labels
Arrange your objects and write labels for them. On each label, write the title of the object and a short description about what it is. Use the below templates or get creative with your own design!
Object _________________
Description
_______________________ _______________________ _______________________
Take photos of your finished exhibit to share with friends, family and @visitpama.
Object _________________
Description
_______________________
_______________________ _______________________ | 1,138 | 514 | {
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ENGLISH
What are the aims and intentions of this curriculum?
The aim of our Year 11 Curriculum is to ensure students gain further insight on a range of topics in line with the GCSE English Language (8700) and Literature (8702) specifications. Throughout all terms, students are provided with authentic opportunities to develop their reading, writing speaking and listening skills. Literacy skills are embedded throughout the course and a range of texts including novels, plays and poetry are explored, all in aid of students attaining their GCSE Level Qualification.
Term
Autumn 1
Autumn 2
English Literature: Paper 2
| | Topics | | Knowledge and key terms | Skills developed |
|---|---|---|---|---|
| GCSE English Literature: Power and Conflict Anthology Spoken Language | | • Context • World War • Theme • Poet • Stanza • Verse • Form • Language • Analyze • Annotate • Brigade • Charge • Power • Conflict • Enjambment • Volta | | • Develop an informed personal response • Use textual references to support illustrate interpretations. • Analyze the language, form and structure used by a poet • Demonstrate understanding of the relationships between texts and the contexts in which they were written. • Explore the effects of writer’s methods on readers Present information and ideas • Select and organize information effectively • Respond to spoken language appropriately • Express ideas using Standard English effectively |
| | | | | • Engage with critical exploration of whole |
| | | | | text |
| | | | | • Use precise references to support |
| | | | | interpretation of the text |
| | | | | • Analyze writer’s methods |
| | | | | • Explore the effects of writer’s methods on |
| | | | | reader throughout the text |
| | | | | • Explore context and historic links to text |
| | | | | • Use accurate spelling, grammar and |
| | | | | punctuation while writing about the text |
Spring 1
Spring 2
Summer 1
* • •
Aside
Dramatic irony
Soliloquy
| Essay Writing and Examination Skills | • PEE • Connectives • Punctuation • Sentence types • Organization • Content | • Implement methods for responding to examination questions • Use appropriate paragraph lengths • Evaluate use of SPAG in essay writing • Demonstrate parts and elements of essay writing • Develop introductions and closures of essays • Structure essays for effect • Organize writing to attain maximum marks • Embed quotes appropriately for emphasis and support • Incorporate the assessment objectives in a written response | |
|---|---|---|---|
| GCSE English Language: Paper 1 Review | • Suggests • Implies • Intentions • Creates • Effective • Symbolizes • Extended metaphor • Alternative interpretation | • Read and identify main idea of extracts • Analyze language used in extracts • Analyze and comment on structure of specific extracts • Review and express opinions on a text • Demonstrate how the writer has created specific opinions for readers • Judiciously produce creative writing that narrates and describes | |
| GCSE English Language: Paper 2 Review | • Contrasting • Similarly • Viewpoint • Focus • Style • Structure • Summarize • Describe, explain, argue, narrate, inform | • Read and identify details • Summarize similarities and differences • Analyze language and its influence • Compare how different writers convey different attitudes • Explore writer’s methods • Writing for purposes | • Read and identify details |
| | | | • Summarize similarities and differences |
| | | | • Analyze language and its influence |
| | | | • Compare how different writers convey |
| | | | different attitudes |
| | | | • Explore writer’s methods |
| | | | • Writing for purposes | | 2,000 | 866 | {
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Expanded noun phrases
Expanded noun phrases are phrases that tell you more about the noun. These can be achieved by adding an adjective to a noun phrase.
'The scary monster'
The dinosaur had sharp teeth.
You can add a prepositional phrase in order to give additional detail to your expanded noun phrase.
'An enormous, menacing monster in the mouth of a dark cave'
Tense
Verbs are words which express actions and we must look at these to determine the tense of the sentence.
Past simple – the action took place in the past and is now finished.
I walked to my friend's house.
Past progressive – the action took place in the past over a period of time.
I was walking to my friend's house.
Past perfect – the action was completed by a particular point in the past
I had walked to my friend's house.
Present simple – the action takes place regularly.
I walk to my friend's house.
Present progressive– the action is taking place now.
I am walking to my friend's house.
Present perfect – the action is now completed.
I have walked to my friend's house.
The future tense also exists and explains that events have not happened yet but will happen soon or in the future.
Expected Grammar Mat
Co-ordinating conjunctions
A co-ordinating conjunction joins two clauses of equal value or importance in a sentence. There are many co-ordinating conjunctions but some of the main ones can be remembered using the acronym FANBOYS.
I like swimming and my brother likes football.
We might go to the cinema or we could go to the funfair.
I want to wear my sunhat but it is raining.
F–for
A – and
N–nor
B–but
O–or
Y–yet
S–so
Subordinating conjuntions
A subordinating conjunction introduces a subordinate clause (a clause that does not make sense on its own). There are many subordinating conjunctions but some of the main ones can be remembered using the acronym A WHITE BUS.
We couldn’t do PE today because it was raining.
When playtime was over, the teacher rang the bell.
Make sure you wear your coat if it gets too cold.
We wanted to eat the cake that my mum made yesterday.
A–although, after, as
WH–when
I–if
T–that
E–even though
B–because
U–until, unless
S–since
grammarsaurus.co.uk
Sentence types
Statement – tells the reader something.
Tigers have sharp teeth.
Command – tells you to do something.
Go and look at the tiger.
Question – gains further information by asking something.
Did you see the tiger at the zoo?
Exclamation – makes a statement but is usually said with a strong emotion such as anger or surprise
What sharp teeth the tiger had!
Adverbs and fronted adverbials
Adverbs give you more information about a verb. They tell you where, why, how or when something happens or is done and can be remembered using the acronym TRaMP.
T – time (when) R – reason (why) M – manner (how) P – place (where)
Please make sure that you come home soon. (time)
The dog greedily ate its dinner. (manner)
Fronted adverbials are words or phrases at the beginning of a sentence, used to describe the action that follows.
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Route to Resilience
R2R
INTRODUCTION TO ROUTE TO RESILIENCE
What is R2R?
Put simply it is recognising, understanding and developing character traits that make us unique and then using these 'character muscles' to allow us to be the best version of ourselves. At the heart of character education is creating a culture in and out of school where students are given every opportunity to rehearse and strengthen their sense of themselves.
Children starting primary school this year will not retire until 2082 at the earliest! There is a growing recognition of the need to equip young people with strong character muscles that will make them successful in all occupations and will help them to develop into healthy and happy adults.
The school uses a program called Route 2 Resilience along with other schools in Leicester, Leicestershire and Rutland, which aims to promote young people's well-being.
What will my Young Person do?
During school time, the 'character muscles' will be introduced into their work, giving them opportunities to reflect on which ones they are using, and recognise how to build and apply them in their work at school, home and life.
You will increasingly notice your young person using these character muscles in their work, in communications from school and in other ways. We hope that you will want to help them build these characteristics at home as well, and we are here to help you do that.
The Character Vocabulary
These are the ones we have chosen to work with.
Concentration Good Humour Curiosity
Independence
Enthusiasm
Resilience
Kindness
Gratitude
Perseverance Imagination
Respect Co operation
Confidence Integrity
Friendship Creativity
Listening
Courage
Self-control
Optimism
For definitions of each word please visit our website
How we are building your Young Person's Resilience
To get a better understanding of how we are building resilience in school, we run annual sessions to inform new parents/carers and refresh current parents/carers. Look out on our website for new dates.
Preparing young people for the future
Equipping young people with good character muscles, gives them the ability to adapt and interact with the world and others, take on new challenges and have confidence in their abilities. Also Resilience skills are transferable, they can be used anywhere and be built up over time. They don't go out of date!
The KUBA Framework
KUBA (Know, Use, Build, Apply) is a great way to help your young person build character vocabulary. First they need to KNOW what the word means and what is expected of them, USE the skills in an effective way, BUILD their skills by using them repeatedly, and then APPLY their skills to new situations, as a transferable skill.
More information that may be useful to you
There is lots more info on Resilience at www.routetoresilience.co.uk | 1,208 | 602 | {
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Curriculum Information for Parents Autumn Term 2
Literacy and Maths
This half term we will be looking at:
Addition and Subtraction methods, Multiplication and Division, Times Tables (incl. TT Rockstars) We will also be checking retention from the previous Year/ half term and plugging gaps.
In Literacy, we will be using our topics as a stimulus for writing tasks. We will be looking at descriptions and formulating an argument. In our Light topic, we will be doing a scientific explanation and we will also be doing a recount of the Christmas story.
We will continue to learn our spellings every week and do our daily and guided reading.
Topics
Week 1 & 2: The Amazing Egyptians (History)
In our Egyptians topic, we will be learning all about where and when the Egyptians lived, some of their beliefs and what life was like in Ancient Egypt.
Week 3 : Brilliant Buildings (Art/ DT)
We will be learning to compare and contrast art work with a focus on architecture, looking at how we can vary pencil tone to add depth. We will be designing and making a building using a net.
Week 4 & 5: Let There Be Light (Science)
In Science, we will be investigating shadows and how they are formed. We will look at sources of light, reflections and investigating opaque, transparent and translucent objects.
Week 6 & 7: God is with Us (RE)
As we approach Christmas, we will study the Trinity of Father, Son and Holy Spirit. We will be exploring the story of Jesus' birth and our feelings at this special time of year and how we celebrate.
Religious Education
In addition to the Christmas story, we will be focusing on the Christian Value of Compassion in our assemblies, class worship and prayers. We will all participate in the Carol Service.
Physical Education
This half term, our indoor PE will have a gymnastics focus. We will be working on rolls, balancing and creating sequences using mats and apparatus. Outdoor games will be skills-based team games.
Computing
We will be using ICT to explore and design a net in our Buildings topic. In addition, we will be practising our times tables on the Chrome books, using TTRockstars and doing simple coding to make a game. We will use the internet to develop and improve our topic knowledge.
Home Learning and Other Relevant Information
We expect the children to read every day and practise their spellings for a test on Fridays. Homework grids need to be completed weekly and signed to be checked alongside the planners every Friday. We would like the children to consolidate their x tables knowledge at least 3x per week on TTRockstars (logins in planners). We will be visiting the library now on alternate weeks, but please makes sure children have their library books every Tuesday.
PE will still be on Tuesdays and Thursdays- please be ready in your kit. We will need named indoor pumps for our gymnastics this half term.
Why not… find out about Egyptian mummies and see if you can make one over the half term holiday? Or you could investigate shadows and how they are changing. Can you make a shadow puppet? Lots of House points for super home learning ☺ | 1,251 | 658 | {
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www.macmillanenglish.com/straightforward
Strangers on a train – Teacher's notes
Level: Beginner (equivalent to CEF level A1)
Aim: (Grammar + Vocabulary) Students review and practice going to for future plans and vocabulary related to food and travelling.
Context: All the students are travelling alone on the same train from London to Istanbul (on the former Orient Express). They are in the restaurant car and making small talk before dinner.
Preparation: Make one copy of the worksheet for each student. Make copies of the food cards so there are enough cards for one for each student (optional).
Procedure:
1. Brainstorm ideas for a menu with students to recycle food and drink vocabulary and write up the menu on the board.
2. Each student has to decide what they would like to eat from the menu and write their choice in exercise 1. You can allow students to choose freely from the menu, or let them choose a card. This will depend on the size of your group. The aim is that not all students choose the same thing, but that all (or most) students will find another student who has chosen the same.
3. The students then have to mingle around the class and find someone who is also going to choose the same food/drink. They write down the names of the other students they talk to and the food they have chosen. When they find someone who has chosen the same food as them, they write down that person's name.
4. Then ask students to report back to the group about what the other students are going to have. They can report back about everyone they spoke to, or just about the "matching choice" student they found.
5. Students look at the train stops and write them in the correct order in exercise 3.
6. Then in pairs or small groups (or as a whole class activity if you like) brainstorm what students can do in each city.
7. On their own, students then decide where they are going to get off the train and what they are going to do there. They write their decisions in exercise 5.
8. Finally, students mingle to find another student who is going to stop in the same city as they are to do the same thing.
9. After this activity, ask students to report back to the class about what the other students are going to do. Remember to model and focus on the going to form for future plans.
Answer: London-Paris-Strasbourg-Munich-Vienna-Budapest-Bucharest-Istanbul.
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Building Boats, Building Life Skills
Urban Boatbuilders is a Saint Paul-based youth development nonprofit, seeking to empower youth to build the skills they need to succeed in school, work, and life through the building and use of wooden boats. The organization pursues this mission through two programs. The Partnership Program brings hands-on education to the classroom in the form of boatbuilding instruction, offering students a creative alternative to a standard curriculum. The second, the
critical to finding success in the future.
Apprenticeship Program, takes place at Urban Boatbuilders' workshop. Through this program, the organization trains and employs lowincome youth who face barriers to employment.
The Apprenticeship Program is an employment training program through which underserved youth build the 21st century skills that research shows are
During the school year, youth work after school in a cohort of peers to build boats, gaining technical and workplace readiness skills. They attend weekly workshops on a range of topics from how to receive feedback to developing a growth mindset.
The nature of woodworking and boatbuilding provides many opportunities for instructors to incorporate 21st century skill practice. The work is naturally team-oriented and there are many occasions for problem solving. Youth flex their verbal communication abilities in order to manage the projects and delegate tasks. At the end of each day youth reflect on a topic that relates to a key component of skill development, their goals or navigating work environments. This model of experiential learning feeds into each youth's workplace competency. Youth emerge with an expanded sense of their own capabilities as well as knowledge about what will be expected of them at work in the future.
Working in a cohort to build a few boats at a time also provides opportunities for youth to guide and teach each other, allowing leadership skills to emerge in a unique setting. For each crew of seven apprentices there are two youth instructors who train in new apprentices and manage the
projects. Youth instructors develop their own leadership style as they navigate their roles as educators, project leaders and skilled craftspeople.
One of the highlights of each cohort is the culminating canoeing and camping trip that apprentices take on a
Former youth instructor who currently volunteers and a recent graduate of the apprenticeship program embark on a two day canoeing and camping trip with other apprentices using the paddles and skin-on-frame canoe they constructed.
Wilderness of northern Minnesota. During these one-of-a-kind handmade trips, youth get to test out their work as they celebrate their individual and collective accomplishments.
local river or in the remote lakes of the Boundary Waters Canoe Area
For more information about this program, contact Angela Robbins, firstname.lastname@example.org http://urbanboatbuilders.org/
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Eagle Eye on GSS Elementary Program - Ms. Harris - Grade 2
Good Shepherd Second Grade students are continuing to progress tremendously! The students are working very hard academically. They have learned so much already throughout the school year, and will continue to "grow their brains!"
Now that the students have made their First Penance and Reconciliation, they are beginning to learn about and prepare for their First Holy Communion. This is a very exciting time for them spiritually as their relationship with God continues to grow.
In Math class, Second Grade is now working on how to tell time. They are identifying the differences between an analog clock and a digital clock. The students enjoy using the Judy Clocks as manipulatives to help them show time and work through math problems. In addition to telling time, the students have recently finished learning all about money! They are able to identify different coins, as well as figure out if they will have enough money to buy certain items.
In Language Arts, we have a lot of fun reading different types of stories! The students recognize the Author's Purpose for writing a story, whether it is to Persuade us, Inform us, or Entertain us. In addition to identifying the author's purpose, we analyze text structure, sequence events, and identify the cause and effects of events while reading. These strategies are helping us become even better readers than we already are!
Ms. Morgan Harris, Second Grade Teacher
Second Grade continues to have fun while learning. We progress everyday whether it is academically as a group or individually. This 2018-2019 school year has been a great year for us, and we are excited to finish out the year strong!
GSS Honor Roll Students
All A's in major areas:
Grade 6:
Grade 8: Collin Montenegro
Grade 5:
John Wiener
Spencer Shepherd
Lillian Bruce &
Grade 4: Jade Montenegro,
Andrew Woods
Casey Mueller,
Grade 3: Julia Bakey, Isla Jove Kunst, Lainey Myles, Charlotte Shepherd, Violet Young
A, B+, B's in major areas:
Grade 8: Domenic Corsetti, Sophia Mancinelli, Andrew O'Hara, Nicholas Rothamel, Joseph Wigginton
Grade 6: Brennan Boldurian, Matthew Corsetti, Meghan Gorman, Sarah Guide, Edward Liu, Alexandra Mullin, Kaitlyn O'Hara
Grade 7: Delaney Dougherty, Francine Fernandes, Nick Liu, Sophia Mas, Hope Yankanich
Grade 5: Luisa Birriel, Aimee Wasiakowski
Grade 3: Maggie Cerny, Emerey Rodriguez, David Scott, Alyson Valiant
Grade 4: Logan Coller, Gianna Galiazzi, Oduduabasi Idiong
Contact Diane Gallagher ~ firstname.lastname@example.org Principal Ray Bonnette ~ email@example.com (856) 858-1562 ~ www.goodshepherdcollingswood.org
"FOLLOW US" on Twitter @GSSCollingswood "LIKE US" on Facebook @GoodShepherdCollingswood.org | 1,287 | 672 | {
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Shetland 2018 Playing Rules
Revised 3/8/18
Purpose: Shetland League is instructional baseball to teach how to swing a bat, how to catch a ball, how to throw a ball and how to run bases. The focus of the program shall be on instruction.
Play in the Mountaineer Baseball Association is governed by Official Baseball Rules: "The Sporting News" edition and PONY Baseball. The rules contained in this section are only those exceptions to Official Baseball Rules and PONY Baseball, which are necessary to provide a safe and enjoyable experience for all participants.
1. Playing age: boys and girls 4-6 year olds.
2. All players will bat once in each inning.
3. 7 foot arc will be used. (From 1 st base line to 3 rd base line.)
4. Each batter may receive 4 pitches maximum from the coach/pitcher. After 4 pitches the batter must hit the ball from the tee (unless a fair ball is hit).
5. There may be a maximum of 7 players in the infield.
6. No outs or score will be used.
7. If the defensive player records an out, ex: a fly ball or line drive is caught, or a fielder throws to a base and an out occurs, that offensive player will be instructed on what happened and be removed from the base. No outs will be recorded.
8. If an offensive player hits the ball through the infield and or to the outfield fence, the base coach can send them to 2 nd and 3 rd base. The last batter of the inning will still run all the bases. This is to teach the players to make the turns to the next base.
9. Any player throwing the bat will receive an instructional warning.
10. Runners may not leave the base until the ball is hit. Any runner leaving the base early will receive an instructional warning.
11. Both teams must bat the same number of innings per game. The home team will always bat in the bottom of the 3 rd inning.
12. Play will be called dead once the coach/pitcher has control of the ball.
13. There will be no protested games.
14. Player/pitcher is required to wear helmet/mask and chest protector.
15. All batters/runners are required to wear a helmet with a chin strap. The chin strap is required to be used.
16. Coaches are permitted to kneel when pitching. | 870 | 514 | {
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NJ Coalition for Bullying Awareness and Prevention, www.njbullying.org (7/12)
Involving the Community in Addressing Bullying in Schools
We regularly get calls from community organizations (e.g., faith communities, civic organizations, etc.) who want to arrange a talk about bullying for their constituents/members. Those of us who are advocates have provided many such talks. But now that the ABR (the new NJ law) has mandated the establishment of new roles - the designated anti-bullying coordinator in the school district, and the designated anti-bullying specialist in the school - there is a new and important option: The staff in those roles should be the ones providing (or arranging for members of their mandated school safety/climate – teams) to provide such talks.
Lack of school/community relations, and not only in regard to bullying, is a common gap in the functioning of schools. In most communities in NJ, there is no ongoing meeting or communication between school staff (e.g., the district superintendent and staff, schools and their staff) and such community entities as the interfaith clergy council, the town recreation department, or the local business organizations. Community relations - ongoing - are an important source of support for anti-bullying efforts in schools. At the least, this is because parents can be reached and engaged through their involvement with these community organizations. At best, town organizations can provide many forms of concrete help and other support to school-wide school climate and anti-bullying initiatives and strategies.
Ideally, it should be a routine 'part of the job' for the safety teams, specialists and coordinators to reach out to community organizations and be engaged with them. This would include providing updates and talks about bullying and related issues. Now that there are designated staff at the district and school levels, such community organizations should routinely be receiving outreach from the school or district. There should already be robust ongoing community organzation involvement in the schools, at least for the service learning aspect of the school's character education programs. But there should also be high levels of parent involvement in all aspects of school functioning, with all aspects of the community, including underserved and minority communities, represented.
In fact, in regard to bullying, either because it is only the first year of the law's implementation, or - less optimistically - because districts and schools are still not motivated enough to form such relationships, those calls do not often occur, we believe. And instead we Coalition - get the calls. We have begun advising organizations which call to give their districts and schools the 'gift' of reaching out to them for help engaging and raising awareness about bullying. If schools and districts take on this responsibility more actively, good things will happen. At the least, there should be town-wide bullying awareness days (and related ongoing activities) taking place in every town in NJ, reflecting a collaboration between the school district, the interfaith clergy council and other town-specific civic organizations. | 1,279 | 600 | {
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NEDC Fact Sheet - Disordered Eating & Dieting
Disordered Eating and Dieting
Disordered eating is a disturbed and unhealthy eating pattern that can include restrictive dieting, compulsive eating or skipping meals.
Diets don't work
Contrary to popular belief, research has shown that at least one-third to two-thirds of people on diets regain more weight than they have lost within four or five years, and the true number may well be significantly higher. Weight loss and 'fad' diets do not take people's individual requirements into consideration and can result in a person feeling hungry, experiencing low moods, lacking in energy levels and developing poor health.
Disordered eating can include behaviours which reflect many but not all of the symptoms of feeding and eating disorders such as Anorexia Nervosa, Bulimia Nervosa, Binge Eating Disorder, Other Specified Feeding and Eating Disorders (OSFED) or Avoidant/Restrictive Food Intake Disorder (ARFID).
Disordered eating behaviours, and in particular dieting are the most common indicators of the development of an eating disorder. Eating disorders are severe and life threatening mental illnesses. An eating disorder is not a lifestyle choice.
Disordered eating can have a destructive impact upon a person's life and has been linked to a reduced ability to cope with stressful situations. There is also increased incidence of suicidal thoughts and behaviours in adolescents with disordered eating.
Further examples of disordered eating include:
* Fasting or chronic restrained eating
* Binge eating
* Self induced vomiting
* Unbalanced eating (e.g. restricting a major food group such as fats or carbohydrates)
* Laxative, diuretic, enema misuse
* Steroid and creatine use
* Using diet pills
Why are disordered eating and dieting so dangerous?
Not everyone who diets will develop an eating disorder but it would be hard to find a person with an eating disorder who has not been on a diet themselves. Dieting is one of the most common forms of disordered eating.
Severely restricting the amount of food you eat can be a very dangerous practice. When the body is starved of food it responds by reducing the rate at which it burns energy (the metabolic rate), this can result in overeating and binge eating behaviours that can lead to weight gain and obesity.
Feelings of guilt and failure are common in people who engage in disordered eating. These feelings can arise as a result of binge eating, 'breaking' a diet or weight gain. A person with disordered eating behaviours may isolate themselves for fear of socialising in situations where people will be eating. This can contribute to low self esteem and significant emotional impairment.
NEDC Fact Sheet - Disordered Eating & Dieting
What are the risks associated with disordered eating and dieting?
The risks associated with disordered eating are severe. People with disordered eating may experience:
* A clinical eating disorder (Anorexia Nervosa, Bulimia Nervosa, Binge Eating or Other Specified Feeding and Eating Disorders (OSFED))
* Weight gain
* Osteoporosis - a condition that leads to bones becoming fragile and easily fractured
* Fatigue and poor sleep quality
* Constipation and/or diarrhoea
* Headaches
* Muscle cramps
Is it possible to change disordered eating and dieting behaviour?
Yes. It is possible to change eating behaviour, even if you have been engaging in disordered eating and dieting for many years. With the right support and treatment and a high level of personal commitment your body can learn to function to its full capacity again.
Seeking help from a practitioner with specialised knowledge in health and nutrition can assist you in reversing the adverse effects of disordered eating and restoring emotional, mental and physical health.
Getting help
Dieting is the number one cause of the onset of an eating disorder and seeking help early is the best preventative measure. While your GP may not be a specialist in eating disorders, they are a good 'first base.' A GP can provide a referral to a practitioner with specialised knowledge in health, nutrition and eating disorders.
To find help in your local area go to www.nedc.com.au/helplines
This fact sheet is for general information only and should not be a substitute for medical makes no warranties that the information is current, complete or suitable for any purpose.
or health advice. While every effort is made to ensure the information is accurate NEDC | 1,857 | 914 | {
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Why is it Important to Recycle Batteries and Lights?
In the environment, these lights and batteries can release the heavy metals they may contain such as Mercury, Lead, and Cadmium. By recycling these batteries, or at least disposing of them properly, these harmful metals will not be released into the environment where they could potentially become dangerous to the public's health.
By recycling these products, other materials in the bulbs and batteries can be used for new products, leading to a more sustainable community.
We can take care of your batteries both rechargeable and not, but if you don't want to lug a big bag or box full of old rechargeable batteries to campus, the Rechargeable Battery Recycling Corporation can locate a site for drop off near you:
http://www.call2recycle.org/locator/
For more information please visit us at http://www.csus.edu/aba/EHS/index.html
Office of Environmental Health and Safety
California State University, Sacramento 6000 J St.
Sacramento, CA 95819
Phone: 916-278-5165
E-mail: email@example.com
Universal Waste Recycling: Batteries and Lights
What Are Universal Wastes?
Universal wastes are hazardous wastes that are widely produced by households and many different types of businesses.
These include:
- Batteries
- Cell phones
- Electronic waste and devices
- Fluorescent lamps
- Mercury wastes
- And non-empty aerosol cans
The University has a campus wide Universal waste management program that facilitates compliance with campus policy and applicable federal, state, and local environmental regulations.
Two types of universal wastes that are picked up by Sacramento State include Batteries and Lights.
Batteries
There are several types of batteries, and most of these contain heavy metals such as mercury, lead, cadmium, and nickel.
alkaline (AA, AAA, C, D or 9volt) and carbon zinc
So called button batteries (for hearing aids and cameras, etc) – mercuricoxide, silver-oxide, and zinc-air
Rechargeable nickel/ cadmium called NiCad, Lithium Ion, Nickel-Metal Hydride called NiMH, and some alkaline
Lights
Fluorescent: compact fluorescent
light bulbs (CFLs), about 96% of a CFL bulb by weight is the glass casing which is completely recycla- ble, and the last 4% is metal (aluminum), phosphor powder, and mercury
Incandescent: Argon/ Mercury, tungsten, and filamentscreate more heat, require more power, shorter life span California is set to phase these out completely by 2018 and as of January 1, 2014 incandescent bulbs are no longer being manufactured in the US
High Intensity Discharge (HID): mercury vapor, high-pressure sodium (used for outdoor lighting), metal halide lamps (long lasting
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DESCRIBE GRADE C
* In April Hitler demanded the return of the port of Danzig and the Polish Corridor.
* Poland was Hitler's next target.
* Britain and France signed an alliance with Poland; Poland refused Hitler's demands.
* Poland was as much afraid of an invasion from the USSR as it was from Germany
C B A A* JUDGE
EXPLAIN GRADE B
* In secret both powers agreed to divide up Polish territory should war occur.
* This Pact guaranteed that the Soviets and Germany would not fight each other in the event of war in Europe.
* Both countries agreed not to attack each other and through a series of secret clauses they divided Poland between them. Germany was to attack Poland from the west, the USSR to attack from the east.
* Hitler was sure Britain and France would not carry out their promise to Poland – why should they, they had backed down over Czechoslovakia? He felt free to attack Poland.
* Hitler's policy of Lebensraum involved conquering territory east of Germany, including the USSR. Because of his hatred of communism he would almost certainly attack the USSR.
* The future of Poland now depended on the attitude of the Soviet Union.
* The world was shocked when, on 23 August 1939, the two countries signed the Nazi–Soviet Pact.
* Britain and France reluctantly opened talks with Stalin, the Soviet leader, but were very surprised when the Nazi-Soviet Non-Aggression Pact was signed on 23 August 1939.
CAN YOU SPELL?
Nazi-Soviet Pact Lebensraum Non-Aggression Stalin
* Why did the USSR sign the Pact? Their leader, Stalin, appeared to run out of patience with Britain's failure to sign an agreement with them. He had been annoyed when left out of the discussions at Munich and was suspicious that Britain and France were trying to direct Hitler's attention to the east and away from the west.
ASSESS RESULTS GRADE A
* Hitler's attack on Poland was inevitable.
* Freed up Hitler to invade Poland - he knew that Britain couldn't do anything to defend Poland (he invaded 9 days later).
* Hitler presumed that the pact would prevent Britain from opposing his attack on Poland. He thought Britain would back down as it had at Munich, especially as Danzig was German & the Polish Corridor separated Germany from East Prussia.
* Improved morale of British people for war - showed Hitler as an opportunist and a trickster, who could never be trusted.
* Ended Britain's hopes of an alliance with Russia to stop Hitler - people in Britain realised that nothing would stop Hitler now but war.
* The anger at Russia was to become a cause of the Cold War.
* The German army invaded Poland on 1 September 1939.
* The Nazi–Soviet Pact brought war closer.
* Chamberlain tried to get them to withdraw and hold a peace conference.
* This failed, and on 3 September Britain declared war on Germany, followed shortly after by France. | 1,290 | 629 | {
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Funderburk Room 18 Multi-Age Classroom Newsletter Vol. Weeks of March 11 – March 25, 2019
We cannot stop the winter or the summer from coming. We cannot stop the spring or the fall or make them other than they are. They are gifts from the universe that we cannot refuse. But we can choose what we will contribute to life when each arrives
- Gary Zukav, American Teacher
Upcoming Dates to Remember
- Tuesdays After School Game Day in Room 18 – 3:30 -4:15
- Kids Heart Challenge - This Wednesday March 13 @ 10:20, parents welcome to join kids in jump roping
- Early Release/ Professional Day – Wednesday March 20: 1:10 Dismissal
- Arts Are Elementary – Body Mapping – Various TBD dates March 22 – March 29
- Thursday March 28 – Coffin School Spring Concert: 9:30 & 1:00 (same performance each time)
- Multi-Age Writing Celebration –Café, Thursday March 28: 1:45 – 2:30 PM (after the 1:00 Spring Concert)
- Early Release Professional Day Thursday April 11, 1:10 Dismissal
- No School Professional Day Friday April 12
Last Week, This Week (and Next Week):
o Reading: Being the boss of our reading (accuracy, fluency, comprehension strategies), including 2 nd grade strategies to be a more fluent reader. Some ready students will choose a fluency goal related to something they feel they want to improve (scoop words into longer phrases, talk like the characters, read with a "just right" pace – not to fast or too slow, & make your voice match the mood)
o Partner Reading: we will practice more partner reading to help us build our fluency & comprehension skills
o Read Aloud: The One & Only Ivan - Ivan, a gorilla lives in a cage near a mall. He is part of a quasi-circus show/zoo display. There is an elephant named Stella who is growing older and a comic relief dog whose name is Bob. Together they live through highs and lows of establishment run by their owner, Mack who also cares for the Big Top Mall. The talking animals soon meet Ruby, a shy, younger new elephant who arrives and receives some TLC from Ivan & Stella. Their journey together slowly helps transform the rundown and dilapidated mall.
o Writing: Editing & publishing our teaching books for another week and then moving onto Opinion writing – opinions about the world around us AND eventually, book reviews (2 nd graders)
o Math (grade 1): Chapter 11 Picture Graphs and Bar Graphs (finishing soon); Chapter 12 Numbers to 40
o Science/Social Studies: Continuing our study animal study: Classifications, Bird Beaks, Clues from Skulls & Eggs. Tuesday will be our final session of group 1 & Thursday we'll start with round 2 – Tuesdays & Thursday 12:45-1:45 through the end of March
Classroom Updates
- Conferences & Report Cards: Thank you for making time to meet over these past couple days to discuss your child's progress. I hope you gained insight into their school day and got a scope of goals and focus moving forward into the homestretch of this year and next year
- Late May, Early June, we hope to lock down our end-of-the year Feast & Festival, an evening that celebrates all of our students through project based presentations of learning, pot luck styled food, and songs & music. When you see the sign-up for the date, please make it a priority to join us. It's always one of the most memorable times of year
- Many children have been embracing the science of coding lately through an app known as Kodable. It has grown a lot of their thinking and planning skills in a world of programming characters to move through designed commands. I have recently signed up for another Coding program known as Hopscotch. We'll give that a try in the coming weeks as well.
Questions? Contact Mr. Funderburk at firstname.lastname@example.org or 319-1950 or by note. All class newsletters are also available 24/7 at http://www.brunswick.k12.me.us/efunderburk/classroom-newsletters | 1,731 | 919 | {
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Child-related Gun Violence and School Shooting Facts
1.Each day 12 children die from gun violence in America. Another 32 are shot and injured.1
2.Guns are the leading cause of death among American children and teens. 1 out of 10 gun deaths are age 19 or younger.2
3.In fact, firearm deaths occur at a rate more than 5 times higher than drownings.3
4.The U.S. has had 2,032 school shootings since 1970and these numbers are increasing. Alarmingly, 948 school shootings have taken place since the tragedy at Sandy Hook Elementary School in December 2012.4
5. School shootings have returned to pre-COVID levels and by some accounts have even increased. However, U.S. Dept. of Homeland Security research shows that if we “know the signs” of gun violence, we can prevent it and reverse the trend. 5
6.Since the historic attack atColumbineHigh School in 1999, nearly 300,000 students have been on campus during a school shooting6. There ishelp for victims and survivors of gun violence.
7.An estimated 4.6 million American children live in a home where at least one gun is kept loaded and unlocked. These improperly stored weapons have contributed to school shootings, suicides and the deaths of family members, including infants and toddlers.7
8. Nearly half of all parents with a weapon in the home wrongly believe their children don’t know where a gun is stored. 8 Safe storage of firearms prevents tragedies.
9. In 4 out of 5 school shootings, at least one other person had knowledge of the attacker’s plan but failed to report it. 9
10.In a comprehensive school shooting study, the Secret Service and Department of Education found that 93% of school shooters planned the attack in advance.10When people see the signs and get help, we can end school shootings.
Child-related Gun Violence and School Shooting Facts
11.Almost all mass school shooters shared threatening or concerning messages or images. More than 75% raised concern from others prior to the attacks. Bystanders saw warning signs in most documented active shooter cases.11Truly, you can prevent school shootings when youknow the signs.
Facts about How Gun Violence Impacts America's Most Vulnerable
Disparately and disproportionately impacted children and adults face higher risk of being victimized by gun violence. Despite economic factors, gender, racial, mental health conditions or sexual orientation, everyone has the right to be safe in their classrooms and communities.
12.Children living in poverty – urban and rural – are more likely to die due to gun violence than their more affluent peers.12
13.About 1 out of 5 gay and lesbian youth have been threatened or injured with a weapon on school property.13
14.Black youthare four times more likely to be killed with guns than their white peers.14
15.The majority of individuals with diagnosedmental illnessdo not engage in violence against others.15
16.Lastly, it must be remembered that 90% of teenagers killed in an act of dating violence were girls.16
You Can Help Stop School Shootings
Real change in how America approaches gun reform and school safety isn't possible without people like you. Because of our supporters and volunteers, we'vehelped preventat least 96 incidents involving weapons at schools across the country, including 11 school shooting plots.
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Year 9-10
Devotions:
Devotions is a short time each morning to come together around the Word of God, to commit our learning and one another to God in prayer and put God first in the day.
Te Reo Maori:
At Sonrise we are committed to growing our student's ability to learn and use Te Reo Maori. Increasingly, New Zealanders understand that Te Reo Māori and tikanga Māori are essential components of this country's heritage. While they define Māori identity in particular, they are integral to the identity of all New Zealanders.
The Arts:
The Arts include Music, Visual arts, Dance and Drama. Learning through and about the arts enriches the experience of studying while at school as well as preparing students for life after school. Arts subjects encourage self-expression and creativity and can build confidence as well as a sense of individual identity.
Health and Physical Education:
In health and physical education, the focus is on the well-being of the students themselves, of other people, and of society through learning in health-related and movement contexts. They develop resilience and a sense of personal and social responsibility, they are increasingly able to take responsibility for themselves and contribute to the well-being of those around them, of their communities, of their environments (including natural environments), and of the wider society.
English:
Success in English is fundamental to success across the curriculum. All learning areas (with the possible exception of languages) require students to receive, process, and present ideas or information using the English language as a medium. It not only gives them important skills in written communication, it also gives students the ability to think critically about the world through the studied texts.
Maths:
Mathematics is an essential subject that is necessary for most future Careers. Mathematics at the year 9 – 10 level at Sonrise is about preparation for NCEA. We cover Number, Algebra, Geometry, Measurement, Statistics and Probability over the two years that the students are in Hiranga in order to best prepare them for further qualifications.
Science:
During 2023, John Drummond (PhD candidate) will be looking after Science for the Year 9-10, Level 1 Science, Level 2, and Level 3 Science classes. As the students' progress through the years, they will be building upon scientific principles learned in earlier years.
For Year 9-10 in 2023, we shall be investigating the four main subject strands in Science, namely The Living World (biology, etc), The Material World (acids, bases, etc), The Physical World (physics), and Planet Earth and Beyond (geology and astronomy). Each term, a different strand will be explored. Besides transmission style teaching, there will be numerous hands-on experiments where the students formulate their hypotheses, conduct the experiment, and observe the reactions – to see if their hypothesis was correct. They will also be conducting their own research as we study the many exciting topics.
It is expected that 2023 will be a fun year of learning about science for this class group and we are particularly pleased to have the use of our dedicated science lab which is continually adding more equipment.
Digital Technologies:
Digital technologies are electronic tools, systems, devices and resources that generate, store or process data. Well known examples include social media, online games, multimedia and mobile phones. Navigating the online world is increasingly becoming a necessity in today's world. In digital technology we seek to find ways to navigate this world from a Christian perspective, as well learn to design websites, code etc.
Topical Studies:
In topical studies we will look at history, geography and social science. We will be studying how governmental systems work, the underlying belief structures of today's society and the proper Christian response.
Kapa Haka:
This is an important part of who we are and it is expected that students are part of growing in the understanding of our Bi-cultural heritage and can participate with confidence in common New Zealand cultural practices. | 1,721 | 812 | {
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Chorleywood to Chalfont & L via Sarrat Bottom & Chenies
An all time favourite of mine, this walk takes a very pretty stretch of the lower valley of the Chess, including short stretches of the river, a ford, the Chorleywood Estate and the opportunity to visit Chenies Manor. The route can be muddy and includes a steep hill down into the valley and back up again to gain the station.
Chorleywood House Estate
In the early 18th Century when it consisted of just two farms, Chorleywood Farm and Meeting House Farm. The land and property changed ownership several times until John Barnes bought the estate in 1822 and built a Regency mansion, called Chorleywood House, replacing the existing farm house. In 1892, the house was bought by Lady Ela Russell, a relative of the Duke of Bedford. She modified and enlarged the house. She developed the estate to be virtually self-sufficient, with her own farms and market garden. She created formal gardens and parkland near the house, and built cottages for her chauffeur and gardener behind the house. She installed electricity using her own generator housed in a building near the summerhouse. Water was pumped from the Chess by a waterwheel to a well which was also supplied by a spring. She built a chapel, and a drill hall. These buildings are still in use, and have recently been restored by Three Rivers.
Nothing came of later plans to turn it into a golf club, but this was during the depression of the 1930s. In June 1940, the mansion and land were bought by Chorleywood UDC together with Hertfordshire County Council and LCC and designated a public open space.
River Chess
Once past the water treatment area this becomes Tony's favourite valley. The River Chess is a chalk stream, its water coming from the groundwater held in the chalk of the Chiltern Hills. The Chess is fed by springs which form where the water table reaches ground level. The mineral rich water emerges at a constant temperature of about 10°C. The unique character of chalk streams means that they provide a very rich habitat for wildlife, which makes the Chess a great place to come into contact with nature.
The River Chess Association lists Brown trout, brook Lamprey, Grayling, Bullhead, Great White Egret, Green Sandpiper, Grey Heron, Grey Wagtail, Mute Swan, Osprey, Stonechat, Water Rail, Water Crowfoot, Purple Loosestrife, Hemp Agrimony, Water ForgetMe-Not, Branched Bur-reed, Mayflies and Water voles, which are one of the UK's rarest mammals, See http://www.riverchessassociation.co.uk/wildlife.html
Frogmore Meadow
The site has marshy areas and fens beside the river, damp grassland and drier, more acidic areas. The river bank has water voles, and damp areas are dominated by meadow foxtail and Yorkshire fog, with some marsh marigold and marsh bedstraw.Other typical plants are marsh marigold, greater bird's foot trefoil, ragged robin and the rare marsh valerian. Sedges abound and there are six species. The drier areas support plants such as betony. Butterflies include skippers, meadow browns, ringlets and marbled whites
Chenies Manor
This Grade I Listed Building, known formerly as Chenies Palace, was owned by the Cheyne family who were granted the manorial rights in 1180. The manor remained in their possession until the end of the 15th century.
The semi-fortified brick manor house which forms the core of the present day structure was built by Sir John Cheyne around 1460. Both Henry VIII and Queen Elizabeth I visited the house on numerous occasions accompanied by their Courts.
The original manor house was extended in the 16th century by John Russell, later 1st Earl of Bedford, to whom the property passed through marriage. In 1627, the 4th Earl of Bedford relocated the principal family seat from Chenies to Woburn Abbey. Chenies Manor then became a secondary home. In the 1950s the estate was bought by the present owners, the MacLeod Matthews family, who commenced a long process of restoration which continues to this day. Visit http://www.cheniesmanorhouse.co.uk/ | 1,629 | 920 | {
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Save Energy and The Environment
Use Energy Efficiently, Prevent Air Pollution
I mprove your home's comfort, and save energy and money while doing the right thing for the environment.
Tighten your ducts.
Cash in on special offers.
Know the facts.
The average family spends $1,400 a year on energy bills—nearly half on heating and cooling. Energy-efficient heating and cooling equipment sized and installed correctly with properly sealed ducts can save homeowners as much as 20% on annual energy costs.
Keep it clean.
A dirty air filter can increase energy costs and lead to early equipment failure. Clean or change the air filter monthly. Some filters only need to be changed every 3 months. Dirt and neglect are the leading causes of system failure.
Also, have equipment checked seasonally to make sure it is operating efficiently and safely, and identify problems early.
Bundle up your home.
Hidden gaps and cracks can add up to as much airflow as an open window. The more heat that escapes, the more cold air enters, causing the system to work harder and use more energy. Home sealing can save up to 10% in energy costs.
Start by sealing air leaks and adding insulation—pay special attention to the attic and basement, where the biggest gaps and cracks are often found. If you are replacing windows, choose ENERGY STAR*-qualified ones.
© 2010 MHNet
If you have a forced air furnace or heat pump, a duct system circulates warm air throughout the home. Leaky ducts can reduce the system's overall efficiency by 20%. Sealing ducts can save up to $140 annually on energy bills and helps consistently heat every room.
Buy the right equipment.
Make sure new equipment is properly sized for your home. An oversized system costs more to buy and operate, and will cycle on and off too frequently, reducing comfort and leading to early system failures and repair costs.
Correct size and proper airflow ensures that the system works efficiently, saves you money, and helps protect the environment.
Put your home to the test.
Doing a home improvement project? Online tools help evaluate your home's energy performance and offer solutions to increase comfort and energy efficiency. Visit www.energystar.gov and have utility bills handy for savings calculations.
Consult a professional.
Find an experienced, licensed contractor before starting on any heating and cooling overhaul. Visit www.natex.org to find a contractor whose technicians are certified by NATE (North American Technician Excellence). The contractor should properly size equipment, test airflow, and perform a quality installation.
Concerned about the cost of new heating equipment? Check with your utility company or visit the rebate finder at www.energystar.gov to see if any special deals on high-efficiency heating equipment.
Manufacturer rebates are usually offered in fall and early spring. Ask for ENERGY STAR-qualified equipment—it might cost more up front, but it will offer you greater savings and comfort for years to come.
Be smart when you shop.
If your heating equipment has been poorly maintained and is 15 years or older, it's probably time for a more efficient replacement. Ask for an ENERGY STAR when buying the following equipment:
* Furnaces: 15% more efficient than standard models.
* Heat Pumps: qualified geothermal heat pump—30% more efficient with a $200 annual savings; qualified electric heat pump—20% more efficient and about $130 annual savings.
* Boilers: features electric ignition and new combustion technologies to be 7% more energy efficient.
* Programmable Thermostats: save about $100 annually.
*ENERGY STAR is a joint program of the U.S. Environmental Protection Agency and the U.S. Department of Energy that is designed to help people save money and protect the environment through energy-efficient products and practices.
Source: WPO, US Environmental Protection Agency
Callers with TTY equipment, please call: 1.800.338.2039 | 1,723 | 796 | {
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Curriculum Intent Statement Art and Design John Whitgift Academy
Art can embody some of the highest forms of human creativity, our curriculum is brave, ambitious and creative, it is designed to ensure that all our students are able to achieve and make progress, we stretch and challenge, adapt and develop, express and experiment. We aim to engage, inspire and challenge our students, equipping them with the knowledge and skills to experiment, invent and create their own works of art. The Art curriculum is critical and contextual at its core, it is designed so that students can build up from the formal elements and refine, develop and build upon their skills as the key stages progress, and we place a high value upon the importance of drawing. Students investigate ideas through the visual language, exploring techniques, materials and processes through their own practical work. As student's progress throughout key stage three they will be able to think critically and develop a more rigorous understanding of Art and the world around them, at key stage four students are encouraged to think as an artist and be creative, experimental and ambitious with their sustained units of work. The curriculum engages students to explore how Art both reflects and shapes our history as well as investigating the contemporary, how it contributes to the culture, creativity and wealth of our society, in doing so students are able to see beyond the analytical and realistic and consider/explore the conceptual. Our curriculum develops the use of the visual language by seeing, understanding, questioning and practising, their own work this supports them to become articulate, confident and expressive developing skills and confidence in oracy and rhetoric while forming opinions and an understanding of Art throughout history and today's society. Students learn to think and act as artists working creatively and intelligently. We build a passionate and reflective pupil through our curriculum to have a brave approach when developing skills with media and their techniques, using the physical act of art as a tool for looking, experiencing and learning. Understanding and applying the formal elements of art across all disciplines: line, shape, form, tone, texture, pattern, colour and composition are vital in underpinning creative work and successful students and this is reinforced throughout the curriculum. We are committed to nurturing resilient, ambitious and curious students who will embed creativity in their own futures, careers and everyday life.
Overarching concepts
- Resilience – trying something more than once and conquering setbacks.
- Safety and safe working practice – using tools and techniques safely and responsibly.
- Culture – a vast range of cultures, creative endeavours within them and their disciplines
- Cross Curricular – Interconnected with history, literature, mathematics.
- Proportion and Scale – mathematical approaches in Art
- Formal Elements – showing understanding and application of line, tone, texture, pattern, shape, form, colour and composition
- Observe and record – mark making and drawing
- Explore and respond – experimenting with media and their properties
-
Refine and Reflective– vocalise, visualise, annotate and present findings.
- Describe and analyse – how and why?
- Independence – identify own strengths and weaknesses | 1,335 | 626 | {
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Voice-over
We face risks every day - whether at work or home - from extreme weather or unsafe food and water, risks can translate into harm to people around the world.
This year, as we all struggle to deal with the unprecedented human and economic costs of the COVID-19 pandemic, it has become even more vital to understand people's attitudes to risks and threats they face every day.
Lloyd's Register Foundation believes a better understanding of how people perceive risks and their attitudes towards the risks they face will help design interventions that will keep people safe.
Flooding is just one of the severe weather events that have seriously harmed a quarter of adults in Mexico over the last 2 years.
JOEL, Puebla, Mexico
"It's something very powerful, emotionally and physically, it was a big loss economically, you lose everything. It's the powerlessness of watching the water rising inside your house and you can't do anything. You watch the water rising, how it's flooding everything, and you just have to wait."
Voice-over
The Lloyd's Register Foundation has commissioned the world's largest survey into how people think and feel about risk and safety.
To avoid harm from risks we face, we need to first understand them.
37% of the adult population in Mexico said they or someone they personally know have experienced serious harm from violent crime in the past 2 years.
GEORGINA, Mexico City, Mexico
"It's very dangerous here, the other day they took a young girl. A taxi came by, she got in, she was wearing her school uniform and now her parents don't know what happened to her."
Voice-over
About one in five people in India experienced serious harm from eating unsafe food. Around one in five people also experienced serious harm from drinking unsafe water.
PRIYANKA, New Delhi, India
"Sometimes the water levels are too low. We don't get clean water and if we drink that water there are high chances of falling sick from bacteria, getting stomach infections. Children fall sick frequently and become weak."
Voice-over
The aim of the World Risk Poll is to provide data that can inform policies and bring meaningful intervention where it's needed most - using a unique, open, and comprehensive global dataset on public understanding of risk and safety.
29% of adults who work in India said they have been injured while working.
ANKIT, New Delhi, India
"We go into the field to work, anything can happen at any time, we can get injured, grievously with our equipment. We can get attacked by wild animals or catch an infection because of insects or we experience snake bites."
Voice-over
Through an increased understanding of how people think and feel about risk, we can explore the gap between perceived dangers and actual threats, and discover how risk is shaped by personal, social and experiential factors.
About one-third of adults in South Africa have experienced serious harm from severe weather events in the past 2 years.
MPHO, Johannesburg, South Africa
"When we have storm winds, you see we are living in the shacks so the wind when it is too strong, it takes off our shacks. If my neighbor's shack has went away with the wind, we wake up and go help them."
Voice-over
The Lloyd's Register Foundation World Risk Poll is the first of its kind, a survey on a scale never seen before across different countries and demographic groups.
SAWATI, Soweto, South Africa
"A house four streets away blew up, it went into ashes, because of gas. The community had to rush in and help but some people died."
One in five adults who work in the U.S. say they have been seriously injured while working; and 40% of people said they or someone they know have experienced serious harm from mental health issues.
Voice-over
By applying insight to better understand and manage the risks facing us all, we can make our world a safer place. | 1,456 | 797 | {
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Archaeologists unearth carved head of Roman god in ancient rubbish dump
3 July 2013
The late Roman stone head was found by Durham University archaeologists at Binchester Fort, County Durham, UK. Credit: Durham University
An 1,800-year-old carved stone head of what is believed to be a Roman god has been unearthed in an ancient rubbish dump.
Archaeologists made the discovery at Binchester Roman Fort, near Bishop Auckland in County Durham, England.
First year Durham University archaeology student Alex Kirton found the artefact, which measures about 20cm by 10cm, in buried late Roman rubbish within what was probably a bath house.
The sandstone head, which dates from the 2nd or 3rd century AD, has been likened to the Celtic deity Antenociticus, thought to have been worshipped as a source of inspiration and intercession in military affairs.
A similar sandstone head, complete with an inscription identifying it as Antenociticus, was found at Benwell, in Newcastle upon Tyne, in 1862. Dr David Petts, Lecturer in Archaeology at Durham University, said:
"We found the Binchester head close to where a small Roman altar was found two years ago. We think it may have been associated with a small shrine in the bath house and dumped after the building fell out of use, probably in the 4th century AD
"It is probably the head of a Roman god – we can't be sure of his name, but it does have similarities to the head of Antenociticus found at Benwell in the 19th century.
"We may never know the true identity of this new head, but we are continuing to explore the building from which it came to help us improve our understanding of late Roman life at Binchester and the Roman Empire's northern frontier in Northern England.
"Antenociticus is one of a number of gods known only from the northern frontier, a region which seems to have had a number of its own deities.
"It's also an excellent insight into the life and beliefs of the civilians living close to the Roman fort. The style is a combination of classical Roman art and more regional Romano-British traditions. It shows the population of the settlement taking classical artistic traditions and making them their own."
Dr David Mason, Principal Archaeologist with the site's owner, Durham County Council, said:
1 / 3
"The head is a welcome addition to the collection of sculpture and inscriptions from Binchester. Previous religious dedications from the site feature deities from the classical pantheon of gods and goddesses such as the supreme god Jupiter and those associated with healing and good health such as Aesculapius, Salus and Hygeia.
"This one however appears to represent a local Romano-Celtic god of the type frequently found in the frontier regions of the Empire and probably representing the conflation of a classical deity with its local equivalent. The similarity with the head of Antenociticus is notable, but this could be a deity local to Binchester."
The Binchester head is African in appearance, but Dr Petts, who is also Associate Director of Durham University's Institute of Medieval and Early Modern Studies, said experts were unsure whether these features were deliberate or coincidental.
He explained: "This is something we need to consider deeply. If it is an image of an African, it could be extremely important, although this identification is not certain."
Dr Mason added: "The African style comparison may be misleading as the form is typical of that produced by local craftsmen in the frontier region."
The find was made as part of a five year project at Binchester Roman Fort which is shedding new light on the twilight years of the Roman Empire.
The Binchester dig is a joint project between Durham University's Department of Archaeology, site owner Durham County Council, Stanford University's Archaeology Centre and the Architectural and Archaeological Society of Durham and Northumberland.
Each summer, undergraduate archaeology students from Durham and the United States are joined by volunteer members of the public to painstakingly reveal more fascinating details from Binchester's past.
Provided by Durham University
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APA citation: Archaeologists unearth carved head of Roman god in ancient rubbish dump (2013, July 3) retrieved 27 January 2021 from https://phys.org/news/2013-07-archaeologists-unearth-roman-godancient.html
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Playing Shakespeare with Deutsche Bank
REVIEWING BRIEF
Use the guide below to write a review for the Playing Shakespeare with Deutsche Bank production of Othello.
Write a heading
- Write the title of the production and state that it was written by William Shakespeare.
- Say that you saw it at Shakespeare's Globe and the date you saw it.
- Write your name.
Set the scene (Context)
- Give a description of the Globe, assuming that the reader has never visited before. Perhaps describe how it feels when you first arrive, as well as what the building looks like.
- Maybe add a brief history of the Globe, including its origins and its reconstruction.
- Mention the type of play (e.g. comedy, history, tragedy). You may choose to add when the play was written or published.
- Describe the theme(s) of the play – its main subjects or message.
Narrative and Character
- Write a brief summary of the plot.
- Outline the main characters. You can put the actors' names in brackets after the characters they played, or mention their names as you evaluate the acting, e.g. 'Desdemona was movingly portrayed by Bethan Cullinane...'
- Try to show how the characters behaved in the context of the plot, scene, or with other characters. For instance, 'At the end of the scene, Bethan Cullinane, who played Desdemona, heightened the sense of sadness by her use of long silences….'
Acting Skills/Styles
- If the piece was supposed to be 'naturalistic', say if you thought the actors were convincing.
- Show how their voices or movements affected the way that they performed their part.
- Mention any outstanding performances by the actors (good or bad), giving examples and details.
Technical Evaluation (Atmosphere)
- Describe how you were welcomed into the theatre.
- Describe what you actually saw on stage, including the set, costumes and music.
- Say if the lighting, costumes, or sound added something to the performance, or if they distracted from it.
© 2015 The Shakespeare Globe Trust. Permission granted to reproduce for personal and educational use only.
Commercial copying, hiring, lending, is prohibited.
Playing Shakespeare with Deutsche Bank
- Live music always plays an important part in Globe productions. How was it done and how were the musicians used?
Directorial evaluation
- The Globe stage is very distinctive. Was the way the actors used it innovative or traditional? Explain how.
- Do you think the director's interpretation was true to what Shakespeare intended? Would it have been performed like this when it was written? What might be different now?
Personal Thoughts
- How did you feel at the end?
- What are your lasting impressions?
Submissions
Email your review to us at email@example.com. We will then select some of our favourite entries and publish them in 'Week 8'. | 1,193 | 599 | {
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FRACTURED DOMINOS
| Level | 3 (Age group 11-14) |
|---|---|
| Resources Required | Dominoes (4 per player) |
| Alternate Options for the Resources | Instead of dominoes, the teacher can make fraction cards. To make fraction cards: ● Cut out 42 pieces of paper about the size of your palm. ● On each piece of paper, write a fraction that a 0-6 in the numerator and a 1-6 in the denominator. If each fraction is different, there will be 42 cards in total (See Images/Illustrations). |
| Strand Covered | Numbers and Operations |
| Targeted Skills | Comparing fractions and equivalent fractions |
| Inspired by | Julia Robinson Mathematics Festival - Gordon Hamilton |
| Time Required | 20 mins (for game) 30 mins (setup) |
| Previous Learning Required | Knowledge of numbers 1-10 Knowledge of the definition of fraction, numerator, and denominator |
| Support Required | Low supervision |
Rules of the Game:
Steps
Step 1: The teacher groups players into groups of 3-4. Although this game is best with groups of 3-4, if there are leftover players, the teacher can make groups of 3-5.
Step 2: The teacher removes and sets aside the 0|0 domino. From the remaining dominoes, the teacher gives each player 4 dominoes face down. players may look at the dominoes they are given but should not show any other players their dominoes.
Step 3: Each group can begin the game once all of the materials have been handed out.
Step 4: Each group decides who will go first. If groups have trouble deciding who should go first, the youngest person in the group goes first.
Step 5: In a clockwise direction starting from the first player, players choose one of their dominoes to play face up.
Step 6: The numbers on the domino represent the numerator and denominator of a fraction. The domino must be played so that the numerator is less than or equal to the denominator. A domino can only be played if its fraction is either larger than all previously played fractions or its fraction is equivalent to at least one of the other played fractions.
Step 7: If a player cannot play any of their dominoes following the rules in Step 6, the player must pass their turn.
Step 8: When all players in the group have either played one domino or have passed, the player who played the highest fraction removes all of the dominoes that were played and puts them aside (these dominoes will no longer be used during this game). This player is now the player who plays first.
Step 9: Repeat Steps 5-8 until one player plays all of their dominoes. This player wins the game.
Example of Fraction Cards:
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"They Sang and Took the Sword" – Music of World War I (Aug 6th - Dec 21st)
July 18, 2018
In our new exhibition entitled "They Sang and Took the Sword" – Music of World War I, opening August 6th 2018, the Music Library observes the 100th anniversary of the conclusion of World War I, as marked by the signing of the Armistice on November 11, 1918. The exhibition brings together selected materials from the Music Library's Special Collections and Collection of Historical Sound Recordings pertaining to the war. Several of these feature the work of Yale students, alumni, and faculty.
One focus of the exhibition is popular songs, illustrated by sheet music covers and recordings. The earliest is "There's a Long, Long Trail A-Winding," with music by Zo Elliott (Yale Class of 1913) and lyrics by Stoddard King (Class of 1914). Although it was composed in 1913, it became a wartime favorite and in intervening years has been used in film, television, and radio shows that refer to the war. From 1914 to 1916, the United States stayed out of the war, and the pacifist song "I Didn't Raise My Boy to Be a Soldier" expressed a widespread feeling. That this was controversial and that many Americans supported joining the war is reflected in the song "He Was a Soldier from the U.S.A.," also from 1914. But after the declaration of war in 1917, patriotic fervor swept the country, and this was reflected in songs that called upon people to support the war effort by volunteering, registering for the draft, or buying Liberty Bonds. George M. Cohan's "Over There" is a well-known example. There were also romantic songs of parted lovers, sad songs of soldiers who might not return to their families, comic songs or novelty songs, marches, and victory songs. Our exhibition includes illustrated covers from sheet music, the way most popular music was marketed and sold during the war years, as well as audio examples from the still-budding recording industry. The recordings were made by popular groups and singers as well as by leading operatic and concert artists, such as the Irish tenor John McCormack, to help support the war effort.
The war also impelled composers and lyricists to write art songs and large-scale choral and orchestral works. Charles Ives (Yale Class of 1898) created the movement "From Hanover Square North, at the End of a Tragic Day, the Voice of the People Again Arose" for his Orchestral Set No. 2, based on the response of the crowd on the day that the news of the sinking of the Lusitania reached New York in 1915. He also composed "Three Songs of the War," including "Tom Sails Away" from 1917. At the end of the war Horatio Parker, Dean of the Yale School of Music, set the words of "A.D. 1919: An Ode" by Brian Hooker (Class of 1902) to music for a ceremony commemorating the service of Yale men in the armed forces. Excerpts of both pieces can be heard in the audio exhibition. Our title, "They Sang and Took the Sword," is drawn from Hooker's ode.
Page 1 of 2
"They Sang and Took the Sword" – Music of World War I (Aug 6th - Dec 21st)
Published on Yale University Library (https://web.library.yale.edu)
Source URL: https://web.library.yale.edu/news/2018/07/they-sang-and-took-sword-music-world-war-i-aug-6th- dec-21st?page=3
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Prepared by Camille Goodwin, MG 2008
Texas AgriLife Extension Service Galveston County Office Dickinson, TX 77539
Educational programs of the Texas AgriLife Extension Service are open to all people without regard to race, color, sex, disability, religion, age, or national origin.
The Texas A&M System, U.S. Department of Agriculture and the County Commissioners Courts of Texas cooperating.
Io Moth Caterpillar
Type Pest: chewing insect (Automeris IO)
Type of Metamorphous: complete (egg, larva, pupa, adult stages) Other Common Names:
Plants Affected:
* Corn, roses, clover and blackberry
* Trees such as cherry, maple, hackberry, redbud, mesquite, blackberry, pear oak, beech, poplar, willow, and other trees and shrubs
Period of Primary Occurrence: February through September (several broods per year)
Identifying Characteristics of Insect Pest
* Adult IO moths are smaller than most silk moths with a wingspread of about two to three inches
* They also have black eye spots in the hind wings; males have yellow forewings, female forewings are browner
* Eggs are laid in clusters and look like kernels of corn
* The larvae have clusters of bristle hairs on conspicuous raised areas on each segment, hairs can be very irritating to humans (handle carefully)
* Young caterpillars feed in groups and move in "trains"
* Young larvae start out orange with gray bristles, later adding red side stripes and branched spines, at maturity larvae are green with red side stripes
Description / Symptoms
* Poisonous hairs are hollow and connect to underlying poison glands
* Contact causes a burning sensation and inflammation can be as painful as a bee sting
* Can last for a day or two and maybe accompanied by nausea during first few hours
3.66
Best Management Practices (BMP)
CHEMICAL CONTROL
* Not required, but people who work with plants should learn to recognize them
* A person stung by a poisonous caterpillar should immediately wash the affected area, use an ice pack to reduce swelling or steroid creams. Persons sensitive to insect stings should consult a physician
Sources:
http://creatures.ifas.ufl.edu/misc/io_moth.htm http://www.butterfliesandmoths.org/species?l=3305
3.67
The information given herein is for educational purposes only. Reference to commercial products or trade names is made with the understanding that no discrimination is intended and no endorsement by the Texas AgriLife Extension Service is implied.
Use pesticides only according to the directions on the label. Individuals who use chemicals are responsible for ensuring that the intended use complies with current regulations and conforms to the product label. If the information does not agree with current labeling, follow the label instructions. The label is the law.
Always remember to read and heed six of the most important words on the label: "KEEP OUT OF REACH OF CHILDREN" | 1,342 | 653 | {
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-------
4 Ways to a Healthy Gut
Emily Gelsomin, MLA, RD, LDN
Eat Foods that Contain Live Cultures
Fermented foods contain live cultures. While fermented foods do not always contain consistent levels of probiotics (specific health-promoting microbes), they may still provide health benefits.
Fermented foods may:
↓ inflammatory markers associated with disease ↑ absorption of nutrients like zinc and B vitamins
↑ diversity of microbes in the gut
Found in: yogurt, kefir, acidophilus milk, fermented cabbage (lacto-fermented sauerkraut or kimchi), sour pickles (naturally fermented – not the canned kind), miso, and certain cheeses
Helpful strains to look for on labels: Lactobacillus acidophilus, Lactobacillus casei, Lactobacillus plantarum, Lactobacillus bulgaricus, Bifidobacterium infantis, Bifidobacterium breve, Bifidobacterium longum
Eat Prebiotics
Think of prebiotics as "food" for the healthy bacteria (probiotics) in your gut.
Prebiotics may:
↑ absorption of minerals, like calcium
↓ constipation
↓ intestinal inflammation
↓ diarrhea
↓ risk of infection
Found in: Banana, asparagus, chicory root, dandelion greens, artichokes, Jerusalem artichokes (sunchokes), garlic, leeks, onions, wheat, barley, rye, soybeans, honey
Also supplemented in foods via: Inulin, oligofructose, fructooligosaccharides (FOS)
Eat Foods that Contain Soluble Fiber
A "gel-like" fiber found naturally in foods. It helps protect your digestive system and heart.
Soluble fiber may:
↓ diarrhea
↓ constipation (makes stool easier to pass)
↑ fullness
↑ gas (if consumed in large amounts)
Found in: Brussels sprouts, beets, carrots, peas, potatoes, turnips, apple, apricots, peaches, pears, plums, figs, grapefruit, oranges, mango, strawberries, beans (black, kidney, white, garbanzo), lentils, barley, rye, and oats
Eat Foods that Contain Insoluble Fiber
A "bulking" fiber that speeds up bowel movements.
Insoluble fiber may:
↓ constipation (has a laxative-like effect)
↑ fullness
↑ speed at which food passes through your intestines ↓ risk of colon cancer
Found in: Wheat bran, wheat germ, kale, mustard or collard greens, edible skins of fruits and vegetables, corn, nuts, seeds, and raisins
↓ symptoms of food intolerances | 1,128 | 576 | {
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