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Going bananas from staying at home, are you?
Are you "going bananas" from staying at home these days due to the precautions against the spread of the coronavirus? Well, many folks here in our parish in Venezuela don't even have to leave home to get a nice delicious banana. They grow their own bananas right there in their yards.
The climate of Minnesota is excellent for growing apples, strawberries, raspberries, blueberries, plums, and pears, but, given the hot climate in this part of Venezuela, none of those fruits will grow here. However, if you like mangoes, papaya and lemons, along with bananas, you are definitely in the right place. And what about chocolate and cashews, two things you may not have known grow on trees. Yup, we've got them here, too.
Mango trees abound in our neighborhoods. Many reach 80 ft. or higher. A big tree can produce 300 mangoes at a time. When the fruit is ripe, kids climb precariously up the tree or try to dislodge the mangoes with long poles, the same way some people in Minnesota do with apples, while others wait down below to catch them.
Papaya is just as common here. The tree doesn't grow very tall and only lives a handful of years but just keeps producing fruit all the time, up to 80 lb. a year. Papaya is one of several plants that have a white milky sap called latex from which a wide variety of products are made. The latex from commercially grown papaya is used in meat tenderizers, chewing gum, toothpaste, shampoo, and even beer. It is used as a folk remedy to treat diabetes, intestinal worms, tumors, high blood pressure and warts. Wow! Most folks don't grow papaya for those uses, however, just for the delicious fruit.
bananas mangoes cacao papaya – lechosa milkweed cashews
Some latex plants are found in Minnesota as well, the most common being milkweed which many people now grow as a food for monarch butterflies since it is the only food the monarch caterpillar eats. Milkweed happens to be the most common weed here in Venezuela. It is everywhere. Break a branch and see the latex, but try not to get it on your skin. Liquid latex irritates the skin. Given that the Spanish word for "milk" is "leche", here in Venezuela papaya is more commonly called "lechosa" or "milky plant".
Other fruit-bearing trees that grow well here are most citrus fruits, avocadoes, coconuts, and cashews. "Wait a second", you might say, "cashews are nuts, not fruit." The fruit looks more like a pear with a crescent shaped appendage at the bottom. That's the nut. Removed from the fruit, dried and roasted…it's a delicious cashew.
The cacao tree (think "cocoa") can grow to about 25 feet, but people usually keep them shorter to harvest the seeds more easily. A tree typically produces around twenty pods, each containing around 40 seeds which are dried, cleaned, shelled, roasted and ground. I've never had hot chocolate as tasty as that served here by families made from their own cacao trees.
More than any other fruit, our people grow bananas. A banana plant, actually an herb rather than a tree, commonly reaches full height of 18 feet or higher and produces a single bunch of 25-40 lb. of bananas in just nine months! By the time the bananas are ripe, the roots have already sent up one or more new shoots which can be transplanted or left to grow where it's at. They're super easy to grow here, but stop growing below 57º F. (68 is about the coldest it ever gets here) which is why you'll go bananas trying to grow them in Minnesota.
Points to ponder
Most of the foods you eat were not native to the United States but were introduced from other parts of the world. Corn originated in Mexico. Tomatoes, peppers and potatoes came from Peru, wheat from Iraq, and peaches and soybeans from China. Oats, barley, carrots, radishes, and apples were brought by European colonists as were horses, cattle, pigs, sheep, goats and chickens. Lettuce and cucumbers were brought by Christopher Columbus. Next time you go to the supermarket, thank God for foods from around the world.
The Archdiocese of St. Paul and Minneapolis has staffed and supported parishes in the diocese of Ciudad Guayana in Venezuela since 1970. These "Did you know?" papers are designed to give you a better understanding of life in Venezuela and to strengthen connections between the parishes of the Archdiocese and their archdiocesan mission during our 50 th anniversary year. Please direct any comments or suggestions for future papers to Fr. Denny Dempsey at email@example.com or 651-368-7324. | 1,873 | 1,064 | {
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Alone for the Holidays for the Holidays
Create an Intervention Plan
Grab a calendar and plan concrete steps in writing that you will take when the holiday period arrives. Will you open your home to other single friends? Will you seek volunteer opportunities nearby? What about helping feed the homeless or perhaps singing carols at a nursing home? These activities are tried-and-true intervention steps others have used to overcome loneliness and experience gratitude.
Check the newspaper, and begin your to-do list of events, special "me-time" treats, day trips, and new and unusual ways to fill the days. Look for free events around town at galleries, museums, dressed-up old homes, and parades.
Look to your community for creative opportunities, such as spending the day with military members stationed in your town or baking cookies and taking them to your city's first responders.
"Reframe" Loneliness
Reframing is a healthy way of choosing to look at a situation another way. An example of a reframe is recognizing that although you can't be at a certain holiday event on a specific day and are alone right now, you will be with those people you care about or love in the future at another specific event, so you choose to look forward to that time instead of feeling trapped in a lonely state at the moment.
Holidays can be a lonely time for some. If you end up by yourself, there are a lot of creative ways to overcome the feeling of isolation.
Avoid Social Media Tailspin
No matter the time of year or season, develop Life skills to avoid and intervene with loneliness, because research shows it can have adverse effects on health. Don't get mad at loneliness— get even using the ideas found below.
Being Alone Is Not Uncommon
Humans are social beings, so the holiday period always puts an accent on overcoming loneliness. With slightly more than half of Americans now single—the most in history—a sizeable portion of the population may spend the holidays on their own.
People end up as singletons on holidays for a variety of reasons. Some live far away from family or have jobs that require they work the holiday. Those who are grieving sometimes choose to spend the day alone. Others have dysfunctional families that can turn a happy holiday into a depressing day of drama that they would rather avoid. Some people need the social stimulation the holidays offer, while others may not.
Avoid the Rut and Triggers
If you find yourself without holiday plans and wish to celebrate, take action. Don't sit and reason, trying to think your way out of feeling bad or down.
The most effective way to intervene is by taking action. Behavior works faster on feelings than reasoning, and it's more efficient. Plan now, and create action steps. Doing so can help you avoid "depression triggers" that can throw you into a rut.
*https://www.sciencedaily.com "Social isolation, loneliness could be greater threat to public health than obesity."
Social media can contribute to feelings of loneliness, isolation, and depression, especially during the holidays. So, consider limiting your time online. At the very least, remain aware of its potential to show you an unrealistic view of life— friends post only the good.
Yes, Google It
A quick way to find 1,001 ideas to intervene with loneliness is to search "how to avoid loneliness during the holidays." It's nearly guaranteed that you will find ideas appropriate for your situation.
Engagement Is the Secret
The secret to lifting your spirit is engagement with others. Enjoy the holidays whether you are with others or alone. However, be sure you experience daily interactions with people to safeguard your health throughout the year. You will feel more uplifted, experience less negative self-talk, and have accomplishments you will look back on with fond memories.
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Kitchen Sanitation
Sanitation in the kitchen is vitally important. Dirty equipment and a sloppy environment can spread germs to otherwise healthy food, employees and customers. Unclean conditions or a foodborne illness outbreak can cost your workplace money in higher insurance rates, legal fees, fines and bad publicity that keeps customers from returning. Higher costs and a decrease in business can mean less money for employee wages and benefits.
Keeping Equipment, Surfaces and Tools Clean
◆ Wash and rinse machinery, utensils, equipment, walls, floors and food preparation and storage areas with hot soapy water every day and after each contact with food. Then sanitize, using a solution of 1 tablespoon non-scented chlorine bleach per gallon of tap water. Keep a spray bottle of this solution handy in several parts of the food preparation area.
◆ Wash, rinse and sanitize food preparation surfaces before and after use and between preparation of different foods. Pay special attention to anything that has been used to prepare or hold raw food.
◆ When cleaning, pay special attention to door handles, appliance knobs, faucets and drains. The quickest way to transmit bacteria is with your hands.
◆ Use disposable towels. Bacteria can survive on a cloth towel for days—even weeks—and then be spread around whenever you "clean." Bacteria multiply where there's moisture, a surface that's easy to cling to and a steady supply of nutrients—which food scraps provide.
◆ Discard cutting boards that are worn, cracked or heavily grooved.
Maintain Clean Work Habits and Personal Hygiene
◆ Wash your hands thoroughly with warm soapy water before and after handling raw food.
◆ Many businesses require food service gloves to be worn or hand sanitizer to be used whenever you handle prepared food. Wash hands after removing gloves.
◆ If you're sick with any type of illness, even a cold or diarrhea, don't handle food and tell your supervisor.
◆ If you have touched trash or anything else, wash your hands before touching food or utensils or packaging that will touch food.
Dispose of Waste
◆ Never leave out leftover food. Bacteria that can cause illness can multiply to dangerous levels at room temperature. Food left out can also attract insects and rodents.
◆ Take trash out to its designated area as soon as possible. Close trash bags tightly so they won't attract pests.
Control Pests
Pests such as ants, roaches and mice spread germs and bacteria. Insect repellents can keep bugs away, but they also can leave behind chemicals. Here are some simple ways to keep pests from taking over.
◆ Close the door. You may have an extremely clean work area, but if the door is propped open, bugs and rodents can come inside.
◆ Clean and put away all dirty food containers and dishes as soon as possible.
◆ Since insects follow pipes, inspect these areas frequently and seal open areas with caulk; repair any leaks.
◆ Keep floors clean. Sweep up crumbs and bits of food immediately.
◆ Clean with bleach to prevent maggots in areas such as the cooler and dish tank.
◆ Some insects such as roaches and ants are attracted to anything sweet. Be sure sweet-smelling foods are tightly sealed.
◆ Use a licensed pest control operator. | 1,254 | 649 | {
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History of the Anna Maria Samuel Project: Race, Remembrance, and Reconciliation
The Committee on the History of Salem Academy and College, which included faculty, staff, student, alumnae, and trustee representation, was formed in the spring of 2017 to review College orientation traditions and to make recommendations about possible discoveries resulting from the research commissioned by the administration into the relationship between the institution and slavery. The committee completed its charge in the spring of 2018. Its final recommendations resulted in Salem issuing a formal apology for the use of enslaved labor at the school, joining the Universities Studying Slavery, and creating an ongoing institutional task force, the Commission on Slavery and Its Legacy at Salem Academy and College.
On November 22, 2019, the Commission was renamed the Anna Maria Samuel Project: Race, Remembrance, and Reconciliation. The name change better reflects the scope of the work of the Commission and also honors an enslaved African American student at the Girls School in Salem (1793 to 1795). Anna Maria's father, Johann Samuel, was the first person baptized in Salem's Moravian congregation. Her brothers were well-known musicians in St. Philips Moravian Church, located south of Salem's campus on Church Street. Anyone wishing to know more about Anna Maria Samuel may visit the Academy and College museum in the Single Sisters House.
This historic walking tour was created for Salem Academy and College's 250th anniversary.
250.SALEM.EDU
Slavery and its Legacies at Salem
Walking Tour by the
The Anna Maria Samuel Project: RACE, REMEMBRANCE, AND RECONCILIATION
Stop 1 - Single Sisters House
Stop 4 - Black Employees after the Civil War
Stop 6 - Tenement Housing
Museum panels describe the experiences of enslaved and free Black men and women who worked for the academic institution, as well as Anna Maria Samuel, an enslaved student in the 18th century.
Location: Single Sisters House Museum, S. Church Street
Stop 2 - Boarding School
This historic marker describes the role of enslaved workers, such as Betsey, Caty, and Nat, in the school laundry and other daily operations. Ledgers indicate that enslaved labor was used in the school's laundry from 1810 until at least 1840.
Location: South Residence Hall, S. Church Street
Stop 3 - The Inspector's House
This historic marker explains that many of Salem's early Inspectors enslaved people in this building to assist with household and institutional labor during the antebellum period.
Location: The Inspector's House, Academy Street
After the Civil War, labor remained largely segregated at the school. The work was difficult and sometimes dangerous. This is exemplified by the death of Matt Walker, a Black man who worked for Salem for 13 years. In 1893, Walker died in a circular saw accident in the school woodshed, near the modern-day Lily Pond.
Location: Lily Pond, in front of the Student Center
Stop 5 - Lost Cause on Campus
Alumna Louisa Wilson Bitting married Joseph Bitting in 1858. Bitting enslaved 75 people on his tobacco plantation. In 1898, Louisa helped found the Forsyth County United Daughters of the Confederacy and helped erect Winston's Confederate monument in 1905. Louisa's daughter, Kate Bitting Reynolds, later financed and named the residence hall after her. Location: Bitting Residence Hall
This historic marker describes African American tenement housing that bordered campus during the late 19th and early 20th centuries. Residents may have worked for the school as laundresses, gardeners, kitchen staff, and laborers. Location: Bahnson Residence Hall, S. Church Street
Stop 7 - St. Philips Moravian Church
St. Philips Moravian Church was originally formed in 1822. It is the only historic African American Moravian congregation in the country. Several of the people enslaved by Salem Academy and College attended St. Philips in the 19th century. Location: S. Church Street
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A Week of Genealogy: TIMELINES Margaret M. McMahon, Ph.D.
Constructing a timeline forces you to focus on an ancestor in the context of his or her life events and locations. It helps you reason whether a record is actually your ancestor's, points where to look for other records, and the timeframe to find the records. For example, knowing the address where your ancestor lived during a census year helps target a census search.
You have to decide whether to include unproven details in your timeline. If you include unsubstantiated details, clearly mark the facts that are proven and those that are unproven. Remain flexible during your search for records, because significant events may happen at other family members' locations or while on a trip.
The timeline can be drawn using pen and paper. You can use an electronic program like Word, Excel, or commercial timeline software. The idea is to represent an ancestor's life in a line and add life events. Start with birth at the start of the line, and death (and burial) at the other end of the line. Each event should be positioned along the line in chronological order, with the name of the event and the location where it occurred. Add the other details you know: residences, military service, employment, and schools. As you locate new records, update the timeline to include the
new details. You might consider including historical events on the timeline to add context to an individual's history. For example, after a natural disaster, an individual or family may change residences or home towns. You can also include historical data on a separate parallel timeline below or next to your timeline.
The timeline in Figure 1 was built using data collected from Robert Frost's entry on Wikipedia.
Websites:
How To Make a Timeline http://dohistory.org/on_your_own/toolkit/timeline.html
World History http://www.infoplease.com/ipa/A0001196.html
1900–1999 (AD) World History http://www.infoplease.com/ipa/A0001251.html
How to set up a timeline in Excel https://www.officetimeline.com/excel-timeline
The above excerpt is from the Second Edition of "A Week of Genealogy".
Purchase the book at https://www.createspace.com/6047516
For information about upcoming books, lectures, and blog visit http://aweekofgenealogy.com
Give it a try. Print out this sheet and enter the basic information for an ancestor. Fill in information about residences, military service, or any other important information.
If you want to take the lecture home with you, here are our Books!
"Researching Your U.S. WWI Army Ancestors"
With the approaching centennial of the United States' involvement in the War to End All Wars (World War I), our thoughts turn to those ancestors who defended our freedom. This book will show you how to learn about the military service of your U.S. Army ancestors using archives, online resources, social networking and other resources. Learn ways to share what you learn to with others.
"Researching Your U.S. WWI Army Ancestors" can be purchased through Amazon's CreateSpace online.
"A Week of Genealogy: Things to Know and Do, Online and Offline" contains seven days of activities and what to do before and after your week of genealogy. Learn about vital records, cemeteries, newspapers, military records and more.
The Second Edition of "A Week of Genealogy" can be purchased through
Amazon's CreateSpace online.
"A Weekend of Genealogy: Things to Know and Do, Online and Offline" focuses on a weekend of genealogical research activities centered on the U.S. Federal Census and Internet searching. Activities to do before and after the weekend are also included. The book includes hints, websites, and search terms useful for your research activity.
The Second Edition of "A Weekend of Genealogy" can be purchased through Amazon's CreateSpace online.
For more about the books, visit us at:
https://aweekofgenealogy.com/books | 1,699 | 833 | {
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Malala's Magic Pencil
Author: Malala Yousafzai
Illustrator: Kerascoët
Awards
Jane Addams Children's Book Awards, Winner, 2018 Rise: A Feminist Book Project Top Ten, Commended, 2018 Junior Library Guild Selections, Nonfiction Selection, 2018 Notable Social Studies Trade Books for Young People, 2018
Vocabulary
poverty, forbidden, chorus
Reviews
Kirkus Reviews
Publishers Weekly
Summary
This poignant autobiography tells the story of Malala Yousafzai, the youngest winner of the Nobel Peace prize, who used writing to advocate for girls' right to attend school.
FAIR Standard
FR.3-5.16 I try to treat people equally by the same set of rules.
Discussion
1. When Malala saw the children working in the garbage dump, it made her worry, wonder why they were working there, and wish she could help them. Have you ever seen somebody or something that made you worry and wish to help?
2. After Malala saw the children working in the dump, she thought, School was my favorite place. But I had never considered myself lucky to be able to go. What do you feel lucky to do in your life? Why?
3. Malala wished for a magic pencil to make people happy in small ways, like giving her brothers a ball, and big ways, like erasing poverty. What do you notice about the illustrations coming out of her magic pencil? What would you do with a magic pencil to make someone happy in a small way? What would you do with a magic pencil to make others happy in a big way?
Discussion
4. How did Malala's wishes turn into actions as she got older? (Look for clues on pages 19-20.) What character traits did Malala have that helped her take action and make a change in the world?
5. Malala said, "One child, one teacher, one book and one pen can change the world." What do you think she means by this? Do you agree with her? Why or why not?
Activities
1. Look at the illustrations on pages 5-8. These are the things Malala wanted to draw for others. Pretend you have a magic pencil and use a shiny or bright color to draw all the things you would like to give to others. Write a sentence on the back for each item explaining who it's for and why you are giving it to them.
2. Malala saw the children working in the garbage dump and realized she was lucky to go to school. She felt grateful. What are you grateful for in your own community or where you live? Create an acrostic poem where each letter of the name of your city, community or neighborhood represents a thing or place you are grateful for.
Omaha, NE
Old Market
Mahoney State Park
Alpine Inn
Henry Doorly Zoo and Aquarium
Arbor Day Farm
San Francisco, CA
San Francisco Bay
Aquariums
Norman's ice cream
F line historic streetcar
Riding bikes across Golden Gate Bridge
Angel island
Noe Valley
City Lights Bookstore
In Chan Kaajal Park
Sea lions
Creativity Museum
Ocean Beach
3. Malala shared her story because she wanted girls to have the freedom to go to school. What is a freedom you wish everyone could have? There are many ways we can use our words to make a change in the world. Write a letter, song, or poem to help people understand more about the kind of freedom you would like to share. | 1,259 | 749 | {
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B-Kind: A New Line of Eco-Friendly Dolls from Jada Toys
B-Kind is an eco-friendly doll line that promotes positive messages of kindness and inspires kids to be compassionate.
The line features five, 12.25-inch dolls - Brianna, Koral, Ivy, Nora, and Daisy – (BKIND) all of which are eco-friendly; from the recycled materials with which they are made, to the eco-fashions they wear, to the reusable packaging created from ink made from soybeans.
Encouraging creativity through DIY play, the B-Kind friends support the importance of being kind to the environment, to animals, and to each other
In line with the brand's eco-centric mission, the B-Kind dolls come in reusable packaging made from recycled materials.
* A real, patterned ribbon serves as the box handle that can be used as a bracelet.
* Creative minds can use the packaging itself to construct their very own Kindness Board, a dedicated personal space to display and share kindness goals through drawings, photos, mission statements, and more.
Each B-Kind doll demonstrates her own passion and features an individual DIY craft. The line features:
* Brianna - "There is No Planet B": Brianna loves to help the environment and is passionate about being kind to others and to our planet. In her free time, she enjoys making fun crafts from recycled materials, and designing fashions. Brianna comes with DIY outfits for doll play (one to paint and decorate, one to make with fabrics from home), plus a DIY purse and Kindness Board.
* Koral - "Keep the Sea Plastic-Free": Koral absolutely loves the ocean and all the amazing sea creatures that live in it. She is passionate about protecting sea life by keeping plastic waste out of the ocean. Koral comes with DIY reusable bags for doll play, plus a DIY purse and Kindness Board.
* Ivy - "Spread Love": Ivy is passionate about ending bullying and being kind to each other. She believes that words go a long way and giving someone a compliment could make their day. Ivy comes with DIY BFF bracelets, 2 for doll play and 2 for your little designer to wear, plus a DIY purse and Kindness Board.
* Nora - "Be Brave": Nora loves adventure, new places, foods, and activities. She feels it's important to be brave and try new things. Nora believes in the importance of being yourself because you are wonderful just the way you are. Nora comes with a DIY hat for doll play, hair extensions for doll play and for your little designer to wear, plus a DIY purse and Kindness Board.
* Daisy - "Save the Paws of the World": Daisy admires animals and loves to care for them. She knows that some animals are in danger and believes, together we can help them. Daisy comes with 2 DIY bean bags for doll play, plus a DIY purse and Kindness Board.
B-Kind Dolls are available at Walmart and Walmart.com [MSRP: $29.97; Ages 6+]. Learn more at BKindDolls.com and join the fun on social media by following B-Kind on Facebook, Instagram, Pinterest, TikTok, Twitter and YouTube.
Media Contact: Resound Marketing for Jada Toys, firstname.lastname@example.org | 1,228 | 682 | {
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Eagle Class Home Learning - Monday 1st February 2021
Please find below your daily activities. See page two onwards for resources to support this learning. You do not need to print these sheets, you can use any pieces of paper to complete the work, the formats given are for guidance only. Please send me your finished pieces of work, I can also share it with the children in class. If you have any questions or queries please contact me through the Eagle Homework email address.
P.E
English
Joe Wicks Monday
Follow the link below for your daily workout:
Joe Wicks - Live Channel
SPELLING LESSON
Please follow the link below to your daily spelling lesson. Spelling Lesson—Follow the link below:
Silent Letters - Lesson 1
To investigate silent letters
In this lesson, we will investigate silent letters, highlighting etymology and spotting patterns.
ENGLISH— Composition
You have two days to complete this task:
Re-read page 94-94 of Crater Lake—
I have attached a copy on page 2.
In this extract, Big Mak makes an announcement over the tannoy system to the remaining pupils at Crater Lake. He warns them about the staff and teachers.
See page three for your task…
Maths
Email address:
firstname.lastname@example.org
Topic
This week we will be following the White Rose Maths video lessons and worksheets.
Please find each year group VIDEO link below.
Follow the title for the correct video each day.
The worksheet and answer sheet for each lesson will be emailed daily.
Year 4: Measure Perimeter
ht ps://whiterosemaths.com/homelearning/ year-4/week-9-measurement-length-perimeter/
Year 5: Counting Squares
ht ps://whiterosemaths.com/homelearning/ year-5/week-12-measurement-perimeter-area/
Year 6: Fractions to decimals
ht ps://whiterosemaths.com/homelearning/ year-6/spring-week-3-number-percentages/
R.E/Geography/History/Science/PSHE/Music/ French/Computing
Pachelbel's Canon
Click on the music link below to listen to this famous piece of music by Johann Pachelbel:
MUSIC
This is the piece of music that HOCHE plays to the pupils at Crater Lake to make them fall asleep.
Read pages 122-123 (Chapter 10) See page 4 for your task...
Monday 1st and Tuesday 2nd February 2021
English—Composition
CRATER LAKE
Can I write a persuasive speech to warn others? Can I record my speech in audio, with dramatic tone?
TASK ONE
Read page 94-95. Highlight Big Mak's speech.
Try to circle the imperative 'bossy' verbs he uses.
Imagine you are going to give a similar speech to all the other children. What would you say? How would you warn them? What instructions would you tell them?
Plan, write and edit your speech. Use the sentence starter below. Include some imperative commands from the red box.
Attention, pupils of Montmorency School…
TASK TWO
Once you have written and prepared your speech, I would like you to perform and read your speech to someone in your household.
Remember, this needs to be 'warning' in its tone. You are all a little frightened and you are trying to tell others about the dangers. Your voice needs to be strong, commanding and assertive.
Next, ask an adult to record your speech. This can be a video or simply an audio voice recording on a mobile phone.
I would love you to email Eagle Class your speech, so we can listen to your warning words.
Good Luck!
Monday 1st February 2021
Music
Pachelbel's Canon
Can I listen to a classical piece of music and use it as an inspiration for my art
Johann Pachelbel
Page 122-123 Crater Lake
Hoche says:
"Montmorency pupils. I hope you are finding the music soothing. I know you are tired. You're so very tired and staying awake is too hard. I know your eyelids are drooping. I know your bodies ache to lie down… so sleep my lovelies, sleep."
Imagine you are Chets, Mak, Katja or Adrianne. You are looking into the Dining Room at Crater Lake. You can see all the other pupils sat at the tables with their 'tomato soup'. The children are listening to the hypnotic voice of Hoche over the tannoy/radio system. What can you see. Try to visualise this as a piece of art—what is happening to the pupils? What do they look like? What is happening to their bodies. Maybe you are watching through a window or taking a photograph as evidence. Draw a detailed picture as you listen to the calming music. But...don't ever fall asleep!! | 1,880 | 1,034 | {
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Recept on home learning pack Monday 1st March
i
You do not need to print the sheets, you can use any pieces of paper to complete the work—the attached are for guidance.
You do not need to print the accompanying resource sheets, they are for guidance, recording can be completed on any piece of paper.
Email address:
Please email all questions and finished work (scans or photographs) to this address:
email@example.com
Daily Phonics
Today I would like you to find your phase 3 sound mat and a favourite book or a school reading book. You are going on a sound hunt. How many of the sounds from your mat can you find in your books? Make a list of all the words you can find, see if you can find one word for each sound.
Activities:
Here are 3 challenges for you for today.
Challenge 1: Listen to the next part of the core story video. Look at the image on page 2. What does the image tell you about the storm? How do you know? What would Anna and Crocodile have seen and heard as they went into the storm? Do you think they both thought the same thing? Look at the extract about the storm on page 3. What words tell you about the storm? Now listen to Benjamin Britten's Sea Interlude (Storm) from Peter Grimes—start at 11:55mins) Our story book does not have an image of Crocodile and Anna in the storm. What do you think it would have looked like? Using the music, the words from the story and the clues in the first image, draw the picture that you think would have been in the book to show Anna and Crocodile in the storm.
Challenge 2: Often people wrote messages and put them in a bottle and threw them into the sea to see where they ended up. Write a message to some one and out it inside a clear plastic bottle. Leave it floating in a sink or bath or bowl for someone to find (don't throw it in the sea or a river!)
Challenge 3: Listen again to the sea shanty from last week, can you remember the words? Can you learn some more words? version to sing along to Can you remember why sailors and fishermen sang these songs? Watch this video of the jobs that would need to be done on a ship, can you see how they all need to work together to pull up the sails? Can you see how they need to keep in time with each other? Southampton sail raising 1933 A shanty –man would have sung the verses of the songs to keep them in time. Have a look at these children pulling up a sail while a shanty-man keeps them in time: Hauling a sail Listen to either of the versions we have used of John Kanaka and see if you can clap in time with the music. John Kanaka What jobs could you do in time to the music? Is there another song you know that you could keep in time to as you work?
Something physical:
Dough disco scroll down the page to find the video Incy Wincy Spider | 953 | 649 | {
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Type 1 Diabetes
Type 1 Diabetes
This handout is about type 1 diabetes. Type 1 diabetes means that the body no longer makes insulin. It is caused when the body's immune system attacks and destroys the cells in the pancreas that make insulin.
Insulin is a hormone made in the pancreas. It is needed to move glucose into the cells. Insulin opens the cell walls and allows glucose to enter. Once inside the cells, glucose is used for energy. Glucose is the fuel that your body needs to function well. Without insulin, glucose builds up in your blood. This can cause symptoms of high blood sugar and cause long-term problems.
Risk Factors
The main risk factor is having a family member with type 1 diabetes. It is more common in whites than nonwhites. It occurs most often in young people but can occur at any age. Of all people with diabetes, about 5% have type 1 diabetes. The cause of this disease is not clear.
Symptoms of high blood sugar can develop over hours or days. Common symptoms include:
Symptoms of High Blood Sugar
* Frequent urination
* Thirst
* Hunger
* Weakness
* Fatigue
* Weight loss
* Nausea and vomiting
Diagnosis
* A1C test result of 6.5% or higher (See Health Facts for You: A1C Test and the Estimated Average Glucose)
Lab tests will be done to test for diabetes.
* Fasting blood glucose 126 mg/dL or higher. "Fasting" means nothing to eat or drink (except water) for at least 8 hours before the blood test.
* Symptoms of diabetes and blood glucose of 200 mg/dL or higher
Treatment
* How and when to check your blood sugars
Since your body must have insulin, you will need to take insulin every day. Learning about diabetes and how to treat it will help you stay healthy. Some of the things you will need to learn include:
* How to give yourself insulin
* How to balance insulin, meals, and exercise to prevent low or high blood sugars
* How to eat healthy
* How to treat low blood sugars
* How to take care of yourself when sick
The more you know, the better you can manage your diabetes.
Build Your Team
* Your doctor
You are the most important person on the team. Care team members include:
* Clinic nurse
* Diabetes nurse educator
* Medical assistant
* Dietitian
References
American Diabetes Association (2019). Standards of Medical Care in Diabetes-2019. Diabetes Care. 42(Suppl 1): S1-193.
Your health care team may have given you this information as part of your care. If so, please use it and call if you have any questions. If this information was not given to you as part of your care, please check with your doctor. This is not medical advice. This is not to be used for diagnosis or treatment of any medical condition. Because each person's health needs are different, you should talk with your doctor or others on your health care team when using this information. If you have an emergency, please call 911. Copyright © 7/2019 University of Wisconsin Hospitals and Clinics Authority. All rights reserved. Produced by the Department of Nursing. HF#5602
They will help you learn to take care of your diabetes and help you keep track of routine tests.
A dentist, eye doctor, foot doctor, a counselor, and someone to help you with an exercise plan are also good team members. Don't forget to include family members and friends who can support you. | 1,411 | 751 | {
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Landmark Teaching Principle™ #4
Ensure Automatization Through Practice and Review
The complexity of reading skills requires that educators track progress consistently to provide necessary instruction. Below are suggestions for how to monitor progress using the tools discussed in the Free Landmark Teaching Strategy, Measuring Reading Progress.
How to Monitor Progress
Educators should choose a specific skill to evaluate before determining materials to use. Once the skill is identified, appropriate materials can be selected. The most important element of progress monitoring is ensuring that the same type of material is used each time. For example, if an educator utilizes a list of 2-3 syllable words in one assessment, then a similar list of 2-3 syllables should be used each time until the student demonstrates mastery. Then, the educator can incorporate a list of 4-5 syllables.
When to Monitor Progress
At the very least, progress monitoring needs to take place at the beginning of the school year and the end of that same school year. This practice will allow educators to determine what progress, if any, has taken place over the course of the school year. Norm-referenced assessments, such as the Gray Oral Reading Test (GORT), cannot be given more than once or twice in a school year due to reliability criteria. In order for progress monitoring to drive instruction, it is recommended that educators provide students with curriculum based progress monitoring material at least during each reporting period. More consistent data will allow educators to shift instruction based on observations.
Ensuring Accuracy with Progress Monitoring
However educators monitor progress, it is imperative that they follow the same protocols each time. Educators should work with administrators to determine protocols when they are not explicitly outlined either by the administration or the company used when following a norm-referenced program. If explicit protocols are not outlined, educators should consider setting protocols based on the following elements:
* Wait time: Many progress monitoring programs outline a wait time of 3 seconds. If students cannot identify the target word within 3 seconds, it is wrong. Some students, however, require additional processing time, so a longer wait time may be beneficial.
* Prompting: Progress monitoring should be a reflection of what the student can do independently. Therefore, educators should not prompt or provide answers. However, if a student requires prompting that should be clearly noted.
* Calculation of WCPM (Words Correct Per Minute): When monitoring fluency progress, educators should calculate words correct per minute the same way each time . Additionally, educators need to record miscues consistently and follow the same recording system. Most norm-referenced programs count self-corrections, repetitions, substitutions, omissions, insertions, and reversals as errors .
Landmark Teaching Principle™ #4
Progress Monitoring Running Records
Because qualitative data can oftentimes drive instruction more so than quantitative data, it is important for educators to keep thorough running records for analysis and lesson planning. Running records should track deviations from the print, including the correct text as well as how the reader said it. What types of errors, the frequency of them, and how they impact overall meaning are all important considerations when discussing progress.
HOW DOES THIS CONNECT TO ENSURE AUTOMATIZATION THROUGH PRACTICE AND REVIEW
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Connections
A publication of the Center for Deaf and Hard of Hearing Education
Volume 9, Issue 9
Early Intervention
CDHHE Early Intervention Network
In our 4th issue of this Connections Newsletter earlier this year, we shared reasons and support for families of deaf and hard of hearing children to begin early intervention services by 6 months of age. Our Center partners with St Joseph Institute for the Deaf to provide a statewide network of specialized providers, currently totaling more than 30 individuals. This newsletter will highlight what specialized services for deaf and hard of hearing infants/toddlers and their families are available in Indiana. Our CDHHE Network services are offered through Indiana's First Steps early intervention system.
Early Intervention services are based on developmental goals written into the Individualized Family Service Plan (IFSP). An IFSP is developed by the family and First Steps service coordinator. Services are added based on the families desired outcomes and may be changed as child and family needs change. Services can be offered in-person, virtually or a combination of the two. Frequency of service depends on goals and child/family needs. The plan is reviewed every six months and services may be added or decreased as goals are met.
Specialized Services
Parent Education
A parent advisor (PA) provides education, family coaching and comprehensive resources regarding all opportunities for language development. Topics covered are guided by family questions and needs to support families through a process of learning about the unique aspects of parenting a deaf or hard of hearing child. This includes how to encourage language acquisition, using a holistic developmental model in an unbiased manner.
Parent advisors are certified by the SKI-HI Institute and typically have a background in deaf education, early childhood or speech-language pathology.
Audiology
First Steps will cover audiological evaluations, hearing aids with two-year warranty and bone anchored devices with a five-year warranty, earmolds, and batteries. Families may select their audiologist during the IFSP process.
These First Steps service providers are independent of the CDHHE Network. Center audiologists are available should a family select them when creating their IFSP.
Spoken Language
A listening and spoken language (LSL) therapist provides direct services and parent coaching. Services use specialized strategies to help infants/toddlers listen and talk with hearing technology. LSL therapists have training in a variety of topics including hearing, auditory functioning and development, speech development, infant/early childhood development, early communication development, and literacy. They may hold listening and spoken language specialist (LSL) certification in auditory verbal therapy (AVT) or education (AVEd).
Visual Language
A deaf mentor (DM) provides introduction, exposure and shared strategies involving American Sign Language (ASL), Deaf Culture and Deaf Community. DMs are certified through SKI-HI using curriculum to assist families choosing to learn ASL and early visual language strategies. They coach and educate families through the use of ASL. They also bridge between family and deaf culture through events and activities.
Why specialized services?
JCIH position statement
The Joint Commission on Infant Hearing provides guidance to states on how to implement the Early Hearing Detection and Intervention programs. One of the goals of the Supplement to the JCIH 2007 Position Statement specifically supports the need to have professionals such as the ones offered through the CDHHE Network:
Goal 3: All Children Who Are D/HH From Birth to 3 Years of Age and Their Families Have EI Providers Who Have the Professional Qualifications and Core Knowledge and Skills to Optimize the Child's Development and Child/Family Well-being
How to refer to the CDHHE Network
Contact us at firstname.lastname@example.org or complete a referral form found on our website using the online CDHHE Network Referral Form
To promote, protect, and improve the health and safety of all Hoosiers
Indiana Department of Health
Center for Deaf and Hard of Hearing Education
317-232—7349•
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Connections
Volume 8 Issue 2
Self-Advocacy
Audiology
What is self-advocacy?
The National Deaf Center on Postsecondary Outcomes defines self-advocacy as "the ability to articulate one's needs and make informed decisions about the support necessary to meet those needs." The National Deaf Center reports that for people who are deaf or hard of hearing, an increase in self-advocacy skills "contribute to an increased quality of life, sense of agency and overall well-being" Self-advocacy is learned throughout the lifetime, it is never too early to start practicing these important skills.
Examples of self-advocacy skills
Elementary School: Is able to report when their personal devices are not working Middle School: Describe their own hearing levels; awareness of who and how to ask for help High School: Identifies and explains support needs; contributes to own IEP goals and supports Interested in learning more about advocacy skill development? See the Success for Kids website and the Guide to Self-Advocacy Skill Development
Did you know? Practice Is Key...
At Home
* Talk about hearing loss at home
* Positivity surrounding any devices if applicable
* Include your child in the process
* Reduce background noise at home and talk about why
* Role play scenarios at home
With Role Models
The National Deaf Center reports that deaf role models matter. "They offer support from a place of shared understanding and life experiences." Role models can serve as aspirational goals for your child/student.
Connect: Virtually - Online Resources from NDC
In-Person—Indiana Hands & Voices offers family events regularly
At School
Find out more
Self-advocacy activities
* Apps
* Board Games
* Jeopardy Board
* Baamboozle Game For grades 1-3
* DeafVerse For Deaf teens
Video Libraries
* #DeafSuccess Video Library
* Stories from Deaf Students
* Have your student practice discussing their hearing loss and what it means to them
* Establish safe signals to use with your student to grow confidence with asking for help (touch your nose if you didn't hear me)
* Consider frontloading language-heavy coursework at the beginning of the day
* Discuss signs of listening fatigue and things to look for with your students
* Listen to and respect your student and their experience
Self-advocacy checklists
* E-BOOK
* Track Self-advocacy skill development
* Track social skill development
* Student Expectations for Advocacy & Monitoring (SEAM)
Toys
* Barbie with hearing aids
* Hearing aid stickers
* 3D printed hearing aids for stuffed animals
Indiana Department of Health
Center for Deaf and Hard of Hearing Education
317-232—7349•
email@example.com www.health.in.gov/cdhhe
Books
are a great resource for self-advocacy.
Check out these amazing books featuring characters who are deaf or hard of hearing. | 1,325 | 625 | {
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Reducing Embodied Carbon in the Built Environment
For designers and specifiers
Specify low-embodied-carbon
concrete. Request
environmental product
declarations (EPDs) from
vendors for all materials.
Specification
Building Design
Design efficient floor plans. Use lightweight structures that minimize material quantities.
Use natural or renewable materials,
such as plant-based insulation
materials instead of petroleum-
based foam insulations.
Material Substitution
Understanding Embodied Carbon
Buildings account for at least 39% of energy-related global carbon emissions on an annual basis. At least onequarter of these emissions result from embodied carbon, or the carbon emissions associated with building materials and construction.
The Role of Designer and Specifiers
Designers can drive substantial reductions in a building's embodied carbon by influencing the building's environmental goals and by providing lowembodied-carbon options to project stakeholders at key design decision points. Designers can reduce embodied carbon through whole-building design, specification, and one-for-one material substitution.
| Carbon Leadership Forum
Economics of Embodied Carbon Report
Why the Economics of Embodied Carbon Matter to Designers
There are many low- and no-cost strategies that designers can employ to reduce the embodied carbon of a building project without affecting the overall budget. It is always most cost-effective and impactful to reduce embodied carbon early in the design phase, before major design decisions that could be adjusted to meet environmental goals have been set in stone.
rmi.org
5 Key Strategies for Reducing Embodied Carbon through Building Design
Collaborative Design
* Involve architects, landscape architects, structural engineers, and other key stakeholders early in the design process to set common goals and expectations
* Work with the real estate developer to set clear goals for embodied carbon reduction
Effective Design
* Evaluate options for the adaptive reuse of an existing building
* Incorporate existing foundations, structure, and other material assets into the new building design
* Build on previously developed sites
Efficient Design
* Simplify the building's footprint with a floorplan that makes efficient use of space
* Reduce loads where possible to minimize materials needed for structural elements
Low-Carbon Design
* Specify low-embodied-carbon, natural or renewable materials
* Make frugal use of high-embodied-carbon materials, such as concrete, steel, aluminum, and certain types of insulation and finish materials
* Prioritize big wins and opportunities, which are usually achieved by reducing embodied carbon in a building's structure and envelope
Design for Longevity
* Design for deconstruction at end of life
* Design for flexible reuse of spaces
* Choose materials that have the lowest embodied carbon over their entire life, including disposal, recycling, and/or reuse
Additional Tools and Resources
1. Carbon Leadership Forum, https://carbonleadershipforum.org.
2. Carbon Smart Materials Palette, https://materialspalette.org.
3. "Roadmap to Reducing Building Life Cycle Impacts," Carbon Leadership Forum, https://carbonleadershipforum.
| Carbon Leadership Forum
Economics of Embodied Carbon Report rmi.org | 1,556 | 630 | {
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Year 1 Westacre Warm-ups
These are the areas of learning your child will be covering over the next two weeks. You might be able to support your child with these through practical activities, by talking to them about what they are learning and helping to develop their understanding.
Weeks beginning 4 th and 11 th March 2024
Maths
In Maths, will be completing our unit Place Value (within 50):
* Partition into tens and ones
* The number line to 50
* Estimate on a number line to 50
* 1 more, 1 less
Please use the White Rose Maths videos to see how we teach each of these steps.
https://whiteroseeducation.com/parent-pupil-resources/maths/home-learning?year=year-1new
Education City support activities:
* Bumper Cars – Partition 2-digit numbers
* Snow Hope – One more/One less
* Heist to see you (Number bonds up to 20)
English
In English we will be planning and writing our own stories, independently, based on the Rang-Tan story. We will be using the skills and knowledge we have been taught:
* Using ('Magpieing') key vocabulary from the original text
* Using capital letters at the start of sentences and for names
* Using full stops at the end of sentences
* Using the prefix un-
* Using conjunctions join 2 simple sentences together to make them more interesting (and, but, so)
* Forming letters correctly
In the second week, we will move onto looking at 'Fact Files'. We will learning that fact files are non-fiction texts and learning about the difference between fiction and non-fiction texts. We will read and learn by heart a sloth fact file (using a text map). We will be discussing the key features/structure of this type of text and identifying key vocabulary. We will also learn what question marks are and how and when to use them.
We will also be continuing to work on:
* Reading and Spelling Year 1 Common Exception Words
* Blending to read - real and nonsense words (alien words) containing 40+ phonemes
Education City support activities:
* Stig's Spelling Adventure – (Reading and spelling tricky words)
* Roots to Riches – Pre-fix un
* Snow Time – Using 'and'
* Snow Business – Joining words – and
BBC Bitesize activities:
* Different kinds of texts - fiction and non-fiction - BBC Bitesize
* What are fiction and non-fiction? - BBC Bitesize
* How to use question marks - BBC Bitesize
Fiction research:
Top 10 facts about Sloths | WWF | 1,089 | 554 | {
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Connections
A publication of the Center for Deaf and Hard of Hearing Education
Volume 8, Issue 6
Deaf Education
Hearing Assistive
Technology (HAT)
Which HAT system should I be using with my students?
The short answer is that it depends on the technology they are using (hearing aids vs. bone-anchored devices/ soft band vs. cochlear implants. It also depends heavily on the manufacturer of their hearing aids, cochlear implants, or bone-anchored devices.
It's not easy. Even educational audiologists must continually educate themselves on which technology is compatible with each device. Many older cochlear implant models and hearing aids were compatible with Phonak Roger, which many school systems own, with the correct receivers. That has become increasingly difficult as some manufacturers have changed their ear-level technology, due to a desire for their patients to use their company-specific remote microphone.
Break It Down
Phonak/Advanced Bionics
A newer Phonak hearing aid is compatible with all Roger microphones and with a Roger X receiver, which needs to be installed with the Roger installer. Older Phonak hearing aids are compatible with audio-shoe receivers (also manufactured by Phonak).
Advanced Bionics cochlear implants are compatible with Roger microphones with either an audio-shoe or for newer cochlear implants, with installing Roger X receiver, similar to Phonak hearing aids.
The possibilities are endless!
Basically, if a child has an ear-level hearing technology (i.e. hearing aid, cochlear implant, bone-anchored device), then an ear-level receiver is the best option. There are far too many configurations of ear-level technology and remote microphone combinations to list them all.
To verify the most up-to-date options, visit Phonak's Roger Configurator:
www.phonak.com/en-int/roger-configurator
Oticon
Newer Oticon hearing aids are made to automatically connect to the Oticon EduMic. No receiver is required. However, to connect a newer Oticon hearing aid to a Roger (Phonak) microphone (such as the Roger Touchscreen), different receivers are needed for different models of hearing aids. Most recent models (<1 year old) will require the child to wear an EduMic with a Phonak NeckLoop in order to connect to Roger technology. Another option is to have the child wear the EduMic with a Roger X inserted in the bottom, which will then connect to a Roger microphone.
Cochlear Corporation
Cochlear Corporation cochlear implants (Nucleus N7, N8, Kanxo) are compatible with Cochlear's remote microphone, the Mini Mic 2+. The MiniMic 2+ also does not require a receiver to connect Cochlear's cochlear implants. As with the EduMic, the MiniMic is compatible with Roger Technology with the appropriate receivers (Phonak NeckLoop, Phonak Roger X). Again, this requires the Roger X to be inserted into the bottom of the MiniMic, connected to both the CI and the Roger microphone and then worn by the child.
Ear-Level Technology
When using technology from the same manufacturer, it's typically simple (e.g. Phonak to Phonak, Advanced Bionics to Phonak, Oticon to Oticon). When earlevel technology is different than the remote microphone, receivers can be purchased to allow the remote microphone to connect with the transmitter. Or, schools have the option to purchase a remote microphone from the same manufacturer as the ear-level device for seamless compatibility.
"Verify, fit and ensure appropriate compatibility so that the child can have equal access to their educational environment."
In some cases, in order to allow existing remote microphone technology to connect to a child's ear-level technology, several steps will need to be followed with the receivers to ensure a stable connection. Keep in mind—the more technology accessories used, the more the signal can be degraded. Additionally, an increase in technology to troubleshoot may be required if a child's system
When in doubt, consult with an audiologist!
Center for Deaf and Hard of Hearing Education
317-232—7349•
email@example.com www.health.in.gov/cdhhe
Rebekah F. Cunningham, PhD | 1,833 | 864 | {
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Col
Subject:Cancelling the cancel culture
I. True or false.
1. Cancel culture began around 2017, as part of the #MeToo movement.
2. The word culture or cult comes from Old English.
3. Dr Seuss' children stories were targeted by cancel culture.
4. Hoop earrings were a symbol of Black Power in the 1840s.
5. The term 'woke' was revived in the 2010s.
II. Match the words with their synonyms.
| 1. Boundary | a. Doubtful |
|---|---|
| 2. Questionable | b. Horde |
| 3. Mob | c. Penalising |
| 4. Mockery | d. Travesty |
| 5. Suppress | e. Silence |
| 6. Punishment | f. Condemnation |
| 7. Shaming | g. Border |
III. Find and correct the mistake in each sentence.
1. Anyone can become a self-appointed arbiter of right and wrong, the jury and the judge.
2. Cancel culture is now a to-go solution for anything that might even mildly challenge someone's status quo or stir their feelings.
3. It have also confiscated the public arena as a space for discussing vital social issues and monopolised it with issues of petty consequence.
4. It creates trauma, and in its worst form, it had costed lives.
5. The word culture or cult comes from the Latin words to cultivate and warship, which in terms of human culture means a set of desirable ideas to follow.
orful
MEDIA
rful
MEDIA
VI. Choose the correct answer.
1. Cancel culture began as part of the #MeToo movement when many Hollywood A-listers were publicly called out over accusations of:
a. embezzlement
b. sexual harassment
c. human trafficking
2. A person whose job consist sof searching for offensive content is called:
a. a whistle-blower
b. a sensitivity reader
c. a censor
3. Woke is an adjective meaning:
a. awake
b. aware of the culture one lives in
c. alert to racial prejudice and discrimination
4. Cancel culture's biggest platform is/are:
a. social media
b. television
c. the radio
5. Nowadays, cancel culture may target:
a. anyone
b. only celebrities
c. politicians and celebrities
IV. Put the words in the right categories.
cancel | culture | mockery | instance | encouragement | safe | skilful | punishment worship | problem | ancient | publishing | aggravate | freedom | internal
positive negative neutral
rful
MEDIA
V. Fill the gaps using the words below.
behaviour | cancel | persona non grata | erase | shape | circumstances
1. We're sorry to inform today's talk has been …….
2. He's been punished for his bad …….
3. You have to ….. the bad memories and only remember the good ones.
4. Young people are ….. our future.
5. She's been banned from all future conferences. She became …..
6. Under no …… can you publish the apology before it's accepted by our PR team. | 1,270 | 697 | {
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Literacy
This half term we will be reading "The Firework Makers Daughter" by Philip Pullman. It tells the story of Lila and her father Lalchand who are firework makers. It follows Lila's quest to a volcano to find if she can be a true firework maker. The story tells of the adventures that she faces along the way.
Maths
At the beginning of the new spring term, we will complete our work on fractions, looking at calculating fractions of a quantity as well as problem solving with fractions.
Our next topic will be decimals where we will be looking at tenths and hundredths and dividing 1 and 2 digit numbers by 10 and 100.
Please keep practising times tables ready for the year 4 multiplication check in June,
Computing
In computing we will learn how to use digital data, learning how to research and present data.
We will also continue with our E-safety lessons, learning about how to keep ourselves safe online and using the internet efficiently.
RE and PHSE
In RE we will find out why the prophet Mohammed is important to Muslims.
In PHSE we will be thinking about the range of feelings that we have and how we can express ourselves to others.
Creative Curriculum
During this term the children will learn about Potions. We will:
- Using our investigation skills, we will explore capacity and the properties of liquids.
- We will design fabulous bottles for magical potions.
- Becoming super scientists, we'll investigate chemical reactions and states of matter.
- We will research the use of anaesthetic and learn what life was like without it!
Science
Our science topic this term is 'States of Matter'. The children will learn to:
Compare and group materials saying whether they are solids, liquids or gases.
Identify how some materials change state.
Measure and research temperatures that change the states of materials.
Identify evaporation and condensation in the water cycle.
MFL
Our Spanish lessons with Senorita Walker will continue on Fridays.
PE
During indoor PE lessons the children will learn dance skills and outdoor they will learn how to play group games.
Please can you ensure your child has their PE kit in school when required. Our PE days are Monday and Thursday.
Dates for your diary
Thursday 27 th February - Maths Curriculum Morning Thursday 5 th March - World Book Day Thursday 12 th and Friday 13 th March - Bikeability Wednesday 25 th March - Parents' Consultations Friday 27 th March - Homework projects due in | 1,014 | 522 | {
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Sample Menu #12
Breakfast
Oatmeal, cooked, ½ cup (add pears, frozen yogurt, and nuts on top) Pears, diced, canned in juice or water, drained, ½ cup Frozen yogurt, low-fat, ½ cup Pecans or walnuts, unsalted, chopped, 2 tablespoons
Snack
Part-skim mozzarella cheese stick, 1 ounce Whole wheat crackers (such as Triscuit®), low-sodium variety, 5 squares
Lunch
Tuna salad sandwich, ½ sandwich, made with 2 ounces tuna, canned in water (lowsodium variety preferred), 1 slice whole wheat bread, 1 tablespoon reducedfat mayonnaise, 1 small stalk chopped celery, ¼ cup chopped onion Sweet potato, baked, ½ large, with 1 teaspoon soft tub margarine and cinnamon Juice, vitamin C-fortified, ½ cup
Snack
Blueberry yogurt smoothie (blend all ingredients), made with ½ cup frozen blueberries, ½ cup low-fat blueberry or vanilla yogurt, ½ cup low-fat milk, and ice cubes as needed for a thinner texture
Evening meal
Pork chop, trimmed of visible fat, grilled or baked, 3 ounces Cheesy Broccoli Bake (recipe provided) Butterbeans, canned, rinsed and drained, ½ cup Biscuit, 1 small (lower-fat refrigerated variety if not homemade, or using the "Better-For-You Buttermilk Biscuits" recipe), with 1 teaspoon soft tub margarine
Snack
Whole grain, ready-to-eat unsweetened cereal (such as bran flakes), ¾ cup Milk, 1%, ½ cup
*Remember to drink plenty of fluids throughout the day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Serves 6
Ingredients:
* 1 (10 ounce) box frozen chopped broccoli, thawed
* 1½ cups cooked brown rice
* 1 (10 ¾ ounce) can reduced-sodium cream of chicken soup (such as Campbell's Healthy Request)
* 1 cup reduced-fat cheddar cheese, cubed or shredded
* ½ cup (4 ounce) plain non-fat yogurt
* ¼ cup bread crumbs + ¼ cup crushed cornflakes or cracker crumbs
* 1½ tablespoons soft tub margarine, melted
Directions:
1. Preheat oven to 350°F.
2. In a medium bowl, mix together the broccoli, rice, cheese, undiluted soup, and yogurt.
3. Press the mixture lightly into a small (about 1-quart) baking dish.
4. For the topping, mix together the bread crumbs and cornflakes and sprinkle on top of the broccoli mixture; drizzle the melted margarine on top.
5. Bake in the oven for approximately 30 minutes, or until heated through and golden on top.
6. Serve warm; save any leftovers to have as part of a healthy lunch.
Estimated Nutrition Facts per serving:
220 calories
7 g total fat
3.5 g saturated fat
29 g carbohydrate
12 g protein
4 g fiber
Cheesy Broccoli Bake | 1,251 | 674 | {
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-
Eaglet News
Science Week went off with a bang, a fizz, and a slow melt this week as we enjoyed a range of investigations, experiments and experiences. We're sure you will all agree that the children looked fabulous in their science-themed costumes!
Reception were very interested to learn about the effects of too much sugar in our diets during a special 'Sugar Awareness' assmebly lead by Amy from Eden Foods. The children (and adults!) were shocked to discover that there are more than 9 teaspoons of sugar in a glass of cola! This prompted much discussion and flurry of visitors to our lunch-
time salad bar, where some very healthy choices were made!
We also had great fun with our own experiments, observing chemical reactions between vinegar and bicarb and making predictions about might happen.
Nursery learnt lots about the process of melting ice, as they worked to release the creepy crawlies that had been frozen in giant ice blocks. The children worked on gross motor strength as they dug, scraped and chiselled into the ice, using lots of lovely descriptive language to talk about the ice and the changes they observed.
A big thank you to our Year 2 teacher, Miss Reay for organising another brilliant Science Week.
Frogspawn
Tadpole season is upon us! If any of you are lucky enough to have any frogspawn in your garden, Reception would be delighted to have some! We will take great care of the little visitors, and, all being well, will return them to their rightful home once they are fully grown, in accordance with the advice from the Wildlife Trust.
Parents' Evening
Please be reminded that the deadline for booking an appointment for both parents' evenings is Sunday 19 th March, 5pm. If you do not attend, you will be unable to make an appointment with your class teacher until after the Easter holidays.
Upcoming Events
March 20
Parents' Evening
March 21
Parents' meetings for R2
March 25
Family Bingo Night, 6-8pm
Stars of the week
Nursery – Isaiah
Reception 1 – Ollie
Reception 2 - Luca
Page 1 of 3
Nursery
Our learning
This week in pictures
Next week
Personal, Social and Emotional Development
We will continue to develop our ability to name and recognise emotions.
Physical Development
We will working on gross motor skills as we walk safely up and down stairs carrying small objects.
Communication, Language and Literacy
We will be writing the last part of our Naughty Bus adventure.
Mathematics
We will using positional language as we give our bus directions.
Understanding the World
We will sharing about past experiences of bus journeys.
Understanding the World
We will be making cards for Mothers' day.
Reception
Our learning
This week in pictures
Ollie worked hard in the outdoor classroom to extend the hopscotch game.
Next week
Personal, Social and Emotional Development
We will be thinking about privacy and how 'my body is just for me'.
Physical Development
We will be developing our ball skills, controlling the ball with our feet and hands.
Communication, Language and Literacy
We will be performing some more poetry, expanding our repertoire of learnt poems, and developing our sense for rhyme and rhythm.
Mathematics
We will continue to develop our understanding of number bonds, addition and subtraction.
Understanding the World
We will be finding out about each other's families and thinking about our own.
Expressive Art and Design
We will be exploring printing using natural and man-made materials to make a card for a special someone! | 1,436 | 742 | {
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Live Healthy Georgia – Seniors Taking Charge!
July 2009 Newsletter
Hydrate for Your Health
By Amy Zack, BS
WATER makes up
about 60-70% of your body! Its vital role in your body includes carrying nutrients to your cells, excreting wastes, providing a moist environment for ear, nose, and throat tissues, and regulating body temperature. Staying hydrated is important, especially during these summer months!
FFll lu u i i id d Re e c c o omme e n nd d a a t t ti i io o n n s s
You lose water through perspiration, urination, bowel movements, and even through your breath. These fluids need to be replaced. The Institute of Medicine recommends that adults ages 50 years and older consume:
2.7 Liters/day for Females (~11 cups)
3.7 Liters/day for Males (~15 cups)
This recommendation is for total water, which includes all water contained in food, beverages, and drinking water. Recommendations for fluid intake vary by age, gender, body size, genetic traits, illness, medications, and other conditions. Some conditions increase a person's need for fluids.
These include:
* Cold or hot weather
* Physical activity
* Some medications (such as diuretics)
* Prolonged diarrhea, vomiting, and fever
* Increased salt, sugar, or protein intakes
* Alcohol consumption
Some conditions may require you to limit your fluid intake, such as heart failure and some types of kidney and liver diseases that may impair excretion of water.
***If you are concerned about your fluid intake or needs, check with your doctor or a registered dietitian. He or she can help you determine the amount of water that is best for you.***
Ch ha a n ng g e e s s T T h ha a t t t Co o me e Wi i it t th h Ag g e e
Many individuals experience a decline in muscle mass as they age; this is accompanied by a loss of body water. This means, in general, that older people have lower water reserves to call upon when needed
Department of Foods and Nutrition, The University of Georgia, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303
1
Live Healthy Georgia – Seniors Taking Charge!
and therefore get dehydrated much faster than younger adults. Also, the ability to sense "thirst" weakens over time, so older adults reach a greater state of dehydration before they realize they need water. It is best to drink water throughout the day, even when you do not "feel" thirsty.
SSyy mp p t t to o ms s o of f f De e h hy y d d r r a a t t ti i io o n n
Mild to moderate symptoms include: dry sticky mouth, sleepiness or sluggishness, thirst, decreased urine output, headache, dizziness or lightheadedness, and muscle weakness. Signs of severe dehydration include: extreme thirst, lack of sweating, irritability and confusion, very dry mouth, skin and mucous membranes, little or no urination, urine that is dark yellow or amber colored, low blood pressure, rapid heart beat, and fever. In most serious cases, dehydration can lead to delirium or unconsciousness.
FFll lu u i i id d S S o o u u r r c c e e s s
only a small portion of your daily fluid intake because these can act to eliminate fluids from the body. Fluids can also come from foods such as fruits and vegetables. Some fresh fruits and vegetables that are composed of mostly water (>90% by weight) are: bean sprouts, broccoli, cabbage, cantaloupe, collards, lettuce, okra (boiled), peaches, spinach, squash, strawberries, tomatoes, and of course, watermelon.
TI I PS FOR STAYI ING HYDRATED WHEN I IT' 'S HOT
* Carry a refillable water bottle
* Purchase a home water filter for your faucet – makes water taste better AND saves you money if you were going to buy bottled water
Foods provide about 20% of your fluid needs, with the other 80% coming from water and other beverages. Water is the best source for fluid replacement. Other beverages such as juice and milk are composed mostly of water. Coffee, tea, soda, and alcoholic beverage can also contribute but should make up
* Eat foods with a higher water content as snacks
* Drink fluids even when you don't "feel" thirsty
* Freeze fruits such as grapes for a sweet, cold treat
* Smoothies – helps you get fluids and servings of fruits!
Department of Foods and Nutrition, The University of Georgia, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303 | 1,943 | 1,025 | {
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Mr. Straw
Japanese Tale
Once upon a time, long ago of course, for that's when most stories take place, there lived a man named Mr. Straw. Mr. had no home, he had no wife, he had no children, he had nothing but the shirt on his back, in fact. For Mr. Straw had no luck. He was always poor and had little to eat, so he was as thin as a piece of straw. That, you see, is why people called him Mr. Straw.
Every morning, Mr. Straw went to the temple to ask the Goddess of Fortune for better luck. One day he heard a voice.
"The first thing your hand touches when you leave the temple will bring you great fortune," it whispered.
Mr. Straw rubbed his eyes, pinched himself, and looked all around him. The temple was empty.
"Was I dreaming, or was that the Goddess of Fortune?" he wondered. He rushed out of the temple to find his new luck.
But poor Mr. Straw tripped on the temple steps and tumbled all the way down to the bottom, where he lay in the dirt. When he picked himself up, he found his hand was clutching a piece of straw.
"Well," he thought, "a piece of straw is a pretty worthless thing. But since the Goddess of Fortune meant me to pick it up, I'd better not throw it away."
So he walked along, holding the piece of straw.
Before long a dragonfly came and began to buzz around his head. Mr. Straw waved and shooed, but it wouldn't go away. It buzzed and whirred and flew circles around him.
"Very well," said Mr. Straw. "Since you won't go away, you must stay with me."
He caught the dragonfly and tied his straw to its tail, so it looked like a little kite on a tiny string. And he kept walking down the road.
Pretty soon he met the flower lady and her little boy coming the other way. They were going to the market to sell their flowers. They had been walking a long time, and the boy was hot and tired, and the dust brought tears to his eyes. But when he saw Mr. Straw's dragonfly buzzing on the end of the straw, his face lit up.
"Mother," he said, "can I have a dragonfly? Please?"
"Well," thought Mr. Straw, "the Goddess of Fortune told me this piece of straw would bring me luck. But this little boy is hot and tired, and it will make him happy."
So he gave the boy the dragonfly on the straw.
"You are very kind," the flower lady said. "I have nothing to give you in return except this rose. Will you take it?"
Mr. Straw thanked her and went on his way, holding his rose.
After a while he saw a young man sitting on a tree stump, holding his head in his hands. He looked so forlorn, Mr. Straw asked him what was the matter.
"This evening I'll ask my belle to marry me," the youth cried. "But I'm a poor man and have no gift to bring her."
"Well, I'm a poor man too," Mr. Straw said. "I have nothing valuable, but if you want to give her this rose, you are welcome to it."
The youth perked up when he saw the splendid rose.
"Please take these three oranges in return," he said. "It's all I have to offer."
So Mr. Straw set off again, carrying three plump, juicy oranges.
Soon he met a peddler pulling a little cart. "
"Can you help me?" the peddler panted. "I've been pulling this cart all day, and I'm so thirsty I'm going to faint! I need a drink of water."
"I'm afraid there are no wells nearby," Mr. Straw said, "but you can have these oranges and drink the juice."
The peddler was so grateful he reached into his cart and pulled out his finest roll of silk.
"You're very, very kind," he said. "Please take this cloth in return."
So Mr. Straw set off once again, this time with his silk under his arm.
Before long, he met a princess in a golden carriage. She wore a worried look, but her face lit when she saw Mr. Straw.
"Where did you get that silk?" she cried. "It's just what I've been looking for. Today is my father's birthday, and I want to make him a new royal robe."
"Well, since it's his birthday, you're welcome to have this silk," Mr. Straw said.
The princess couldn't believe her luck.
"You're very thoughtful and kind," she said with a smile. "Please take this jewel in return.”
She rode away, leaving Mr. Straw holding a jewel that gleamed like the fire of the sun.
"Well, well," he told himself. "I started with a worthless piece of straw, and suddenly I
find I have a jewel. Something tells me this has gone far enough."
He took the jewel straight to a merchant and sold it. Then he took the money and bought a great rice field. He worked hard in his field, and every year it grew more and more rice, and before too long he was a rich man.
But his wealth did not change him one bit. He always shared his rice with the hungry, and built a school for the village children, and helped anyone who needed a hand. And everyone said it all came from one little piece of straw, but Mr. Straw knew his luck really came from his kindness.
William J. Bennett
New York, Simon &Schuster, 1995
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"It's the most wonderful time of the year!" It is time for the holiday season again – with seemingly endless opportunities for family gatherings and other celebrations. However, many people find it difficult to maintain normal routines during the holiday season. It is also easy to forget the basics of healthy living: eating healthy, being active, getting checked, being smoke-free, and being positive. This year's holiday survival guide will give you tips to help you stay on track through this holiday season.
Eat Healthy
Cookies, cakes, candy, and all the other treats that go with the holiday season may lead us away from the healthy eating that we've done all year. You don't have to pout about giving up your
holiday staples. Making a few small changes lets
you have your cake and
eat it, too.
Enjoy a small salad and/or some fruit about an hour before going to a party or gathering. Fruits and vegetables are full of nutrients and fiber, which helps you feel fuller so that you're less likely to overindulge when you get to the party.
Drink a glass of water while waiting for other guests to arrive. Water helps you stay hydrated and fills you up so that you're less likely to feel hungry.
Live Healthy Georgia
Seniors Taking Charge
Holiday Survival Guide 2012
December 2012
By Whitney Bignell, MS, RD, LD
Select your favorite treat, and savor every bite. Eating slowly, noticing what you're eating, and intentionally enjoying what you're eating helps you feel satisfied so that you're less tempted to empty an entire plate of cookies.
Be Active
Sometimes it seems like every minute of the day is devoted to preparing for the holidays. Who has time to exercise? The good news is that being active 30 minutes each day can be accomplished in three 10minute sessions. Here are some ways that you can be more active this season:
Walk around the mall once before starting your holiday shopping.
Park your car toward the outer section of the parking lot. You'll also prevent the stress of fighting for an up-front parking space.
Take a family walk before or after dinner. This time also promotes bonding and sharing experiences with the younger generation.
Have a dance party after dinner. If the weather outside is frightful, put on some cheerful holiday music and have fun moving and grooving.
Get Checked
Most people try to avoid scheduling doctors' appointments during the holiday season. While you may not be going to the doctor, it's a good time to think about the appointments you should schedule for next year. Create a list of the visits you need to make (i.e., annual physical exam, dental exams, and screenings), and consider scheduling them for next year. The following web site can help you send reminders to yourself.
My Health Test Reminder
Be Smoke Free
The holidays can be a stressful time. Many former smokers, especially those who have recently quit, may be tempted to buy a pack of cigarettes again. The following tips, from Quit Guide: Staying Quit on Smokefree.gov, may help you deal with smoking temptation.
Keep a "craving" journal so that you can see when and where you're tempted to smoke. As you become aware of the situations in which you're likely to smoke, you can develop ways to cope with the urges to light up.
Manage cravings through practicing relaxation techniques, going to a different space, finding other activities to do (i.e., wash dishes), eating something crunchy like carrots, or chewing gum.
Stay positive about the process of quitting – it is all about learning.
Reward yourself for what you have accomplished. Use the money you save from buying cigarettes to purchase something special for yourself.
Be Positive
The holiday season can be both exciting and challenging. Many people are overwhelmed by the endless "to-do" list and feel drained instead of happy during the holidays. Others may be sad because they have lost a loved one the previous year, or the holidays remind them of those who have passed away. The following tips will help you be positive this holiday season.
Ask for help with your holiday preparations. Involving others allows you to work together, share memories, and prevent being overwhelmed by the tasks.
Take time for yourself. Go to the movies, or rent a favorite one to watch at home. Read a book that you've had on your shelf for a while.
Volunteer. Helping others is not only good for them but also good for you. It can prevent loneliness, as well as create special bonds. You don't necessarily have to volunteer at an organized event (i.e., soup kitchen) to enjoy the benefits. Offer to babysit your neighbors' children so that they can go holiday shopping, or contribute your crafting talents to the holiday bazaar.
Pictures
http://amerrylife.com/wp-content/uploads/2010/11/HealthyHolidays.jpg
http://www.vromansbookstore.com/files/vromansbookstore/holiday-cookies2.jpg http://2.bp.blogspot.com/_YYQ-
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Sample Menu #5
Breakfast
Peanut butter toast, made with 2 slices whole wheat bread and 2 tablespoons peanut butter
Banana, 1 small or ½ large
Milk, 1%, 1 cup
Snack
Frozen yogurt, low-fat, ½ cup
Whole grain, ready-to-eat, unsweetened cereal, fortified, such as Cheerios®, ¼ cup (sprinkle on frozen yogurt for crunch)
Lunch
Simple Salmon Cakes (recipe provided) Peas, green, fresh or frozen, boiled, ½ cup Grapes, red or green, 15 small Milk, 1%, 1 cup
Snack
Carrots, thinly sliced to make "chips," raw or steamed, ½ cup Cottage cheese, low-fat, calcium-fortified, ¼ cup
Evening meal
Chicken breast tenders, skinless, grilled or baked with salt-free seasoning, 3 ounces
Kidney beans, canned, rinsed and drained, heated, ½ cup Collard greens, steamed or boiled, ½ cup, with 1 teaspoon canola oil Brown rice, cooked, ⅔ cup, with 2 teaspoons soft tub margarine
Snack
Granola bar, low-fat, 1 small Orange juice, calcium- and vitamin D-fortified, ½ cup
*Remember to drink plenty of fluids throughout the day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Simple Salmon Cakes
Serves 4 (1 cake per serving)
Ingredients:
* 1 (6 ounce) can pink salmon in water (low-sodium preferred), drained
* ¼ cup egg substitute (or 2 egg whites)
* ½ small red bell pepper and ½ small sweet onion, diced*
* ⅓ cup plain bread crumbs
* 1 tablespoon canola oil
* ¼ teaspoon garlic powder (optional)
*Sweat onions and peppers for about 5 minutes in a pan sprayed with cooking spray before mixing with other ingredients for extra tenderness.
Directions:
1. In a medium bowl, mix together salmon, pepper, onion, egg substitute, bread crumbs, and garlic powder.
2. Form the mixture into medium-sized cakes, about the size of the palm of your hand (note: if the mixture does not hold together well enough, you may need to add more bread crumbs).
3. In a medium pan (preferably nonstick), add the oil and place over medium/medium-high heat.
4. Add the cakes to the pan and cook until golden brown on each side, about 3 to 5 minutes per side.
5. Remove from pan and serve warm.
Try this!
Use canned salmon in pasta salad or turn the salmon cakes into burgers instead of a traditional ground beef burger. You can also use tuna to make this recipe, if preferred.
Estimated Nutrition Facts per serving:
150 calories
7 g total fat
1 g saturated fat
9 g carbohydrate
12 g protein
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Sample Menu #2
Breakfast
Cinnamon Apple Bites (recipe provided) Whole wheat English muffin, 1 whole, toasted, with ¼ cup reduced-fat shredded cheddar cheese, melted Coffee, 1 cup, with artificial sweetener as desired
Snack
Strawberries, sliced, ½ cup, topped with 1 tablespoon light whipped topping and 1 tablespoon toasted sliced almonds
Lunch
Turkey sandwich, made with 2 slices whole wheat bread, 2 ounces roasted turkey breast without skin, 2 teaspoons reduced-fat mayonnaise, lettuce and tomato
Bean salad (chilled), made with ½ cup canned garbanzo beans, rinsed and drained, ¼ cup sliced carrots (no-salt-added canned), 1 small chopped celery stalk, 1 teaspoon olive or canola oil, salt-free seasoning to taste Broccoli florets, raw or steamed, ½ cup, with 2 tablespoons reduced-fat ranch dressing for dipping
Snack
Tangerines, 1 medium or 2 small
Milk, 1%, 1 cup
Evening Meal
Pork tenderloin, lean, roasted, 3 ounces
Green beans, fresh or frozen, ½ cup, with stewed tomatoes (no-salt-added preferred), ½ cup
Sweet potato, baked with 1 teaspoon soft tub margarine and cinnamon, 1 small
Whole wheat toast, 1 slice, with 1 teaspoon low-sugar fruit preserves
Snack
Graham crackers, 3 squares Milk, 1%, 1 cup
*Remember to drink plenty of fluids throughout the day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Department of Foods and Nutrition, The University of Georgia, Athens, GA 30602 Division of Aging Services, Georgia Department of Human Resources, Atlanta, GA 30303 October 2007
Serves 2
Ingredients:
* 2 medium sweet apples, cut into bite-sized chunks (peeling optional)
* 1 tablespoon soft tub margarine
* ¼ teaspoon ground cinnamon
* 1 teaspoon brown sugar
* ½ teaspoon cornstarch, mixed with enough water to dissolve
* ¼ teaspoon vanilla extract (optional)
* 2 tablespoons 100% apple juice or water
Directions:
1. In a small saucepan over medium-low heat, melt the margarine.
2. Stir in the brown sugar, cinnamon, apple juice or water, cornstarch, and vanilla; add the apples.
3. Stir all ingredients together to coat apples evenly.
4. Cook apples until fork tender, about 15-20 minutes, stirring occasionally.
5. Serve warm.
Try this!
Cut an apple in half and slather with a tablespoon of peanut butter for a quick and healthy snack. You can also combine apple chunks with celery, grapes, walnuts, and low-fat mayonnaise to build a Waldorf salad.
Estimated Nutrition Facts per serving:
120 calories
4 g total fat
1 g saturated fat
23 g carbohydrate
0 g protein
3 g fiber
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There is nothing better than enjoying the first juicy, sweet watermelon of the season! Many families have a tradition of getting a watermelon for their Fourth of July gettogethers. This sweet treat has many health benefits that make it perfect for the summer heat!
Cordele, Georgia, in Crisp County, is considered the "Watermelon Capital of the World." Enjoy the Watermelon Days Festival during the month of June!
Quick Facts about Watermelon
Member of the Curcurbitaceae family, which makes it a cousin of cucumbers, pumpkins, and squash.
Watermelons are botanically considered fruits, and specifically berries because they contain seeds, the flesh is consumed, and there is no core.
Largest watermelon recorded in 2010 was grown by Chris Kent in Sevier County, TN, and weighed 291 lbs.
Watermelons are thought to have originated in the Kalahari Desert in Africa.
Georgia is the 4 th highest producer of watermelons in the world.
Live Healthy Georgia
Seniors Taking Charge
Watermelon: More Than a Fourth of July Tradition
July 2012
By Whitney Bignell, MS, RD, LD
Health Benefits of Watermelon
Watermelons are almost 92% water, which means that they provide excellent hydration during the summer heat. In addition, watermelons have more lycopene – a powerful antioxidant – than tomatoes. These melons also contain several vitamins and minerals, including vitamins A, B6, and C, as well as thiamin, magnesium, and potassium. A half-cup (½ c.) serving of cubed watermelon contains 25 calories and 6 grams of carbohydrates (5 grams of sugars).
Selecting and Preparing Watermelon
1. The watermelon should be firm and symmetrical. Avoid melons with obvious bruises, cuts, or dents.
2. The melon should be heavy for its size – it is mostly water!
3. The underside should have a soft, yellow spot where it was on the ground.
4. Be sure to wash the watermelon before cutting into it. Bacteria or other
contaminants on the surface may be
transferred to the edible portion by your knife.
Ideas for Eating More Watermelon
Top salads with cubed watermelon and drizzle with a balsamic vinaigrette dressing.
Add watermelon to a morning smoothie (see recipe below)
Grill watermelon to add a smoky flavor to this sweet fruit.
Purée watermelon in a blender or food processor, then pour into ice cube trays and freeze. Add the watermelon ice cubes to sparkling water for a refreshing drink.
Use watermelon in a fruit and yogurt parfait.
Strawberry Watermelon Shake (Smoothie)
Ingredients
1 container (8 ounces) lemon nonfat yogurt
2 cups cubed, seeded watermelon
1 pint fresh strawberries, cleaned and hulled
1 banana medium, peeled and sliced
Instructions
In blender or food processor, process yogurt, watermelon, strawberries and banana until smooth and frothy. Serve immediately.
Picture and recipe courtesy of the National Watermelon Promotion Board,
http://www.watermelon.org/Recipes
/Kid's-Watermelon-Strawberry-
Shake-and-Frozen-Smoothie-Pops-
193.aspx
Watermelons As Good Containers
Using the watermelon shell as a serving dish is also a fun way to encourage kids and other family members to eat what is inside. Here are a few pictures to inspire your artistic melon endeavors:
Carving instructions are available from http://www.watermelon.org/Carvings/Carvin gs-Entertainment.aspx
References:
CDC. Fruit of the Month: Watermelon. http://www.fruitsandveggiesmatter.gov/month/wa termelon.html
Gardening Channel. Watermelon: Fruit or Vegetable. http://www.gardeningchannel.com/watermelonfruit-or-vegetable/
National Watermelon Promotion Board. http://www.watermelon.org/Default.aspx
SouthwestGeorgia.net. http://www.southwestgeorgia.net/festivals/water melondays.html
Pictures:
http://www.watermelon.org/images/Media/PhotoGallery/High Res/4.jpg
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Sample Menu #8
Breakfast
Peach crumble (recipe provided)
Peach yogurt, low-fat and low-calorie, ¾ cup
Snack
Peanut butter and jelly sandwich, ½ sandwich, made with 1 slice whole wheat bread, 1 tablespoon peanut butter, and 1 teaspoon fruit preserves
Lunch
Turkey and spinach salad, made with 2 cups spinach or romaine lettuce, 2 ounces cubed skinless turkey breast, ½ cup diced tomatoes, ½ cup diced tangerine, 2 tablespoons reduced-fat salad dressing
Kidney beans, canned, rinsed and drained, heated, ½ cup
Pita chips, made with whole wheat pita bread* (½ a 6 inch diameter), drizzled with 1 teaspoon canola oil, toasted and cut into wedges (or have 5 whole wheat crackers)
Snack
Cantaloupe, cubed, ½ cup Milk, 1%, 1 cup
Evening meal
Chicken thigh or breast, skinless, roasted with salt-free seasoning, 3 ounces Peas, frozen, boiled, ½ cup
Butternut squash, frozen, cubed, roasted or microwaved, ½ cup, with 1 teaspoon soft margarine, sprinkled with cinnamon to taste Cornbread, 1 small square
Snack
Granola bar, low-fat, 1 small Milk, 1%, 1 cup
*Pita bread is a round and flat bread commonly sold about 6 loaves per package at most grocery stores in the bakery department. The cost is about $1 to $2 per package. **Drink plenty of fluids each day! Water, tea, coffee, small amounts of juice, and other liquids all can help to keep you hydrated.
Serves 2
Ingredients:
* 1 cup peach chunks, canned in water, drained*
* 2 tablespoons all-purpose or whole wheat flour
* ¼ cup uncooked oats (old-fashioned or quick-cooking)
* 2 tablespoons brown sugar
* ¼ teaspoon ground cinnamon
* 1½ tablespoons soft tub margarine (cold)
* 2 tablespoons chopped pecans or walnuts
*You can also use frozen, thawed peaches, or fresh if in season.
Directions:
1. Preheat oven to 375°F. Place peach chunks into a small baking dish (about 15ounce size).
2. In a small bowl, mix together the oats, flour, brown sugar, cinnamon, and nuts.
3. Add the margarine to the oat mixture, and work it in with your fingertips until the mixture has a crumbly texture.
4. Sprinkle the oat mixture evenly over the peaches; place the dish into the oven.
5. Bake for about 15 minutes, or until the top is fairly crisp; let sit for 5 minutes before serving.
Try this!
Use different fruits for this recipe, such as thawed, frozen blueberries, fresh or canned pears, or thinly sliced apples.
Estimated Nutrition Facts per serving:
260 calories
11 g total fat
2 g saturated fat
40 g carbohydrate
4 g
protein
3 g fiber
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Description: Experiment and predict how different items interact with water!
Materials: • Large clear bin of water • Various objects that float or sink (sponges, pencils, plastic bottles, wooden blocks, craft sticks, etc.)
Try this: · Have the learner choose an object to test. o Guide your child with questions like: What does it feel like? What is it made out of? · Make a prediction if the object will sink or float.
o
* Place the item in the water and observe what happens! · Encourage the learner to make observations with questions like: What do you see happening? Were there any sounds when we dropped it in? What happens if you push down
[x] an item that floats? Mark your observation on the data sheet.
Sciencenter, Ithaca, NY
Page 1
www.sciencenter.org
Change it up! Depending on the age and need of your child, this activity may look different. This is an open-ended and exploratory activity. There is no wrong way to do it!
Science Process Skills This activity focuses on building the skills to participate in science over the science content itself. This activity focuses the learners on using skills like making predictions and categorizing as the learner's experiment.
Here are some activity extensions and adaptations: • Test a few items before you start making predictions to demonstrate sinking and floating. • Try sorting the items between those that float and those that sink before you test them. • Challenge the learner to take a floating item and get it to sink, and vice versa. • Activate other senses! Scent your water or use different foods from your kitchen before you eat them.
Making predictions is making educated guesses about certain outcomes. They're built around our own observations and past experiences, so predictions are not just guesses! When guiding children through this activity, remind them of previous experiences with the materials to help them make predictions.
Sorting and grouping objects is a way of organizing our thinking. When we categorize, we separate and put things together to understand how they relate to each other. This may look like ranking items or splitting them into groups. This helps children recognize patterns and number sets, and reinforces math skills. When guiding children through this activity, encourage them to find similarities between the items that float.
This activity exists in many versions. This adaptation was inspired by Predictions: Sink and Float from the Collaborative for Early Science Learning copyright 2021, Sciencenter, Ithaca NY. Retrieved from: http://www.sciencenter.org/perch/resources/predictions-early-head-start-activities.pdf
Sciencenter, Ithaca, NY
www.sciencenter.org
Sciencenter, Ithaca, NY
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1.
1.
2.
N5 World Music
Music from
South America
Percussion
Instrument which
makes sound
clicking 2 shells
together.
Instrument which produces
sound by blowing pipes.
Music from
Caribbean
Band with Drums made out of Oil Cans
Style made famous
by Bob Marley
Another word
for ‘Off the Beat’
Music from
Africa
Christian Vocal
music. Includes lots
of harmonies.
Band consisting of
percussion
instruments.
Music from
India
Percussion
instrument played
with the hands or
fingers
String instrument,
like a guitar.
Sung by
Sung by
Gaelic.
beating on table.
Gaelic
Unnacompanied
Scottish Harp
Instruments
Solo music for
Vocal Music bagpipes
Sung in Scots
Verses all have the
1.
Quick note, infront of the main note.
background on pipes.
The four
Soloist 'shows off'.
The four orchestral
High Male
High Female
N5 Classical Period
Vocal Music
Voice types
A drama set to
music
A singer on
their own.
Song from an
Opera
Two people
singing
together.
A group of
singers
Both singers
sing same
melody.
Singers sing
different melody
at the same time.
Male
Female
Voice
Middle Male
Voice
Low Male
Voice
Voice
Middle Female
Voice
Low Female
Voice
Song from an Opera
N5 Romantic/20
th
Century
String Instrument added
to the orchestra in the
Romantic Period
Technique often used by
this instrument. Sliding
from one note to
Romantic Instrumental Music
Soloist and Orchestra
Piece for whole
orchestra
Rhythmic “give and
take” in a phrase.
Romantic Vocal Music
Drama set to music
20
th
Century Music
When the music is
neither Major or
Minor. It has no Key.
A group of notes
which clash, played
together.
A style using simple
rhythmic and
melodic figures
which are constantly
repeated with very
slight changes each
time.
Soloist 'shows off'.
When the orchestra
Name for the small
Higher Baroque
Instrumental
A piece of music
for a group of
soloists,
accompanied by
orchestra.
A piece of music for a soloist,
accompanied by orchestra.
Orchestra re-enter
to play ending.
Type of
ornamentation.
– moving quickly
between 2
notes.
group.
Instruments
H
Accompaniment
using
Harpsichord
and Cello.
Strict imitation a
couple of bars later.
A theme in the
bass line repeated
many times.
Orchestra mainly
made up of
String
Instruments
Keyboard instrument
which makes sound by
plucking
strings.
Keyboard instrument
which makes sound using
wind and pipes.
Name for
the
orchestra.
‘returns’ with the
main theme.
Variation over a
ground bass.
Soloist 'shows off'.
The four
High Male
High Female
Voice`
Higher Classical
Vocal Music
Voice types
A drama set to
music
A singer on
their own.
Song from an
Opera
Two people
singing
together.
A group of
singers
Both singers
sing same
melody.
Singers sing
different melody
at the same time.
Male
Female
Voice
Middle Male
Voice
Low Male
Voice
Middle Female
Voice
Low Female
Voice
song.
Singer decorates the
Technique often used by
String Instrument added
Song from an Opera
Higher Romantic/20
th
Century
to the orchestra in the
Romantic Period
this instrument. Sliding
from one note to
Romantic Instrumental Music
Soloist and Orchestra
Piece for whole
orchestra
Rhythmic “give and
take” in a phrase.
Romantic Vocal Music
Drama set to music
20
th
Century Music
Styles
When the music is
neither Major or
Minor. It has no Key.
A group of notes
which clash, played
together.
A style using simple
rhythmic and
melodic figures
which are constantly
repeated with very
slight changes each
time.
German song for voice
and piano.
Music which
mirrors a painting
style which creates
an ‘impression’.
Often quite
‘dreamy.’
Dreamy sounding
Scale. Made up of
tones.
Recorded sounds
which are
transformed and
used together to
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6U Baseball division is an instructional boys/girls baseball league. It is our desire That all players have an equal chance to develop and learn the basics of baseball while instilling a sense of sportsmanship and fair play. There should never be an argument/protest about a play from any coach or parent. If a problem arises, then please contact the baseball director.
General
1. Both base coaches and field coaches, including the coach pitcher will act as umpires. Any coach can make a call at any base, depending on the circumstance and line of sight.
2. Close plays will go to the defense.
3. The game shall consist of five (5) innings.
4. No new inning shall begin one hour and thirty minutes after the game starting time.
5. Base distances are 50 feet.
6. The coach pitcher should not coach any base runner once the ball is hit. He may position the batter and encourage him before the ball is hit but all base runners should be taught and encouraged to listen to their first and third base coaches.
7. Official scores are not kept, and standings are not tracked.
8. The baseball or league operations director will determine unplayable fields or rainouts and update the hotline number one hour before scheduled games. If no cancellation is announced, then it is assumed that games will be played. Coaches should not take it upon themselves to cancel games.
9. Home teams are responsible for the followings setting up the bases and chalking the lines prior to the game, adding turface or quick dry to wet areas on the infield and putting away the bases, raking out chalk lines and cleaning dugout areas after the game.
10. Each team should supply two (2) game balls.
11. Each team is responsible for cleaning their dugout at the end of each game. If another game follows, every attempt should be made to move the team and equipment away from the dugout area and clean the dugout as soon as possible.
12. Throwing of equipment (in anger), name calling, or other misconduct will not be tolerated. The offender should be removed from the game and made to sit on the bench. Repeated offenses will be reported to the league director immediately
Batting
1. Each batter is entitled to five (5) pitched balls.
2. After (5) pitched balls the batter will be allowed to use the T-stand until a ball is hit in play.
3. A coach/adult from the batting team will pitch to their team. Pitches may be over-hand or underhanded and the distance/speed is at the discretion of the pitcher. In no case, should the pitcher be closer than ten (10) feet from the plate.
4. There are no walks.
5. There is no intentional bunting allowed
6. Batted balls must hit at least 10 feet from home plate. A semi-circle approximately 10 feet from the plate should be chalked off to assist in determining live balls.
7. If a batted ball hits the coach pitcher, then the play is ruled dead and all runners including the batter is awarded one base.
8. Roster batting is required. If a player misses his turn at bat, then can either be placed in the rotation as soon as possible or bat at the end of the order. Coach/scorekeeper should inform the opposing team of any skipped/missing batters.
9. Every inning each team bats until all players have batted. The hitting team should announce when the last batter comes up in the inning.
10. If a batter throws the bat more than 10 feet from home plate, then he should be warned by his coach.
Fielding
1. All players present play in the field each inning.
2. Coaches should strive to rotate players in the field, giving each an opportunity to play at each position throughout the year. Of course, safety should always be considered and therefore it will be the coach's discretion as to which players play first base and pitcher.
3. Seven players are positioned in the infield, (C, 1B, 2B, SS, 3B left & right pitchers)
4. Infielders should be positioned either in front or behind the base paths when runners are on base.
5. The remaining players are positioned in the outfield and should be in the grass unless on Sunset 7 where they should be positioned 15/20 feet behind the infielders.
6. No player should be within 5 feet of 2B while the opposing batter is swinging.
7. Pitchers should not be closer to batter than coach pitcher. Coach pitchers should help position and ready kids for the ball when possible (especially when strong hitters are at bat)
8. Three (3) defensive coaches are allowed on the field. One of these coaches should assist the catcher to speed up the game.
Base Running
1. No base runner shall be allowed to advance more than one (1) base after a traditional putout at first base or a force out a 2nd, 3rd, or home plate.
2. No base runner shall be allowed to advance after a fly ball is caught.
3. No base runner shall advance on any overthrow.
4. No base runner shall advance further than the base he is moving toward or occupying after a ball, which is hit in the outfield is attempted to be thrown by the defensive player. The ball does not necessarily need to be in the possession of any fielder.
5. Baserunners can only advance as far as the batter advances.
6. No leadoffs.
7. The infield fly rule does not apply.
8. No base runner can collide with a fielder attempting to make a putout. If interference happens, the base runner should be called out. | 1,956 | 1,177 | {
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Weekly News - Friday 30th April 2021
Year 3
Dear Parents and Carers,
We have had another busy week in Year 3, enriching the learning through some interesting foundation subjects that your children may be keen to tell you about. In music, we have been exploring the origins and style of Motown,
listening and appreciating both the lyrics and the music itself. They have also been examining different types of purses and wallets with a view to designing and constructing their own felt purse you might even end up being the lucky recipient! Any practice with threading needles would be greatly appreciated (as would tying knots)! Thank you!
English
This week in English, we have continued our work inspired by The Lost Happy Endings. Having reached the point in the story where the Happy Endings are stolen and all looks dismal, we have started our guided writing, drawing on Jub's (main character) version of how the story ends. The children are enjoying the book and have worked really hard this week, learning to write a story that has their reader gripped to the very end!
Maths
In maths this week, we have begun our Fractions topic. We have focused on the very basic foundations of fractions by looking at parts and the whole. We have understood that parts make up the whole and then considered the relation of the size of the parts to the whole. For example; if my whole is Europe, the UK is a small part of the whole and if Europe is my whole, Portugal is a smaller part of the whole than Spain. Have a look in your bedroom; if your bedroom is your whole, what is part of it?
Foundation Subjects
In science, we have continued our work on understanding that we need the right type and amount of nutrition by investigating whether the school lunch menu offers a balanced diet. We have also used the Chromebooks to research what the different food groups provide in terms of nutrients and why we need them, including why some foods should only be eaten in small amounts.
Notices & Reminders
Next Friday, 7th May, is 'Dress up for Digits' Day. We are arranging fun activities for the children and invite them to come to school in anything that has numbers on (including football strips!). Money raised will go to support the NSPCC. Look out for further information in the whole school newsletter.
Diamond Work Award
This week, we were particularly impressed with the efforts of:
Sofia and Trey (Beech); Ami and Olesia (Elm); Nihal and Tim (Rowan) | 955 | 525 | {
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Fact Sheet: Barramundi
Region
North Coast, Gascoyne Coast
Summary
Barramundi are a highly opportunistic, dominant fish species in many tropical rivers. Delicious to eat and thrilling to catch, they live in both freshwater and saltwater and eat just about anything.
https://marinewaters.fish.wa.gov.au/mwwp/wp-content/uploads/2019/06/Barramundi-0.mp4 Barramundi (Lates calcarifer)
Distribution
Throughout coastal areas of the Indo-West Pacific from the eastern edge of the Persian Gulf to China, Taiwan and southern Japan, southwards to Papua New Guinea and northern Australia. In Western Australia, from Exmouth Gulf to the Northern Territory border.
Ecological suite
Nearshore and estuarine
General description
Barramundi are a highly opportunistic, dominant fish species in many tropical rivers. Delicious to eat and thrilling to catch, they live in both freshwater and saltwater and eat just about anything. Barramundi are a protandrous hermaphrodite, which means they change sex from male to female. They mature first as functional male fish at about 50-60 cm and then start changing to a female at around 80 cm, but only if they are in marine waters. It is believed that saltwater triggers sexual maturity in males, with research showing they need to spawn at least once before changing into females. A strong relationship exists between the length and fecundity (the number of eggs produced) of female barramundi. The larger the female fish, the more eggs she will produce. During a breeding season, up to 32 million eggs can be produced! The iconic name barramundi is a variation of the Aboriginal word from the Rockhampton area in Queensland, 'burra-mundi' meaning 'large-scaled river fish'. They can live over 20 years and have been recorded weighing more than 55 kg.
Other names
Asian sea perch, Asian sea bass, giant perch, giant sea perch, Australian sea bass
Habitat
Juveniles live in freshwater lakes, lagoons and the upper reaches of rivers and streams. Adults are found mainly in mangroves or estuaries and sometimes in freshwater during the warmer summer months. They are usually found near overhanging vegetation, submerged logs or undercut banks.
Colour
Colour varies according to their environment. In saltwater, barramundi have yellow fins and the body colour is silvery in appearance. Freshwater specimens have a darker upper body that is greenish blue, becoming white towards the ventral surface with dark brown to black fins.
Size
Grows to 180 cm
Diet
Insects, spiders, prawns, fish, other barramundi and even baby crocodiles!
Exploitation
Barramundi has a reputation as one of Australia's finest eating fish. They are a valuable fishery for commercial, recreational, customary and aquaculture purposes. The wild barramundi commercial fishery is managed through low intensity and minimal impact fishing, limited entry, seasonal and area closures and gear restrictions. In the Kimberley, the main commercial fishery includes the river systems and tidal creeks of the Cambridge Gulf, the coast of the Buccaneer Archipelago and King Sound. Barramundi is a popular aquaculture species, with one Kimberley enterprise, Cone Bay Ocean Barramundi in the Buccaneer Archipelago.
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Fact Sheet - Barramundi
Related resources
North Coast Fact Sheet: North Coast Student Worksheet: External fish anatomy - Barramundi | 1,501 | 751 | {
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Name: __________________________________ Date: _5/4/20____
Online Confirmation Class #7
Hot Topics: Stewardship of Talents
Confirmation Class Interactive Worksheet
Highs and Lows: (Write down 2 highs and 2 lows from this past week)
High #1:
High #2:
Low #1:
Low #2:
Read the theme verse: (HIGHLIGHT or UNDERLINE at least 2 key words in this verse)
13 “You are the salt of the earth. But if the salt loses its saltiness, how can it be made salty again? It is no longer good for anything, except to be thrown out and trampled underfoot.
14 “You are the light of the world. A town built on a hill cannot be hidden. 15 Neither do people light a lamp and put it under a bowl. Instead they put it on its stand, and it gives light to everyone in the house. 16 In the same way, let your light shine before others, that they may see your good deeds and glorify your Father in heaven. -Matthew 5:13-16
Opening Prayer: (Write down 3 things you would like to pray for on the lines below. Then close your eyes and say a silent prayer for all 3 things)
#1:
#2:
#3:
Song: ( Listen to this song “I Will Follow” by Chris Tomlin on YouTube and answer the following questions about the lyrics) https://www.youtube.com/watch?v=fWk9I26nX5w
1)
According to the song, who are we following? ___________________________
2) Light unto the world. Light unto my ______________
3)
In You, there's freedom for my __________.
4) According to the song, fill in the blank. “How you serve, I’ll ________”
Bible Time: (Read the following verses in your Bible and write a 2-3 sentence reflection about what you think the verse means next to it. If you don't have a Bible at home, go to www.Biblegateway.com)
* Matthew 5:3-10
* Jeremiah 29:11
Images and Analogies: (Watch this link and tell me one thing you learned)
https://youtu.be/mGndExw3AZA
I learned _____________________________________________________________________
Quiz Bowl: (Read the following questions and bold or highlight the correct answer)
1) Last week we learned about stewardship. Stewardship is….
a) Only what you do with your money
b) What you do with your comic book collection
c) What you do with your time, talents, and treasure
d) A maritime vehicle owned by Stewart
2) Talents are….
a) Gifts from God
b) Things a person does well
c) Things a person might do well with a little more practice and hard work
d) All of the above
3) If God gives you talents….
a) Bury them in the ground
b) Use them to make lots of money for yourself
c) Use them for God’s glory
d) Get an agent
4) Matthew 5:13-14, the theme verse, tell us:
a) Salty ocean water burns your eyes
b) We are the salt of the earth and the light of the world
c) Hid your light amongst your peers
d) None of the above
Announcements:
*It looks like we have to move the “Rite of Confirmation” and our “Youth Retreat” to the fall time. More info to follow.
*Continue to complete the online interactive worksheet each week and turn in sermon reports as well. They are all online. I am keeping track of your sermon reports you are sending in via email or text. *Please submit any past assignments that are due ASAP!
*If for some reason, you cannot find a worksheet you have to do, head to www.stlukedixhills.org . It’s all on the homepage under “Confirmation.”
*I miss you all and so do your Confirmation leaders! ☺
Wrap up prayer:
(Please pray with me. You can say this out loud or to yourself. Then complete the People response)
L: Dear God, I hear Christ’s call to be the salt and the light. Help me to add flavor and zest to my world! Help me to bring warmth and safety to all who sit in darkness. Let me be a reflection of you in all I say and do. In your bright name I pray, amen!
L: Go in peace, serve the Lord.
P: _________________________________ | 1,762 | 953 | {
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Brenda Aufdenkamp (firstname.lastname@example.org), Extension Educator in Lincoln County
Nutty Snacks
Nuts are a tasty snack that can give your diet a nutritional boost. Most supermarkets carry a variety of nuts in their shells. It can be a little messy to crack them open but a great experience for
Nutty Facts
children* to see how nuts look when they grow on a tree. Along with a variety of vitamins and minerals, nuts contain beneficial unsaturated fats, protein, and fiber. Here are how different types of nuts compare by calories, fat, fiber, and protein in once ounce (a small handful).
*Note: Nuts can be a choking hazard and should not be fed to children under the age of 4.
Nuts for Nutrients:
| Tree Nuts (1 oz.) | | Serving Size | | Calories | | | Fat | | Fiber | Protein |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | | | | | (g) | | (g) | (g) |
| Almonds | | | 20-23 whole | 163 | | 14 | 14 | 3.5 | 3.5 | 6.0 |
| | | | nuts | | | | | | | |
| Cashews | | 16 nuts | | 157 | | 12.4 | | 2.3 | | |
| | Hazelnuts | | 21 nuts | | 180 | | 17 | | 2.7 | 4 |
| Macadamia | | 10-12 nuts | | 204 | | 21.5 | | 2.4 | | |
| | Peanuts** | | 28 peanuts | | 166 | | 14 | | 2.4 | 6.9 |
| Pecans | | 19 halves | | 196 | | 20 | | 2.7 | | |
| | Pistachios | | 49 nuts | | 159 | | 13 | | 2.9 | 5.8 |
| Walnuts | | 14 halves | | 185 | | 18.5 | | 1.9 | | |
**Peanuts are technically a legume (a dried pea, bean, or lentil), but they are used like nuts and have a similar nutrient profile.
Nuts make a tasty snack and offers a delicious source of protein.
* Nuts in their shells will keep 6-12 months if stored in a cool, dry place. Shelled nuts will keep for 3-4 months.
* Keeping nuts in the refrigerator or freezer slows the development of off-flavors.
* Shop for unsalted or lightly salted varieties to maximize the nutritional value.
* Most nut butters are as nutritious as nuts themselves: almond butter, peanut butter, cashew butter, etc.
* Tree nuts and peanuts are on the list of the eight major allergens that must be listed on packaged foods sold in the U.S. For more information on food allergies, check out UNL's Food Allergy Research & Resource Program:
https://farrp.unl.edu/for -consumers
Sources:
1. FoodData Central, United States Department of Agriculture: https://fdc.nal.usda.gov
2. Reducing the Risk of Choking, USDA: https://go.unl.edu/xc2j
Nebraska Extension is a Division of the Institute of Agriculture and Natural Resources at the University of Nebraska–Lincoln cooperating with the Counties and the United Sates Department of Agriculture.
Nebraska Extension educational programs abide with the nondiscrimination policies of the University of Nebraska– Lincoln and the United States Department of Agriculture.
©2023 | 1,600 | 868 | {
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Integrated Solar Panels with Steve Hern from CertainTeed
In these grey November days it is hard to imagine that solar power can do much to take the chill out of our New England homes. But Steve Hern from CertainTeed joined us on Nov. 15 to tell us about innovations in solar roof panels. First a quick lesson on how solar power works. Solar power is the process of converting solar radiation into direct current electricity (DC). The more surface you have grabbing that sunlight, the more electricity. The panels are connected and daisy chained together and work in sequence collecting power. Our homes use alternating current (AC) so how does this work? There is a piece of equipment before the panel called an inverter that converts the DC to AC.
Solar power augments our eclectic service in our homes, it does not replace it. The panels can only generate power while it is sunny and power storage is expensive. So you aren't making your own power and storing it for when you need it. It is a very literal process; even the shade of a tree or chimney can affect the power generated. And in terms of location, one doesn't need a compass in the city to know where south is, look at the solar panels on houses, or the satellite dishes! In addition to a south facing roof, slope matters as does any possible obstruction. Vents, chimneys and nearby trees may create too much shade. The goal is as much continuous sunshine as possible. Because of this, the extent one can augment their electricity purchase will vary with the sunshine, at its maximum in the summer months and decreasing in the winter months.
As we all know, the building industry is an innovative business. The days of window ropes and chimneys (when you don't have a fireplace!) are gone. Throw a concern for and respect of the environment into the mix, and there are amazing innovations happening all the time. The Apollo system from CertainTeed is a solar panel that "is" the roof covering. Unlike the traditional (!) solar panel that sits on top of the roof shingles, the Apollo panels are the roof cover. Here's how they are installed: The old roof material is removed and the sheathing is clear of matter, and likely renailed to ensure the sheathing is secure. A layer of ice and water shield is laid down over the entire roof. Of course ideally the attic is vented. The panels snap together and are connected electrically like a snake. Any damage or obstruction (shade) and the system reroutes around the weak link. The panels are covered in tempered glass. The panels come in 4' lengths and cannot be cut, so the roof is covered in increments of 4s. The balance is covered with shingles or flashing depending on location and the amount to be covered. The panels themselves warm up in the sunshine and snow will slide off. Because of this, snow guards are often installed just below the panels. The life expectancy of the ice and water shield is 50 years while the panel life expectancy is 25 years. The inverter is in the basement near the meter and panel. Any wiring related to the solar panels (in DC current) inside the house must be in metal conduit and labeled as power generating conduit.
This exciting innovation may not be for everyone, do the math. Folks that don't use a lot of power may not reap any financial benefit for years to come, if at all. But for many the benefit of solar power is not economic but environmental. We will likely see more solar panel installations with time and with that will come innovative materials. Stay tuned! | 1,302 | 734 | {
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LA84 Foundation Summer Swim / Splash
Synchronized Swimming Program Progression Coaches Aid
The following program progression is provided as an aid to assist coaches in determining the category – Beginner or Advanced – where athletes should compete. The skills listed are provided as a guide only.
A. Development Level – Beginner (new): First year in program
1. Beginning of program
a. Swim 25 yds. Freestyle
b. Swim 25 yds. Backstroke
2. End of program
a. Sculling: Head First 25 yards (Traveling head first in a back layout)
b. Sculling: Canoe 25 yds. (Traveling head first in a front layout)
c. Eggbeater (Hands-free form of treading water; stationary) Maximum height.
d. Boost with no arms raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
Scoring on the above skills – Pass/Fail
B. Development Level – Beginner: Two to three years in program
1. Beginning of program
a. Swim 100 yds. Freestyle, 100 yds. Backstroke and 25 yds. Breaststroke
b. Sculling: Head First 50 yds. (traveling head first in a back layout)
c. Sculling: Canoe 50 yds. (traveling head first in a front layout)
d. Sculling: Foot First 25 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
2. End of program
a. Eggbeater 25 yds. with one arm out of the water
b. Boost with one arm raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
c. Sculling: Foot First 50 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
d. Figure #310 Somersault, Back Tuck
e. Figure #101 Ballet Leg, Single
f. Figure #302 Front Pike Somersault
Scoring on the above skills – 4.5 or higher average in last competition
C. Development Level – Advanced: Three or more years in program
1. Beginning of program
a. Swim 100 yds. Freestyle, 100 yds. Backstroke, 100 yds. Breaststroke and 25 yds. Sidestroke
2. End of program
a. Eggbeater 50 yds. with one arm out of the water
b. Sculling: Head First 100 yds. (traveling head first in a back layout)
c. Sculling: Canoe 100 yds. (traveling head first in a front layout)
d. Sculling: Foot First 50 yds. (traveling foot first in a back layout)
e.
Sculling: Torpedo 25 yds. (traveling foot first in a back layout) Scoring on the above skills – Pass/Fail
Revision: June 2017
b. Boost with two arms raised overhead (Rapid head-first rise with maximum amount of body above the surface of the water)
c.
Sculling: Torpedo 50 yds. (traveling foot first in a back layout)
Scoring on the above skills – Pass/Fail
d. Figure #302 Barracuda, Front Pike Somersault (maximum height)
e. Figure #349 Tower – back ruck somersault is executed at the end of the figure
f. Figure #360 Front Walkover (followed by torpedo sculling to a back layout.)
Scoring on the above skills - 4.5 or higher average in last competition
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IDEAS FOR SCHEDULING AND PLANNING
Speaker: Linda Crosby
*Before you start you should: write a family mission statement, figure out your kid's learning styles, and choose curriculum.
Cathy Duffy's 102 Top Picks for Homeschool Curriculum
1. Schedule Planning Time with your Spouse
- Pray
- Yearly goals
- Year-at-a-Glance calendar
2. Set School Year Calendar
3. Choose a Reward System for Accomplishments
4. Plan a Weekly Schedule
5. Write Lesson Plans
6. Keep a Weekly To-Do List
7. Organize a Weekly Meal Plan
8. Assign Chores
9. Maintain Mom’s Binder
GOALS FOR INDIVIDUAL CHILDREN By Linda Crosby
For each child choose one (sometimes two) specific goals in each of these areas to work on for the year. Check up on progress three or four times a year. At the end of the year mark the list with a +, ½ or – as to how they did. Some kids need the same goal for a few years until it is learned.
Character: Attentiveness, Obedience, Orderliness, Trust, Patience, Stewardship, Responsibility, Love, Generosity, Courage, Wisdom, Loyalty, Honor, Cooperation, Determination, Honesty, Self Control, Joy (Usually these involves a study of Bible verses on the subject, reading a biography of someone who exemplified this character trait, practical practice)
Spiritual: Bible reading, devotional, prayer time, prayer journal, memorize books of the Bible, memorize # of Bible verses, memorizing a Bible chapter (Set a time, or schedule, or topic, make a list to pray through)
Physical: potty training, P.E., sports, trampoline, exercises, jogging, dance, riding a bike, ice and/or roller skating, cycling, rollerblading, gymnastics, exercise ball, weights, circuit training
Academics: spelling, flashcards (+ - x /), 26 phonograms, handwriting, oral reading, writing a paragraph, writing an essay, Spanish, map reading, grammar, taking notes, making an outline, writing a book report, typing, # of vocabulary words
Life Skills: learning address and phone number, flossing, cleaning bedroom, cooking, baking, menu planning, freezer inventory, washing dishes, table setting, cleaning out the fridge, vacuuming, dusting, cleaning the bathroom, laundry (collecting, sorting, washing, drying, folding, putting away), ironing, changing a tire, mowing the lawn, weeding, edging the lawn, changing the oil, washing floor, time management (making a schedule), trimming shrubs, feeding animals, picking up dog poop, sweeping, cleaning animal cages, making bed, getting dressed, washing windows, washing the car, putting toys away, painting a room, sewing, making a PowerPoint presentation, hooking up a computer, changing a door knob, removing screens to wash, shutting off the water to the house, plant care, recycling, managing "stuff"
Social Skills: introductions, headphone/cell phone manners, phone manners, three questions to others, eye contact, shaking hands, lead by example, brotherly love, resolve and manage conflict, ladies first, protecting girls, table manners, being a good friend, serving others, giving up your seat for elders/women, holding the door, asking if you can help, replying without sighing, waiting for a break in the conversation to talk, complimenting others | 1,396 | 735 | {
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Wave concepts
[x] Waves are a "disturbance" that travels (usually through a material).
[x] They carry energy away from a source.
[x] The disturbance and associated energy move along, the material does not.
Types of Waves: Compression Waves
Come from compressing atoms
(or molecules) close together
and then pulling them apart
The oscillations are parallel/antiparallel to the direction of travel
Types of Waves: Compression Waves
Compression waves can travel through solids and fluids
Solid
Liquid
Gas
Types of Waves: Transverse waves
[x] The oscillations in a transverse wave are perpendicular to the direction of travel
[x] Mechanical transverse waves (shear waves) require rigid bonds, so they only travel through solids
Wave Properties: Amplitude
[x] Amplitude is the amount of displacement from the rest position
[x] Associated with the energy of the wave
* loudness (sound)
* brightness (light)
Amplitude
Wave Properties: Speed
[x] Speed = frequency × wavelength
[x] However, frequency/wavelength can play an extremely minor role in special cases.
[x] Speed usually depends almost exclusively on the medium.
* This is how we get rainbows
Wave Properties: Wavelength
[x] Wavelength is the distance between two similar parts of the wave
Compression Wave
Transverse Wave
Wave Properties: Frequency
[x] Frequency is the number of wave crests which pass a point per second.
* light: color, 10 15 Hz
* sound: pitch, 20 to 20,000 Hz
* earthquake: 10 to 1,000 Hz
* radio: kHz (AM) to MHz (FM)
Wave Properties: Speed
[x] The speed of sound is 340 m/s (about 1/5 mile/sec)
[x] The speed of light is 3x10 8 m/s
You hear the thunder five seconds after seeing the lightning.
How far away is the lightening?
Reflection
Wave Behavior
[x] All waves will
* Reflect
* Refract
* Diffract
* Interfere
Refraction
The bending of a wave as it
enters a medium with
different properties so
that the wave speed
changes.
Bonus Material:
Mirages are due to refraction
Diffraction
[x]
The wave fans out when it
[x] The amount of diffraction depends on relationship between wavelength and size of opening:
encounters an obstacle or opening.
* most when wavelength is similar to opening
* small when wavelength is much smaller than opening.
Standing waves
[x] Points of the medium that are permanently at rest are called Nodes
[x] Only certain frequencies produce standing waves in a given system. These are called resonance frequencies.
[x] Points of the medium that have maximum oscillation are called Anti-Nodes
[x] The energy of a wave is associated with its frequency.
[x] We can create one dimensional standing waves using a rope:
Bonus Material:
Mirages are due to refraction
Interference
[x] When two or more waves meet.
* constructive interference: two crests add together
* destructive interference: crest and trough cancel
Higher Dimensions
Standing waves are possible in two dimensions as well
The Doppler Effect
[x] When the source and/or the observer are in motion relative to one another, the observed frequency can change.
[x] If they are moving apart, frequency decreases
[x] If the source and observer are moving towards each other, frequency increases
Bonus material: Shock waves
[x] If a source is moving faster than the speed of the wave, shock waves form. | 1,611 | 761 | {
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The grand scheme of science
Laws
Models
Physical Phenomena
Goal: Understanding (to be able to predict the future)
Continuous Model
[x] Useful in many situations:
* Fluid dynamics
* Classical Electrodynamics
[x] Has many limitations
* Charge and light come in distinct packets
* How do changes of state occur
* Etc.
The Molecular Model
[x] All matter is made of tiny particles called molecules which are:
* Too small to see, even with an optical microscope
* In constant motion
* Governed by Newton's laws of motion, energy conservation, etc.
[x] Each different kind of matter has a different kind of molecule
Brownian Motion
[x] When viewed under a microscope, large particles suspended in a fluid have an erratic, jittery motion.
* Discovered by Robert Brown in 1827
* Some kind of "life force"?
Brownian Motion
[x] The erratic, jittery motion of a dust speck in a fluid is strong evidence supporting the molecular model.
* The speck is colliding randomly with unseen molecules.
So What?
[x] Anybody can come up with a theory or model. The proof is in what it can explain and predict.
[x] So we ask, what can the molecular theory of matter explain and predict?
States Explained
[x] Solid: The molecules are frozen in place but still vibrate.
[x] Gas: The molecules only interact when they collide.
[x] Liquid: The molecules move past each other but still have a weak attraction.
[x] Plasma: The molecules collide with enough energy to break into charged pieces.
Evaporation Explained
[x] Temperature is a measure of the average kinetic energy. Some molecules go faster and some go slower. The fast ones escape as a gas even when the average temperature is below boiling.
[x] Why are you cold when you get out of a swimming pool?
[x] Why do open containers of water freeze in the refrigerator, while closed containers do not?
[x] Why doesn't sweating work in high humidity?
Temperature Explained
[x] Temperature is a measure of the average kinetic energy of the molecules.
* Hot rapidly moving
* Cold slowly moving
* Absolute zero motion ceases (-460 F, -273 C)
[x] Example: At room temperature molecules are moving about 1,000 ft/s
Pop Quiz: Why don't U of U students ever double recipes?
State changes and the molecular model
Temperature is
molecular kinetic
energy.
Internal energy
includes kinetic
plus electrical
potential energy
from how the
molecules are
arranged.
Gas Pressure Explained
[x] Gas Pressure is caused by molecular collisions with the walls of the container. Like throwing a huge number of balls against a wall.
*
Remember Newton's Third Law:
* The wall exerts a force on the ball, so the ball exerts a force on the wall
Gas Pressure and Temperature
Gas pressure increases with temperature if the gas cannot expand. The hotter molecules hit the container walls harder and more often than the cold ones.
• Example: aerosol can in the fire
Colder
Hotter
Some things we haven't explained
[x] Where does color come from?
[x] How are the parts of molecules arranged?
[x] Why does metal conduct heat well, but wood does not?
[x] Why does metal conduct electricity, but not wood? | 1,451 | 719 | {
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Why Is This Important?
A household is food insecure if a lack of money prevents consistent access to enough nutritious food. While food insecurity affects everyone in a household, it may affect individuals differently. Adults are more likely to report poor self-rated health and selfrated mental health, and chronic illnesses such as diabetes, heart disease, depression and HIV. Household food insecurity also affects people's ability to manage their chronic illnesses. Adults and adolescents in food-insecure households have lower vegetable and fruit consumption. Households with the lowest incomes are most likely to be food insecure.
What Is Being Done?
PROOF
provides information and research about food
insecurity in Canada
CHEP and the Food Bank & Learning Centre lead community programs to reduce food insecurity in Saskatoon
Poverty Costs calls for a comprehensive provincial poverty reduction plan
What More Can Be Done?
Food Insecurity
Highlights
Food insecurity is increasing in Saskatoon Health Region.
`Hep More than 7% of Region residents reported either moderate or severe food insecurity in 2011/12. This is close to the Canadian average of 7.8% and has increased since 2007/08 (Figure 1). This means almost 20,000 people reported food insecurity.
- Households in the lowest income quintiles had much higher food insecurity rates (19.5%) than the regional average of 7.3% (Figure 2).
- Food insecurity varies by sub-group, including household income and neighbourhood deprivation.
Figure 1: Prevalence of Household Food Insecurity (Moderate or Severe), Saskatoon Health Region, Saskatchewan and Canada, 2007/08 to 2011/12
| | 2007/08 | 2009/10 | 2011/12 |
|---|---|---|---|
| SHR | 5.2 | 5.9 | 7.3 |
| SK | 5.8 | 5.6 | 7.4 |
| Canada | 7.1 | | 7.8 |
.
Source: Statistics Canada
What is Health Equity? A Primer for the Health Care System Chief Medical Health Officer's Call to Action
*High variability. Use with caution. F value too low to publish. Source: Statistics Canada. This study was conducted, in part, with data provided by the Saskatchewan Ministry of Health to the Health Quality Council. The interpretations and conclusions herein do not necessarily represent those of the Saskatchewan Ministry of Health or Government of Saskatchewan. The analyses are based on data from Statistics Canada and the opinions expressed do not represent the views of Statistics Canada.
Health Status Reporting March 2015
email@example.com│306.655.4679
For more information: www.communityview.ca | 1,260 | 577 | {
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Missouri Coordinated School Health Coalition
School Health Advisory Council Guide
Executive Summary
Research clearly shows that a healthy, physically active child is more likely to be academically motivated, alert and successful in school, and is more likely to establish habits that will foster good health throughout life.
With access to our state's children and a strong community link, the school is the most effective setting to increase knowledge, form attitudes, and develop behaviors that impact long-term health. While most young people practice healthy behaviors, the Youth Risk Behavior Surveillance Survey of ninth through 12th grade students conducted by the Missouri Department of Elementary and Secondary Education indicates that some Missouri high school students are practicing behaviors that put them at risk of death, disability or could potentially reduce their quality of life.
Congress emphasized the opportunity afforded by our nation's schools when it urged the Centers for Disease Control and Prevention (CDC) to provide for "the establishment of a comprehensive approach to health education in the school setting." In Missouri, concern for the health of children and youth has led to a variety of actions by the general assembly, such as the School Children's Health Services grants administered by the Department of Health and Senior Services and the Safe Schools grants administered by the Department of Elementary and Secondary Education. The State Board of Education made a commitment to the health and well-being of Missouri's students by including health and physical education as content areas in the school improvement initiatives mandated by the Outstanding Schools Act (1993). Additionally, the State Board of Education mandated that all Missouri public school students earn ½ credit of health and one credit of physical education in order to graduate.
Impacting long-term health risks is not a simple task relegated exclusively to schools. Planning and implementing activities directed toward child and adolescent health needs, as well as school employees, requires that many people be involved. Collaborative efforts among family, community, and schools are the most effective approaches for both prevention and intervention.
Coordinated Model
Realizing that effective school health programs go beyond the classroom, a coordinated model for school health includes eight components.
1. Health Education
2. Physical Education
3. Health Services
4. Nutrition Services
5. Counseling and Psychological Services
6. Healthy School Environment
7. Health Promotion for Staff
8. Family/Community Involvement
A School Health Advisory Council can assist a school district in the promotion and protection of student and employee health. Involving parents and other community members on a School Health Advisory Council enables the school to use valuable community resources.
A School Health Advisory Council (SHAC) is an on-going advisory group composed primarily of individuals selected from segments of the community. The group acts collectively in providing advice to the school district about aspects of the school health program. Generally, the members of a SHAC are appointed by the school district to advise the school district. Most often, SHACs are advisory to an entire school district, but a SHAC may also be useful for an individual school desiring their own advisory council. | 1,554 | 613 | {
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CIPHERING
1. The bacteria count in a 2-liter bottle doubles every minute. After 60 minutes the bottle is full. How long did it take to fill half the bottle?
Correct Answer: 59 minutes
2. How many complex solutions are there to the equation 9 2 = x ?
Correct Answer: 4
) 3 , 3 ,3
,3 (
i
i−
−
3. = ) 8 )(log 6 )(log 4 (log 6 4 2 ?
Correct Answer: 3
4. If we know 6 3 2 1 = w v u z y x , then the value of w v u z y x 9 6 3 − − − is?
Correct Answer: 18
5. Simplify 7 ) 1( i + and write the result in the standard form bi a +
Correct Answer:
i 8 8 −
6. If a circle of radius 10 meters has its radius decreased by 5 meters, by what percent does the area decrease?
Correct Answer: 75%
7. What is the remainder when 5 3 7 30 + + x x is divided by 1 + x?
Correct Answer: 3
8. If y varies directly with x and inversely as the cube of z, by what factor is y multiplied if x is tripled and z is doubled?
Correct Answer: 3/8
9. = + + + 17 16 15 14 i i i i
Correct Answer:
?
0
10. Who am I?
Correct Answer: John Nash
11. The sum of the zeros of 12 4 3 ) ( 2 3 + − − = x x x x f is
Correct Answer: 3
12. If 9 4 = −x what's x 2 ?
Correct Answer:
1
3
13. Four students belong to both the baseball and the basketball teams at Euclid High School. These students represent 10% of the baseball team and 25% of the basketball team. How many students belong to only one of these teams?
Correct Answer: 48
Correct Answer:
15. Simplify x x x x 3 !) 2 ( 3 ! 3 ⋅ + ⋅ +
Correct Answer:
55
24
(x +
27
2)(x +)1
Correct Answer: 56
17. If 15 students in a class average 80 on an English exam and 10 other students average 90 on the same exam, then what is the average in percent for all 25 students on this exam?
Correct Answer: 84%
18. If x is 30% of 60 and 20% of y is 4, then what is ( )2 2 5 y x y x − .
Correct Answer: 324
19. A bag contains 20 gumballs. If there are 8 red, 7 white, and 5 green, what is the minimum number of gumballs one must pick from the bag to be assured of one of each color?
Correct Answer: 16
20. Who am I?
Correct Answer: David Hilbert | 1,135 | 682 | {
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Dear Parent/Carer
Year 9 PSHCRE Day – Friday 9 November 2018
All Year 9 students will be taking part in a PSHCRE Day entitled 'Health, Wellbeing and Safety' on Friday 9 November 2018. This forms part of the Personal Social Health Careers and Religious Education (PSHCRE) statutory requirements.
Every Year 9 Student will be off timetable for the day and will have the opportunity to participate in sessions run by guest speakers on how to stay healthy, well and safe in today's society. Sessions will be conducted by a variety of people/organisations and are organised as one-hour interactive workshops. The following sessions have been arranged:
- No Limits, Southampton – 'No Limits' are a charity which offer free and confidential information, advice, counselling and support for young people who live in Hampshire. In their session they will be talking about managing mental health and the support available.
- Hampshire Constabulary – The Police will be talking to students about staying safe while out and about and also what to do in the case of an emergency.
- Living Streets – Living Streets is an organisation that focuses on getting people on their feet and walking! They promote the fact that walking has a positive effect not just on physical health but also on mental wellbeing.
- Coastguards – The coastguards will talk about their work at Calshot Tower. The students will learn about water safety.
- Yoga and Mindfulness – In this session students will develop their mindfulness skills, learning how to prioritise their thinking and manage anxiety. As well as this, they will be taught some basic yoga moves which they can use in the future, not just for exercise but also to improve their mental health.
- ELSA Team – Led by The Hamble School ELSA team, the students will take part in a session focusing on managing worries and improving mental health. During this session the students will learn about linking physical health to mental health, practice mindfulness in order to simplify thoughts to one physical sense, and learn some strategies to manage worries and stresses.
- The Rotary Club - The Rotary Club will talk about how they get involved with community projects that address a variety of safety and wellbeing issues. Project examples include violence, drug abuse, health, hunger, the environment, and illiteracy.
November 2018
In the afternoon all students will be attending a talk entitled "My Mental Health Journey to The South Pole" by John Dennis. John is the founder and driving force behind dare2express. John talks about his own experiences and gives an insight into coping with mental health issues. He will discuss his expedition to the South Pole and how this helped shape his future and repair his past.
Your son/daughter will be required to wear full school uniform, and all daily arrangements, such as the beginning and end of the school day will remain unchanged. Your child will be required to bring basic equipment with them e.g. pen, pencil, ruler and planner. They do not need to bring any exercise books.
Students will be given a booklet, which they will be encouraged to use for reflection and take home to discuss with parents/carers. A member of The Hamble School teaching staff will also be with them for each session if they have any questions or concerns.
If you have any questions about the PSHCRE Day, please do not hesitate to contact me at the school.
Yours faithfully
Miss S Niblock
PSHCRE Co-odinator
If, at any time, you should require special arrangements to be made when visiting the school and/or in order to participate fully in supporting your child at school (e.g. an accessible venue for meetings, if you are a wheelchair user, assistance with translation of documents or enlarged copies of communications etc.), please do not hesitate to let us know. | 1,567 | 783 | {
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Teaching English punctuation
Teaching English Punctuation
Sue McIntosh
Some of you can identify with the interesting challenge of teaching the intricacies of the English language to a large class of varying home languages. Teaching some of these language concepts piecemeal, as presented in the textbooks, provides our learners with one or two concepts out of a broad area of grammatical skills, which they find difficult to implement in their writing. The new textbooks are no better than the previous ones in this regard. Here we are, looking for help with the basic writing skills.
Because of this, I have developed a series of PowerPoint presentations for use in a classroom with learners speaking up to 10 different home languages (none of them English) or for a largely English-speaking private school classroom or for the small group at tertiary level. They are specifically geared to teaching language in holistic sections. By this I mean explaining all the rules systematically and applying them to the writing of English; not merely the answering of language questions which are found in the final section of Paper 1: USING LANGUAGE CORRECTLY. The presentations make use of visual stimuli, video clips, creative tasks and games.
One of the presentations which would be useful to teachers of grades 10 to 12 is focused on punctuation. [Click on the link at the end to download the PP presentation.] A major challenge for learners who normally use SMS and BBM language is learning to punctuate their writing correctly. It is possible to teach punctuation in the classroom using short, rule-based slides, followed by a writing activity or a game to facilitate active learning. Where there is no data projector available, a hard copy of six slides per page may be printed and the learner may be encouraged to take notes and answer exercises on the page. Learners with laptops in the classroom can use a soft copy of the PowerPoint on which they can make notes and complete the exercises.
It is recommended that this grammar presentation be used at Grade 10 level, in Term 1. Teaching this at the beginning of the year provides a basis for correcting errors and enables revision at later points during the year. This presentation has also been used successfully at tertiary level for language support in small groups.
Once you have perused the presentation, you may wish to adapt it to make it more applicable to your learners. While learners are completing the exercises, move around and assist them. Many learners have never written a sentence with a colon or semi-colon, and they find Exercises 2 and 3 particularly difficult.
CLICK BELOW FOR POWERPOINT PRESENTATION.
Punctuation
Sue McIntosh has been teaching and lecturing English for 28 years at high schools, tertiary colleges and universities. She was educated at the University of KwaZulu Natal, Durban (BA (Hons), HDE, Masters in South
African Literature. She is currently the English Subject Head at Bloubergrant Secondary School on the Western
Seaboard of Cape Town. Last year she set the North Metropole Preparatory Exam Paper 1 for Grade 12 in
September. She is also a marker for Paper 2 Grade 12 Final Examinations. | 1,377 | 699 | {
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What to do about....
Subsurface Drainage Around Your Home
In many parts of Marion County homeowners suffer with wet crawl spaces, basements and with water that stands in the yard for weeks on end. In flat topography where surface drainage is poor and soils percolate slowly, subsurface drainage by drainage tile is often a good solution for alleviating these problems.
What is drainage tile? Modern drainage tile is most often corrugated plastic tubing with slots or perforations cut into it to allow groundwater to enter. When the perched groundwater table is high and the soil is saturated with water, the tile provides a void that the water will be drawn into. Optimally, install tile 3 feet deep so that the water will be drawn from a greater distance than if the tile is placed shallower. In many soils tile at a depth of 3 feet will drain 40 feet to each side (or 80 feet across). In this way, a large area can be drained by placing parallel tile lines every 80 feet. This is how farm fields were drained years ago when settlers first began farming in our predominately swampy county.
How can drainage tile be used in urban areas? Drainage tiles can be found throughout the county. We have more miles of tile than we do roads! Tile is used along roadways to lower the groundwater table and keep the road surface from cracking from shrink-swell and freeze-thaw action of the soil. In neighborhoods and around homes tile can be used to dry out swampy lawns and wet crawlspaces or take water away from around basements to a proper outlet.
In new subdivisions tile is required along drainage swales which have less than 1 percent grade. These are used in combination with storm sewers to take surface and subsurface water to retention ponds and eventually out to a ditch or stream. Those living in older subdivisions may need to coordinate with neighbors in order to improve drainage in their neighborhoods.
Areas which pond water for long periods of time may become mosquito breeding areas and are difficult to maintain. Surface drainage swales are recommended for these areas, but if the area has less than 1 percent gradient you may need to use drainage tile along the side of the swale to help drain the area. Another option is to plant the swale to native hydrophilic vegetation and create a bioswale. These plants love wet feet, will filter pollutants and sediment, and will provide an aesthetically pleasing alternative to grass which you will not need to mow. You can find more information on rain gardens by looking at the rain garden & bioswale pages on our website (www.marionswcd.org).
(over)
(Subsurface Drainage Page 2)
Many of the soil types in Marion County have seasonal high groundwater tables which cause water to stand in crawl spaces and sometimes even in heating ducts of homes. This is a very unhealthy condition for the occupants as mold and mildew grow, and it damages the integrity of the structure as the moisture causes decay. If areas of your home which are usually closed up, such as a closet, smell musty you may have a drainage problem which should be addressed.
Subsurface drainage tile can be used to improve the drainage of a crawl space. We recommend tiling around the outside perimeter of the home at a depth below the footer and as close to the foundation as possible. The water should be taken by gravity (with at least a 0.2 percent grade) to a proper outlet such as a ditch, stream, or storm sewer.
Basement drainage problems can be handled similarly but finding a gravity outlet may be difficult or impossible. For basements, the perimeter tile is again placed below the footer, a vapor barrier is installed along the foundation side of the trench and the trench is backfilled with clean #8 stone or equivalent to within one foot of the surface. Use topsoil for the final foot so that grass can be established. At the outlet end, use Schedule 40 PVC for the last 10 feet and install an animal guard. If a gravity outlet is not available, an outside sump pump can be installed to pump the water to the outlet. Unfortunately, a sump pump will add expense and maintenance issues to the project.
If your only possible outlet is a storm sewer, you may be able to obtain a permit from the Indianapolis Department of Business & Neighborhood Services (BNS) to connect to the storm sewer. You will need a drainage plan showing all existing and proposed elevations of your project when you apply. You may not drain surface or subsurface water into a sanitary sewer. Be sure to contact BNS before starting any drainage improvement project to check on permit requirements. The Soil & Water Conservation District can often give technical assistance for small drainage projects. Call them at 317-786-1776 or visit their web site at www.marionswcd.org for more information. The office is located at 1200 Madison Ave. Suite 200, Indianapolis, IN 46225. | 1,890 | 1,013 | {
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Breast milk is the perfect food, with more of the good things babies need.
Breastfeeding reastfeeding is Important B
Formula feeding costs money. WIC is a supplemental food program and will not provide all the formula your baby will need. The real cost of formula is the cost to your baby’s health, the cost of taking your baby to the doctor and the time you spend away from work with a sick child.
What is the cost of formula?
Breast Milk
Formula
Minerals
Prebiotics
*
Probiotics
*
Vitamins
Fat
DHA/ARA
Carbohydrates
Protein
Water
Enzymes
Growth Factors
Prebiotics
Probiotics
Anti-Cancer (HAMLET)
Disease Fighting
Stem Cells
*Not all formulas contain
probiotics or prebiotics.
Graphic develop by the
California WIC Program.
American Academy of Pediatrics Recommends:
l Babies should be provided only breast milk until 6 months of life and continue breastfeeding with appropriate solid foods until 1 year of age or longer.
l Babies should be put skin-to-skin with their mothers immediately after birth, which will help get breastfeeding off to a good start.
Missouri Department of Health and Senior Services WIC and Nutrition Services
P.O. Box 570 Jefferson City, MO 65102-0570 573-751-6204 AN equal opportunity / AFFIRMATIVE ACTION EMPLOYER
Every ounce counts!
l Constipation, diarrhea, colic and spitting up
Breastfed babies have less risks of:
l Asthma, allergy and eczema
l SIDS (Sudden Infant Death Syndrome)
l Ear infections, cold and pneumonia
l Obesity and diabetes
l Childhood cancers
Moms who breastfeed:
l Have increased protection from cancer and diabetes
l Lose pregnancy weight faster
l Save money; formula costs over $1,500 per year
l Heal faster after delivery
l Have reduced risk of postpartum depression
l Save time not having to prepare formula or clean bottles
Q & A
Q: Why does WIC provide formula?
A: WIC recommends that babies be breastfed, but can provide formula if needed. WIC knows breast milk is the best food for babies and will help you meet your breastfeeding goals. Mom and babies who are breastfeeding get more foods from WIC each month.
Q: If I breastfeed and give formula, won't my baby get the best of both?
A: Breast milk has more ingredients to help your baby be healthy and strong (see graphic to compare). Formula offers no immune protection to babies to prevent them from getting sick. Also, adding formula to your baby's diet will mean less breastfeeding, which will reduce your milk supply.
Q: Why did the hospital send me home with formula?
A: Formula companies market their formula by giving free samples to encourage women to use their product. Tell the hospital you are breastfeeding and that you don't want any formula.
health.mo.gov/wic
WIC #481 (5/14) | 1,239 | 645 | {
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Year 3 Newsletter Spring 1 2019
A Happy New Year to you all! Well Done to everyone in Year 3 for a fabulous term together. We look forward to many more exciting learning opportunities in 2019.
Year 3 Curriuclum
In English this half term, our focus is Aesop's Fables and Traditional Tales. Children will be reading many different Aesop's Fables and thinking about the morals that each story represents. They will also have the opportunity to write their own fable that includes a moral. Children will also be learning about the structure of traditional tales.
In Geography lessons children will be able to label European countries on a map and learn the names of several capital cities. Children will be comparing cities and towns around the world.
In DT, children will learn about the importance of a healthy balanced diet and design and make their own healthy sandwiches.
In Music, Year Three will continue to develop their recorder skills. We are looking forward to learning pieces that include the notes B, A and G. We will also learn the note E this term. In Science our focus will be on the topic of 'Animals including humans' this half term. Children will learn that food is important for activity and growth, the importance of a balanced diet and to know why humans have skeletons. If the children have any information or books about 'Animals or the Human Body' they are more than welcome to bring them in to share. We encourage the children to make use of the school library and local libraries have a wonderful selection which may help with home learning or homework activities.
In Computing this half term, children will become software developers. We will be using Scratch to follow and create simple algorithms.
In R.E. children will learn about different signs and symbols in different religions and what they represent.
Priory Rise's Value of the Month
Loyalty
We kickstart the year learning about the value 'Loyalty'. In our PSHE and assembly times, we will be thinking about what this means to us as individuals, what it looks like in everyday life and how we portray the value of loyalty.
Equality
February's theme is 'Equality'. Children will have the opportunity to discuss what this means and the importance of demonstrating equality in our everyday lives.
Homework!
At Priory Rise we consider homework to be extremely important as a means of continuing and developing the learning that takes place in the classroom. We welcome the support that parents provide in assisting their children with homework at home and encouraging the children to complete their tasks to the best of their ability and to the highest of standards.
This term's homework bingo has been sent out to all children. This is also available on the school website. MyMaths homework is now available online for children to complete. Please let your class teacher know if you have any problems logging in. Alongside this, it is the expectation that children will be reading regularly at home and practising their times tables, ready for their weekly multiplication challenge.
Physical Education
PE and Games in Key Stage 2 continues to take place on the following days this half term:
| | Year 3 Blake | Year 3 Browne |
|---|---|---|
| Indoor PE | Monday | Thursday |
Mr Smyth and Mr Neal will continue to teach PE. Please ensure that your child has their full kit, including plimsolls or trainers, in school on the above days. Please ensure that children have appropriate warm outdoor PE kit.
Dates for your Diary
Monday 7th January- Children back at school Wednesday 6 th February- Browne Class Assembly Wednesday 13 th and Thursday 14th February- Parents Evening Friday 15th February- Break up for Half Term | 1,485 | 766 | {
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222 NW Davis Street Suite 309 Portland, OR 97209-3900 503.222.1963 www.oeconline.org
Testimony to the House Energy and Environment Committee on House Bill 2404
April 10, 2017
Angela Crowley-Koch, Legislative Director Oregon Environmental Council
Founded in 1968, the Oregon Environmental Council (OEC) is a nonprofit, nonpartisan, membership-based organization. We advance innovative, collaborative and equitable solutions to Oregon's environmental challenges for today and future generations.
Oregon Environmental Council supports HB 2404 because we believe that all Oregonians deserve clean, safe drinking water.
70% of Oregonians get some of their water from groundwater, yet this resource is often overlooked. Most people who have wells never get them tested and don't know whether the water they are drinking is safe. Renters, in particular, lack information on whether their well water is safe for their families to drink.
Statewide, Oregon has a fairly common problem with nitrate, bacteria and arsenic contamination of well water. These contaminants can cause serious health problems such as cancer, miscarriage, thyroid disorders, and in severe cases, death. Women and infants are particularly vulnerable; infants that drink water with high nitrate levels can suffer from "Blue Baby Syndrome" which causes decreases oxygen in the blood.
HB 2404 pertains to domestic wells, which are defined by the Oregon Health Authority as wells that serve fewer than four connections or fewer than ten people. This may sound insignificant, but 23% of Oregonians—that's 700,000 people—use domestic wells as their primary source of drinking water.
On average, 38% percent of homes in Oregon are tenant-occupied. That percentage is higher in urban counties and lower in rural counties. The counties with the lowest percentage of renters are Columbia, Grant, Wallowa and Crook Counties, where as few as 25% of homes are renteroccupied. But even if we use that lowest number and apply it statewide, we could estimate that 25% of the 700,000 people who get their water from domestic wells are renters, or at least 175,000 people. However you look at it, we're talking about tens of thousands of people.
Although Oregon Health Authority recommends that all domestic well owners do a one- time arsenic test and annual nitrate and bacteria tests, owners are currently only legally required to test at the time of a property sale. Unfortunately, compliance with that requirement is low and there is no enforcement mechanism.
Property owners can make their own choices about whether their well water is safe to drink. But under existing law, renters can go many years without knowing the status of their water. HB
2404 seeks to address this problem and ensure that landlords meet their legal mandate to provide safe drinking water to their renters.
HB 2404 has three primary components:
- Directs Oregon Health Authority to analyze home sale well test data and provide public education in areas where contaminants are present;
- Requires landlords to test drinking water wells and inform tenants whether bacteria are present and the level of nitrate meets federal standards. Test results must be reported to the Department of Environmental Quality. Consistent with Oregon Health Authority's guidelines, requires landlords to test for arsenic once in the life of the well and yearly for total coliform bacteria and nitrates. If tests come back "clean" for three consecutive years showing no presence of nitrate or bacteria, the landlord can move to a five year testing schedule.
- Creates a new revolving loan fund to help low-income property owners and landlords repair drinking water wells or install water quality treatment systems if necessary. There is currently no funding source for that; and
The cost of testing is roughly $25-50 per chemical, so the average cost over the first three years will be approximately $4.86-$9.72 per month. This cost is very small when compared to the high price tag of the many negative health impacts associated with contaminated drinking water.
HB 2404 supports educational programs, creates funding for treating water quality and allows the Oregon Health Authority to acquire more information on groundwater contamination in Oregon.
We appreciate the willingness of the landlord-tenant coalition to work with OEC over the last six months to create a bill that will protect renters and their families and create well testing requirements that are fair and equitable to property owners. | 1,908 | 891 | {
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12 Easy Ways s to Create a Bucketfilling Classroo om
Bucketfilling teachers create a c positive for all! Any time is a gre is no better time than in the first "Creating a Bucketfilling Classro Some of the ideas have been u whenever you would like to imp classroom learning environment that is won eat time to create a bucketfilling classroom. t days of a new school year. These simple i oom" first appeared in our August 29, 2010 updated and we hope you will use them as s prove your classroom environment. derfully fun and However, there deas for newsletter. school begins or
1) INTRODUCE OR RESURRE Filled a Bucket Today? A Guide the beginning of each year. (Be ECT THE CONCEPT. Read and discuss the e to Daily Happiness for Kids - 10th Anniver e sure you have explained the concept to pa e book, Have You rsary Edition at arents also.)
2) PLEDGE. Ask your students fillers. Invite them to recite with if they would like to make a personal pledg you the Bucket Filler's Pledge and repeat it ge to be bucket t daily or weekly:
- Preschool and early elemen at home, at school, and everyw ntary: "I promise to do my best to be a bucke where I go." et filler every day
- Upper elementary and above and to use my lid for myself and e: "I promise to do my best to be a bucket f d others, at home, at school, and everywher filler, not to dip, re I go."
Make and post your own pledge Fillers. e/promise banner or you can purchase one from Bucket
3) MAKE A STATEMENT. Mak BUCKET FILLERS! Place it ove ke or purchase a classroom sign that annou er or next to your classroom door. nces, WE ARE
4) USE THE LANGUAGE. Use ___________." "Is someone dip bucket today." e statements like,"It really fills my bucket wh pping into my bucket right now?" "Thanks fo en you or filling my
5) BRAINSTORM. With your students, brainstorm different ways that you and your students can fill each others' buckets in class, i.e. by paying attention, helping, working together, congratulating, etc. Write the suggestions on large paper and post. You can also create a separate list of how you and your students might dip into each others' buckets in class, i.e. by interrupting, not completing assignments, cheating, excluding, etc.
6) REMIND. Tell your students often: "Remember to be a bucket filler today."
7) RECOGNIZE. Buy a small bucket and bag of pom-poms for your classroom. Add a smiley face. Tell your students that each time you observe bucket filling you will add a pompom to the class bucket. When it's full, let your students choose a possible way to celebrate.
8) DISPLAY AND USE. Buy or make small buckets for each child and other people related to your class or school. Make buckets from plastic drinking cups with pipe-cleaner handles or a paper bucket from the Free Resources page on our website. Display the buckets on a classroom shelf or wall. Add names. We suggest filling these buckets with notes for short periods of time, such as one special month or week. You can make "Bucket Filler Notes" or download them from the Free Resources page on our website. Encourage your students to fill each other's buckets. Remind and monitor, as needed for this short period of time, to be sure that each bucket is filled.
9) REWARD. Be alert. Compliment and reward bucket filling in action. Consider awarding a "Bucket Filler of the Week" certificate for outstanding bucket filling. If possible, allow your class to participate in the selection process. Consider a grand prize for the "Bucket Filler of the Year."
10) GIVE ATTENTION TO EMPTY BUCKETS. Make it a priority to give positive attention to the children who are your biggest challenges. Look for the good. Fill these buckets each day with a smile, eye contact, appropriate touch, and sincere words of encouragement, kindness, or praise.
11) SHARE GOOD NEWS.At the end of each week, call, email or text one parent whose child has made significant progress. Praise their child's improvement, sharing specific details that will fill the parents' buckets.
12) CONNECT. After you've learned more about your new students and they know more about you, walk around the room, then stand or kneel in front of each child, one at a time, and give two or three sincere, specific, behavior-related reasons why they are special to you. You may find that you will shed a few tears of happiness. And that's okay because it means that you are speaking from your heart.
For even more ideas, be sure to check out our past Bucket Lessons on our website! | 1,841 | 1,032 | {
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Year 3 Newsletter Autumn 2 2018
Well done to everyone in Year 3 for such a wonderful, calm and successful first half term. We look forward to another fun term together including our visit to the Roman Verulamium and our KS2 production!
Year 3 Curriuclum
English this half term will be based on the popular text 'The Firework-Maker's Daughter' by Philip Pullman. Children will be reading this text within English lessons and will link their writing to ideas and concepts in the book. Some of the text types we will be learning to write include: diary entries, letters, narratives in the style of the author and adventure stories.
In History lessons children will be continuing to learn about the Romans and in particular their influence on Britain.
Our Artwork will enable the children to explore the work of the artist Stella Dunkley. Children will be using watercolours to recreate sunsets and seascapes inspired by the beautiful work of Dunkley.
In Music, Year Three will continue to develop their recorder skills. We are looking forward to learning the note 'g' and learning Christmas songs.
In Science , our focus will be on the topic of 'Light and Shadow'. Children will learn where light comes from, how shadows are formed and investigate how shadows change. If the children have any information or books about 'Light and Shadow' they are more than welcome to bring them in to share. We encourage the children to make use of the school library and local libraries have a wonderful selection which may help with home learning or homework activities.
In Computing this half term, children will begin an introduction to Computing. This will allow children the opportunity to learn about how computers work and the history of computers.
In R.E. children will continue learning about Hinduism and in particular about the importance of the
Mandir.
Priory Rise's Value of the Month
Teamwork and Co-operation
In our PSHE and assembly times we have been focusing on the theme of co-operation and teamwork. Throughout November, we will be discussing what this means, what it looks like in everyday life and the importance of teamwork and co-operation.
Faith
December's theme is Faith. Children will have the opportunity to discuss what this means, the importance of Faith throughout the world and the benefits that Faith brings into lives.
Homework!
At Priory Rise we consider homework to be extremely important as a means of continuing and developing the learning that takes place in the classroom. We welcome the support that parents provide in assisting their children with homework at home and encouraging the children to complete their tasks to the best of their ability and to the highest of standards.
This term's homework bingo has been sent out to all children. This is also available on the school website. MyMaths homework is now available online for children to complete. Please let your class teacher know if you have any problems logging in. Alongside this, it is the expectation that children will be reading regularly at home and practicing their times tables, ready for their weekly multiplication challenge.
Physical Education
PE and Games in Key Stage 2 continues to take place on the following days this half term:
Supporting your child at home
| | Year 3 Blake | Year 3 Browne |
|---|---|---|
| Indoor PE | Monday | Thursday |
Mr Smyth and Mr Neal teach all PE sessions. Please ensure that your child has shorts and t-shirt for indoor PE and an appropriate warm PE kit for outdoor PE. Please label all PE kit.
Dates for your Diary
Wednesday 7th November- 10th Birthday Celebrations and Fireworks!
Monday 12th November- Y3 trip to the Verulamium
Wednesday 14th November- Morpurgo Class Assembly
Friday 16th November- Children in Need (more information to follow)
Friday 30th November- Non-uniform day for Christmas Fair
Friday 7th December – Christmas School Fair
Monday 17th and Tuesday 18th December KS2 Production
Thursday 20th December- Christmas Lunch and Party games
Friday 21st December- Break up for Christmas!
Monday 7th January 2019- Back to school
Thank you for your continued efforts in supporting your child at home. You can continue to support your child at home by regularly listening to your child read, practising timestables, completing MyMaths homework and practising spelling patterns outlined in the termly spelling letter. | 1,796 | 917 | {
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Nursery Information and Homework
Literacy
This week in Phonics we have been practising our sounds and singing songs and stories such as 'The Hairy Scary Castle' and 'The Wheels on the Bus'. We have been talking turns to talk in a circle and practised saying our names in a sentence with our Makaton actions. The sound of the week has been 'z' for zebra.
Maths
The children have been singing shape songs, playing with shapes and playing turn taking games such as 'Build a Bug'. They have started using the Numicon resource and pegs to build 'number sandwiches' and looked at the different colours for each of the number pieces.
Topic
Our topic for the final term of the year is 'Mermaids, Pirates and Under the Sea'. We have begun this week by looking at sea creatures such as fish, crabs, octopuses, jellyfish and sea horses. The children have started to learn some facts about the different animals and thought about what they looked like.
Homework
In order to support the children's speech and language development further, I will be adding a section to the newsletter each week where I will have a strategy that you can just use at home to support your child's speech and language development.
This week's strategy is Simplify. In simple terms, this just means that you use short phrases and sentences to help children to increase their vocabulary. You do this by introducing new words in short sentences that they can understand.
By involving them like this in what you are doing, you will be increasing their understanding and vocabulary without even realising that you are doing it.
Hatton Adventure World
Many thanks to everyone who came with us on our trips before half term. The children all had an amazing time and loved every second of it. They were brilliant with all of the different animals they got to see and really well behaved for the entire day.
End of the Day
Please could we ask that parents stay out of the Nursery outdoor area until we have opened the gate at the end of the day, as the children become very distracted once they see their Mum's, Dad's or Carer's arrive and find it hard to focus on our end of day routines and activities. We also ask that the children do not dig in our new gardening area, as there are plants in there we are trying to grow. Thank you for your understanding.
Unfortunately, our new playhouse has had some teething issues and is out of bounds whilst we sort them out. Please can you make sure that the children are not opening the doors are going inside, until these issues have been resolved.
Have a lovely weekend!
Mrs Hudson and Miss Benham | 893 | 546 | {
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Foundation Year: Routes to Success – sustaining success
Week 2: Task Question Sheet
These questions relate to the RSA animation video of Dan Pink's lecture on motivation.
RSA Animate - Drive: The surprising truth about what motivates us
Instructions
Watch the video again – you can do this individually or you may find it interesting to watch it with a few friends. You can book study space in the University library for this kind of small group activity.
What will I gain by doing this activity?
You will find this task useful for the section on the portfolio which discussed motivation
You may also find it helpful in the broader sense of sustaining your motivation when challenging difficult tasks, or changing your behaviours so that you can be more successful in your studies
Questions
1. In the RSA video Dan Pink's account of motivations differs between mechanical tasks and cognitive tasks.
What sort of tasks do you routinely engage with during your studies? Does it vary or is it constant?
2. Do you recognise any of the observed behaviours in your own motivations, or does your personal experience contradict the claims made in the video?
3. Briefly describe what you know or understand about your own motivations. You may like to discuss your personal motivations with a friend or small group, maybe even watch the video together again for a second time.
4. The video discusses motivation in the context of home life and the workplace. Briefly discuss or describe in what ways is it may be relevant to you, as a foundation year student, within your university career, in your future generally.
5. The video also comes from a largely US perspective, in what ways do you think that perspective may be relevant or at odds with your own cultural background and experience?
6. If you think about relating the video to your own current experiences, what are your incentives to study?
7. When might it be useful to offer yourself rewards in return/recognition for achievement?
8. Pink talks about the benefit to individuals of 'one day of autonomy', in your current context, how might you achieve one day of autonomy? How might that be useful?
9. Is there an area of your life where you pursue mastery? What do you do? What skills do you develop with this activity?
10. Can you identify any other similar resources relevant to motivation? If so can you tweet a link to your suggestion with a brief descriptive/explanatory comment to @GENG0014 I will collate the links and add them to the class resource list. You may also want to add links to such videos to a personal playlist. | 1,042 | 533 | {
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WWII Impact on Britain vs. United States
It goes without saying that every war has consequences. The impact of the war may result in positive or negative depending on a variety of factors surrounding it. The infamous World War II was not an exemption to this rule. It had profound impacts on the nations that took part in it and the world in general. The United States of America and Britain were among the 'Big three' in the Allied Powers. They both suffered the consequences in several ways; some consequences cutting across both of them while others suffered individually. From economic to social and to political impact, both nations faced the effects of the global war witnessed between 1939 and 1945.
The war had a tremendous effect on the economic arena of both Britain and the United States. To begin with, many people got employment in both America and Britain as both the countries embarked on coming up with ammunition to help them in fighting the war. The weapon manufacturing industries employed several people in both countries. Increase in employment opportunities for the citizens of the respective countries consequently led to an improvement in lives of several employees as well as the people who depended on them. The countries also gained more revenue due to the increment of its citizens employees. This move led to the improvement of the economies of both nations.
However, the war was a breakthrough to America in stumping out the Great Depression which had plagued the Super Power since 1929, an impact that was not witnessed in Britain due to the fact that she was not a victim of the Great Depression. Employment opportunities in America ended the poverty cases that were on the rise during the Great Depression (Stewart, 1986, pp. 13-15). This impact was specific to America alone. The British on the other side suffered huge debts as a result of the war. It owed the USA huge amounts of money which was mostly spent in aiding the war.
Politically, the United States of America was propelled to a World Super Power consequent of the war (Mark, 1974, pp. 134-35). Britain's prestige, on the other hand, was undermined by its defeat between 1940 and 1942 in both Europe and Asia. It was no longer regarded as powerful as it used to be before the war. Other countries (especially the Axis Powers) lost respect for Britain due to its weak military prowess showcased during the war. They viewed the victory of the Allied Powers as more of an American-Soviet struggle rather than that of Britain. Britain's security both at home and abroad was crippled.
The war also significantly affected the social structures and lifestyle of both nations. Women of both countries, for instance, benefited from the war as they had great opportunities to fill the job positions that were left vacant by men who went to war. As a result, both British and American women raised ranks to join the elites; the social position of women was hugely boosted as a result. In America, the African Americans were able to defy their social discrimination and rise to various employment ranks in the United States. The Blacks move to industrialized areas to look for employment opportunity as the industry was also hugely accelerated by the war. This was a great opportunity for America to redeem herself from the racial segregation that had been witnessed before; when the blacks were mistreated and segregated racially.
In conclusion, the Second World War was of profound impact on the social, economic and political structures of both America and Britain. Britain had to lose her prestige due to the defeats it succumbed to between 1940 and 1942. The United States of America, on the other hand, benefited from the war as it rose to become a World Super Power. | 1,493 | 741 | {
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Cause and Effect Diagrams
What causes variation in the things we do? Why don't we arrive to work at the same time every day? Why isn't the monthly report error free each month? Why can't we produce the same product day in and day out? No matter what, some sort of variation will occur in our lives. However, there is a way in which we can process it. The cause and effect diagram helps to summarize the causes of variation in a process. This module also introduces the cause and effect diagram. Once we understand cause and effect, we will be able to better comprehend variation and the part it plays in our day to day lives.
Purpose
The purpose of this module is to introduce the cause and effect diagram – what it is, when to use it, how to construct, and how to analyze a cause and effect diagram. Creating a cause and effect diagram is enjoyable and educational. These diagrams are usually constructed as a team or group activity, in order to get ideas from as many people as possible. As a result of everyone contributing to the diagram, each person tends to gain some new knowledge. Cause and effect diagrams introduce new ideas about the cause of problems by helping the group think about different categories of causes. The cause and effect diagram also helps to show how much we know about our process. If the diagram is full, we know a lot. If it is sketchy, chances are we don't have a good understanding of our process. Cause and effect diagrams should not be idle documents. That is, we should continually search for the cause of problems, so that we may add to the diagram as time goes on.
Understanding the Cause and Effect Diagram
A cause and effect diagram is a tool that shows the relationship between a quality characteristic (effect) and possible sources of variation (causes). As shown below, the effect could be a problem that needs to be solved or the goal of the process. The effect would then be listed on the cause and effect diagram. The causes involve everything that might trigger the problem. Cause and effect diagrams are also called fishbone diagrams (because of their shape) and Ishikawa diagrams (because of their developer).
The cause and effect diagram is one of many root cause analysis tools. Root cause analysis should be thorough enough to "root" out the deep and hidden causes that are often missed with quick fixes to problems. So, the more elaborate the diagram, the better the chance of rooting out the problem in the process.
Figure 2 is an example of a cause and effect diagram for reasons for rework in a heat treating facility. The "causes" of variation in this characteristic are categorized into six main factors: measurement, people, environment, machines, methods and materials. These six factors are often referred to as the "4Ms, a P and an E." Each of these main factors is divided into detailed causes. For example, a detailed cause under the "Machines" main factor is quench too small.
Figure 2: Cause and Effect Diagram for Rework
Measurement
People
Environment
Machines
Methods
Materials
Rework Reasons
Customer Requirements
Acceptable Results
Pyrometer Not Fixed
Running Wrong Material
Inquiry Process
MSS
Sample Preparation
Hardening vs TYE
Definition
Rc vs BHN
TYE Too Regimented
Capability Not Known
Size
Chemistry Differences
Prior Processing
Hardenability
Incoming Straightness
Steel Supplier Differences
Predictablility
Push for Production
Mind Set
Drive Hoses
Quench Too Small
Repeatability
Line Capability
Maintenance
Quench Tank Running Dry
Not Designed for Bar
Wrong Frequency
Operator Interpretation
Operator Differences
Poor Training
Not Understanding Impact of T1 and T2
Lack of Knowledge (DI)
The six main factors in Figure 2 are often used for cause and effect diagrams. However, you may pick any factors you want to be the main factors.
2
Cause and Effect Diagrams
If someone can make a contribution to the company, he feels important. -Dr. W. Edwards Deming
Introduction
What causes variation?
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Aspire Curriculum Knowledge Organiser: Santa's Got Mail
Big Question: Can you build a pull along toy to give as a gift?
Year 2
Autumn 2
What? Key Knowledge Takeaways
I can identify changes in living memory by understanding how toys have changed over time.
I can identify similarities and differences in the ways of life in different periods in the context of finding out about early 20th Century toys.
I can compare similar toys from different time periods.
I can understand that the materials used for making toys have diversified over time.
I can explore and make decisions about the appropriateness of various materials used to make toys.
I can design and make a traditional toy.
How? Key Skills
I will be able to:
* generate ideas from my own experience and research
* develop ideas by shaping materials and putting together components
* talk about ideas
* explore the sensory qualities of materials
* learn how the working characteristics of materials affect the way they are used
Who?
* explain how mechanisms can be used in different ways (eg. Wheels and axle that allow movement)
* identify how mechanisms can be used to make things move in different ways
George Stephenson - The inventor of the steam locomotive
Aspire Curriculum Knowledge Organiser: Santa's Got Mail
Big Question: What can I do to decrease plastic waste?
Year 4
Autumn 2
How? Key Skills
To be able to:
* Research sustainability and products fit for purpose.
* Investigate and analyse a range of plastics and understand why they are used.
* Create a recycled, innovative, functional, appealing product with a specific consumer in mind.
* Select from a wider range of materials that can be recycled and use a wider range of tools and equipment to perform practical tasks (cutting, shaping, joining and finishing).
* Communicate ideas through discussion, annotated sketches and pattern pieces.
* Evaluate their ideas against their own design criteria and consider the views of others to improve their work.
What? Key Knowledge Takeaways
To know:
* The importance of recycling and the wider consequences of not doing so on all living things.
* Sustainable products are those products that provide environmental, social and economic benefits while protecting public health and the environment over their whole life time of the product, from creation to disposal.
History of plastic:
The first man-madeplasticwas created by Alexander Parkes in 1862 in London. It was known as Parkesine, a material derived from cellulose. The modern plastic shopping bag was created in the early 1960's by a Swedish engineer by the name ofSten Gustaf Thulin. He created these plastic bags for the packaging company Celloplast of Norrkoping, Sweden. Thulin's design produced a simple, strong bag with a high load-carrying capacity. In a bid to reduce the use of plastic bags across the United Kingdom, a five pence charge was introduced throughout shops in England, for anyone who wants to use a plastic bag. Since the introduction of the charge, plastic bag use has dropped by around 80% in England. | 1,283 | 631 | {
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TRƯỜNG THPT CHUYÊN NGUYỄN TRÃI
ĐÁP ÁN CHẤM
I. LISTENING (50 POINTS) Part 1.
Part 2.
Part 3:
1. trouble dealing
2. human ingenuity
3. sustaining good relationships
4. capitalism
5. HR
6. best suited
7. career self - knowledge
8. anxiety reduction
9. real source
10. wrong curriculum
II. LEXICO - GRAMMAR (50 POINTS)
Part 1.
Part 2.
Part 3: developed → developing
1. (attracted) by → (attracted) to
2. Make this → do this
3. About what → about where
4. alike → like
5. disorganizing → disorganized
6. have avoided → have been avoided
7. say you → tell you
8. not to → don't
9. starting → started
Part 4.
ĐỀ THI NĂNG KHIẾU LẦN 1
NĂM HỌC 2022 - 2023
MÔN: TIẾNG ANH – KHỐI 10
III. READING (50 POINTS)
Part 1.
Part 2:
Part 3:
Part 4.
Part 5:
IV. WRITING (50 points)
Part 1:
1.She was nothing but pleased when I told her
2. I had the good fortune to find another job shortly afterwards
3.I hope I am not putting you to any inconvenience by phoning you so late
4.It was at your insistence that we came to this restaurant.
5.It won't do you any good to argue with her.
Part 2.
1. The manager promised to have the goods delivered without delay.
2. This doesn't concern you/ have anything to do with you.
3. I think you would benefit from a change.
4. Pauline is in great demand as an after-dinner speaker.
5. Karen received a medal in recognition of her services.
Part 3. Letter writing (15 points)
A friend has written to you asking for advice about a problem at her new school. You have had a simlar problem in the past.
Write a letter to your friend. In your letter:
- tell your friend you understand the problem
- explain what happened to you in the past.
- suggest a possible solution to this problem.
Write about 120 words.
Part 4: Paragraph writing (25 points)
Discuss the advantages and disadvantages of using social networking sites.
You should write about 150 words. | 985 | 553 | {
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WHAT DOES AN OAK WILT QUARANTINE DISTRICT MEAN FOR YOU?
4
w
RK
ATE
Department
Environmental
Conservation
of
Oak wilt, a serious disease that kills oak trees, has been confirmed in several towns across New York State. Infected oaks in the red group (leaves with pointed tips as in scarlet oak, pin oak, red oak, etc.) typically die within a few weeks. Oaks in the white group (leaves with rounded tips as in white oak, swamp white oak, bur oak, etc.) are also killed, though it may take years. DEC has issued emergency orders that establish quarantine districts around the infected areas to help prevent the spread of oak wilt.
▐ What is an oak wilt quarantine district?
It is a restricted area put in place around a neighborhood, town or county after oak wilt is confirmed there. Oak wilt quarantine districts have been established in the towns of Middlesex, Canandaigua, South Bristol and Glenville, the borough of Brooklyn, and all of Suffolk County.
▐ Why are the oak wilt quarantine districts in place?
The goal of an oak wilt quarantine district is to prevent the spread of the disease by prohibiting the movement of potentially infected oak wood. Oak wilt can be spread by beetles that come into contact with fungal spore mats which form under the bark of trees killed by the disease. These spore mats can attract several kinds of beetles which pick up the spores as they crawl around. When these beetles fly to new trees, they bring the fungus with them, potentially spreading the disease to new areas. Infected oak firewood, logs, and branch debris can also contain spore mats, so moving these materials contributes to the spread of the disease.
Prohibited from leaving the quarantine district
* Oak logs or branches
* Wood pieces less than 29 inches long, no matter the species
Allowed to leave the quarantine district
* Chipped wood (must be 1″ by 1″ or smaller)
* Wood pieces 29 inches long or greater from trees other than oak.
▐ Why can't I move firewood out of a quarantine district?
Once wood is cut to firewood size, it is difficult to tell one species from another. To account for the difficulty in identification and make sure no infected oak wood is moved out of the quarantine district, wood pieces less than 29 inches in length are prohibited from leaving the area, regardless of species.
Oak wilt-killed tree
▐ What is DEC doing about oak wilt in my neighborhood?
Monitoring
DEC will conduct aerial surveys over and around the quarantine districts in July and August to locate trees showing symptoms of oak wilt. Field crews will check these, as well as neighboring oaks, through ground surveys and sampling to determine if they are infected with oak wilt. When symptomatic trees are located on private property, owners will be contacted before ground surveys or sampling take place. Field crews will also check trees reported by the public.
Management
After surveys have been completed, DEC will develop site plans and activities to manage oak wilt dependent on the extent of the infected areas.
Aerial and ground surveys will help locate new infected trees
* Isolated, small infection centers will be treated with the goal of eliminating the disease from the area.
* In larger infection centers, plans will focus on control and limiting the spread of the disease.
Activities will include establishing quarantine districts, and may also include the removal of infected trees, removal of nearby non-infected oak trees to prevent the spread of oak wilt through tree roots, and/or the installation of trenches to sever root connections. As with surveying, property owners will be informed of the management strategy for oak wilt at their site prior to conducting any activities.
▐ What can I do?
* Follow the quarantine regulations and don't move infected oak or firewood out of a quarantine district.
* Visit DEC's website at www.dec.ny.gov/lands/46919.html to learn about the symptoms of oak wilt.
* Take pictures of trees showing symptoms and/or make note of the location.
* Report symptomatic trees to DEC (see below).
CONTACT INFORMATION
Bureau of Invasive Species and Ecosystem Health
Division of Lands and Forests
New York State Department of Environmental Conservation th
P: (518) 402-9425 | firstname.lastname@example.org
625 Broadway 5
Floor, Albany, NY 12233-4253
www.dec.ny.gov
Updated March 03, 2020
q
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Variables and Hypothesis
Variables
Scientists use an experiment to search for cause and effect relationships in nature. In other words, they design an experiment so that changes to one item cause something else to vary in a predictable way.
These changing quantities are called variables, and an experiment usually has three kinds: independent, dependent, and controlled.
The independent variable is the one that is changed by the scientist. In an experiment there is only one independent variable.
As the scientist changes the independent variable, he or she observes what happens.
The dependent variable changes in response to the change the scientist makes to the independent variable. The new value of the dependent variable is caused by and depends on the value of the independent variable. For example, if you open a faucet (the independent variable), the quantity of water flowing (dependent variable) changes in response--the water flow increases. The number of dependent variables in an experiment varies, but there is often more than one.
Experiments also have controlled variables. Controlled variables are quantities that a scientist wants to remain constant, and he must observe them as carefully as the dependent variables. For example, if we want to measure how much water flow increases when we open a faucet, it is important to make sure that the water pressure (the controlled variable) is held constant. That's because both the water pressure and the opening of a faucet have an impact on how much water flows. If we change both of them at the same time, we can't be sure how much of the change in water flow is because of the faucet opening and how much because of the water pressure. Most experiments have more than one controlled variable. Some people refer to controlled variables as "constant variables."
Some Very Simple Examples of Variables
Hypothesis
After having thoroughly researched a topic, you should have some prediction about what you think will happen in your experiment. This educated guess concerning the outcome is called your hypothesis.
The hypothesis is worded so that it can be tested in your experiment. Do this by expressing the hypothesis using your independent variable (the variable you change during your experiment) and your dependent variable (the variable that changes in response and depends on changes in the independent variable). Not only must you incorporate all these variables in your hypothesis, but you also must express them in a way that you can readily measure.
For example: "My hypothesis is that doubling the opening created by the faucet [independent variable] will double the flow of water [dependent variable]."
Not every question can be answered by the scientific method. The hypothesis is the key. If you can state your question as a testable hypothesis, then you can use the scientific method to obtain an answer.
Is all science accomplished using this same method that is taught in schools and emphasized at science fairs? Should you worry if you end up disproving your hypothesis? Actually, the answers are no it's not, and no don't worry if you disprove your hypothesis. Learn more on the Web in an essay written by a veteran Science Buddies Adviser, Dr. Bruce Weaver.
Your Assignment
Type your variables (carefully labeling each of the three different types) and hypothesis in a word processor.
Grading Yourself
10/01/2003
Copyright © 2002-2003 Kenneth Lafferty Hess Family Charitable Foundation. Teachers: At the school where you teach, you may distribute copies of this document to your students, their parents, and mentors. You may NOT post this document on the Web or republish it in any form. All other rights reserved. | 1,414 | 717 | {
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Carreghofa Community Trail
Summary
The Carreghofa Community Trail is a walk of two halves, either of which makes a circular walk in its own right. The first half is mostly level and easy, crossing low-lying fields then climbing a few steps up to the tow path leading back towards the village. The second half is more challenging, crossing level fields before following some fairly steep paths towards Llanymynech Rocks, with fabulous views across open countryside. Here, you can take detour to continue to the nature reserve at the top of the hill, otherwise you return down an initially steep and winding bridleway back towards the village and the starting point.
The walk starts and ends at Walls Bridge, a hump-backed bridge over the canal adjacent to the junction for Carreghofa Lane.
Distance: 3.5 miles (5.6km) Duration: typically 1.5 hours
Grade: easy (first half) to moderate (second half)
Directions
Following the fingerpost's direction from Carreghofa Lane, walk to the right (west) along the main road for 50 metres and turn left at the side of the Jubilee Recreation Ground and down the sloping track. Follow the way-mark arrows carefully as the path zigzags first to the left along the bottom hedgerow to a small bridge on the right which you cross and, keeping right, cross the field to another small bridge. Cross the next field to a pedestrian gate and follow the path over a low boardwalk and on to another gate. The path remains fairly straight across the middle of the next few fields passing through field gates and a pair of kissing gates either side of a track. Cross the next field then pass through a gate next to some old stone posts. Here, the path enters a field where the disused hedgerow is kept on the left hand and leads to a way-mark post in the corner which guides the path user to the right to another post turning the walker left again towards a kissing gate. Cross the small flood-plain to another gate which leads up the steps and onto the canal towpath.
Turn right along the towpath until the next gateway onto the road. Carefully cross the road, rejoin the towpath and continue past Carreghofa Locks under the road bridge and a total of 1.2km until a fingerpost through a gap in the hedge on the right leads onto the roadside.
Note! If you wish to walk only the first half of the Trail, continue along the tow path to return to the start point.
Otherwise, guided by the fingerpost, turn left along the road for a few metres and turn left up and over the canal. Immediately turn right as indicated by another fingerpost and, keeping to the left-hand hedge, pass through a pedestrian gate into a field. Follow the lefthand hedge to the next gate then across two more fields to the gate onto the road. Crossing the road, pass through the field gate and over the field to the gate opposite and onto a minor lane. Turn right and within a few metres turn left up the old stone track which is followed to its end. Pass through the pedestrian gate and, keeping the hedge on the right, find the field gate down to the right which has a small gate within it. Pass through and, following the waymarks, wind up the hill on the old track which soon becomes less defined as the path turns sharp right up the hill then passes a large oak. At a waymark post the path turns left steeply up a sunken lane to a gate passing to the right of a house. The path passes through another gate onto the road.
Note! If you wish to visit Llanymynech Rocks nature reserve, you can divert from the circular route at this point. Turn left then, after about 100m, take the steep track to the right to reach the entry to the reserve.
Otherwise turn right as guided by the fingerpost and follow the road for about 75m then drop down the bridleway to the right. This path runs downhill until it passes some old barns on the right then through a field gate straight ahead next to an ancient stone post marking the old tollgate. Follow the track through the cropped field and pass through the next gate. The track winds on to the right over the old railway and eventually meets Carreghofa Lane. Turn left and after 150m you will find yourself back at the junction with the main road next to Walls Bridge. | 1,538 | 932 | {
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Sherburne Elementary School
GRADE ADVANCEMENT: RETENTION, PROMOTION & ACCELERATION OF STUDENTS
Policy
It is the policy of the Windsor Central Supervisory Union School District to assure all students are progressing in their educational program and have reached a standard of achievement necessary for satisfactory progress in the next grade.
Special education students who are working under an Individual Education Plan are excluded from this policy and will be promoted or retained in accordance with their IEP
Background
The Board believes that the primary goal of the education system is to educate all students. Since each child develops physically, mentally, emotionally, and socially at an individual rate, every student will not complete twelve grade levels of work at the same time. Some students will need more than twelve years, while others may need less.
The Vermont Framework of Standards and Learning opportunities defines what students should know and be able to do at various stages of their school careers. Schools are responsible for adopting curricula that provide students with opportunities to master the standards. Promotion from grade to grade as well as retention and acceleration should be based on a student's ability to meet the standards over time.
Definitions
1. Acceleration is the advancement of a student by more than one grade beyond the current grade level.
2. Promotion is the single grade step most students take from year to year.
3. Retention allows a student to repeat all or part of a grade in order to more fully prepare for the work of the next grade.
Implementation
Classroom educators are responsible for assessing student progress and recommending the promotion of students each year. Educators will assess academic readiness to advance to the next grade using a thorough evaluation process that will include but not be limited to standardized testing, those offered by the State as well as others chosen by the District, classroom-based testing, portfolios and teacher observation. The evaluation will also take into account social, emotional, physical and mental growth, past academic performance and behavior, motivation, attendance, and other pertinent circumstances.
The Principal will develop rules to implement this policy that will specify a process for the consideration of retention or acceleration that will include the following characteristics:
1.
Will seek the involvement of parents/guardians in a highly collaborative working relationship.
Focus the use of retention in the early primary grades at which time research
2.
indicates it is most effective.
3. Acceleration should be considered in rare cases after all enrichment opportunities have been thoroughly explored.
4.
Students will be retained or accelerated if it is expected that the action will be beneficial to the student socially, emotionally, academically and when there are not other ways to
meet student's needs.
When considering retention, such actions as remediation in class or out, tutoring in class or after school, mentoring, cooperative efforts with families, or summer
school should be evaluated.
Before considering acceleration, actions such as inclusion in a full or part-time gifted program, enrichment in the classroom, or other advanced courses through
correspondence, distance learning, or through another institutions should be examined.
Steps and time frames should be outlined that provide for a great deal of interaction with parents/guardians.
The final decision will be made by the Principal after consultation with
5.
6.
parents/guardians, classroom teacher and other professional staff.
Parents may appeal a decision of the Principal to the Superintendent.
Adopted by Board: January 15, 2003
Clerk: James Stein | 1,569 | 693 | {
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Dialogue formatting: An example
I looked stuffy, felt fake and wondered if I'd be able to make conversation at all with the judges during my interview. My body tingled as they called my name and I went in, sitting at a chair across from the three strangers.
"Well, hello there," a balding man of 50 or so spoke for the group. I smiled, a thin, wilting smile.
"We are just going to ask you a few questions about yourself and we would like you to answer openly and honestly," explained the woman whose nametag said 'Belle'.
"Okay," I squeaked.
"Now, then Pat, oh, I'm sorry, Pam, what are some of your hobbies?"
I wondered if she would be asking all the questions. "I like to read, " I declared confidently. Even though it was true, I knew this was something that adults liked about me.
"Really? What do you like to read?" Belle continued her line of questioning. "What are you reading now?"
Before I had given my answer any thought, I replied honestly, "Valley of the
Dolls by Jacqueline Susan."
The judges looked around at each other. All three seemed to know that Jacqueline Susan and a book called Valley of the Dolls was not appropriate reading material for a high school girl, especially not a high school girl in a beauty contest. My virtue was in doubt.
"Uh, okay," now the other man spoke. He was younger with dark hair. He looked married with two kids-pretty bland. His nametag said Bob. "What about a new question. What is your favorite subject in school?"
I had to look at him with question in my eye. Was he kidding? Didn't I just tell him that I liked to read? He had no idea that I was going to say English and get right back on books. Maybe I should tell him that I had just finished Catcher in the Rye or was this whole line of questioning a trick?
"English," I decided not to give them any time. I would fix this. "I like to write, too."
"Oh, how nice," Bob's face lifted a little and the other judges smiled at each other.
We managed to carry on quite nicely for a while. I felt comfortable at this point and decided to be 100% honest for the rest of the interview. So, I guess I wasn't surprised when the topic went in the direction of family.
"Teaching college would be a great plan, but what about getting married and having children. When do plan to squeeze that into your plan?" Belle smiled in a lighthearted way. You could tell this was a nosey question but she got away with asking it anyway.
"I don't," I proclaimed. "I don't want to get married anyway. I might decide to have a kid later on."
Belle's overly made-up face went white as a sheet. The men looked down at their hands. So much for honesty. Some times people just don't want it.
The balding man found his wristwatch. "Well, that looks like all the time that we have today. Thanks so much, Pam." He stood up, and so did I. Belle and Bob mumbled goodbye and then I turned and exited.
As soon as I hit the other side of the door, some of the girls surrounded me.
"What did they ask you? What did you say? Are they nice? Is it all men or is there a woman, too?"
I exhaled loudly. "Look ya'll, I gotta go. My mom's waiting on me. It's a snap. I'll see ya tonight."
Dialogue Formatting Rules
* Begin dialogue with quotation marks. "
* End dialogue with quotation marks. "
* Include exactly what the speaker said inside quotation marks. Try to capture the speaker's voice.
* Include end punctuation inside quotation marks.
* When using a tag at the beginning of the dialogue use a comma after the tag and before the quotation marks. (He said, "I am not going!")
* Use a comma at the end of the dialogue, inside the quotation marks, if your tag is at the end. ("I don't want to go," he said.) | 1,308 | 868 | {
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Errington Primary School
Physical Education and School Sport Mission Statement
2017-2018
Preamble:
Errington Primary School is committed to delivering the highest possible standards of education. Considering this determination, we have issued the following statement regarding the teaching and assessment of physical education within our school.
We believe that all children have the right to the best possible education. We further believe that a meticulous P.E. curriculum is one of the pillars of a high-quality education.
Sport at Errington is based around several fundamental principles: Activeness, Sportsmanship, Competitiveness, Challenge, Diversity, Collaboration, Teamwork, Leadership and Participation
Physical Education at Errington:
Our P.E. curriculum is a skill based programme that is fully compliant with the guidance set out in the National Curriculum of England and Wales. We believe that mastery of the fundamental skills is at the heart of Primary School physical education and have therefore developed a curriculum that places key physical skills at the heart of teaching and learning from EYFS to UKS2. Therefore, we have determined that our children should be physically active for at least two hours every week and physical activity should, alongside mastery of skills, be at the heart of P.E. sessions.
To successfully master the key skills, children should be introduced to new sports as they grow older, this allows them the opportunity to apply the fundamental skills in a range of challenging situations.
We believe that it is important that, as children are introduced to new sports, teachers maintain an appraisal focus on key skills rather than sports. When children are preparing for cluster events [for example Basketball] teachers should still maintain an assessment focus on core skills [for example Throwing and Catching].
This move in focus from teaching sports to teaching skills will allow children to enjoy more success in more sports as they grow older and progress through their educational careers. In EYFS and KS1 children should be taught (and assessed on) skills alone, applying these skills in competitive situations. As children progress into LKS2 and UKS2
they should
be gradually
introduced to
Sports and
Games that
give them
the
opportunity
to
apply
the
fundamental
skills
in
given
activities
but
still
with
a
focus
on
fundamental
skills.
Errington Primary School
Physical Education and School Sport Mission Statement
2017-2018
School Sport at Errington:
Our School Sport programme aims to give children the opportunity to engage in different areas of activity in competitive and non-competitive situations. School Sport should support the core skills learnt in Physical Education and give children more opportunities to apply these skills in specific areas of activity.
Our School Sport programme is founded on collaboration with other Schools and the local Sports Partnership. Children across the whole primary age range represent Errington at local cluster events and competitions and this is made possible by contributions from staff at after school clubs and at the local events themselves. We offer a range of extra-curricular sports activities for children to participate in both during the school day and after school. This contribution shows how committed our staff are to helping children engage in a range of sports.
Postamble:
Sport and Physical Education holds a dear place in the heart of all children at Errington and we are fortunate enough to have highly skilled staff, ample grounds and excellent facilities that allow us to meet the needs and desires of our children.
This statement will be reviewed in September 2018.
Signed
Mrs S Robertson MA BA
Headteacher
Mr R Senior
P.
E.
Coordinator | 1,658 | 720 | {
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The Ultimate Friend LESSON 12
Your Response to the Lesson
What was most interesting in the Bible story? What activity was most enjoyable? What new things did you learn?
Service Through Prayer
* How do you feel when you pray for others not just for yourself?
* How is your prayer a form of service?
Together We Stand
* Can you trust your friends to help you when you are facing difficulties?
* Who is someone you can trust completely?
powertext
"My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39).
POWERPOINT
We can love and serve others when we trust totally in God.
How Was Your Week?
Good things? Challenges? Special events?
Songs
"Behold What Manner of Love" (He Is Our Song, no. 42) "For God So Loved the World" (He Is Our Song, no. 43) "Think About His Love" (He Is Our Song, no. 40)
PRAYER AND PRAISE
Prayer Time
Praise God for His provisions.
Pray over the prayer requests.
Thank God for answering the prayers according to His will, for He knows what is best for us.
powertext
"My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39).
INTRODUCTION TO THE STORY
Weight of Sin
* How long can you hold a heavy book with an outstretched hand?
* Reflect on the experience of Jesus as He took on the weight of the world's sins and died for each one of us.
* What happens the longer you hold it?
INTRODUCTION TO THE STORY
You may listen to a podcast recording of the story: www.juniorpowerpoints.org
The Story
POWERPOINT
We can love and serve others when we trust totally in God.
Trusting God Completely
Read Matthew 26:36-46.
* Would it make much difference if you were guilty or innocent?
* How would you feel if someone came up to you at school, in your room at home, or on the playground and arrested you?
* Which case would make it easier? More difficult?
EXPLORE THE BIBLE
Using Our Gifts God's Way
Compare and contrast the following events in the Gospel accounts:
– Matthew 26:30, 36-46; Mark 14:26, 32-32; Luke 22:39-46; John 18:1
* Jesus' prayer in the Garden of Gethsemane
* Jesus' betrayal and arrest
– Matthew 26:47-56; Mark 14:43-52; Luke 22:47-53; John 18:2
powertext
"My Father, if it is possible, may this cup be taken from me. Yet not as I will, but as you will" (Matthew 26:39).
Scenario
* How can you serve God best now?
* How can you serve God best in the future?
* How does serving God involve serving others?
POWERPOINT
We can love and serve others when we trust totally in God.
Keep Up the Good Work
Continue working on the class service project.
When we trust totally in God, He will give us the ability to serve others.
Coming Up Next Week
"Can't Wait to Tell!"
* Jesus is alive!
* Study your Sabbath School lesson each day
* Complete the daily activities
* Memorize the Power Text
Closing Prayer
Dear Jesus,
Thank You.
Thank You for Your example of selfless service to others. Please help us to serve You always and follow Your example in serving others.
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10 Tips for Boys to Help Combat Sexualization of Girls
1. Be critical. Portrayal of girls in the media isn't how they are in real life. The media distorts images of girls and boys to sell you things while you watch TV, surf the internet and read magazines.
Develop a critical eye: look for ads with women that focus on the product being marketed instead of the women themselves. How hard are these to find and why?
2. Decide who you want to be. Be true to yourself and lead by example. Question your own attitudes and behaviours and how they may disrespect or harm women and girls you know and care about.
Ask yourself: what do I like about the girls I care about? Make sure it has more to do with who they are on the inside rather than on the outside.
3. Talk about it! When you see images in the media that bother you talk it over with your peers, your teachers and your parents. Remember, change starts small.
4. Educate yourself. No one expects you to have all the answers or know what to do in every situation but there are answers out there.
Connect with your community: resources like the YWCA Youth Education Team and the White Ribbon Campaign are a good place to start.
5. Get rid of the pressure! Pressuring girls to send you photos of themselves, to go on a date, or to do anything that makes them feel compromised is not right.
Speak out: if you see your friends or peers trying to get girls do things that that they don't want to, stand up to them.
6. Lead by positive example: share with those around you the importance of respecting women and girls.
Develop a critical eye: find someone you look up to and talk to them about how to talk to girls respectively and as equals.
7. Learn about the impact of violence against women in our communities. There are many resources out there to provide you with a greater understanding of the effect that sexualization of women can have.
Get informed: learn what violence against women is by looking it up online and connecting with groups that talk about it on social media such as The White Ribbon Campaign and the YWCA.
8. Challenge and speak out online. It can be as easy as not laughing at sexist jokes, or supporting Facebook or Twitter posts that are demeaning or degrading towards women. Speak out against them.
Take action: Prepare a response to a negative post you have seen online before. Hopefully you won't have to use it but if you see a negative post, you will be ready.
9. Don't walk by. If you witness harassment or an assault on the street or anywhere: assess the risk, then intervene and confront or defuse the situation. If you need to, ask for help. Call 911. Sexist language and street harassment all contribute to a culture of sexualization and violence.
10. Be a 21 st Century Man! Sexualization and violence against women affects everyone, not just girls. Accept your role in helping to end it and treat all girls as equals and with respect! | 1,097 | 628 | {
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Jackie Yeager Press Kit
Bio
Jackie Yeager is a middle grade author whose stories inspire children to think more, work hard, and dream big. She holds a master's degree in Education and spent several years coaching Odyssey of the Mind, where her team once-upon-a-time competed at the World Finals. She lives in Rochester, NY with her real-life prince charming and two royally amazing kids. When she's not writing imaginative middle grade fiction or living in her own fairly-tale world, she can be found conducting creative problem solving/writing workshops for kids and blogging at www.swirlandspark.com.
Spin the Golden Light Bulb
The Crimson Five: Book 1
It's the year 2071, and eleven-year-old Kia Krumpet is determined to build her 67 inventions, but she won't have the opportunity to unless she earns a spot at PIPS, the Piedmont Inventor's Prep School. Kia, who has trouble making friends at school, has dreamed of winning the Piedmont Challenge and attending PIPS ever since she learned that her Grandma Kitty won the very first Piedmont Challenge. After she and four of her classmates are selected to compete for a spot at PIPS, they travel by aero-bus to Camp Piedmont to solve a task against forty-nine other state teams to earn their place at the best inventor's school in the country.
Flip the Silver Switch
The Crimson Five: Book 2
The Crimson Five are back again, ready to compete against the best inventor teams in the world at the Piedmont Global Championships with their amazing invention, the Ancestor App. The odds are in their favor, but when they arrive in Quebec City, they're blind-sided with another task to solve, and they only have two weeks to do it. As the team struggles with a lack of creativity, the rumor mill turns, and the Crimson Five question everything they think they know about each other. Kia and her team must come together like never before in order to win, but a tragedy threatens to derail all that they've built.
Reviews
"Young students compete in a futuristic setting in this story that teaches useful lessons about teamwork, family, and forgiveness." (Foreward Reviews)
"Young readers who are interested in STEM will find themselves reflected in these characters. An openended resolution leaves room for a sequel. A strong secondary purchase for those looking to add fiction with a STEM focus to their middle grade collections." (School Library Journal)
"A thoroughly charming, entertaining, and 'kid friendly' novel for young readers ages 8 to 12, "Spin the Golden Light Bulb" showcases author Jackie Yeager's genuine gift for original narrative storytelling." (Midwest Book Review, Children's Bookwatch– Fiction Shelf)
"An adventure right from the start, the action never slows down. Young readers who feel unspecial will be inspired to find their true talents and all the other things that make them shine. This is a most encouraging and uplifting story and is sure to give new confidence to any child." (Midwest Book Review, Children's Bookwatch–Story Monsters Ink Shelf)
Amberjack Publishing
Spin the Golden Light Bulb ISBN-10:1944995447/ISBN-13: 978-1944995447 (Jan. 9, 2018) Flip the Silver Switch ISBN-10: 1944995692 / ISBN-13: 978-1944995690 (Aug. 21, 2018) | 1,339 | 708 | {
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Ice Dams
Ice dams can form on roofs in the winter months and, under certain conditions, can result in costly water damage to the interior of a structure. The ice dams form when water freezes on a cold spot on a roof, usually at the eaves. Water that pools behind the ice dam can eventually work its way through the roof covering into the structure. Ice dams can be prevented.
What Causes an Ice Dam?
Three conditions must be present for an ice dam to form:
* snow on the roof
* heat to melt the snow
* cold to re-freeze the melted snow
Snow on the roof insulates the underlying snow which is in contact with the roof. Warm air in the attic warms the roof under the snow, causing the snow to melt. The melted snow water then trickles down the slope of the roof, protected by the overlying snow, until it comes in contact with the cold edge or eaves area. The snow melt re-freezes in the colder area. Prolonged freeze/ thaw cycles allow the water to build up in the cold region of the eaves to form an effective dam of ice. With ice accumulation, the dam retains enough melt water behind it to allow the water to work its way under the roof covering, resulting in water entering the structure. Water can then make its way to the ceiling and/or run down the walls. Deep snow followed by frigid temperatures will increase the likely hood of ice dams.
Preventing Ice Dams
You cannot control outside air temperature, but you can eliminate the snow or eliminate the heat.
* Seal warm air leaks from interior rooms to the attic. (This will also cut your heating bills.)
* Ensure that you have adequate insulation in the attic. Homes in the Northern United States should have at least R 38 (about 12 inches of fiberglass or cellulose) above the ceiling.
* Be sure there is unrestricted air movement under the roof from the eaves soffit to the ridge.
* Clean the roof gutters in the fall after the foliage has fallen. Though clogged gutters do not create ice dams, they can cause ice to back up onto the roof.
1
If An Ice Dam Develops
Remove all of the snow from the roof. This can be accomplished by shoveling, or by reaching up from the ground with a long-handled rake. Use caution so that you don't fall off the roof when shoveling, or get hit with a chunk of ice if you are raking the snow off the roof.
For more information, contact your local Hartford agent or your Hartford Loss Control Consultant. Visit The Hartford's Loss Control web site at http://www.thehartford.com/corporate/losscontrol/
The information provided in these materials is intended to be general and advisory in nature. It shall not be considered legal advice. The Hartford does not warrant that the implementation of any view or recommendation contained herein will: (i) result in the elimination of any unsafe conditions at your business locations or with respect to your business operations; or (ii) will be an appropriate legal or business practice. The Hartford assumes no responsibility for the control or correction of hazards or legal compliance with respect to your business practices, and the views and recommendations contained herein shall not constitute our undertaking, on your behalf or for the benefit of others, to determine or warrant that your business premises, locations or operations are safe or healthful, or are in compliance with any law, rule or regulation. Readers seeking to resolve specific safety, legal or business issues or concerns related to the information provided in these materials should consult their safety consultant, attorney or business advisors. All information and representations herein are as of March 2009.
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Literacy
Range: Traditional stories with predictable and
Science
Geography patterned language. Stories with Familiar settings.
Weather and Seasons.
History
Maths
An Island Home.
Poetry – Really Looking. Recognising and using
Dance
Observe changes across
Counting, Partitioning and Calculating
– Explain
No History topic this
PE
Gymnastics
- plan and repeat simple
sequences of actions, showing contrasts in
shape.
- extending understanding of how
dynamic and rhythmic qualities can be used
to express moods, ideas and feelings.
Technology
Plan, design, make and evaluate characters
from The Katie Morag Stories. Use wooden
pegs and transform into doll characters.
Dress characters from a range of textiles
and develop use of a range of joining
techniques. Make a simple puppet theatre
for the Katie Morag characters.
Living on an Island
Year 2 Spring Term 2015
Art and Design
Learning about different textures through Collage,
Weaving, Threads and Fabrics. Learning how to use a
viewfinder to identify features to be created.
Making textured images of landscapes.
Apply sewing techniques learnt making Christmas
Decorations to variety of fabrics used in miniature
landscapes.
Music
Charanga unit based
around the song - In the
Groove. Children will learn
about six different styles
of Music : Blues, Latin,
Folk, Funk, Baroque and
Bhangra.
Follow Recorder Course.
ICT
Pro Bot. Develop understanding and use of control
technology. Use characters' houses and landmarks
from Katie Morag as a route map for Probot.
Use 2Compose to explore digital sound.
E-Safety – Hector's World
French through Stories
Jacques et les haricots vert. (Jack and
the Beanstalk )
actions, sound effects and adventurous word
choices. Non fiction – Information brochures to
advertise The Isle of Struay. Texts to include-
Cinderella, The Three Billy Goats Gruff , Range of
Katie Morag Texts supported by additional episodes
on recently made DVD. Link with D&T Making
Puppets. Real life experience – Treasure Trove
Puppet Company performing Cinderella. Spelling and
Phonics: split compound words into their component
parts and to use this knowledge to support
spelling.Target range of High frequency Words.
Range of words that use
contractions.
Look at use of possessive apostrophe.
the four seasons. Observe
and describe weather
patterns.
Observe local weather
closely using simple
equipment. Gather and
record data to help answer
a question and ask simple
questions recognising that
they can be answered in
different ways.
term.
sentences. Read and write 2 and 3 digit numbers in
figures and words. Counting in 10s, 5s and 2s. Record and
interpret number sentences using all four operations.
Securing number facts, understanding
shape
involving number and shape. Reflective symmetry.
Derive and recall addition and subtraction facts for
numbers to 20. Derive and recall multiplication facts for
2, 5 and 10 times tables.
Handling Data and Measures
Collecting, organising, presenting and interpreting data
to answer questions.
Calculating, measuring and
understanding
shape
– Solving problems involving
numbers, money, measures and time.
facts
– describing patterns and relationships involving
numbers or shapes.
.
RE
Teaching Christianity through
Stories. Understand that
Jesus told stories to teach
people about God, how to
behave and how to treat each
other.
Stories to include – The Good
Samaritan, The Lost Sheep,
The Wise Builder and the
Foolish Builder and The
Story of the Mustard Seed.
Communication Language and literacy areas
Knowledge and understanding of the world areas
Creative development areas
Mathematical development areas
Personal and Social development
Physical development areas
PSHCE
how we feel and
actions affect
understand what a
bully is. SEALS –
Going for Goals
P4C – Philosophy
and Literature.
World
stories to develop
children's
understanding of the
differences between
life on an island
compared to the
mainland.
Develop geographical
terminology for
features of
landscapes. Devise a
simple map with
symbols and key.
Using 'Katie Morag'
methods using mathematical language and number
– Patterns
–
Securing number
Be able to describe understand that our
others. Know how to be a good friend and
sessions through Art
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Literacy
Writing is encouraged in every area of the classroom and there will be lots of opportunities to recognise and write your name, lists and familiar high frequency words.
I will be writing about myself, family and friends.
I will be learning to write for a purpose.
I will be reading and listening to a range of fiction books.
Willow Class – Autumn Term One
Do You Want to be Friends?
At Home
Please read regularly at home, discussing the story plot, beginning, middle and end and asking lots of how and why questions.
I will be learning different sounds that letters make (Phonics using Jolly actions).
I will be learning to blend sounds together to make words.
Maths
I will be learning to count, recognise and order numbers.
I will be learning to match numbers to quantities of groups.
I will be learning to say the number one more/less than a
given number to 10.
I wil be learning to name and describe 2D shapes.
I will be sorting shapes and objects by colour and size.
I will be learning to create repeating patterns.
I will be comparing myself, my friends and family and putting my findings into simple graphs and tables.
Communication and Language
I will be asking questions to get to know friends in my school.
I will be learning to talk about myself using describing words such as tall, short.
I will be imagining and recreating roles in real life family
situations and fictional stories.
I will be talking about my family and friends.
I will be thinking about sequence of events in stories and saying what happened in the beginning, middle and end.
Understanding the World
I will be using all of my senses to investigate.
I will be recognising similarities and differences between me and my friends.
I will be using digital cameras to take photos of my friends and my work.
I will be using computers to help me learn.
I will be going on local walks around the school.
I will be learning about different parts of the body.
Personal, Social and Emotional Development
I will be developing friendships, sharing and listening to one another.
I will develop confidence to talk to adults and wider groups.
I will create and learn class and school rules and routines, developing independence through new experiences
I will be thinking about everyday jobs that need doing in my class and school.
I will be explaining which resources we need for our jobs and thinking about different responsibilities.
I will talk about the feelings of others, including family, friends and people that are important to me.
I will participate in team building, turn taking and instruction games.
Physical Development
I will be using tools safely.
I will be learning about how to be healthy.
I will be moving with control and co-ordination using apparatus and a range of large and small equipment.
I will be describing the changes to my body after being active.
I will be using a range of malleable materials.
Expressive Arts and Design
I will be drawing my self-portrait using mirrors.
I will be drawing my family and thinking about colour and using them appropriately in my pictures.
I will be using a range of objects to print.
I will be learning new songs to help my learning.
I will be using role-play to act out stories and use puppets to express my understanding.
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Literacy
History
Maths
Geography
Responsibilities, borrowing and lending. Learn to talk responsibility for ourselves and looking after our own and other people's possessions. Learn how to make sensible choices and recognise the responsibility that children have for their own decisions and choices.
PE
Gymnastics- develop a range of skills on floor and apparatus –travelling, weight bearing/balance, jumping and rolling with a specialist coach. Games- Unit 2 Throwing and Catching and inventing games. Develop throwing and catching skills using a range of equipment.
Technology
Enquiry based learningBoat Builder challenge.
Year 2 Spring Term 2
Art and Design
3D Art
Focus on the Angel of the North sculpture by Anthony Gormley. Replicate patterns and textures. Start to make simple thoughts about own work and that of other sculptors.
Music
'I am in the groove' This is a song that has been arranged in many different musical styles for the children to learn and discuss. Using Sing Up we will continue to learn a wide variety of songs for the Easter Coffee Morning.
ICT
Understand that animations are made up of a number of still
images. Use 2Animate to recreate the true story of Grace
Darling.
Links to Science topic of Growing-showing the stages of a plant.
MFL: French
Jacques et les Haricots verts.
(Jack and the Beanstalk)
Wide range of reading and writing activities to develop full range of literacy skills. Consolidation of high frequency words, long vowel phonemes, compound words, prefixes and discriminating orallysyllables. Focus on past and present tenses in writing. Traditional tales from other cultures: children to read and plan their own stories and focus on joining words such as so, or and but. Recounts: Use the real life events of Grace Darling to write a recount of the night of the rescue. Linked to Michael Murpurgo Kaspar Prince of cats the children will write a recount of being on the Titanic from the viewpoint of Johnny Trot or Kaspar. Practising basic joins in handwriting.
Plants Observe and describe how seeds and bulbs grow into mature plants. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.
Children to follow a line of enquiry and decide how to answer the question – Who was Grace Darling and why is she remembered today?
Counting, Partitioning and Calculating – Explain methods using mathematical language and number sentences. Read and write 2 and 3 digit numbers in figures and words. Counting in 10s, 5s and 2s and 3s. Record and interpret number sentences using all four operations. Securing number facts, understanding shape – Patterns involving number and shape. Reflective symmetry. Derive and recall addition and subtraction facts for numbers to 20. Derive and recall multiplication facts for 2, 5 and 10 times tables. Understand grouping as a model of division and that division can leave some left over. Find fractions of amounts halves, quarters and thirds by sharing and using number facts. Begin to introduce column addition. Calculating, measuring and understanding shape – Solving problems involving numbers, money, measures and time. .
RE
Christianity-
Learning about religion – main
events of the Easter story.
Focus on what happened in
the garden.
Learning from religion – new
beginnings, bulbs, seeds and
how they hold the promise of
new life and resurrection.
Judaism – Epic story of The
Passover. Festival of Pesach
Communication Language and literacy areas
Knowledge and understanding of the world areas Personal and Social development
Creative development areas Physical development areas
Mathematical development areas
PSHCE
History Focus.
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The Truffle is the ultimate expression of woodland products, among which it is the undisputed ruler of the table and of the imagination of gourmets.
The Babylonians and the Egyptians were the first to sing its praises The Pharaoh Khufu appreciated them, specially cooked and coated with goose fat.
There is also evidence that the Greeks used this precious mushroom. The philosopher, Theophrastus, pupil of Aristotle, made a first scientific classification of the truffle in his botanical studies, attributing the creation of the truffle to the divine combination of thunder and rain.
Truffles were also used to the same extent during the Ancient Roman period, when numerous philosophers and food experts praised them. The best known Roman food expert, Marcus Gavius Apicius, was particularly complimentary in his work De Re Coquinaria, describing the first methods of preparing it in Roman cooking.
In the Middle Ages, studies of the truffle were centred around a dispute over its origin and its botanical constitution. It was defined as a degenerative growth of the soil and even food of the devil or of the witches. Some thought that it was the link between the animal and vegetable kingdoms.
In 1700, the truffle was considered one of the finest foods in all the European courts. The search for truffles was an amusing palace game, to which guests and foreign ambassadors were invited to participate.
1 / 3
In subsequent periods numerous cultural figures publicly declared their appreciation of the virtues of this precious food: recalling only the most famous, we will mention Count Camillo Benso di Cavour, who used the truffle as a diplomatic instrument in his political activities, Gioacchino Rossini, who called it the Mozart of mushrooms, Lord Byron, who kept one on his desk because the fragrance aroused his creativity and Alexandre Dumas, who defined it the Sanctum Sanctorum, or Holy of Holies of food.
CHARACTERISTICS OF THE TRUFFLE
The truffle is an underground mushroom that, over millions of years of evolution, chose this kind of habitat, protected from the climate and from animals on the surface. It came to be and developed close to the roots of trees, particularly poplars, lindens, oaks and willows, becoming, after its formation, a true parasite.
Its characteristics are its strong aromatic fragrance that emanates only when its spores are perfectly ripe. When picked, the body of the mushroom must be extracted only if it is perfectly ripe, in order to maintain all of its organoleptic qualities. An unripe specimen will be heavier than a ripe one, but will be totally devoid of fragrance. Truffles are collected only in certain periods of the year, when their spores have finished their ripening phase and only with the help of dogs (pigs were also used at one time).
Truffles are protected and for this reason, mechanical and manual means are avoided, because they would seriously damage development of new filaments, which are deeply intertwined with the root system of the green woodland plants.
The Perugia area can be considered a huge truffle-ground, thanks to the numerous woods. As well as the white truffle and the rare black truffle, there are at least another seven or eight species of truffles present in the area throughout the year. Here are the different types of truffle found in the territory of Umbria:
THE FINE BLACK TRUFFLE OF UMBRIA
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The Fine Black Truffle of Umbria (Tuber Melanosporum Vittadini) is the main kind of truffle in this area and those from Norcia and Spoleto are known all over the world. It is most commonly found in the territory bordering the course of the Nera river and in the province of Perugia, mainly on Mount Subasio.
It grows in chalky ground that has a high clay content and it lives in symbiosis with other plants particularly the oak and the holm oak, but also with the beech and the chestnut tree. Its size varies from that of a walnut to the size of an apple and it is round and often irregular in shape. Its surface is rough to the touch but not angular. It has a distinct aromatic fragrance and reddish black flesh with small, white streaks.
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Literacy
Range -Fiction and poetry: Stories and a variety of poems with familiar settings. Non- Fiction: Instructions and letter writing.
Speaking and listening – develop sustained speaking and listening skills to promote relevant responses to comments, stories and poems. On-going development of communication skills through talk.
Reading – Shared text work using big books to model reading. Guided reading – group reading to further develop reading strategies in order to promote confident and successful readers.
Writing – wide range of activities to promote writing for a purpose. Emphasis upon sentence structure. Handwriting- reinforce correct letter formation. Spellings- H.F. words and long vowel phonemes.
MFL: French
French through stories : L'homme en pain d'epice ( The Gingerbread Man)
PE
Dance. Choose movements that express mood, feelings and sounds. Games. Improve and apply basic skills making simple choices in target games.
Science
Living Things and their Habitats Explore and compare the differences between things that are living, dead and things that have never been alive. Identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.
History
Geography
Seaside holidays in the past in Whitley Bay. Significant historical events, people and places in their own locality. Compare similarities and differences between Whitley Bay as a popular seaside resort in the past in Victorian times and now.
Living at the Seaside Identify and describe Whitley Bay coastline from first hand experience. Physical and Human features of Landscape. Observe and record in order to make maps. Seasonal characteristics of late Summer moving into Autumn using school garden.
Music
Range of activities to promote singing songs with control using expression and listening carefully.
'I wanna play In a band' is a rock song written especially for children. As well as learning to sing, play, improvise and compose with this song, children will listen and appraise classic rock
Technology
Food and Nutrition.
Children to research and investigate ice cream flavours currently on the market. Children to conduct a survey of favourite flavours and then create their own unique blend of ice cream.
Art and Design
Children to focus on Georgia O Keefe and Edward Hopper who painted lighthouses and natural objects. Using line and shading record their experiences and observations of seaside objects.
Maths
Counting, partitioning and calculating –count to 100 objects grouping in tens, fives or twos; what does each digit in a two digit number represent, including numbers with zero as a place holder; partition two digit numbers in different ways. Compare and order numbers from 0 up to 100. Count in steps of 2, 5 and 10 from any number forwards and backwards. Begin to learn 2, 5 and 10 times tables. Add or subtract mentally a one digit num. or multiple of ten from any two digit number. Securing number facts - recall all add and sub facts for numbers to at least 10, pairs with totals to twenty and pairs of multiples of ten with totals to 100. Visualise 2D and 3D shapes; identify shapes from pictures in various positions; sort make and describe shapes referring to their properties. Be able to use correct vocabulary to identify and describe properties of shapes.
Measures – choose and use appropriate standard units to estimate and measure length.
RE
PSHCE
Christianity – Beliefs and Practices Considering thr idea that Christians believe God to be the Creator of the Universe. Understand the Creation Story and describe how Christians talk to God in different ways through prayer.
Seals – New Beginnings All About me. A healthy person. Keeping safe. What goes into my body? E safety – Hector's World.
ICT
Communicating through Text and Graphics
Develop word processing skills using 2 Simple software. Develop a range of keyboard skills in order to present and print text and graphics
Use interactive whiteboards in classrooms to model and compose text during Shared Writing.
Introduce year long project - E-Safety education – Hector's World. | 1,801 | 844 | {
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YOUR SAFETY COMES FIRST
Welcome to Eau Claire County's Adopt-A-Highway Program. To protect you while you're on the work site, the Highway Department has designed safety guidelines, which shall be reviewed before each cleanup session.
THINK SAFETY
♦ Be very careful out there.
♦ Be in good physical shape.
♦ Be mentally alert.
♦ Don't horse around on the worksite.
♦ Always work in daylight.
♦ Be a member of your team.
♦ Don't work in bad weather.
GET ORGANIZED
♦ Make sure all workers have reviewed the safety video.
♦ There should always be an adult supervisor (crew chief) for each 5 or 6 workers.
♦ Organize your workers into crews before you load the carpool.
♦ Review the safety rules with all workers before proceeding to the highway segment.
♦ The crew chief shall keep the workers together as a team.
♦ The crew chief shall be the safety "watchdog."
♦ Be prepared with a first aid kit.
♦ Know where your nearest hospital or emergency room is located and the best route to reach it, before you begin work.
♦ Know where the nearest telephone is located.
♦ Keep an adequate supply of vests, flags and trash bags.
♦ Know the physical condition and special needs of your crew.
WHAT TO WEAR
♦ Always wear your safety vest.
♦ Wear work gloves.
♦ Hiking boots or shoes with thick soles to prevent foot damage from sharp objects.
♦ Tall grass is the home for ticks. Make the tick's access to your body difficult. Tuck your pant cuffs into your socks/boots. Check your body for ticks as soon as possible when you get home.
♦ Leave you headset stereo/radio at home.
♦ If you are sensitive to the sun, bring along a baseball cap or wide brimmed hat, a long sleeve shirt and sun screen lotion.
TRANSPORTATION
♦ Carpool to your highway segment to use as few vehicles as possible.
♦ Park on the same side of the road that you plan to work.
♦ Park parallel to the road, at least 3 feet away from the pavement surface before unloading your crew.
♦ Always work facing the traffic.
♦ Minimize walking across the pavement.
WHEN YOU ARE ON THE SITE
♦ Never walk or pick up litter on the pavement, shoulder or in the median.
♦ Stay away from mowing or construction operations.
♦ Never work on bridges, overpasses or steep ground.
♦ Stay off parked equipment.
♦ Avoid overexertion.
♦ Stay alert for snakes, poison ivy and stinging insects.
♦ Bring lots of water to drink while you work, especially on hot, humid days.
♦ Alcoholic beverages should not be permitted on the site.
HANDLING THE LITTER
♦ Do not touch or pick up anything you cannot identify. It may be a hazardous item. Instead, leave item in place and notify the Highway Department of its location. Hazardous materials are commonly found in closed metal containers.
♦ Don't jump or step on your trash bag to pack more in. You have lots of trash bags.
♦ Any item the group does not want to pick up should be left and notify the Highway Department of its location.
♦ Place filled trash bags at the designated pickup site.
♦ The Group may keep any recyclable materials. A trash bag may be used to remove these materials from the site. | 1,325 | 737 | {
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Creative Activities for Teaching World History SS123
Introduction
The eleven activities and puzzles in this unit emphasize decision making through the study of historical events. Involvement comes through hands-on projects, creative expression, problem solving, decision making and evaluation.
These materials may be reproduced for use in the school which has purchased this manual. Any other reproduction is strictly prohibited without the written permission of the publisher.
Contents
1 Renaissance Festival
This classroom celebration of the Renaissance provides for many forms of student expression.
2 Constructing A Caravel
Students construct a model boat patterned after Columbus' caravel. Milk cartons are used for the hull.
3 Exploration
Students learn the use of maps and directions in a concrete way.
4 The Trial of Louis XVI
Students decide the fate of Louis XVI.
5 The French Revolution
Students decide on the course of the French Revolution.
6 The Committee of Safety
Students evaluate the Committee of Safety and its actions.
7 Age of Reason Questionnaire
Students compare their personal philosophies with those of the Age of Reason.
8 Great Ideas of the Age of Reason
Students compare the ideas of Rousseau, Locke, Voltaire, Spinosa and Bacon.
9 The Problems of the Great Philosophers
Students compare the lives of Rousseau, Locke, Voltaire, Spinosa and Bacon.
10 The Salon
Students "philosophize" about what the ideal society would be like on a space station.
11 Puzzle
These vocabulary words are from the terminology of exploration and the high seas.
Creative Activities for Teaching World History:
Renaissance to Revolution
by Lawrence Stevens
ISBN: 0-89550-114-7
Copyright 1983, revised 1995 by
Stevens & Shea Publishers, Inc.
P.O. Box 794, Stockton, CA 95201
(209) 465-1880
www.stevensandshea.com
Imagine you are a member of the National Convention ruling France in late l792. There has been a revolution and the monarchy has been abolished. You are faced with a large number of problems. In this exercise you are to attempt to solve these problems.
Problems
1. Your country has been invaded by the forces of several countries who want to restore the king to the throne.
2. The commanding general of the army fighting in Belgium has proved to be disloyal.
3. Your currency is out of control. Many people are counterfeiting money. There is so
much money in circulation that prices are climbing rapidly.
4. Supplies of food are uncertain. People are so worried about getting food that they attack convoys of wheat.
5. The peasants in the West of the country, encouraged by priests who do not like the
new government, are in revolt.
6. The sans culottes (the poor people of Paris) are making demands for economic and social changes that would make people more equal.
Your Solutions
You can select more than one solution to solve the problems listed above.
1. Call for a national draft to increase the size
of the army.
2. Negotiate peace with other countries.
A soldier of the French Revolution. He carries a loaf of bread stuck on his bayonet.
3. Put the king back on the throne to make the other countries happy.
4. Execute anybody caught counterfeiting money.
5. Execute anybody who wants to make peace or speaks out against the revolution.
6. Impose new taxes upon the people to pay
for the war and social programs.
7. Begin a welfare program to take care of the poor people in Paris.
8. Place controls on prices.
9. Execute anyone caught stealing or hoard-
ing food.
10. Allow the peasants to buy or rent land taken from fleeing aristocrats. | 1,570 | 766 | {
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Helping Your Child to Wear a Mask
Wearing a face mask or face covering in public is a big change. It can be hard for your child to get used to it. Our Child Life Services team offers these tips for how to help your child get used to wearing a mask in public.
Key points
- Take it slowly. Start by having your child wear a mask for a short time and add more day by day.
- Your child is more likely to feel comfortable with the mask if they feel like it's "theirs."
Have your child explore and play with the mask.
Children learn best through play! Show the mask to your child at home or in another comfortable place. Let them explore and play with it. Let go of expectations and try not to pressure your child to put it on.
Help your child feel like their mask is their own special thing.
Make the mask special. Help your child decorate their mask using stickers, give the mask a name, or make a mask with fabric using a favorite character. Building a feeling of pride and ownership of the mask will help them feel more comfortable and happier about wearing it.
Make wearing a mask feel normal.
Use masks with dolls and stuffed animals. Bring the mask into your child's favorite games and activities. Get creative!
- Play peek-a-boo with the mask (use different funny faces each time).
- Use art supplies to make butterflies or other animals out of the mask.
- Play catch with cotton balls using the mask as a basket.
- Paint a mask using watercolors.
Keep practicing.
Set aside time for your child to practice wearing the mask on their face. Tell them that it's just practice, and they can take the mask off at any time. Take turns and let your child put the mask on your face first. Have them hold the mask up to their face and add the ear loops when they're ready.
Here are some other tips:
- Praise your child often with each try.
- Choose a fun activity that they enjoy and start to do it only while your child is wearing the mask.
- Use a timer to help them keep the mask on for longer. Slowly add more time. If they are OK with the mask on their face for 30 seconds on one day, go up to 1 minute the next day. Make it fun and encourage your child to add more time to each session.
- Think about short activities around the house that your child does every day. This could be checking the mail, bringing out the trash or taking the dog outside. These kinds of activities can be a great way to practice wearing a mask outside.
- Take a break from playing or practicing with the mask if your child gets frustrated.
Be realistic.
It's OK to let your child take breaks from wearing their mask while out in public. This can be done safely by finding a private space or distancing yourself safely from others.
It may help to plan public outings for shorter lengths of time than you would have in the past. This can help break up the total amount of time your child is wearing a mask into more comfortable blocks of time. | 1,018 | 629 | {
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UP DOWN AND ALL AROUND – Line and Colour
Students get an understanding of how straight lines can be used in art by using strips of construction paper to make a roller coaster.
Materials
Crayola Construction Paper
Scissors
White Glue
Shop Crayola Products
Construction
400
Paper,
Sheets
Steps
Step One
Cut lots of different lengths and widths of construction paper. Use these strips to make your roller coaster.
Step Two
Choose a background with strong contrast for your roller coaster. Use a glue stick to glue your paper strips onto the construction paper background. Make lots of bumps and dips.
Step Three
Make little carts to place on your roller coaster by bending thin strips of paper.
Step Four
Place signs on your roller coster and give it a name.
Learning Goals
Students will be able to:
1. Create a three-dimensional artwork;
3. Work independently and self-regulate;
2. Explore line and colour;
4. Create personal responses to the centre materials;
6. Demonstrate a sense of accomplishment.
5. Share their ideas with peers; and
Extensions
1. Display a large reproduction of a work of art such as a landscape. Guide students to see the many different kinds of lines found in the image.
2. Have students create a landscape using a variety of lines.
Prepare
1. Gather all the materials listed under requirements.
3. Gather a variety of books about lines, for example, Lines That Wiggle, by Candace Whitman, The Line, by Paula Bossio, When a Line Bends . . . A Shape Begins, by Rhonda Gowler Greene
2. Download the line poster available on this website. Line
4. Download images of roller coasters, for example,
Texas
Seoul
The Fly
Batwing
Introduction
1. Read the book Lines That Wiggle, by Candace Whitman.
3. Invite students to look around the class for all the different kinds of lines they can see.
2. Discuss the ideas found in the book.
4. Provide each student with a piece of paper and a variety of mark making tools such as pencils, crayons, and markers. Explain that you are going to give them a line dictation. Ask students to listen carefully. Make a funny sound. Ask students to draw that line.
6. Compare the lines students have made. Talk about the way they are the same and how they are different.
5. Continue in this way until you have made about 5 - 10 sounds/lines.
7. As students share their ideas write headings such as zigzag, fuzzy, thick, thin, long, short, bumpy on a chart paper.
9. Introduce the challenge.
8. Have a few students add lines to the chart paper in the appropriate spaces.
Activities
The Challenge
1. Create a 3-dimensional roller coaster.
3. Use lots of different colours.
2. Use lots of different lines.
The Process
1. Display some of the roller coaster images. Ask students if they have ever seen or ridden on a roller coaster.
3. Explain that they will be designing their own roller coaster.
2. Talk about what they have experienced and what they can imagine a roller coaster would be like.
4. Guide students through the steps in this lesson.
6. Provide individual assistance and encouragement.
5. Observe students as they work.
Sharing
1. Place students in groups of 3 or 4 and ask them to share their roller coasters with each other. Ask students to share the following:
- What kinds of lines do you see? - What effects do the lines create?
- Why did you design your roller coaster this way?
2. Ask students to share with the whole class what they learned about lines.
- What was difficult about making your roller coaster? What was easy?
Assessment
1. Observe students as they work – thoughtful focus, discriminating, seeking more information, elaborating, experimenting
3. Have students use the self-assessment form to evaluate their work. (Download - ROLLER_COASTER_self- assessment.pdf)
2. Observe students as they discuss the art works – active listening, insightful contributions, supporting ideas with evidence found in the artwork and from personal experience. (Download – ROLLER_COASTER_tracking.pdf) | 1,693 | 882 | {
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Harwood Flooring/Humidity Addendum
Wood flooring is a natural product that responds to humidity variations by expanding and contracting. Sometimes these changes may be noticeable. During warm and humid summers wood expands. During dry weather wood contracts. This seasonal movement is normal for wood flooring.
In Winter Time
In the winter time when homes are heated and the air is dry, wood flooring gives up some of its moisture and contracts as a result. When this happens, thin gaps can appear between planks. This is normal, and a homeowner should be prepared for it to occur. Once indoor heating is turned off in the spring and humidity levels rise again, most of the gaps will close up.
To avoid these separations, try to control and monitor air humidity levels during the dry season by using a furnace humidifier. Optimal humidity level falls in 40-60% range. As long as humidity does not fall lower than 45%, gaps will be unlikley to appear between the planks. Installing a simple humidity meter will allow you to monitor and control humidity levels in your home all year round.
In Summer Time
During warm and humid summers when indoor humidity can rise up to 90%, the opposite occurs. Wood absorbs moisture from the air and expands as a result. Even just a few days of exposure to high humidity can cause wood flooring to cup. When a wooden board cups, its edges are higher than its center. Cupping can also happen when spilled water is absorbed by the wood. Once cupping has occurred, it takes a while for the wood to restore its internal moisture and flatten out.
When extensive moisture or humidity causes the wood to expand significantly, adjoining boards start pressing against each other. In extreme cases, this increased pressure can cause the affected boards to lose their structural integrity and crack. To avoid cupping, keep indoor humidity level in your home or job site (prior to hardwood installation) within 40-60% range. Never allow indoor humidity to rise over 60%. Maintain optimal humidity levels by keeping air conditioner or dehumidifier running during hot humid summer weather.
Cupping
The first thing to do once you notice cupping in your hardwood is to identify and eliminate the moisture source. The problem can be a plumbing leak in the basement, flooding, or indoor humidity level may need to be adjusted. Once the moisture source is eliminated, cupping usually will return to its normal condition.
If cupping is moderate, the floor may improve on its own as it dries over time. If cupping is excessive, floor may need to be sanded and refinished. Be certain that the floor has thoroughly dried before sanding it. If sanded before internal moisture has returned to normal levels, crowning will occur. When a board crowns, its center will appear higher than its edges.
Moisture and Exotic Wood Species
Flooring manufactured from exotic wood species is more demanding than flooring made from domestic woods. For this reason, a set of additional requirements has to be met when installing and maintaining an exotic hardwood floor. Indoor air humidity level must be in the range of 50-70%.
In order to meet these requirements, use an air humidifier during the dry season, heat the room or use AC to maintain acceptable humidity during humid summers. We recommend buying a combined digital temperature/moisture meter in order to monitor indoor conditions all year round.
Warranty
The builder or seller does not warranty hardwood flooring against damages, cupping, or cracking, directly or indirectly cause by humidity. It is the homeowner's responsibility to regulate all humidity levels with in the home.
Care and Maintenance
Harwood floors can last a lifetime with the property care and maintenance. Here are some helpful tips:
* Wipe up all spills immediately
* Vacuum or sweep often as needed. Do not use vacuums with hard heads or beater bars
* Keeps animal nails trimmed to prevent scratching
* Avoid rolling heavy appliances or furniture without the use of necessary protection or appliance lifts.
* Use protective pads/feet under any furniture legs that comes in contact with the hardwood flooring.
* DO NOT use ammonia based, detergents, bleach, abrasive, or harsh chemicals for cleaning. Consult professional advice for cleaning recommendations. | 1,742 | 859 | {
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Excel Cell Number Formatting Cheat Sheet
by
Number Format Codes
nqramjets via
cheatography.com/20223/cs/6076/
Adding Text
Number format codes are strings of symbols which define how Excel displays that data in your cells
Each number format code is made up of up to 4 blocks, separated by a semicolon (;)
Example
Sect 1; Sect 2; Sect 3; Sect 4
These sections correspond to different types of data as shown below
The behavior for each section depends on how many sections are defined
Cell Section Format Behavior
Changing font color
You can change the color of the section by using a simple format code
[Color Name]
To use you simply set the color in the section you wish to color
Exam ple
[Red]G
ene ral
;[B
lue
]Ge neral
Complete list of color codes
Black
Green
White
Blue
Magenta
Yellow
Cyan
Red
The General message just tell Excel to represent the number as entered by the user. Be careful when using this for negative numbers, as you only get the value!
By nqramjets
cheatography.com/nqramjets/
You can add text around numbers is a section in two ways
Single Charac ters
For single characters simply type a backslash before the character
Eg. \@General
1234.567
-1234.567
0
@1234.567
-@1234.567
@0
Text
Text
Note: Text is not affected in this example
Text Strings
To add an entire string to a number surround the string in quotes (" ")
Eg. Genera l" units"
Note: Again, text is not affected by this format code (since that section is not explicitly listed)
Eg. General" unit A";General" unit B";General" unit C";General" unit D"
Note that there is no representation of the the fact that the negative value is negative. Our definition of the negative section did not include one.
Special Characters
The following characters can be added to a format section without being escaped
Published 18th November, 2015. Last updated 18th November, 2015. Page 1 of 2.
Sponsored by
CrosswordCheats.com
Learn to solve cryptic crosswords!
http://crosswordcheats.com
Excel Cell Number Formatting Cheat Sheet
by nqramjets
via cheatography.com/20223/cs/6076/
Source
The content and examples for this cheat sheet are taken from this website:
http://www.exceltactics.com/definitive-guide-custo m-number-formats-excel/
I have condensed the information in order to fit it on a cheat sheet.
Fractions, Percentages, and Scientific Notation
Fractions
Fraction notation rounds values to the nearest possible fraction. Remember that fractions can be either proper, or improper.
Exam ples
Data
Result
Reduced Fracti ons
By nqramjets
cheatography.com/nqramjets/
Fractions, Percentages, and Scientific Notation (cont)
Fractions, Percentages, and Scientific Notation (cont)
Fixed Base Fractions
It's possible to force Excel to use a specific denominator by specifying it in the format code
Format
# ##/15
0.23
0.25
1.25
Perc entages (%)
Format
3/15
4/15
1 4/15
#%
24%
24%
100%
125%
0.235
0.25
1
1.25
0
%
You can also specify fractional percentages
Format
# #/#%
0.235
23 1/2%
0.25
25%
You can specify the number of digits with decimal places
Format
0.235
0.25
1
1.25
0
Scie ntific Notation
Published 18th November, 2015. Last updated 18th November, 2015. Page 2 of 2.
#.0%
23.5%
25.0%
100.0%
125.0%
.0%
Excel uses E+ notation for exponential values. The format code in front of the E+ describes the relevant digits, and another format code on the other side of the E+ describes the handling of the exponent.
Sponsored by CrosswordCheats.com
Learn to solve cryptic crosswords!
http://crosswordcheats.com | 1,907 | 945 | {
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Additional fluency resources can be found here. http://www.codemathshub.org.uk/lockdownresources/
*
Weekly Spelling Tasks (Aim to do 1 per day)
* Practise the Year 3/4
* Year 3 - Circle complete consider continue decide describe different disappear appear early
* Year 4 - curious tremendous precious furious cautious fabulous spacious adventurous infectious tedious
* Practise your spelling on Spelling Shed
* Practise your spelling on Spelling Frame
* Choose 5 Common Exception words. Write a synonym, antonyms, the meaning and an example of how to use the word in a sentence. Can the word be modified?
* Choose 5 Common Exception words and practise spelling them using bubble letters. Write the word in bubble letters, e.g.
Weekly Writing Tasks (Aim to do 1 per day)
* Write a recount to a family member telling them all about how your day or week has been.
* Write a shopping list that ensures their family will eat a balanced diet. Remembering to include exciting adjectives. (Adjectives are words that describe or modify nouns or pronouns. For example, red, quick, happy, are adjectives because they describe things—a red hat, the quick rabbit, a happy duck.)
* Write a recipe.
Remembering to include a list of ingredients and things they need. Also not forgetting to include headings and subheadings. Then write their set of instructions, remembering to include imperative verbs. (Verbs that command you to do something eg Chop, Boil, Stir..). (see last week support here too)
* Write a review about a meal they've eaten. Describe what they had to eat. What did they enjoy and why?
* Choose a particular food and write an acrostic poem. Think about where it comes from? What does it look like? What does it taste like? Etc….
* Take part in a writing master class.
Learning Project - to be done throughout the week
The project this week aims to provide opportunities for your child to learn more food. Learning may focus on where different foods originate from, what makes a healthy meal, opportunities to cook etc.
* Let's Wonder:
What is a balanced diet? Find out about the 5 food groups. Make slides or posters about what they find out about. Carbohydrates Protein Dairy Fruits and Vegetables Fats. Where does their food come from? Which foods come from the UK? What is Fairtrade?
* Let's Create:
Make repeated pattern prints for decorative purposes using various natural materials, e.g. potato printing or create some still life observational sketches of fruit. Look at the artwork of Giuseppe
Arcimboldo Maybe recreate some of his paintings with fruit.
* Be Active:
Mr Taylor will be doing a Facebook Live workout every morning at 9am on the Padstow School Facebook page. Food provides us with energy, and we need energy to exercise and this keeps us fit. Why not choose a dance from Supermoves?
Recommendation at least 2 hours of exercise a week.
* Time to Talk:
As a family, design a healthy meal plan for the week. Discuss their favourite foods and why they enjoy them? Talk about healthy and unhealthy foods and explain the importance of eating a balanced diet.
* Understanding Others and Appreciating Differences:
Lunch around the world. Look at lunch around the world and investigate how differently people eat in other parts of the world. Find out what a vegetarian is? Vegan? Kosher food? Halal food?
* Reflect:
Make a meal by combining a variety of ingredients using a range of cooking techniques.
Measure and weigh ingredients appropriately to prepare and cook a range of savoury dishes.
Additional learning resources parents may wish to engage with
Classroom Secrets Learning Packs - These packs are split into different year groups and include activities linked to reading, writing, maths and practical ideas you can do around the home.
Twinkl - to access these resources click on the link and sign up using your own email address and creating your own password. Use the offer code UKTWINKLHELPS. Headteacherchat - This is a blog that has links to various learning platforms. Lots of these are free to access.
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Chapter 8 Word List
Word List
afflicted (adjective) 1. suffering with; 2. troubled by
stake (noun) a sharpened wood or metal piece hammered into the ground as a marker or support;
bilk (verb) 1. to cheat out of money; 2. to defraud; 3. to elude
(verb) 1. to indicate boundaries with a stake; 2. to assert a right or an ownership of something
commend (verb) 1. to praise; 2. to call attention to; 3. to recommend
delicacy (noun) 1. fragility; 2. softness; 3. something pleasing to the senses diminutive
(adjective)
very small
dissect (verb) 1. to cut apart or separate; 2. to examine
endeavor (noun) a good try or attempt; (verb) to try or strive
famine (noun) 1. a serious shortage of food; 2. starvation
frail (adjective) 1. not strong or hearty; weak; 2. easily broken
hectic (adjective) marked by feverish activity; hasty
inadequate (adjective) 1. not enough; insufficient; 2. not able
kindle (verb) 1. to start a fire; 2. to set in action; 3. to inspire
minimum (noun) the smallest amount possible; (adjective) the least possible
obsolete (adjective) 1. no longer in use; 2. out-of-date
plausible (adjective) 1. likely; 2. acceptable; 3. apparently believable
receptacle
(noun)
something that holds or contains; a container
scrutinize
(verb)
1. to watch carefully;
2. to examine
torrid (adjective) 1. dried up by the sun's heat; 2. burning
vestige (noun) a mark or trace of something no longer present
Additional Words
Challenge Words
bellicose (adjective) eager to start wars or quarrels
incorrigible (adjective) unmanageable or unable to be improved
matriarch (noun) a female who dominates a family or group
sagacious (adjective) having good judgment or keen perception
vilify (verb) to make rude or vicious statements against
Word Study: Analogies
Analogies show relationships between pairs of words. Study the relationships between the pairs of words below.
is to rich
poor as
tall is to
short teacher is to student as doctor is to patient
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In English, we will be studying newspapers. We will consider how newspapers differ from other forms of non-fiction and what their defining features are. In dissecting various articles we will examine bias in newspaper articles and how to differentiate fact from opinion. We will also consider grammatical devices including relative clauses and direct and reported speech. Taking a well-known narrative, we will then create our own news articles.
Later in term we will examine some more poetry, considering the effect of figurative language on the reader.
Finally, we will complete a unit on how writers use persuasive techniques when arguing a point.
In P.E, we will be completing our gymnastics unit of work ensuring the children have sufficient opportunity to use the apparatus. We will also complete an indoor dance unit on Tudor dance. For outdoor P.E, the children will continue to be taught by KICK, and will focus on netball skills. They will develop their passing and shooting skills, and will learn to apply this to game situations.
In R.E, children will be exploring the question, 'How can following God bring freedom and justice?' They will be exploring the story of Moses and the exodus.
We are reading different class books … Albatross - Charlottes Web Bell – Harry Potter & the Philosopher's Stone, St. Louis – Boy
History: Transatlantic Slave Trade
We are learning about the movement of large groups of people from the African continent across the Atlantic to Europe and the Americas as part of the Transatlantic slave trade triangle. We will learn which goods and commodities were moved, the perils of such journeys by sea and about some of the key figures from this time in history. This will include contemporary and modern sources of information; maps, pictures and diary accounts.
Geography: Mountains
We are learning about mountains around the world, labelling their key features and identify the different mountain ranges. We will learn about what makes mountains notable, and identify important mountains such as Mont Blanc and Mount Everest. We will also learn about how geographers, scientist and archaeologist work together including the famous Otzi from the Alps.
Science: The Human Body
We are learning about changes as humans develop to old age. We will be exploring gestation and infancy, adolescence and puberty, slowing down and growth in humans and animals. We will discuss the changes that occur at these different stages in line with the Science national curriculum. SRE will be covered more specifically later in the year.
Art: Islamic Art & Architecture
We will be exploring Islamic art/architecture and considering how this relates to the religion of Islam. We will be learning about the four main components of Islamic design and creating clay tiles inspired by these components. These are geometric patterns, vegetal patterns, calligraphy and figural elements.
In maths we will be continue to work in year group classes from the beginning of term.
Year 5 will be focusing on multiplication and division, fractions, decimals and percentages. To help pupils best access this topic, it would be great if regular practise of Times Tables could continue at home, using whatever method suits your child. Regular year group battles are set up on Times Tables Rockstars for pupils to try to improve their speed of recall. It is also great to involve your children in as much "real world" maths as possible: counting money, recognising shapes, measuring amounts etc.
Year 6 will begin with a unit on decimal numbers. Learning how to multiply and divide decimal numbers as well as converting decimals to fractions and vice versa. We will then look at percentages, finding percentages of amounts and learning fraction, decimal, percentage equivalents. Finally we will
Reminders
All children need to have their reading book and planner in school every day. Children are expected to read at home a minimum of 5 times a week. This should be recorded in their planners and will be checked by teachers weekly on Monday mornings.
Home Learning
Spelling lessons are every Monday where new spelling patterns are examined and then revised throughout the week in class. Home learning tasks (maths, reading and spelling and grammar (SPaG)) are given on Fridays and must be returned by Thursday the following week. Home learning tasks will be set as assignments on the class Teams page. A ½ termly project will be distributed in week 1 on Teams.
P.E
P.E is on Mondays and Tuesdays for Albatross and St Louis, and Monday and Thursday for Bell class. P.E kit must be in school on those days.
Dates for your diary:
There are currently no key dates for this half term as we settle back in to our learning routines and limit the number of visitors in school due to the current COVID
restrictions.
Half Term – February 14 th to 18 th | 1,915 | 961 | {
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Budgeting for college students
The newfound freedom of college life often puts you in control of your money for the first time. Here are a few budgeting tips to help you manage your money while in school and avoid unplanned debt later on.
A budget can help you manage your spending to save for short-term needs – like books for the upcoming semester – and future goals, such as a spring break vacation with friends. As a college student, this may be your first budget, so here are some tips to help you get started:
1. Track your spending
The key to budgeting is being honest with yourself about what you're spending money on. Before you create a budget, keep a spending log for a month or two and record every penny you spend using a budget tool like Wells Fargo's My Spending Report.
2. Make a list of your income and expenses
The Wells Fargo Cash Flow Worksheet is an easy way to document what you're spending and the money you have coming in. Start by filling out your monthly income. Include what you're earning from your job or Federal Work-Study, your allowance, financial aid, and scholarships. Then fill in your list of expenses based on your spending log. It's helpful to separate your expenses into categories like housing, food, entertainment, education, etc.
To get a better visual, try using My Money Map. This tool allows you to view your spending and savings in easy-to-understand charts.
3. Do the math
After totaling your income and expenses, determine how much you can spend on your needs for the whole semester, including visits home, class materials, and groceries. If you have money left over, consider using it to boost your savings to cover any unexpected expenses. If it looks like you'll run out of money before the semester is up, look at areas where you can cut back. For instance, instead of spending money on dinners out, get your friends together to make a meal in the dorm. You can also save extra cash by opting to purchase used textbooks instead of new copies.
4. Revisit and adjust
As expenses and income change – say, your landlord raises your rent, or you receive a grant from your school to help with tuition – it's time to revisit and adjust your budget. Remembering to do so will make sure you stay on track.
Now that you have more control of your money, you can be intentional about how you use and save it. Getting in the habit of creating and maintaining a budget in college can make it easier to manage more complex finances successfully after graduation.
Source: wellsfargo.com
Wells Fargo Bank, N.A. Member FDIC. | 956 | 538 | {
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Getting started with LEGO EV3 Mindstorms software
This is intended to be a short introduction to the LEGO Mindstorms software and programming the LEGO EV3 robot. There's more to the program than what can be found here, but this should get you started. Hopefully it should also alleviate some issues that can be common to new users.
Putting Commands in a Program
This is the program beam. This is where you put commands for the robot.
The commands get executed in a row by how far away they are from the beginning of the beam. So, command 1 in this picture happens first, and command 3 happens last.
Using Commands
You can pull commands down from the "palette" on the bottom of the screen to the program beam.
We'll start with the MOVE command.
Move Settings
When you put a new command in the program, parameters you can set pop up on the block you just added.
These are the settings for the MOVE command.
Direction
1. Positive means forward, negative means backward.
2. The cross sign means turn off the motor.
Steering
1. The STEERING setting can be used to tell the robot to turn to the left or to the right.
2. The arrow in the middle will change to give you an idea of how the robot will move.
3. If the slider is moved all the way to the left or right, the robot will spin in place.
4. However, if the slider is moved to just before the extreme left or right, the left or right wheel (respectively), will not rotate during movement. (In other words, the robot will pivot.
Power
1. The POWER setting tells the robot how fast to move.
2. Think of it as a percentage, with 0 being no power and 100 being full power.
3. Also keep in mind that this is not necessarily a measure of speed. A heavy robot moving at 100 power can still go slower than a very light robot moving at 50 power.
Duration
1. With the DURATION setting, you can tell the robot how long or how far to move.
2. There are four options for the duration:
* Unlimited: The robot will continue to move with these settings until it is given a new movement command.
* Rotations: For each rotation, the wheels turn through 360 degrees. So, going forward 2.5 rotations would make the wheels rotate 2.5 x 360 = 900 degrees.
* Degrees: Same as rotations, but specified in degrees of rotation.
* Seconds: Amount of time for wheels to rotate at the given speed.
Putting the Settings Together
* The actual movement of the robot is a combination of all of the settings. Some examples:
– You tell the robot to turn to the left using STEERING and set the DURATION to three rotations. Both wheels can't do three rotations, because if they did, the robot would move straight. So, the robot's computer figures out how far to turn each wheel to make the robot drive to the left on a path that is equivalent to three rotations of the wheels.
– If you set the POWER to 75, then setting different DURATIONS in seconds will make the robot move different distances.
– When making the robot turn, it usually makes the most sense to pull the STEERING slider all the way to the left or right. When you do this, each wheel will rotate the same amount (which can be set with DURATION in rotations mode), but in opposite directions.
* There are a lot of small issues that can put off new users to the EV3 robots and software. Hopefully these pointers can help you get started!
* When the EV3 software is first loaded on the computer, in order to create a program, you need to just click the add button.
* As shown in the picture on the bottom, there are tabs at the bottom that bring you to different palettes of programming tools. The green palette is for action, the yellow is for flow control, the red is for sensors. Those are the common ones student will use.
* Also, If you have a lot of commands on the screen at once, you can move it around by highlighting them all and dragging them.
* When you have finished building the program for the robot, it's time to download it to the robot's EV3 brain.
* First, make sure that the USB cable that came with the EV3 kit is plugged into the back of the computer and into the top of the EV3 robot.
* Then, turn on the robot with the middle button on the EV3 brain. (It doesn't really matter whether you plug the robot in or turn it on first.)
* Once the program is downloaded on the EV3 brain it automatically goes into the program.
* To navigate the EV3 brain you use the keypads on the brain.
* If you are finished with the robot, you can turn it off by hitting the dark gray button on the top left, under the screen, of the EV3 brain. You will be asked if you want to turn the robot off. Select the checkmark to say OK.
* The EV3 brain only has a limited amount of space to store programs. It's not a bad idea to go into the second tab on top of the screen and delete old programs from time to time so that you won't run out of space.
* If you are running the Mindstorms software at a school, you probably have a tech specialist that installs software for you. You will probably need to ask the tech specialist to install the software for the first time. Make sure he or she knows that the students in your class are going to need to be able to run the program. | 1,964 | 1,187 | {
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Legalities Surrounding HIV in Kids
* There is no legal obligation to disclose a child's HIV status to schools or daycare in Canada.
* HIV is considered a disability under the law.
* Canadas human rights laws prohibit discrimination based on disability when providing services.
* School and daycare providers are under an obligation to keep the HIV status of children confidential.
Talking to Children About HIV
* Very young children are unable to fully understand things such as disease, death or sex so talking to them about HIV is unadvisable.
* However, young children are able to learn basic infection control information such as washing their hands and using a tissue.
* They can learn in the simplest of terms to keep their germs to themselves (coughing into their arms, not licking each other, etc.)
* This is also a good age to teach children the correct names for their body parts and lay the ground for a supportive and open relationship with them.
No Risk
No Risk
No Risk
No Risk
No Risk
No Risk
Some Risk
High Risk
HIV Transmission
Coming into contact with any fluids besides blood including urine, feces, tears, sweat, saliva, etc.
Hugging or kissing a person with HIV
Sharing household items (ie. toilets or utensils) with people with HIV
Swimming in public pools or hot tubs with people who have HIV
Bites or scratches with no blood drawn
Touching the same surfaces as someone with HIV
Bites or scratches with blood drawn
Blood being transmitted from the infected child directly into the blood of another person
High Risk
Mom to baby through pregnancy or breastfeeding
With effective anti- HIV treatment available for both mother and infant, along with adequate prenatal care and no breastfeeding, only around 1% of babies born to women with HIV actually acquire HIV
Cleaning Up Blood Spills
Standard precautions should be followed when blood or blood- containing body fluids are handled. For blood and bloodcontaining fluids, these are the same precautions described by the Occupational Safety and Health Administration (OSHA) as universal precautions.
1.
Wear disposable gloves or, if using utility gloves, be sure the utility gloves are sanitized after use.
2. Absorb as much of the spill as possible with disposable materials; put the contaminated materials in a plastic bag with a secure tie. 2
3. Clean contaminated surfaces with detergent and water. 3
4. Rinse with water. 4
5. Disinfect the clean surface by using a disinfectant. 5
6. Dispose of all soiled items in plastic bags with secure ties. 6
HIV stands for Human Immunodeficiency Virus. Let's break this down:
What is HIV?
H Human: It infects humans
I
Immunodeficiency:
it weakens
V Virus: It is a virus
the immune system
* HIV lives in the blood throughout the body
* Without the immune system cells, your body cannot fight off other sicknesses.
What does HIV do?
* HIV attacks your immune system cells (also found in the blood)
How can you get rid of HIV?
HIV cannot be cured, but it can be treated (once you have it, you will always need to take medication) HIV is treated with antiretrovirals (pills that prevent it from spreading).
HIV in children is rare. Many precautions are taken to prevent moms from passing it to their babies such as:
* Treatments of mom if necessary
HIV in Kids
* Blood testing mom
* Post-exposure prophylaxis treatment after the pregnancy
HIV-positive children tend to get more bacterial infections, like sinusitis or otitis due to their weakened immune systems. They may also experience:
* Unexplained fevers
* Inflammation of organs/glands
* Enlarged lymph nodes
* Failure to grow and develop well
Main Takeaways
Children living with HIV need the same amount of love and attention as children without HIV
The HIV status of a child or infant should not affect the way an adult or other children interact with them
The HIV status of a child poses no threat to adults caring for them or other children around them
Need More Information?
General:
Teva Canada: What you need to know (Teva)
Regarding Legalities:
Know Your Rights: Disclosure in Daycare and Schools (CAITIE)
Regarding HIV Management:
Managing your health: a guide for people living with HIV: Children and HIV (CATIE)
Feel free to contact the Know Your Status team with any questions!
email@example.com
306-956-6189
306-381-4529
What childcare providers should know about potential HIV infection in a child | 2,016 | 967 | {
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Here, There and Everywhere Year 1
Learning Skills
Wray Common Citizens
This half term, we will use our CAPTURE toolkit to develop ourselves as expert learners. We will focus particularly on THINK.
We will:
- make and spot patterns.
- make connections and
This half term, we will be focusing on the value of Justice. Children will reflect on what might be fair and unfair. We will explore what justice looks like at Wray Common, discussing our responsibilities to ensure it is a just place for everyone. We will find out about sacrifices that others have made in the fight for justice and learn about our justice system.
Successful Learners
Geography
As geographers, we will be exploring the four fascinating countries that make up the United Kingdom.
We will:
- be able to name, locate and identify characteristics of the four countries in the United Kingdom and its surrounding seas
- Compare the four countries of the United Kingdom by their human and physical geographical features.
PSHE
- To appreciate the range of national, regional, religious and ethnic identities in the United Kingdom
- To know about the responsibilities of looking after their immediate environment and things they can do to protect the wider world including single use plastic, destruction of green spaces, habitats and animals.
- To be aware that people in our community have different needs and be able to recognise some examples of disabilities, including things in place to support this (assisted traffic lights, disability parking etc.)
Fiction:
Maths
As mathematicians,
Here, There and Everywhere—Year 1
Key Skills
English
As writers, we will:
- Explore the 'Queen's Hat' by the author by Steve Antony. We will be creating our own journey— where will out hat go? We will be learning how to use an exclamation mark correctly and developing our amazing vocabulary.
Non—Fiction:
We will be finding out facts about London Landmarks and using these to write riddles. We will also be exploring the Queen's Jubilee and having our own street party!
PE
As athletes we will:
we will:
- be able to recognise, find and name a half as one of two equal parts of an object, shape or quantity
Fractions:
- be able to recognise, find and name a quarter as one of four equal parts of an object, shape or quantity
- Tell time to the nearest hour and half hour Money:
Time:
- How to identify different coins and notes through their markings, size and colour.
History
As historians, we will:
- develop our running, jumping and throwing skills through athletics
- be able to explore our own holiday events from the past
As gymnasts we will:
- Develop our balance, agility and co-ordination.
- Compare these events with seaside holidays in the Victorian times. | 1,153 | 568 | {
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JRST
Impact of Geospatial Lessons on Student Interest in Science and Technology Careers
Lori Rubino-Hare, Brooke A. Whitworth, Francis Boateng, Nena Bloom
OVERVIEW: Our national study assesses the impact of geospatial technology-integrated lessons on student interest in science, technology, and STEM careers. Findings highlight the importance of teacher knowledge, skills and contextual factors.
AUDIENCE: Administrators (K-12), Formal educators, Professional development providers, Researchers/Researcher supervisors, Outreach specialists, Secondary science teachers, Teacher educators, STEM educators
KEY POINTS
* The effectiveness of educational technologies to support STEM learning must be considered within differing teacher and student contexts, student populations, and pedagogical approaches.
* Teachers' technology skills, implementation of career spotlights, and gender were teacher factors positively associated with student interest in science, technology, and/or STEM careers.
* Student's previous exposure to science and technology, identity, gender, race, curiosity, perseverance, and critical thinking were related to student interest in science, technology, and STEM careers.
INTRODUCTION: We explored the connection between the engagement of students in Geospatial Inquiry lessons and its impact on students' interest in science, technology, and STEM careers. We examined relationships between student and teacher characteristics and contexts. After participation in professional learning, teachers (n=82) submitted geospatial lessons and implementation surveys. These were scored for alignment with the principles of Geospatial Inquiry. Students (n=1924) completed a post-lesson retrospective survey indicating the extent to which their attitudes and interests toward STEM changed because of the lesson(s). Data were analyzed using a generalized linear modeling approach that included hierarchical analysis allowing simultaneous investigation of relationships within and between variables at the classroom or teacher level and the student level and to account for the variance in the factors at the different levels.
technology resulted in less interest in science careers and previous exposure to science resulted in less interest in technology and technology careers. There was a consistent impact on interest in science and technology careers for several underrepresented groups including students who identify as female, and students who identify as Black or Hispanic.
FINDINGS Teachers with higher technology performance scores yielded higher student interest in science, technology and science careers. Teachers who highlighted careers as part of their lessons saw increased student interest in science and science careers. Students who were curious about STEM topics had an increased interest in science and technology. Students' science or technology identity was also associated with increased interest respectively. Students also reported greater interest in science and technology if they engaged in critical thinking and in those careers if they had increased perseverance and previous exposure to science or technology respectively. Previous exposure to
TAKEAWAYS Results underscore the importance of ensuring teachers have professional learning with the technology skills necessary to implement Geospatial Inquiry lessons. Ensuring strong skills may increase teachers' confidence to address issues as they arise. Given previous exposure to science and technology was a predictor of student interest and excitement in science and technology respectively. Providing students with exposure opportunities may increase both student interest and desire to pursue STEM careers. As such, district leaders and principals should ensure curricula address science and technology and that students have opportunities and time to pursue these subjects in K-12 classrooms. Geospatial Inquiry lessons may be a promising vehicle for engaging students in using technology, thinking critically, and collaborating to make sense of data to increase student interest in science, technology, and STEM careers. They could be a pathway to effectively engaging underrepresented groups in science and technology also. Finally, incorporating examples of underrepresented groups as career spotlights, in any course or lesson, may also be a way to increase interest in that subject and its career opportunities. | 1,931 | 756 | {
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LESSON 4: Learning to Use a Recipe to Make a Healthy Snack with Fruit & Veggie Review
Outcome: Kids will be able to assemble a healthy meal/snack by following a simple recipe, and will be able to identify the difference between fruits and vegetables.
Materials:
Pre-evaluations
Recipe for Cucumber Watermelon Salad
Construction paper
Glue sticks
1 large watermelon
3 medium-sized cucumbers
1 small bouquet of mint
3 limes
Kitchen knife (for parents/teachers)
Cutting board
2 large bowls/containers (one for watermelon, one for cucumber)
6 1/4-cup measuring cups
6 Tablespoons
30 small mixing spoons (can be used to eat)
100+ serving bowls
Opening the Lesson:
Who remembers the difference between fruits & vegetables? Who can tell me 1 part of a plant? Today we're going to make a salad using some of the fruits we've talked about in class.
Lesson:
K-5 th Grades:
EVALUATION: Tests for all grades. Teachers help K-1 st graders. 2-5 th graders work silently.
Has anyone ever cooked before? What have you cooked?
Has anyone ever used a recipe before? Today, we're all going to learn how to use a recipe, and we'll learn more about the kinds of food we use in our recipe.
Activity 1: Students will be able to explain the difference between a fruit and a vegetable.
Is watermelon a fruit or a vegetable? Why? Give fun facts about watermelon.
Is cucumber a fruit or a vegetable? Why? Give fun facts about cucumbers.
Activity 2: Students will make a recipe card for their families.
Pass out recipes, construction paper and glue sticks to students. Ask them to fold the construction paper in half. They will glue their recipes onto the construction paper to make a recipe gift for their families.
K-1 st Grade: Teachers will help students write words on their cards (messages to family, fun facts, etc.)
Activity 2: Students will be able to follow a recipe for a watermelon cucumber salad to create a healthy snack/meal.
Explain the importance of reading the entire recipe before beginning to cook.
K-1 st Grade: Teacher reads recipe ingredients out loud.
2-5 th Grade: A selected child reads the recipe ingredients.
Are there any ingredients that are new or surprising? Are there any ingredients that you've eaten before? Is this a fruit salad or a vegetable salad?
K-1 st Grade: Teacher reads each step of the recipe.
2-5 th Grade: A selected child reads each step of the recipe.
Students work along with each task in the recipe instructions as they are read— creating a watermelon cucumber salad.
Close:
* What one thing did you learn today? | 1,106 | 583 | {
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Clouded Leopards and Their Habitats
Recently a study conducted in nine countries (Bhutan, Nepal, India, Peninsular Malaysia, Thailand, Vietnam, Cambodia, Laos, Myanmar) suggested that only 9.44% of the studied region was 'highly' suitable for clouded leopards (Neofelis nebulosa).
In India, the Dampa tiger reserve in Mizoram was chosen as the study site.
Dampa had one of the highest population densities of clouded leopards, among the sites surveyed.
Clouded leopard: //
Named after cloud shaped pattern on its skin.
It is listed as Vulnerable on the IUCN Red List.
It is the State animal of Meghalaya.
It has been added to India's Recovery Programme for Critically Endangered Species to aid more research and strengthen conservation efforts.
Habitat:
Clouded Leopard prefers grassland, shrubs, subtropical and dense tropical forest up to a height of 7,000 feet occurring from the Himalayan foothills through mainland Southeast Asia into China.
In India, it occurs in Sikkim, northern West Bengal, Meghalaya subtropical forests, Tripura, Mizoram, Manipur, Assam, Nagaland and Arunachal Pradesh.
Clouded leopard's presence is positively related to:
Dense forest cover
High rainfall
Hard terrain
Low human presence
Factors affecting Clouded leopards distribution:
Deforestation
Changing rainfall patterns
Human-animal conflict
Development projects
Thus, steps should be taken to make land-use and development policy to facilitate coexistence of people alongside clouded leopards as umbrellas for wider nature.
Dampa Tiger Reserve
It is located in Mizoram.
It received the status of a tiger reserve under Project Tiger.
Recently in the news, as the tigers were estimated to be zero as part of the latest all India tiger estimation exercise.
Integrated Development of Wildlife Habitat (IDWH)
It is a centrally sponsored scheme launched to provide technical and financial assistance to States/UTs for protection of wildlife habitat.
The activities covered under the scheme include
Staff development and capacity building,
Wildlife research and evaluation
Anti-poaching activities
Wildlife veterinary care
Addressing man-animal conflict
Promoting eco-tourism.
Financial assistance is also provided to States for the relocation of communities from within protected areas to other areas.
The scheme includes three components:
Support to Protected Areas (National Parks, Wildlife Sanctuaries, Conservation Reserves & Community Reserves)
All Protected Areas (PAs) in different states are eligible for assistance, except those areas which receive assistance under Project Tiger.
Protection of Wildlife outside Protected Areas Many wildlife habitats fall outside the network of protected areas.
Under this component, funds are granted against Biodiversity Plans prepared by Chief Wildlife Wardens of the respective States. Priority is given to regions contiguous to the Protected Areas.
Recovery Program for critically endangered habitats and species
16 species have been identified for recovery under this component. These are snow leopard, bastard, dolphin, hangul, Nilgiri Tahr, marine turtles, dugongs, edible nest swiftlet, Asian wild buffalo, Nicobar Megapode, vultures, Malabar Civet, Indian rhino, Asiatic lions, Swamp deer, Jerdon's Courser and Brown antlered deer. A scientific Recovery Plan has to be prepared by the Chief Wildlife Warden in each state.
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Problems on Probability
Gina Chang, Matt Fackler, Tucker King, and Geoffrey Lalonde
1. You have a hat in which there are three pancakes: one is golden on both sides, one is brown on both sides, and one is golden on one side and brown on the other. You withdraw one pancake, look at one side, and see that it is brown. What is the probability that the other side is also brown?
There are 3 pancakes to choose from. Only 2 of these 3 have at least one brown side. The pancake you picked has one brown side, so it must be one of the 2 pancakes from the above statement. You can think of the brown side on the brown and gold pancake as b1 and the 2 brown sides on the brown and brown pancake as b2 and b3. If the side you are looking at is b1, the other side is gold. If it is b2 or b3, the other side is brown also. Thus the probability of the other side also being brown is 2/3.
2. Three cities, A, B, and C, are located in a straight line, with B in the middle. A guy lives in B, his mom lives in A, and his girlfriend lives in C. Both the mom and the girlfriend insist on meeting the guy frequently. There is a train from B to A every 10 minutes and a train from B to C every 10 minutes. In order to be fair, every weekend/holiday, the guy arrives at the station at a random time, finds the first available train to A or C, and boards it, thus randomly deciding between his mom and his girlfriend. After a year of this arrangement, his girlfriend complains that he visits her only 20% of the weekends, and visits his mom 80% of the weekends. Is she simply being possessive, or could this actually be true?
This could actually be true if the train to the mom's house left at 9:08 and the train to the girlfriend's house left at 9:10 (or any two times that are separated by 2 minutes, with the mom first). This is because there is
This paper was written for Dr. Anu Aiyer's Algebra II class in the fall of 2008.
an 8-minute window in which the guy will be forced to go to the mom's house, but only a 2-minute window in which he is forced to go to the girlfriend's house. Think about it logically:
Timeline
0 min.
5 min.
8 min. 10 min.
If he arrives at any time between the 1 st and 2 nd bar (0-8 minutes), he will take the train to his mom's house. If he arrives anywhere between the 2 nd bar and the end (8-10 minutes), he will take the train to his girlfriend's house. It is clear that if you were to randomly pick a point on the timeline, there would be an 8/10 probability that he would go to the mom's house.
3. Three points are selected randomly on the circumference of a circle. What is the probability that the triangle formed by these three points contains the center of the circle?
We laid out the circumference of a circle as a line segment, of length 1. We called the endpoints both A because they would meet up (be the same point) on the circle. A
Then we put 2 points on this line, point B and C. In order to fulfill the parameters of the problem, the distance between any of the points (the lengths of the 3 line segments) has to be less than half of the line segment (0.5).
We know this because, if we think of the line segment as a circle again, if any segment were greater than 0.5, half of the circle would have no points in it, so the center would not be contained within the inscribed triangle. Back with the line segment, we found the inequality for each of the segments, A-B, B-C, C-A.
With the intent of graphing these equations, we set the linear position of B and C to X and Y respectively. A was both 0 and 1, as it was both ends of the line segment.
Our equations were (see Figure 1):
1-Y<.5
X<.5
Y-X<.5
These represent only half the number of events that fulfill the parameters. We made an assumption here that X is greater than Y (or that X=B, Y=C), but the points could be switched, B could be Y and C could be X.
Then we'd have another set of equations with the variables reversed (see Figure 2):
1-X<.5
Y<.5
X-Y<.5
When we graphed these two sets of equations, the parts that overlapped (the solution) formed two congruent triangles.
Together these equations represent the total number of events that fulfill the parameters of the problem. However, to get the probability, we needed the total number of events possible. For this, we created another equation system (see Figure 3):
X<1
X>0
Y<1
Y>0
We then graphed this set and got a 1 by 1 square, which contained the previous two congruent triangles. The sum of the area of the two triangles was a quarter of the area of the square. Therefore the probability that the triangle formed by three points contains the center of the circle is ¼. | 1,778 | 1,154 | {
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Make Your Own 'Hand-me-Downs'
PATCHWORK PILLOW
Level of Difficulty: Medium - This craft is simple enough for a 5 or 6 year old to do with adult supervision, and one that kids of all ages will enjoy making. If you have any questions while doing the craft, please click on Contact Us and we will respond as quickly as possible.
Estimated Completion time:
30 - 90 minutes
List of Materials you will need:
* Old Sweater or T-shirt – Use a child-size sweater or t-shirt. Make sure to check with Mom or Dad that it is okay to turn this shirt into a pillow!
* Felt scraps
* Buttons
* Large Sewing Needle
* Embroidery Floss
* Scissors
* Polyester Stuffing or Pillow Form
* Optional:
o Fabric Pens
o Hot Glue Gun (Mom or Dad will need to do this part)
o Sewing Machine (also need Mom or Dad's help)
o Yarn for tassels
Introduction:
Turn any old sweater or t-shirt into a great throw pillow. Instead of sending all your out-grown sweaters to Goodwill, save out your favorites to create these cozy cushions for your bedroom or to give as unique gifts to your friends and family. We show you how to make 2 varieties, one is a puppy pillow made from a long-sleeve t-shirt, the other is a sweater transformed into a flower power pillow.
When you are done we would love to see your creations. Please go to our gallery and upload your finished masterpiece.
Instructions:
1. FIRST - make sure that it is OK with Mom to use your sweater or shirt for this project! Also, make sure that it has been washed and dried before you begin.
2. Each garment and design is different, so you can modify your shirt however it best suits you. For instance, if your shirt has a collar you can cut it off or keep it as part of the finished design, and the same with the sleeves. On our puppy pillow the sleeves could have been kept long and floppy but we chose to cut them off at the elbow and fold them up inside themselves for a shorter "dog ear" shape. On our flower power pillow we cut off both the collar and the sleeves.
3. Also, your old shirt may have stains, holes or words on it that you do not want on the pillow. Some of these may be covered by patchwork, or like we did on our puppy pillow, just turn the shirt inside out and cut off the labels. Especially if you're using a sweatshirt, the inside fleecy surface can make a very cozy pillow.
4. Lay your shirt out and think about how you want to decorate it. Cut pieces of felt and place these on the shirt, along with buttons, in a pattern that you like. You can move these around until you like your pillow design. Then set these aside while you sew the pillow shape.
5. If your design does not utilize the collar or sleeves, cut these off now. (Note: you can save the sleeves for other projects – they can be made into great bracelets, headbands, etc.)
6. Thread a long piece of embroidery floss onto your needle and stitch across the ends of each armhole and across the neck opening. Make sure the floss is securely knotted at each end so the stitching does not come out. On our puppy pillow we used a
contrasting color and big stitches to give it a homemade look. On the flower power pillow we turned the sweater inside out and sewed along the inside, then turned the piece right side out again. This gives it a very clean, finished look. (Note: if your Mom has a sewing machine you can ask for her help for creating this latter technique.)
7. If you want the sleeves to look like floppy "puppy ears" you should also stitch across the top of each sleeve where it meets the body of the sweater.
8. Re-assemble your patchwork pieces and buttons to make sure you like the placement. Stitch these in place on one side of the sweater. For our puppy's tongue we attached only one end to the pillow so that the tongue is loose and floppy – just like a puppy!
9. For non-sewers or for pillows that will be used for décor but not for cuddling you can use the hot glue gun to attach all these parts instead of sewing. (Note: Mom or Dad must help with the hot glue gun!)
10. Use polyester pillow stuffing or a pre-made pillow form to fill the cavity of the pillow.
11. Stitch the front and back of the sweater together along the bottom edge.
12. You can add details with fabric pens or make yarn tassels and sew these to the corners.
Once you get started you will want to turn all of your old sweaters into pillows! Get creative and think of imaginative ways to use a hoodie or a turtleneck. And don't forget to keep all those left over sleeves, we can use those later this year to create some other fun stuff. Happy Crafting!!
When you are done we would love to see your creations. Please go to our gallery and upload your finished masterpiece. | 1,752 | 1,080 | {
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DISCUSSION QUESTIONS
1. Which film in the program was your favorite? Which film in the program was your least favorite? Which did you find the funniest? The most beautiful? The scariest? Why?
2. We visited two distinct communities in Water Path for a Fish and Stone Soup. What is similar about the two neighborhoods the communities live in? In what ways were they different than where we live?
3. What connections to real life did you see in these movies? Did anything in the stories remind you of a book you've read, a place you've visited or something you learned in school?
4. Some films, like 1 Minute Nature, have a clear narrator or point of view while others, like Outdoor Cinema, do not. Which storytelling style do you like best and why?
5. What is the lesson that the characters in You Look Scary and Stone Soup learn? Does this remind you of any experiences you've had?
ACTIVITIES
1. Pawo creates all kinds of friends for herself with her magic ski pole. Draw the friends and characters you would create if you had a magic ski pole.
2. Using The Pocket Man as inspiration, turn a shoebox into a tiny home. You can use objects from around your own home to decorate it and you can draw a pocket-sized character of your own to live in it.
3. If you could choose one character from these films to join you on an adventure, which character would you choose? Write a screenplay about an adventure with your new friend. Don't forget to include where you go, who you meet along the way, or if there are any sound effects or music.
OUTDOOR CINEMA
The best cinema of all reflects what is right in front of us.
Russia/Australia, Animation/Time Lapse Photography, Tatiana Poliektova, 2014, 3 minutes
Netherlands, Animated Documentary, Stefanie Visjager & Katinka Baehr, 2016, 1 minute A boy, a bird, and a colander. Watch this tale take flight.
1 MINUTE NATURE: BLACKBIRD
WATER PATH FOR A FISH
Spain, Animation, Mercedes Marro, 2016, 8 minutes Oscar rescues a goldfish from the clutches of hungry cats, but with the drought, has trouble caring for it.
France, Animation, Clementine Robach, 2015, 7 minutes Times are tough in one little town: first no food, now no electricity. Eventually, the transformative power of community nourishes all in more ways than one.
STONE SOUP
Germany, Animation, Gottfried Mentor, 2015, 3 minutes Kids—even the wooly, four-legged kind—have something to teach their elders.
HEAD UP!
France, Animation, Ana Chubinidze, 2016, 7 minutes Good things come in all sizes and packages. Especially the pocket man, whose kindness abounds.
THE POCKET MAN
UKA
Spain, Stop Motion, Valle Comba Canales, 2016, 3 minutes Life for Uka is grey and dull until she finds a way of changing how she sees the world.
PAWO
Germany, Animation, Antje Heyne, 2015, 8 minutes Dropped into an ever changing world, a little toy figure tames her fears while making strange and silly friends.
SWEATY ARMPITS
A short but sweet ode to perspiration.
YOU LOOK SCARY
USA, Animation, Xiya Lan, 2016, 4 minutes Sometimes we amplify our fears. Usually, they're not as bad as we think.
Mexico, Animation, Maribel Suarez, 2016, 5 minutes A little girl longs for a playmate in the garden. Her efforts go unnoticed—until they finally take root.
A HOLE
MR. NIGHT HAS A DAY OFF
minutes
Lithuania, Animation/Live Action, Ignas Meilunas, 2016, 2
Why is the night changing the day? Well, when you don't like something, you change it. | 1,512 | 850 | {
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Discussion Questions for Viewing Art Works & Images
John Gunnin, Corona del Mar High School firstname.lastname@example.org
Introductory questions
What do you see?
What specific details give you information?
What do you see that other people might miss?
How many _________are there?
What do you think the artist was trying to achieve?
Nickname the work: What title would you give to this piece?
Does knowing the real title help you understand the work?
List 5 words that describe the work.
Questions pertaining to art history:
Why is it important or representative?
Where did it come from?
How do you know__________________________________
What was the purpose of the work?
Who or what influenced this?
How can you classify this work?
How are the art elements used?
How was it made?
How are feelings expressed--—how is mood communicated?
How is it composed? –Use of balance, movement, repetition
Analyze the work:
Why is it typical?
How is it innovative?
Exactly where do you see that? (Provide specific evidence)
Attribute the work to (artist, group, region) why do you think that?
Compare the work:
How is this different from __________?
Which work came first? How do you know?
Imagining:
What might be happening?
What just happened?
What will happen next?
What is happening outside the frame?
Predict what each character wants…
What does it remind you of?
Do you see anything familiar?
What are the people doing? How are they interacting with their environment?
What is that person like?
What scents would you smell? What sounds would you hear?
What kind of movie would this inspire? Who would play the lead roles?
Who controls the action?
What would they be saying?
What music would be a soundtrack to this?
What are things you don't know about this work?
What other artists would this artist get along with? Not get along with?
Would you hang the work in your museum?
Which other artwork would you place this next to?
Examining POV--
What would ____________________say about this piece?
What role are you cast in as the viewer?
What types of people experienced the work in its time?
What is the artist's attitude towards the subject?
How do background details add to the picture?
Predict what the artist would do next
Theorize; propose an alternative to this view (what would the opposite be?)
Predict how a person of the time might criticize this work. Defend the work.
Follow up:
Methods of student engagement:
1. Comparisons: partners rotate and compare
2. Rotation—sketch or write about the work-pass the paper forward every minute.
3. What's going on outside the frame?
4. Write a poem about the work.
Convergent questions for attributions:
What period is it from? Who made the work?
How you know? (Provide Evidence)
Exactly where do you see that in the work? (Provide specific visual evidence)
__________________________________________________________
What Art History students should do?
Differentiate the components of form, function, content, and/or context of a work of art.
Explain how artistic decisions about art making shape a work of art.
Describe how context influences artistic decisions about creating a work of art.
Analyze form, function, content, and context to infer the intent for creating a specific work of art.
Describe features of artistic convention and/or innovation in a single work of art or in a group of related works.
Explain how and why specific artistic convention(s) and/or innovation(s) are demonstrated in a single work or group of related works at a particular time and place.
Analyze the influence of an artistic innovation in a single work of art or group of related works upon subsequent artistic production.
Identify a work of art.
Analyze how formal qualities of a work of art and/or content of a work of art elicit a response.
Analyze how contextual variables lead to different interpretations of a work of art.
Justify attribution of an unknown work of art.
Analyze relationships between two works of art from the image set based on their similarities and differences.
Interpret works of art. | 1,823 | 846 | {
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GRADING PLEDGE
A pattern is a series of movements or technique. Practicing a Pattern allows the student to go through many movements in a series in order to develop sparring techniques, improve flexibility, balance, co ordination, build strength, improve breath control and develop fluid movements. It also allows a student to acquire certain special techniques, which cannot be obtained from either fundamental exercises or sparring. Though sparring indicates that a student is more or less advanced, patterns show the students true technical ability and level of achievement. The patterns should start and end at the same point to show accuracy! Students should concentrate on correct body positioning, relax during movement and tense at the correct moment.
4 Directional Punching
This Hyung lays the foundation of future Hyung to come. This is the most basic Hyung providing the beginner with understanding and combining the fundamental movements at different orientated angles to develop the coordination and balance of the execution. The Hyung is divided into two parts of duplicated movements to ensure the equal balance of the body development. It consists of simple basic attack and defence situations. Although there is lack of variation of technique, the practitioner is given more opportunity to concentrate on precision skills in execution and good control of power and balance, together with correct breathing.
Chon Ji (19 Movements)
Chon Ji means "The Heaven The Earth". It is, in the Orient, interpreted as the creation of the world or the beginning of human history, therefore, it is the initial pattern played by the beginner. This pattern consists of two similar parts; one to represent the Heaven and the other the Earth. It is said that the Pattern was named after Lake Chon Ji, a beautiful lake in North Korea with water so clear that you literally see the Heaven meeting the Earth.
Dan Gun (21 movements)
This pattern was named after the holy Dan Gun, legendary founder of Korea in the year 2333 B.C. Unusually for a tul, all the punches in Dan Gun are high section, symbolising Dan Gun scaling a mountain.
Do San (24 Movements)
Is the pseudonym of the patriot Ahn Chang-Ho (1876-1938). The 24 movements represent his entire life, which he devoted to furthering the education of Korea and its independence movement.
Won Hyo (28 Movements)
Won Hyo was the name of a noted monk, who helped spread Bhuddism throughought Korea during the Silla dynasty, in the year 686 A.D.
Yul-Guk (38 movements)
Is the pseudonym of a great philosopher and scholar Yi I (1536-1584) nicknamed the "Confucius of Korea". The 38 movements of this pattern refer to his birthplace on 380 Latitude and the diagram represents " Scholar"
Choong-Gun (32 movements)
Is named after the patriot Ahn Chung-Gun who assassinated Hiro-Bumi Ito, the first Japanese governor-general of Korea, known as the man who played the leading part in the Korea- Japan merger. There are 32 movements in this pattern to represent Mr. Ahn's age when he was executed at Lui-Shung prison (1910).
Melbourne University Sport, Building 103, Tin Alley, Parkville 3010 |
www.rheemutkd.com email@example.com
Document updated 02.04.17 (AL)
Toi-Gye (37 Movements)
Is the pen name of the noted scholar Yi Hwang (16th century), an authority on neo-Confucianism. The 37 movements of the pattern refer to his birthplace on 370 Latitude, the diagram represents " Scholar "
Hwa Rang (29 movements)
Is named after the Hwa-Rang youth group, which originated in the Silla Dynasty in the early 7th century. The 29 movements refer to the 29th Infantry Division, where Taekwon-Do developed into maturity.
Choong Moo (30 movements)
Was the name given to the great Admiral Yi Soon-Sin of the Lee Dynasty. He was reputed to have invented the first armoured battleship (Kobukson) in 1592, which is said to be the precursor of the present day submarine. The reason why this pattern ends with a left hand attack is to symbolize his regrettable death, having no chance to show his unrestrained potentiality checked by the forced reservation of his loyalty to the king. | 1,839 | 908 | {
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Playing with dolls: figures in a picture book
The Puppetry Museum's library collection comprises about eight thousand titles. It includes books in Western and non-Western languages: children's books, comics, poetry, pop-up books, novels, performance texts, reference books, and magazines relating to puppet theatre, but also sheet music and songs. Many publications contain comical pictures of puppetry techniques and figures. A page from an old French children's book is depicted above. All these figures invite you to explore the Try it yourself? activity. A Japanese clown puts on his mask and takes it off (numbers 1 and 2). In the paper theatre - with its scenery of a castle and trees - a king, queen, and princess are moved from above by means of strings or rods. A Jumping Jack puppet is depicted on the right of the opera theatre, while a wooden lay figure can be seen on the left. The character with a frilly white collar, sticking out his tongue (numbers 3 and 4), is Pierrot. An open book, with its spine turned up, serves as a puppet theatre for skirmishing rag dolls (number 5). The heads of these hand puppets are a fabric knot, in which the performer puts his index finger.
Tip: cut out the cheerful picture and glue it on a strong piece of cardboard. Now you have a postcard that you can send away.
Would you like to discover more about folk and mainstream puppet theatre? Make an international journey through the wondrous world of puppet theatre on our Dutch-language website www.poppenspelmuseum.nl/onderwijs. On our four-language website www.poppenspelmuseum.nl and our bilingual websites www.geheugenvannederland.nl/poppenspel2 and www.poppenspelmuseumbibliotheek.nl you will find information about the museum, exhibitions, library and collection. The Dutch-language poppentheater-abc (ABC of Puppetry) gives explanations for a wide range of puppetry and theatre techniques, figures and characters. Illustration from: 'Jeux et Jouets du Jeune Âge' (Paris, 1884).
Text and project concept: Otto van der Mieden © (2010). Have fun. Applause!
Doepak presents some unusual theatre forms, far beyond the confines of our own fantasy! Doepak is a cheerful, educational and colourful Dutch-language newsletter packed with background information about folk and mainstream puppet theatre. In this newsletter and scribblings you can also read about all kinds of activities in the Puppetry Museum such as which exhibitions are on show, whether new books were issued, and how the website is developing. The Dutch verbs of 'doen' (do) and 'pakken' (take) are hidden in the name of the Doepak newsletter. This name was composed for good reason, because you are supposed to 'do' and 'take' things yourself. The name 'Doepak' is also the phonetic transcription in Dutch of the Czech word dupák. A dupák is a rod marionette and trick puppet. Where the dupák swings his arms wide as he twirls around, Doepak embraces the international world of puppetry and related arts with its hints and tips, questions and answers, illustrations and DIY activities. In Slovakian and Hungarian puppet theatre the dupák is called Paprika Jancsi.
Poppenspe(e)lmuseum © Kerkweg 38 8193 KL Vorchten NL Tel.: +31(0)578 - 63 13 29 Fax: +31(0)578 - 56 06 21 www.poppenspelmuseum.nl email@example.com | 1,510 | 776 | {
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Hanging Stretch
1. Hands together. Thumbs touching. Firmly grip the bar.
2. Tilt your head all the way back. Relax your neck.
3. Keep your feet on the ground, release your knees to take your body weight off your feet while gripping the bar.
4. Relax your shoulders. Feel the stretch below your armpits.
5. Hold the relaxed stretch for 2 to 5 seconds, then stand. Repeat 2 or 3 times a day and/or before any strenuous activity.
★ You will need a chin-up bar, suspended bar or ring, or tree branch, etc. The ideal height for the bar is where you can stand and still wrap your hands around the bar.
★ Caution: you may become dizzy or lightheaded the first few times you do this stretch. Start with 1 second and gradually increase hang time. Any collarbone discomfort will gradually decrease as you continue this stretch over time.
★ Continue this stretch every day for the rest of your life.
Wrist Twist
1. Extend your arm and hold your fist in a thumbs down position. Have someone hold your fist so that it will not move.
2. Twist or rotate your elbow counter clockwise. Hold stretch for 15 seconds. Release.
3. Same arm, flip your fist to a palm up position (thumb pointing sideways). Have someone hold your fist again. Rotate elbow clockwise. Hold stretch. Release.
4.Repeat with the other arm.
Chair Stretch
1. Stand beside a chair or stool. Place your left foot on it perpendicular to (toe pointing away) your body. Keep the right foot and leg straight.
2. Bend at the waist. Allow arms to hang freely. Drop your head. Inhale. Exhale. Relax into the stretch, which you should feel in your left inner thigh, back and neck. Breathe.
3. Dangle in the stretch for 10 seconds. SLOWLY straighten up.
4. SLOWLY lower your left foot off of the chair.
5. Place your right foot in the chair and repeat the stretch.
★ You may become dizzy or lightheaded when you straighten up. This usually goes away over time.
★ To help steady yourself, stretch with a wall close enough to your backside that your bottom gently leans against the wall when you bend.
★ Continue this stretch 3 times a day for the rest of your life.
Doorway Stretch
1. Stand with feet together in a doorway. Place hands on the door facing at a height above waist but below shoulders.
2. Lean forward until arms are fully extended. Allow hips to go forward as you arch your back. Tilt your head as far back as possible.
3. Hold stretch for 5 to 10 seconds. Repeat as necessary. | 950 | 576 | {
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SUNHATS POLICY
Rationale
New Zealand , along with Australia, has the highest Melanoma rates in the world. One or more episodes of sunburn in childhood have been shown to increase the risk of melanoma later in life. As part of our Health and Safety Policy and associated School Uniform Policy, we believe it is necessary for children to be aware of keeping themselves safe in the sun.
Purpose
1. To protect from harmful UV radiation from the sun whilst at school.
2. To raise awareness of the potential hazards of the sun.
3. To promote Sun-safe health habits.
4. To follow requirements of the school uniform policy and dress code.
Guidelines
1. Whilst outside of the classroom and during the summer months all school staff and pupils shall wear broad-brimmed (min 7.5 cms), legionnaire or bucket hats (min 6cm. brim, deep crown) sunhats.
2. Children have a school sunhat as part of the official school uniform.
3. "No hat, play in the shade" policy requires students without hats to play in the shade.
4. The policy of wearing sunhats will apply during Terms 1 and 4, with the commencement and termination dates left to the discretion of the Principal.
5. School sports teams will be issued with school sunhats for any sporting events as applicable.
6. Work with the wider school community to promote the use of SPF 30+ broad-spectrum sunscreen by students.
7. Regularly publicise and reinforce the SunSmart policy, through newsletters, parent meetings, student and teacher activities.
8. Inform parents of the SunSmart policy at enrolment, especially the use of appropriate hats, clothing, SPF 30+ sunscreen, and encourage parents to practise SunSmart behaviour themselves.
9. Encourage children to wear clothing that protects the skin from the sun
(e.g sleeves and collars).
10. Work towards developing and improving existing shade, particularly in areas where students congregate. Shade can be both built and natural (e.g. constructed shelter and trees).
11. Wherever possible schedule outdoor activities and sports events before 11am.
12. Wherever possible, outdoor activities will be held in areas with plenty of shade.
13. Incorporate SunSmart education and activities at all levels when delivering the curriculum.
Conclusion
Whilst children attend this school, we undertake to keep them as safe and aware of the hazards of the sun as is reasonably possible and to wear the school uniform correctly .
This policy will be reviewed by the Board of Trustees and Principal at least once every 3 years. | 1,069 | 533 | {
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Name ____________________
For every problem, sketch the Normal curve and shade appropriately.
1. In a study investigating the effect of car speed on accident severity, the vehicle speed at impact was recorded for 500 fatal accidents. For these accidents, the mean speed was 42 mph and the standard deviation was 15 mph. A histogram revealed that the vehicle speed distribution was approximately Normal.
a. What percentage of vehicle speeds were between 28 and 55 mph?
b. What percentage of vehicle speeds were faster than 50 mph?
c. What was the speed of the bottom 5% of accidents?
2. The mean number of text messages sent per month by customers of a cell phone service provider is 1,650 and the standard deviation is 750. A histogram showed that the distribution was approximately Normal.
a. What percent of customers sent more than 2000 test messages in one month?
b. How many test messages would a customer have to send to be in the 85 th percentile?
c. I only send about 80 test messages a month, what is my percentile?
3. An article stated that for full term babies their mean weight is 7.7 pounds and the standard deviation is 1.32 pounds. Birth weight is normally distributed.
a. What is the probability that the birth weight of a randomly selected full term baby is more than 8 lbs?
b. What is the probability that the birth weight of a randomly selected full term baby is between 6 and 8 pounds?
c. What is the probability that the birth weight of a randomly selected full term baby is less than 4.5 pounds?
d. How would you characterize the most extreme 0.1% of all full term baby birth weights?
4. A pizza company advertizes that it puts 0.5 pound of real mozzarella cheese on its medium sized pizzas. In fact, the amount to cheese on a randomly selected medium pizza is normally distributed with a mean of 0.5 pound and a standard deviation of 0.025 pound.
a. What is the probability that the amount of cheese on a medium pizza is between 0.533 and 0.545 pound?
b. What is the probability that the amount of cheese on a medium pizza exceeds the mean value by more than 2 standard deviations?
5. A tire manufacturer believes that the tread life of its tires can be described by a Normal model with a mean of 32,000 miles and standard deviation of 2500 miles.
a. If you buy a set of tires, would it be reasonable for you to hope they'll last 40,000 miles? Explain
b. Approximately what fraction of theses tires can be expected to last less than 30,000 miles?
c. Estimate the quartiles of the tread lives.
d. In planning a marketing strategy, a local tire dealer wants to offer a refund to any customer whose tires fail to last a certain number of miles. However, the dealer does not want to take too big a risk. If the dealer is willing to give refunds to no more than 1 out of every 25 customers, for what mileage can he guarantee these tires to last? | 1,216 | 654 | {
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Guided reading session 3
Jason and the Argonauts.
Phineus directed Jason to the Symplegades. These were two cliffs bordering a narrow channel of water. It was the shortcut to Colchis, but there was one problem. Whenever a ship tried to pass, the cliffs crashed together, crushing the vessel to splinters. Luckily, Phineus knew the secret to sailing through safely, which he explained to Jason.
As the Argo approached the channel, Jason let a dove loose.
The dove entered the channel and the cliffs began to rumble, but it flew so fast that by the time the cliffs crashed, it had zipped through. The Argonauts quickly rowed the ship forwards as the cliffs drew back. As they approached the channel's end, the cliffs began to rumble again and the men raced to the exit. CRASH! They had made it, but only just-they lost the wooden statue at the stern of the ship.
When Jason and his crew finally landed on the coast of Colchis they went straight to the palace. As soon as they arrived, Jason asked for an audience with the king and found himself standing in front of Aeetes and his family.
The mischievous god of love, Eros was watching. He decided to play a trick.
Eros made Aeetes' daughter Medea fall passionately in love with Jason. She hung on Jason's every word when he spoke to her father. "Aeetes," said Jason, " I have been sent here to ask for the golden fleece. I cannot return home without it. I will do anything you ask of me in exchange for it."
At this, Aeetes laughed nastily. "Fine," he said snidely. "Tomorrow you will have a chance to win the fleece. I want you to harness the fire-breathing bulls I keep. Then you must plough a field outside my palace and sow this bag of dragon's teeth." Jason accepted Aeetes' challenge, but Medea was very worried.
Luckily, Medea was no ordinary princess.
She was also a witch and skilled in magic. That night, She went to find Jason. "I wish to help you," she said, "but you must make me a promise first. My father will be furious I aided you, so you must take me home with you and make me your wife."
"Of course!" said Jason, glad of the clever Medea's assistance.
What is going to happen? How do you think she is going to help? Remember what we have learnt about her. | 784 | 526 | {
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High seas may be responsible for Taiwan settlement
5 April 2011, by Deborah Braconnier
Satellite photo of Taiwan. Image: NASA
(PhysOrg.com) -- University of Hawaii archaeologists, led by Barry Rolett, have published a journal in Quaternary Science Reviews focusing on the early settlements of Taiwan. It is their belief that rising sea waters in China led to the movement of settlements.
According to Rolett and the others, 9,000 years ago when most of China was focused on rice farming, the Fuzhou Basin was being inundated by rising sea waters. What had once been an area full of marshes suitable for rice paddies, was then being covered with sea water. The water levels were high enough that the mountain tops of the area were reduced to islands.
Analyzing sediment cores from the Fuzhou Basin, Rolett's team found evidence that flooding in the area began around 9,000 years ago, reaching its peak level some 7,000 years ago. The water levels appear to have remained at this higher level until what appears to have been a rapid decline some
2,000 years ago.
With residents of this area being reduced to small island living, these rice farmers were quickly forced to turn to a life in the water. These new found mariners used canoes and rafts for fishing. It was this new found proficiency in seafaring that Rolett believes enabled these people to make the 80-mile journey to Taiwan, where evidence shows villages were established around 5,000 years ago.
Evidence discovered by Rolett and his team in both the Fuzhou Basin and Taiwan reveal similar pottery, which further supports his beliefs. Archaeological evidence shows that while there was 80 miles of water between these two civilizations, they showed similar characteristics, suggesting these villagers traveled from the Fuzhou Basin to Taiwan. Most likely traveling by bamboo boats with sails, further evidence shows that these new maritime travelers may have first traveled up and down the China coast, acquiring millet, a grain similar to rice and found in the Taiwan villages.
More information: Holocene sea-level change and the emergence of Neolithic seafaring in the Fuzhou Basin (Fujian, China), Quaternary Science Reviews, Volume 30, Issues 7-8, April 2011, Pages 788-797. doi:10.1016/j.quascirev.2011.01.015
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Name ____________________________
Date _______________ Period ____
Acid, Base, or Salt?
The properties of acids and bases are caused by the ions they form in water. Due to the presence of ions, aqueous solutions of both acids and bases are electrolytes. Acids and bases react with each other to form a salt and water. The reaction is a double replacemnt reaction known as neutralization. (Example: HCl + NaOH ÿ NaCl + H2O) Since acid characteristics are caused by hydronium ions and base characteristics are caused by hydroxide ions, there are some differences as well.
Acids increase the hydronium ion concentration of water. Hydronium ion concentration is measured on the pH (Power of Hydronium) scale. Acids have a pH below 7. They also taste sour, the taste of hydronium. Since acids are polar molecules with metallic hydrogen, they react with active metals to release hydrogen. This single replacement reaction is responsible for the fact that acids corrode metals. Acids can be used to clean metals.
Bases, on the other hand, increase the hydroxide ion concentration of water and reduce the hydronium ion concentration in water. As a result, they have a pH above 7. Hydroxide ions taste bitter. Bases don't react with metals, but they are not so kind to skin. Bases feel slippery because they dissolve skin. (Dissolved skin makes a great lubricant.) Substances that dissolve skin are called caustic. Bases can be used to unclog drains or to make soap.
Enmity between hydronium and hydroxide ions
Aqueous solutions of acids and bases look identical. Indicators, substances that react with acids or bases to show a definite color change, are used to distinguish between them. See the table to the right.
Salts are ionic compounds formed during the neutralization reaction between acids and bases. Salts tend not to have the characteristics of either acids or bases, because they are generally neutral like water. Salts do dissolve in water, however, to form electrolyte solutions.
Fill in the table below based on your reading above and on your knowledge of chemistry.
Write the appropriate number on the answer space next to each statement to indicate whether it describes (1) AN ACID, (2) A BASE, (3) A SALT, or (4) NONE OF THESE. If more than one choice is described by a statement, write more than one number on the answer space.
_______________
1. Has a pH less than 7.
_______________
2. Formed during a neutralization reaction.
_______________
3. Ionic compound.
_______________
4. Polar covalent compound.
_______________
5. Feels slippery to the touch.
_______________
6. Tastes bitter.
_______________
7. Water.
_______________
8. Increases the hydronium ion concentration of water.
_______________
9. Contains hydroxide ions.
_______________
10. Ionizes in water.
_______________
11. Reacts with active metals to release hydrogen gas.
_______________
12. C2H5OH [HINT: What kind of bonds are in this compound?]
_______________
13. CH3COOH [HINT: Which element is the most metallic in this compound?]
_______________
14. Conducts electricity in water solution.
_______________
15. Turns litmus red.
_______________
16. Turns phenolphthalein red.
_______________
17. Used in the production of soap.
_______________
18. Found in vinegar.
_______________
19. Water solution of carbon dioxide [H2O(R) + CO2(g) ÿ H2CO3(aq)].
_______________
20. Can be neutralized to form a salt and water.
_______________
21. Water solution of ammonia [H2O(R) + NH3(g) ÿ NH4OH(aq)] | 1,831 | 818 | {
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REPORT
Collaborative International Project- 'Research in the Humanities: Investigations in Global Migration'
"We all have different inspirations, but one goal: a better world"-Ernesto Argüello
Delhi Public School, Gurgaon, partnered with Wayne Community College, USA, VIII PALO, Poland to collaborate and research on the project, 'Research in the Humanities: Investigations in Global Migration'. The team of ten students from DPS Gurgaon comprised of Anisha Sainani, Jyotika Malhotra, Tanvi Nagar, G Pranav Bhardwaj, Paarth Arya, Shrey Kharbanda, Aditi Gupta, Kudrat Mehta, Krish Khera and Mohak Chandna.
The primary objectives of this project were to evaluate credible sources and conduct research to investigate migration through diverse perspectives like academic, artistic, narrative, and then communicate the idea through a podcast. All twenty-five members of the student team from India and abroad took the Clifton Strength Test, and were then divided into five groups on the basis of their strengths.
Each group chose to study two countries of their interest. They studied the migration trends of the identified nations, in-depth. The narrative was presented creatively in the form of group discussions through podcasts. Some of the groups also wrote poetry and drew art pieces to present their research. The podcasts were built on various apps, one of them being 'Anchor'.
The project culminated with a ceremony on Friday, 30th April 2021. The dignitaries from DPS Gurgaon, at the ceremony were, Director Principal, Ms. Aditi Misra, Dean of Student Welfare, Ms. Sapna Dhawan, Director, VIII PALO, Prof. Jerzy Waligora from Krakow, Poland, and Vice President, Dr Patricia Pfeiffer of Wayne Community College, participating students and the teacher coordinators from USA, Poland and India. The welcome note at the start-of-the-art event initiated the programme, which was followed by a group discussion in the format of a question-answer session by the teacher coordinators. All the students voiced their ideas, explained the process of making the podcast and shared their experiences, thus making the discussion fruitful and constructive. The event concluded with the dignitaries sharing their thoughts with the audience. Ms. Aditi Misra congratulated the students for their collaborative research work and the competencies displayed. She also said that in these unprecedented times, all the young leaders need be compassionate individuals, with a desire to learn and help.
The project proved to be a constructive platform for students from across international boundaries to engage in conversation, voice their opinions, learn to collaborate and be the voice of their generation. | 1,135 | 551 | {
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