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PE Learning Snapshot Term Four, 2019
PREP...
During Term Four, students will continue to develop their gross motor skills through basic and complex movement sequences. Throughout this term, students will engage in individual, partner, small group and whole class activities. Students will have an opportunity to learn how to punt a ball and will be introduced to the skill of a forehand strike through a tennis unit. Students will also engage in a minor games unit which focuses on the skills learnt throughout this year which includes catching, throwing, kicking and dribbling. Students will continue to improve their hand-eye coordination, eye-foot coordination and spatial awareness. In addition, students will continue to follow the rules when participating in physical activities by demonstrating appropriate use of equipment and following instructions for personal safety and fair play.
YEAR 1/2…
During Term Four, Year One and Two students will continue to engage in a variety of Athletic events in preparation for the St. Joseph's Athletics Carnival. Students will also have the opportunity to explore the sport of Tennis. Students will begin to develop the basic skills to perform a forehand strike to a partner. Through a minor games unit, students will practise a variety of skills they have learnt throughout this year, specifically focusing on target games, to continue to improve accuracy, precision and control. Throughout the term, students will continue to improve their hand-eye coordination and gross motor skills through individual, partner, small group and whole class activities. In addition, students will continue to follow the rules when participating in physical activities by demonstrating appropriate use of equipment and following instructions for personal safety and fair play.
YEAR 3/4…
During Term Four, Year Three and Four students will continue to develop their understanding of the basic skill concepts, tactics and strategies used in a variety of sports. This term, students will explore the sport of Rugby and will have the opportunity to engage in the sport of Tennis which will be delivered by a professional coach for four sessions. Students will also participate in a minor games unit, focusing on fair play, cooperation and teamwork in challenging game situations, whilst refining their fundamental movement skills. During the rugby unit, students will focus on their ability to maintain possession by passing to teammates and develop an understanding of defensive and offensive play. Tennis will primarily focus on precision and accuracy, being able to successfully perform a forehand strike. Throughout this term, there will be opportunities for students to participate in competitive and non-competitive games. In addition, students will focus on positively responding to challenges and being persistent in new activities to strengthen their own personal identity.
YEAR 5/6…
During Term Four, Year 5 and 6 students will have the opportunity to engage in the sport of Rugby, which will be delivered by a professional coach for four sessions. Students will begin to explore and understand the rules, tactics and strategies used in Rugby and European Handball. Students will apply critical and creative thinking processes to demonstrate defensive and offensive play. Students will also demonstrate the ability to maintain possession between teammates during a modified game. Students will also explore the sport of Volleyball this term. Students will be given the opportunity to participate in competitive and non-competitive activities.Students will continue to be encouraged to work cooperatively and demonstrate fair play when participating in team based sports. In addition, students will focus on positively responding to challenges and continue to demonstrate the ability to work cooperatively and abide by rules fairly when participating in a variety of sports. | 1,560 | 690 | {
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香菇
香菇 — 有益的食用菌
MUSHROOM - THE BENEFICIAL FUNGUS
或许有人会以为香菇属于菜类，其实香菇 是属于食用菌的一种。香菇含有高蛋白质 以及磷、镁、钾等一些我们不常摄取的矿 物质。香菇的胆固醇量非常低，其碳水化 合物能够帮助人们维持血糖稳定。香菇的 味道鲜美，是营养丰富的天然食品，多吃 能够增强身体免疫能力。
Mushrooms contain high protein and also phosphorous, magnesium and potassium – all of which are nutrients which are normally not part of our nutritional intake. The cholesterol level of mushrooms is low, and its carbohydrates help to keep the level of blood sugar in our body stable.
什么叫原木菇？
What are Log-grown Mushrooms?
使用木材切段后，在木材上打孔， 植入菌种，并且合理地堆放在户 外，让其自然生长。原木菇在种植 过程中，完全接受大自然的阳光、 雨露及相关的养分，慢慢生长。
These species of mushroom are naturally grown in the holes of logs where they are left to receive sunlight, rain and nutrients.
什么是木屑菇？
What are Sawdust-grown Mushrooms?
将木材粉碎磨成颗粒状的木屑配以 麦皮、蔗糖或玉米等辅助营养原 料，装入塑料菌筒袋中绑紧，再以 高温杀菌，后经过冷却、接种培育 而成。多置于室内或菇棚中，产量 较高 。
Logs are grinded into sawdust and placed into bacteria tube bags along with cane sugar and corn as nutritional ingredients. The bags are tied up tightly and sterilized before cooling and inoculation. They are normally placed indoors and produced higher harvests.
16
怎么选择
的香菇？
How to choose
优质
怎样选择优质的香菇？首先注意香菇是否干度佳、菇型完整、厚 度、表面鲜亮，而伞内颜色以米黄色的最好；另外，以嗅觉来辨 识的话，闻起来有自然香气的为佳。
Good Quality
Good quality mushrooms are dry, meaty, complete in shape and have a nice texture. The gills beneath the mushroom cap is light yellow in colour. These mushrooms also have a natural and fragrant smell.
mushrooms?
浙江花菇
特点 肉软滑，味道香 注意 吸水性强，浸泡时间短， 需要30 分钟至45 分钟。
建议 烹炒
ZHEJIANG MUSHROOM
Suitable for stir-frying.
河南花菇
特点 肉厚，口感佳
注意 吸水性强，浸泡时间短， 需要30 分钟至45 分钟。
建议 烹炒
Soft and fragrant. Highly absorbent, takes a shorter time to soak in water (between half an hour to 45 minutes).
Fleshy and good taste. Highly absorbent, takes a shorter time to soak in water (between half an hour to 45 minutes). Suitable for stir-frying.
HENAN MUSHROOM
日本花菇 (中国培植)
特点 木屑种植, 肉软滑, 味道香 注意 此香菇的外观媲美日本花菇， 因而被一些不法商家假冒成 日本花菇销售
JAPANESE SHIITAKE MUSHROOM
(CHINA-CULTIVATED)
Cultivated in sawdust, smooth and soft flesh with fragrance. These mushrooms may be sold illegally as fake Japanese Shiitake Mushrooms.
原木花菇 (中国技术种植)
特点 肉结实，口感佳
注意 吸水性慢，浸泡时间长，需要1 小时至2小时。
建议 以焖煮为佳
LOG-GROWN MUSHROOM (CHINA-CULTIVATED)
Firm texture with good taste. Less absorbent, requires a longer time to soak in water. More suitable for braising and stewing.
日本原木花菇 (日本技术种植)
特点 肉道更香浓 。
注意 吸水性慢，浸泡时间长，需要1 小时至2 小时。
建议 以焖煮为佳
JAPANESE LOG-GROWN SHIITAKE MUSHROOM
Firm texture , good taste and fragrant. Less absorbent, requires a longer time to soak in water. More suitable for braising and stewing.
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The Missouri State Flag
Our flag's story
For nearly a century after achieving statehood, Missouri did not have an official flag. The idea for a flag originated in 1908, when the Daughters of the American Revolution formed a committee to look into designing a state flag. The head of the committee was Mrs. Marie Elizabeth Oliver, wife of Senator Robert Burett Oliver, and a resident of Cape Girardeau. Mrs. Oliver eventually designed the flag herself, and on March 17, 1909, a bill supporting the design was introduced to the Missouri Senate.
Mrs. Oliver's design showed originality, and though simply designed, contained many messages. It took three years and several attempts before the bill for the "Oliver flag" was finally passed. On March 22, 1913, Governor Elliot Major signed the bill into law, and made the Oliver flag the official state flag of Missouri.
It turned out that Mrs. Oliver's design was not the only one being considered by the General Assembly—a second design had been introduced by Dr. N.R. Holcomb. The "Holcomb flag" was opposed by many who felt it resembled too closely the United States flag, and did not symbolize much of Missouri itself. His design did not contain the coat-ofarms, and included nothing that indicated state sovereignty.
Our flag's meaning
The three large stripes are symbolic of the people of the state—the blue stripe represents vigilance, permanency, and justice, the red represents valor, and the white stripe symbolizes purity. The Missouri coat-of-arms appeares in the center of the flag, signifying both Missouri's independence as a state, and its place as a part of the whole United States. Having the coat-of-arms in the center of the national colors represents Missouri, as she is—the geographical center of the nation. By mingling the state coat-of-arms with the national colors of red, white, and blue, the flag signifies the harmony existing between the two. Twenty-four stars surround the coat-of-arms, representative of Missouri's position as the 24th state admitted to the Union.
Our flag is restored
In 1961, Allen Oliver gave the State of Missouri his mother's original flag. It was on public display until the flag began to split and tear due to age, at which point it was put into a storage vault. In 1988, Missouri elementary students helped raise funds to restore the flag. Thanks to these students, the flag has been restored and is on display at the James C. Kirkpatrick State Information Center in Jefferson City. | 1,019 | 529 | {
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Year 6 Spring 1
"I determined to do no less than to transform the world with beauty."
William Morris
English
Pupils will continue to be exposed to a wide range of text types. Each unit of learning will include exploration of the language and presentational features of the text type, opportunities to apply the learning of the language features at a sentence level, followed by planning opportunities and then a chance to write at length.
Character
Pupils will continue to develop their leadership responsibilities by tailoring their job roles. They will work as part of a team to organise team sports and be given opportunities to lead Collective Worship.
Thematic Areas of Learning:
As Scientists, pupils will build upon what they learnt about fossils in Year 3. They will begin to recognise that scientific ideas change and develop over time. They will study the work of Mary Anning and Charles Darwin to learn about how their ideas have shaped our knowledge and understanding of evolution and natural selection. They will work scientifically to group and classify and use evidence to justify their ideas.
As Readers, pupils will read, 'Over Sea, Under Stone' by Susan Cooper. They will learn how Cooper has used language to contribute to meaning as well as refining previously learnt reading skills by applying them to comprehend a variety of linked texts.
As Historians, pupils will learn about Britain's settlement by Anglo-Saxons.
As Artists, pupils will explore the work of Henri Rousseau and learn techniques with paint to re-create artwork in the same style. They will learn how he influenced the Arts and Crafts movement and create repeating patterns inspired by their Science learning.
Maths
Religious Education
Computing
Music
Pupils will continue to follow the AET scheme of work. They will spend this term discovering statistics, reasoning with fractions, solving number problems and investigating statistics. Daily arithmetic will continue, in which the pupils retrieve previously learnt topics from their long-term memory.
Coaching
Pupils will be taught, and have opportunities to apply, the GROW model of coaching. They will have opportunities to take part in the coaching process with a view to becoming coaches in the future.
Pupils will consider if anything is ever eternal. They will evaluate different beliefs about eternity and learn the Christian perspective on this. Pupils will be encouraged to reflect on their own beliefs about whether anything is eternal.
Physical Education
Pupils will apply basic principles of attacking and defending when learning how to play a competitive game of football.
Communities
Learners will learn how communities come in different forms. From animal communities to religious communities, pupils will learn how these groups are an important part of society and the benefits of being part of several different communities.
Pupils will develop their knowledge and understanding of using a computer to produce models. Learners will familiarise themselves with working in a 3D space by designing a 3D house.
French
In French, pupils will continue to have opportunities to reinforce their phonic knowledge and will be able to apply this learning to confidently speak in French using words and phrases used in everyday conversation.
Conservation
Pupils will be given opportunities to learn how adaptation is integral to the conservation of species. They will also learn that conservation not only applies to the animal kingdom but is also an integral part of art and religion.
Pupils will be exploring rhythm and melody in singing, movement and dance. The pupils will learn about beat, syncopation, pitch and harmony, and take a trip round the world to celebrate the universal language of music.
PSHE
Pupils will learn what their learning strengths are and, in doing so, will set challenging but realistic goals for themselves. They will plan the learning steps that they need to reach their goal and know who and how to ask for help.
Curiosity
Our mastery approach to learning ensures that curiosity is fostered through our use of probing questions. These questions provide a model for children's own questions. They learn how to probe deeper in order to widen their understanding. | 1,668 | 812 | {
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MASTER COURSE OUTLINE
Prepared By: Arthur Wanner/Tom Willingham
COURSE TITLE
Computer Science I: Java
GENERAL COURSE INFORMATION
Dept.: CS&
Course Num: 141
(Formerly:)
CIP Code: 11.0201
Intent Code: 11
Program Code: 527
Credits: 5
Total Contact Hrs Per Qtr.: 88
Lecture Hrs: 22
Lab Hrs: 66
Other Hrs:
Distribution Designation: Specified Elective (SE)
COURSE DESCRIPTION (as it will appear in the catalog)
An introduction to computer programming using the Java programming language. Students learn algorithm development and computational problem solving while writing Java programs. Language features that are studied include keywords, variables, data types, control structures, arrays, methods, classes, and objects.
PREREQUISITES
MATH& 141 or concurrent enrollment
TEXTBOOK GUIDELINES
Textbook and materials to be determined by CS Faculty (Example: Starting Out with Java, From Control Structures through Objects with MyProgramming Lab, Tony Gaddis)
COURSE LEARNING OUTCOMES
Upon successful completion of the course, students should be able to demonstrate the following knowledge or skills:
1. Identify the relationship between programming, hardware, and software.
2. Read, write, compile, execute and debug Java programs.
3. Utilize predefined code libraries (APIs) when building programs.
4. Define variables and objects use them appropriately in statements and expressions.
5. Use common data types and the operations that are defined on those types.
6. Use arithmetic, relational, and logical operators to develop complex expressions.
7. Apply control structures (sequence, decision, and repetition) to correctly control the flow of a program.
8. Create methods to modularize a problem into smaller, manageable parts.
9. Utilize Arrays, ArrayLists and their methods to define and manipulate collections of data.
10. Implement basic classes with constructors, instance fields, and methods.
INSTITUTIONAL OUTCOMES
IO1 Communication: Students will be able to communicate clearly and effectively within a workplace context
Date: February 2021
COURSE CONTENT OUTLINE
1. Development environment setup and first program
2. Statements, expressions, data types, variables, values, operations
3. Program modularization using methods
4. If statements and conditional expressions
5. Repetition / iteration using for and while loops
6. String objects and indexing
7. Simple data structures using Arrays and ArrayLists
8. Data abstraction using basic classes and objects
DEPARTMENTAL GUIDELINES (optional)
_______________________________
_February 2, 2021__
DIVISION CHAIR APPROVAL
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Lying and Stealing
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Lying and stealing are common, but inappropriate, behaviors in school-aged children. While some severe forms of these behaviors can indicate a more serious psychological problem, most of the time it is simply a common behavior that will be outgrown. Lying and stealing are more common in boys than girls, and happen most often in children ages 5 to 8 years.
Handling the situation when your child is lying
When confronted with a child who is lying, it is important to first remember the child's age and developmental stage. Children under the age of 3 don't lie on purpose. This age group does not understand what they are saying and instead are just experimenting with language and new-found facts about the world. They might also lie to avoid punishment because they understand the consequences but have an undeveloped moral code. Children from the ages of 3 to 7 often have problems separating the real world from fantasy. They might have imaginary playmates at this age and enjoy fairy tales and makebelieve play. The lies told by this age group are mostly tales that they have made up, not intentional lies. By the age of 6 or 7, however, children understand what lying is, but will continue to cheat if able. Children from the ages of 6 to 12 understand what lying is and the moral wrongness of this behavior. However, children may continue to lie in order to test adult rules and limits. The child may admit to telling a lie, but usually he or she has many reasons for having done so. Rules are very important at this age, so cheating becomes less important.
Other factors that may cause a child to lie
These factors include:
- Children may lie if their parents' expectations of them are too high.
- Children may lie about their grades if parents assume that they are doing better in school than they really are.
- If a child is asked why he or she did some bad behavior, the child may lie because he or she is unable to explain the actions.
- Children who are not disciplined on a consistent basis may lie.
- Children who don't receive praise and rewards may lie to get this attention.
When does lying become a concern?
Multiple situations may cause concern. If any of these apply to your child, it is important to talk with your child's healthcare provider:
- A child who is lying and at the same time having other behavioral problems, such as setting things on fire, being mean to people or animals, having sleep problems, or is very hyperactive, may have more psychological problems.
- A child who lies and does not have many friends or does not want to play in groups may have poor self-esteem and be depressed.
- A child who lies to get something from someone else and does not show any signs of regret.
Handling the situation when your child is stealing
Stealing often causes more concern to parents because it may happen outside the home and may affect other people. During the school years, stealing may be a sign of a problem, but it may also be a result of peer pressure and the need for the child to fit in. It is important to look at the whole situation. Children under the age of 3 take things because they don't understand fully the difference between what is "mine" and what is not. They then may become possessive of their things and protect them. They don't steal with bad intentions. Children between the ages of 3 and 7 start to respect things that belong to others. However, this age group will trade property without regard to value if something else is wanted. The respect for property continues in the school-aged child. By the time the child is 9, the child should respect the possessions of others and understand that stealing is wrong. Children in this age group may continue to steal because of several factors, including the following:
- They may feel peer pressure and the need to fit in.
- They may have low self-esteem.
- They may not have any friends and may be trying to "buy" their friends.
- They may try to become good at stealing to feel proud of something they have done if they don't receive positive feedback from their parents.
When does stealing become a concern?
Multiple situations may cause concern. If any of these apply to your child, it is important to talk with your child's healthcare provider:
- An older child that steals and does not feel bad about it
- A child who constantly steals
- If other behavioral problems also exist in the child
Children older than age of 3 should be confronted with any lying or stealing, but it is important to remember that most of these behaviors are part of growing up and do not represent severe problems. Each child is unique, and your child's healthcare provider should be involved with any concerns. | 1,717 | 976 | {
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Financial Preparedness
Week 3: September 13-19 Prepare for Disasters
Preparing for Disaster
A natural disaster can occur at any time. Some disasters give a warning, such as a storm preceding a flood. Others, such as earthquakes, give little or no warning. Once a disaster happens, the time to prepare is gone.
Disasters vary in size, from smaller events such as a storm affecting a single suburb, to large-scale events that can affect whole cities or large areas that cross state boundaries. As a result of disasters, people may be injured or killed, or may lose their homes and valuable possessions.
The best way to cope with a natural disaster is to prepare by having a plan before it strikes.
It is important to protect your Family, home, business
and assets from such events. Insurers provide society with the means to do this. Following a natural disaster, insurance companies can pay claims to policyholders with the right policies who are affected, allowing communities to rebuild.
Taking steps to prepare for a disaster can help get you back to normal faster. If you are unprepared, the devastation and financial loss caused by natural disasters can be magnified.
Plan for your risk
Every American should know how to prepare for any natural disaster. Most of us live in areas that can be affected by extreme weather and other natural disasters, whether it is from wildfires, floods, severe storms, droughts, hurricanes or earthquakes. The first step is to identify the types of disasters you are exposed to, the likelihood of these occurring and their potential impact. Knowing the most common hazards in your area — particularly if you're new to the region — can help you focus your preparation plans for each hazard.
[x] Is my area vulnerable to any natural hazards?
For instance, ask yourself:
[x] How often are these hazards likely to occur in my area?
[x] To what extent would l be affected financially?
[x] Which of my assets would be affected?
[x] How would I recover if I did not have insurance?
Local councils and emergency management authorities
[x]
How can each disaster be predicted or mitigated?
can help you identify risk in your area and outline the local plans and recommendations for each. Once you have identified the disasters you are exposed to, it's important to review your insurance policies and confirm your cover against various events. If you don't have insurance, consider the types of policies you may require and the risks you need them to cover. If you live in a flood or wildfire zone, it would be wise to insure your property accordingly. For example, if your home is next to a river or creek and your property is at risk of flooding, check your policy to see if you're covered. If you're unsure, contact your insurer to find out. Many insurers will place embargoes on insurance when natural disasters are considered imminent. This means if a hurricane is heading your way you may not be able to purchase insurance cover until the insurer lifts restrictions on new policies. Embargoes prevent property owners buying insurance just before a disaster strikes and then cancelling once the risk has passed.
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Here's a look at some of the changes in society and technology that have forever transformed our relationship with television and children's programming.
The early years
1946–1965
1946
Television sets, with black-and-white screens measuring less than 50 centimeters (20 inches), began to appear in Canadian living rooms, replacing radios as the focal point.
1952
Canadian television debuted with the launch of the first CBC/Radio-Canada stations in Toronto and Montréal. Programs for children were broadcast for the first time. Children watched their favourite shows when they came home from school.
Mid-1960s
Saturday morning cartoons became a regular feature.
Television with an educational emphasis
1966–1978
1966
Television was broadcast in colour for the first time in Canada. A colour television cost around $6,900 in today's dollars. Children continued to watch their programs after school, while preschoolers watched on weekday mornings.
1968–
Provincial public television offered new educational programming for children: RadioQuébec (1968, which would become Télé-Québec), OECA (1970, which would become TVO), and Access (Alberta, 1973).
Speciality channels for children
1979–1998
Late 1970s
Televisions were marketed as cutting-edge technology. They became more accessible and were found in many parts of the house.
Greater access to VCRs and videotapes allowed viewers to record TV programs and watch them whenever they liked.
1982
Cable television was available to 60 percent of Canadian households, providing children with access to a larger range of programs at all hours.
1986–
Launch of La Chaîne française (1987, later TFO, Ontario), YTV (1988), the Family Channel (1988, now simply Family), Canal Famille (1988, later Vrak.tv, Quebec), and Television Northern Canada (1992, later APTN), Canada's first Indigenous broadcaster.
The Digital Era
1999–Today
1999
Digital television was launched in Canada, with programs now available via satellite, cable and the Internet (IP television), as well as on demand.
2003
Flat-screen and high-definition large-format televisions became more widely available, offering viewers an immersive experience with family or alone.
2005–
Devices providing access to television (computers, telephones, tablets, etc.) and online streaming platforms are growing in number. Children often use theses to watch television and, with the help of their parents, can establish their own programming. Children's exposure to television has never been so great. | 1,178 | 537 | {
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The Basics Of Budgeting
Being smart about your finances puts you in control, and it starts by having a good understanding of how and where you spend your money. By taking a close look at your spending choices, you can make more-informed decisions about how to spend and save properly. A budget can be a powerful financial tool to help you analyze your spending because it provides a plan for every dollar that goes in and out of your wallet. A budget is a plan (typically on paper or in spreadsheet software) that shows how you will spend and save your money. It includes a list of money you earn (i.e., your income) and money you spend (i.e., expenses) and save. Here's how to get started with some basic budgeting.
1. Track Your Spending
Identify your regular, everyday expenses. This includes the coffee you buy every morning or the cell phone bill you pay every month. Now, organize them into two lists – one for what you have to spend your money on and one for what you want to spend your money on.
* Your "haves" list should include things like gas, car insurance, rent and utilities, groceries and any other things that you can't live without. You should also include any bills you owe (cell phone, credit cards or loan payments) as well as money to set aside for savings as part of this list. Make sure to write down the dollar amount associated with each one.
* Your "wants" list should include things such as entertainment expenses, new clothes, eating out, gym memberships and other things that you enjoy but you don't need to survive.
More On The Reverse Side
Member
BUDGET FOR THE FUTURE: THE IMPORTANCE OF SAVINGS
It's important to save some of your money from each paycheck, or at least a certain amount each month. Unexpected things, like car trouble or medical issues, are bound to happen. On the other hand, maybe you have significant purchases you'd like to make, like a trip overseas or paying for your college tuition. If you budget some of your money for savings, paying for these expenses can be a lot less stressful.
You can build up your savings in a number of ways. For example, put aside some money into a savings account. You can also make automatic contributions to a 401(k) or IRA retirement account (depending on your age and if you have a job). Try to put away 5 or 6 percent of what you earn each month. This will help you with unexpected expenses and may even help you to live a more comfortable lifestyle when you retire.
Do The Math 2.
Take your income and subtract the dollar amounts of the items on the "haves" list that are fixed amounts – bills and expenses that are the same amount each month, such as your car payment. Then take out the dollar amount that you've designated for savings. Finally, factor in the dollar amounts for the items on the "haves" list that are variable – expenses in which the amount can fluctuate from month to month depending on your needs, such as groceries, gas, etc. Try your best to identify an average value that you spend. Once you have subtracted all of the expenses from your "haves" list, the remaining balance is what you can afford to spend on the items on your "wants" list.
Make A Change, Then Repeat 3.
If you're budgeting for the first time, don't get discouraged if you find out that there is no money left over for your "wants" list or if you come to realize that you're spending more than you thought. You'll want to consider making some changes that either allow you to spend less or find a way for you to make more money. A budget can be extremely flexible and can be adjusted as your needs change or new plans come into play. Work with your expenses, removing those that you can, and your income, adding to it if you're able, until you reach an equilibrium that you're comfortable with.
Stick To It 4.
Once you have a budget in place, the key is to follow it. This will help you to manage the pressure of buying impulsively. If an unexpected event happens and presents you with a new expense, rework your budget accordingly.
TAKE CARE WITH CREDIT CARDS
Credit cards can be a helpful tool to make purchases as long as you don't abuse them. With a credit card, you are borrowing money from the credit card company that you have to pay back each month. If you don't pay the full amount, you have to pay what you owe plus a high amount of interest. Interest is like a renter's fee for borrowing you money. The only way to avoid interest is to pay your entire credit card bill on time every single month.
Opening and using a credit card is a simple way to build credit history – something that banks and other financial organizations look at when deciding whether or not to provide you with a loan. But if you have trouble paying bills on time or saying no to purchases you can't afford, a credit card may not be a good idea just yet.
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Download Study Guide Answers For The Digestive System
Study Guide
Chapter 15: Study Guide. 39. If a person has dysentery , they have a dangerous form of diarrhea 40. Be able to label structures of the digestive system on an image. (This includes a close-up view of the stomach and biliary system)
DIGESTIVE SYSTEM CHAPTER 15 STUDY GUIDE!! Flashcards | Quizlet
DIGESTIVE SYSTEM CHAPTER 15 STUDY GUIDE!! the process by which molecules of amino acids, glucose, fatty acids, and glycerol go from the inside of the intestines into the circulating fluid of the body.
Digestive system study guide Flashcards | Quizlet
Digestive system study guide. STUDY. PLAY. List the organs of the alimentary canal and the accessory organs. Alimentary Canal:mouth, pharynx, esophagus, stomach, small intestine, large intestine ... Support your answer. yes it is part of the large intestine it is only needed for comfort.
Digestive System
Study Guide. Directions: Answer the following questions on your own piece of notebook paper. List the three main functions of the digestive system. break down food into usable nutrients. absorb nutrient molecules into the blood and carry them to the body. eliminate wastes. What is peristalsis?
Digestive System Study Guide
Study guide for the digestive system focusing on vocabulary and labeling diagrams; intended for high school students taking anatomy and physiology.
Digestive System
Portal System. Conditions and Diseases of the Hepatobiliary System; Portal System; Liver. Liver - Accessory Digestive Organ; The Liver; The Liver - Accessory Organ; Function of the Liver; Function of the Liver; Liver Histology; Liver and Gallbladder; The Liver ; Pathology of Digestive System. Digestive System - Pathology; Hepatitis; Hiatal Hernia; Hernia Inguinal; Crohn's Disease
Digestive System Study Guide (Exam 3)
Popular Study Materials from Anatomy & Physiology 2 blood study guide (exam1) orion digestive quiz 1 respiratory system (exam 2) digestive system in class review (exam 3) lymphatic & immune system (exam 2) blood vessels (exam 1) heart
CHAPTER 35 Study Guide The Digestive System
In your textbook, read about the functions of the digestive system. Use each of the terms below only once to complete the passage. chemical chyme colon enzymes hormones mechanical small intestine three water. The digestive system has (1) major functions. Digestion can be categorized as either (2) or (3) .
Digestive System Teaching Resources | Aurumscience.com
Digestive System Study Guide. View Worksheet; Purpose: This study guide is a condensed listing of the major vocabulary words from this chapter, along with a set of practice questions and diagrams similar to what might be on a written test. The questions and vocabulary are roughly written in the same order as they appear in the lecture. | 1,396 | 610 | {
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Chapter 3
Rational Numbers
LSowatsky
1
3.1B Terminating and Repeating Decimals
I can write fractions as terminating or repeating decimals and write decimals as fractions.
LSowatsky
2
Vocabulary:
Terminating decimal
Repeating decimal
LSowatsky
3
Write Fractions as Decimals
Any fraction can be written as a decimal by using long division
by Unknown Author is licensed
This Photo underCC BY-SA
LSowatsky
4
Examples:
Write -3/8 as a decimal.
LSowatsky
Write 2 1/8 as a decimal.
5
Repeating decimals: have a pattern that goes on forever
Convert 1/3 to a decimal. What do you notice?
LSowatsky
6
What decimal place is this?
0.3
tenth
=
347
1000
0.347
thousandth
Homework:
p. 131 13-27 odd, 29-34
LSowatsky
8
3.1C Compare and Order Rational Numbers
I can compare and order rational numbers.
LSowatsky
9
This Photo by Unknown Author is licensed under CC BY-SA
Numbers that can be written as a ratio of two integers
To Compare Rational Numbers: graph on a number line
Fill in the Blank with <, >, or = to make a true sentence.
This Photo by Unknown Author is licensed under CC BY-NC-SA
Convert Percents to Decimals:
Remove the percent sign
Move the decimal point two places to the left, adding zeros if necessary
Example: convert 20% to a decimal
Example: List the numbers in order from least to greatest. 7 16 ,0.6,0.72 10 25 and
Common Conversions
Homework:
p.136 #8-27
3.2A Add and Subtract Like Fractions
I can add and subtract fractions with like denominators.
Like Fractions: fractions that have the same denominators
Examples: Add. Write in simplest form.
Examples:
Homework:
p.142 #9-20, 24-29
3.2C Add and Subtract Unlike Fractions
I can add and subtract fractions with unlike denominators.
Unlike Fractions: fractions with different denominators
If you have different denominators, have to make equivalent fractions that do have a common denominator
Steps to Add/Subtract Unlike Fractions:
1) Rename the fractions using the least common denominator (LCD)
2) Add or subtract as with like fractions
3) Simplify if needed
Examples:
Real World Example: A bucket was 7/8 full with soapy water. After washing the car, the bucket was only ¼ full. What part of the water was used?
Homework:
p.149 #11-22, 27-34, 37-40
3.2D Add and Subtract Mixed Numbers
I can add and subtract mixed numbers.
Examples:
Rename Mixed Numbers to Subtract
Method 1: Rename
Method 2: use improper fractions
Homework:
p.155 #11-33 odd, 34, 35, 37
3.3B Multiply Fractions
I can multiply fractions and mixed numbers.
LSowatsky
Look for cross cancelling to multiply smaller numbers
Examples:
To multiply mixed numbers: change to improper, then multiply
Homework:
p.163 #9-31 odd, 32, 39-45
3.3D Divide Fractions
I can divide fractions and mixed numbers.
Reciprocal (aka Multiplicative Inverse):
A number multiplied by it's reciprocal equals 1.
Examples:
To divide fractions:
1) Change to improper if there are mixed numbers
2) Change from dividing to multiplying by the reciprocal
3) Multiply
4) Simplify if needed
Examples:
Real World Example: Students are making butterfly houses. The side pieces of the house need to be 8 ¼ inches long. How many side pieces can be cut from a board measuring 49 ½ inches long?
Homework:
p.171 #11-35 odd, 36-42
Chapter Test | 1,751 | 922 | {
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Today within our society, the wide sport sector is expanding and developing and is becoming more influential in our lives. This increase in popularity and accessibility has influenced my interest and involvement in this subject and the different aspects involved in sport. My awareness has developed -not just in the practical aspects of sport- but the way in which it is analyzed through newspapers and the media and to a certain extent the business side of it.
I have been drawn in by sport from a young age and my attraction has amplified and my taking part in sporting activity increased. For many years, I have played football week by week and have constructed an understanding of the sport. My knowledge of the professional game has been altered through resources and articles in newspapers and reading and developing opinions based on the writing in front of me. Accomplishment in my exams also encouraged me to further widen my options in a sporting career and showed me that success can be achieved through sheer hard work and perseverance.
Towards the end of my fourth year at High School I attended work experience at a football coaching establishment. This gave me an insight into how organizations, such as coaching, are run and maintained. I worked on administrative tasks and practical aspects of coaching where I gained valuable knowledge and experience. I therefore became further motivated to follow my passion and become involved in what I read about and watch in the media.
I have participated in many activities at School both sporting and non-sporting which have helped improve my listening and communication skills. I am currently in the Events Committee at my School, which involves many responsibilities in planning and implementing new ideas for seasonal and formal occasions. It also requires me to be open to others' opinions and include my own input, to reach a conclusion that will benefit for the entire year group. Throughout my High School years, I have also shown a keen interest in specific curricular activities. History has always caught my attention, as I enjoy developing my knowledge in ancient and modern historical events, ranging from the Roman Empire, to the "Great War".
Outside of school, I am frequently occupied working at a large retail store. Here, I have many daily duties in which I must fulfil. I have widened my knowledge of marketing and advertising through observing my superiors in the work place and the various techniques used to attract customers. Involvement with colleagues has allowed me to work in a group and communicate effectively to complete a task. I enjoy indulging in many sporting activity, mainly tennis and football and like to keep up-to-date on sporting news by observing the events taken place on television. I have recently been intrigued by the way in which sport is described and reported in newspapers and have now shown a keen interest in different techniques used in articles and accounts. Reading sporting articles has become a hobby for me and the history of sport over the years has also appealed to me, as it is something I plan on learning about in further education.
The subjects I have previously studied and are currently studying at school have given me many options in a variety of career choice. My exam results have also given me hope to pursue a career in topics that I enjoy greatly, such as history and journalism. Although, my long-time enjoyment in sport and sporting activity has been challenging and satisfying, as I hope my future career will replicate. | 1,364 | 654 | {
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Personal, Social and Emotional Development
- Introducing our Golden Values
- Learning school and classroom routines
- Learning to take turns and share fairly
- Developing confidence and independence in activities
- Introducing 'Stop It, I Don't Like It' and Bubble Time
- Developing trust and cooperation through spacing games in PE and circle time games.
- Exploring different emotions and feelings
Literacy
- Sharing a variety of texts including 'Things I Like' by Anthony Browne and 'Elmer' by David McKee
- Retelling familiar rhymes and stories
- Developing name writing skills
- Developing name recognition
- Introducing the sounds of letters (phonemes) using Jolly Phonics
- Introducing some high frequency words
- Developing letter formation through multi-sensory handwriting activities
- Talking about personal identity through the sharing of scrap books
Communication and Language
- Retelling familiar stories and scenarios through role play
- Discussing feelings and emotions
- Developing listening and attention skills in a range of new situations
- Understanding and following new routines
Learning Journey: Let's Get Started!
Physical Development
- Using small tools to manipulate materials such as playdough and paper
- Using large equipment such as wheeled toys and bikes outside
- Developing correct pencil grip
- Exploring pre-writing skills through 'Write Dance' and other multi-sensory activities
- Practising dressing and undressing for physical activities
- Developing an awareness of personal hygiene
- Weekly yoga sessions
- Exploring co-ordination and footwork –Real PE
(Things I Like/Colour!)
Year Group: Reception Term: Autumn 1 2018
- Learning a variety of number rhymes, stories and songs
This Learning Journey Web gives an overview of this half term's learning across Reception. Learning Journeys will follow children's interests and enthusiasms, so learning contexts may vary from class to class.
Understanding the World
- Developing painting skills
Expressive Arts and Design
- Becoming familiar with the wider school environment
- Becoming familiar with the Reception learning environment
- Becoming familiar with people at school
- Becoming familiar with simple computer programs, including the painting program 'Dazzle'
- Acting out familiar scenarios using small world and role play resources
- Beginning to develop an understanding of the Hindu festival of Diwali Weekly French session with Mme Ellin
- Exploring artistic techniques such as marbling, weaving, printing and collage
- Self-portrait using fine line pen
- Exploring rhythms through circle time games
- Introducing musical instruments and keeping a steady beat
- Learning a variety of songs and rhymes
Weekly music session with Mrs Damant
- Reciting the number names in order
- Developing numeral recognition from 0-5 and beyond
- Counting reliably up to 5, then 10 everyday objects
- Developing an understanding of the value of numbers to 5 and beyond
- Beginning to name a range of 2D shapes
- Exploring, recreating and creating patterns
Mathematics | 1,444 | 629 | {
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CHAPTER V
CONCLUSION
The problem of adolescence rebellion which is presented by the author through Rafe in Patterson & Tebbetts' Middle School: The Worst Years of My Life reveals the reasons why a teenager like Rafe has become very rebellious as he reaches the most significant stage of human development, adolescence. The analysis describes Rafe's rebellion as a respond toward the problems which influence his psychology. The causes that take part of Rafe's rebellious behaviour are family's issue, depression, and school bullying. Furthermore, this chapter also discusses the impacts of Rafe's rebellion toward him and his surroundings.
The family's issue which occurs in Rafe's life is portrayed as Rafe's being not satisfied to be in his family. The family's issue that turns him into a rebellious teenager is his mother's situation. Carl, his mother's boyfriend, is described as a very influencing person in Rafe's rebellion. Rafe's feeling of not being loved properly by his parents has made him pressed. A frustration feeling arises as the occurance of Carl's humiliation on Rafe is found. Therefore, being frustrated or humiliated by someone can lead a teenager to have a rebellious behaviour.
Depression, as another reason of Rafe's rebellion is also analysed. The feeling where Rafe is being pressed by his loss is mostly illustrated in the novel. The loss that is caused by the death of Leo, Rafe's twin brother, is one of the reasons why he suffers from depression. Leo passed away when they were only three years old of meningitis. Although Rafe does not really know his twin brother well, but he looks difficult to admit the death of Leo. As becoming an adolescence, Rafe still can feel the existence of Leo. It is described in the story that Rafe thinks that Leo is still around as his imaginary friend. The refusal of the death of his twin brother has indicated that Rafe is suffering from depression. This situation has made Rafe unable to control himself.
The other reason of Rafe's rebellion is school bullying. During the adaption life on his new environment, Rafe has to face a very serious situation. As a new transfer student in Hills Village Middle School, Rafe feels difficult to make an adaptation into a new society. Moreover, one of the reasons why Rafe does not feel comfortable is because a matter of bullying. Miller, his new friend is the student who bullies him. Miller does not like the presence of Rafe in his class. Miller does want anyone to become as mean as him. So, Miller starts to bully and disturb Rafe. However, Rafe tries to show everyone that he is not a weak person.
A vengeful feeling has lead Rafe to resist the authority of Miller. Rafe even tries to fight the superiority and domination of Miller by making some rebellious behaviours.
The rest of the discussion is about the impacts of Rafe's rebellion toward himself and his surroundings. One of the positive impacts of Rafe's rebellion by breaking school's rules is that he successfully make a good connection with his new friends through a rebellious way after making a turmoil during his class. In short, the rebellion that Rafe made by breaking school rules reflects his willingness to get the attentions from the others or to obtain fun and excitement. While, the negative impact of Rafe's rebellion is where Rafe has to take the school punishment as the result of the risk behaviour. His willingness to get the attentions from the others leads him to do such a rebellion.
While, toward his surrounding, the positive impact of Rafe's rebellion has almost no evidence except his family's issue that is finally over. The conflict among Carl or "Bear" and all of the member of Rafe's family comes to an end as Carl left them. Because of Rafe's rebellion, his mother finally realized that Carl is not a man who deserve to be the step-father of her children. While, there are negative impacts caused by Rafe's rebellion toward his surroundings. As it discussed in the previous chapter, Rafe's mother becomes the one who surely feels the negative impacts of her son's rebellion. She definitely feel sad knowing that his son shockingly has done a forbidden thing like breaking school's rules. Moreover, a good reputation of Hills Village Middle School and all of the teacher in it is being questioned as the effect of Rafe's vandalism. | 1,661 | 895 | {
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From:
Sent:
To:
DPIE W Regional Water Strategies Mailbox firstname.lastname@example.org SUBMISSION Far North Coast Regional Water Strategy
Cc:
Subject:
SUBMISSION - Far North Coast Regional Water Strategy.
I have been a resident of the Terania Creek area for close to 40 years, and like many people, was drawn to this region because of the beauty of this rainforest region and its communities. I have worked and volunteered many hours over the years, to protect the natural environment and support the community.
I object to the proposed dam on Rocky Creek at The Channon/Dunoon on the grounds of habitat loss and the impact on the natural beauty of the Northern Rivers region.
Habitat and biodiversity loss is one of the biggest threats to humanity at this time. As big a threat as climate change.
Scientists agree that Earth is facing a biodiversity crisis, losing species 100 to 1000 times faster than the normal background rate of extinction, resulting in the sixth period of mass extinction in the history of Earth. Similarly, the Earth ecosystems that support human life are degrading at an equally alarming rate.
"The biodiversity crisis – i.e. the rapid loss of species and the rapid degradation of ecosystems – is probably a greater threat than global climate change to the stability and prosperous future of mankind on Earth. There is a need for scientists, politicians and government authorities to closely collaborate if we are to solve this crisis', Carsten Rahbek, Director for the Center for Macroecology, Evolution and Climate, University of Copenhagen.
Australia is a signatory to the UN Convention on Biological Diversity. Because it is a treaty to sustain the rich diversity of life on Earth, it is crucially concerned with species extinctions and ecosystem degradation.
The process towards extinction is mainly caused by habitat degradation, whose effect on biodiversity is worsened by the ongoing human-induced climate change.
In NSW and around Australia habitat loss still goes on unabated. (
https://www.sydney.edu.au/news-opinion/news/2020/06/05/australia-isn-t-doing-enough-to-preserve-biodiversity.html)
We know the proposed dam will destroy koala corridors that have been actively protected by local landcare projects in recent years. As well, platypus populations known to be in the existing creeks will lose their habitat. Dams destroy shallow creek habitats for platypus and also damage the flows to waterways below dams.
In a year when we have lost 3 billion native animals, it is madness to be destroying known habitats where they are thriving in our region. We need to look for other solutions to water management. Habitat loss, as well as impacting flora and fauna, also impacts on insect populations. Insect populations have decreased worldwide by more than 40% and a third of insects are in danger of extinction. Ecologists say foremost among the factors behind the decline are habitat changes wrought by humans.
(
https://www.nationalgeographic.com/animals/2019/02/why-insect-populations-are-plummeting-and-why-it-matters/
)
Knowing what we do about the impact of the destruction of habitat and ecosystems, we cannot afford to destroy yet another area of natural beauty in our region. I hope you seriously consider my reasons for objecting and look for alternatives to protect our Northern Rivers region. | 1,490 | 682 | {
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MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Reptiles File: Snakes As Reptile Pets_utf8.txt
Snakes As Reptile Pets
Most common snakes kept as pets in the reptile category are the corn snakes and the Royal Python. Pythons do have teeth and will bite even though they kill their food by constriction. A python can possibly live to be 40 years old when conditions are right and has been known to be the longest snake on record, reaching well over 30 feet in length! While this is the exception to the rule, it should still be a consideration when choosing a snake for a reptile pet.
You must know the proper requirements for your snakes before you commit to keeping more than one in the same enclosure. All snakes are not the same! Feeding them together is discouraged as well. Some snakes eat other snakes, too, so be careful about your choices. There are people who live in the country who will keep the king snake alive simply because it is known to kill other harmful snakes.
There are different types of corn snakes and different types of pythons. Know your type before you purchase. Some make better choices than others for pets. Don't touch your snake if it's in the water bowl and has developed milky eyes. This could be a sign of shedding. Because the snake has limited vision, it could strike out at you in defense, not knowing you won't intend to harm it.
There are things that could make your snake reluctant to eat. Force feeding is not a good idea. Illness, stress, shedding, temperature, humidity, and occasional fasting may make your snake's appetite change.
The anaconda is not the longest snake ever known, but it is the heaviest. Although anacondas have been kept in captivity, it is not advisable. For one thing, it isn't fair to the snake. Their natural environment is a river. Some people have gone so far as to keep venomous or dangerous reptiles for pets, including rattlesnakes. This is highly discouraged, especially in homes containing children or the elderly.
Wildlife shows make the adventures with reptiles seem fun and exciting. But most people should note that these people who interact with the snakes and other reptiles are experienced, trained professionals. They didn't become enlightened overnight.
Scaled reptiles are classified as Squamata, which includes lizards and snakes. Detachable jaws are one of the fascinating talents of the snakes. The other qualification to inclusion as a Squamata is the scaly skin or shields.
Snakes are thought to have evolved from lizards---but most people are far more
MTBN.NET PLR Library
Text and Word PLR Article Packs available at PLRImporter.Com
Category: Reptiles File: Snakes As Reptile Pets_utf8.txt scared of snakes than they are of lizards! It's ironic that the snake evolved from the lizard, yet lizards are one of the small animals the snake is known to eat.
Some snakes can climb trees to steal eggs from the bird nests. They've even been known to devour the unfortunate bird left guarding the eggs. Because the snake swallows its food whole, digestion is more complicated and tiresome for the reptile. This will cause the snake to regurgitate if disturbed during digestion so it can escape danger.
Yes, snakes can be interesting pets and interesting reptiles. Just make sure you know what you're dealing with before you attempt to make contact! | 1,324 | 747 | {
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Selecting Anchoring Phenomena for Equitable Three-Dimensional Teaching
Design of Module:
* This module provides a process that could be used in identifying phenomena that could be used to anchor a unit of instruction that supports three-dimensional student learning.
* This module is divided into five sessions. Each session builds upon one another to provide a scaffolding in understanding and identifying phenomena.
* This module is designed to be administered in 45 min PLC sessions. However, the timeline and work sessions can be adjusted to best fit the systems schools and districts already have in place.
* Module facilitators might be a department chair, teacher leader or curriculum specialist, etc. With that in mind, the facilitator notes include content information and potential talking points intended to provide support to a facilitator who does not have extensive science experience.
* Pre-service teacher faculty may wish to utilize this module as pre-service teachers are thinking about unit and lesson development.
Goals of Module:
* Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice.
* Generate working definitions of phenomena, design challenges and disciplinary core ideas.
* Identify phenomena related to a bundle of performance expectations.
* Experience how phenomena can be introduced at the start of a unit in order to launch a student-driven series of questions.
Session A: Experiencing an Anchoring Phenomenon
* Experience how phenomena can be introduced at the start of the unit, in order to launch a student driven series of questions.
Session B: What are Phenomena?
* Generate working definitions of phenomena, design challenges and disciplinary core ideas.
o Participants participate in the Phenomenon Game to uncover principles that distinguish between these three ideas.
* Explain to a peer the role of phenomena and design challenges in science teaching—with a particular focus on equity and justice.
Session C: Analyzing Performance Expectations
* Analyze a bundle of performance expectations for each of the three dimensions.
* Brainstorm phenomena related to the bundle of performance expectations.
Session D: Selecting Phenomena
* Select a phenomenon related to a bundle of three-dimensional standards we have analyzed.
* Use tools to elicit student interest and related experiences to help select a phenomenon.
Session E: Taking Stock
* Experience on way to introduce phenomena.
* Build an initial sequence for a unit that is based on student questions.
* Help students make connections to their own ideas and experiences.
This resource has been modified from ACESSE Resource E and is provided through OER (Open Educational Resources) Commons Platform and provided through a Creative Commons license (CC BY-SA). The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or "access") project brings together partners from educational research and practice to tackle a pressing problem in education: how to make state systems of science education more equitable and coherent. The project is based on deep collaboration between the University of Colorado Boulder, University of Washington and the Council of State Science Supervisors (CSSS). It is funded by the National Science Foundation (NSF) through Award DRL-156 1300. | 1,487 | 630 | {
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HOW PREDICTIVE ANALYTICS WORKS AGAINST THE CONSUMER
Kacey Lowenstein - April 2023
Predictive analytics is a type of data analytics that uses statistical algorithms and machine learning techniques to analyze data and make predictions about future events or trends. It involves using historical data to identify patterns and trends, which can then be used to make predictions about future outcomes.
The process of predictive analytics typically involves several steps, including data collection, data cleaning and preparation, feature engineering, model selection, and model training and evaluation. Once a model has been trained, it can be used to make predictions about new data or future events.
Predictive analytics has a wide range of applications in various fields, including finance, healthcare, marketing, and manufacturing. It can be used to forecast customer behavior, identify potential fraud, optimize pricing, and improve decisionmaking in a variety of other contexts.
The type of data required for predictive analytics depends on the specific problem you are trying to solve and the type of prediction you are trying to make. However, in general, the data should be relevant, accurate, and representative of the problem domain.
Some of the common types of data used in predictive analytics include:
1. Historical data: This is data that has been collected over time and can be used to identify patterns and trends.
3. Unstructured data: This is data that is not organized in a structured format, such as text data from social media or customer feedback.
2. Structured data: This is data that is organized in a structured format, such as in a database or spreadsheet.
4. Behavioral data: This is data that captures how people or systems behave, such as clickstream data on a website or sensor data from a machine.
5. Demographic data: This is data that captures information about individuals, such as age, gender, income, and location.
In addition to the type of data, it's important to ensure that the data is accurate, complete, and representative of the problem domain. Data cleaning and preprocessing techniques may be required to transform and normalize the data before it can be used for predictive analytics.
Pricing analysis is one of the most common applications of predictive analytics in business.
Predictive analytics can be used to analyze historical pricing data to identify patterns and trends, and to develop models that can be used to predict the optimal price for a product or service. These models can take a variety of factors into account, such as customer demand, competitor prices, and product features, to help businesses set prices that maximize profits. By analyzing historical data and identifying patterns and trends, predictive analytics can be used to develop models that can help businesses predict how different price points will affect customer behavior, such as demand, sales, and revenue.
For example, a company might use predictive analytics to analyze sales data and identify the optimal price points for different products or product bundles. They can also use predictive analytics to identify which customers are most likely to respond to price changes, and to develop targeted pricing strategies for different customer segments.
Correspondingly, it could be used to determine which factors influence customer behavior, such as demographics, purchase history, and product features. This information can then be used to develop pricing models that consider these factors and help businesses set prices that optimize revenue.
In addition, predictive analytics can be used to monitor pricing in real-time, and to adjust pricing strategies as needed based on changes in the market or customer behavior. This can help businesses stay competitive and maximize profits over time. | 1,632 | 703 | {
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From raw materials to cement
All over the world, cement is one of the most important building materials. Whether for houses, bridges or tunnels, we cannot imagine our modern world without it. Join us for a short tour to experience how cement is made: starting with the extraction of raw materials and ending with the finished product.
Extracting raw materials Crushing and transportation
Raw material preparation I:
Burning
Storage and homogenisation
Quarry
Crusher
Raw material preparation II: Drying and raw grinding
Blending bed
Additional components
The most important raw materials for making cement are limestone, clay and marl. These are extracted from quarries by blasting or by ripping using heavy machinery. Wheel loaders and dumper trucks transport the raw materials to the crushing installations. There the rock is broken down to roughly the size used in road metalling.
Roller grinding mill
Ball mill
Raw meal
silos
Cyclone preheater
Calciner
Preheater kiln
Grate preheater
Lepol kiln
Clinker
Raw meal
silos
The crushed material is transported into the raw material storage of the cement plant by conveyor-belts, cableways or railways and also in exceptional cases with trucks. Once there it is stored in blending beds and homogenised.
The burning of the raw meal at approx. 1,450°C is carried out in Lepol or preheater kilns that work by varying methods, the main difference being in the preparation and preheating of the kiln feed. By chemical conversion, a process known as sintering, a new product is formed: clinker.
The desired raw mix of crushed raw material and the additional components required for the type of cement, e.g. silica sand and iron ore, is prepared using metering devices. Roller grinding mills and ball mills grind the mixture to a fine powder at the same time as drying it, before it is conveyed to the raw meal silos for further homogenisation.
Clinker silos
Roller press
Ball mill
Anhydrite
Gypsum
Limestone
Blast-furnace
slag
Cement silos
Packaging machine/
Palletiser
After burning, the clinker is cooled down and stored in clinker silos. From there the clinker is conveyed to ball mills or roller presses, in which it is ground down to very fine cement, with the addition of gypsum and anhydrite, as well as other additives, depending on the use to which the cement is to be put.
Quality control and environmental responsibility
Focus on quality
Quality is of paramount importance. This is why the whole production process is monitored and controlled from a central control room where all the data from the plant and the laboratory come together. Highly qualified production controllers operate and safeguard the plant.
Environmental responsibility
Environment is a central issue. The quarries from which we extract our raw materials are returned to a natural state or put to agricultural use. We are increasingly opting for renaturation, thus helping to preserve biological and species diversity.
Focus on energy and climate protection
The finished cement is stored in separate silos, depending on type and strength class. From there it is mainly loaded in bulk form from terminals onto rail or road vehicles as well as onto ships. Only a small proportion of the cement reaches the customer in the form of bags that have been filled by rotary packers and stacked by automatic palletising systems.
With efficient production processes and the increasing use of alternative fuels and raw materials, we make an important contribution to protecting our climate. Group-wide standards for environmental protection and occupational health and safety help us to ensure that our ambitious goals are implemented worldwide.
HeidelbergCement has activities in 50 countries and its goal of sustainable development is shared by all Group areas and business lines. We are building on the three pillars of sustainability: economy, ecology and social responsibility. We create added value for our customers, employees, suppliers and shareholders. We preserve natural resources – the basis of our economic activity. And we recognise our social responsibility at our locations and towards our employees.
HeidelbergCement is member of:
World Business Council for Sustainable Development
HeidelbergCement Headquarters
Berliner Strasse 6
69120 Heidelberg
Germany
Phone: +49 62 21-481-227
Fax: +49 62 21-481-217
www.heidelbergcement.com
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ENGLISCH
Fact Sheet Multilingualism in the Family
Is your child growing up multilingually? Congratulations! This is a unique opportunity. Children generally have no difficulty learning an additional language in a multilingual environment. You can support your child during this process.
ENGLISCH
Which language should be spoken at home? – The parents' native languages!
It is usually best if the mother, the father and other family members each speak to the child in the language in which they feel most comfortable and confident.
This is typically your native language. Your child needs you as a role model in your native language. This will help your child to learn your language and enable him or her to learn other languages more easily.
Regular attendance at preschool helps children learn German
Children make mistakes and mix up their languages!
Don't worry if your child doesn't speak German fluently when starting preschool. Continue speaking to your child in your own native language. He or she will learn German when communicating with the caregivers, teachers and other children at preschool. So that this works, it is very important for your child to attend preschool regularly. The more often your child plays with German-speaking children in places like preschool, the playground or the gymnastics club, the faster he or she will learn German naturally.
It is not unusual for children to make certain kinds of mistakes when they start learning a new language. These mistakes often demonstrate that the children are on the right track to learning German. For example, they may leave out the definite article („gib mir Blatt" instead of „gib mir das Blatt") or use the wrong preposition ("bei Baum" instead of "auf dem Baum"). In addition, multilingual children frequently mix up their languages for a certain period of time: "I can werfen the ball." This is a sign of increasing language ability. If you are unsure or have questions, ask your child's preschool teacher or pediatrician.
My child suddenly only wants to speak German!
Speaking is fun!
Some families have reported experiencing phases in which their children refuse to speak the family's language and only want to speak German. This is not a cause for concern. Keep speaking your own native language with your child. Your child's language ability will continue to develop even if he or she only listens to you speak. Plus, you can rest assured that he or she will eventually go back to speaking the family's language.
Talk to your child often and a lot about his or her experiences. Tell stories, read books aloud and engage in language-based play together. No matter which form of linguistic interaction you choose, you will encourage your child to associate positive feelings and experiences with his or her native language and in turn support his or her linguistic development.
Growing up multilingually is an opportunity!
You can help your child learn multiple languages by offering frequent opportunities to speak and experience the languages in a variaty of different situations. Your native language and culture should be meaningful for your child, as should German, the language of the community in which you are living. It is essential that you demonstrate a positive attitude toward all of your child's languages. This will motivate your child to use his or her languages actively and to expand his or her linguistic ability, both in your family's languages and in German. In doing so, you will prepare your child optimally for preschool and primary school.
www.lakos-sachsen.de | 1,395 | 693 | {
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ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2018
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
SECTION A
1. Alternative technologies for a climate change resilient india
2. A good life is one inspired by love and guided by knowledge
3. Poverty anywhere is a threat to prosperity everywhere
4. Management of indian border dispute a complex task SECTION-B
5. Customary morality cannot be a guide to modern life
6. The past is a permanent dimension of human Consciousness and values
7. A people that values it's privileges above it's principles loses both
8. Reality doesn't confirm to ideal, but confirm it
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2019
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
SECTION A
1. Wisdom finds truth
2. Values are not what humanity is, but what humanity ought to be
3. Best for an individual is not necessarily best for the society
4. Courage to accept and dedication to improve are two keys to success
SECTION B
5. South Asian societies are woven not around the state, but around their plural cultures and plural identities
6. Neglect of primary health care and education in India are reasons for its backwardness
7. Biased media is a real threat to Indian democracy
8. Rise of Artificial Intelligence: the threat of jobless future or better job opportunities through reskilling and upskilling
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains –
2020
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. Life is long journey between human being and being humane
2. Mindful manifesto is the catalyst to a tranquil self
3. Ships do not sink because of water around them, ships sink because of water that gets into them
4. Simplicity is the ultimate sophistication
Section B
1. Culture is what we are, civilization is what we have
2. There can be no social justice without economic prosperity but economic prosperity without social justice is meaningless
3. Patriarchy is the least noticed yet the most significant structure of social inequality
4. Technology as the silent factor in international relations
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2021
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. The process of self-discovery has now been technologically outsourced.
2. Your perception of me is a reflection of you; my reaction to you is an awareness of me.
3. Philosophy of wantlessness is Utopian, while materialism is a chimera.
4. The real is rational and the rational is real.
Section B
5. Hand that rocks the cradle rules the world.
6. What is research, but a blind date with knowledge!
7. History repeats itself, first as a tragedy, second as a farce.
8. There are better practices to "best practices".
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains –
2022
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each:
Section A
1. Forests are the best case studies for economic excellence
2. Poets are the unacknowledged legislators of the world
3. History is a series of victories won by the scientific man over the romantic man
4. A ship in harbor is safe, but that is not what ship is for
Section B
5. The time to repair the roof is when the sun is shining
6. You cannot step twice in the same river
7. A smile is the chosen vehicle for all ambiguities
8. Just because you have a choice, it does not mean that any of them has to be right
ESSAY QUESTION PAPER – UPSC Civil Services IAS Mains – 2023
Write two essays, choosing one topic from each of the following Sections A and B, in about 1000-1200 words each
Sections A
1. Thinking is like a game . It does not begin unless there is a opposite team
2. Visionary decision making happens at the intersection of intuition and logic
3. Not all who wander are lost
4. Inspiration for creativity springs form the effort to look for the magical in the mundane
Sections B
5. Girls are weighed down by restrictions. Boys with demands - two equally harmful disciplines
6. Mathematic is the music of reason
7. A society that has more justice is a society that needs less charity
8. Education is what remains after one has forgotten what one has leaned in school | 2,028 | 1,051 | {
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Alexander Alekseevich Borisov (Vologda Oblast 1866 - Arkhangelsk Oblast 1934)
Encampment in the Snow
signed 'A. Borissoff' (lower left), also signed with initials and dated '906' (lower right) oil on board 35 x 52 cm (13¾ x 20½ in)
This painting of a traditional choom settlement on the backs of a river was executed during Alexander Alekseevich Borisov's final expedition to the far north in 1906. The work is both a testimony to the conditions that Borisov had to tolerate during his trips and to his independent style. The board is covered with swirls of paint chosen for their muted tones, and despite the presence of the encampment one gets a sense of the great immensity and loneliness that Borisov must have felt in such surroundings. The ground has thawed somewhat and the villagers have left out an up-turned kayak, a pot, two sleighs and skins drying on a line. There are more permanent dwellings in the background and one wonders if Borisov was one of the last people to witness these people abandoning their nomadic way of life for a less romantic and settled alternative. Despite this poignant subtext of abandonment, the overall effect is one of calm. The influence of Arkhip Ivanovich Kuindzhi (1842-1910), one of Borisov's tutors whilst at the Imperial Academy of Arts, St. Petersburg, is notable, see for example Moonlight in a Winter Forest. As with Kuindzhi, the paint takes over with vast areas of colour, intensifying the expressive nature of the Russian landscape.
Between 1894 and 1906 Borisov organised several expeditions to the far north for scientific and ethnographical purposes. During this period he painted numerous landscapes and was praised as being one of the first artists to open up the Arctic. There he was amazed by the beauty of the vast landscape with its arctic tundra. Paintings from this period include Afternoon on Novaya Zemlya (1894), The Kara Sea (1896) and and the Tretyakov's Nenets by a Choom, Malye Karmakuly, Novaya Zemlya,which was painted in the same year and is comparable to the present work. Both works manage to depict the lifestyle of the indigenous people whilst simultaneously conveying the isolation of the vast, untouched landscape. This ability to explore ethnographic themes, within the context of beautifully rendered landscapes is a recurring feature of Borisov's work. From 1898 he also painted a series of genre scenes featuring the Samoyed people of Siberia. Borisov's numerous trips to the far north and his interest in its ethnic groups such as the
Samoyed people is in keeping with a cultural move to embrace all things Russian; its native people, its true landscape and the rejection of more traditional neo-Classical ideals.
Borisov was born into a peasant family in Vologda Oblast, on 2 November, 1866. He began his artistic career as an icon painter for the Solovetskii monastery, where he ended up working for over forty years. In 1888 he was accepted as a student at the Imperial Academy of Arts where he studied under the guidance of two great Russian painters, Kuindzhi and Ivan Shishkin. Borisov lived in St. Petersburg until 1909 and then moved to the Arkhangelsk Oblast where he died in August 1934. During his lifetime Borisov exhibited at the Imperial Academy of Arts, the Moscow Society of Lovers of Art and also with the Peredvizhinki, (The Wanderers). He held a series of solo exhibitions at St. Petersburg, Vologda, Veliky Ustyug, Moscow and elsewhere abroad. The Borisov Museum in Arkhangelsk is devoted to both his work and his dedication to opening up the Arctic to artistic representation through his tireless expeditions.
Artist description:
Borisov was born into a peasant family in Vologda Oblast, on 2 November, 1866. His artistic career began as an icon painter for the Solovetskii monastery. In 1888 he was accepted as a student at the Imperial Academy of Arts where he studied under the guidance of two great Russian painters, Kuindzhi and Ivan Shishkin. Borisov lived in St. Petersburg until 1909 before moving to Arkhangelsk Oblast where he died in August 1934. During his lifetime Borisov exhibited at the Imperial Academy of Arts, the Moscow Society of Lovers of Art and also with the Peredvizhinki, or 'The Wanderers'. He held a series of solo exhibitions at St. Petersburg, Vologda, Veliky Ustyug, Moscow as well as in cities abroad. The Borisov Museum in Arkhangelsk is devoted to Borisov and his tireless dedication to opening up the Arctic to artistic representation through his expeditions to Russia's Far North.
Collections
Borisov is represented in the following collections: Pushkin Museum of Fine Arts, Moscow; State Tretyakov Gallery, Moscow, amongst others. | 2,045 | 1,069 | {
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Unbelievably Fantabulous, 10-Yard Hike TIME: 30-60 min.
OBJECTIVES: Iowa Core
Science
1-LS3-1. Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Physical Education
* P.E. Standard 3 - Participates regularly in physical activity.
MATERIALS & RESOURCES:
* One magnifying glass per person
* Small jars for observation
* Several bug boxes
* Pencils and paper or notebook
* Simple field guides on insects, fungi, etc. (optional)
DIRECTIONS:
1. Distribute magnifying glasses.
2. Explain that you are going on a long hike. Build up the need for stamina & persistence. It's a 'long' hike! If you have not already done so, explain how to use magnifying glasses and hand out the jars.
3. Proceed to the area you have chosen. Spread the group out, two arms' lengths apart, with you in the middle. Have everyone who is able (including you) get down on hands and knees. Tell the group the hike is from "here to there" (approximately 10 yards), and they are to find every living thing (on or slightly below the ground) they can in that space.
4. Magnifying glasses and fingers are their only tools. Crawl with them and make much of your own discoveries, sharing them with others. Point out the change in perspective when sitting or crawling on the earth as compared to standing. Also talk about the difference in perspective between humans and the very small organisms you're likely to encounter. Sometimes, humans have very different perspectives because we see things from different a different viewpoint.
5. Help the group figure out things they don't understand or recognize. Share in the excitement.
6. You may wish to hand out notebooks or field guides so participants can draw their findings.
7. If you collect anything in your jars and bug boxes for later observation, make sure you release them promptly after identification.
8. Gather the group at the end of the hike. Review and list what they discovered.
9. Discuss the implications of this miniature world.
10. You may want to try another hike in a different area or park. You can reuse all of your materials, and if you've provided a small notebook it will be easy to make comparisons.
BRIGHT SPOTS:
What happened when you crawled on your hands and knees? How did hiking on your hands and knees change your perspective? How do you think you'll see things differently when you take a hike now that you've taken one on your hands and knees? | 990 | 543 | {
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Ginormous Garbage Pile and the
Once there were two little raccoons, a brother and a sister named Joe and Emily Raccoon.
Joe Raccoon was very careful with all his toys. He always cleaned up right after dinner.
But Emily Raccoon was very messy.
After dinner each night, Joe and Emily's mom told Joe to wash the dishes. She told Emily to take care of the recycling. Then their mom went to lie down and rest after a hard day at work.
Joe washed and dried the dishes. But Emily just took the recycling and put it in with the trash. She didn't rinse out the cans and bottles or let them dry for recycling. She didn't think about things you can't recycle. She just threw everything into a big pile in the backyard.
One night when their mom came home from work, she said, "Something smells bad!" Joe and Emily and their mom went around the house sniffing.
"Uh-oh," said Mom. "Something is behind the house."
They all ran outside to the backyard. There was a GINORMOUS pile of garbage.
There was old food and plastic bottles and metal cans. There were old pizza boxes and broken toys and a big cardboard box. What else do you think was in the pile?
"Oh, no," said Mom. "What are we going to do with all this garbage?
Emily was sorry she had made the big mess. "I'm sorry, Mom," she said.
"We can clean it up now," said Joe, who had learned about recycling at school. "Recycling is important. It helps the Earth and all the people and animals stay healthy."
Joe, Emily, and their mom got to work sorting the recycling.
"Everything we recycle has to be clean and dry, with no food on it," Mom said. "Otherwise, it can't be recycled."
Joe rinsed out the metal cans and the plastic bottles, and set them aside to dry.
Emily piled up all the clean cardboard, newspapers, magazines, and old mail.
Mom put stuff you can't recycle, like dirty pizza boxes, food scraps, and plastic bags into the garbage can.
When they were done, it was dark, but everybody felt great. All the garbage went into the garbage can. All the empty, clean and dry recycling items went into the recycling bin.
"Mom," said Emily, "I'm going to learn all about recycling."
"It's as simple as one, two, three," said Joe.
"Number one is knowing what you can recycle and what you can't recycle."
"Number two is rinsing out and drying," said Mom as they went inside.
"And number three is putting everything into the recycling bin without any plastic bags." | 788 | 561 | {
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Make Your School Zone A "No Bully Zone"
Stories about school-based bullying have unfortunately become a regular feature in the news cycle. The frequency of such stories seems to be on an uptick since the November election, however they are also a part of an overall increasing trend of bullying in the United States.
School districts everywhere are concerned about bullying. Obviously bullying can negatively affect the safety and culture of the learning environment. But districts also have another concern: legal and insurance risks that bullying can cause. Since bullying in some circumstances can legally be considered a type of unlawful harassment and/or unlawful discrimination, this creates additional risks for school districts.
Bullying itself doesn't happen in a single way, to a single group, or at a specific venue.
Often bullying victimizes students who are demographically placed in federally protected classes. Such a classification can remove barriers to legal action in federal court; an action which removes state liability caps from financial judgments. This creates heightened risk for financial claims against your general liability insurance policies. While a district can't prevent all bullying, the legal test is often whether a school district is making an attempt to fulfill their legal responsibilities to create a safe environment. This means districts should have policies, processes, and resources in place to help curtail bullying on their campuses.
We know from data that bullying can happen across all demographics, actions, and venues.
Simply put: Any child can be bullied for any reason, in any way, from the lunch room to their social media account.
Districts have multiple avenues to identify resources to assist them in their anti-bullying efforts, including:
- Government entities: Both the federal and state government have resources online available to schools to help them prevent bullying. Examples include www.stopbullying.gov from the federal government, and the Wisconsin Department of Public Instruction has an entire section of their website dedicated to bullying prevention. Both sites also have tools to help identify risks, response resources, assessment tools, and sample policies for your use.
- Non-profits: There are plenty of non-profit organizations that focus on curbing bullying and harassment. Examples include the Wisconsin Safe and Healthy Schools Center and CyberWise.
- Insurance carriers/brokers: Your insurance partners may have access to resources designed to help minimize this risk. Reach out to your carrier or insurance broker to understand if they have resources available to assist your efforts.
Takeaway: No school is exempt from bullying and the risk exposures that come with it. If a district hasn't addressed this topic yet, we encourage them to aggressively address the situation. If a district has addressed it, now is a great time to review their policies and procedures to make sure they are up-to-date with the latest resources.
Marty Malloy is an Account Executive and the Director of Education & Government Practice at M3 Insurance.
About M3
M3 Insurance offers insight, advice and strategies to help clients manage risk, purchase insurance and provide employee benefits. We are committed to being experts in both the products we represent and the industries we serve. Our people advance M3's competitive advantage in the marketplace, and our focus on community builds better places live and work. M3 is consistently ranked a top 100 broker in America. | 1,490 | 646 | {
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DESERTS!
Sand __ are pretty to look at, but dangerous to walk on This country was once very green and fertile, but is now a desert Deserts cover one __ of the earth's land area In the desert areas of the Southwest US there are many __ towns An __ is a place in a desert with water and maybe shade The Gobi, Kalahari and Namib deserts are on this continent Prickly pear and saguaro are types of __
__ is a common industry in some deserts A trick of light from the desert heat that appears like water Desert covering parts of California, Utah, Arizona and Nevada People who wander through the desert without a permanent home The __ is the largest desert at 3.5 million square miles Desert temperatures can be __, from over 100 to below freezing You will often find deserts on the __ side of a mountain range Cold blooded animals like __ enjoy the warm desert sun Black Widows and Tarantulas are __ types found in the desert If a desert gets 10-20 inches of rain a year it is considered __-__ The __ is a cold desert where penguins live Camels or __ are common forms of desert transportation __ and wallabies are found in the Great Sandy Desert Many desert animals are __ to avoid the heat during the day If a __ blows in, cover your eyes and find shelter Venomous __ are found on each continent, except Antarctica When traveling through a desert wear sunscreen to avoid getting __ Loose plant symbolic of US deserts and ghost towns Drink lots of water to avoid __
A __ enjoys sunning itself, but will warn you if you disturb it Deserts don't get much __ throughout the year
©2006 Clue Search Puzzles™ All Registered Trademarks are the properties of their respective owners. Visit us at www.ClueSearchPuzzles.com
Enter unused letters from puzzle, in order:
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Solve Hundreds of Clue Search Puzzles Covering All Kinds of Topics for FREE! No Membership or Email Required! Visit us at www.ClueSearchPuzzles.com ___________________________ | 1,096 | 662 | {
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For Immediate Release October 17, 2018
Contact:
Karry Rathje Public Information Manager 435.673.3617 firstname.lastname@example.org
UTAH'S WATER STORAGE PREVENTS STATE OF EMERGENCY ON PUBLIC WATER SYSTEMS
Utah Governor Gary Herbert signed an Executive Order on October 15 declaring a state of emergency due to drought. The order allows state and federal resources for drought-affected communities and agricultural producers. The Washington County Water Conservancy District (district) supports this effort and appreciates the governor's awareness of water's essential role in all facets of our lives—from providing food and drink to supporting jobs, industry and a high quality of life.
"This low water year could have put the entire state of Utah in a drought emergency if it weren't for one thing – water storage," said Ron Thompson, general manager of the district. "Utah is blessed to have nearly 100 reservoirs that store water close to communities, ensuring our citizens and businesses have the water needed to survive."
Reservoirs exist to store surplus water for use in periods of drought – their primary function is to supply water to sustain the population and economy. Secondary benefits include recreational, environmental, financial and social purposes.
Recent media reports have noted that Utah's reservoirs are currently below average levels. "Water managers sleep easier when reservoirs are full, but reservoirs weren't designed to be full all the time," said Thompson. "It's normal to see highs and lows. Keeping reservoir levels as high as possible is a community effort. We can, and all should, be a little more mindful of how much water we use knowing that what we save today will be available for us tomorrow."
Washington County, the driest region of the state, entered 2018 with a "below dismal" snow year with only eight percent of normal snowpack. Fortunately, 2017 was a good water year and most of the county's local reservoirs were full going into 2018. "Washington County residents are literally living off reservoir storage this year," said Thompson.
Current reservoir levels in the county are: Quail Creek 57 percent, Sand Hollow 75 percent, Gunlock 38 percent, Ivins 54 percent and Kolob 0 percent.
About Washington County Water Conservancy District
Washington County Water Conservancy District is a not-for-profit public agency established in 1962 to manage Southern Utah's regional water needs. The district oversees the development, stabilization, management, acquisition and conservation of water resources in Washington County in an ongoing effort to provide a safe, reliable water supply for current and future generations. Visit www.wcwcd.org for more information. | 1,216 | 544 | {
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This Month in History
East India Company's rule of India ended as the Crown took over its territories in 1858, James (Gentlemen Jim) Corbett, boxing champion, born in 1866, Nicholas Breakspear (Pope Adrian IV), only English Pope, died in 1159.
the Second World War ended with the surrender of Japan in 1945*, Thomas Telford, engineer, died in 1834.
[*This is the date of the signing of the surrender document although the UK denotes 15th August as Victory Over Japan Day, commemorating the announcement of the formal surrender.]
Cromwell defeated a Royalist army at the Battle of Worcester in 1651, Britain introduced the Gregorian calendar in 1752 so that 3rd September became 14th September, Allied forces invaded Italy in 1943.
Palestinian terrorists killed two and took nine Israeli athletes hostage at the 1972 Munich Olympic Games (all the hostages were later killed).
first V2 rocket hit London in 1944, King Richard I (the Lionheart) born in 1157.
Henri Toulouse-Lautrec, painter, died in 1901.
American Express cards launched in the UK in 1963.
terror attacks on the World Trade Centre, New York in 2001.
Roald Dahl, writer, born in 1916, James Wolfe, general, died in 1759.
Napoleon entered Moscow in 1812, Princess Grace of Monaco (aka Grace Kelly) died in 1982.
tanks were used for the first time in the Battle of Flers-Courcelette in 1916, Alexander Fleming discovered penicillin in 1928, Titus Oates, Protestant plotter, born in 1649, Dame Agatha Christie, novelist, born in 1890, Isambard Kingdom Brunel, engineer, died in 1859, William Seward Burroughs, adding machine pioneer, died in 1898, Willy Messerschmitt, aircraft designer, died in 1978.
Post Office Savings Bank established in 1861, Britain's first Women's Institute formed in 1915 in Llanfairpwllgwyngyllgogerychwyrndrobwllllantysiliogogogoch, Lauren Bacall, actress, born in 1924, Lloyd Grossman, broadcaster, born in 1950, King Henry V (reigned 1413-1422), born in 1387, Maria Callas, soprano, died in 1977.
foundation stone laid for the new William Farr School building by Mrs William Farr in 1958, Soviet Army invaded Poland in 1939, Camp David agreement between Israel and Egypt signed in 1989, Damon Hill, racing driver, born in 1960.
,
Lance Armstrong, cyclist, born in 1971, Samuel Johnson, writer, born in 1709, Greta Garbo actress, born in 1905.
George Cadbury, chocolate manufacturer, born in 1839, William Lever, soap manufacturer, born in 1851, Thomas Barnardo, philanthropist, died in 1905.
in 1519 Magellan set sail on a voyage around the world and in 1522 one of the ships made it back to become the first to circumnavigate the globe, Attila and his Huns defeated at the Battle of Chalons in 451, Britain came off the gold standard in 1931.
the first TV commercial (for Gibbs SR toothpaste) broadcast on ITV in 1955, Anne of Cleves, fourth wife of Henry VIII, born in 1515, Michael Faraday, chemist, born in 1791.
Julio Iglesias, singer, born in 1943, Bruce Springsteen, singer, born in 1949, Sigmund Freud, psychoanalyst, died in 1939.
first blood transfusion performed in Guy's Hospital in 1818.
Olivia Newton-John, singer, born in 1948, Bryan Ferry, musician, born in 1945, Sir Barnes Wallis, engineer, born in 1887, James Keir Hardie, founder of the Labour Party, died in 1915.
Society of Jesus (Jesuits) formed in 1540, Gracie Fields, singer, died in 1979.
twinning agreement with Moncé en Belin signed in Welton in 1974, Gamal Abdel Nasser, Egyptian leader, died in 1970.
the London police began duty in 1829, Richard II (1377-1399) deposed by Henry Bolingbroke (Henry IV) in 1399, Gwyneth Paltrow, actress, born in 1973, Lech Walesa, President of Poland 1990-1995, born in 1943, Miguel de Cervantes, writer, born in 1547, Horatio Nelson, naval commander, born in 1758, Billy Butlin, holiday camp pioneer, born in 1899.
Peace in our Time declaration by Neville Chamberlain in 1938. | 1,994 | 1,075 | {
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Windy Loves… Peaches!
How do peaches grow? On a plant in the ground? NO. On a bush or vine? NO. Peaches grow on a tree!
Peaches and Nectarines are the same fruit, except for one major difference: Peach skin is fuzzy, while nectarines are smooth.
Peaches are best when eaten raw, but can be added to fruit salads, eaten with yogurt or granola, and made into many other yummy treats. Peaches are naturally sweet so they don't need anything added to enjoy this delicious treat.
Get creative! Peaches, sliced in half and placed on the grill for a few minutes are also very delicious.
Did You Know that...?
Peaches are good for you! They are full of:
- Vitamin A – great for making your eyes strong!
- Vitamin C – supports a healthy immune system to keep you from getting sick
- Fiber – aids in digestion for your tummy
- Beta Carotene – again – good for the eyes and immune system (similar to carrots – remember that?)
Prepare at Home
Homemade Peach Sorbet
Ingredients
4 medium – peach
2 tablespoon – honey
1 tablespoon – lemon juice
Directions
- Slice and freeze peaches. (Leave the skin on, or peel if you want!)
- In a high powered blender or food processor combine peaches, honey to taste, and lemon juice. Process until smooth. Depending on your blender or food processor, you may need to add a little bit
of water.
- Eat immediately for a softer texture, or transfer into a freezer container, cover and freeze for 3-4 hours or until firm.
© 2012-2018 BioVentures, LLC, All Rights Reserved
Child:
Wash the peaches.
Parent:
Peel and slice peaches.
Peaches are so soft that your child can cut with a plastic knife.
Child:
Play with the peach pits, explore them with your senses
Child:
Pour all ingredients into the blender.
Parent:
Blend peaches until smooth.
Both: Enjoy your refreshing and healthy snack!
Play with your Food…
While you are preparing fresh peaches, use the time to teach new words and healthy eating.
New words:
- Have your child smell, touch, taste, and look at the peach. Is the peel smooth or fuzzy? What does the peach look like? Is it all one color or does it have many colors? Ask them to smell the peach and then describe it to you.
- Slice open a peach and have your child describe what they see. Is it juicy? What color is inside? What is that thing in the middle? Explain to them that the peach seed is protected inside the woody husk, and this is called the peach pit. What does the pit look like? How does the pit feel?
Library Books about Peaches and Healthy Food
Reading and talking about books is the best way to school success. Take a trip to your local library and let your child pick a book or two about healthy foods.
James and the Giant Peach – by Roald Dahl (Recommended for ages 9+)
Each Peach Pear Plum – by Janet and Allen Ahlberg (Recommended for ages birth-5 years old)
Peach and Blue – by Sarah Kilbourne (Recommended for ages 58)
Peaches on the Beaches – by Brian P. Clearly (Recommended for ages 5-6)
Ruby's Peaches – by Cindy Madara (Recommended for ages 4-8)
Three Perfect Peaches – by Cynthia C. DeFelice & Irene Trivas (Recommended for ages 4-8)
© 2012-2018 BioVentures, LLC, All Rights Reserved | 1,366 | 762 | {
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Changing Transportation Routes
Every day before we go to school, our mother has to leave. She has to walk twelve blocks to get to the bus stop. Then she takes the bus to work. She is a commuter. But some days it is raining or snowing. We really think it's terrible that there isn't a bus that comes closer to our street.
At school, we learned about the city transit system. It includes buses, trains, and even trolleys. It is a public system. We have to pay for the rides, but the government pays a lot, too. The government gets its money from taxes. If you own your own car and drive to places, then you use private transportation.
I said to my mother, "We pay taxes. This is a public transportation system. It is our system. It should come closer to our home. I do not want you to have to walk so far to get to the bus."
She agreed that would be great. But she said it would take more than one family to get the bus line to change. I said I would ask my teacher about it. We could do a study and maybe get a petition.
Our teacher had told us about service learning. That is a way of learning when you study something, learn something, and help make your community better. I thought that having the bus be more available to us would be a great way to do service learning.
My teacher liked the idea. He talked with the principal. They said we could do the study. So our class surveyed all our parents. How many of them had to walk how many blocks to the bus stop, we asked. How many would use the bus more if it was easier to get to.
We collected our survey data. Then we made a table. We found that 90% of all the parents would use the bus more if it was easier to get to. We also found that only 20% of the parents could get to it easily, just by walking five blocks. For all the others, it took between six and 12 blocks. My mother was one of the people with the longest walks to the bus.
We made a map. We showed how the bus route could be changed to reach people better in our community. We showed where it could stop. We looked at corners to make sure the bus could turn on different blocks. Then my teacher called the alderman. He asked the alderman if we could meet to talk about our study.
We met with the alderman. She was impressed. She said we had done a really good job of figuring out the problem and a solution. She promised she would talk with the head of the transportation system about it.
We thought that something would happen quickly, but it didn't. Just when we were giving up, our teacher got a call. It was from the transportation office. They said we were getting the change we asked for.
Now my mother only has to walk four blocks to get to the bus. So she can leave later. When she leaves in the morning, if it is raining of snowing, she always says, "I am so glad you got the bus route changed."
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activities: key stage 3 THE PRODUCTION
The programme:
Find the introduction welcoming the audience to the production in the programme or on the Playing Shakespeare site. Patrick Spottiswoode, Director of Globe Education, describes how, when he was at school, the experience of actually seeing plays performed helped him to appreciate them much more than simply reading them. Having seen the play, with a fellow student list the ways in which the experience helped you to enjoy Twelfth Night.
The opening sequence:
1) Think about the start of Twelfth Night when you saw the production at the Globe. You will remember that the actors were on stage leading the audience in singing.
2) With a group of fellow students discuss why you think the director decided to begin the play in this way. You might think about the idea of the festival of Twelfth Night and the way this was a time of partying and fun in Shakespeare's time.
3) Next, make a list of all the parts of the performance you saw where this element of partying and fun was emphasised.
Staging the production:
1) Make a list of the features you saw on the stage during Twelfth Night at the Globe. To help you, look at the photographs of the rehearsals on the 'Week Six' page of the 'Week by Week' section of the Playing Shakespeare web-site.
2) With a group of fellow students, discuss why you think the designer of the production might have made the stage look like this. Think about the life-saving ring and the rope on the stage, the clock with no hands and the way the walls seemed to be the colour of rust.
3) Next discuss the start of the play when you saw it at the Globe. Instead of the usual opening in Count Orsino's court, the director decided to start with the shipwreck which brought Viola and Olivia to Illyria. How does the way the stage looks link with this way of starting the play?
Playing Shakespeare with Deutsche Bank
Playing Shakespeare with Deutsche Bank
Modernising Shakespeare:
1) When you saw Twelfth Night at the Globe, you will have noticed ways in which the play had been made to appear as if it is modern, such as Feste playing a piano or Sir Toby wearing a party hat.
2) With a group of fellow students make a list all the things you noticed that made the play appear more modern.
3) Next decide how these differences might have made it easier for young people to understand and enjoy the play. For instance, the way Malvolio dressed for the scene where he appears in front of Olivia might be funnier for modern audiences than if he had appeared in Elizabethan clothes.
4) Add explanations to your list to show how each idea helped to make the play seem clearer for young people.
Costumes:
1) When you saw Twelfth Night at the Globe, you will have noticed that the costumes for the characters were quite modern. To remind you, look at the photographs of the rehearsals on the 'Week Six' page of the 'Week by Week' section of the Playing Shakespeare website.
2) With a group of fellow students, discuss your feelings about the costumes. For instance, how well did you think the costumes for Viola and Sebastian make them look like twins?
3) Print off one of the pictures showing the costumes from the website and annotate the image with your ideas about how the costume helped the audience to understand the character. For instance, you could mention how Olivia's black clothes made the audience understand she is mourning the death of her brother. | 1,270 | 724 | {
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Swim 10m wearing clothes
I can swim a minimum of 10m wearing everyday clothes
Exit the water without using steps
I can climb out of the pool without using the steps
Swim 25m using any stroke
I can swim a minimum of 25m using any efficient stroke
Perform a range of movements in deep water demonstrating confidence and competence
I can do a sequence of rolls, twists and turns in deepwater with confidence
Evaluate whether a diet is healthy or not, using vitamins and minerals to justify the answer
I can explain how a typical diet is broken down into the various vitamins and minerals and say whether it is healthy or not
Identify how different food should be eaten for nutritional purposes
I know that different foods give us different benefits and how these should be combined for a healthy diet
Explain the effect that high cholesterol has on the human body
I know that high cholesterol can cause our bloodstreams to narrow or get blocked and this can be very harmful
Understand that endorphins are released during exercise and that these are linked with happiness
I know when I exercise my body produces chemicals called endorphins which make my body feel good
Explain the different parts of sleep and why this is important for the body
I know that sleep helps my physical and emotional health and that there are two main types of sleep (REM / Non-REM)
V 1.0
Using scientific vocabulary, explain what happens to our bodies during and after exercise
I can explain the effect of exercise on my body using scientific language
Explain the difference between good bacteria and bad bacteria
I can explain how some bacteria helps my body and other bacteria can be harmful
Set achievable personal goals and successfully reflect on these, perhaps setting 'next steps'
I can set achievable goals and know the steps to take to achieve them
Explain the various aspects of mental health
I know that 'mental health' is about feeling good about myself, having good friends and family and being focussed on what I want to achieve
Understand different levels of confidence and its effect on life
I know that some people are more confident than others and confidence levels can effect performance
Understand emotional intelligence
I know how to control and influence my feelings
EES for Schools is owned by Essex County Council
Understand that 'being healthy' incorporates body, mind and lifestyle
I understand that 'being healthy' includes looking after my mind and body and having a healthy lifestyle
Identify the impact of a good social life on happiness
I know that if I have good friends and do the activities I enjoy I am likely to be happier
Recognise his/her role in keeping his/her immediate environment safe and healthy and offer suggestions
I can suggest ways that I can help provide a safe and healthy environment
Perform a 'drop-kick'
I can drop a football and kick it accurately, as it bounces upwards
Perform a 'basketball dribble'
I can do a 'basketball' dribble, bouncing a ball between a row of cones, controlling the bounces with my fingers
Strike a ball with a range of bats for accuracy and distance
I can hit a ball using a range of different bats both accurately and for distance
V 1.0
When planning activities and actions, take into account a range of strategies, tactics and routes to success, considering his/her strengths and weaknesses and the strengths and weaknesses of others
I can plan a course of actions against an opponent based on my strengths and their weaknesses
Analyse, modify and refine skills and techniques and how these are applied
I can perform better by taking into account my own previous tactics and also how successful they were
Consider how specific aspects of an activity or performance can influence the outcome and suggest the best possible strategy
I can advise others in my team of the best strategy based on the combined strengths and weaknesses of everyone
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THE CURRICULUM AT FAIRFIELD C.P. SCHOOL
At Fairfield Community Primary School, we aim to provide a safe, secure environment which will promote Happiness and High standards.
We aim to meet the needs and celebrate the achievements of all pupils, who, through high expectations and high standards of teaching will reach their own potential regardless of ability.
We offer equal opportunities to all in the belief that Fairfield children will take their places as productive, valued and tolerant members of society.
It is through the curriculum that we meet the aims of our mission statement. The curriculum is the vehicle for learning. Teaching is the how but the curriculum is the what. The curriculum is the child's learning at Fairfield School.
The early years and primary years are the vital years! Years when key concepts are formed and key skills and knowledge learned. Although children usually join us aged three and leave aged eleven, our curriculum covers all areas of learning for children aged from 0-10 months to programmes of study aimed at children aged 15.
We commit to ensuring that children are productive and valued members of society and as such our curriculum puts emphasis on our children's rights to be able to express their thoughts and understand those of others through speaking and listening, to be able to express themselves through writing, to be numerate and perhaps most importantly to be able to read. These are the core skills.
However we also recognise that we are preparing children for a world requiring skills unrecognisable to even the present generation and at the current rate of change requiring immense adaptability. Our curriculum must therefore provide skills as well as knowledge and attitudes as well as aptitudes. Although we have to place great emphasis on the "basics" we work from the premise that children who are enjoying their work will be more engaged and therefore learn more and that all human beings learn through experience. As one famous teacher from history stated:
"I hear and I forget,
```
I see and I remember, I do and I know!" - Confucius BC 551 – BC 449
```
We provide experiential learning through our "Continuous Provision" in the Foundation Stage and into Year One and then through our thematic topics. Here, through "doing"
experiments, field trips, visits and hosting visitors, the children's learning has real meaning and is then used to promote the basic skills of literacy and often, mathematics.
Our English teaching follows the National Curriculum but is broken into units which have been planned by Lancashire Education Authority. These link reading and writing to the wider curriculum, place great emphasis on speaking and listening as vital components of reading and writing. Most of the literacy units are based on a class text.
Our mathematics curriculum again follows the national curriculum but has an extra emphasis on problem solving and a Visual Calculation Policy. Teachers' planning is supported (but not led by) the Abacus Maths scheme which provides an on line homework programme which is extremely popular and successful in backing up teaching and promoting enjoyment and engagement. Number facts, number bonds and tables learning are essential and rewards are in place to back up the requirement that tables up to 12 x 12 are known by the end of Y4.
Rigour is ensured by the fact the key learning at each year group is underpinned by "non – negotiables". These are what must be achieved so that the curriculum has foundation and structure. Failure to meet "non- negotiables" within any year of learning will mean that a class is already behind as they embark on the next year. This places an unfair burden on a new class teacher and will result in a build up of missed concepts, too heavy to address at the end of a key stage.
Progress along the curriculum is scrutinised at every step and formally at six assessment points within the year. (See Policy for Assessment, Marking and Recording) Children not reaching their potential are identified and interventions put in place to enable this to happen. A key goal for children with Special Educational Needs (SEN) is for them to access the curriculum. (See Fairfield CP School – SEN Offer).
Parents are vital to the curriculum. They are the children's first teachers and spend the highest proportion of time with children. We need parental support in helping children to learn key aspects and to encourage practise of key skills, particularly reading and number facts. Above all we need them to take an interest and ensure that learning is valued.
The details of the different components of the curriculum are provided either in whole below or can be found by clicking on the link for each year group.
We are excited about our curriculum and look forward to the support of all members of the school community in helping us to deliver "Happiness and High Standards".
C. J. Ashley | 1,935 | 952 | {
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Chapter Twenty-Four
Second Guttural Weak Verbs
Vocabulary
| | Weak Verb Designations | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| | | | III | | II | | I | | ← Modern designation | Modern |
| | | | l | | :[ | | 'P | | ← Traditional | |
| 1 | | d | | :m | | '[ | | Pe Guttural | | I - Guttural |
| 2 | | l | | :a | | 'v | | ‘Ayin Guttural | | II - Guttural |
| 3 | | x | | :l | | 'v | | Lamed Guttural | | III - Guttural |
| 4 | | l | | :k | | 'a | | Pe ‘Alef | | I – ‘Alef |
| 5 | | a | | 'c | | 'm | | Lamed ‘Alef | | III- ‘Alef |
| 6 | | h | | 'n | | 'B | | Lamed He | | III - He |
| 7 | | l | | :p | | 'n | | Pe Nun | | I - Nun |
| 8 | | b | | W | | v | | ‘Ayin Vav or Yod | | II – Vav or Yod |
| 9 | | b | | :v | | 'y | | Pe Vav or Yod | | I - Vav or Yod |
Second Guttural Verbs
A Second Guttural verb designated as 'Ayin Guttural or II-Guttural is one whose second consonant is one of the gutturals: a, h, x, [, or r. Examples where the second root consonant is a guttural are:
| 2st Root Consonant | Word | |
|---|---|---|
| a | s:a'm | he refused, rejected |
| h | rhm | he made haste |
| x | !:x'B | he tested |
| [ | r:['B | he burned, consumed |
| r | d:r'P | he divided, separated |
Rules of Inflection
All the normal rules for gutturals apply to II-Gutturals.
1. Gutturals cannot be doubled. Since gutturals do not possess a dagesh forte they require lengthening of the preceding vowel.
a. Gutturals a ,r and [ . When a and r (and occasionally [) appear in the second root consonant of the verb, the proceding vowel must be lengthened. The rules are again given as follows:
o Patach ( ; ) is lengthened to Qamets ( ' ).
E
o Hireq ( I ) is lengthened to Tsere ( ).
o Qibbuts ( U ) is lengthed to Holem ( o ).
b. Gutturals h , x and [ . When h, x and [ appear in the second root consonant of the verb, the vowel in the preceding syllable remains short, since h and x are considered to be doubled.
2. Gutturals generally take an "a" class vowel.
a. Qal. The Qal imperfect and imperative forms would normally have a Holem as the stem vowel, but with the II-Guttural it has the "a" class Patach instead.
b. Pi'el. Pi'el perfect 3ms forms normally take a Tsere in the second stem vowel, but IIGuttural verbs take a Patach.
```
That is: r;x.biy not rOx.biy
```
```
That is: %;rEB not %ErEB
```
3. Gutturals normally take compound shevas.
a. A vocal sheva normally stands beneath the middle root consonant, however, the middle root guttural will take a hatef-patach ( ] ).
Practice
I. Memorize the vocabulary
II. What is a weak verb?
III. Memorize the three rules of gutturals | 1,645 | 980 | {
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SCIENCE TAKE-HOME KITS FACILITATOR'S GUIDE GLOWING NAME TAGS
* Aim: To create a circuit on a paper to light up the name tags.
* Materials required:
[x] LED
[x] Copper tape
[x] 3V coin battery
[x] Circuit template (if possible, print on thicker paper like cardstock for better results)
[x] Paper clips
[x] *Glue stick
[x] *Tape
[x] *Scissors
[x] *Hole punch or pen
*These materials are not provided in the kit. Gather these materials from home.
* Watch the experiment video on the website at www.pta.org/stem/athome
* Questions to think before you start:
[x] Have you ever created an electrical circuit on paper?
[x] Does copper tape conduct electricity?
* Instructions:
Make sure to perform the experiment as a team (parent and student). Please read the instructions out loud.
A. Make the name tag
Step 1 - Student: Fold the paper from the center along the double dotted lines so that the circuit and the bulb are on outer sides. The side with the picture of the bulb is the front.
Step 2 - Student: Write your name near the bulb. Decorate the nametag as you please.
HELPFUL TIPS
Adult supervision is required, batteries are dangerous if swallowed.
The longer leg of LED is "+" and shorter leg is "-".
Make sure to place copper tape on the solid lines only.
Secure the paper clip properly, Copper tape should touch the battery on both sides.
B. Add the LED
Step 3 - Parent: Fold the back corner of the sheet along the dashed line outwards. Using a glue stick, stick the folded sheets together (the front side with the lightbulb to the back, but not the flap).
Step 4 - Student: Use a hole punch/pen to make a small hole at the center of the lightbulb image.
Step 5 - Parent: Place the LED light through the hole so the light is on the front. Bend the LED legs so they sit flat along the paper with the longer one extending upward toward the "+" sign and the shorter one going down toward the "-" sign along the gray line.
Step 6 - Student: Secure the legs of LED light using small pieces of copper tape (use scissors to cut the tape). Make sure the two pieces do NOT connect! Stick one piece of tape on the part of the circuit that says, "Tape 1." Stick another piece of tape on the part that says, "Tape 2." Make sure the pieces of tape are the same length as the guiding lines.
C. Complete the circuit
Step 7 - Student: Use copper tape to complete the circuit. Similarly, stick three separate pieces of tape on each of the sections – "Tape 3," "Tape 4," and "Tape 5." Be sure the pieces of tape connect in each corner and are the same length as the guiding lines.
Step 8 - Parent: Place the battery on the circle with the "-" side facing down. It should sit on the copper tape that's inside the battery circle.
Step 9 - Student: Fold the corner of the sheet over the battery and clip it with paper clips. This completes the circuit and lights up the nametag. If it's not lighting properly, you need to better secure the battery. Use clear tape to attach the flap covering the battery to the nametag. Make sure you tape it tightly so that everything sticks firmly together. Also, check to be sure your battery is touching the copper tape.
* The science behind the fun:
Copper is a good conductor of electricity. The copper tape connects the "+" side of the battery to the positive leg of the LED light, and the negative leg of the LED light to the "-" side of the battery. This forms a closed circuit and hence the electricity flows from battery to the LED and the LED turns on.
* Real world application:
Many devices that we use every day require electricity. All these contain electrical circuits. LEDs are also commonly used in decorative string lights, smartphone backlighting, parking garage lighting, walkway, display boards in stores and roads. They are widely used in residential homes too because they are energy efficient, that is they use less electricity than traditional lights.
* Expand your knowledge:
[x] What happens if you replace copper tape with clear tape?
[x] What happens if you flip over the battery? Do the same with the LED and find out what happens.
Did you know?
* Pure copper is reddish orange, soft metal. Copper is used for making cooking utensils, wirings, motors, etc. in cars and trucks.
* Copper is also used in building construction for wiring, plumbing and weatherproofing.
* LED stands for Light Emitting Diode.
* LEDs can be very small (smaller than 2 mm) and can be easily attached to various circuit boards. | 1,860 | 1,018 | {
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"Baby"
A baby's first year is marked with many milestones: that first smile, word, step, and tooth. Parents wait anxiously for all of these first-time events—and then boast about them to family and friends on Facebook. But there's one other important "first" in a baby's life that parents need to anticipate: the first dental visit. The Massachusetts Dental Society (MDS), the American Academy of Pediatric Dentistry (AAPD), the American Dental Association (ADA), and the Massachusetts Academy of Pediatric Dentistry (MAPD) all recommend scheduling a baby's first visit to the dentist within six months of the eruption of the first tooth, and no later than your child's first birthday.
A baby's first teeth usually begin to come in between the ages of six months and one year. This first set of teeth, called "primary" or "baby" teeth, are important and should be cared for properly. Not only do primary teeth help young children to speak and chew, but they also act as space holders in the jaw for the permanent teeth that are developing below the gums and that start to come in when the child is 6 or 7 years old.
Those Teeth The Importance of Age-One Dental Visits 1
Parents may wonder why they need to schedule early dental visits for their children. What sort of dental problems could a baby have? An "age-one visit" to the dentist is analogous to a "well-baby visit" to the pediatrician. These early dental visits allow the dentist to check for tooth decay and other things that may adversely affect the teeth and gums, including habits like thumb sucking, which can cause the teeth to misalign.
An "age-one visit" to the dentist is analogous to a "well-baby visit" to the pediatrician.
And, yes, babies can develop tooth decay. Overexposure to sweetened liquids, through a baby bottle, is a risk factor for early childhood caries, known commonly as "baby bottle tooth decay." This condition develops when sugary liquids are given and are left clinging to an infant's teeth for long periods. Many beverages commonly given to babies—including baby formula, milk, and fruit juice—contain sugar. Bacteria in the mouth feed off of this sugar and produce acids that attack the teeth, leading to decay. According to the U.S. Centers for Disease Control and Prevention, early childhood caries is the single most common chronic childhood disease. Nationally, 51 million school hours are lost by children www
massdental.
org.
each year due to dental-related problems. Therefore, having ongoing dental care is extremely important for young mouths. Visiting the dentist early enables the implementation of positive oral health practices that reduce a child's risk of preventable dental disease, such as tooth decay.
What to Expect
During the appointment, the dentist will examine the baby's mouth, teeth, and gums. He or she will evaluate any habits— such as thumb sucking or drinking sugary liquids at bedtime—that could adversely affect the infant's dental health and tooth development, and recommend a future schedule of dental visits for the child.
At this time, the dentist will also show parents how to properly clean the baby's teeth and gums. According to the AAPD, parents should clean the baby's gums with water and a soft infant toothbrush or cloth as early as the first few weeks the baby is home. As soon as the baby teeth begin to come in, parents should start brushing twice daily with a soft toothbrush and a small "smear" of fluoridated toothpaste. These dental visits are also an ideal time to educate parents about positive oral health habits and establish a "dental home" for the child. (A "dental home" is a term used to refer to comprehensive, continuous oral care that is delivered in a setting by a licensed dentist to infants, children, young adults, and those with special needs.)
Parents can establish a positive relationship between their child and his or her dentist by starting dental visits early—and continuing checkups and cleanings every six months. Having a dental home helps establish a positive relationship and trust among the child, the parents, and the dental team. By providing children with a dental home, parents can help them grow into a lifetime of good oral health.
Baby teeth may be tiny, but their need for oral care is not.
www massdental.
org.
Big Tips for Caring for Little Mouths
* Clean the baby's gums with water and a soft infant toothbrush or cloth
* Brush erupted teeth twice a day using a soft toothbrush and a small "smear" of fluoridated toothpaste
* Limit the amount of sugary liquids, such as juice, in the baby bottle
* Schedule the baby's first dental appointment when the first tooth erupts or by age one, whichever comes first
* Follow up with twice-a-year dental visits as your child grows | 1,912 | 1,002 | {
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Exercise: How to work those abdominals?
Back In School?
Remember back in grade school when you did the Presidential fitness testing? First you found the heaviest kid in class to sit on your feet. Then with your knees bent and fingers interlocked behind your head you attempted to do as many "sit-ups" as possible in 60 seconds. Supposedly this was testing abdominal strength. Wrong!
In The Gym
Then we got older, finished school, got a job and joined the gym. A trainer (in great shape) showed you how to do "ab crunches". So next thing you know you are on your back (again) and doing 100 crunches and not feeling your abs fatigue. Reason: you likely were using all momentum (cheating) as you rapidly went back and forth. The only thing that really happened was strain on your neck! Not good.
Basic Anatomy
How muscles are attached to bone dictate the action or function. The abdominal muscles attach from the rib cage to the pelvis. When they contract they pull the rib cage closer to the pelvis or your pelvis closer to your rib cage, that's it. The abs DO NOT attach to your femur (thigh bone), so any exercise where the knee comes closer to your chest or chest closer to your knee, the primary muscle working is NOT the abs. In this scenario the abs act as a stabilizing muscle group so you will feel them contract, but the primary muscle working is the iliopsoas (hip flexor group).
Why All The Fuss?
The problem is that in most people the iliopsoas group is stronger than the abs. This causes a hyperlordosis (increased low back curve) allowing low back muscles and ligaments to shorten. So if you strengthen them simultaneously you will never overcome this muscular imbalance.
The Neurology
Okay so the basic neurology is that when low back muscles/hip flexors are shortened they are neurologically overly excited, and since they work opposite of the abs they actually neurologically inhibit (turn-off/weaken) the abs. Not good. To properly strengthen the abs we need to change the neurology of these muscle groups BEFORE we do our ab workout. Read on please.
Maximizing Your Ab Workout
So how do we "turn-off" the low back muscles and "turn-on" our abs? The easiest fastest way would be a chiropractic adjustment as that will inhibit the low back muscles and allow the abs to function at a higher level. But if you are at the gym then try this: Find a bench and lie on your side with your leg hanging over the edge. Now contract your low back muscles for 2-5 seconds. (This will actually help turn the low back muscles off). Now take a big breathe in and out and stretch your low back for 15-30 seconds. Repeat this on the other side. This will help "turn-off" your low back muscles and allow your abs to "turn-on" by about 5-15%!
Proper Ab Technique
Now for the crunch. Most people will struggle with crunches on their back as they will likely strain their neck. So try this: In a seated position with good posture, slowly contract your abs, bring shoulders straight done towards your belt line. (DO NOT bend at the waist as this causes the hip flexors to contract, we just covered that). Each contraction should last for 2-5 seconds and you should "feel it"! If you do not you are doing something wrong. Try 3 sets of 10 repetitions. This should definitely be a good and safe ab workout. Enjoy! | 1,275 | 745 | {
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Dear Caregivers:
Today we used some of these books, fingerplays, and other materials in our storytime. Please continue helping your child develop by sharing these at home!
SHARKS
BOOKS TO SHARE LETTER OF THE DAY
Smiley Shark by Ruth Galloway
S s
ASL SIGN OF THE DAY "Shark"
Chomp: A Shark Romp by Michael-Paul Terranova
Never Touch a Shark! by Rosie Greening
Baby Shark: Doo Doo Doo Doo Doo Doo by John John Bajet
Dude! by Aaron Reynolds
Shark Nate-O by Tara Luebbe
I Love Sharks, Too! by Leanne Shirtliffe
If Sharks Disappeared by Lily Williams
Shark Lady by Jess Keating
Slickety Quick: Poems About Sharks by Skila Brown
FUN WITH FINGERPLAYS AND SONGS
The Sharks in the Sea
The sharks in the sea go chomp, chomp, chomp, Chomp, chomp, chomp, Chomp, chomp, chomp! The sharks in the sea go chomp, chomp, chomp,
All day long.
[Verses:
The fish in the sea go swim, swim, swim The crabs in the sea go pinch, pinch, pinch The dolphins in the sea go jump and splash The clams in the sea go open and shut]
Five Sharks in a Bathtub
One shark in the bathtub going for a swim. Knock, knock [clap hands twice] Splash, splash [slap your knees twice] Come on in! [wave to enter with both hands] [Repeat with two sharks, three sharks, four sharks…]
[Final verse:]
Five sharks in the bathtub going for a swim. Knock, knock Splash, splash It all fell in!
Teasing Mr Shark
5 little fish swimming in the sea, Teasing Mr. Shark, "You can't catch me!" Along come Mr. Shark as quiet as can be and SNAPS that fish right out of the sea! [Verses: 4,3,2,1]
Bubble, Bubble, Pop!
One little red fish
Swimming in the water,
Swimming in the water,
Swimming in the water.
One little red fish
Swimming in the water,
Bubble, bubble, bubble, bubble...POP!
[Verses: Increase the number and change the color]
Baby Shark
Baby shark, do, do, do, do
Baby shark.
Mama shark, do, do, do, do
Mama shark.
Grandpa shark, do, do, do, do\
Grandpa shark.
Grandma shark, do, do, do, do
Grandma shark.
Now we swim, do, do, do, do
From the sharks, do, do, do, do.
"Octopus's Garden" by The Beatles (1969)
MORE FUN!
Feed The Shark Alphabet/Color Game
Materials:
Large piece of cardboard
Scissors
White cardstock or construction paper (cut into shark teeth shapes)
Tape
Colored cardstock or construction paper (cut into fish shapes)
Marker
Cut a shark head out of your large cardboard and cut a mouth out of the center.
Tape the shark's 'teeth' along the back of his mouth hole.
Secure your shark to floor/other flat surface with painter's tape or other non-permanent adhesive.
Write letters of the alphabet, numbers, shapes, and/or sight words (depending on your child's age) on each 'fish' and play! You can ask your child to find all the red fish, or to find all the fish with squares drawn on them, etc.
Don't be afraid to use specific vocabulary words with your child! Check out a non-fiction book on sharks and discuss all the different kinds of sharks (hammerhead, great white, tiger, sawnose, etc.).
What do they all have in common? What makes them different from one another? Being able to compare and contrast like this is a powerful early learning skill. | 1,452 | 847 | {
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SCIENCE TAKE-HOME KITS FACILITATOR'S GUIDE GARDEN IN A GLOVE
* Aim: To see the life cycle of plants and discover what seeds need to germinate.
* Materials required:
[x] 1 Clear plastic glove
[x] Lettuce and tomato seeds (3-4 each). The lettuce seeds are black and tomato seeds are beige.
[x] 1 Pipe cleaner
[x] 5 cotton balls
[x] *Scissors
[x] *Bowl of Water
[x] *Permanent marker
*These materials are not provided in the kit. Gather these materials from home.
* Watch the experiment video on the website at www.pta.org/stem/athome
* Questions to think before you start:
[x] Have you ever grown a plant from the seed?
[x] What do seeds need to germinate?
* Instructions:
Make sure to perform the experiment as a team (parent and student). Please read the instructions out loud.
Step 1 - Student: Write your name and the date with a permanent marker on the clear plastic glove.
HELPFUL TIPS
Step 2 - Parent: On each finger and thumb of the glove, write the type of seed that you plan to put into each of them.
Step 3 - Team Work:
[x] Wet five cotton balls in the water and squeeze out the excess water. Cotton balls should be moist but not dripping wet.
Cotton balls should be moist through the germination process.
Add little water, if cotton balls dry out.
[x] Place 1-2 seeds of the same kind in each cotton ball.
Don't keep the glove in the intense sun.
[x] Place a cotton ball with the seeds attached into each finger of the glove. Make sure you match the seeds to the labels you have put on the glove. Use the marker to push the cotton balls to the end of the fingers of the glove.
Step 4 - Student: Blow into the glove so air fills it completely. Close it with a pipe cleaner.
Step 5 - Parent: Place the glove close to a window or any other place which gets ample amount of light and is warm. You can also tape it to a wall, window or chalkboard.
Step 6 -Parent and Student: Check your seeds each day. In 3-5 days, you should see them beginning to germinate. You can also note your observations in a notebook.
Step 7- Parent: After about 1.5 to 2 weeks, cut the tips of the fingers off the glove and carefully take out the germinated seeds.
Step 8-Team Work: Transplant the germinated seeds into the soil.
* The science behind the fun:
Seeds need light, correct temperature, water and air to germinate. A seed in the glove has all the required things and hence it germinates, and you can see tiny leaves coming out of the seeds. Once these leaves reach adequate size they can be transplanted to nutrient-rich soil to grow.
* Real World Application:
Many fruits, vegetables are grown from the seeds. Generally, gardeners start growing their plants in this way. And once, the seeds have germinated they transplant it into the soil. Gardeners grow their mini gardens consisting of various types of vegetables, fruits like tomato, lettuce, cucumber, broccoli, peas.
* Expand your knowledge:
[x] What happens if you keep the glove in the dark closet?
[x] Try and perform this experiment with dry beans.
Did you know?
* Seeds contain nutrients that help it to sprout.
* The very young plant that grows from the seeds is called seedling.
* Most seeds germinate under dark conditions, but all seedlings require sunlight to grow.
* Beans sprout quickly if you soak them overnight in water. | 1,386 | 775 | {
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Assessment
Leadership Skills for Women
Revised Edition
The objectives of this book are:
* To define the qualities of effective leaders
* To present strategies for team leadership
* To address possible problems for the female leader
Assessment Questions for Leadership Skills for Women, Revised Edition
Select the best response.
1. A good leadership style is:
A. One that works for anyone
B. The one that is right for you
2. Leaders who like being team players should avoid:
A. Being patient
B. Being easy-going
C. Agreeing with everyone
D. Being a low risk-taker
3. Leaders who are characteristically outgoing should avoid:
A. Being gregarious
B. Risk-taking
C. Influencing others
D. Talking too much
4. Leaders should:
A. Inspire and motivate
B. Serve the company but have a global outlook
C. Be committed to high productivity
D. All of the above
5. Conflicts between work and personal life:
A. Have little effect upon a true leader's effectiveness
B. Can weaken the effectiveness of leadership
6. Statistics show that women allow themselves to be interrupted 50% more often than men.
A. True
B. False
7. Effective teams do not:
A. Collaborate
B. Accept the leader's vision
C. Avoid conflict
D. Enjoy group problem-solving
E. All of the above
8. Effective leaders make use of team members' styles. For instance, they use the ability of analytical team members to be:
A. Accurate
B. Quick to change
C. Trusting and intuitive
D. Easily influenced
9. A goal:
A. Is a measurable accomplishment
B. Includes time factors
C. Includes cost considerations
D. All of the above
10. You should be organized because:
A. It is a good way to be
B. It helps you meet goals
C. People expect women to be organized
11. You can avoid personal goals conflicting with work goals if:
A.
You put work first
B. You put personal goals first
C. You prioritize your action
12. An effective leader:
A. Works longer hours than the staff
B. Delegates
C. Monitors all work of employees
D. All of the above
13. An accommodating conflict resolution style is:
A. Always appropriate
B. Appropriate if the other person is more experienced
C. Appropriate if the issue is minor and harmony is important
D. Necessary even if you have to make a major concession
14. Ways to manage conflict include:
A. Asking direct questions
B. Making clear your wants and the other person's wants
C. Acknowledging the conflict
D. All of the above
15. To manage unresponsive people, your best approach is to:
A. Avoid involving them
B. Point out that they are unresponsive
C. Give them assignments and a presentation date
D. Any of the above
16. The process of training for optimum work performance is:
A. Coaching
B. Counseling
17. When you must deliver a critical message, a good technique is to:
A. Refer to what a higher authority believes
B. Avoid doing it
C. Offer to solve the problem yourself
D. Use "I" messages
18. Anger is an honest feeling and can be an important safety valve.
A. True
B. False
19. When you feel angry, a productive technique is to:
A. Admit that you are angry
B. Confront the situation or person that trigged the anger
C. Take deep breaths to calm yourself
D. Any of the above
20. An effective "stressbuster" is to live in the moment.
A. True
B. False
21. Success is:
A. Reaching the top of the corporate ladder
B. Doing what you like to do
C. Having an expensive home and car
D. Based on the number of people reporting to you
22. If you like your job but have to do all the work at home, you should:
A. Find a way to hire help
B. Let little things go undone
C. Treat domestic arrangements as management challenges
D. Any of the above
23. A leader with inner confidence can empower others.
A. True
B. False
24. Assertive behavior:
A. Is indirect
B. Communicates superiority
C. Is active, direct, and honest
D. Is competitive
25. To have personal power, you must:
A. Communicate clearly and directly
B. Dress professionally
C. Have a private office
Answer Key for
Leadership Skills for Women, Revised Edition
Recommended response (Corresponding workbook page) | 1,845 | 997 | {
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COMPUTER APPLICATIONS
(Theory)
(Two Hours)
Answers to this Paper must be written on the paper provided separately.
You will not be allowed to write during the first 15 minutes.
This time is to be spent in reading the question paper.
The time given at the head of this Paper is the time allowed for writing the answers.
This Paper is divided into two Sections.
Attempt all questions from Section A and any four questions from Section B.
The intended marks for questions or parts of questions are given in brackets[].
SECTION A (40 Marks)
Attempt all questions
Question 1.
(j) State the type of errors if any in the following statements:
(i) switch ( n > 2 )
(ii) System.out.println(100/0);
SECTION B (60 Marks)
Attempt any four questions from this Section.
The answers in this Section should consist of the Programs in either Blue J environment or any program environment with Java as the base.
Each program should be written using Variable descriptions/Mnemonic Codes so that the logic of the program is clearly depicted.
Flow-Charts and Algorithms are not required.
Question 4.
Anshul transport company charges for the parcels of its customers as per the following specifications given below: [15]
Class name : Atransport
Member variables: String name – to store the name of the customer
int w
– to store the weight of the parcel in Kg
int charge
– to store the charge of the parcel
Member functions: void accept ( ) –
to accept the name of the customer, weight of the parcel from the user (using Scanner class)
void calculate ( ) –
to calculate the charge as per the weight of the parcel as per the following criteria.
| Weight in Kg | Charge per Kg |
|---|---|
| Upto 10 Kgs | Rs.25 per Kg |
| Next 20 Kgs | Rs.20 per Kg |
| Above 30 Kgs | Rs.10 per Kg |
A surcharge of 5% is charged on the bill.
void print ( ) – to print the name of the customer, weight of the parcel, total bill inclusive of surcharge in a tabular form in the following format :
Name Weight Bill amount
-------
--------- ---------------
Define a class with the above-mentioned specifications, create the main method, create an object and invoke the member methods.
Question 5.
Write a program to input name and percentage of 35 students of class X in two separate one dimensional arrays. Arrange students details according to their percentage in the descending order using selection sort method. Display name and percentage of first ten toppers of the class. [15]
Question 6.
Design a class to overload a function Sum( ) as follows:
(i) int Sum(int A, int B) – with two integer arguments (A and B) calculate and return sum of all the even numbers in the range of A and B.
Sample input: A=4 and B=16
Sample output: sum = 4 + 6 + 8 + 10 + 12 + 14 + 16
(ii) double Sum( double N ) – with one double arguments(N) calculate and return the product of the following series:
sum = 1.0 x 1.2 x 1.4 x …………. x N
(iii) int Sum(int N) - with one integer argument (N) calculate and return sum of only odd digits of the number N.
Sample input : N=43961
Sample output : sum = 3 + 9 + 1 = 13
Write the main method to create an object and invoke the above methods.
4
[15]
Question 7.
Using the switch statement, write a menu driven program to perform following operations: [15]
(i) To Print the value of Z where Z = 𝑥 3 +0.5𝑥 𝑌 where x ranges from – 10 to 10 with an increment of 2 and Y remains constant at 5.5.
(ii) To print the Floyds triangle with N rows
Example: If N = 5, Output:
1
2 3
4 5 6
7 8 9 10
11 12 13 14 15
Question 8.
Write a program to input and store integer elements in a double dimensional array of size 4×4 and find the sum of all the elements. [15]
Sum of all the elements: 73
Question 9.
Write a program to input a string and convert it into uppercase and print the pair of vowels and number of pair of vowels occurring in the string. [15]
Example:
Input:
"BEAUTIFUL BEAUTIES "
Output :
Pair of vowels: EA, AU, EA, AU, IE
No. of pair of vowels: 5 | 1,997 | 1,028 | {
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Press Release
More sustainably managed forests would help meet energy needs of one-third of world population
March 21, New York – Expanding the area of sustainably managed forests, especially in developing countries, is essential to meet the energy needs of billions of people who still use wood fuel as their energy source, according to United Nations officials and forest experts at an event held today marking the International Day of Forests.
Today, more than 2 billion people, in rural and urban areas, still rely on wood fuel to meet their primary energy needs such as cooking and heating. Wood based energy accounts for 27 per cent of the total primary energy supply in Africa, 13 per cent in Latin America and the Caribbean and 5 percent in Asia and Oceania, according to FAO estimates.
Forests cover 30 per cent of the Earth's land area, yet they continue to be under threat from unsustainable use, environmental degradation, rapid urbanization, population growth, and the impacts of climate change. Between 2010 and 2015, global forest area saw a net decrease of 3.3 million hectares per year.
"This is an area where we can make a real difference," said Wu Hongbo, United Nations UnderSecretary-General for Economic and Social Affairs. "Sustainably managed forests are productive and resilient ecosystems. They provide people with livelihoods and renewable energy, along with timber, food, shelter, clean air, water and climate benefits. Promoting sustainable forest management can help us achieve the Sustainable Development Goals faster."
Regions with the greatest incidence of poverty, most notably in Sub-Saharan Africa and low income households in Asia, are also the most dependent on fuelwood: "Nearly 90 per cent of all fuelwood and charcoal use takes place in developing countries, where forests are often the only energy source available to the rural poor," said Manoel Sobral Filho, Director of the UN Forum on Forests Secretariat.
"In order to meet this essential need for renewable energy, now and in the future, we need to galvanize efforts to increase the area of sustainable managed forests in these countries," he added.
Earlier this year, the UN Forum on Forests reached agreement on a UN Strategic Plan for Forests that includes a target to expand global forest area by 3 per cent by 2030, an area of 120 million hectares, about the size of South Africa; as well as a target to eradicate extreme poverty for all forest dependent people by 2030.
Developing countries are not the only ones using forests for energy. Bioenergy from forest biomass (in various forms, including pellets and wood processing waste) accounts for about half of Europe's renewable-energy consumption. Countries across Europe are converting their power plants from using only coal to a mix of coal and wood products to meet renewable "carbon neutral" energy goals. It is estimated that about 90 million people in Europe and North America now use wood energy as their main source of domestic heating.
Ongoing efforts in improving cook stoves, and technological advancements in increasing energy efficiency and production of biomass energy, along with growing concerns over reducing fossil fuel dependence, make it increasingly likely that biomass energy from forests will continue to be a source of renewable energy in the future.
Press Release
About the International Day of Forests
The annual celebration of the International Day of Forests raises awareness of the importance of forests and trees, and serves as a platform to highlight challenges and solutions related to sustainable forest management, from around the world.
For more information, please visit: http://www.un.org/en/events/forestsday/
For more information on forest and sustainable development, please visit:
UN Forum on Forests website: http://www.un.org/esa/forests
The Sustainable Development Goal Indicators website: http://unstats.un.org/sdgs
Media contact
UN Department of Public Information
Dan Shepard, T: +1 (917) 963-9495 | E: email@example.com
For more information on the Sustainable Development Goals, please visit: www.un.org/sustainabledevelopment or follow us on Twitter at @GlobalGoalsUN and on Facebook at www.facebook.com/globalgoalsUN . | 1,826 | 847 | {
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PICTURE QUIZ? Identify the twenty-five faces below and write your answers on the attached sheet
21 22 23 24 25
Identify the twenty-five faces on the hand-out & write your answers below.
TEAM NAME:
________________________
| | PICTURE | | NAME |
|---|---|---|---|
| | 1 | Patrick McGoohan | |
| | 2 | Ivana Trump | |
| | 3 | Duncan Bannatyne | |
| | 4 | Gwyneth Paltrow | |
| | 5 | Christopher Cazenove | |
| | 6 | Kate Blanchett | |
| | 7 | Dick Van Dyke | |
| | 8 | Julie Graham | |
| | 9 | Jeff Bridges | |
| | 10 | Jade Goody | |
| | 11 | Lord David Steele | |
| | 12 | Farrah Fawcett | |
| | 13 | John Cleese | |
| | 14 | Katherine Jenkins | |
| | 15 | Kate Beckinsale | |
| | 16 | Dalai Lama | |
| | 17 | Lily Allen | |
| | 18 | Evander Holyfield | |
| | 19 | Jane Goldman | |
| 20 | 20 | Fabio Capello | |
| 21 | | Abbey Clancy | |
| | 22 | Val Kilmer | |
| | 23 | Zsa Zsa Gabor | |
| | 24 | Michael J Fox | |
| | 25 | Liv Tyler | |
Identify the twenty-five faces on the hand-out & write your answers below.
TEAM NAME:
________________________
| | PICTURE | NAME |
|---|---|---|
| | 1 | |
| | 2 | |
| | 3 | |
| | 4 | |
| | 5 | |
| | 6 | |
| | 7 | |
| | 8 | |
| | 9 | |
| | 10 | |
| | 11 | |
| | 12 | |
| | 13 | |
| | 14 | |
| | 15 | |
| | 16 | |
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| 20 | 20 | |
| 21 | | |
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| | 25 | | | 1,271 | 644 | {
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Muscle of the Month
Abdominals
A wall, consisting of 3 layers of muscle on the sides of the torso, and one layer of muscle in the anterior centre of the torso. The muscle layers are:
Rectus abdominis
Visible as a "six pack." Bends the upper body toward the leg Internal and External oblique
Twists the torso and bends the upper body toward the legs Transverse Abdominus.
Acts as a natural weight belt, keeping your insides in. This muscle is essential for trunk stability
Sit ups – Main target – Rectus Abdominis
* Lie on your back
* Bend at your knees
* Place your arms across your chest or clasp hands behind your neck
* Slowly raise your shoulders toward your knees during a two-count, keeping your lower back firmly against the ground
* Count to two again as you lower your shoulders back to the ground under control
* Never pull with your hands behind your neck. This forces your neck vertebrae into a bad position
* During the exercise, focus on the contraction of the abdominal muscles
* This exercise can be done on the fitball
Ball Roll Out – Main Target – Rectus Abdominis
* Grab a Fitball
* Kneel and place you forearms on the ball with your hands clasped together and your arms bent
* Roll the ball to the starting position: directly below your shoulders
* Slowly roll the ball forward as far as you can extending your arm's without falling to the ground
* Focus on using your abs to roll the bar back to the starting position
* Make sure not to arch your back
* Repeat
Lying bent Knee raises – Main Target – Rectus Abdominis
* Lie on your back with your feet on the floor and knees slightly bent
* Place your hands under your head for comfort and not support
* Slowly draw your knees toward your chest until they form a 90° angle with the floor
* Squeeze your Abdominals during the entire motion
* Return your legs to the starting position in a slow and controlled fashion
* Your back should remain comfortably against the floor during the entire motion
Muscle of the Month
* Exhale while lifting your legs
* Inhale when returning your legs to the start position
One leg crunches – Main target – Obliques
* Lie on your back with your right leg straight and your left leg bent with the left foot resting on the floor
* Raise your right leg a foot off the ground
* Do a crunch with your upper body while bending your right leg, bringing your right knee to your midsection
* Do as many repetitions as you can
* Then repeat with the left leg
* Do not twist
Side Raises – Main target – Obliques
* Grab a stability ball
* Lie sideways with your hip resting on the ball and your feet against the bottom of a wall as if to anchor yourself
* Lower your torso as far as you can. (This brings you to the starting position)
* Raise your torso as high as you can
* Pause
* Than lower under control and repeat
* When finished, switch sides and repeat the exercise
Side Bends – Main Target – Obliques
* Stand with feet shoulder width and a half apart
* Hold a dumbbell in one hand at your side
* Keep your legs and the hand holding the dumbbell straight
* Bend your torso directly to the side the dumbbell is on
* Slowly rise back to an erect posture and repeat
* Once finished, grab the dumbbell with the other hand
* Repeat the exercise on the opposite side
Oblique Crossover – Main Target – Obliques
* Lie on your back, knees bent, so your left foot is resting flat on the floor
* With your right knee bent, place your right foot across your left knee
* Your neck and head should be relaxed with your left hand at the side of your head and your right hand on the left side of your abdominals
* Curl your body up with a twisting movement, bringing your left shoulder toward your right knee
* "Unwind" as you slowly lower yourself back to the floor
* Touch your shoulders to the floor and repeat
* After completing the set number of reps on the left side, switch to the right side and do the same
* Don't over twist your body (i.e., shoulder to knee instead of elbow to knee) | 1,625 | 921 | {
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Cold Damage to Fruit Trees
Happy New Year! 2014 is off to a cold start! The subfreezing temperatures in January have everyone talking about the "Polar Vortex" and the deep freeze. Not only has it been cold, but it has been wet as well. Gardeners with fruit trees may be wondering how the cold weather will impact fruit crops in the Mid-South.
Buds and woody tissue of many fruit crops in Tennessee may have suffered significant cold injury as a result of the severe freeze events on January 5th, 6th and 7th. The degree of damage that a fruit tree receives will be dependent on numerous factors. These factors include type of fruit, variety/rootstock combination, health of the plant, duration of the cold, magnitude of the cold, weather conditions leading up to the cold event, cultural practices, and the health of the plant leading up to the onset of dormancy last fall. From these factors, you can see how important it is to maintain a healthy plant. It is too early to assess the full extent of any damage that may have occurred. It could be spring, or possibly summer, before this is possible.
Apples will do better than most fruit trees. They are more resistant to cold than most of the other fruit trees. The peach tree bud crops are probably thinned down but there may be enough surviving buds to still result in a good crop. Apricots are more severely damaged because of the shorter chilling requirement and some dehardening of the buds may have already occurred by the time of the cold event. This is why apricots are not suggested as a crop for Tennessee. Figs may have suffered both bud and woody tissue damage. Some of the shoots may have been killed to the ground if they were not protected.
Healthy plants that maintained a good crop of leaves up until the time they went dormant this past fall should show less damage than those that had premature defoliation. The earlier the leaves drop, the weaker the plants will be. Weak plants cannot tolerate cold stress as well as healthy ones. Cold tolerance is related to stored reserves in the plant. Diseases, insects or low fertility can cause early leaf loss and weaken the plant.
So is the tree surviving? Live buds on many crops will swell. Use a sharpened knife to cross section buds which will allow you to examine the tissue inside. A healthy bud should be light green in color. Tissues that are tan or brown in color are damaged or dead. You can also scrape the bark of the shoots to reveal healthy wood that is white or light in color. If this tissue is brown or tan in color, damage has occurred.
Evaluating damage following subfreezing temperatures is the first step in maintaining a healthy tree. Please take time to examine your fruit trees for the conditions that were emphasized above. Don't assume the worst and think that your fruit crop cannot be saved.
I am certainly looking forward to warmer temperatures. I have had my fix of cold weather for now! Until next time, happy gardening! | 1,110 | 640 | {
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ALCA Weekly News
Look What We've Learned This Week! (see reverse side for more ☺)
Kindergarten
In Phonics, we learned letters Ii, Uu ,and Ee. We also practiced cursive writing for letters u, i, and e. In Math, we learned numbers 1-6. In Social Studies we are learning about family, community, good conduct and manners. In addition to everything listed above, we are learning colors and shapes! We have had a busy week!
2 nd Grade
We have been reviewing in all subjects including: Phonics, Arithmetic, Writing, Language and Reading. We are working hard in Music and in Art and our First Phonics Test was this Friday!
6 th Grade
In Math, we have been learning measurements. For English, we are studying diagramming of sentences. In History, we are studying the American's Creed, Indians and North America. And for Science, we have been learning about flowers!
7 th – 12 th grade
In English class, all grades have been working on Capitalization and Paragraph Writing.
We have all been very busy in our Math classes! 7 th grade has been studying the concept of "casting out 9s" and 8th grade has been learning about least & greatest common multiple/factor. 9 th and 10 th grade math (Algebra I and Algebra II) have been studying equations. In our 12 th grade Consumer Math class, we have been learning about insurance.
In History & Science classes we are reviewing for our quickly approaching tests next week!
Again, please review the Quiz/Test calendars that were sent home last Tuesday to know exact test dates!
A Note From the Principal….
We have had a GREAT 2 nd week of school and students have settled nicely into their daily routine!
A couple reminders to Parents:
1. Please make sure you are reviewing the Quiz/Test Calendars that were sent home last Tuesday. All students have completed and are reviewing Unit 1 in their books and will be having their 1 st test next week!
2. Please make sure you are checking your child(ren)'s textbooks to make sure all homework assignments are completed. Students do have some class time to work on assignments, but if they are unable to complete the assignment during the allotted time, this is considered homework and needs to be completed before the next day of class.
3. Chapel Attire – Please make sure your child is wearing the proper chapel attire including ties for the boys. ☺
ALCA Weekly News
Look What Else We've Learned This Week!
Bible
In Pastor VanLue's Bible class, the students have learned the scriptures Mark 16:15-20. They have also had a test on what they have learned to this point about Spiritual Warfare. (Your child's test was sent home this past week) Students are currently working on memorizing 2 Corinthians 10:3-6 (see below) and will need to know these scriptures by this Tuesday August 25!
Art
Kindergarten- We are learning how to use scissors and to color properly!
2 nd Grade – We worked on cutting skills for a picture we colored!
Middle School & High School – We started working on our collage for Labor Day!
Music
This week we learned about 5 different genres of music and their individual histories. We also participated in a songwriting challenge with our classmates!
Scriptures to know for Bible Class by Tuesday, August 25!
For though we walk in the flesh, we do not war after the flesh: (For the weapons of our warfare are not carnal, but mighty through God to the pulling down of strong holds;) Casting down imaginations, and every high thing that exalteth itself against the knowledge of God, and bringing into captivity every thought to the obedience of Christ; And having in a readiness to revenge all disobedience, when your obedience is fulfilled.
Save the Date
9/7 – Labor Day – No School! ☺
9/14 – Board Meeting @ 7:00 PM
9/24 Back to School Open House @ 7 PM | 1,573 | 846 | {
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Muscle of the Month
Glutes
The Gluteus Maximus is one of the largest and strongest muscles in the body.
The Gluteus Maximus originates along the pelvic bone crests and attaches to the rear of the thigh. Not shown are the Gluteus Medius and Minimus, which lie directly underneath the Gluteus Maximus.
The primary function of the Gluteus Maximus is hip extension (moving the thigh to the rear). The Gluteus Medius and Minimus serve to abduct (move away from the centerline of the body) the leg.
Gluteus
maximus
Iliotibial
band
Squats
* Keeping the head up and the back straight bend your knees until they reach no more than 90° then straighten
* Ensure your knees do not come forward over the front of your toes
* Extend both arms forward to assist with balance when doing a squat
* If required hold on to a secure handle/door frame, etc for better balance
* This exercise can be done with a stability ball, dumbbells and barbells!
Lunges
* Stand upright with your feet shoulder width apart
* Take a 2-3 foot step forward
* Once the stepping foot is planted, the upper body and the front knee should not move forward during the lowering and rising of the body
* Keeping the upper body vertical, dip your lower body straight down until back knee comes close to the ground
* Hold the tension in the front of your leg, then raise your body straight up and return to starting position
* You may do repeated repetitions on a single leg before switching or alternate legs
* You may use dumbbells to add resistance
Muscle of the Month
Lying Single Leg Lift
* Lie on your left side on the floor, both legs in line with the torso and left leg slightly bent
* Rest your head on your arm and place right hand on floor in front of chest for support
* Keeping torso stationary, lift right leg as high as you can without rolling forward or backward
* Lower leg to starting position
* Perform one set of repetitions, then repeat with the opposite side
* Strengthens upper hip and gluteus medius (side of bottom)
Glute Kick Backs
* Position yourself on the floor resting on your hands and knees
* Bend and pull your right knee in to your chest
* Straighten your leg, lifting it upwards and backwards, extending your knee and hip as far as possible
* Be careful to complete the movement slowly and deliberately
* Perform one set of repetitions, then repeat with the opposite side
Glute lift with Raised Leg
* Start on your back (there should be a small, natural, arch under your lower back)
* Holding your back stable in that same position push your hips up – bridging from your shoulders to your feet
* Hold that position for 10sec, then, still maintaining the same arch in your back, slowly lower yourself down to the floor
* Repeat 10 times
* As your strength improves you can increase the difficulty by lifting one foot off the floor when raised into the bridge position
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Wild Dog Books Teachers' Notes
Going To The Desert
Synopsis
Deserts are habitats or ecosystems that receive very little rain. Deserts are dry and arid, and they can be hot or they may be cold. A surprising fact is that the largest desert, Antarctica, is freezing all the time. The desert is home to some remarkable creatures that have evolved and adapted to these harsh environments.
Writing style
The Going To series has been designed for very early readers and reluctant readers. Text is succinct and simple, with no more than a few sentences on a page. The large format images relate directly to the text, so young readers have multiple entry points to engaging with the information.
Study notes
Students should make a list of all of the animals features in Going To The Desert. Next to each animal, write one adaptation that helps the animal survive in the desert. Students may need to research the meaning of the word 'adaptation'. They may also need to extend your research beyond the text of the book. This can be done as a visual poster or chart, and can be displayed or discussed with the class.
Meerkats are one of the animals featured in Going To The Desert that live in Africa. Students should find Africa on the map and then research where meerkats live, and mark those areas on a copy of the map. You may like to show the students episodes of Meerkat Manor. Clips and other information can be found on the internet at: Animal.discovery.com/fansites/meerkat/meerkat.html
Students should research the meaning of the following words:
* burrow
* mongoose
Students should choose one other desert from another country or continent, and research an animal that is found in this environment. What adaptations does this animal have that help them survive in their own desert environment? Are they similar or different to the animals found in the African desert? This can be presented as a chart or visual poster.
Develop a crossword puzzle with the names of the desert animals featured in the book. Use the facts about them as clues.
Play a game of 'celebrity head', labeling students as the desert animals without their knowledge. They need to try and guess which animal they are by asking questions, for example, do I burrow?
Design some posters for the classroom with illustrations of the animals and the facts about them.
The Spotted Hyena is considered an apex predator. Students should research the meaning of the word 'apex predator.' Students should research and write a report on hyenas
Marketing and promotion
Going To The Desert is part of the Going To series. Other titles include Going To The Rainforest, Going To The Outback, Going To The Ocean, Going To The Poles, Going to Antarctica and Going To The Grassland. | 1,061 | 563 | {
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Review Exercise – Term 1
Part 1
1. Simplify 2 3 – 3
2. If 10 0.5247 = 3.348 find the value of lg 0.3348'
3. According to the information in the figure, what fraction of the area of ABCE is the area of AFE?
4. If A 3 = x 3 – y 3 + 3x 2 y – 3xy 2 express A in terms of x and y'
5. A new solid is constructed by pasting together the square bases of two identical square based right pyramids. If the surface area of the new solid is 384 cm 2 , find the area of a triangular face of each pyramid.
8. The mass of a sphere made of a special type of material is 120 g. If the mass of 1 cm 3 of the material is 4g, find the volume of the sphere.
9. B and C in the figure are two fixed points that lie 10 cm from each other. Sketch the loci of the point A such that the area of the triangle ABC is 20 cm 2 .
6. Simplify: x – 1 2 1 – 1 – x
7. Evaluate: log 3 27 – log 4 16
C
B
10. If lg 5 = 0.6990 find the value of lg 20'
11. Show that the area of the curved surface of a cylinder of height the length of its diameter, is equal to the surface area of a sphere of the same diameter.
12. Find the value of 20 by taking that 5 = 2.23 12.
13. Show that the area of the quadrilateral ABCD in the figure is equal to the area of the triangle ADE.
14. Evaluate: 75 × 2 3 .
Part II
1. (i) If x 1 x + = 3 then find the value of x 3 1 x 3 + .
2. (i) For what value of x is 2 lg x = lg 3 + lg (2x – 3)
(ii) If 2 lg x + lg 32 – lg 8 = 2 determine x.
(iii) Find the value without using the logarithms table.
(iv) Simplify using the logarithms table and give the answer to the nearest second decimal.
A
3. (a) The side CD of the parallelogram ABCD in the figure has been produced to X. The line drawn through C parallel to AX, meets the side AD produced at Y.
(i) Name a triangle which is equal in area to the triangle AXY. Give reasons for your answer.
(ii) Prove that the area of the triangle XDY is half the area of the parallelogram ABCD.
B
(b) By using only a pair of compasses and a straight edge with a cm/mm scale,
(i) construct the triangle ABC such that AB = 5.5 cm, ABC = 60 o and BC = 4.2 cm.
(ii) construct the rhombus ABPQ of area twice that of the area of triangle ABC.
4. O is any point on the side BC of the parallelogram ABCD. The line drawn through A parallel to DO meets CB produced at P. AO produced meets DC produced at Q.
(i) Based on the above information, sketch a figure and include the given data.
(ii) Write down the relationship between the area of the parallelogram ABCD and the area of the triangle ADO.
(iii) Prove that the area of triangle ABP is equal to the area of triangle BOQ.
5. The base radius and perpendicular height of a solid right circular cone are respectively 7 cm and 12 cm.
(i) Find the volume of the cone.
(ii) If the base radius of the cone is kept fixed and the perpendicular height is doubled, how many times more would the volume of the new cone be than that of the original cone?
(iii) If the perpendicular height is kept fixed and the base radius is doubled, how many times more would the volume of the new cone be than that of the original cone? | 1,467 | 892 | {
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back touched
walk forwards slowly
walk backwards slowly
arm touched
turn right slowly
turn left slowly
Robot Challenges Assessment SheetNameClass
RC4
I did this well
I worked with my team to evaluate ideas and choose the best features to make.
I drew a detailed robot design.
I worked with my team to construct our robot.
I listened to other members of my team, taking their ideas seriously.
I lead my team as _____________ captain, helping everyone to play a part.
I tested and debugged our robot and programming.
We took part in the competition and learnt (fill in what you learnt).
I debugged a part of my program or fixed a part or our construction.
I did this ok or I did this a little
I tried this but it didn't work or I didn't do this at all
Sticker
I got this sticker for
Sticker
I got this sticker for
Sticker
I got this sticker for
Robot Challenges Assessment Sheet
Name
Class
| RC5 B = Where you are before the project A = Where you are after the project | | I don’t understand what it is yet. | I know what it is but don’t do it yet. | I do it a little. | I do it a lot. |
|---|---|---|---|---|---|
| 1 | I can evaluate my solutions against set criteria. | | | | |
| 2 | I can design criteria to evaluate my creations. | | | | |
| 3 | I can contribute useful ideas to a partner or group. | | | | |
| 4 | I can encourage others to share their ideas. | | | | |
| 5 | I lead using all the people talent in my group. | | | | |
| 6 | I learn from setbacks and don’t let them put me of.f | | | | |
| 7 | I can persevere even if the solution is not obvious. | | | | |
| 8 | I look for a range of solutions to the same problem. | | | | |
| 9 | I look for how a project can be extended. | | | | |
| 10 | I can break complex problems into parts. | | | | |
| 11 | I can concentrate on the most important part of a problem. | | | | |
| 12 | I can identify patterns in problems & solutions. | | | | |
| 13 | I can adapt existing ideas to solve new problems. | | | | |
| 14 | I make predictoins about what will happen. | | | | |
| 15 | I experiment through predicting, making, testing & debugging. | | | | |
| 16 | I can develop, test and debug until a product is refined. | | | | | | 1,113 | 665 | {
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Friday 8 th March 2024
In phonics this week, the children have been revising digraphs and trigraphs previously learnt. We have focused on the following sounds along with their catchphrase: er (a bigger digger) and air (chair in the air). The children have been reading various words with these sounds in. We have also reviewed double
letters (also known as digraphs) in words this week such as: bb in rabbit, gg in bigger, mm in hammer and nn in cannot. The children are becoming more confident using their phonic knowledge to decode and blend longer words such as these. Longer words with two or three syllables have also been a focus this week. The children clap out each syllable in the word and then we focus on decoding the sounds in each syllable before blending them altogether to read the word. The children know this as 'chunking'. Here are some of the words the children have been learning: laptop, fantastic and corner.
In maths this week the children have been continued with the phase 'Building 9 and 10.' The children have been recognising numbers to 10 and adding two small amounts totalling up to 10 as they played bingo. The children are becoming more familiar with a ten frame and used ten frames this week to carry out subtraction calculations. The children started with 10 counters in their ten frame and then rolled a dice, took that many counters away to find the answer to the subtraction and see how many counters were left on the ten frame. We are also starting to use the ten frames to visualise number bonds to 10, as you can see below. There are 7 purple counters and 3 orange counters, so 7 and 3 make 10.
Although World Book Day was yesterday, we have been celebrating all week! The children have been sharing their favourite books with friends and we have buddied up with year 3 and 4 children to have some fantastic shared reading sessions. Book day was the highlight though and the children's costumes were fabulous! The children joined the rest of the school in the hall to celebrate and we also had the opportunity to make bookmarks and posters for recommendations of our favourite books to go in our book corner.
We have had a very creative and arty week, preparing for the Mothering Sunday presentation. The children thought very carefully about the colours and detail they added to the portraits they created and, I'm sure you agree, that the pots of tulips look fabulous too! The children also enjoyed learning the songs and the spoken pieces about their mums – their loud, clear voices and confidence in performing have really impressed me! We hope you enjoyed it too.
Have a lovely weekend and Happy Mothering Sunday!
Mrs McKiernan | 959 | 577 | {
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Day 6: Use appropriate tools strategically
Objective: You will use tools to aid the problem-solving process and predict what actions are necessary for the task to be accomplished. Assess what could have made the task easier or more difficult.
Rationale: Meaningful learning should be generalizable and applicable to real life. You will learn to use tools (formulas, strategies, techniques, etc.) to be dynamic in solving problems.
Goal: Make learning real and meaningful by applying learned knowledge to solve new problems.
Key Terms: appositive, Americans with Disabilities Act (1990)
Materials & Resources:
Social Studies: ADA Accessibility Standards Now Include Parks (Pittsburgh Parks Conservancy) ELA: Effective Interviewing; Creating Good Questions; Appositive Phrases; Example Quotes
ACTIVITIES:
Social Studies
* Summarize the Americans with Disabilities Act*. Why is it important? How does it drive the design process to accommodate everyone in different spaces?
* Read the article: ADA Accessibility Standards Now Include Parks
* Analyze the quote from the article: "While it seems obvious that a goal in the design of a new playground is to allow a disabled child to play easily with other children, less obvious is the fact that a disabled parent also would need to be able to reach her child (disabled or not) in case she falls or gets hurt."
* Write one thought you had while reading the article about the ADA applied to parks.
- How would your green space design accommodate disabled people?
* Write one question you have. What still makes you curious? What might you need to have clarified?
ELA
* Interview 1-2 people to add more voice and perspective to help enhance your argument (ideally from
other age groups, gender, role, etc.)
* Apply an appositive phrase to identify each interviewee in your text.
Math
* Describe, in your own words, what you think unit price is.
* Apply Use linear regression for proportion concepts to determine unit price of an item when increasing scale and scope of an order.
1 yard = $29 5 yards = $130
- How much would 80 yards of mulch cost?
- With a mulch budget of $1,650, how many yards of mulch can you get?
* Design your own math problem using linear regression to determine unit price at different increments. Use a table to show the unit prices at different increments.
Science
* Connect Reach out to a medical professional (a nurse, nurse practitioner, physician's assistant, doctor) to ask them about additional health benefits of Green Spaces in the community. ("How do you think people in our community would benefit from more nature space? Are you familiar with any health benefits associated with time spent in nature?" And so on…) Make sure you ask for their permission to use the information you are collecting. This will also enhance your argument.
* Reflect After speaking with a medical professional (or reading their research), explain how your new learning will influence the design of your own community green space.
* Remember, you can reach out to your own doctor as a resource. If you are unable to have a conversation with a healthcare professional, please write down facts about each of the areas listed below:
a. How do green spaces improve mental health?
b. How do green spaces improve emotional health?
c. How do green spaces improve physical health? | 1,454 | 687 | {
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Compost
Facts about Composting
Alive: Compost is a living thing. The microbes, fungi, bacteria and worms all help to break the material down to usable products for the plants. Don't put in things that will damage these microbes.
Diversity: Compost is like a cake, you need different ingredients to make it work well. You can compost anything that was alive once. In a cake some things are needed in large amounts others in smaller. As a guide use 5 times the amount (volume) of carbon to nitrogen rich material (list of examples below).
Air: Compost gets a bad smell when there is insufficient air and anaerobic bacteria can thrive. Add sticks, twigs and material that will keep the air in. Look at a compost turner or fork to turn it over ever couple of weeks if necessary.
If you follow the steps of ADAM you will produce good compost.
Moisture: Like all good cakes compost needs water but not too much, Put rinsing water in the bucket of scraps and add to the compost. Compost is ready when it looks like loose soil.
To improve compost
When ready mix good handfuls of "clumping kitty litter" in the compost. It's clay and helps to hold in water.
Add a sprinkle of rock dust over compost near the top to add vital minerals. This can be purchased from most garden centers.
Only put food scraps in a closed bin system. In an open pile it attracts flies and vermin.
For more information visit our website: www.mrc.wa.gov.au
Email : email@example.com
Contact: 9306 6303
Trouble Shooting
"Smelly" Too much moisture "nitrogen" products – put in more leaves, sticks and straw – mix to add air.
"Too dry – won't breakdown" – add water. Always place compost bin close to water supply.
"Cockroaches everywhere" – always bury a compost bin at least 20cm into the ground to stop mice, cockroaches etc. Never put food scraps on an 'open' compost pile.
"Taking ages to breakdown" – check water, add a bit more "nitrogen" (manure, coffee, food scraps, green grass, and fresh weeds).
"Maggots!" – probably coming from meat or dairy. Cover them with dirt and leave compost unopened for 2 weeks. They will die and become compost!
"When is it ready?" – when it looks like loose soil and is not hot.
Contact: 9306 6303 | 901 | 529 | {
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First Grade News
December 11, 2017
Holiday Books and Traditions
Do you and your family have favorite holiday books or a favorite tradition/craft you would like to share with the class? If so, Please contact me and we can set up a time for you to visit our classroom and share with us. We would love to have parents visit and share with the class!
ACORD Food Pantry
We will be visiting the ACORD Food Pantry on Tuesday, December 19th. Please help us stock the shelves for the holidays: below please find a list of supplies needed to support the pantry. Anything your family can donate would be greatly appreciated. Coffee, cereal, meals in a can (chili, Chef Boyardee, beef stew, etc), peanut butter & jelly, tomato products (paste, sauce, diced, etc.), soup, grains (rice pilaf, couscous, quinoa, etc), condiments (ketchup, mustard, relish, mayo, salad dressing, etc) and baked beans. You can send in donations anytime between now and 12/19.
Classroom Volunteers
We would love to open our classroom to Volunteers beginning in January. If you would like to volunteer in our classroom please let me know and we will make sure you have everything you need before the holidays.
Volunteer Times:
Reading Block: Monday, Tuesday, Thursday, or Friday (2:00-2:45)
Writer's Workshop: Monday, Tuesday, or Friday (11:45-12:15)
Science Investigations: Tuesday (10:35-11:25)
Math Block: Friday (9:00-9:50)
Volunteer opportunities will be first come first served, and we will only be looking for 1-2 volunteers per time slot.
If you have time, and you would like to help us in the classroom we would love to have you with us!
Literacy
Writer's Workshop is quickly becoming a favorite part of the day for some first graders: we are working on building stories around "small moments" from our daily lives and working on slowing down to remember the conventions of writing. We are looking for capital letters at the beginning of sentences, finger spaces in-between words, punctuation at the end of sentences, and neatest handwriting.
During our daily Fundations' lessons we are practicing tapping for spelling and reading, writing closed syllable words, learning how to write dictated words and sentences. We have added digraphs, bonus letters and the welded sound "all" to our spelling rules.
During Reader's Workshop we have been reading personal narrative texts: during our study of personal narratives, we are exploring how stories are put together, the different elements of stories, and the features authors and illustrators use to tell their stories (patterns, speech bubbles, thought bubbles, multiple illustrations on a pages, or illustrations that are spread across two pages). During this time we also meet in small reading groups to practice targeted literacy skills, along with decoding, and comprehension. Alongside reading groups children work independently and/or in small groups to practice different types of reading as well as skills from Writer's Workshop and Fundations.
Math
During Math Block we are focused on numbers up to ninety-nine: we are working on comparing numbers, building numbers, and taking numbers apart. We are also working on counting larger quantities efficiently using Tens and Ones. We are just beginning to work with story problems using different mathematical tools and strategies.
Science
Science is quickly becoming another favorite time of the day for many children: since the beginning of the year, we have worked on Scopes studying Sound, Behavior of Light, and Communication. It was fascinating to see the children's faces when they made string phones and realized that they actually worked and that different materials made sound travel better than others. Our new science program is giving children the opportunity to investigate scientific phenomena in a way that is supporting new understandings and deepening understandings that were already in place. We are in the middle of a Scope based on external animal traits how they help animals survive.
Social Studies
We spent a lot of time at the beginning of the year thinking about community and citizenship. We are now beginning our studies of American Symbols with a study our American Flag. | 1,616 | 867 | {
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Mathematics Public Lesson I "Geometric Construction"
Date of the lesson: Wednesday, January 18, 2006
Teacher: Suzuki, Akihiro
1. Class Lower Secondary Grade 1 (Grade 7), Homeroom No. 4 (21 Boys, 20 Girls)
2. Unit Plane Figures
3. Goals of the lesson
This lesson addresses the following learning goal stated in the National Course of Study:
(1) To enhance students' ability to construct basic geometric figures with foresight while deepening their understanding of plane figures.
b. To help students understand the basic geometric construction processes such as construction of angle bisector, perpendicular bisector of a segment, and perpendicular line to a given line.
However, the Teaching Guide for the Course of Study further states,
Not only construction of geometric figures is a fundamental skill important in the study of geometric figures but also it serves the purpose of motivating students to become interested in the study of geometric figures, deepening their ways of observing and thinking, and facilitating logical examination of geometric figures.
The goal of this lesson will include this development of mathematical ways of observing and thinking. In particular, the lesson is positioned as an opportunity to facilitate logical examinations of geometric figures.
Up to this point, through manipulation of concrete objects such as cutting or folding papers, students have studied the basic ideas of geometric figures and symmetries. By considering the question, "How can we think about the situation if manipulation of concrete objects is not possible?" they developed generalizations.
In teaching drawing of geometric figures, the focus of instruction shifts from actual manipulation such as cutting and folding to construction with compass and ruler. This transition involves not only a change in the tools of drawing but
also a shift toward more abstract treatment and logical examination of geometric figures.
Therefore, in today's lesson, I would like students to understand the necessity for logical examination of geometric figures based on construction activities.
In today's lesson, we use a figure (called Landolt Ring) that is found in the chart used for vision examinations. This figure was previously used in the study of direct and indirect proportion. At that point, students actually measured various distances as well as cut and folded the figure. Today's lesson is built on those experiences.
4. Instruction Plan
(1) Basics of plane figures .. 2 lessons (2) Symmetrical figures .. 4 lessons
(3) Construction .. 4 lessons
Rules of construction, construction of perpendicular bisector, circles .. 2 lessons (today’s lesson is the first of the two)
Construction of perpendicular lines, angle bisectors …………. 1 lesson
Other construction ………………………………………. 1 lesson
5. Flow of the lesson
(1) Goals
By determining the diameter of a Landolt Ring using a variety of methods, students will develop the procedure for constructing perpendicular bisector and examine rules of construction.
(2) Materials
Worksheet, compass, ruler, chart for the vision examination
(3) Steps of instruction
20
5
(3) draw perpendicular bisectors of chords then, using the point of intersection as the center, determine the diameter.
・ Whole class problem solving
T: Before we start discussion, please review and revise <Method> and <Why the method is correct> you wrote in your notebook.
If some students cannot write their methods and the rationale, allow them to simply list some key terms.
For those students who are more advanced, have them think about how to write their ideas so that others can more easily understand it.
Discussion
(1) Have students share their <Method> and <Why the method is correct>, and critique each other's idea.
(2) Identify both good and not-so-good points of each shared idea.
(3) From the viewpoint of "accuracy," summarize those methods that can be considered as construction.
* Conclusion of the lesson
(1) Rules of construction
* Ruler is used only to draw a line connecting 2 points
* Compass is used to draw either a circle or copy a length (2) Which methods shared in today's lesson can be considered as construction? [What was constructed?]
(3) What were you able to do by constructing perpendicular bisector? [What were you able to determine?]
While circulating
・Do students have their own ideas?
・Can they express their ideas using their own words? Evaluate by checking students writing in their notebooks.
* Were they able to identify the method of constructing perpendicular bisector?
* Were they able to think about the rules of construction?
Evaluate by listening to students' comments during the discussion. | 2,038 | 950 | {
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Why is bone health important?
Why are vitamin D and calcium important to bone health?
Bone is a living tissue that is constantly breaking down and being replaced. Throughout life, your body balances the loss of bone with the creation of new bone. You reach your highest bone mass (size and strength) at about age 30. After that, you begin to lose bone mass.
Over time, bone loss can cause osteopenia (low bone mass) and then osteoporosis, a condition in which bones become weak and are more likely to break (fracture). Fractures can cause serious health problems, including disability and premature death.
Getting enough vitamin D and calcium is important in keeping your bones healthy and reducing your chances of developing osteopenia or osteoporosis. Regular, weight-bearing exercise also helps keep your bones strong.
Did you know?
Vitamin D is the only vitamin made by your own body. Other vitamins, like A, B, and C only come from food and supplements.
Vitamin D allows your body to absorb calcium. Calcium is necessary for building strong, healthy bones. Without enough vitamin D and calcium, bones may not form properly in childhood and can lose mass, become weak, and break easily in adulthood. Even if you get enough calcium in your diet, your body will not absorb that calcium if you don't get enough vitamin D.
Healthy Bone
Osteoporosis
What is vitamin D?
Vitamin D is a fat-soluble vitamin, which means it is stored in the body's fatty tissue. People normally get vitamin D through exposure to sunlight, which triggers vitamin D production in the skin.
Vitamin D is found naturally in very few foods. In the United States, it is routinely added to milk and infant formula. Other good food sources are egg yolks and some types of fish such as salmon and mackerel. Vitamin D is also available in nutritional supplements.
You probably don't get enough vitamin D if you
* spend little time in the sun or use a strong sunblock
* have very dark skin
* are over age 50, when the body is less able to make and use vitamin D efficiently
* have certain medical conditions such as diseases of the digestive system that interfere with fat and vitamin D absorption
* are very overweight, because vitamin D can get "trapped" in body fat and be less available for the needs of the body
What is calcium?
Calcium is a mineral with many functions. Most of the body's calcium is stored in the bones and teeth where it supports their structure. Calcium mainly comes from the foods you eat.
Good sources of calcium include dairy products (milk, cheese, yogurt); calcium-fortified products (foods and beverages with added calcium); canned fish with bones; and green, leafy vegetables. Like vitamin D, calcium is also available in supplements.
Recommended Daily Intake of Vitamin D and Calcium for Adults
| | Vitamin D |
|---|---|
| Under age 50 | 400 to 800 International Units (IU) |
| Over age 50 | 800 to 1,000 IU |
You may need extra calcium if you
* are a post-menopausal woman
* eat few or no dairy products
* have a digestive disease that interferes with nutrient absorption
Editors
Steven T. Harris, MD
Benjamin Leder, MD
Dolores Shoback, MD
Questions to ask your doctor
* How much calcium and vitamin D do I need?
* How do I know if I'm getting enough?
* Should I take a calcium or vitamin D supplement? How much should I take?
* Should I be tested for vitamin D deficiency?
* What else can I do to keep my bones strong?
Resources
* Find-an-Endocrinologist: www.hormone.org or call 1-800-HORMONE (1-800-467-6663)
* Hormone Health Network osteoporosis information: www.hormone.org/osteoporosis
* Centers for Disease Control and Prevention: www.cdc.gov/ nutrition/everyone/basics/vitamins/calcium.html
* National Institute of Child Health and Human Development (National Institutes of Health–NIH): www.nichd.nih.gov/health/ topics/bone_health.cfm
* National Osteoporosis Foundation: www.nof.org
* Osteoporosis and Related Bone Diseases Resource Center (NIH): www.osteo.org or call 1-800-624-BONE | 1,857 | 931 | {
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Chapter
You Came Here to Die, Didn't You
Book Club Discussion Questions
Discussion Questions
You Came Here to Die, Didn't You
Book Club Discussion Questions
Why do you think this is so?
What was the purpose of the NAACP? What were their chief strategies?
I Have a Dream:
Alienation
Pages 44 to 46
If a student is under age, when is it appropriate to ask him/her to go against his/her parents’ rules?
Pennies from
Heaven
Pages 47 to 49
Why were churches so important to the Civil Rights Movement?
I Have A Dream:
New Comer
Pages 51 to 55
How will you decide what school your children will go to? Some parents choose to wait in line to get their children into the “best” schools?
Shouldn't all schools be equally good? Why aren't they?
Hogshead Stew
Pages 56 to 59
What's the worst thing you've ever eaten?
What would have to happen to make you eat it again?
We Don't Go By
That Law Down
Here
Pages 60 to 66
When should states’ rights overrule federal rights? How are human rights related to states rights and federal rights?
Pass the Bedpan,
Please
Pages 67 to 69
How important is being neat and clean when you are dealing with other people?
How can you be clean if you don’t have the facilities to do so? How would being clean influence trying to get a job?
The Problem with
Hormones
Pages 70 to 76, and 84 to 85
It was dangerous to date outside one’s race in the South. What reasons might a parent use to convince his or her child to only date within his/her own race, religion, or ethnic group?
A Line in the Sand:
Canvassing,
Registration Day and Promise
Pages 77 to 83,
Is it responsible for people to vote if they can’t read and write? What were people trying to accomplish by registering and voting?
You Came Here to Die, Didn't You
Book Club Discussion Questions
110 to 111
You Came Here to Die, Didn't You
Book Club Discussion Questions
Looking Back
Pages 126 to 129
What strategies might the Movement have used other than civil disobedience?
Would they have had different consequences?
Would civil disobedience work in dealing with the problems facing the nation today like gay rights, immigration, the economy, and others? Why or why not?
Appendix H
Pages 171 to 173
Why do so few people vote today? What might we do to get more people to vote?
Should voting be mandatory as it is in some countries like Australia?
If there are questions you think I should add, please contact me on my website at sherielabedis.com | 1,113 | 591 | {
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Lesson 12
今日の発音のコツ TODAY'S TIPS FOR PRONUNCIATION 1
Assimilation② 同化②
Instructions: Repeat after your tutor.
課題: 先生の後について繰り返しましょう。
後ろにくるto（無声の発音）を受けて、前の単語の最後 の音が変わります。
2 今日のダイアログ TODAY'S DIALOGUE
HINTS
Some of the people invited to the party couldn’t come.
パーティに招待された何人 かは来られなかった。
All of the dishes made by Aki’s mother were delicious.
アキのお母さんによって作 られた料理はすべて美味し かったです。
Satoshi: How was Aki’s birthday party last Saturday?
Miku: It was great. Some of the people invited to the party couldn’t come, but more than 20 people were there.
Satoshi: Wow! Did you enjoy the food, too?
Miku: Yes, very much. All of the dishes made by Aki’s mother were
delicious.
Instructions: First repeat after the tutor and then practice each role. 課題: 先生の後について繰り返した後、それぞれの役を練習してみましょう。
Copyright (C) 2015 Human Academy Co., Ltd.
Lesson 12
パーティの報告と物の説明
語いと表現 VOCABULARY AND EXPRESSIONS 3
Instructions: First repeat after your tutor and then read aloud again by yourself. 課題: 先生の後について繰り返した後、今度はひとりで発音してみましょう。
過去分詞 (名詞を修飾する役割）
Some of the people invited to the party couldn't come.
パーティに招待された一部の人たちは来ることができなかった。
This is a letter written by my grandmother.
これは祖母によってかかれた手紙です。
練習 PRACTICE 4
Instructions 1: Introduce famous places in Japan.
課題1: 日本の有名な場所を紹介しましょう。
◆Mt. Fuji is a mountain in Japan ( 登られる ) by many climbers and tourists.
◆Sky Tree is a tower ( 建てられた) in 2012 in Tokyo and now it's very popular among tourists.
◆Kyoto is a place ( 訪れられる ) by many tourists from many countries.
Instructions 2: What language is spoken? Please say a sentence by filling in a blank.
課題2: 何語が話されていますか。空所を埋めて文を言ってみましょう。
・( ) is the language spoken in Japan. ・( ) is the language spoken in France. ・( ) is the language spoken in Italy.
振り返り SELF EVALUATION 5
Good
Average
Poor
①名詞を修飾する過去分詞の使い方を理解できる
②名詞を修飾する過去分詞を使って物や話されている 言葉を説明できる
今日の授業の感想
Copyright (C) 2015 Human Academy Co., Ltd. | 771 | 677 | {
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今日の発音のコツ TODAY'S TIPS FOR PRONUNCIATION 1
Contraction① 短縮①
Instructions: Repeat after your tutor.
課題: 先生の後について繰り返しましょう。
主語とBe動詞はよく短縮されて発音されます
I am → I'm You are → You're She is → She's He is → He's They are → They're We are → We're
2 今日のダイアログ TODAY'S DIALOGUE
Terry: I want to travel in Japan, but I haven’t decided where to go.
Anne: How about going to Hokkaido? It’s cool even in summer.
Terry: Sounds like a good idea. Please let me know what to do there.
Anne: I recommend you go to Sapporo Clock Tower.
Instructions: First repeat after the tutor and then practice each role.
課題: 先生の後について繰り返した後、それぞれの役を練習してみましょう。
Copyright (C) 2015 Human Academy Co., Ltd.
Lesson 17
語いと表現 VOCABULARY AND EXPRESSIONS 3
課題: 先生の後について繰り返した後、今度はひとりで発音してみましょう。
Instructions: First repeat after your tutor and then read aloud again by yourself.
To不定詞 : where to ～ どこに～するか what to ～ 何を～するか、when to ～いつ～するか
I want to know where to visit in the Philippines.
私はフィリピンでどこを訪問すべきかを知りたい。
Please let me know what to do by next Monday.
次の月曜日までに何をすべきか教えてください。
I'm not sure when to hand in my homework.
私はいつ宿題を提出すべきかわかりません。
PRACTICE 4
練習
Instructions 1: Ask your tutor the following questions.
課題1: チューターに次の質問をしましょう。
Your Role: Please tell me where to visit in the Philippines.
Your Tutor: You should go to ( ).
Your Role: Please let me know what to do there.
Your Tutor: I recommend you ( ).
Instructions 2: Answer the following questions.
課題2: 次の質問に答えましょう。
Please tell me where to visit in Japan.
Your Tutor:
Your Role: You should go to ( ).
Your Tutor: Please let me know what to do there.
Your Role: I recommend you ( ).
振り返り SELF EVALUATION 5
Copyright (C) 2015 Human Academy Co., Ltd.
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Waterhemp (Amaranthus tuberculatus)
By Dr. Tim Seipel, MSU Extension Cropland Weed Specialist
Identification and Biology Waterhemp is an annual in the pigweed family (Amaranthaceae). Other pigweeds in Montana include red root pigweed, which can look very similar to waterhemp. Stems of waterhemp are smooth and lack hairs, which help to distinguish it from red root pigweed which has fuzzy hairs along the stem. Its inflorescence is longer, thinner, and more branched than that of red root pigweed. Leaves are egg shaped and have a long petiole (leaf stem). Unlike red root pigweed, water hemp is dioecious (separate male and female plants). Because of this, waterhemp must outcross to make seed, and genetic diversity is high meaning the species can adapt readily to different environments. Waterhemp can germinate throughout the growing season but typically does so May through June.
Introduction Waterhemp (Amaranthus tuberculatus) is a pigweed native to North America. This weed of crop fields, especially soybean and corn in the Midwest, is problematic because of prolific seed production and evolved herbicide resistance. In August 2020 we documented the first population in Montana. Waterhemp was found in a wheat and an adjacent sugar beet field in Roosevelt county. In the 1990s waterhemp was identified in eastern North Dakota and has rapidly spread there over the last decade; more recently it has spread farther west. Resistance to ALS-inhibiting herbicides (Group 2, e.g. Glean, Ally) and glyphosate (Group 9) is so widespread that we assume resistance to both modes of action. Herbicide resistance complicates management and increases the threat to Montana's crop production. Waterhemp has been ranked as one of the most troublesome weeds to manage according to the Weed Science Society of America.
Habitat and Spread Waterhemp is mostly found in croplands but also occurs in wet areas along sloughs or in disturbed areas such as roadsides and waste areas. It can be very problematic in irrigated fields.
waterhemp
red root pigweed
Photo: Tim Seipel
Management options Since waterhemp has only been documented once in Montana, be on the lookout. Early identification and control are key to minimizing its spread and impact. Monitor fields and field edges, and keep equipment clean as it is one of the easiest ways to move pigweed seed from one area to another. Research has shown that herbicide programs include multiple applications of residual herbicides. If you suspect you have waterhemp, contact your local Extension agent. Montana State University is committed to helping to limit the spread and manage the species (https://ipm.montana.edu/cropweeds/).
Impacts Waterhemp reduces crop yields especially when infestations are dense, and herbicides have been mostly ineffective at controlling the species. There are effective herbicides in corn and soybean, but limited post-emergent options for pulse crops, flax, canola, sunflower and other minor crops make control very difficult. | 1,288 | 650 | {
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Hepatitis A Fact Sheet
What is Hepatitis A?
Hepatitis A is a liver disease caused by a virus. It can cause jaundice (a yellowing of the skin and eyes), fatigue, abdominal pain, loss of appetite, nausea, diarrhea, and fever. The average time from exposure to when symptoms start is usually 25 to 30 days but can vary. Some infections may not be recognized, and all symptoms may not be present.
How is Hepatitis A spread?
Hepatitis A is spread from person to person by putting something in the mouth that has been contaminated with the stool (feces) of a person with hepatitis A. For this reason, the virus is more easily spread in areas where there are poor sanitary conditions or where good personal hygiene is not observed.
Most infections result from close contact with a household member or sex partner who has hepatitis A or from infected children in a daycare setting. Casual contact, as in the usual office, factory, or school setting, does not spread the virus.
How can a person prevent this illness?
* The hepatitis A vaccine is the best protection. The vaccine has an excellent safety record. Soreness at the injection site is the most frequently reported side effect.
* Short-term protection against hepatitis A is available from immune globulin. It can be given before and within 2 weeks after coming in contact with HAV.
* Always wash your hands with soap and water after using the bathroom, changing a diaper, and before preparing or eating food.
Who is Most At Risk of Infection?
* People who live with infected individuals
* Sexual partners of infected persons
* Persons, especially children, living in areas with increased rates of hepatitis A (talk to your doctor or health department if you have any questions)
* Persons traveling to countries where hepatitis A is common (for more information see www.cdc.gov/travel/)
* Men who have sex with men
* Injecting and non-injecting drug users
* Persons with occupational risk
* Persons with chronic liver disease
Vaccine Recommendations
* Men who have sex with men
* Injecting and non-injecting drug users
* Persons with clotting-factor disorders (for example, hemophilia)
* Persons with chronic liver disease
* Children living in areas with increased rates of hepatitis A
* Travelers to areas with increased rates of hepatitis A
* Any healthy person over the age of 2 can receive the vaccine (talk to your doctor)
How are Hepatitis A infections diagnosed and treated?
A blood test is needed to diagnose hepatitis A. Talk to your doctor or someone from your local health department if you suspect that you have been exposed to hepatitis A or any type of viral hepatitis.
Are there long term consequences to a Hepatitis A infection?
Those who have had the virus cannot get it again. There is no long-term infection but there can be consequences for those with liver conditions. About 15% of those infected will have prolonged or relapsing symptoms over a 6-9 month period.
For more information please visit: www.cdc.gov/ncidod/diseases/index | 1,339 | 642 | {
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Year 4 – Animals, including Humans
Language for Learning
Through the activities in this topic, pupils should understand and use key scientific words precisely - spelling these words correctly. This includes - words with precise scientific meanings (e.g. weight and mass), words with different meanings in scientific and everyday contexts (e.g. drag) and words relating to scientific enquiry (e.g. variable).
| Key Scientific Words | |
|---|---|
| Key Word | Definition (Meaning) |
| Digestive System | The parts of our body that help us process food. |
| Mouth | Part of the digestive system where the breakdown of food begins. |
| Teeth | Part of the digestive system used to cut through and grind up food. |
| Oesophagus | A tube that is part of the digestive system – the oesophagus goes from the mouth to the stomach. |
| Stomach | Part of the digestive system which temporarily stores and begins to break down food using chemicals. |
| Small Intestine | Part of the digestive system where food enters our blood. |
| Large Intestine | Part of the digestive system that takes water out of waste food. |
| Producer | An organism that is able to make its own food. |
| Consumer | An organism that has to eat other organisms to stay alive. |
| Organism | A living thing. |
| Carnivore | An animal that only eats meat. |
| Herbivore | An animal that only eats plants. |
| Predator | An animal that catches and eats other animals. |
| Prey | An animal that is caught and eaten by another animal. |
| Food chain | A way of showing which organisms eat which organisms. |
Key Concepts
The digestive system is all the parts of our body that help us to process the food that we eat. The basic parts of the digestive system are shown below:
Each part of the digestive system has a function. The simple functions of the basic parts of the digestive system are shown below:
Mouth: Begins to break down food using teeth.
Oesophagus: Squeezes the food down towards the stomach.
Stomach: Temporarily stores food and begins to break it down using chemicals.
Small Intestine: Where food enters our blood.
Large Intestine: Removes water from waste food.
We use teeth to help us cut through food and grind it up. There are different types of teeth with different functions. The incisors and canine teeth help us to bite through food. The molars and premolars grind up our food.
An animal that hunts other animals is a predator. What it hunts is its prey. We can show which organisms eat which organisms using a food chain. Different words are used to describe what the organisms do in a food chain.
Plants are producers because they can produce their own food. A living thing that eats other living things is a consumer because they consume another living thing.
Pictures/words adapted from Pearson Education Limited 2003 © | 1,181 | 622 | {
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Listening – what's it all about?
Learning to listen
How does listening develop?
Remember the ears are just the pathway for sound; the brain is where listening really happens.
As a function of the brain it is affected by cognitive or other central difficulties
The ability to discriminate, identify and comprehend sounds, including the sounds of language, requires the establishing of links (synapses) within the brain. Synapses grow at a very rapid pace in the early years of life which are the optimum years for learning. Neural plasticity is greatest in the early years of life.
However, whilst the number of synapses is increasing, some have to be pruned with weaker connections being deleted whilst stronger, more important connections are reinforced. For example, during the first year of life a baby's ability to discriminate between all speech sounds reduces so that they can concentrate on the phonemes of their mother tongue.
As listening develops, the following evidence emerges in the early stages:
It may relate to receptive skills:
* Interest in / turning towards sounds (detection)
* Increased interest when the sound changes (discrimination) and improvements in the ability to focus attention
* Responding in a way that shows identification of sounds
* Increasing oral language that demonstrates understanding (comprehension)
Or expressive skills:
* Increased vocalisation
* Emerging words
* Recollection of patterns of words / sentences
The ability to use the information from speech requires:
* Period of exposure to sound
* Developing sound awareness and interest in sound
* Discriminating sounds – environmental
* Discriminating supra-segmental, phonological speech information – nursery rhymes / syllabic patterns / rhyme & alliteration
* Discriminating individual speech sounds / phonemes
* Identifying the source and meaning of environmental sounds
* Identifying speech sounds leading to varied vocalisation, proto-words & language
* Listening, attending to and understanding sounds in the presence of competing noise
* Complex auditory comprehension combined with cognitive or other demands
Several perspectives or "hierarchies" of auditory development have been presented over the years, based on typical development.
Some terminology commonly seen in materials and resources related to auditory development in deaf includes:
* Auditory detection / awareness – presence / absence of sound
* Auditory attention – anticipation & attention to auditory signals (especially speech) over increasing length of time
* Distance hearing – attending to sounds at a distance
* Localisation – turning to find the sound source
* Auditory discrimination – perceiving and differentiating differences in sounds
* Auditory self-monitoring / auditory feedback – monitoring information through listening and modifying speech production based on what was heard especially as it relates to duration / rhythm / pitch / loudness / phonemes
* Auditory identification – recognising the source or meaning of a sound; association of objects etc. with a word or parts of words e.g. cats indicating plurality etc.
* Auditory memory – storing / remembering / recalling auditory information & language from listening
* Auditory sequential memory – as above but including the order in which items are presented
* Auditory processing – to make cognitive judgements about what was heard
* Auditory comprehension –to synthesise understanding of auditory information and relate it to known information in a variety of situations
Usually four basic stages of development are described:
- Detection
- Discrimination
- Identification
- Comprehension
However these are not hierarchical.
Listening becomes more complex as it develops, expanding in depth and breadth as auditory information becomes more meaningful. However it is not linear but interrelated - discrimination of more subtle differences interweaves with identification and comprehension
Children become increasingly able to meet the demands of listening alongside other cognitive / physical / sensory demands as other skills develop and Executive Function matures. | 1,828 | 759 | {
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Joseph Kleponis – Two Poems
Daily Games
In the summer before the summer of jobs, cars, and girlfriends, there was baseball – every morning, every afternoon, and stretching into twilight.
Hot, sweaty, covered in infield's dust, we played game after game, in heat and in humidity, even when Edgar's simple cousin knew "It's too hot to play baseball" we played and played some more.
In centerfield, Ace would drift, backward or forward, whatever was needed to make an effortless catch. Frenchie pounded fastball after fastball until he learned a curve that took us half a day to solve.
Richie, Dave, Ratso, Petey, Johnny, Eddie, Steve-o and me, along with others who floated in and out hung out at the varsity diamond, even though none of us would ever have the talent the talented possessed.
We played on, oblivious of the obvious: that games at some time have to end called short by obligation or other interests.
We argued rules, compared strategies, and shared what passed for secrets.
Who knows what we learned, if anything, on those summer days?
Baseball as a metaphor is a conceit for poets, playwrights, and storytellers spinning tales that cast hitters as legendary strongmen, pitchers as slayers of hubris and muscles, coaches as wily judges of men and motivation.
We were just playing a game in long days of heat – learning the angles – judging distances – calculating when to take a chance – trying our hardest not to be gamed by the game within the game that, for a summer, was daily life.
Our Bubba
He had a name his parents gave him when he was born, and it was surely recorded in city ledgers and church books, too, when he was christened, but we didn't know his name, or if we did, we forgot it.
The teachers may have called him by his name, but we didn't listen, or it didn't register with us like so much the teachers said.
Maybe his mother, grandmother, or the lady next-door called him by his name, but we didn't hear it.
We called him Bubba because his little sister called him Bubba because she couldn't say brother and never said his name.
We wanted him on our side in baseball, basketball, or football because he was big, strong, agile – he helped us learn the games; he watched over us; he was, after all, our Bubba.
After high school, he joined the military, where he surely had a name, and they did not call him Private Bubba. But we really do not know. We heard he was stationed in Hawaii, and we imagined Bubba surfing. More recently it was reported he had retired to Alabama, perhaps, with a wife, and three kids: Billy, Sue, and Ray.
The years have passed and all of our hang-outs – Louie's, the A&W, the Rialto – are either gone or changed, but their names remain embedded in our memories, cementing their identity, like the name Bubba, the name of our brother, whose name we never knew.
Joseph Kleponis has taught English and American Literature in schools north of Boston. His poetry has been published in numerous journals including, The Aurorean, Eucalypt, First Literary Review -East, Leaflet: the Journal of the New England Teachers of English, and Penmen Review of Southern New Hampshire University, Methuen Life as well as Muddy River Poetry Review. | 1,195 | 730 | {
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Memorize Ions Project - HELP
(MISC)
| Monotomic Ions | | Polyatomic | | Acids |
|---|---|---|---|---|
| | | Ions | | |
| H1+ | hydrogen ion | C H O 1- 2 3 2 | acetate ion | HC H O 2 3 2 |
| Al3+ | aluminum ion | NH 1+ 4 | ammonium ion | HCl |
| At 1- | astatide ion | CO 2- 3 | carbonate ion | HF |
| B 3+ | boron ion | ClO 1- 3 | chlorate ion | HNO 3 |
| Ba 2+ | barium ion | ClO 1- 2 | chlorite ion | H PO 3 4 |
| Be 2+ | beryllium ion | CrO 2- 4 | chromate ion | H SO 2 4 |
| Br 1- | bromide ion | Cr O 2- 2 7 | dichromate ion | |
| Ca 2+ | calcium ion | OH- | hydroxide ion | |
| Cl 1- | chloride ion | ClO1- | hypochlorite ion | |
| Cs 1+ | cesium ion | NO 1- 3 | nitrate ion | |
| F 1- | fluoride ion | ClO 1- 4 | perchlorate ion | |
| Ga 3+ | gallium ion | PO 3- 4 | phosphate ion | |
| In 3+ | Indium ion | SO 2- 4 | sulfate ion | |
| I 1- | iodide ion | | | |
| K 1+ | potassium ion | | | |
| Li 1+ | lithium ion | | | |
| Mg 2+ | magnesium ion | | | |
| Na 1+ | sodium ion | | | |
| O 2- | oxide ion | | | |
| Po 2- | polonide ion | | | |
| Rb 1+ | rubidium ion | | | |
| Se 2- | selenide ion | | | |
| Sr 2+ | strontium ion | | | |
| Te 2- | telluride ion | | | |
| Tl 3+ | thallium ion | | | |
remember - the charges on all the monotomic ions can be figured by what column they are in
For groups 6 (16) and 7 (17) change the ending to -ide when the atom forms an ion.
For groups 1, 2 & 3 (13) use the name of the metal for the name of the ion. | 1,089 | 656 | {
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What happens when Cyanuric Acid in a pool is too high?
What is Cyanuric Acid (CYA)? – Cyanuric Acid is a chlorine stabilizer for swimming pools.
What does CYA do? – CYA forms a weak bond with free chlorine in the pool water, protecting it from the sun's ultraviolet rays to reduce chlorine loss. Properly managed, CYA has been shown to reduce the amount of chlorine needed to maintain the minimum chlorine residual in an outdoor pool.
What are Dichlor and Trichlor? – Dichlor and Trichlor, also known as chlorinated isocyanurates, are two solid chlorine compounds that are widely used in outdoor swimming pools that contain cyanuric acid. Dichlor usually comes in a granular form and Trichlor is often sold in a tablet for use in an erosion feeder for small commercial pools, such as those at hotels and motels. Stabilized chlorine (dichlor or trichlor) should be used in outdoor swimming pools only.
Procedure for testing for CYA in your pool:
http://www.ask.com/youtube?q=How+do+I+figure+out+how+much+water+to+drain+from+my+pool+to+Lower+ Cyanuric+Acid&qsrc=1&o=0&l=dir&qo=serpSearchTopBox
What happens when CYA in a pool is too high? – CYA Levels exceeding a threshold of 70 parts-per-million of cyanuric acid reduces the effectiveness of the chlorine in a pool. The amount of time it takes to kill bacteria lengthens as the concentration of CYA increases. The ideal level for CYA is 30-50 ppm. CYA levels should be tested at least once per week if you are using dichlor or trichlor.
I have an indoor pool. Should I use cyanuric acid? – No. It should never be used in indoor swimming pools, spas or hot tubs. Remember that CYA is intended to reduce the loss of free chlorine caused by the sun's ultraviolet rays. Indoor pools are not exposed to direct sunlight and therefore, there is no benefit in adding CYA to the indoor pool water.
My pool has Cyanuric Acid levels above 30 ppm. How can I reduce them? – Unlike chlorine, CYA is never used up and accumulates in the pool water as a waste product. Once you have added it to the pool water, it will remain in the water. The best way to reduce CYA is to partially drain the pool and add fresh water.
Determining how much water to drain from the pool & replace with fresh water:
http://www.ask.com/youtube?q=what+do+you+do+when+the+pool+cyanuric+acid+is+too+high&v=vzwig7Zr05g &qsrc=472
As a rule of thumb, for a CYA of >70, you should drain the percentage of your pool to match the percentage you want to reduce CYA to get the level down to 30.
Examples: For a CYA of 90, if you want to reduce the CYA 2/3's down to 30, you should reduce the pool volume by 2/3’s
For a CYA of 120, if you want to reduce the CYA 3/4's down to 30, you should reduce the pool volume by 3/4's | 1,242 | 723 | {
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Mr. Hershey's Valentine's Day Mishap
Mr. Hershey has a big problem! It's Valentine's Day and his factory is in complete chaos. Apparently Mr. Godiva and Ms. Dove snuck in and sabotaged all the candy machines. Many machines were beyond repair; however, machines 4, 12, 37, 30, 36, 45, 75, 100, 500, 1000 were fixable. The problem is that their gears are missing. Replacement gears are available but only those labeled with prime numbers. Can you help Mr. Hershey fix his machines in time to save Valentines Day?
Step 1: Rebuild all of the Machines
- Each gear has a multiplying effect on each other and should match up with the machine's label.(Ex. 2x2x3 would connect to Machine #12)
- Don't forget, always connect the largest gear/s to the machine first and then work your way down.
- Mr. Hershey only has two hours left to run his machines before its bye bye Valentine's. You will need to decide which machines Mr. Hershey has time to run before his deadline. (Which machines will run in 2 hours or less?) Each gear a machine requires adds an hour to its run time. Record the sequence of gears for each machine on your Data Collection Chart and then fill out Run-Time Chart 1. (Machine #12 has been filled in for you.)
Run-Time Chart 1
How many machines will make the deadline?
This activity was developed by a group of students taking Candace Walkington's Math 1351 course. All rights reserved (to these students).
Step 2: Streamline the Whole Process
- That's not enough machines! You will have to find a more efficient method.
- You almost forgot, you can combine cogs of the same "size" to run together thus allowing multiple cogs to run in a shorter amount of time. (Ex. 2x2x3=12=2 2 x3, "2x2x3" would take three hours while "2 2 x3" would only take two hours). Fill out the new gear sequence on your Data Collection Chart and fill out the new Run-Time Chart below
- Once you have completed the charts and answered the question below, proceed to Step 3.
Run-Time Chart 2
How many Machines will make the deadline?
Data Collection
| Step 1: | Step 2: |
|---|---|
| 2 x 2 x 3 | 2 2 x 3 |
Bonus Section
Step 3: To build the better candy machine.
- Now that you saved Mr. Hershey's factory, it's time for a vacation right? Nope, you did such a great job that Mr. Hershey is ready to put you back to work. It's time to stock up for Easter. He needs bigger and faster machines to meet the demand.
- Right now the most efficient machine is Machine #1000, which you found out runs in just two hours and pumps out 1,000 candies in that time. (Note: Machine # = # of candies produced)
- Design the most efficient machine possible that will pump out between 1,001 and 5,000 candies. To cut the cost of production, try and build a machine doesn't have to combine cogs of the same size(has no exponents). The machines you have worked with so far have only used gears 2, 3, and/or 5. You will have to use larger gears but don't forget, only prime numbered gears are available.
1001 – 5,000
Draw a diagram of your machine.
(Similar to the example of Machine #12 above)
How many candies will your machine put out? __________________
How long does it take your machine to run? __________________
- Think you've got it? Now try the same thing between 5,001 and 10,000.
5,001 – 10,000
Draw a diagram of your machine.
(Similar to the example of Machine #12 above)
How many candies will your machine put out? __________________
How long does it take your machine to run? __________________
This activity was developed by a group of students taking Candace Walkington's Math 1351 course. All rights reserved (to these students). | 1,603 | 909 | {
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Thought for Food
(as it appeared in the Creston Valley Advance newspaper, October 2, 2008)
Food Without Fossil Fuels
Gail Southall
Food without fossil fuels. Just think about that for a minute. Can you even imagine what this would look like? And before you get caught up in bucolic images of strapping young farmers guiding the horse-drawn plow through the fresh dark earth, take a moment to consider all of the ways our current food system depends on fuel. Unless you happen to be the above-noted farmer, this particular idea of food without fossil fuels isn't going to put vittles in your tummy. As the realities of peak oil start to sink in, it truly is an idea worthy of consideration.
Those in the know tell us the oil glass is half empty. Oil production will continue to decline and become increasingly expensive from here on out. The cheap oil party is over, folks. How will this affect our access to food?
Until the last century, virtually all of the food energy available on this planet came from the sun through photosynthesis. Either you ate plants, or animals that ate plants, and you worked your soil with animals that ate plants. The production of a few implements requiring coal-fired steel factories was pretty much the only place you would witness the use of fossil fuels. Skip forward a hundred years or so and you come upon a very different scene. In today's industrial system, except for the photosynthesizing role we still assign to the sun, the energy required to produce our food is wholly derived from fossil fuels. Seeding, irrigating, fertilizing, harvesting, transporting, processing, packaging, distributing, end-user purchasing, storing, preparing, and cleanup... all require vast amounts of fuel energy. According to a University of Michigan study conducted in 2000, it takes more than 80 calories of fossil fuel energy to get one calorie of food from farm to fork. We literally eat oil. But for how much longer?
With a system that currently spends about 17% of total energy on agriculture, in the face of rising prices and declining supplies, a re-engineering of how we feed ourselves is unavoidable. Experts still appear to be baffled by what the new system will look like, but agree on some basics:
All infrastructure will be simplified but will likely not resemble a drive through Amish country. We've evolved in a different direction, they say.
We will move the creation of our sustenance closer to where we live. No longer will we be shipping food from one end of the globe to the other.
The growing of food will require more human, rather than machine input.
Communities will have to work together in new and cooperative ways to ensure we all have enough to eat.
Urban agriculture will be essential. Neighbourhoods will require higher density housing and the inclusion of green spaces devoted to food production.
Those living in small, agricultural communities may be better off as long as they take steps now to preserve farmland for the future.
Oil won't run out tomorrow, but it will run out before long. What can you do today to ease the transition where your food is concerned?
Start weaning yourself from oil-dependent food in small steps: eat locally grown; eat seasonally; eat naturally grown; grow your own; preserve and store food in ways that require minimal use of fossil fuel; avoid processed and heavily packaged foods; be conscious of where your food is grown and start to make some tough choices.
Invest in creative programs that seek to address the challenges of food without oil: support farmers that are making an effort to move away from the industrial model, such as natural
producers and those engaging in community supported agriculture; make a steady transition to sustainable agricultural/gardening practices; support the initiatives of Creston's community greenhouse; check out the efforts of the Food Action Coalition; explore what others are doing around the globe.
Get serious about demanding land use and planning measures that preserve agricultural land. Governments will naturally take the easy choices because they want to stay popular. Let them know you're willing to support them in making difficult decisions that will benefit us all on the bumpy road ahead.
Kicking our oil addiction will be challenging, but will present numerous opportunities for indomitable human innovation. Creston can be a model for sustainable self-sufficiency if we all start thinking, planning and acting now for a future without fossil fuels.
Gail Southall is Coordinator for the Creston Valley Food Action Coalition. The Coalition meets the first Monday of the month at the library. For more information call 250-254-0254 or email firstname.lastname@example.org. | 1,826 | 972 | {
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Kato Paphos - Lighthouse
An area of outstanding cultural and natural value which is an attraction to many birdwatchers. The area is important mostly for the threatened Greater Sand Plover Charadrius leschenaultii, a migrant waterbird which comes to Cyprus to winter. Because of its location, the site attracts thousands of migratory bird species, especially in spring.
District: Paphos
Altitude: 0-22 m
Coordinates (the centre of the site): 34° 45.577'N 32° 24.407'E
Area size: 88 hectares
Habitat: Low vegetation with a rocky and sandy coastline. The rocky substrate of the shore is the most important habitat for the Greater Sand Plover Charadrius leschenaultii.
Birds: Over 195 different bird species have been recorded in the area. The species for which the area is protected is the Greater Sand Plover Charadius leschenaultii. The area regularly attracts herons, waterbirds and various small birds (passerines) during migration.
Among the bird species that breed in the area are the Black Francolin Francolinus francolinus, Chukar Partridge Alectoris chukar, Little Owl Athene noctua, Crested Lark Galerida cristata, Spectacled Warbler Sylvia conspicillata and the two endemic bird species to Cyprus, the Cyprus Wheatear Oenanthe cypriaca and the Cyprus Warbler Sylvia melanothorax.
Other fauna and flora: Three of the 19 species of bats recorded in Cyprus use this area to feed. Among them is the Egyptian fruit bat which is the largest bat found on the island and the only one not feeding on insects, but ripe fruit. In the area you will also find a large number of species of flora, among them endemic as well as endangered species.
Threats:
1. Disturbance from human activities
2. Destruction and degradation of habitats as a result of housing/tourism developments
3. Pollution of beaches at the wintering and stop-over sites of migratory birds
Did you know…?
Because of the geographic location of the area and the diversity of vegetation in combination with the coastal element the area hosts an important number of bird species, primarily migratory. 162 of the 195 bird species recorded in the area are migratory. The area attracts thousands of migratory birds, especially in spring.
What else can you find in the area?
1. There is a pedestrian path, starting from the castle, along the coast.
2. There is a little 22 meter hill where the lighthouse is.
3. The largest part of the protected area is the Paphos Archaeological Park, where culture and nature meet. Here you can study beautiful mosaics. | 1,064 | 580 | {
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Showcase Projects
City of Morden / Great War 100-Year Anniversary Heritage Conservation / Community Group Projects
To commemorate the 100th anniversary of WW1, the City of Morden completed a number of projects in Confederation Park.
A committee representing Morden Collegiate, the Morden Legion and the City have been working on a number of projects to improve the historical content in Confederation Park corresponding to the war's centennial. Events have included:
1. Additional names were added to the Cenotaph in 2014 – local historian Darryl Toews discovered names missing from the cenotaph while conducting his research. The names were added at a ceremony that included a Colour March by the Royal Canadian Legion Branch #11 and tributes to the soldiers. There was a stamped concrete pathway installed and lighting to the Cenotaph was added.
2. WWI memorial plaques were installed providing history and local content in a chronological series of posted plaques along the walkway; additional memorial benches were also added.
3. WWII memorial plaques were installed providing history and local content in a chronological series.
4. Murals were installed displaying local images of war time; shrub beds were refurbished.
With these additions, a park has been created with more meaning and history in the community. Although it was a nice green space in the downtown area, it is now also a destination park. There is an interest for local residents to visit the park as well as visitors to the community.
The additions to Confederation Park are a great tribute to the local Veterans and reminds citizens and visitors how the war affected Morden. It is important to continue to educate the youth, and others, on the sacrifices of war. The park shows a great deal of history that is important to these important periods of Morden's community history.
The inclusion of the school was a natural fit with local historian and high school teacher, Darryl Toews, leading the partnership. Students in graphic design classes were involved with the design of the WWI and WWII plaques supported by their teacher Ms. Ashley Hoitink. The youth involved in the project contributed their creativity and enthusiasm and they felt a sense of pride when the finished project was on display in the park.
The Royal Canadian Legion Branch #11 assisted with their knowledge of proper protocols and historical materials. The project has helped to strengthen the relationship between the City and the Legion. There is one final part to this project which will include adding more names to the cenotaph in the spring of 2019 which marks the official end of the centenary. This will ensure the Veterans receive the recognition they deserve. | 1,093 | 535 | {
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It's that time of year when the vegetable gardens are worn and withered, and it's time to let them go. Compost the remains and plan to put the garden to rest for the winter, or make plans for a fall crop. Either way, it means going out in the heat to do some manual labor. I prefer morning stints outdoors because I can avoid the pesky mosquitoes.
Some vegetables to consider for August planting are beans, broccoli, cauliflower, corn, cucumbers, tomatoes and squash. Check the UF/IFAS document, Florida Vegetable Gardening, at http://edis.ifas.ufl.edu/vh021 for information on fall vegetable selections for North Florida.
While you're at it, check out the "minor" vegetable selections at http://edis.ifas.ufl.edu/topic_hs_minor_vegetables
Floridians have the opportunity to grow many unusual and lesser-known vegetable varieties because of the favorable climate. If you have a passion for home gardening, you probably have already experimented with a "minor" vegetable or two.
Comfrey is a hardy perennial that grows 3 to 4 feet tall, has large leaves, and forms an attractive clump. The drooping bell-shaped flowers are white, purple, or pale yellow. This plant tolerates the cold winter and only needs to be cut back in February to allow a new flush of growth. Use comfrey as a cooking green, an herb, or a pretty ornamental.
Salsify, or oyster plant, is a vegetable with an oyster flavored edible root. Salsify is grown similarly to carrots or parsnips. They need a long season and are usually grown from October through March. The light brown roots of salsify are used in soups, stews, and in creamed dishes. They can be cut into strips and boiled, and then fried or mashed.
Would you like some real, down to earth answers to your questions about vegetable gardening in North Florida? The UF/IFAS Extension Agents and Master Gardeners are planning a "Home Vegetable Gardening Mini-Series" to help you get your fall garden off to a great start.
The sessions will be held on September 9 th , 14 th , and 16 th from 6:00 to 7:30 pm. Each session will address different topics. Join us on August 26 th at 1pm and learn how to attract butterflies and keep them around. The classes are free, but space is limited, so call 752-5384 to reserve your seat. (Published 8-22-10)
The University of Florida Institute of Food and Agricultural Sciences (UF/IFAS) is an Equal Opportunity Institution | 992 | 563 | {
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Develop Resilience to Recover From Setbacks
"Hope springs eternal," proclaims the poet, but what happens to those who have lost hope? Death, illness, loss—all can throw us into despair and depression. Yet loss and suffering are an inevitable part of life.
Why do some bounce back from major and minor losses and others never recover? More importantly, how can we build our resilience so that we can recover from life's blows and forge ahead?
Have a purpose and mission in life
The most important factor in building resilience is to connect with a purpose in life larger than yourself or any one event. Some people define their purpose spiritually; they see themselves as part of a divine plan. Others look outward and ask: How can I make my life, my experiences have a positive impact in the community? Still others have personal goals that steel them through setbacks: They forge ahead because they need to provide for their family, or they want to serve a cause or express themselves through art or action. Whatever the purpose or mission, resilient people develop goals and plans that focus beyond the present crisis.
Perhaps the most famous example of resiliency is Victor Frankl, the much-lauded writer, psychiatrist and Holocaust survivor who found the will to live in the midst of horror by pledging himself to future goals. Throughout his ordeal in the concentration camps, he asked himself why some prisoners survived—given the chance to survive—and others did not. He determined that the survivors had developed reasons to live that helped them retain hope for the future.
Finding a purpose in life can help people survive traumatic loss. Candy Lightner, for example, founded Mother's Against Drunk Driving after her 13-year-old daughter was struck and killed by a drunk driver. This mission not only gave her the will to go on but also helped her create something positive out of a senseless tragedy.
Of course, you don't need to survive a Holocaust or the death of a loved one to experience loss. Anyone can be thrown for a loop by the loss of a job, a breakup, defeats in sports or work, rejections of art or friendship, or any of the disappointments, big and small, that beset us throughout life.
Having a goal or mission beyond the present crisis will help you recover. The goal can be as complex as starting a foundation or as simple as taking care of a pet. The idea is that you have something that gets you out of bed every morning and back into life.
View mistakes and failures positively
Resilient people know that failures and mistakes are not dead-ends. They're an inevitable part of life. Expect them and accept them as learning experiences. Most successful entrepreneurs, for example, fail many times before they finally find a business that works. They're resilient because they don't let failures and mistakes stop them—they use them as learning experiences the same way a scientist uses trial and error as part of the discovery process.
Studies show that people who suffer repeated setbacks grow in resiliency. Why? Because they've learned that life goes on despite difficulties. When new problems arrive—as they always will—these people have the experience and perspective needed to bounce back. They've truly learned that "what doesn't kill you makes you stronger."
Examine your values
Another way to gain perspective and become more resilient is to ask yourself what your values are and why you do what you do? For example, say the family breadwinner loses her high-paying job. She can get through this crisis by identifying her greater goals and values. She may discover that it's more important to her to be a good parent or a good friend. If so, the loss of the fancy job has not affected that—in fact, she may now have more time to fulfill those goals.
The loss of a job may also be an opportunity to redefine what you need and want out of life. Do you really need X amount of dollars, or can you live on less? A setback may be an opportunity to change directions in your career or personal life. Resilient people know how to look for the proverbial silver lining.
Build your resiliency muscles
In our fast-paced world of changing technology, lay-offs and job jumping, people need to prepare for setbacks, transitions and bumps in the road. Here are some ideas for flexing your resiliency muscles:
* Learn to like change.
* Build your self-esteem.
* Take care of yourself physically and emotionally.
* Create a network of friends, peers and business associates.
* Have a sense of humor.
* Develop problem-solving skills.
Sources: Man's Search for Meaning by Victor E. Frankl. Beacon Press, 1959; International Network on Personal Meaning, www.meaning.ca/index.html; Failing Forward: Turning Mistakes Into Stepping Stones for Success by John C. Maxell; Thomas Nelson Publishers, 2000; The Resiliency Center, www.resiliencycenter.com; Victor Frankl Institute, http://logotherapy.univie.ac.at/
By Amy Fries © 2006 Achieve Solutions | 1,924 | 1,024 | {
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McKinney-Vento Homeless Education Program
Tips for Supporting the Transportation of Homeless Children and Youths (Part-1)
All school staff have the opportunity and the charge to support homeless students and families. While every LEA must have a McKinney-Vento liaison, the number of homeless students and the scope of their needs may be challenging for just one person to address. That is what makes the role of teachers (including early childhood educators), school leaders, counselors, and other staff so critical. Though homeless children and youths may face great challenges, a caring adult who can ensure that a student's rights are upheld and can connect him or her to other supports can make a world of difference.
Transportation has been reported as one of the main barriers to the education of homeless children and youths; thus, coordination between State and school district staff is crucial. Below are some tips for effectively implementing this requirement:
* Use technology, such as a transportation database, to make electronic transportation requests, maintain current records of homeless students receiving transportation, and determine what specialized bus routes have been established.
* Convene a meeting of local liaisons and transportation directors to establish a plan that may be immediately implemented when transportation is needed for a homeless child or youth. Addressing issues of cost, responsibility, and logistics before the need occurs will prevent delays in a homeless student's school attendance.
* Develop forms, such as homeless student transportation requests, parent agreements, and inter-district transportation agreements that may be accessed easily at any school or online.
* Be aware that students in homeless families and unaccompanied homeless youths move frequently and that transportation plans must be adjusted accordingly. Encourage families and youths to inform the local liaison when they are moving.
* Explore flexible bus routes that can be implemented easily. Maintain a list of shelters, hotels, motels, campgrounds, and other areas where homeless families may live so that these locations can be included in bus routes on short notice, recognizing that establishing a stop directly in front of these locations can stigmatize students.
* Identify a transportation staff member who will serve as the point person to arrange transportation for homeless students.
* Connect homeless students and families to services and housing assistance in your community, including through non-profit and faith-based organizations.
* Learn more about the McKinney-Vento Act and connect with your local liaison. Visit your SEA website: http://www.doe.in.gov/student-services/mckinney-vento-homeless for a list of McKinney-Vento liaisons and their contact information, and help homeless students and parents know about their rights. | 1,177 | 522 | {
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Mood Disorders Association of British Columbia
Bipolar disorder is a brain disorder that results in extreme changes of mood, energy and effects one's ability to function. Although research has greatly increased our understanding of why someone might develop bipolar disorder, there is no simple answer as to the precise cause.
Scientists believe that bipolar disorder is the result of interplay between genetic and environmental factors. Current theories suggest that a person inherits a "vulnerability" to bipolar illness, meaning they are more susceptible to developing the disorder. However, this is not the only factor in determining whether a person will become ill. Environmental factors such as stressful life events also appear play a role in that they can lead to the onset of the illness or "trigger" an episode (a relapse of symptoms) in someone who already has the illness. •
Family, twin and adoption studies show that bipolar disorder can run in families although not everyone with a family history will develop this disorder. First-degree relatives (parents, children, siblings) are more likely to have a mood disorder. For example, a person with one parent who has bipolar has a 1530% risk for developing the disorder. •
It is clear that even if a person has a family member with the illness, only a minority will eventually develop bipolar illness. There is another part to this equation – environmental factors. Researchers believe that in some individuals, stressful life events that can trigger the illness. Stressful events are varied and might include grief over a death in the family, trauma, loss of a job, the birth of a child or moving into a new home. Alcohol or drug abuse may also play a role. •
Researchers have also looked at what might be the activities in the brain that cause these extremes in mood and impaired ability to func tion. There is evidence to suggest that bipolar disorder is the result of abnormalities in the way some of the nerve cells in our brain com municate among one another. Nerve cells communicate with each other through chemical messengers called neurotransmitters. When there are problems in the functioning of these neurotransmitters, the communi cation system in the brain can be disrupted. •
It is important to remem ber that what is stressful to one person may not be stressful to another.
A person's coping skills or their "resiliency" will also impact on how stressful the event is to that per son.
Researchers have known for decades that a link exists between neurotransmitters and mood disorders, as specific medications which alter these transmitters can also relieve mood disorders. In short, researchers are quite certain that the neurotransmitter system is at least part of the cause of bipolar disorder, but further research is still needed to define its exact role.
So the bottom line, according to today's thinking, is that if you have bipolar disorder, you were likely born with the possibility of developing this disorder, and for many a stressful life event and/or upbringing can trigger the onset or lead to recurring episodes.
The cause of bipolar disorder is similar to our understand ing of many other chronic ill nesses.
For example, with heart dis ease a person may inherit the risk or predisposition to develop high blood pressure or heart disease. When this is combined with environmen tal factors (e.g. obesity, ciga rette smoking, high stress, etc), there is an increased risk of having a heart attack. However, with proper treat ment and some lifestyle changes, many illnesses in cluding bipolar disorder can be effectively managed.
Developed by the Mood Disorders Association of British Columbia. For information on support for people with mood disorders and their families please visit our website www.mdabc.ca. Funding for this fact sheet was made possible by the Provincial Health Services Authority.
Mood Disorders Association of British Columbia
202 – 2250 Commercial Drive Vancouver, BC V5N 5P9 Tel: 604-873-0103 Fax: 604-873-3095
Email: email@example.com
Website: www.mdabc.net BN: 89930 7854 RR0001 | 1,736 | 841 | {
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Urban Agriculture Regulations in the City of San Diego Frequently Asked Questions
What is Urban Agriculture?
Urban agriculture is the growing of food in and around cities for local consumption. Urban agriculture can range from someone raising a few chickens in the backyard to an urban farm located on a former vacant lot.
Why is Urban Agriculture important?
* Increases education and awareness about healthy foods and the food system
* Reduces the environmental impact of food system by reducing the need for packaging and transporting our foods long distances
* Increases access to locally grown, healthy foods
*
Allows micro-enterprise opportunities and increased livelihoods in the food sector
* Offers the potential to reduce household food costs
* Brings the natural world into our urban environments
What is the City of San Diego doing about it?
* The City of San Diego won a $50,000 grant from SANDAG to explore ways it reduce barriers to urban agriculture.
What specific urban agricultures issues are the City currently looking at?
* Poultry: Current regulations do not allow the keeping of poultry within fifty feet of ANY residence, including that of the owner of the birds. This means that only those with very large yards can have chickens.
* Goats: Current City regulations prohibit goats, including pygmy goats, outside of agricultural zones, except for brush management.
* Bees: Existing regulations, which are thirty years out of date, have rules that require hives be kept far distances from neighbors and public right of ways. These rules do not take into account the flight patterns of bees and effectively prohibit beekeeping in much of the City.
* Community garden sales: Currently community gardens in residential zones cannot sell anything on-site and the City is exploring allowing the existing garage sale regulations to apply so they can have fruit and vegetable sales three times a year (for two days each).
* Small urban farms: Produce currently cannot be sold onsite (except for community gardens in commercial zones). Innovations in intensive agriculture have made this a viable approach to urban food production. The City is exploring allowing retail farms smaller than 4 acres in commercial zones.
* Farmers' markets on private property: Currently it is more difficult and expensive to start one on private property (e.g., a shopping mall parking lot) than on public property (e.g., a temporarily closed street).
Who at the City can I give my comments and input to? Email Dan Joyce, Senior Planner, Development Services Department -- firstname.lastname@example.org
I would like to get involved, spread the word and/or stay in the loop. What should I do? Join the 1 in 10 google group (groups.google.com/group/sdfoodshed) to stay up to date. You can also contact the following organizations:
International Rescue Ctte. Anchi Mei email@example.com
Project New Village Diane Moss firstname.lastname@example.org
1 in 10 Coalition Parke Troutman email@example.com
City of San Diego Urban Agriculture Regulations Reform
FORMAL MEETINGS TIMELINE
The following dates are tentative and based on the best of our knowledge currently.
** Meetings we need you to attend
***The FINAL City Council Vote, we REALLY need you there! | 1,458 | 654 | {
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A Common Loon healing from a nasty bite
Brunswick Wildlife Oak Island's Wildlife Rehabilitator
In early January I visited the Sea Biscuit Wildlife Shelter on Oak Island run by Mary Ellen Rogers. The shelter cares for injured and orphaned birds, providing food, minor medical care, and shelter from predators and the elements. The shelter's goal is to release birds in the wild if they are eventually able to care for themselves.
I worked with Mary Ellen twice over the past year as a go-between trying to help two homeowners save a Great Blue Heron and eight baby Wood Ducks. Sadly neither attempt was successful.
During my visit the residents included three Eastern Screech Owls and two pelicans plus the Red-tailed Hawk and Common Loon pictured here.
According to Mary Ellen, the hawk was found by hunters in December in the Green Swamp area. Its most critical injury is a broken leg that has been splinted. He is slowly using it for balance and grasping the perch and should be able to be released in the next five or six weeks. The cool part? The hawk had smiley faces on its cast.
The hawk is eating well. Raptors prefer live mice but will eat dead ones. Since he is unable to hold and tear his food, she prepares dead mice for him.
I watched while Mary Ellen moved the hawk to a larger cage. Prior to the move, she cut up four dead mice after removing feet, tails, and intestines. It did not take long for the hawk to pounce on the dish. He was briefly interrupted by my taking photos; however, he quickly finished lunch after I left the room.
I helped Mary Ellen hold the loon while she force-fed it. My assignment was to hold a small metal flashlight between the tips of its bill, placing my thumb and forefinger on the sides of the tips.
There was a struggle! Unfortunately, I let the bill slip once. Fortunately, neither human got speared. If you think that bill looks sharp from a distance, you should have had it in your hand.
My reward? During the process, the loon cried out and I got to hear that beautiful sound from a distance of two feet instead of hundreds of feet.
The loon is fed five dead mullet fingerlings twice a day, one laced with medicine. Somehow in the struggle, the loon managed to spit one out. After its meal Mary Ellen placed the loon in the tank. I have never seen a bird more happy to be back in water.
Before completing this article, I called to ask about the loon's progress. He still loves life in the tank and is now eating live fish.
To prepare for opening her own clinic and gain required state and federal permits, Mary Ellen completed 170 hours of training and volunteer work at the Center for Birds of Prey in Charleston and the Outer Banks Wildlife Shelter in Newport.
Sea Biscuit's 2007 statistics show that 153 birds, representing fifty-five different species, were treated. Nineteen gulls, eleven pelicans, nine loons, eight gannets, and many raptors and waterbirds were among those admitted. Fifty-three birds died within twenty-four hours. Fortunately, thirty-four birds were rehabilitated and released.
Patients included fifty-nine from Oak Island, nine from Caswell Beach, eight from Southport, and a combined twenty-one from Shallotte, Sunset Beach, Holden Beach, and Ocean Isle Beach. The others were brought in from around Brunswick, New Hanover, and Pender counties.
Most birds needed help due to natural causes such as emaciation and injuries caused by predators. There were, however, many injuries caused by fishing line entanglement and vehicle collisions.
I stopped afterwards for a flounder special at a nearby Oak Island restaurant. Experiencing the above did not ruin my appetite, even after I smelled my hands on my way to wash them. The loon can have the sushi. I'll have the fried flounder please.
To prevent stressing the birds, the shelter is not open to the public; however, please contact Mary Ellen at (910) 278-7871 or on her cell phone (910) 294-2555 if you have a bird emergency, would like to make a donation, or would like to volunteer. Non-cash donations of cleanings supplies and kennels are also badly needed. Volunteers are needed for care, maintenance, and transportation. Sea Biscuit's e-mail address is email@example.com.
For other North Carolina regions and other types of wildlife, you can find licensed wildlife rehabilitators at: http://www.ncwildlife.org/fs_index_06_coexist.htm. Also, a national wildlife rehabilitators list is available: http://www.tc.umn.edu/~devo0028/contact.htm
These websites contain information about caring for and transporting injured birds until you can hand them over to a rehabilitator. Mary Ellen will also give you instructions over the phone while arranging a handoff.
Want to volunteer? The world of wildlife rehabilitation can be heartbreaking at times and very rewarding at other times. There is nothing I can ever do to erase the memory of those ducklings that died. Likewise, I will never forget the joy of seeing rehabilitated birds fly away or the cry of that loon.
John Ennis | 2,034 | 1,110 | {
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Dreams Come True: The Story of the First Flight By Mary Maden Illustrated By Vicki Wallace
The Story So Far… Wilbur Wright from Dayton, Ohio receives a letter from Kitty Hawk, North Carolina. He and his brother, Orville, decide to go to this remote place to practice with a flying machine!
Chapter Two:
The Adventure Begins
for a moment and thought of her proper, quiet brother doing who knows what in that funny-looking machine in some faroff place with such a strange-sounding name. But she knew the trip would do him good. And she knew her brother. Wilbur was always careful and wouldn't take any unnecessary risks. Affectionately, she tucked a jar of her homemade jelly in as a treat.
On the morning of September 5, 1900, the house at 7 Hawthorn Street was in an uproar! Everyone was busy getting Wilbur ready for his trip to Kitty Hawk. It was decided that he should go on ahead, and Orville would join him later. Orville would tie up any loose ends around the Wright Cycle Company. The brothers wanted to make sure that everything would run smoothly in their absence.
The Wrights' younger sister, Katharine, helped pack Wilbur's things. She made sure that he had plenty of clean, white starched collars. Even though her brother was going to what she considered the ends of the earth, Katharine wanted him to look respectable! She stopped packing
Wilbur and Orville packed up the parts to their flying machine for the trip to Kitty Hawk. Once there, Wilbur would put the machine together while he waited for Orville. Most of the machine had already been constructed. Wilbur had cut and steamed into shape ash wood for the ribs of the wings. Yards of white, shiny, sateen fabric had been cut and sewn into panels to cover the wings. They had used Katharine's sewing machine for the job.
The flying machine was a glider––it had no engine. Wilbur firmly believed that before an engine could be placed in a flying machine, the problem of how to balance and control the machine had to be solved. And the only way to solve the problem, he reasoned, was to practice flying. Hours and hours of practice and experimentation would be needed to understand fully how to control the machine once it was in flight. But no flying machine had ever stayed in the air more than seconds at a time. No one had succeeded, although many had tried.
Wilbur and Orville had designed and built a glider that was like nothing that had come before! They had even come up with a novel way to give their flying machine a means of lateral control. It was called "wing-warping."
Wilbur had thought of this method one day while he was waiting on a customer in the bicycle shop. He had taken a bicycle inner tube out of its long box, and as he was talking to the customer, he absentmindedly began to twist the ends of the rectangular box in opposite directions. As his fingers twisted the box, an idea took shape in his mind. Using his keen imagination, Wilbur saw the cardboard box become a flying machine with a top wing connected to a bottom wing just like the sides of the inner tube box. If the wings of a flying machine could be twisted in the same way as the cardboard box, then the machine would have lateral control. The wood and fabric of the wings would be pliable enough to bend without losing their stiffness. By gum, it would work!
The brothers had tested this theory by constructing a glider model with a fivefoot wingspan. The model used their principle of wing-warping. They flew the model like a kite. It worked! This toy-like glider served as the basis for their full-size flying machine.
Katharine finished packing Wilbur's things and went downstairs to find her brothers. They were, as usual, deep in a heated discussion. The topic of this discussion was how best to pack the boxes of parts.
"Not that way, Orv… this way!" Wilbur was talking loudly.
"No, do it like this!" Orville's voice was even louder.
Katharine smiled. Someone who didn't know them might think they were actually fighting, she thought. But she knew that these kinds of discussions, though they could get loud, would actually end in a better solution to the problem at hand than either brother could have come up with on his own.
The next evening, Wilbur set out for Kitty Hawk.
"Will, hurry! You don't want to be late for your train!" Katharine called out as she came down the stairs.
"Everything's ready," Wilbur said. "Finally!" Orville added with a touch of humor.
"I'll miss you," Wilbur said, hugging his sister.
"Make sure you write," Katharine instructed.
"Well, I am off to Kitty Hawk!" Wilbur said. "Once I get to Elizabeth City, North Carolina, it's only 30 or so more miles to Kitty Hawk. It should only take a few days to get there."
Little did Wilbur know that it was not going to be so easy to get to Kitty Hawk!
Next… Chapter Three: Where, Oh, Where Is Kitty Hawk?
Quality Serials by Mary Maden © 2002 by Mary Maden. All rights reserved. | 1,758 | 1,102 | {
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HOW DO I STOP MY DOG FROM PULLING?
"Heel Training" or "Loose Leash Training"
SET THE STAGE
* Be your dog's leader. If you don't take the lead, your dog will. They look to you for direction. If you don't provide it, they have no choice but to make their own decisions. This makes for some interesting outcomes that you might not like.
* Training should be no more than 10-15 minutes in length.
* Think fun, short, relaxed sessions. Use positive reinforcement (rewarding the correct behavior with treats/affection).
* If you're tired, angry, frustrated, or not feeling well, don't train. Your dog can sense your mood even before you do.
* If your dog is tired, angry, frustrated or not feeling well, don't make them train. Just plan for another day, it's okay!
* A tired dog is a happy dog. Train at the end of a walk.
* Start small (inside, back patio). Training at the park may be too distracting for the dog.
* End on a positive note. The dog will remember, and so will you.
CHOOSE THE RIGHT LEASH FOR YOUR DOG:
* Use a standard leash (cloth, rope, leather etc.) Retractable leashes are not a good choice when training.
* Where is your dog pulling from? The correct harness, hooked in the correct place provides for better control.
* Check out this great article on "Gentle Leader" and "Easy Walk Harnesses", including Tips for Improving Dog Walking Behavior. Gentle Leader vs Easy Walk Harness: Which Will Help Your Dog Walk Better? (caninejournal.com)
LOOSE LEASH WALKING:
* Your leash will be relaxed or "loose".
* Your dog may wander a few feet forward, to the side, or behind you with some freedom.
* Best case scenario, your dog will not be tugging or pulling the leash tightly and you will not be pulling on your end.
* Reward positive actions with treats and/or affection. Catch them doing something right.
* Here's another great article on "Loose Leash Walking" and how to get your dog to comply. Loose Leash Walking – CattleDog Publishing
HEEL COMMAND:
* Walk your dog at a heel consistently on either your right foot or your left foot. Try not to switch back and forth to prevent confusing your dog.
* Heel is not in front of you, not behind you dragging, it's directly at your heel.
* Ideally, start with your dog at the "Sit Command". Say "heel", begin to walk.
* If your dog lunges ahead of you, stop. Make a circle turn using your body ("Round about turn") with your dog following you and begin over again at a sit.
* Be patient. It will take your dog some time to learn what you're asking them to do.
* Reward for the correct behavior with treats or affection.
* Try these Three Exercises:
o Dead stop when pulling ahead of you/return to start position.
o "Crazy Walk", changing directions quickly so dog must quickly follow your lead.
o "Round About", circle around with your dog and return to start position.
* Here's a great article on teaching your dog to "heel" on or off leash. How to Train a Dog Your Heel (thesprucepets.com) | 1,257 | 710 | {
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Monday 16 March 2020
Kids Helpline urge parents to get behind National Day of Action Against Bullying and Violence
"Bullying causes enormous distress and anxiety to children and young people. It is important that communities and parents work together to provide an environment that is safe from harassment, aggression, violence and bullying," said yourtown Chief Executive Officer Tracy Adams.
"We have identified that bullying is a concern discussed primarily in contacts to Kids Helpline from 5–12 year olds, with 15% or one in seven of all contacts from this age group discussing bullying in 2019. It is worth noting, however, that teens in the 13–18 year old age group are a major audience for bullyingrelating content on the Kids Helpline website. Children and young people aged 5–25 registered a total of 314,126 page views for help-seeking about bullying in 2019 up from 85,106 page views in 2018, with 3,557 direct counselling contacts. Bullying of children and young people can happen in person and online via digital devices, particularly outside school hours.
"The National Day of Action against Bullying and Violence (Friday March 20) is an opportunity to share antibulllying strategies and 'take a stand together', beginning with how we behave particularly around our children," continued Ms Adams.
Kids Helpline, a service of yourtown, stated that evidence suggests bullying is a learned behaviour and it is critical that parents role model positive behaviours to break the cycle of bullying.
"The National Day of Action is an important opportunity to reaffirm to adults to be positive role models within their family unit as bullying or violence in any form can have immediate and long-term effects on children and young people. Young children bystanders may feel uncomfortable witnessing bullying or violence but may be unsure of how to stop it from happening," she said.
Parents should be aware of how their behaviour is being observed by their children, not just at home but when watching their kids on the sports field or driving them to school.
"During 2019, Kids Helpline had 576 counselling contacts from children and young people relating to exposure to family violence.
"Kids Helpline delivers child-specific support to those experiencing exposure to family violence. If we can intervene early with targeted therapy, a child who has been traumatised by this exposure may have significant positive outcomes.
"Without early intervention, young children may carry the trauma of that family violence well into adulthood. This can include difficulties in developing positive relationships, and a heightened risk of alcohol misuse, drug dependence and criminal behaviour later in life. The cost to these children and the community is immeasurable. We cannot afford not to ensure we do everything we can to prevent this happening," Ms Adams continued.
yourtown is a charity with services young people can access to find jobs, learn skills, become great parents and live safer, happier lives. For over 59 years, we've been tackling the issues impacting young people in Australia – like mental health and unemployment, and taking on issues like family and domestic violence.
If you or someone you know is impacted by domestic or family violence contact DV Connect on 1800 811 811.
If young people want to talk to someone they can call Kids Helpline on 1800 551 800, 24 hours a day, 7 days a week or use WebChat or email services www.kidshelpline.com.au
ENDS
yourtown Corporate Communications & Media Advisor: Maree Reason-Cain Phone 0423 843786 OR email@example.com | 1,517 | 730 | {
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Activity Type
Grammar and Speaking Game: forming questions from prompts (group work)
Focus
Question words
Wh questions
Aim
To form Wh questions from sentences.
Preparation
A copy of the game sheet
Level
Pre-intermediate (A2-B1)
Time
25 minutes
Introduction
This engaging ESL quiz game is ideal for practicing Wh questions. In the game, students form questions from sentences.
Procedure
Divide the class into four teams.
Each team then chooses a team name.
Draw a seven-by-seven table on the board.
In the first column, put points 100 to 1000 (see next page).
Put question words in the other column headings.
Tell the students that the question words represent the types of questions and the points represent the difficulty.
Explain that you are going to read a sentence and that the students must try to guess what the question is.
Choose a question word and point value, and start the quiz off with that sentence, e.g. Where? 300.
Read the corresponding sentence from the game sheet twice at a natural speed.
The first student to put up their hand and form the correct question wins the square for their team and the points assigned to that square.
Students only get one try and may not write the sentence or get any help from their teammates.
If a student makes a mistake, a student from another team can put up their hand and try to form the question.
Write the winning team's name in the square.
The winning team gets to choose the next question word and point value for all the teams to try to answer.
If the teams get stuck, repeat the sentence again.
If no one asks the correct question, move on to another square and try to come back to it later in the game.
The game continues until all the squares have been used.
The team with the most points wins the quiz.
Teach-This.com © 2021 Permission granted to reproduce for classroom use.
Game sheet
| 100 | I'm reading the newspaper. | The school is down the street. | He came to the United States in 2015. | They wake up early because they have to go to work. | They're twelve inches long. |
|---|---|---|---|---|---|
| 200 | She had a sandwich for lunch. | I put the chicken in the freezer. | She's going to be there in a few hours. | I was late because of traffic. | The movie was very good. |
| 300 | He doesn't know what he's going to do. | She's going to go to the store. | Sophia is coming over right now. | He's laughing because he heard something funny. | Tom is feeling a little tired. |
| 400 | We'll be having fish for dinner. | I was living in London last year. | She'll graduate in the spring. | He's going to be late because his car has broken down. | I'm going to take the bus to work. |
| 500 | Kim has been helping her mother. | I've been working at a mall. | They're going to finish the project by next week. | The teacher was getting angry because the students were talking. | I wasn't feeling very well yesterday. |
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931 The Probable n-Ascendants
In the biological autosomic inheritance, each characteristic of one individual is determined by a pair of genes (a gene is a part of a chromosome). When a pair of genes presents different information for one characteristic, the dominance of one gene over the other naturally influences the way an individual externally presents that characteristic.
In the case of total dominance, a dominant gene imposes the external appearance of its information over the other gene of the pair. The information of a recessive gene (the dominated gene) is only externally shown if there is no dominant gene in the pair. The information of a dominant gene is represented by a capital letter, while the information of a recessive gene is represented by a small letter. One individual that possesses a pair of genes with equal information for the same characteristic is called homozigotic, otherwise it is called heterozigotic.
In the guinee-pigs, the gene for the black colour (B) is dominant over the gene for the white colour (w). The descendants' genetic types (composition of the pair of genes) of two parents are obtained by generating the different possible combinations of the 4 genes of the parents. Each ascendant contributes with only one gene to the pair of genes of the descendant. For instance, one heterozigotic guinee-pig (Bw) presents the same colour of one black homozigotic guinee-pig (BB). The descendants of two black homozigotic guinee-pigs (BB) have 100% probability of also being black homozigotic individuals. An analogous situation occurs with the descendants of two white homozigotic guinee-pigs (ww), i.e., they have 100% probability of also being white homozigotic individuals. The descendants of one black homozigotic guinee-pig (BB) and one white homozigotic guinee-pig (ww) have 100% probability of being black heterozigotic individuals. The figure above illustrates this description.
Imagine that you don't know, for a particular guinee-pig, who were its parents (1-ascendants), or its grand-parents (2-ascendants), or its great-grand-parents (3-ascendants). Your task is to write a program that lists the genes of the possible n-ascendants (ascendants of level n) of that individual and the associated probability of each pair of possible n-ascendants. Assume the maximum value of n is 35.
Input
The input will contain several test cases, each of them as described below. Consecutive test cases are separated by a single blank line.
The first line of the input contains the genes of the guinee-pig for whom you want to know the probable n-ascendants. The second line contains the value of n, i.e., the level of ascendant generation that you want to study.
Output
For each test case, the output must follow the description below. The outputs of two consecutive cases will be separated by a blank line.
The output is a list of lines, each one containing the concatenated genes of each member of the possible pair of n-ascendants, followed by the corresponding probability, truncated to 2 fractional digits. The concatenation of the 2 pair of n-ascendant genes must ensure that the resultant string is the biggest one, considering BBBB > BBBw > BBwB > . . . > wwwB > wwww. The output must be sorted in descending order by value of the concatenation of the 2 pair of n-ascendant genes.
Note: Before printing any floating point value add 10 − 11 to avoid round offerror.
Sample Input
Bw
1 ww
8
Sample Output
BBBw 20.0%
BBww 40.0%
BwBw 20.0%
Bwww 20.0%
BBBB 15.58%
BBBw 16.12%
BBww 16.67%
BwBw 16.67%
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Activity Type
Vocabulary Game: guessing, gap-fill (pair work)
Focus
Transport vocabulary
Aim
To practice transportrelated verbs, adjectives, and nouns.
Preparation
Make one copy of the game board and cards for each pair of students. Cut the cards out as indicated.
Level
Pre-intermediate (A2)
Time
25 minutes
Introduction
In this transport vocabulary game, students complete sentences with transport-related verbs, adjectives, and nouns.
Procedure
Before starting the game, preview the vocabulary on the game board and pre-teach some of the less familiar words, such as due or customs, if necessary.
Next, divide the students into pairs (Student A and B).
Give each pair a copy of the game board and a set of cards.
Ask the students to shuffle the cards and place them face-down on the table.
Students then take turns picking up a card and reading out the gap-fill sentence to their partner using the word 'blank' for the missing word.
Their partner then has one chance to guess the missing word by choosing a transport-related verb, adjective or noun from the game board and saying it in its correct form.
If the student guesses the correct transport word in its correct form, they give themselves one point and write it in the appropriate column on the game board.
If the student guesses the wrong word or gives the wrong word form, no points are awarded for that turn.
Play continues until all the cards have been read out and guessed.
Afterwards, students add up their points.
The student with the most points wins the game.
Note: There are a few extra words in the word boxes to make the game more challenging.
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Teach-This.com © 2023 Permission granted to reproduce for classroom use.
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Activity Type
Vocabulary Exercises: matching, sentence completion
Speaking Activity: guided discussion, guessing (pair work)
Focus
Hobbies and free-time activities
Likes and dislikes
Aim
To learn to talk about things you like and dislike doing and how they correspond to hobbies and free-time activities.
Preparation
Make one copy of the worksheet for each student.
Level
Pre-intermediate (A2)
Time
25 minutes
Introduction
In this hobbies worksheet, students learn to talk about things they like and dislike doing and how they correspond to hobbies and leisure activities.
Procedure
Give each student a copy of the worksheet.
Students begin by matching pictures to hobbies.
Exercise A - Answer key a. 7
b. 8
c. 1
d. 2
e. 6
f. 3
g. 4
h. 5
Next, divide the students into pairs. Have the pairs read the three sentences and discuss which hobbies from the first exercise the three people would enjoy doing.
Possible answers
1. social networking, playing music
3. cycling, playing golf, keeping pets
2. exercising, painting, gardening
Working alone, the students then choose two hobbies from Exercise A that they would enjoy doing the most.
The students write the two hobbies on the worksheet, without showing anyone what they have written.
The students then use the words and expressions in the box on the worksheet to complete sentences about their likes and dislikes and how they correspond to the two hobbies.
When the students have finished, they go around the class reading their sentences to their classmates.
Their classmates' task is to guess which two hobbies they have chosen from the sentences.
Afterwards, review the students' sentences as a class and give feedback.
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A. Match the pictures to the hobbies by writing the picture number next to the hobby.
1.
2.
3.
4.
5.
6.
7.
8.
a. cycling
b. gardening
c. playing music
d. keeping pets
e. social networking
f. exercising
g. painting
h. playing golf
B. In pairs, read the three sentences and discuss which hobbies from the first exercise the three people would enjoy doing.
1. I don't mind being on my own or staying at home. I also like chatting online, using computers, and I can play the guitar really well.
2. I like staying healthy. I am also quite artistic and I love plants and flowers.
3. I don't like staying at home. I prefer being outside and doing sports. I also really like taking care of animals.
C. Which two hobbies from Exercise A would you most doing enjoy? Write them below but don't show anyone what you have written.
1. ............................................................. 2. .............................................................
D. Now, use the words and expressions in the box to complete sentences about your likes and dislikes and how they correspond to the two hobbies.
staying at home doing things outdoors music being creative artistic staying healthy being on my own animals using computers
1. I love ......................................................................................................................
2. I enjoy ....................................................................................................................
3. I don't mind .............................................................................................................
4. I don't like ...............................................................................................................
5. I hate .....................................................................................................................
E. Read the five sentences to your classmates. Can they guess the two hobbies?
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Suggested activities for directing the play
1. Identify and practise key movements
Key movements in 'What Would You Like to Be?'
a. Listening to music
b. Pointing at a picture
c. Shrugging shoulders
d. Showing someone a picture
e. Waving hands to get someone's attention
f. Looking at something with no interest
g. Covering ears and making an unpleasant face
h. Posing like a reporter with a camera
i. Doing an action of putting out a fire with a big hose
j. Whistling and cheering for someone
k. Handing someone something
l. Singing and moving the body to the music
Here is the story that incorporates all the key movements in the play.
'Tom's Birthday Party'
Tom is celebrating his birthday party with his friends at home. Mary is listening to her favourite music (key movement a) on an MP3 player. Joe likes drawing and shows a picture book to Kitty (key movement d). He points at the picture of a monkey (key movement b). She shrugs her shoulders (key movement c) to show that she is not fond of that picture. Susan, sitting next to her, does not like the painting either and looks at it with no interest (key movement f). Meanwhile Tom is playing his guitar in an awful way. His sister, Tami, covers her ears and makes an unpleasant face (key movement g). Jimmy pretends to spray water on Tom as though he were a fireman putting out a fire with a big hose (key movement i) while Tim poses like a reporter taking photos of Jimmy with his camera (key movement h). Suddenly there is a silence in the room as a handsome boy walks into the room. He is Alan Lam, a famous singer on TV and a cousin of Tom. Tom's friends are excited to see him. They wave their hands to get his attention (key movement e). They also whistle and cheer (key movement j). One of them finds a microphone and hands it to Alan (key movement k). Alan starts to sing and move his body to the music (key movement l).
2. Identify and practise key dialogues
a. Dialogues which convey the meaning of the play to the audience
e.g. Kitty: Come on, Joe, sing a song for us.
Jill: (Handing the microphone to Joe) Yeah, Joe. Give it a try.
(Joe starts singing into the microphone. Everyone is amazed at how well Joe can sing and move his body to the music.)
This dialogue shows us that very often we do not know what we want to be in the future until we try to do what we would like to do.
b. Dialogues which convey the nature of the characters
e.g. Peter: I'd like to be a fireman. I want to put out fires and save people. (Doing an action of putting out a fire with a big hose)
Kitty: I'd like to be a nurse because I like to help sick people. How about you, Joe?
Joe: I've no idea but I like listening to music. But I'll probably follow my dad and be a baker.
This dialogue shows that some children, like Peter and Kitty, know what they would like to be in the future even when they are very young. But others, like Joe, are not sure and have to discover for themselves what they would like to be.
Dialogues which include the language focus e.g.
Kitty: Do you know what you'd like to be, Jill?
Jill: Well, my parents would like me to be a doctor because I'm good at Maths and Science. But I want to be a painter. How about you?
Kitty: I'd like to be a nurse because I like to help sick people. How about you, Joe?
This dialogue helps pupils to practise using modals to express preferences, and connectives to give reasons.
c.
3. Prepare the sets, props and sound effects
Scene 1 and Scene 3 are set in Kitty's house. Scene 2 is set in a classroom. If the play is performed in the school hall, the simplest way of setting these two scenes is to define these areas by the furniture. Kitty's living room can be easily suggested by borrowing 2 sofas and a coffee table and if possible, a TV set (for Scene 3's karaoke party). If these are not available, any chairs or table found in the hall would do. An empty carton could suggest the TV set. The classroom area could be marked out by ordinary desks and chairs put together.
If the play is to be performed in a classroom, the desks and chairs should be cleared to the sides of the classroom. Again the two areas can be suggested by putting chairs facing some desks (in place of the coffee table) for Kitty's living room. And the classroom arrangement can be desks put together for project work.
In this play, the important props are the microphone and the karaoke equipment. It would be fun if a TV and a video/VCD player can be borrowed from the school and a real karaoke tape/VCD played as accompaniment to Joe's song at the end of Scene 3. But if that is not possible, just borrow a microphone or roll a magazine into a cone and use it as a microphone.
There are no sound effects for this play. But if Joe could sing to real musical accompaniment, it would give the pupils extra fun. | 1,795 | 1,157 | {
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Oreo Lunar Models
: 6-8
Target Grade
Time Required: 15-20 minutes
Standards Covered:
MS-ESS1-1: Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
Central Focus:
In this activity, students will have a hands-on experience that allows them to create visualizations of the phases of the Moon. They will be identifying not only what the moon likes like from earth, but also where each phase occurs relative to the Moon's position with the Earth and Sun.
Background Information:
While the moon revolves around the Earth constantly, it is also rotating at a rate in which the same side of the moon is facing the Earth at all times. The phases that we see from Earth are apparently changing because the sun is lighting up a different half of the moon, based on its position relative to the Earth. From the Earth, we see a different portion of the lit side of the moon depending on the moon's position relative to the Earth. For example, on a New Moon, the moon is positioned in between the sun and Earth, so the lit portion of the moon is facing away from the Earth. On a Full Moon, the Earth is positioned between moon and sun, so the entire lit part of the moon is facing Earth and it appears to be totally lit. The lunar cycle is completed every 29.5 days.
Materials
* 8 Oreo cookies
* 1 butter knife or spoon
* 1 paper plate
* Markers
Instructions
1. Obtain a paper plate. Draw a model of Earth in the center of the plate, and a model of the Sun on the right-hand side of the plate (if the plate were a clock, the Sun would be positioned at about 3:00).
2. Twist off the top of one of the Oreo cookies. With a butter knife, scrape the icing completely off of one side and place it on the paper plate in between the Sun and Earth. With a marker, write "New Moon" underneath the cookie.
3. Twist off the top of another cookie. Scrape off all but about a quarter of the icing from the LEFTHAND side of the cookie as shown below. Place it on the paper plate at around the "2:00 position," and write "Waxing Crescent" underneath the cookie.
4. Twist off the top of a third cookie and scrape half of the icing off of the LEFT-HAND side as shown in the picture below. Place it in the "12:00 position" on the paper plate, and write "Waxing Half, First Quarter" underneath the cookie.
5. Twist off the top of a fourth cookie and scrape about a quarter of the icing off of the LEFT-HAND side of it. Place the cookie at about the "10:00 position" on the paper plate, and write "Waxing Gibbous" underneath the cookie.
6. Twist off the top of a fifth cookie, but this time, don't scrape ANY of the icing off at all. Place the cookie at about the "9:00 position" on the paper plate, and write "Full Moon" underneath the cookie.
7. Twist off the top of a sixth cookie and scrape about a quarter of the icing off, this time from the RIGHT-HAND side. Place it at about the "7:00 position" on the paper plate, and write "Waning Gibbous" underneath it.
8. Twist off the top of a seventh cookie and scrape half off the icing off from the RIGHT-HAND side. Place it at the "6:00 position" on the paper plate, and write "Waning Half, Last Quarter" underneath it.
9. Finally, twist off the top of the last cookie and scrape about three-quarters of the icing off from the RIGHT-HAND side. Place it at about the "4:00 position" on the paper plate and write "Waning Crescent" underneath it.
10. The lunar models are now complete! Eat the other half taken off of each cookie and observe the model!
Closure
Have the students answer the following questions:
1. What does the icing on each cookie in the model represent?
a. The icing represents the lit portion of the moon that we see from Earth.
2. What does the actual cookie part of the model represent?
a. The cookie represents the unlit portion of the moon that is facing the Earth.
3. How are the waxing phases different than the waning phases?
a. During the waxing phases, the lit portion of the moon seen from Earth is getting larger each night. During the waning phases, the lit portion of the moon seen from Earth is getting smaller each night.
4. How do moon phases relate to the Sun and to what we see on Earth?
a. The portion of the moon that we see as lit from Earth is a reflection of the sun's light on the moon. While the moon is always half lit and half dark, the moon's position relative to the Earth is what causes us to see different phases from Earth. | 1,783 | 1,073 | {
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COURSE DESCRIPTION
This course provides students with the skills needed to be successful in a business organization. Students will study common business correspondence, including the correct form and use of business applications, information management, information technology, and telecommunications. Reading and writing of business documents, such as routine letters and emails, specialized letters, memoranda, brochures, articles, workplace and management books, and reports, should be emphasized. Students will develop skills in the practical principles of
| TITLE | CREDITS |
|---|---|
| Business English (Vocational) | 1 |
grammar, punctuation, and vocabulary needed in business transactions. They will also gain skill in and practice speaking, listening, and communicating nonverbally in a business environment. Suggested teaching approaches include the use of group discussion, role play, case studies, guest speakers from various business fields, and business-oriented application exercises. This course can be taught at the local high school or through dual enrollment at selected Louisiana community and technical college campuses.
For more information on dual enrollment opportunities, visit the Louisiana community and technical college in your area.
The Louisiana Student Standards for English Language Arts Grade 11-12 are the foundation for this course as they apply to business organizations, particularly the standards for speaking and listening (pages 56-57), language (pages 57-58), and reading and writing standards which apply to work in a business organization (i.e., RI.11-12.1, 3, 5, 6, 7, 8, and 10 (pages 53-54), RST.11-12.2 and 4 (page 134), W.11-12.1a-e, 2a-f, 4-8, and 10 (pages 54-56). Course activities, written products, presentations, and assessments should be aligned to these standards.
SUGGESTED BUSINESS ENGLISH TOPICS
RESOURCES
* Assessing career interests and skills
* Developing career goals
* Understanding e-business principles and practices
* Understanding other cultures and global business practices
* Demonstrating professionalism and workplace ethics
* Developing interpersonal skills
* Increasing productivity using technology and business applications
* Understanding principles of effective communication (e.g., branding, scaling ideas) and management (e.g., leadership, change management)
ASSESSMENT
Students enrolled in this course will receive a grade based on teacher-created assignments and assessments and can earn Carnegie credit based on local policies. Additionally, it is suggested that the course include preparation for a successful performance on the WorkKeys Reading for Information assessment. WorkKeys is a career-readiness assessment measuring reading, math, and locating information as a way to build an understanding of how to improve skills and increase prospects for securing high-demand, high-wage jobs in today's 21st century workplace. The state funds the WorkKeys exam for all students on a Jump Start pathway pursuing a Career Diploma.
Visit the ACT website for more information on WorkKeys preparation, sample items, and assessment.
* Louisiana Student Standards
* Louisiana's Community and Technical Colleges
* Instructional strategies
* All Things Jump Start-Graduation Requirements
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Instructions for Home Respiratory Isolation
How tuberculosis is spread
Tuberculosis is spread from person to person through the air. TB germs are put into the air when you have TB germs in your lungs or throat and you cough, sneeze, laugh or sing. People who are near you can breathe in the TB germs and become infected. TB germs can live in the air for up to 6 hours, even after you have left the room. TB is not spread on clothing, linen, furniture or toilets or by shaking hands. You can not spread TB on eating utensils, plates or cups.
About home isolation
Your doctor is sending you home on "home isolation". This means you are not sick enough to need hospital care, but you are still contagious (able to spread tuberculosis (TB) to other people). Home isolation helps prevent the spread of TB because you stay home and away from other people while you are contagious.
Home isolation is different for each person. Home isolation may last days, weeks, or months.
Taking every dose of your TB medicine kills the TB germs and will help you get off isolation sooner. That is why taking your medicine is so important! Your doctor will check sputum samples at least every two weeks to see how well the medicine is working. Your doctor or nurse will tell you when it is safe to go back to your normal routine.
While you are on home isolation
* Stay at home unless you need medical care. You should put off all non-emergency appointments (dentist, hairdresser, etc.) until you are no longer contagious.
* If you must go to the doctor, wear a mask and tell the doctor's office staff you have TB.
* If you have to be picked up by ambulance, tell the paramedics you have TB.
* Do not have visitors. Stay away from people who do not live with you. Babies, young children, and people with weak immune systems (cancer patients, people with HIV, people who have had an organ transplant) can catch TB very easily.
* If you must be around other people while inside, wear a mask at all times.
* You may be outside without a mask. It is harder for TB germs to infect others outside. TB germs are killed by sunlight.
* You may not ride in taxis, buses, trains, or airplanes.
* You may not go to school, work, church, the store or any other public place .
* Cover your mouth with a tissue when you cough, sneeze, or laugh. Throw the tissue in the trash.
* Sleep alone in a separate room.
* Air out the room you are staying in by opening the window if the weather allows. You can also put a fan in the open window backwards so that the air is blown outside.
IF YOU HAVE ANY QUESTIONS, CALL THE TB NURSE AT
____________________________.
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Topic: National, regional, ethnic and religious cultures
Lesson 3
Students to discuss their displays, then they are asked to make a number of suggestions about actions the school could take in an imagined scenario of refugees joining the school.
Starter
The groups put up their displays.
Main activity
Activity 1
Students move around the classroom looking at one another's displays. They take turns so that there is someone from each group to discuss the display with people from other groups. If there is time, students could explain their display to the rest of the class. Follow with a class discussion about whether the findings from their research changed their understanding of and views about refugees?
Activity 2 - Assessment opportunity.
Explain to students that you want them to imagine that a number of refugees are going to join the school. Ask them to individually produce ideas for actions that the school
We left because we had to
should take before, when and after the refugees arrive. This piece of work should include:
* an outline of their suggestions
* explanation of why they have chosen them
* the consequences of the actions they have suggested – short and long term
* what might happen if the school doesn't adopt the suggestions.
Explain that this piece of written work will be assessed and outline the assessment criteria.
This work could inform policy and practice within the school (a contingency plan could be made as a result of pupil suggestions). To enable students to achieve the higher levels, they need the opportunity to put their plans forward to key members of the school community and work collaboratively with them. For example, a meeting could be arranged between students and the member of staff responsible for the welfare of students, or students could take their suggestions to school council.
Plenary
Students to reflect on the progress they have made, evaluate what they have learnt, what went well, the difficulties encountered and what they would do differently.
Aim high
* Research how the media depicts refugees/asylum seekers and consider whether or not you think the media coverage is fair and accurate (ask your teacher for some sample headlines).
* Explain what an illegal immigrant is and answer the question 'What is the difference between an asylum seeker and an illegal immigrant?'
* Explain what an economic migrant is.
* Explain the legal status of refugees in this country.
* Find out what % of the world's refugees come to Britain.
Assessment
* Taking informed and responsible action:
* Level 2 – students describe how things might be improved through the actions that they or others might take.
* Level 3 – students identify what could be done to change things and plan some action.
* Level 4 – students plan and undertake a course of action to address significant citizenship issues.
* Level 5 – students work collaboratively with others from the wider community, to negotiate, plan and carry out action aimed at making a difference to the lives of others and explain the impact of actions taken.
* Level 6 – students negotiate their role and plan and undertake the course of action with others.
* Level 7 – they work with others to initiate, negotiate, plan and carry out appropriate courses of action in the community to bring about change. | 1,311 | 648 | {
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Binary
Humans count using a number system based on tens, probably because we have ten digits, but because computers are two state devices, it prefers a number system based on two digits, the binary number system.
| | Denary digits | Binary Digits |
|---|---|---|
| 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 | | |
In both systems you can count things:
| | Objects | | Denary | | Binary |
|---|---|---|---|---|---|
| | | 0 | | 0 | |
| | | 1 | | 1 | |
| | | 2 | | 10 | |
| | | 3 | | 11 | |
| | | 4 | | 100 | |
| | | 5 | | 101 | |
| | | 6 | | 110 | |
| | | 7 | | 111 | |
| | | 8 | | 1000 | |
| | | 9 | | 1001 | |
| | | 10 | | 1010 | |
| | | 11 | | 1011 | |
| | | 12 | | 1100 | |
| etc | | etc | | etc | |
Dena
ry
| 5672 | 5 thousand | 6 hundred | 7 seventy |
|---|---|---|---|
| 2013 | 2 thousand | 0 hundred | 1 ten |
| 465 | 0 thousand | 4 hundred | 6 sixty |
| 9903 | 9 thousand | 9 hundred | 0 tens |
Binary
| Number | | 128’s | | 64’s | | 32’s | | 16’s | | 8’s | | 4’s | | 2’s | | 1’s | Denary |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| | | 27 | | 26 | | 25 | | 24 | | 23 | | 22 | | 21 | | 20 | equivalent |
| 10110101 | 1 | | 0 | | 1 | | 1 | | 0 | | 1 | | 0 | | 1 | | |
| 10001010 | 1 | | 0 | | 0 | | 0 | | 1 | | 0 | | 1 | | 0 | | |
| 01011110 | 0 | | 1 | | 0 | | 1 | | 1 | | 1 | | 1 | | 0 | | | | 1,177 | 742 | {
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ARBETSBLAD
PEDAGOG: NINA OLIVIER
PROJEKTLEDARE: EVA BLOMBERG
KORTFILMSKLUBBEN ENGELSKA Bruce Lee played badminton too
Before watching
Discuss in class:
* What do you think the title means? What does it make you think of? Just based on the title – what do you think the movie is about?
While watching
* This movie is Australian. Try and see if you can notice differences/similarities between the environment in which the movie takes place and the environment where you live.
After watching
Discuss in groups of 4-5:
* Why do you think Nic's parents are worried that Nic will be disappointed for having invested so much time and effort into practicing for the tournament?
* During the breakfast conversation, Nic's father says he doesn't think badminton is a sport for a man. Why do you think he says that? Are there sports that have traditionally been thought of as more for men or women? Which can you think of? Problematize around the concept of dividing sports into male/female and discuss possible problems or advantages in doing so.
* Nic tells his father "Bruce Lee played badminton too". Why do you think it is important for him to make a point of this to his father? Why do you think he has chosen Bruce Lee to be his hero instead of a badminton player?
* Nic's father is worried that they will be the only Anglo-Saxons on the street. What are AngloSaxons? Why do you think Nic's father sees himself as an Anglo-Saxon? Why do you think he is worried about it?
* Nic's mother tells him "Sometimes the champion is someone who clears the way for the triumph of an idea". What do you think she means by it? Can you think of people who can be seen as champions for having cleared the way of an idea?
* Do you think Nic would have won the tournament if he hadn't met Jenny in it? Support your arguments.
* In analyzing a movie, the protagonist is often described as someone who starts his/her journey in one direction and then completely changes point of view/lifestyle/idea thanks to the influence of another character. Knowing this, who would you say is the true protagonist of the movie and for what reasons?
* Look at the statements below. Why do you think Nic's father said them? What do you think he wanted to achieve by saying them? In what situations do you think he said them? What could he have said instead?
"That uniform should be for a champion"
"It's not a sport for men"
"This neighbourhood isn't what it used to be"
"Sometimes life doesn't give you what you want. Sometimes you're just not good enough."
* Choose the statement/-s you think is/are more fitting to describe the movie and present some arguments to why you think so;
…about badminton
- This is a movie…
… about a teenage boy
… about a father
… about relationships between people
… about accepting who you are
… about pursuing your dreams
… about teenage love
Continue the work:
* What do you know about badminton? Do some research and see what you can find out about the sport. When was it invented? How do you play it? How many practitioners are there? Which country has the most practitioners etc?
* Who was Bruce Lee? When did he live? What was he famous for? Do you think he ever played badminton?
* Nic's first opponent in the badminton tournament calls him Chuck Norris. Find out more about Chuck Norris. Who is he? Why is he famous? What are Chuck Norris facts?
Vocabulary:
(Australian English)
* (to) invest
* conjecture
* tennis gear
* half-breed
* passionate
* bin
* club tournament
* opponent
- att investera, att satsa på
- antagande
- tennisutrustning
- halvblods-
- passionerad, här: brinna för
- papperskorg
- klubbturnering
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Sociology Mr. Stoddard Dare Friday, April 3, 2020
I hope everyone is adapting to this challenging time. There will come a day when I will be having students examine the sociological impact of the Coronovirus Pandemic, and I may be contacting you to be a guest speaker!
Today you will be watching a short video that will help reinforce the various theories on deviance. Additionally, you will be introduced to the four main functions deviance serves in society according to the legendary Functional Analysis, Emile Durkheim. Told you he would show up in every unit. Even a pandemic can't stop Durkheim!
1) Follow the link to access the video clip "Theory and Deviance: Crash Course Sociology #19
https://www.youtube.com/watch?v=06IS_X7hWWI
2) Complete the video worksheet as you view the video clip.
Enjoy,
Mr. Stoddard Dare
Stoddard Dare – Sociology – 1 st Period – Off-Site Learning Packet Day 9
Name _______________________
Theory and Deviance: Crash Course Sociology #19 Video Worksheet
Complete each question/statement on this worksheet as you view the video clip reviewing the main theories of social deviance.
1) Emile Durkheim argues that deviance serves four main functions in society:
a. Deviance helps form cultural ____________________ and ____________________.
b. Society’s response to deviance clarifies ____________________________________.
c. Social reactions bring _______________________ together.
d. Deviance can encourage _________________________________________________.
2) __________________________________ developed Strain Theory which focuses
on whether or not society provides sufficient _____________ to achieve culturally defined ___________________.
a. What is Conformity?
b. There are four main deviant paths according to Strain Theory:
1. ______________________ is using illegitimate means to achieve societies goals.
Stoddard Dare – Sociology – 1 st Period – Off-Site Learning Packet Day 9
2. ______________________ is a deep devotion to the rules, thus resulting in giving up on society’s goals.
3. ______________________ results in dropping out of society.
4. ______________________ is rejecting social goals, but seek to establish new goals.
3) Many Symbolic Interactionists apply ___________________________ to explain deviance. How people label the deviant act impact the consequences.
a. ________________________ is a negative sort of master status that impacts a person’s self-concept, social identity and social interactions.
b. For example, how has the stigma of drug abuse impacted society’s reaction to addicts?
4) _____________________________________ states that who you associate with makes deviant acts more or less likely.
5) _____________________________________ focuses on your self-control as a way of avoiding deviance.
6) Conflict Theorists point out that social deviants are not necessarily the most dangerous,
but rather the least ________________________ in society.
a. Provide an example to explain Conflict Theorists view on deviance. | 1,698 | 611 | {
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Reduce Reuse Recycle – Where does our Recycling go?
It is important to do the three "R"s in the order they are. First Reduce, second Reuse and thirdly, Recycle.
Many people feel cynical about recycling, concerned that recycling just ends up in the landfill. It makes us feel that the effort may not be worth it.
It is justified to feel cynical especially about plastic recycling as the latest statistics show that Canada recycles just 9 percent of its plastics, with the rest dumped into the landfill and incinerators or thrown away as litter. (source Recycling council of Ontario). This means that no matter how good intentioned we are, we still are very imperfect at recycling plastic.
There are a number of reasons we find that plastic recycling is wasted. First, many people don't even bother to recycle plastic or find it so soiled that they don't feel inclined to clean it and just toss it in the bin. What is very disturbing though is that around 25% of plastic that is recycled is dirty and contaminates the rest of the recycled materials, so the effort is entirely wasted. All of this ends up in landfills.
Some plastic, such as pop bottles and milk jugs can be repurposed into the same things that they started as.
Our electronic waste, if properly disposed of, is mostly truly recycled. Components are taken apart and remade into new items. Batteries are a good example, they are sorted (there are four sorting facilities in Canada), they are sent to the processing destination that deals with the materials the batteries are made of, metals are extracted from the batteries, and sold back on the market.
Electrical waste, such as appliances are collected at local recycling centres, shipped to reprocessing plants where they are taken apart, useful parts reused, the metal shredded into small pieces. Metal pieces are melted and sold, and non-useful parts (such as plastic) go into recycling when possible.
As you can see, electronic and electrical items contain many materials that can be reused or recycled. Reusing these items saves energy and resources.
When electrical and electronic items end up in the landfill, hazardous substances can leak out and cause water and land contamination.
Paper mills within BC and Canada take our bales of cardboard and paper to recycle into new paper products.
Steel and aluminum materials are melted down and made into wire and other materials. There is no limit to the amount of times that metal can be melted and recycled. It could be an answer to many of our plastic containers.
Glass, as metal can be recycled again and again. It is taken, sorted per colour, melted down, and made into new products.
As you can see, when you are choosing what to purchase, if possible, purchasing products without plastic is the best way to recycle. Also, taking proper care to clean items thoroughly and recycled properly is important.
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Name
INSTRUCTIONS
- Students, click the blue link in each of the "Resources" boxes below. Use the resources they provide, (slideshow, video, reading, etc) to answer the questions in the "Questions" boxes.
- If questions are multiple choice, change the font of the correct response, or responses to RED to indicate they are your selection(s)
- Use the space in the "Questions" box to type your answers in.
Name:
In this lesson, you will learn to:
- Explain where income taxes are collected from and how they provide revenue for public expenses
- Read a pay stub and describe the different deductions
Semester Course
1.1 Taxes and Your Pay Stub
Student Activity Packet
Name
If Paychecks Could Talk
Everyone pays taxes, and many people complain about them. But why?
Watch this video to learn where tax revenue comes from and what exactly the government is spending that money on.
After the video answer the questions to the right by highlighting the correct answer.
After the video answer the questions to the right by highlighting the correct answer.
Estimated time: 7 mins
1. What does FICA consist of?
a. Health Insurance
b. Social Security Medicare
c. Federal & State Taxes
d. Employer Sponsored Retirement
2. What are 2 examples of discretionary spending?
a. Social Security
b. Education
c. Military
d. Medicare
3. All of the following options are benefits we receive as a result of government spending EXCEPT…
a. Air quality
b. Credit card debt forgiveness
c. Public school education
d. National Parks maintenance
Name
Your Federal Income Tax Receipt
This interactive calculator allows you to see a "receipt" for your taxes, detailing exactly where your dollars were spent.
Enter your federal income taxes paid for the previous year into the calculator. If you didn't pay federal income taxes, enter $6,388 (taxes paid for a salary of $53,891 - the median salary of a U.S. household). Then answer the questions at right.
How to Read a Pay Stub
Reading your pay stub can be challenging if you don't know where to start! Watch this short video on how to read a pay stub. Then answer the questions to the right by highlighting the correct answer.
Estimated time: 5 mins
1. What's one category you wish fewer taxes were spent on? Why?
2. What's one category you wish more taxes were spent on? Why?
Estimated time: 3 mins
1. What is the difference between gross pay and net pay?
a. Gross pay is before taxes and deductions are subtracted; Net pay is your take-home pay.
b. Net pay is before taxes and deductions are subtracted; Gross pay is your take-home pay.
c. There is no difference between gross and net pay.
2. What are Pre-Tax Deductions and Contributions?
a. Contributions taken out of your paycheck BEFORE taxes are calculated on your income
Name
b. Contributions taken out of your paycheck AFTER taxes are calculated on your income
3. What are two examples of Employer Contributions?
a. 401k & Roth IRA
b. Traditional & Roth IRA
c. Federal & State Taxes
d. Health Insurance & 401k
Reading a Pay Stub
It’s now time to practice reading a pay stub! Follow the directions in this interactive to complete all 3 parts of the simulation. Identify any questions you have below as you are completing the simulation. Type directly into this document.
Estimated time: 8 mins
The Fine Print: Pay Stub
Now that you’ve had some practice reading a pay stub, let’s look at a sample pay stub and put all of your skills to the test! Follow the directions on the worksheet to complete this activity.
Estimated time: 12 mins
Exit Ticket
Answer the questions on the right type directly into this document.
Estimated time: 5 mins In your own words, explain why we pay taxes.
Identify two deductions you will see on your pay stub.
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Edleston Primary School Curriculum Planning Y1. Autumn Term
Y1 Autumn 1. Vehicle Text is Rapunzel. Geography focus.
Geography skills and content
- Use directional language (near/far, up/down, left/right) to describe a location.
- Identify seasonal and daily weather patterns in the U.K.
- Understand the vocabulary: season, weather INTRODUCTION TO MAPS Stand-alone map skills
Art and design skills and content
- to develop a wide range of art and design techniques in using texture [mono print through Marissa Keller]
Design and technology skills and content Design, make and evaluate process [all objectives] Technical knowledge and understanding:
- understand where food comes from eg through Harvest of fruit in UK especially apples. [make apple crumble, write non-chronological report, trees[science]
Science skills and content
- Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees
- use the basic principles of healthy and varied diet to prepare dishes [Preparing Fruit and Vegetables]
- observe changes across the four seasons
- observe and describe weather associated with the seasons and how day length varies.
Y1 Autumn 2. Vehicle text is The Last Wolf. Geography focus
Geography skills and content
- Understand the vocabulary: city, town, factory, shop, house
- Use aerial photos and plan perspectives to recognise human & physical features and landmarks. (LINK TO VOCAB/COUNTRY/AREA THAT YOU TEACH)
- Use simple fieldwork and observation skills to study human geography of the school and its grounds.
(LINK to Armistice – name and locate the four countries and capital cities of the United Kingdom and its surrounding seas - use world maps, atlases and globes to identify the United Kingdom and its countries)
History skills and content Local History Week
Art and design skills and content
Science skills and content
- Armistice - events beyond living memory that are significant nationally/globally events commemorated through festivals or anniversaries.
- identify and name a variety of common animals including birds and mammals
- about the work of artists, making links to own work
- use sculpture to develop and share ideas experiences and imagination - Clay poppies (Paul Cummins)
- identify and name a variety of common animals that are carnivores, herbivores and omnivores
- significant historical events in their own locality
- describe and compare the structure of a variety of common animals (birds and mammals, including pets) | 1,178 | 515 | {
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Zero Waste
Reduce Reuse Recycle - Reuse lots of stuff
The last few articles have been focused on recycling. Recycling is an easy way to start to feel better about managing waste. There is a specific reason, though, for the order of the three Rs. Reduce and Reuse come first for a reason.
Recycling is great! However, reducing and reusing are the best ways to help the environment and the bit bonus of this "R" s is that they also save you money. This article is going to start with reusing things.
In previous decades, many household managers were very thrifty. People washed out their plastic bags and used them again and again. They also re-used the paper towels used to wash windows and mirrors to clean up messes later, then when they were too dirty they were thrown away. People did not believe in single use items.
When starting on a quest to reduce waste, start by washing plastic bags, especially ziplock bags. These stand up well to washing. Wash all plastic bags that can be reused and use them again and again. These include bags that used to contain frozen fruit, rolled oats and tortillas in. If the bag has a zipper, it can be used to store bread or cheese or whatever a bag is needed for.
Clothing and household linens are very reusable. Clothing that is still in good shape, can be taken to your local consignment store, sold it on social media or taken to your local thrift store. Similar actions can be taken with your linens. They can go to the thrift store or your local animal shelter. If your fabric items are completely worn out, they can be used as rags instead of paper towel. If you really want to get the most out of them, learn how to make rag rugs! .
Other items that can be reused are containers such as yogurt style containers, milk cartons, tins and any plastic containers such as peanut butter jars. These can be used to store things bought in bulk, or to freeze homemade soups, grated cheese, fruit and vegetables.
The obvious of these is your yogurt, sour cream, cottage cheese types of containers. Almost everyone knows how to use these as replacements for tupperware to store cookies, homemade soups, broths etc. Gable topped cardboard milk, juice or cream containers can also freeze fruit, vegetables and grated cheese.Freeze these items on a cookie sheet and then store them in these containers. To use the product, just shake out the amount.
Other plastic jars, such as peanut butter jars can be used the same way. Gifts of berries can be given to or received in peanut butter style plastic jars. In the past it would have been in Ziploc bags.
Please feel free to email firstname.lastname@example.org to give feedback on this article and share your ideas and questions regarding Reduce, Reuse, Recycle. | 998 | 591 | {
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Grimshaw Hall, Knowle
From Christies Catalogue for the Sale of Contents of Grimshaw Hall
Historic England
Heritage Category: Listed Building
Grade: I
List Entry Number: 1076714
Date first listed: 05-Dec-1949
Statutory Address: Grimshaw Hall, Hampton Road, Knowle
District: Solihull (Metropolitan Authority)
National Grid Ref: SP 18428 77470
Early C17 country house in grounds. Elaborately patterned timber framework, whitewashed plaster infilling. Tiled roof with 5 irregular gables oversailing on console brackets. 2 storeys and attics, lattice casement windows. Red brick chimneystacks with octagonal shafts.
https://historicengland.org.uk/listing/the-list/list-entry/1076714
Grimshaw Hall 1560 - 1765
Grimshaw Hall lies on a loop of Hampton Road created when the road was straightened. Originally it was close to the road, which has an elaborately timbered yeoman farmhouse, dating from about 1560 and is a fine example of Elizabethan domestic architecture. It is built in an E shape in honour of the Queen, with two wings and a central hall. The elaborate timbering is similar to that at Blakesley Hall and Milverton House, which was only in use for a short time. The tall chimneys are typical of their era.
Grimshaw Hall, Knowle
The house is named after the Grimshaw family, who seem to have arrived in Knowle in the mid 16tth century – over a hundred years before the Parish Registers start in 1682. As they are all called either Richard or Nicholas, a family tree is difficult to establish with certainty. The Grimshaws were wealthy yeoman farmers and possibly somewhat impetuous. They lived here for over a hundred years.
Nancy is thought to have run away and married beneath her. The famous ghost of Grimshaw Hall is believed to be Fanny. She is said to have been too flirtatious at a ball and allowed herself to be driven home by one of her admirers. Her lover rode after them, pushed his way into her bedroom and killed her in a fit of jealousy. He then raced down the stairs to deal with his rival, who had jumped into his coach and driven away; he spent the next two years evading his pursuer. The galloping horses and rattling coach wheels could be heard every now and again, and Fanny was often seen in the house in her ball dress, weeping and wringing her hands.
A loop in the road, now the private drive to the hall.
Two well known stories concern the family of a Richard Grimshaw in the early 18th century. He had six children including Fanny and Nancy. On Nancy's 16th birthday their father gave them each a horse. Fanny's was a chestnut and Nancy's a dapple grey; they raced for a diamond ring. Nancy won and on one of the old greenish glass panes in the hall window, scratched with a diamond, are the words "Nancy Grimshaw Fanny Grimshaw My gray has got ye day".
A Richard who lived in Bakers Lane and died in 1690 is buried in Knowle Church. He bequeathed a cottage and orchard for the benefit of the poor of Knowle.
Five cottages in Golden End reputed to be on this site are still administered by Knowle United Charities. Richard's youngest daughter and heiress married Benjamin Palmer of Olton Hall; her son, another Benjamin Palmer, bought the Knowle Hall Estate in 1754.
The family disappears from the records with the death of another Richard in 1765, when the property passed to a cousin; it was subsequently purchased by Thomas Willcox.
Find out what happened after 1765 at: http:// www.knowlehistory.org.uk/people&places/ hamptonroad/grimshawhallafter1765.html
Also http://grimshaworigin.org/early-prominentgrimshaw-families/grimshaw-hall-knowle/ | 1,534 | 872 | {
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Name ______________________
1 2 3 4 5 6 7 8
1. Boris the bear is lumbering along at a constant rate of 4 m/s. If he walks for 600 seconds, how far will he travel?
d = m
2. Because of his slow walk, Boris missed the bus. Lucky for Boris however, there is another bus stop 1000 meters away. If the bus is arriving in 120 seconds, how fast must he run?
S = m/s
3. Despite arriving on time, Boris was not allowed to ride on the bus because of his bear like appearance. Sadly, Boris walked the long, 8,000 m remaining distance to work at a rate of 3.6 m/s. How long did it take him to complete this walk?
4. Using the information from questions 1, 2 and 3, make a graph of the bear walking to work below.
5. Boris was moving the fastest when he was running for the bus. When graphed, how did this section appear different from the other sections?
6. At the coal mines where Boris works, He is docked 5 dollars of pay for every minute he is late. Boris expected his trip to take 15 minutes, arriving perfectly on time. How much money will Boris owe for being late?
Owed = $
7. After a long day at work in the coal mines, Boris began his trek home. Using his stopwatch, Boris measures that he can walk 300 m in 110 seconds. At this pace, how long will it take him to make the trip home? (use total distance from the graph above).
5. Finally making it home, Boris realizes that he forgot his keys at work. In a fit of sheer frustration, he yells at the top of his lungs (sound travels at 340 m/s). If his uncle Demetri heard the roar 3.4 seconds later, how far does Boris live from Demetri’s house?
6. Jumping onto his skateboard, Boris starts heading towards Demetri’s house at a constant 7 m/s. At the same time, Demitri jumps into his car and drives towards Boris’s house at 20 m/s. Graph the motion of both bears(Given that they start at the same time), and indicate on your graph where the two will meet. Use the distance from question 5 as Demitri’s starting position, and Zero as Boris’s starting position.
d =
m
0
Time in _______________
For Fun: When they meet, what does Demitri say to Boris? | 907 | 544 | {
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Souper Art
(art + physical education)
This is a whimsical introduction to nutrition and graphic design that invites students to make up an imaginary soup. National studies indicate that children eat about anything if the advertising is "crazy" or attractive to them, including vitamins and vegetables. Now its students' turn to entice peers to "buy" their soup! Anyone for Alligator Soup?
Grades 4-6 could spend more time than the lower grades reading, discussing and interpreting manufacturers' information prior to designing a label.
Grade Levels K-6
Note: Instructions and materials based on a class of 25 students. Adjust as needed.
Process
1. Ask students to bring in soup cans and help them find healthy facts on the labels. Discuss symbols and visual effects, and note how colorful the graphics are. What other content do manufacturers include on their labels? Look for preparation instructions, how many people it will serve, where it was made and other details.
2. Remove the labels from the students' soup cans, then relabel the cans with each student's name using a Sharpie ® .
3. Now have students think up their own original soup. From the "manufacturer's" standpoint, what would the label look like? Does the soup have nutritional value? What information will be included to inform and attract soup users? Have students make a list of what they will put on their labels.
4. Give each student a 4" x 9" piece of construction paper to work on (actual soup label size). Have students divide the label into sections. The front and back are the main areas with extra information placed between and sometimes printed vertically on the sides of the label. Use a pencil to print information and lightly draw graphic designs.
5. Lightly, and in layers, use colored pencils to fll in and add emphasis to the name of the soup and the brand. Use an Ultra Fine Sharpie ® to trace over the words to make them more visible. After the ink dries, carefully erase any unwanted graphite lines. Outline other
Materials
Blick ® Plastic Ruler, 12" (55403-1012); share one between two students
Blick ® Soap Eraser, 1" x 1", box of 24 (21519-1024); need one per student
Dixon ® Ticonderoga ® Pencils, box of 12 (20305-2009); need one per student
Sargent Art ® Colored Pencils, (22046-1250); share one 250piece set across class
Blick ® Construction Paper, White, 80-lb, 9" x 12" (11409-1023); share one 50-piece package across class
3M ® Scotch ® #810 Magic™ Transparent Tape, 1/2" x 36-yd (23012-1000); need one roll
Sharpie ® Ultra Fine-Point Marker, Black (21315-2003); share 12 across class
1.
graphics.
6. Work with a partner to wrap the label around the can and tape the ends together. Or, if preferred, bring in a clean, empty can to host the new prototype label.
Copyright © 2009 Dick Blick Art Materials. All rights reserved. JG
National Standards for Visual Arts Education
Content Standard #1 — Understanding and applying media, techniques, and processes
K-4 Students use different media, techniques, and processes to communicate ideas, experiences, and stories
5-8 Students intentionally take advantage of the qualities and characteristics of art media, techniques, and processes to enhance communication of their experiences and ideas
Content Standard #3 — Choosing and evaluating a range of subject matter, symbols, and ideas
K-4 Students select and use subject matter, symbols, and ideas to communicate meaning
5-8 SStudents integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworksrt
Content Standard #6 — Making connections between visual arts and other disciplines
K-4 Students identify connections between the visual arts and other disciplines in the curriculum
5-8 Students describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with the visual arts
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Potlatch Ceremony
The Potlatch Ceremony is practiced by many Native American cultures. The ceremonies and certain aspects of the customs differentiate, however, the main reasons for these ceremonies are fairly similar, and usually consist of the following:
Redistribution of wealth and rank within the community.
The lesson of stewardship instead of ownership.
A means of thwarting abuse of power or privilege.
A means of keeping tribal unity and mutual respect.
The New Haven Native American Church may hold the Potlatch Ceremony from time to time. This will be a time of feasting, fellowship, and unity. The Ceremony will be held at a suitable location and may include other ceremonies as well. The importance of holding this Ceremony is to assist with those that are in need and to foster unity with our Church.
The Potlatch Ceremony will begin with the Medicine Person in charged speaking prayers of offering and of thanksgiving to the Creator. At this time, when necessary, the Elders will then stand before the people and announce the person selected to replace them. Any item associated with their title, such as a prayer pipe, will then be given to the new Elders. All are encouraged to give gifts to these new Elders as well.
After this transfer of leadership, all will form a circle and will face each other. This is the time of the Sacred Giveaway. Each person will contribute a gift and place it in the center of the circle, one at a time. This gift should be something that is sacrificial, or of great value to the one giving it away. Participants (oldest to the youngest) will then walk to the gifts in the center and choose something from the pile. This ceremony is meant to demonstrate the value of stewardship and that we do not own what we have, and are only entrusted, as a steward, to care for these things.
After this Ceremony is completed, there is typically a feast and dancing. There may be other ceremonies, such as the Sweat Lodge or Peyote Ceremony that are practiced in conjunction with the Potlatch Ceremony. This is a time of church unity and equality; therefore, all are encouraged to participate or assist in some manner.
We believe it is our right as to take care of ourselves, families, and Spiritual Community as we feel call upon by the Spirit to do so. We regard the taking care of ourselves, families, and Spiritual Community in health, sickness, or old age as our religious obligation. All members have claim upon the New Haven Native American Church for assistance when needed. Remember it is the Covenant Duty if all members to support the programs of the Church and they should not demand services of the Church that they are unwilling to support.
*There is no certificate for the Potlatch Ceremony and any Medicine Person can organize and perform this Ceremony. | 1,073 | 581 | {
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Insights from Australia's first scientists set in stone
17 August 2015
Aboriginal tools dating back 20,000 years celebrated at National Science Week
Visitors can marvel at a dazzling display of ancient Aboriginal stone tools and learn how Indigenous scientific knowledge spanned the millennia at a University of Sydney talk this week.
A rare collection of artefacts including axes, blades and grindstones, some dating back thousands of years, will be featured at the Sydney Science Festival talk, 'No stone unturned: Aboriginal Scientific Knowledge' on Friday 21 August.
Matt Poll, Assistant Curator of Indigenous Heritage at the University of Sydney's Macleay Museum, will explain the scientific foundations of these objects and the wealth of knowledge they reveal about climate change, food technology and building materials amongst Australia's first scientists.
Image: An unidentified stone tool from Santa Teresa, Northern Territory. Image: Carlo Bento.
"We're trying to really challenge the idea that these tools were just about picking up a rock and bluntly banging it," said Poll.
"There was actually a whole school of thought attached to the science of using different stone technologies, and how they were used to sustain a culture over many tens of thousands of years. It's really a beautiful story.
"Essentially, these stone tools were no different to what we use on our building sites, camping grounds, kitchens and scientific laboratories today." – Matt Toll
Stone tools across the ages
The evolution of particular kinds of stone tools mirrored the changing climate over thousands of years. As areas of central Australia shifted from wetlands to the deserts of today, Aboriginal peoples devised new methods to thrive in their environment.
"The invention and dispersion of the tula – a small multi-purpose cutting tool – is a prime example of the innovations pioneered by Aboriginal peoples as a result of increased drought conditions," said Poll.
Ancient climate knowledge
Even subtle indicators like the reflection of the sun on certain geographic features were used as tell-tale signs of seasonal patterns, with Indigenous Australians interpreting their environment for resource scarcity.
"Aboriginal peoples matched up their stone arrangements with the alignment of the stars, using these as a signal to move to different areas or to know whether there was an abundance of certain kinds of food or plants in the region," said Poll.
"There's very useful information embodied in these tools that really resonates with much of our current ecological thinking around sustainability and the use of resources in specific climates."
Poll's talk marks the official launch event of the Macleay Museum's newest exhibition, Written in Stone, which opens today and runs until 1 August 2016. The exhibition celebrates the pivotal importance of stone to Aboriginal culture and identity, as a long-preserved marker of oral tradition.
"The ingenuity of this scientific knowledge, passed down through generations of Aboriginal people's oral histories, continues to resonate in Aboriginal cultural life," said Poll.
The inaugural Sydney Science Festival runs from 13 to 23 August, as part of National Science Week.
Event details
What: No stone unturned: Aboriginal Scientific Knowledge
When: Friday 21 August, 5.30pm to 6.30pm
Where: Old Geology Lecture Theatre, Level 1, Edgeworth David Building, University of Sydney
Cost: Free
Register: Here
Link to article: http://sydney.edu.au/news-opinion/news/2015/08/17/insights-fromaustralia-s-first-scientists-set-in-stone.html | 1,570 | 699 | {
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