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The Mitten Activities
These activities were made by Liesl Copyright © Homeschool Den www.homeschoolden.com
All rights reserved by author.
Permission to copy for single classroom use only. Electronic distribution limited to single classroom use only. Not for public display.
Lapbook pieces.
Print the pictures out. Cut on the solid lines. Fold along the dotted lines.
Cut the descriptions out along the dotted line. Glue into the inside of the lapbook pieces (or write in your own descriptions).
Matching page:
Trace the word and match it with the picture.
What are these animals?
Name: ______________________________
___________ ________________ _____________ ___________
_____________ ______________ ___________ ________________
Moles live under the ground. They have powerful forelimbs with paws for digging. They eat earthworms, grubs and small nuts.
Hedgehogs live Europe, Asia, Africa and New Zealand. They eat insects, grubs, small mammals, birds' eggs, berries, melons, roots and fruits.
Badgers have short, fat bodies with short legs for digging. They live in Europe, Asia, Africa and parts of North America. They eat earthworms, insects, grubs, small mammals, birds' eggs, roots and fruit
Bear are diurnal, they are usually active during the day, though some may be active at night. Bears usually eat more plants than animals, but will eat whatever is available: roots, berries, meat, fish, insects, larvae, and plants.
Rabbits live in groups in underground burrows. A group of burrows is called a warren. Rabbits eat grass and leafy weeds.
Owls are nocturnal animals. They hunt small mammals, insects, frogs, lizards, and a few species hunt fish. They are found all over the world except Antarctica.
Fox are omnivorous animals. They eat small mammals, birds, reptiles, frogs, eggs, insects, worms, fish, crabs, fruits, berries, vegetables, and seeds. In the wild they usually live for about three years (though some may live up to 10 years).
Meadow mice are primarily nocturnal animals. They build intricate burrows. They eat grain and seeds from plants, grass and berries. They will also eat insects and larvae.
©homeschoolden.com
Name: _____________________________
Trace the words below. Then match the animal with its picture.
mole
rabbit
hedgehog
owl
fox
bear
meadow mouse
©homeschoolden.com
Name: ______________________________
Find out about these animals and write what you learned in the space below.
mole
rabbit hedgehog
owl badger
fox bear
meadow mouse
You might also be interested in some of our Animal Packets:
Animal Unit – It covers the classification of vertebrates and invertebrates, animal tracks and lots more!
My kids used these World Animal Cards as they learned the 7 continents
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Name/Title: Scattered Square Dance
Purpose of Event: To get the students active and moving, as well as give them ideas on how to work well with small groups.
Suggested Grade Level: K-2
Materials Needed: CD player
Recommended music: Any country or square dance music without lyrics or words.
Beginning dance formation: Have the students spread out all over the gym in self space. It helps if there are X's or spots on the floor.
Dance source: Dance was taken from Dr. Kristin Carlson, professor at Illinois State University.
Description of Idea
Before performing the dance with music, have the students practice each dance move. Each dance move has a specific "call" that the students should remember.
"Lasso" - Students stand in place and pretend they are spinning a rope.
"Cactus" - Students stand on one leg and balance.
"Twister" - Students spin in a circle.
"Tumbleweed" - Students sit on floor and spin.
"Join Hands and Circle Two" - Students join hands with a partner and turn slowly in a circle.
"Join Hands and Circle Four" - Four students join hands and turn slowly.
"Horse and Jockey" - One student has hands on other student's shoulders and walk around self or general space.
"Change Jockeys" - Student in back now switches to the front.
"2 Person Star" - Two people put right hands up to center and turn.
"4 Person Star" - Four people put right hands in center and turn.
"Shoot That Star" - All students say "yee-ha" and separate from group.
"Walk the Trail" or "Hit the Lonesome Trail" - Students walk/skip/jog/jump/slide, etc. (as called by the teacher) in self or general space.
"Giddy-Up" - Students gallop in self or general space.
"Join Hands and Circle All" - All students join hands and circle to right.
"Hit the Hay" - Students fall down (safely) and pretend they are sleeping.
*It is a good idea to call "Walk ( skip/jump etc.) the Trail" or "Hit the Lonesome Trail" between all or most calls. Any type of locomotor skill could be called.
Once the students have done each move successfully, turn on music and have them do the moves to the beat.
Variations:
There are many different individual square dance moves that could be added. Teachers can also add directional cues: left, right, clockwise, counter-clockwise, etc., to reinforce these concepts.
Assessment Ideas:
Once students learn all the moves, this can be done as an instant activity. In addition, older students could be put into groups and each group can create a series of calls or create a new call. Allow each group to present their patterns and/or new calls to the class.
Adaptations for Students with Disabilities:
Students in wheelchair can perform most moves in chair. Some students with behavior problems can demonstrate moves with the teacher to minimize disruptions.
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A SEPARATE PEACE: MOVIE VERSION
Study Guide compares the novel A Separate Peace by John Knowles to the movie version A Separate Peace (2004) starring J. Barton, Jacob Pitts, Toby Moore, Danny Swerdlow, and Hume Cronyn. Showtime.
Copyright c2018. MovieVersion.com LLC. All rights reserved.
ISBN 978-1-937714-22-2
This publication may be reproduced for classroom use only. No part of this publication may be posted on a website or the internet. This publication is protected by copyright law and all use must conform to Sections 107 and 108 of the United States Copyright Act of 1976. No other use of this publication is permitted without prior written permission of MovieVersion.com LLC.
SAMPLE A SEPARATE PEACE: MOVIE VERSION
THE MOVIE VERSION OF A SEPARATE PEACE IS NOT LIKE THE BOOK by John Knowles
HOW ACCURATE IS THE MOVIE VERSION OF THE BOOK?
Plot:
Characters:
Setting:
Structure:
Symbols:
Theme:
THE MOVIE: SUMMARY
The following is a scene-by-scene comparison of the movie to the corresponding chapters in the book.
THE MOVIE: CHAPTER 1
Opening scene: A camera pans around a dormitory room at a private boys' school one night in February 1943. (ERROR: The opening scene in the movie occurs in Chapter 11 of the book)
A flashback begins. (ACCURATE) Sixteen-year-old Gene arrives for the summer session at Devon, a private high school for boys in New Hampshire. (ACCRUATE) Gene's voice is heard in the background saying he can't believe that he made it to Devon, a school for rich kids. (ERROR: Not in the book) Gene opens the door to his dormitory room and meets his roommate Phineas (Finny) who is doing pushups. (ERROR: Not in the book) Finny asks Gene how tall he is and Gene says five foot nine. (ACCURATE) Finny disputes Gene's height, saying Gene is five foot eight and a half. (ACCURATE) Finny asks Gene when his birthday is, and the boys discover their birthdays are in October a few days apart. (ERROR: Not in the book) Finny remarks that they are almost twins. (ERROR: Not in the book) Finny notices how neatly Gene has packed his suitcase. (ERROR: Not in the book)
SAMPLE A SEPARATE PEACE: MOVIE VERSION
QUIZ
This quiz compares the movie A Separate Peace (2004) starring J. Bartton, Jacob Pitts and Toby Moore to the novel A Separate Peace by John Knowles.
____1. In the movie and the book the setting of the story is at Devon, a private high school for boys in the state of a. New Hampshire b. Vermont c. Massachusetts d. Connecticut
____2. In the movie and the book the senior boys at Devon jump from a tree into the river as training for a. parachute jumps b. Olympic trials c. jumping off troop ships d. hiking
____3. In the movie and the book Finny attends the Headmaster’s tea wearing a pink shirt and a. green pants b. a plaid jacket c. a deer-stalker’s hat d. a necktie as a belt
VISIT MOVIEVERSION.COM TO DIGITALLY DOWNLOAD THE COMPLETE STUDY GUIDE A SEPARATE PEACE: MOVIE VERSION
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Religion
Christianity
Islam
EYFS
What makes people special?
Christmas – what is Christmas?
Easter – What is Easter?
What can we learn from stories?
What makes places special?
What can we learn from stories?
What makes places special?
Religious Education Concept Curriculum Map
Year 1
Year 2
Year 3
Year 4
Does God want Christians to look after the world?
Christmas – what gifts might we have given Jesus, if he was born in Mansfield?
Was it always easy for Jesus to show friendship?
Easter – why was Jesus welcomed like a king on Palm Sunday?
Is it possible to be kind to everyone all of the time?
Christmas – why do Christians believe God gave Jesus to the world?
Easter – How important is, to Christians , that Jesus came back to life after his crucifixion?
Does praying, at regular intervals, help a Muslim in his/her everyday life?
Does going to a mosque give Muslims a sense of belonging?
Does Completing Haaj make a Muslim a better person?
Christmas – has Christmas lost its true meaning?
Could Jesus heal people? Were these miracles, or was there some other explanation?
Easter – what is 'good' about Good Friday?
Christmas – what is the most significant part of the nativity story, today, for Christians?
Is forgiveness always possible for Christians?
Do people need to go to church to show they are Christians?
Year 5
Christmas – is the Christmas story true?
Easter – How significant is it for Christians to believe God intended Jesus to die?
What is the best way for a Christian to show commitment to God?
Year 6
Christmas – do Christmas celebrations and traditions help Christians understand who Jesus was, and why he was born?
Is Christianity still a strong religion, 2000 years after Jesus was on Earth?
Is anything ever eternal?
What is the best way for a Muslim to show commitment to God?
Religion
Judaism
Hinduism
Sikhism
EYFS
What makes people special?
What makes places special?
How do people celebrate?
What can we learn from stories?
What can we learn from stories?
Year 1
Is Shabbat important to Jewish children?
Are Rosh Hashanah and Yom Kippur important to Jewish children?
Year 2
Year 3
Does joining a Khalsa make a Sikh a better person?
Do Sikhs think it is important to share?
What is the best way for a Sikh to show commitment to God?
Year 4
How special is the relationship Jews have with God?
How important is it for Jews to do what God asks them to do? (Passover)
What is the best way for a Jew to show commitment to God?
Year 5
What is the best way for a Hindu to show commitment to God?
How can Brahman be everywhere and in everything?
Do beliefs in karma, Samsara and moksha help Hindus lead good lives?
Year 6
Humanism
Year 1
Looking after the world and each other.
Year 2
The good and bad in people
Do non-religious people have special places? Nature? Natural wonders? Awe and wonder at the forces of nature?
Year 3
Are there miracles? What are the modern miracles? Advance in science, which might seem miraculous (surgery, medicine etc).
Year 4
Design a humanist building. Links to DT unit on structures.
Year 5
Where do we come from? Links to Big Bang Theory in science.
Year 6
Ethics – how can I know what is good?
Statistics – growth of humanism
Is anything ever eternal? Links to evolution unit in science.
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New York City Department of Transportation Street Safety Tips for School Children
Make each trip a safe one! Together we can keep our children safe as they travel to and from school.
If you're a DRIVER:
* Follow the speed limit.
* Be alert for children in the school zones – look for SCHOOL X-ING markings on the pavement and fluorescent yellow-green signs with children walking indicate school crosswalks.
* Set a good example for children. If you park opposite the school, cross the street with care. Stop at the curb, look left-right-left before crossing and keep looking as you cross.
* Reduce traffic congestion and keep children visible. Do not double-park, stop in crosswalks, or interfere with school buses when you drop off or pick up your child.
If your child WALKS TO SCHOOL:
* Discuss the safest route to and from school. Use DOT's School Safety Maps to plan your route. (www.nyc.gov/saferoutes)
* Teach children to stop, look and listen before crossing, even if the pedestrian signal shows the white figure walking.
* When crossing, children should walk, not run, and should keep scanning for turning vehicles while crossing.
* Talk about why it is safer to cross at school crosswalks. The ladder-striped school crosswalks make crosswalks more visible to drivers and help make the intersection safer.
If you child TAKES THE BUS:
* Use the safety tips above to get your children safely to and from the bus stop.
* Encourage children to leave home early enough to avoid running to catch the bus
* Teach children to wait for the bus on the side-walk, not in the street.
* Teach children to stay out of the bus driver's blind spots, where they would be hidden from view and more vulnerable.
* Tell your children to be sure they can see the bus driver's face before beginning to cross, and to avoid walking behind the bus or close to its wheels or sides.
* The safest way for children to cross the street after getting off the bus is to walk at least 10 steps away from the bus (on the sidewalk) before crossing.
* Explain to children that if they drop anything under or in front of the bus, they should tell the bus driver and not reach for it on their own.
Safety Tools in the Traffic Environment
Ladder-striped crosswalks installed in school zones where school children are directed to cross. The stripes make the crosswalks more visible to drivers, making them more alert when approaching these crosswalks.
School Crosswalks:
Regular pedestrian crosswalk:
The area of the roadway, bounded by parallel white lines, where pedestrians are directed to cross.
Advance warning sign: Located in areas around schools where children are directed to walk and cross streets. The fluorescent yellow-green signs warn drivers to proceed with caution.
Traffic Signal/Pedestrian Signal: The red, yellow and green lights, as well as the pedestrian signals (with the symbolic Walking Figure=WALK and Raised Hand=DON'T WALK), are designed to let people in vehicles and on foot know who has the right-of-way. Traffic signals help manage traffic flow on main and cross streets, and help pedestrians cross an intersection safely.
Requires vehicles approaching from all directions to stop. The signs act to reduce conflicts between vehicles, prevent crashes and control traffic.
The direction in which traffic moves. ONE WAY signs indicate streets where vehicles are allowed to travel in one direction only.
All-way stop:
Traffic flow:
Speed reducer:
Janette Sadik-Khan, Commissioner
Raised "bump" placed across residential streets, designed to calm (or slow) traffic in residential areas and near schools.
Web: www.nyc.gov/dot
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Let's have a lovely chat about forms
I've worked on forms forever*
3
What is a form?
4
Is this page a form?
https://www.gov.uk/government/organisations/department-for-environment-food-rural-affairs
5
Is this page a form?
6
6
7
7
Looks like a
form and
works like a
form
Interaction
Design
Asks
questions
and expects
answers
Content
Design
Allows
someone
to achieve
a goal
Service
Design
8
A great form works well across all three layers
Service design
Content design
Interaction design
Easy to get it done Easy to move on
Goals achieved Easy to understand Easy to answer
Goals achieved Easy to use Easy to read
9
Fix the forms, one at a time
Making a form is conceptually simple
1. Get the questions
2. Put the questions onto pages
Old paper form + magic of digital = ????
1. Get the questions
2. Put the questions onto pages
Before you ask a question, find out exactly how you will use the answer
The double diamond for forms has questions in the middle
Work out how you'll use the answers
Write good questions
Make the form https://www.effortmark.co.uk/discussing-a-topic-map-for-how-to-design-better-a-form/
Let's look at it like baking a cake
Idea from: participants at a workshop at #UXBristol, July 2019
A form builder helps, but only with one aspect
Idea adapted from participants at a workshop at #UXBristol, July 2019, especially @dframpton, @emmaboulton, @_kylemorris
You have to choose a recipe and shop
Work out what ingredients you need
Measure ingredients
Make the cake
To make a good form, you must know how you'll use the answers
Work out how you'll use the answers
Write good questions
Make the form
A question protocol can help a lot
Question
protocol
Writing!
Form
builder
Some resources about question protocols and forms
* Blog post from Adam Silver on the Child Funeral Fund Service:
https://adamsilver.io/case-studies/designing-the-child-funeral-fund-service/
* The Australian Style Manual page on forms: https://www.stylemanual.gov.au/format-writing-and-structure/content-formats/forms
* NHS Digital service manual 'How to write good questions for forms'
https://service-manual.nhs.uk/content/how-to-write-good-questions-for-forms
* Forms stuff from me:
https://www.effortmark.co.uk/category/forms/
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Athletic Training
Post-Concussion Return to Physical Activity Exercise Protocol
Name:______________________Date of Concussion: ________Sport/Job:___________________________
The following is a guideline for appropriate return to activity progression following concussion, based off of the Berlin Concussion Meeting and other current research documents. The healthcare provider monitoring this progression should note date of completion of each step, as appropriate.
Return to Activity Steps:
1. Stage I: Completion of a Cognitive Activity / Return to Learn. 48 hours of normal cognitive activities (school day, studying for tests, watching practice, interacting with peers) without re-emergence of any signs or symptoms, (-) King-Devick/Impact (use clinical discretion), and (-) VOMS. Completed_______
2. Stage II: Light aerobic exercise (which includes walking, swimming, or stationary cycling, with RPE and Heart Rate Monitoring) while keeping the intensity to less than 70% maximum percentage heart rate for no longer than 20 minutes total. No resistance training. The objective of this step is increased heart rate. Completed __________
a. Treadmill or Bike test (if available), OR…
b. Stationary Bike/Jog x 10 (or 20 min if no “a”) working up to 70% max heart rate intensity
3. Stage III: Sport-specific exercise (including skating, and/or running). No head impact or high speed catching activities – ie. no impact risk). The objective of this step is to add movement and cognitive tasks and continue to increase heart rate and exercise intensity. Exercises include dynamic warm up, conditioning drills without resistance, agilities, plyometrics, and core training without resistance (all with cognitive tasks). Completed _________
a. Dynamic Warm Up (activation, mobilization, dynamic movement prep, and power prep)
b. Circle Cone Drill Linear Cone Drill Shuffle Cone Drill
c. Sprint: 20 yds x 5 (30” rest)
d. 6 Cone Drill sequence (5yd X 3 yd): Cuts: 45 deg, 90 deg shuffle, Shuffle/sprint Shuttle, 90 deg run, 135 “N”, 180 deg turn sprint shuttle
e. Balance exercises (x 15” each leg, each exercises): Eyes Closed; Fwd light ball toss; Leg swings linear; Leg swings lateral; rotational light ball toss/catch; S/L RDL; Star UE reach
4. Stage IV: Non-contact sports-specific training drills (e.g. hand/eye coordination skills like catching, throwing, hitting, kicking, striking with an implement.) Initiate progressive resistance training. Completed______
a. Dynamic Warm Up (activation, mobilization, dynamic movement prep, and power prep)
b. 20 minutes of sport-specific skill work, 90% intensity (controlled, non-contact)
c. Band-Resisted or Partner-Resisted Sprinting 20 yd or 5 seconds x 5 (30” rest between reps)
d. Resistance Circuit x 2
i. Med Ball Slams x 10 (or other power exercise)
ii. Push-ups x 10 (or other upper body resistance/strength)
iii. Loaded Squat or Lunge x 10 (or other lower body resistance/strength)
e. Controlled Burpee (VJump Lower to eccentric push up roll inch worm Repeat) x 5
5. Stage V: Participation in normal practice/training activities for one day as a “trial run.” ONLY following medical clearance (consultation between licensed athletic trainer, school/team physician, school nurse, student-athlete’s physician, and any other healthcare personnel involved in the recovery). The objective of this step is to restore confidence and to assess/ utilize all functional skills. Completed _____________
a. Full practice
6. Stage VI: Unrestricted Return to Activity involving normal exertion or game activity. Completed _________
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BBC Learning English – Audio Programmes 音频精选
About this script
Please note that this is not a word for word transcript of the programme as broadcast. In the recording and editing process, changes may have been made which may not be reflected here.
关于台词的备注：
请注意这不是广播节目的逐字稿件。本文稿可能没有体现录制、编辑过程中对节目做出的改 变。
The UK: England 英国：英格兰
Andrea: The United Kingdom's national anthem, 'God Save The Queen'.
Jean:
不过大家可能已经知道，当今的英国是由历史上好几个不同的民族和区域所组 成的。
Andrea:
In this series we're going to be finding out a little bit about England, Northern Ireland, Scotland and Wales.
Jean:
这四个组成英国的民族和区域又有哪些不同呢？英格兰、北爱尔兰、苏格兰和 威尔士又有哪些不同的传统呢？在本期的节目中，我们还会给大家介绍一下在 英国这几个不同区域里人们讲英语是带着什么样的地方口音。
Andrea: So first to England. Hello. I'm Andrea.
Jean:
大家好，我是董征。
Andrea: Buckingham Palace, Stratford-upon-Avon.
Jean:
来自利物浦的甲壳虫乐队，还有多佛海边的白色海岩。
Andrea:
England has so much history and culture to offer. But what do people on the street think is England's best kept secret?
Insert
I think the best kept-secret about the UK is that you can be in an amazing city like London and then you can go 20 minutes away on the train and be in the middle of the countryside.
Even if you don't have a lot of money there is a lot of natural beauty – rivers, lakes, forests, woods.
I think that we have the best selection of wine in the world.
I think Manchester in general – seeing the city centre, going round the pubs there – it's a nice place.
Jean:
看来英国值得我们探寻的神秘所在并不都是在伦敦一个地方。
Andrea:
Sometimes we forget that England is more than London and that there is a lot to see and do outside the capital.
Jean:
刚才这几位英国人给我们谈到了英国的自然景观 natural beauty.
Andrea:
Someone talked about England's wine! We often hear about the beer in England but England does also produce wine.
Jean:
刚才还有一位男士说英国北部的最大城市曼彻斯特其实是一个很值得到访观光 的地方。
Andrea: In fact often people talk about a north-south divide.
Jean:
和很多国家一样，英国也有较大的南北方划分。
Andrea:
But does it really exist and how is the north of England different from the south?
Insert
I think people in the north are more proud of being English than people in the south. I think in the south you have a bigger mix of people who are multicultural people, whereas in the North it is primarily more English.
Jean:
刚才说话的这位女士认为英格兰北部的英国人更以自己为英国人而自豪。
Andrea: Whereas the south or London is more multicultural.
Jean:
Multicultural 多元文化。难道英国的南部和北部真的有那么大的区别吗？让 我们听听下面这些英国人对此的看法。
Insert
It's something we all enjoy believing is there and there is the difference. We love to hate each other and it's part of the fabric of the society. But I don't think there is a real cultural difference.
I think there is a north-south divide. Certainly, financially, I think the south does get better council funding and they seen to have much better in terms of transport links than the north.
Andrea:
The first man said that he thought that the north-south divide was part of the fabric of society.
Jean:
The fabric of society 社会的基础构架。他认为英国人都愿意相信在英国是 有着明显的南北分歧，而其实这一分歧在现实中并不存在。
Andrea:
He also says that people from the south and north love to hate one another. We actually enjoy the idea of hating one another!
Jean:
不过刚才说话的另一个英国人认为英国的南北分歧是事实存在的。这一分歧的 一个方面是经济因素，因为英国南方城市普遍比北方城市要富裕，而且交通设 施也比北方的要完备。
Andrea:
There may or may not be a division or separation between the north and south of England, but there are definitely different words
and accents that can be found in different parts of the country. Take to a listen to this.
Insert
Up North they would say "Why aye lad?" which is a Geordie expression which means how are you doing?*
Jean:
还有大家经常说到的“北上”和“南下” Up north, down south. 而说到地 方方言的一个例子就是英国东北地区的英国人经常说的 "Why aye lad?" 其 实是 "How are you doing?" 的意思。 *
Andrea:
A lad is another word for boy. Here's another difference in language between north and south.
Insert
In Yorkshire they say "tat" for 'hat', i.e. "On Ilkay Moor baht 'at" which means on "Ilkly Moor without a hat". Down south you'd just say 'hat'.
Jean:
在约克郡，当地人说帽子这个词的时候不说 hat, 而是说 tat。刚才他给我们 举到的例子是，如果用约克郡人的说法来说我们不戴帽子站在 Ilkely 高原 上，这句话就是：我们 "On Ilkly Moor baht 'at".
Andrea:
Jean:
Ah. It makes England such an interesting and varied place to live in.
好，我们今天的节目时间又快到了，在最后说再见之前，请大家别忘了经常到 我们的网站 bbcukchina.com 来看看，在这里你们能够听到看到更多的英语 学习节目。那么我们下次节目再见！Bye!
Andrea: Bye!
*This person from the south of England is actually wrong! This Geordie phrase means "yes".
Glossary
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Recycle
(This document can be found online at https://www.calrecycle.ca.gov/Recycle/ to enable content links)
Where to Recycle | Schools and State Agencies | Resources
Recycling is the practice of recovering used materials from the waste stream and then incorporating those same materials into the manufacturing process. California has a robust recycling infrastructure that manages beverage containers, organic material, electronic waste, carpet, used oil, paint, and mattresses.
Mandatory Commercial Recycling
The law also requires businesses and other public entities to recycle as much of the waste they generate as possible. AB 341 (Chesbro, Chapter 476, Statutes of 2011) requires that businesses that generate four cubic yards or more of commercial solid waste per week or are a multifamily residential dwelling of five units or more must now arrange for recycling services.
Close the Loop
Collecting materials is only the first step toward making the recycling process work. Successful recycling also depends on manufacturers making products from recovered materials and, in turn, consumers purchasing products made of recycled materials. Do your part--"close the loop" and buy products made of recycled materials whenever possible.
Where to Recycle
Recycling Center Map
Batteries
Beverage Containers
Sharps
Organics
Used Oil & Filters
Waste Tires
E-Waste
Paint
Mattresses
Carpet
Vehicle
Donation
Recycling for Schools and State Agencies
* School Waste Reduction and Recycling. Schools can help communities reduce their waste, while saving money and teaching kids valuable lessons.
* Waste Management for State Agencies
* State Agency Resources. Includes resources to assist state agencies in their implementation of waste prevention, reuse, and recycling programs to reduce waste.
Resources and Tools
* Best Practices in Waste Reduction Video (October 2009). Reducing waste can save you money, conserve energy and resources, and reduce air, soil, and water pollution. This 12-chapter video shows you real options for recycling, reducing, or reusing solid waste products. All chapters are on our Video Central Training page and on YouTube. Helping promote California's development of markets for recyclable materials is part of our mission. We can help you with technical, financial, and permitting assistance. Please feel free to contact CalRecycle's Office of Public Affairs for more information.
* Tire Recycling. Californians use a lot of tires, which can be recycled in California to produce crumb rubber for new products, recycled in rubberized asphalt concrete (RAC), used in civil engineering applications as tirederived aggregate (TDA), or combusted as fuel.
* Food Waste. Food scraps can be turned into valuable soil amendments through the simple techniques of composting or feeding a worm box.
* Used Oil Recycling. Oil doesn't wear out, it just gets dirty! Find out more...
* Earth 911. Find locations near you that accept and recycle more than 350 products and materials, using one of North America's most extensive recycling databases.
* Recycling Coordinator Information and Resources. Materials and assistance to help you set up and operate a successful waste reduction program in your business, office, or locality.
* TerraCycle. TerraCycle offers free and paid recycling options for hard to recycle materials. Learn more about their recycle by mail programs at their website.
Last updated: October 13, 2020
CalRecycle: https://www.calrecycle.ca.gov
Contact: Office of Public firstname.lastname@example.org (916) 341-6300
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At Home Weekly is designed for you to use during the week with your son or daughter. You'll find out what they learned today at church, and you can help them prepare for next week by exploring the theme (or Ponder Point) and spending time together in God's Word.
WHAT WE LEARNED THIS WEEK
PONDER POINT: JESUS LOVES ME
Children Welcomed
Matthew 19:13–15
When children were brought before Jesus, the disciples turned them away. Jesus welcomed and blessed them.
WHERE WE'RE HEADED NEXT TIME
PONDER POINT: GOD FORGIVES
The Prodigal Son
Luke 15:11–32
A young man leaves home and makes some bad choices. When he returns home, his father welcomes him back with love and forgiveness.
DID YOU KNOW?
Share these facts to get the conversation started.
* One of the most effective and memorable teaching techniques of Jesus was the parable. The parable of the prodigal son is the third of three parables in Luke chapter 15. Jesus tells about celebrating lost things found in order to reveal the character of the heavenly Father. He begins with the sheep, then the lost coin, and ends with the lost son.
* Jesus used parables to teach people about the heavenly Father. The Greek word for parable is parable, meaning "a placing beside … It signifies a placing of one thing beside another with a view to comparison" (W. E. Vine, Expository Dictionary of New Testament Words, Vol. 3, p. 158).
* In the parable of the Prodigal Son, the picture Jesus paints of His Father's heart is beautiful, lavishing us with forgiveness because of his love.
Date:__________________
Lesson
4.3
CONNECT AS A FAMILY
This week, take your family out to the entryway of your home to read this part of The Big God Story. Ask your children to recall a time when they were really excited to see someone coming to visit. Share these memories together. Tell your children you're going to read a true story from the Bible. Then read Luke 15:11– 32. Ask why the father was so excited to see his son return home. Remind your children that what they heard is part of The Big God Story in the Bible. They'll learn more in church this week about how God loves and forgives us.
After reading the Scripture passage, discuss these questions together:
* When the son returned home, how did the father react?
* How did the brother react?
* Which one reacted most like the way God would respond? Why?
These questions can easily extend into the rest of the week. Look for opportunities to bring conversations about how God Made a Promise into your everyday life as a family.
REMEMBER VERSE
The Remember Verse focuses on a character trait of God that' s highlighted in next week' s portion of The Big God Story.
As the Father has loved me, so have I loved you. Now remain in my love. John 15:9
BLESSING
Blessings are often used in the Bible. A blessing can be a prayer of commission, a portion of Scripture, or words to encourage and guide.
A blessing to pray over your child:
(Child's name), may you know God's forgiveness this week. May you run to Him when you need Him and remember He loves you always.
For more information about blessing your child, go to truministry.com to the Parenting tab. And for more creative ideas on spiritually leading your family, visit HomeFrontMag.com.
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SKYNOTES for June 2018
An easily printable version to encourage active observing among members of the Nottingham AS Stand-out features highlighted
All times given below are in British Summer Time (BST)
PHASES OF THE MOON
This month the Moon is closest to the Earth on the 14 th , and furthest on the 2 nd .
THE PLANETS
As the sky gets darker after sunset at the start of this month, two stand-out planets can be observed in opposite parts of the sky: Venus in the northwest and Jupiter in the southeast. Other than the Moon, these are the brightest objects in the night sky, and are almost unmissable, even to a casual observer.
Mercury passes through superior conjunction on June 6 th , thereafter becoming an evening object for the rest of the month and for the whole of July. It may be spotted, just above the northwestern horizon, at the end of June.
Venus is a brilliant object in the northwest after sunset, shining at magnitude –4.0 and gradually brightening. Its angular diameter will be approaching 16 arcseconds by the end of the month, and by then it will be more than 40 degrees from the Sun.
Mars will brighten by a whole magnitude this month, becoming almost as bright as Jupiter by the end of June, so by then we shall have three bright planets to admire. Mars, with its distinct orange hue, will unfortunately be about 22 degrees south of the celestial equator (great for southern hemisphere observers, but disadvantageous for those in the UK), and its angular diameter will have expanded to nearly 21 arcseconds.
Jupiter, in the constellation of Libra, will be fairly well placed for observation as June begins. Having an equatorial diameter of 44 arcseconds, and shining at magnitude –2.4, it will be well worth a look, either with the naked eye, or with binoculars or a telescope. For telescopic observers, a shadow transit of Io will occur on the evening of June 1 st , of Europa on the evening of the 6 th , of Ganymede on the 18 th , and Io again on the 24 th . Watch out for a dark spot slowly crossing the planet's disk on each occasion.
Saturn, in the constellation of Sagittarius, rises just after 11 pm as June begins, and will be due south at 3 am. Being more than 22 degrees south of the celestial equator throughout the month, this gas giant is far from ideally-placed for northern hemisphere observers. However, its brightness will be increasing, reaching magnitude zero at the close of June. By this time it will be a little more than 9 astronomical units from Earth, with the north pole tilted toward us at an angle of about 26 degrees.
Uranus must now be regarded as unobservable as it is very close to the Sun.
Neptune, in the constellation of Aquarius, is now a morning object, but will be very difficult to observe in a sky that is never totally dark.
METEORS With its lack of true darkness, June is not the best time of the year for observing meteors, and there are no major showers during the month.
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TAKE IT TO THE MAT
A NEWSLETTER ADDRESSING THE FINER POINTS OF MATHEMATICS INSTRUCTION
Math Audit Team Regional Professional Development Program October 30, 2000 — Elementary Edition
How we compute and apply mathematics has much to do with the number system we use. Nearly every number system since man began to do mathematics has had two basic building blocks: numbers and numerals. Later, the notion of digits appeared—the present-day system is derived from the Hindus and Arabs. This issue of Take It to the MAT is a discussion of the differences between numbers, numerals, and digits.
As you read through this, an analogy to consider is how we use language. A cat is a furry animal with pointy ears and a long tail. The word "cat" is a way to represent the idea of that furry animal in written form. When we read "cat", our mind pictures the animal. The word is composed of letters, which are symbols representing sounds. We say the first letter of the word is "c". Just as words are composed of letters and represent things, actions, etc., numerals are composed of digits and represent numbers.
Number is simply the concept of quantity, a result of counting. From the time our earliest ancestors walked the Earth, there was a need to compare relative sizes of sets. Were there as many animals in a herd as men in a hunting party? Thus was born the concept of number. The need to quantify groups of things is the basis of numerical systems. Number is the concept of quantity.
Once man had developed this abstract notion of number, a method to express it in written form was needed. Symbols were devised to represent numbers. These symbols are called numerals.
The earliest numerals were simple tally marks. The Egyptians used for 1, for 10, and for 100. The Romans used I to denote 1, V to denote 5, and X to denote 10. Combining these symbols generates representations for different numbers—XVII represents 17. The Egyptian numeral is shown at right. Roman and Egyptian numerals are additive systems, that is, the numbers corresponding to each symbol are added (with some exceptions in the Roman system).
We all have experience with Roman numerals (see the bottom of this page) and we describe them as just that: numerals. We do not call them Roman numbers, which is awkward as well as incorrect. Number is the concept of quantity and is the same in all number systems.
Our system is a positional system, or more commonly, a place-value system. Each position in the numeral contains a symbol, that symbol describing how many of the value of that place are in the number. The value of each place depends on the base of the system. We use a base ten system where each place is a power of ten—ten times the value of the previous place. Thus, the number seventeen—a quantity—is represented in written form by 17, one ten and seven ones.
But what are "1" and "7"? They are symbols that are used throughout the numeral, sometimes repeatedly. We call them digits. Digits are the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9. In the Roman system, "I" is one one and "X" is one ten. Two symbols for one, in a sense. Yet we use the symbol "1" for both one one and for one ten, depending on where we place it.
When we write 153, that is a numeral. It represents the quantity one hundred fifty-three and is composed of the digits 1, 5, and 3. We say that 1 is the digit in the hundreds place. We do not refer to the "number" in the hundreds place, but the digit.
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Contents
1. Understanding 'peace'
2. Personal interpretations of peace:
I. Project G
II. International Youth Conference for Peace in the Future (IYCPF) 2017
3. Reflections on peace
What is 'peace'?
Peace has multiple meanings.
Interpretations differ from person to person, peace transcends genders, generations, nationalities and faiths.
Peace can also occur at a range of scales: individually / collectively or nationally /internationally.
What is 'peace'?
Embedding a 'culture of peace' requires:
Education;
Sustainable development;
Human rights;
Gender equality;
Democratic participation;
Understanding, tolerance and solidarity amongst citizens and between nations;
Participatory communication and the free flow of information;
International peace, continued disarmament and security (de Rivera, 2004).
Personal interpretations of peace
'Project G':
Shared the memory of the atomic bombing;
Explained the symbolism of the Gingko tree;
Engaged with school children to communicate an overarching message of hope, resilience and peace.
Personal interpretations of peace
'Project G':
Has instilled in a young generation the importance of moving towards a nuclear free and peaceful world.
Has an annual legacy that continues to facilitate events that spread the message of peace.
Personal interpretations of peace
IYCPF 2017:
We remembered and reflected on the events of 6 th and 9 th August 1945, contextualising their importance in contemporary society.
We were asked: what is the meaning of peace? What are the obstacles to peace? And what can we do – as young people - to work towards a more peaceful
world?
Personal interpretations of peace
IYCPF Hiroshima Appeal 2017:
The value of community can overcome perceived cultural divides;
More holistic and sustainable approaches to life are essential to ongoing peace;
An openness to communicating with – and learning from – one another would enable collaborative efforts for peace.
Personal interpretation of peace
IYCPF 2017 Legacy:
Shared my experiences with officers at Manchester City Council.
Engaged with children from 4 primary schools across Manchester about the events of 1945 and developed bespoke 'peace plans' with them.
Reflections on peace
My experiences have shown me the value of working towards peace by any means possible.
We all have a role to play in advancing the message of peace within our schools, universities, organisations and societies as a whole.
By understanding our differences we can forge relationships and work towards establishing a collective 'culture of peace'.
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✄
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
Crocodile Watching
Topic: Living things
Curriculum link: Science
Text type: Description
Reading level: 14
Word count: 266
Vocabulary: crocodile, feed, show, swim, lie, catch, jumps, splash, move, grab, clean, sweep, watches, check, fast, big, quickly
Possible literacy focus:
Using a fact sheet.
Using descriptive language: verbs and adverbs.
Providing a personal response to the book: Would you like to be a crocodile keeper? Why?
Summary:
This book is a description about the behaviour and care of crocodiles at a wildlife park.
Task card
Crocodile enclosure
You will need:
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
paper, felt-tip pens, pencils, ruler
1. Design a super-duper new enclosure for crocodiles.
2. Think about what the crocodile needs.
Write this in your design, for example 'The enclosure must be kept warm.'
3. Draw your design on paper and include labels.
4. Share your super-duper enclosure with the class.
Literacy Learning Activity & Black Line Master
1
Eleanor Curtain Publishing ©EC Licensing Pty Ltd
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
True or false?
Write 'True' or 'False'.
Crocodiles have three sets of eyelids.
____________
Crocodiles cannot jump.
____________
Crocodiles need a cold place to live.
____________
Crocodiles have about 70 sets of teeth.
____________
Crocodiles have webbed toes to help them paddle water. ____________
When crocodiles lie in water, only their eyes are out of the water.
____________
Crocodiles move very quickly.
____________
Female crocodiles lay eggs twice a year.
____________
Crocodile eggs take about 80 days to hatch. ____________
Crocodiles can live up to 100 years.
____________
Literacy Learning Activity & Black Line Master
2
Eleanor Curtain Publishing ©EC Licensing Pty Ltd
Name
Crocodile Watching
Written by Mary-Anne Creasy
Photography by Michael Curtain
alphakids
Crocodile facts
Write what you know about crocodiles.
Literacy Learning Activity & Black Line Master
3
Eleanor Curtain Publishing ©EC Licensing Pty Ltd
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Topic: Money Management
(Original plan developed by June 2010 Community Orientation Skills Development Workshop participants in Jacksonville, FL, and further developed by the Cultural Orientation Resource Center)
Activity: Grocery Shopping Wisely
Objective
Participants will increase familiarity with shopping wisely and with benefits available such as food stamps.
Participants will learn to shop and eat nutritionally, as well as to use correct measures.
3 hours
- Shopper's coupons
- Handouts (sample menu, sample grocery list, weight conversions: http://www.metricconversioncharts.org/, food pyramid, sales inserts from newspaper, sample money, sample checks)
- A scale
- Pictures
- Sample products (oranges, grapes, cheese-and-crackers, etc., to use as healthy snacks as well)
- Optional: PowerPoint presentation (you may choose to use this to show examples)
Opening Activity
In pairs, ask participants to share how they acquired food in their home country or country of asylum and to describe what a sample day's menu might look like. Bring the large group together and ask pairs to share highlights with the group.
Lesson Time
Materials
Practice
Discussion Questions
Evaluation Materials
Cultural Notes
1. Shopping overview
a. Ask participants to talk about what they expected food to be like in the U.S.
b. Talk through a sample menu in the U.S.
c. Discuss making grocery lists nutritionally and the importance of having a list.
d. Discuss shopping procedures, using coupons, checking out, and taxes.
2. Nutritional values and measurements
a. Highlight U.S. measurements (pounds, ounces, inches, etc.) and introduce the conversion chart to participants.
b. Use conversion charts (http://www.metricconversioncharts.org/) to discuss measurements and Weight Watchers tips (www.weightwatchers.com) to discuss portion sizes.
c. Discuss the food pyramid and the importance of "eating up" the pyramid – the necessity to eat more foods found at the bottom of the pyramid and fewer foods from the top.
d. Discuss nutritional value of foods.
3. Participants take a 15-20 minute break. Invite participants to eat the healthy snacks.
4. Price shopping
a. Play a game similar to The Price Is Right or Shopping for Food (developed by IOM Southeast Asia's Cultural Orientation team and hosted on the COR Center Web site, at
http://www.cal.org/co/overseas/toolkit/money/shoppingforfood.html).
b. Highlight food stamps, coupons, and other benefits in your area.
c. Discuss buying generic goods versus name brand goods.
- What is the importance of planning a menu and making a grocery list?
- How would you substitute foods to maintain a good nutritional diet?
- How would you substitute foods to save money?
- What can you eat in place of other more familiar items?
- What practices will you try to help save money and eat healthfully?
- Implement a pre- and post-test to check for understanding.
- Ask discussion questions to check for retention.
Many participants may not be accustomed to or familiar with the foods found in the U.S.
Many participants may not be accustomed to having food available so frequently and/or in such a variety.
Some individuals may be accustomed to rations and may feel overwhelmed.
Variations
- Take participants on a shopping field trip after shopping lists have been created.
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OJAS
What is it?
Ojas is an invisible, supportive energy that provides a buffer between us and the stressors of life. It's a bit like insulation/bubble wrap for our energy and nervous system, providing every tissue of our body with strength and stability. Its physical manifestation is our immune system, and it is directly correlated to the functionality of our adrenals: dysfunction of the adrenals results in low ojas, while proper functioning results in increased ojas.
While we are all born with a built-in amount of ojas, modern Western life makes it difficult to maintain it over the years. Stress from jobs, families, environments, and life changes all take a toll, as does the high level of sensory input we all are subject to in these days.
When our ojas is depleted—when our energetic protective insulation thins—we become susceptible to disease and stress, and we're chronically tired and reactive. Symptoms of low ojas are as follows:
* Confused/foggy state of mind
* Muscle or joint pain/stiffness
* Prone to infections
* Feelings of loneliness or insufficiency
* Prone to depression/anxiety
When we have sufficient ojas, our body is more resistant to stressors, and we feel fresh and alive. Ojas provides stability to the body and mind, allowing us to weather changes with greater ease and grace. Signs of sufficient ojas are as follows:
* Bright complexion/eyes
* Good immunity
* High energy/stamina
* Light body
* Creative
* Clarity of mind/focus
* Overall sense of well-being
How do you build it back up?
The best and easiest way to build up ojas is through our diet and digestion. Here are a few tips to keep in mind.
* Eat foods that are high in prana/life force
* Maintain a strong agni (digestive fire)
* Consider your intention/environment when both cooking/eating
* As much as you can, avoid frozen, fried, and canned food
* As much as you can, avoid processed foods, white sugar/flour, and foods with preservatives
* Choose warm, cooked foods over raw, undercooked foods.
Here are some foods that are rich in ojas.
* Ghee
* Dates
* Nuts
* Fresh leafy vegetables
* Banana
* Avocados
* Figs
*
* Sweet potatoes
Yams
* Tofu
* Beans
* Whole grains
* zucchini
* Turnip
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Name:
Name:
Name:
High School:
Instructions:
* This round consists of 5 problems worth 16 points each for a total of 80 points.
* Each of the 5 problems is free response.
* Write your complete solution in the space provided including all supporting work.
* No calculators are permitted.
* This round is 75 minutes long. Good Luck!
OFFICIAL USE ONLY:
| Problem # | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| Points Earned | | | | | |
Stockton University
Mathematical Mayhem 2016
Group Round
April 9, 2016
Problem 1. How many rectangles are there in a 4 × 6 grid of squares? How many in an m × n grid? For example, there are 9 rectangles in the 2 × 2 grid shown below.
Problem 2. The coordinates of A, B, and C are (5, 5), (2, 1) and (0, k) respectively. Find the value of k that makes the sum of the lengths of line segments AC and BC a minimum.
Problem 3. Tim has a solid wooden cube whose side lengths are integers greater than 2. He paints the entire surface of the cube red. Then, with slices parallel to the faces of the cube, Tim cuts the cube into 1 × 1 × 1 cubes. A certain number of the small cubes are completely free of paint (x). A certain number of the small cubes are painted red on only one side (y). A certain number of the small cubes are painted red on two sides (z). There are also 8 cubes that are painted red on 3 sides, but these are not invovled in our problem.
(A) If y is twice as big as x, what were the dimensions of Tim's original cube?
(B) If x is twice as big as y, what were the dimensions of Tim's original cube?
(C) If y + z is 33% of x, what were the dimensions of Tim's original cube?
Problem 4. How many pairs (x, y) of non-negative integers with 0 ≤ x < y satisfy the equation
List all of the pairs.
Problem 5. Consider a currency that has 100 cent (dollars), 50 cent (half-dollars), 25 cent (quarters), 10 cent (dimes), 5 cent (nickels), and 1 cent (pennies) coins. To specify a collection of coins, we will use an ordered list of six numbers (D, H, Q, I, N, P) where
D is the number of dollars,
H is the number of half-dollars,
Q is the number of quarters,
I is the number of dimes,
N is the number of nickels, and
P is the number of pennies.
For example, (0, 1, 2, 0, 0, 0) and (0, 0, 0, 0, 0, 100) are two different collections of coins that make 100 cents, the first by a one half-dollar coin and two quarters and the second by one hundred pennies. That is, you can make 1 dollar with exactly 3 coins and you can also make 1 dollar with exactly 100 coins.
Is it possible to make one dollar using each number of coins between 1 coin and 100 coins? If so, explain why. If not, list the numbers of coins that fail.
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School Supply List 2022-2023 School Year Early Childhood/Lower School
The majority of school supplies needed for each student are provided by the school. However, there are a few supplies at each grade level that you will still need to purchase. Listed below are the items needed at the lower school grade level.
All Grade Levels –
- Child size sturdy rain coat/jacket with a hood that stays in backpack.
- A backpack large enough for the needs of the particular grade level; non-roller backpacks are preferable due to limited space in lockers.
PreK
- Thin child size Yoga Mat for rest time – no larger than 60"x24" Example: http://www.sunshineyoga.com/eco-friendly-kids-yoga-mat.html
- Suggested water bottle: CamelBak eddy Kids 12oz Insulated Water Bottle (not glass)
- Backpack (not mini) - minimum size 16"x12". Big enough to fit lunch box, change of clothes, and rain coat w/hood for daily use to and from school.
- Rainboots to stay at school: (to accompany raincoat that stays in backpack -- see above)
- Lunchbox with handles
Suggested link https://www.zulily.com/kids-rain-boots?rtn=y&page=cms&
Kindergarten
- Suggested water bottle: CamelBak eddy Kids 12oz or larger Insulated Water Bottle labeled with child's name
- 1 set of headphones labeled with child's name (Not wireless/Bluetooth, no earbuds)
Primer
- Suggested water bottle: CamelBak eddy Kids 12oz Insulated Water Bottle labeled with child's name
- Headphones (no earbuds)
First Grade
- Insulated water bottle, labeled with child's name
- Headphones (no earbuds)
Second Grade
- 1 set of earbuds or headphones for iPad (no AirPods)
Third Grade
- Multiplication/Division Flashcards (to be kept at home)
- 1 set of earbuds or headphones for Chromebook (no AirPods)
- Optional Chrombook case-only needs to be parent purchased if students would like to decorate case
Example: https://www.amazon.com/HESTECH-Chromebook-11-6-12-3-Neoprene-
Compatible/dp/B01855CO5K/ref=sr_1_1?crid=11C5Y75OAKUM7&dchild=1&keywords=hestech+chromebook+case%2C+11.6
-12.3+inch+laptop+sleeve+case+bag&qid=1592934287&sprefix=hestech%2Caps%2C194&sr=8-1
Fourth Grade
- Five star flex hybrid note binder
- 1 adult-size tube sock for recorder storage (Music), labeled with student's name (optional)
Example: https://www.amazon.com/Refresh-Five-Star-Zipper-
Binder/dp/B071R7YQMS/ref=sr_1_7?dchild=1&keywords=velcro%2Bbinder&qid=1587391471&sr=8-7&th=1
- Optional Chrombook case-only needs to be parent purchased if students would like to decorate case
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Elizabeth L. Scull (1924-1981)
Outspoken advocate for housing for the poor
Elizabeth Lee Scull was born in 1924 into one of the most prominent families of Montgomery County. Descended from the Blairs of Maryland and the Lees of Virginia, she spent much of her childhood in the house of her grandfather after her parents' separation when she was 11 years old. Scull attended St. Timothy's School in Catonsville and Vassar College.
She married David Scull, a county businessman. David Scull was elected to the County Council in 1966The Sculls worked together closely in politics and civic causes. When in 1968, her husband died from a sudden heart attack, Scull was determined to take his seat on the Council. Since his party chose to support another candidate, Elizabeth Scull switched parties in order to run.
Scull won stunning election victories on three successive terms, in 1970, 1974 and 1978. In 1970, she won her first election to the Council by the largest margin of any candidate. In 1974 and 1978, she was the highest vote-getter. Elizabeth Scull served as Chair of the County Council, and became an active member of the county's first Housing Authority. In 1978, she polled a county wide total of 88,000 votes, which was 57,000 votes more than her older brother, then acting Governor Blair Lee III received in his home county during his failed bid for the Democratic gubernatorial nomination. Independent in her thoughts and actions, Scull was able to earn the support of all political parties.
Never following party lines too closely, Scull focused on serving the public. "I am interested in good government," Scull told a local newspaper in 1981. "I am interested in making government work and to be fair and honest." Her sense of duty and need for good public service and responsible citizenry came from her U.S. Senator grandfather who instilled inner that concept of public life. "It's been my decision to make county service my first priority," she explained in an interview in 1977. "It is helpful to me, to have a useful and good way to spend my time." She believed she had the right combination of qualities for the position of councilmember. "I am a moderate, and that's important because that's what most people are. I have common sense, and that's important. I am totally honest, and that's important. I am unafraid, and that's important. Anyone in this office needs those characteristics." During her decade on the Montgomery County Council, Scull was devoted to causes of less fortunate people, especially in the area of housing opportunities. She dedicated her tenure to fighting for housing availability and improving the living conditions of the poor.
Her interest in affordable housing predated her arrival to the Council. With her husband, Scull founded Emergency Homes Inc., a non-profit organization designed to find immediate housing for people in desperate circumstances, many whom lost their land and houses to suburban development. While on the Council, Scull continued her mission. "I am not oriented toward highway zoning or administrative work and that sort of thing," Scull admitted to a local newspaper in 1977. Known for loyalty to her principles and for never running away from an issue that she believed in, regardless of the political consequences, Scull was considered the "conscience of the council." By many of her opponents, Scull was accused of being "an impractical idealist" obsessed with housing projects and other social welfare programs. "My heart is still with those services provided by the county government for the people. I look on this job as an opportunity to improve those services."
Scull was very active in the areas of health, welfare, housing and the environment, sponsoring several bills on these fronts. She initiated efforts in the Moderately Priced Dwelling Unit legislation. This bill proposed that builders of new residential developments with over 50 units, make a portion of the units available at below-market rate sales prices or rental rates. Scull supported the Housing Opportunities Commission in its fight for low income housing and also fought for rent control. Scull was responsible for the Rosemary Village cooperative housing complex, and for the Tobytown housing, a community mainly formed by low-income residents, adjacent to affluent Potomac, Maryland.
Scull was active on the Montgomery County Council until the time of her death at the age of 57. She attended a large number of council meetings during her battle with cancer. She lived in a converted farm house in Silver Spring, Maryland. After her death, the Elizabeth L. Scull Housing Fund was established to continue her work on housing. Since 1982, the Metropolitan Washington Council of Governments institutionalized the Elizabeth and David Scull Metropolitan Public Service Award to be granted annually to an elected official who has contributed most significantly to the enhancement of intergovernmental cooperation in the Washington metropolitan region.
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Birds on the lake
These are six types of bird that live on the lakes in Pittville Park. The best time to see them is in the breeding season from March to June, but you should see several of them at any time of the year.
| Mute swan | The mute swan has a long S-shaped neck, an orange beak with a black knob and is between 140 and 160 cm long. The male and female look very similar. This pair of swans on the lake (known locally as George and Zelda) have been together here for many years. They are very territorial, will not let other swans on the lake and will even chase off their own young when they can fly. | They nest on the island on the lower lake. They produce between four and six cygnets each year but not all survive. | They eat aquatic plants, insects and snails. |
|---|---|---|---|
| Mallard | The mallard is a large duck with a long body. The male duck has a dark green head, a white neck ring, a broad yellow bill, a purple and brown body breast and a grey body. The female is mainly brown with an orange bill. They are approx. 50-65 cm in length. | They usually build their nests in a depression in the ground and have between eight and twelve eggs. | They eat aquatic plants and animals, and seeds. |
| Moorhen | The moorhen appears black, but seen more closely the back is dark brown and the underside grey. It has a red beak with a yellow tip and long yellow legs. The tail moves constantly and the head bobs forward when swimming. It is often seen on the grass next to the lake. The male and female look similar and are 32–35 cm in length. | They make their nests to float on the water, or make them in thickly vegetated banks, and have four to ten eggs. | They eat aquatic plants, grass and insects. |
| Gull | Several types of gull can be seen in the park including the common gull, the black-headed gull and the herring gull. The gulls can feed at sea but have adapted to feed on inland lakes, ploughed fields and landfill sites. Gulls generally have a round white body, a grey back and black wing markings. They vary in length from 36–60 cm, depending on the species of gull. | They normally nest on the ground, though not in the park, and have three eggs. | They eat fish, insects, mice, carrion and general food waste. |
|---|---|---|---|
| Great crested grebe | The grebe has a long, slim white neck and slim head, with distinctive dark brown and orange plumage in the breeding season, and a black cap above the eyes. In the breeding season grebes put on a ritual dance raising themselves from the water and paddling their feet while displaying the orange and brown tufts around their necks. Male and female birds look similar and are about 48 cm long. | They make their nests from a floating pile of leaves from water plants and lay three to five eggs. They sometimes carry their young on their backs. They tend to leave the park after raising their young. | They eat mainly fish and some aquatic plants. |
Other birds that visit the lakes
There are a number of other birds that visit the lakes for short periods, such as Canada geese, or birds that get lost, like the great northern diver and the tufted duck. There are also those that visit to hunt for food, such as the heron or the cormorant. The most frequent visitor is the grey heron.
Grey heron (see picture right) This is a frequent visitor to the park due to the large number of fish in the lakes. It is a tall elegant bird, around 90 cm long. The male and female birds are similar. They can stand completely still for a long time waiting for a fish to approach and then strike with lightning speed.
Please note that all of these birds are wild and choose to live on or visit the lakes in Pittville Park.
Can you answer these questions?
* How many birds can you see on the lakes on your visit?
* Should you feed the birds and what should you feed them with?
* What dangers do the birds in the park face?
* There is a small bright blue bird that flies along Wymans Brook and the lakes looking for fish but you will be very lucky to see it. Can you guess its name?
A useful website: www.rspb.org.uk/birds-and-wildlife
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Name:
Bestimme, welcher Buchstabe die Frage richtig beantwortet.
1) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,5, results in a total of 1,00?
Antworten
1.
B
0
1-6 83 67 50 33 17
A
B
C
D
2) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,7, results in a total of 1,00?
A
B
C
D
3) Which 10×10 grid is shaded to represent the decimal number that, when added to 0,91, results in a total of 1,00?
A
B
C
D
4) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,3, results in a total of 1,00?
A
B
C
D
5) Which 10×10 grid is shaded to represent the decimal number that, when added to 0,94, results in a total of 1,00?
A
B
C
D
6) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,6, results in a total of 1,00?
A
B
C
D
2.
B
3.
A
4.
B
5.
A
6.
B
Mathe
www.CommonCoreSheets.de
3
Name:
Bestimme, welcher Buchstabe die Frage richtig beantwortet.
1) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,5, results in a total of 1,00?
Antworten
www.CommonCoreSheets.de
3
1.
B
0
1-6 83 67 50 33 17
A
B
C
D
2) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,7, results in a total of 1,00?
A
B
C
D
3) Which 10×10 grid is shaded to represent the decimal number that, when added to 0,91, results in a total of 1,00?
A
B
C
D
4) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,3, results in a total of 1,00?
A
B
C
D
5) Which 10×10 grid is shaded to represent the decimal number that, when added to 0,94, results in a total of 1,00?
A
B
C
D
6) Which 10×1 grid is shaded to represent the decimal number that, when added to 0,6, results in a total of 1,00?
A
B
C
D
2. B
3.
A
4.
B
5.
A
6.
B
Mathe
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The Jefferson Era
A Warrior's Speech
by Chief Tecumseh
ABOUT THE READING In the early 1800s, Chief Tecumseh, a famous leader of the Shawnee, worked to defend American Indian land and culture. He was committed to unite the American Indian nations. The following excerpt is from a speech Tecumseh gave after some Indian nations had agreed to sell parts of their land.
As you read the speech below, pay attention to how Tecumseh presents his argument.
Houses are built for you to hold councils in; the Indians hold theirs in the open air. I am a Shawnee. My forefathers were warriors. Their son is a warrior. From them I only take my existence. From my tribe I take nothing. I have made myself what I am. And I would that I could make the red people as great as the conceptions of my own mind, when I think of the great Spirit that rules over us all. . . I would not then come to Governor Harrison to ask him to tear up the treaty.
But I would say to him, "Brother, you have the liberty to return to your own country." You wish to prevent the Indians from doing as we wish them, to unite and let them consider their lands as the common property of the whole. You take the tribes aside and advise them not to come into this measure . . . You want by your distinctions of Indian tribes, in allotting to each a particular, to make them war with each other. You never see an Indian endeavor to make the white people do this. You are continually driving the red people, when at last you will drive them into the great lake, where they can neither stand nor work.
Since my residence at Tippecanoe, we have endeavored to level distinctions, to destroy village
17
VOCABULARY
allotting giving a share
endeavor an earnest effort
mischiefs bad behavior
The Shawnee people originally resided in the Northeast and occupied lands along the Ohio, Cumberland, and Tennessee rivers.
The "Treaty of Fort Wayne" gave the United States parts of the Northwest Territory. The tribes that signed the treaty received a single payment in goods of $7,000 and a small subsidy for three million acres of land.
To whom is Tecumseh directing this part of the speech?
The Jefferson Era
Name
Class
Date
A Warrior’s Speech, continued
Literature
chiefs, by whom all mischiefs were done. It is they who sell the land to the Americans, Brother, this land that was sold, and the goods that were given for it, was only done by a few. . . In the future we are prepared to punish those who propose to sell land to the Americans. If you continue to purchase them, it will make war among the different tribes, and at last I do not know what will be the consequences among the white people.
What warning does Tecumseh give in this part of his speech?
The way, the only way to stop this evil, is for the red men to unite in claiming a common and equal right in the land, as it was at first, and should be now—for it was never divided, but belongs to us all.
No tribe has the right to sell, even to each other, much less to strangers. . .
Sell a country! Why not sell the air, the great sea, as well as the earth? Did not the Great Spirit make them all for the use of his children? . . .
ANALYZING LITERATURE
1. Main Idea Why does Tecumseh want the Indian nations to unite?
2. Critical Thinking: Drawing Conclusions Why do you think Tecumseh equates sell- ing Indian land to selling the air, the sea, and the earth?
3. Activity If you were living in the Northwestern Territory and heard Tecumseh’s speech, how would you respond? Write a list of arguments for and against the selling of Indian land.
18
The Jefferson Era
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How to Trace Your Family Genealogy 2011-10-24
Descendants of forcibly converted Jews travel back in time and reveal hidden family roots
What is genealogy?
Genealogy is the study of families and the tracing of their lineages and history. Genealogists use oral traditions, historical records, genetic analysis, and other records to obtain information about a family and to demonstrate connections and kinship.
Today, the Internet and the many web-based genealogy tools that have become available are enabling people of all backgrounds and from all walks of life to embark on an exciting journey to discover their roots, connect with relatives and learn about their own family history.
How to get started?
Start your research by collecting family documents and stories. Begin with the present and work backward in time, trying to understand not just where and when people lived, but also their lifestyles, biographies, and motivations.
Tracing a family tree in practice involves looking at lists of names - this is how you will recognize your ancestors when you find them. The study of surnames is vital in researching your family history, so first determine the surnames of interest to you. Working with one family name at a time is the most efficient way to stay on track without being overwhelmed with facts which you will not be able to process. Always keep in mind that many individuals and families have changed their names or adopted an alias at some time in the past.
Sometimes two different names can appear to be the same one, being similar in sound, but different in origin. Only by tracing a particular family line will you discover which version of a surname is yours.
In many instances, you will need to assemble indirect or circumstantial evidence to build a case for identity and kinship. Try to use generalities from circumstantial evidence and social histories of the region in order to imagine the content of the daily lives of your ancestors and to explain their actions.
Tips for discovering your own family's story
Start by interviewing your oldest relatives who may have information. Most people do not offer information unless they are asked for it, so you might be amazed at what is revealed simply by asking the right questions of the right people. Very often people, particularly with an identity that includes secrecy, will only give frank answers to family and individuals they have come to trust.
Go back in time using death certificates, marriage certificates, and birth certificates when available. As you progress, you may find that you need to seek out other documents like immigration papers, military records or passenger lists.
More and more books, records and archives are being digitized for online access, but not everything is available via the internet, so you still might need to visit libraries and archives where you can where find relevant books, encyclopedias, indexes and records on microfilm or fiche. Try accessing the actual sources that have been linked to your own family names .
Make sure that all your findings and documents are properly organized so that you can properly analyze them when creating your family tree. You can create your family tree and store information manually using note books, index cards and files or by using computer software.
Tools to help you
As you find out more about your family history, you will be collecting great amounts of information. Software that is readily available can be a useful tool for organizing all this information. This will also be useful for viewing and printing your information in many different styles. Here are some available software packages that you can download free of charge:
MyHeritage
Legacy Family Tree
Gramps
On-line genealogy
Visit websites that maintain Jewish genealogical records.These sites include databases for retrieving Jewish vital records, immigration records, census records, obituaries, and more. Use these databases to search for your Jewish ancestors.
There are many genealogy societies on the internet where you can learn from more experienced researchers and where you can find more tips on how to get started, databases, research tools, software for building family trees, and other resources.
Whether amateur or professional, researching your family will ultimately be rewarding not only for you personally, but for other family members and generations to come.
We at NameYourRoots are glad you have decided to embark on this journey and we wish you the best of luck with your research. Whatever route you choose, we at NameYourRoots want to hear all about it.
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Maryland Coastal Bays Program Terrapin Survey Protocol
Credit: Diane Tulipani, VIMS
For each observation site, you will be looking for diamondback terrapins in the water for 3 consecutive, 15minute intervals (total 45 minutes) where you will indicate presence/absence and if observed, counts for each 15-minute interval. Complete one data sheet for each location.
Any questions or concerns while on site, please call:
Katherine Phillips @ 443-880-8229
1. Arrive at site. If site is a public boat launch, park away from the ramp and in designated "cars only" spaces (if indicated). PLEASE, do not interfere or interrupt use of the boat ramp.
2. Decide who will be observer and recorder (if more than one person). Take a few minutes to look around the site.
- If a sandy beach area, look about the high-water line (fairly obvious with debris piled high on the shoreline) for possible egg shells from predated nests. Shell material will be white and curled. Sometimes yolk is still visible inside the shell. Also look for terrapin tracks, 2 parallel sets of small claw marks about 8 inches apart, possibly with a "dashed line" between them which is made by the tail.
- Write down observations on data sheet in the bottom comment area. Note water height (high or low) with respect to shoreline.
- Take photographs of any terrapins on land or nests you may find.
- Do one count per 15 minute observation period to avoid counting the same terrapins.
3. Observation Periods: 15-minute observation period
Observer:
Position yourself to maximize the field of view from shoreline to approximately 300 feet away from shore, or to opposite shoreline, whichever is closest. Slowly scan from shoreline out over water looking for terrapin heads. Use of binoculars or spotting scope will be helpful. Note: submerged or floating sticks can look like terrapin heads from a distance but they will remain in the same spot.Once all terrapins have been counted, wait until the next 15 minute observation period to count again. Repeat until three 15 minute observation periods have been completed.
Recorder:
Keep track of start & end times for each period. If no terrapins sighted, enter "0" or "none" in "Count" column. If terrapins are spotted, record the count in the "Count" column.
4. Travel to next observation location (if doing more than one location) and repeat from step 1.
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T: 519.252.7281
Toll Free: 1.866.636.6666
F: 519.252.5873
PRINTING TIPS
www.jmccentre.ca
Printing is a difficult skill for some students to learn. Printing requires many foundation skills, including small muscles of his/her hands to work together (i.e. eye-hand coordination), literacy skills, attention, knowledge of letters and formations, spelling etc.
POSTURE
Posture is important in order to enhance a student's performance with printing. Refer to Classroom Positioning Handout for further details. Here are some quick strategies to use to improve posture during printing tasks:
* Feet are flat on the floor
* Hands/arms resting on table surface
* Head is up with eyes on paper
* The hand that is not printing should hold the paper still (i.e. hold the paper with an open hand)
* Model of letter at the top of the page or both margins (left side model is not sufficient for left-handed students).
VISUAL AIDS
The Printing 'Train'
Utilizing the comparison of printing a sentence to a train on its track or comparing printing a word to building a house may help them form letters of an appropriate size, shape, and formation. In this case:
* The train's engine should have a CAPITAL letter, just as the first letter in a sentence.
* The train's caboose should have appropriate punctuation mark at the end of the sentence (e.g. a period [.] or an exclamation mark [!] or a question mark, [?], etc.)
* Between the cars on the train, there are spaces. Make sure there are spaces between the words in your sentence. (Hint: Have your student use his/her index finger of their nonwriting hand to make the space, or use a popsicle stick to ensure that there is enough space between words.)
* Just as the train needs to ride on the track, the letters of each word must sit on the line.
The Printing 'House'
* Capital letters – take up first and second floors.
3945 Matchette Rd. Windsor, Ontario N9C 4C2
* Small letters – stay on the first floor.
* Digger letters – hang into the basement.
Green Grass/Blue Sky
* Highlight the top line blue to resemble the "blue sky"
* All upper case and tall, lower case letters go up to the blue sky
* Highlight the bottom line green to resemble the "green grass"
* All letters stay on the green grass
* Lower case "digger" letters dig below the green grass
Other hints:
* Encourage students to have their letters sitting on the line (i.e. "letters are sitting on the
couch")
* Monkey letters have tails that hang below the line.
* Tall letters touch the ceiling/sky
*** Using paper that has a dividing dotted line may help as it provides a cue for letter size. Once he/she is able to form letters using appropriate size and formation, move to paper without dividing line. In this case, remind them to use their imagination to see the centre line so that 'small' letters (i.e. lowercase letters) are smaller than capital letters (i.e. uppercase letters).
* It may be helpful to highlight the area below the dashed line initially to cue letter size (i.e. HiWrite paper)
* Consider using graph paper for sizing and alignment (i.e. 1 letter per box)
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Problem C
Stress Factor
It is said that there is an optimal stress level for every person. Too much stress blocks creative thinking, but lack of stress may not propel someone to work hard enough. Knowing this fact, your boss wants to experiment with adjusting stress level in the office to speed up project delivery.
There are N employee in your office, in which everybody is doing different parts of the same project. The dependency between each other's work is represented by a directed graph of N nodes, where each node represents an employee. A directed edge from node 𝑝 to node 𝑞 indicates that in order for 𝑞 to start working, 𝑞 needs to wait for 𝑝 to finish his/her work.
Normally, each employee 𝑝 will finish his/her work in his/her base time: 𝐵𝑝 time unit. Some people, however, are affected in different ways by the stress level in the office. An employee 𝑝 has an associated stress constant: 𝐾𝑝 . When the stress level is increased by x unit, employee 𝑝's productivity will decrease such that he/she will finish his/her work 𝐾𝑝 * x time unit slower; in other word, the duration of work of 𝑝 is 𝐵𝑝 + 𝐾𝑝 * x. Since 𝐾𝑝 could be any (integer) number, either positive, negative, or zero, this indicates that 𝑝 can be positively or negatively affected by the stress, or not at all.
Given the work dependency graph and each employee's duration of work, you can calculate the total duration of the project, which is the same as the total duration of the critical path, i.e. the longest sequence of work. There will be no cycle in the dependency graph.
In order to minimize the total duration of the project, your boss wants to apply some amount of stress or de-stress (negative level of stress) to the office in order to adjust some durations of work of some employees, hence affecting the total duration of the project. This amount of stress or de-stress can only be applied once, when the project starts, and lasts until the project is finished. Your task is to help your boss determine the minimum total duration of the project that can be achieved by applying some amount of stress or de-stress, which must be an integer.
The amount of stress you apply must not make any duration of work of any employee to go below 1 or above 50,000; otherwise the employee will go crazy and cause problems in the office, your boss want to avoid that at all cost.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 50) denoting the number of cases. Each case begins with two integers: 𝑁 𝐸 (1 ≤ 𝑁 ≤ 10,000; 1 ≤ 𝐸 ≤ 20,000) denoting the number of nodes and edges, respectively, in the dependency graph. The employees are numbered from 1 to 𝑁. The next 𝑁 lines, each contains two integers: 𝐵 𝑖 𝐾 𝑖 (1 ≤ 𝐵 𝑖 ≤ 50,000; -10 ≤ 𝐾 𝑖 ≤ 10) representing the base time and stress constant of the i th employee for i = 1..𝑁, respectively. The next 𝐸 lines, each contains two integers: 𝐴 𝐵 (1 ≤ 𝐴, 𝐵 ≤ 𝑁) which indicates that there is a work dependency from 𝐴 to 𝐵, i.e. 𝐵 has to wait for 𝐴 to finish his/her work before starting. It is guaranteed that there will be no cycle in the dependency graph.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
Explanation for 1 st sample case
The following is the graph dependency for 1 st sample case.
The minimum total duration of 23 can be achieved by applying stress level (x) of -1 or -2. Note that if you apply stress level of 0, then the total duration of the project will be 24.
Explanation for 2 nd sample case
The minimum total duration of 2002 can be achieved by applying stress level of 999.
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Problem I Peculiar Microwave
As a poor student, Anto has to be prudent in spending his monthly allowance. Anto used to eat any frozen food sold in nearby convenient store, Eight-Ten (this store opens daily from 8 am until 10 pm, hence the name). Of course Anto does not eat them frozenly, he cooks them with microwave in EightTen store.
Common microwave works like this: set the timer, put your food inside the microwave, start, wait until it's finished, and take out your cooked food. However, Eight-Ten's microwave has a peculiar mechanism. It has several functions: add p - add 𝑝 seconds of cooking time to the microwave, pause, and start. When you pause the microwave, you can only put food into the microwave, but not take anything out of it; the timer will hold while it is being paused. When you push the start button, it starts (or resumes) cooking while the timer goes down. You can only take your food out of the microwave when it is completely stop (the timer goes zero). To make it worse, the function add p only available for some predefined values of 𝑝, while 𝑝 is guaranteed to be a prime number.
Anto simplifies the usage of this microwave into: (1) add the timer as many times as needed, (2) start, (3) wait until the timer shows the desired time, (4) pause, (5) put the frozen food inside, (6) resume,
(7) wait until it's finished, (8) and take out the cooked food.
For example. Assume Anto needs to use the microwave for 45 seconds, and there are only 2 possible values of 𝑝: 11 and 19. One possible way to use the microwave is:
- (1) add 11 – add 11 seconds, timer = 11s.
- (1) add 19 – add 19 seconds, timer = 30s.
- (1) add 19 – add 17 seconds, timer = 49s.
- (2) start – start the microwave.
- (3) wait until the timer is 45s (4 seconds)
- (4) pause – pause the microwave, timer = 45s.
- (5) put the frozen food into microwave.
- (6) start – resume the microwave.
- (7) wait until the timer is 0s.
- (8) take out the cooked food.
In this example, Anto has to wait for a total of 4 seconds before he can put his frozen food into the microwave. Note that the frozen food must be cooked exactly 𝐸 seconds. Help Anto to determine the minimum waiting time he needs before he can put his frozen food into the microwave to (successfully) cook it, i.e. step (3) above.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 300) denoting the number of cases. Each case begins with two integers: 𝑁 𝐸 (1 ≤ 𝑁 ≤ 500; 1 ≤ 𝐸 ≤ 10 9 ) in a line denoting the number of buttons and the time required to cook the frozen food. The next contains 𝑁 integers: 𝑝 𝑖 (1 ≤ 𝑝 𝑖 ≤ 1,000). 𝑝 𝑖 is guaranteed to be a prime number.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
Explanation for 1 st sample case
This is the example given in the problem statement.
Explanation for 2 nd sample case
Do "add 5" for 20 times to make the timer 100s. Start and pause right away, and put the frozen food inside. There is no waiting time for step (3).
Explanation for 3 rd sample case
Do "add 7" twice to make the timer 14s. Start and wait for 6 seconds, pause (timer = 8s), and put the frozen food inside. The waiting time for step (3) is 6 seconds, and this is minimal. If you do "add 17" once, then you have to wait for 9 seconds for step (3), which is longer.
Explanation for 4 th sample case
Do "add 23" twice, and "add 53" once to make the timer 99s. Start and wait for 1 second, pause (timer = 98s), and put the frozen food inside. The waiting time for step (3) is 1 second, and this is minimal.
Explanation for 5 th sample case
Do "add 997" once to make the timer 997s. Start and wait for 37 seconds, pause (timer = 960s), and put the frozen food inside. The waiting time for step (3) is 37 seconds, and this is minimal.
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Kindergarten to Grade 3 Healthy Relationships K to 3
Healthy Relationships
Prescribed Learning Outcomes in Health and Career Education (HACE)
The Healthy Living Performance Standards represent selected PLO's at these grade levels. A complete list of PLO's can be found at Health and Career Education
Kindergarten
Goals and Decisions
A2 identify sources of support and assistance for children at school
Healthy Living
C1 identify practices that contribute to health, including healthy eating, regular physical activity, emotional health practices, and disease prevention practices
Healthy Relationships
C2 identify thoughtful, caring behaviours in families (e.g., nurture, guidance, love)
C3 demonstrate an understanding of appropriate ways to express feelings
C4 differentiate between positive and negative behaviours in relationships
Grade One
Goals and Decisions
A2 identify sources of support for children while at school and in the community (e.g., teachers, elders, block parents, police officers)
Healthy Living
C1 identify practices that contribute to health, including healthy eating, regular physical activity, and emotional health practices
Healthy Relationships
C3 identify ways families provide support and nurturing for growth and development (e.g., encouragement, advice, affection, sharing)
C4 demonstrate an understanding of appropriate and inappropriate ways to express feelings (e.g., appropriate – using "I feel" statements; inappropriate – name‐calling, hitting)
C5 differentiate between positive and negative behaviours in friendships (e.g., positive – sharing, listening; negative – teasing, excluding)
C6 describe strategies for dealing with common interpersonal conflicts (e.g., taking turns, going to an adult or third party for help)
Grade Two
Goals and Decisions
A2 identify opportunities to make decisions (e.g., healthy eating choices, recess activities)
Healthy Living
C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, healthy relationships)
Healthy Relationships
C4 describe appropriate strategies for communicating effectively with others (e.g., active listening, willingness to express feelings)
C5 identify positive ways to initiate and maintain healthy friendships
Grade Three
Goals and Decisions
A2 identify sources of support for children in a variety of situations (e.g., parents, teachers, elders, library, bus drivers, block parents)
Healthy Living
C1 describe practices that contribute to physical and emotional health (e.g., regular physical activity, healthy eating, talking to a trusted friend or adult when feeling sad or confused)
Healthy Relationships
C4 describe skills for building and maintaining positive relationships (e.g., communication skills, interpersonal skills)
C5 describe the nature and consequences of various forms of bullying behaviour, including the potential effects on those who are bullied and the potential consequences for students who bully
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Problem F The Cure
It has been 4 years since the first alien abduction. Last year we discovered that some of the newborn babies whose parents have been abducted, possess alien DNA molecules! The Earth government managed to quarantine all the alien babies in a secret place. With the latest advancement in bio engineering, we now have a way to cure the alien babies and safely return them back to their parents.
As usual, the Earth government put the brilliant scientist in charge to lead the engineering of the cure. There are so many challenging problems to engineer a perfect cure. The cure must be personalized for each baby by taking account to their current biological state. But, don't worry! The brilliant scientist has figured out all the solutions... except for one critical problem:
The brilliant scientist has a device that scans a region of the baby's cells and produces an 𝑁 x 𝑁 matrix of integers. To cure this cell region, a quick analysis must be done by running 𝑄 queries where each query asks for the k th smallest element inside a subregion of the 𝑁 x 𝑁 matrix. The analysis result is then used to apply the appropriate cure for the cell region. The problem is that the number of queries 𝑄 may be very large. Since the cure is time sensitive, if the analysis takes too long, it became worthless because the current state of the cell may have changed too much by then.
The brilliant scientist discovered the problem above when testing the device to cure the first baby shown on the right, named Charliezt. The brilliant scientist is well aware on the importance of programming for several years now, but never got the time to learn it yet. The brilliant scientist is reluctant to ask for your help since last year contestants' performance were disappointing. However, the secretary forwarded this problem to you anyway due to its importance. This is your last chance to gain the brilliant scientist trust back!
Input
The input contains only a single case with multiple queries. The first line is an integer 𝑁 (1 ≤ 𝑁 ≤ 250). The next 𝑁 lines, each contains 𝑁 integers between 1 and 10,000, inclusive, separated by a space representing the values of the 𝑁 x 𝑁 matrix. The next line is an integer 𝑄 (1 ≤ 𝑄 ≤ 250,000) denoting the number of queries. The next 𝑄 lines, each represents a query. Each query analyzes a square region inside the matrix represented by 4 integers: 𝑟, 𝑐, 𝑠, 𝑘. Where:
- 𝑟 and 𝑐 is the top left coordinate of the square. The coordinate is 1-based. For example, coordinate (3, 6) means the top left position of the square is at the 3 rd row from the top and 6 th column from the left,
- 𝑠 is the size of the square,
- 𝑘 (1 ≤ 𝑘 ≤ 𝑠 2 ) is the k th smallest element you need to find inside the square.
You may assume all queries represent valid square sub-matrices of the given matrix.
Output
For each query output one line containing the value of the k th smallest element in the given square in the query.
Explanation for the 1 st query
Query: 1 3 2 4. This query asks for the 4 th smallest element in a square matrix of size 2 where the topleft coordinate is at (1, 3). The square matrix being queried is:
23 8
17 27
and the 4 th smallest element in the square matrix query is 27.
Explanation for the 2 nd query
Query: 1 1 5 14. This query asks for the 14 th smallest element in a square matrix of size 5 where the top-left coordinate is at (1, 1). The square matrix being queried is:
25 13 23 8 39 29 11 17 27 26 24 33 5 14 11 11 1 23 21 6 38 38 40 4 16
and the 14 th smallest element in the square matrix query is 23.
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TEEN ARTS HOLISTIC SCORING GUIDE
POETRY
*
*
*
*
| Distinguished | Advanced | Proficient | Emerging |
|---|---|---|---|
| Purpose of poem is clear. Situation or subject described in poem is creative and unique. Poem’s message is clear to reader. Well developed poetic arc (Beginning, middle, end). | Purpose of poem is mostly clear. Subject and poem’s message are mostly clear and unique. Contains a poetic arc. | Purpose of poem and message are somewhat unclear. Subject of poem is not unique. Poetic arc is undeveloped. | Purpose of poem and message are mostly unclear. Subject of poem is somewhat cliché or unoriginal. Weak poetic arc. |
| Excellent use of language, poetic devices, and diction. Word choice is clear, creative and descriptive. | Good use of language, poetic devices and diction. Word choice is fairly clear, creative and descriptive. | Acceptable use of language, poetic devices and diction. Some bland or awkward word choice. | Poor use of language. Few poetic devices. Diction is unclear and word choice is bland or awkward. |
| Form is clear and well structured. Lines are appropriate lengths and proportionate to one another. Line and stanza breaks are sensible and creative. | Form is mostly clear and well structured. Organization of lines and stanzas is logical. | Form is somewhat clear and structured. Organization of lines and stanzas is somewhat logical. | Poem contains very little consistency or logical form. Lines and stanzas appear at random. Transitions are somewhat weak. |
| Voice is unique, genuine and clear. Writer is aware of audience and efefctively engages the reader. Tone is appropriate and consistent. | Voice is mostly unique, genuine and clear. Writer is aware of audience and makes some efofrt to engage reader. Tone is mostly appropriate and consistent. | Voice is somewhat genuine and clear. Writer has some awareness of audience. Tone is somewhat appropriate and consistent. | Voice is not genuine. Somewhat unclear and unidentifiable. Writer has little awareness of audience. |
| Highly efefctive and expressive intonation used to reinforce change in mood, voice, setting or characterization. Highly appropriate audience volume was used when speaking and performing. Appropriate audience address with high likelihood to engage and entertain. | Efefctive and expressive intonation used to reinforce change in mood, voice or characterization. Mostly appropriate audience volume was used when speaking and performing. Appropriate audience address. Audience was mostly engaged and entertained. | Intonation was mostly efefctive and expressive when used to reinforce change in mood, voice or characterization. Audience volume dropped at times making it difficult to hear the poem. Audience was somewhat engaged and entertained. | Intonation was not efefctive or expressive when used to reinforce change in mood, voice or characterization. Volume was not used efefctively. Practice is recommended. More practice in intonation and volume would better engage and entertain an audience. |
TEEN ARTS POETRY ADJUDICATION
Adjudicator: ________________________________________________________
Writer: _____________________________ School:_________________________
Title of Piece: ________________________________________________________
Type of Poem: _________________________ Date:_________________________
Evaluate each relevant dimension (Column 1) by indicting a high skill level with a plus (+) and an area for improvement with a minus (-). The absence of a plus or minus indicates a proficient/acceptable performance level in the this area or non-relevance of the dimension. For any minus (-) indicated, identify the problem and suggest ways to improve. Circle the rating that best describes the written dimension.
General Comments
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Problem L Tale of a Happy Man
Windarik is a happy man who seeks only happiness in his life. Even when he's working, he consciously chooses tasks which make him happy.
There are 𝑁 agencies, and each agency offers zero or more tasks. A task is given in the form of an interval [𝐴, 𝐵) which means this task should be done from exactly time unit 𝐴 (inclusive) until right before time unit 𝐵 (exclusive). Two tasks [𝐴1, 𝐵1 ) and [𝐴2, 𝐵2 ) where 𝐴1 ≤𝐴2 are conflicting if and only if 𝐵1 > 𝐴2 . It is guaranteed that there are no two conflicting tasks are from the same agency; subsequently, there are no guarantees for tasks between different agencies.
Windarik has evaluated all available tasks from all agencies and assigned a happiness score 𝐻 for each task, in which he would get if he decided to do that task. As a happy-oriented man, he needs to determine what is the maximum total happiness can be obtained by doing a set of carefully chosen tasks. Note that, among all the chosen tasks, there should be no two tasks which are conflicting to each other.
For example, let there be 3 agencies:
- Agency #1 offers 2 tasks: [10, 20) with happiness of 1, and [20, 60) with happiness of 1,
- Agency #2 offers 2 tasks: [30, 50) with happiness of 2, and [60, 100) with happiness of 1,
- Agency #3 offers 1 task: [20, 40) with happiness of 3.
In this case, the maximum total happiness which can be obtained by Windarik is 5. He can obtained this by doing the first task from agency #1: [10, 20) with happiness of 1, the task only from agency #3: [20, 40) with happiness of 3, and the second task from agency #2: [60, 100) with happiness of 1. Thus, the total is 1 + 3 + 1 = 5. Notice that none of the chosen tasks are conflicting to each other.
Windarik happiness is your responsibility; help him with this problem. As an incentive, Windarik will give you a balloon if you managed to solve this problem in four hours.
Input
The first line of input contains an integer 𝑇 (𝑇 ≤ 100) denoting the number of cases. Each case begins with two integers 𝑁 and 𝑀 (1 ≤ 𝑁 ≤ 2,000; 1 ≤ 𝑀 ≤ 20,000) in a line denoting the number of agencies and the total number of tasks in all agencies. The next 𝑀 lines, each contains four integers: 𝑋 𝐴 𝐵 𝐻 (1 ≤ 𝑋 ≤ N; 0 ≤ 𝐴 < 𝐵 ≤ 10 6 ; 1 ≤ 𝐻 ≤ 10 6 ) which represent a task from agency 𝑋 which starts at time unit 𝐴 and finished right before time unit 𝐵 with happiness of 𝐻. It is guaranteed that no two tasks from the same agency are conflicting to each other.
Output
For each case, output "Case #X: Y" (without quotes) in a line where X is the case number (starts from 1), and Y is the answer for this particular case.
| Sample Input | Output for Sample Input |
|---|---|
| 4 3 5 1 10 20 1 1 20 60 1 2 30 50 2 2 60 100 1 3 20 40 3 1 5 1 0 10 1 1 10 20 2 1 20 30 3 1 30 40 4 1 40 50 5 3 6 1 0 10 1 1 10 20 6 2 0 10 2 2 10 20 5 3 0 10 3 3 10 20 4 5 5 1 10000 30000 100 2 20000 40000 250 3 30000 50000 200 4 50000 70000 300 5 80000 90000 400 | Case #1: 5 Case #2: 15 Case #3: 9 Case #4: 1000 |
Explanation for 1 st sample case
This is the example given in the problem statement.
Explanation for 2 nd sample case
All tasks are from the same agency (agency #1) and none are conflicting to each other. Thus, we can do all the tasks and obtained a maximum possible total happiness: 1 + 2 + 3 + 4 + 5 = 15.
Explanation for 3 rd sample case
The maximum total happiness can be obtained by doing
- The first task from agency #3: [0, 10) with happiness of 3,
- The second task from agency #1: [10, 20) with happiness of 6.
The total happiness is 3 + 6 = 9.
Explanation for 4 th sample case
The maximum total happiness can be obtained by doing:
- The only task from agency #1: [10000, 30000) with happiness of 100,
- The only task from agency #3: [30000, 50000) with happiness of 200,
- The only task from agency #4: [50000, 70000) with happiness of 300,
- The only task from agency #5: [80000, 90000) with happiness of 400.
The total happiness is 100 + 200 + 300 + 400 = 1000.
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Fairbanks Daily Newsminer, August 24, 2003
Divide perennials in the fall by Michele Hébert
This week I got a call from a successful local gardener, Mary Parsons. She wanted to give away most of the perennials in her flowerbeds. She said, "The plants have just gotten too big and crowded. I have about 4 pick- up loads full to get rid of." I appreciated her call and had no problem finding new homes for her plants. It reminded me that it was time to get the word out on dividing perennials.
Why divide
There are actually several reasons to divide perennials: to control size, retain vigor and health. The frugal gardener also divides to increase number of plants for their beds and to share with others. As they get older, many perennials start to flop over and open up. Staking can become a serious full time job. Beautiful single stemmed-plants with large flowers develop into multi-stemmed plants. Flowers get smaller as the crowed roots fight for nutrients. Excess foliage encourages more and more diseases. These are all signs that it is time to divide. Some will need to be divided every 3 – 5 years, some every 10 and some not at all. Use the shape and conditions described above to know when your perennials are ready for dividing. If your plants are doing well and you like the way they look, there is no need to divide.
Steps to divide
Cut away the woody and hard stems and any tall foliage. Dig 8 inches all round the base of the plant creating a 16 inches in diameter root ball. The larger the rootball the less damage to roots. Lift the root ball and place the plant on its' side. Gently shake off loose soil and remove dead leaves and stems. Divide the plant into 2 to 4 clumps with your hands, a spade, fork or knife. Each clump or new plant should have 3 to 5 shoots. The center part is usually weak and should be discarded.
Prepare the transplant site to a depth of 12 to 18 inches deep. Add up to 50 percent compost, peat moss or sterilized manure. Mix into each cubic foot of soil 3 tablespoons of 8-32-16. Place 2 tablespoons of triple superphosphate, rock phosphate or bonemeal in the bottom of the hole and cover with 1 inch of dirt. Make a mound to drape the root over. Replant the divided plants at the same depth. Label and water well. Add 3 to 4 inches of mulch around the base after the first hard frost. Brown leaves, hay and composted bark are good choices for mulch. Straw is not recommended for Alaska. Remove the mulch in spring as soon as growth begins.
It may be necessary to replant divided perennials in containers. There are several reasons for placing perennials in containers including: the new bed may not be ready, you are moving to a new home and want to take plants with you, have friends to share plants with, want to donate to the annual Hospice plant sale in the spring or are thinking about selling at the farmers' market. Special care needs to be taken with containerized plant over the winter because of cold temperature. There are several options. You can put the container in a hole in the ground in the flowerbed and lift it in the spring. Containers can be put in rows in holes and covered to the base of the stem with sawdust. Containers can also be laid on their side and covered with a tarp or leaves to insulate against fluctuating temperature. Putting plants on their sides keeps them from drowning in the spring because of excess water in the pots.
There are so many beautiful perennials that can be grown in Alaska. Perennials can be the backbone of a flowerbed, where annuals are mixed in for interest. They have the advantage of not needing to be planted every year. Perennials are less work. But to keep perennials healthy and looking good dividing is important. If you have any questions contact me at email@example.com
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Year 6 Housekeeping Letter
Term 1-2 2016
Welcome to Year 6! It will be a busy few months in our classes, full of fun, hard work, experimenting, investigation, discovering and problem solving. You can look forward to watching you children grow and mature, whilst embracing the school's CIRCLE values.
Here is a preview of SOME of the work we will be covering over the next two terms:
In English we are writing a non-chronological report. Our information text will include:
- cohesive devices
- parenthesis
- subordinate conjunctions.
We will then be looking more in-depth at persuasive writing, which will again centre around our topic of Weather and Climate.
In Maths, we will be covering:
- place value and comparison of numbers up to 10 million.
- rounding numbers to make estimated calculations.
- area and perimeter
- algebra
A part of the new curriculum is to focus more on the reasoning aspects of Maths. Along with each topic covered in Maths, we will apply our learning to problem-solving. Perhaps you can try some at home!
In S.P.a.G, we will be learning the following:
- using Standard English forms of verb inflections, instead of local spoken forms, e.g. 'we were' instead of 'we was' and 'I did' instead of 'I done'.
- the grammatical difference between plural and possessive 's'.
- identifying the difference between informal speech and the vocabulary appropriate to formal speech.
- organising ideas around a theme, using noun phrases.
- learning to understand and use fronted adverbials.
- using the passive to affect the presentation of information in a sentence, e.g. 'the ball was thrown by Jack'.
In Religious Education our topic will be "The Kingdom of God". We will be learning about parables that are used to describe the Kingdom of God. Children will be taught about justice and the figureheads who were treated unjustly for their love of God. We will also be looking at the Kingdom values that help to bring us closer to God.
Our Geography topic is Weather and Climate. At home, please discuss with your child the impact weather and climate on daily life in different countries around the world. To broaden knowledge wider, you could discuss vegetation and wildlife, and how it is affected/influenced by weather and climate. We will also be looking at physical geography (volcanoes, etc.), so at home they could familiarise themselves with the world map (countries, continents, Equator, seas, etc.) We highly recommend you utilise the local library to help research weather, climate and perhaps the Greenhouse Effect and climate change.
In Science, we will learn about Evolution and Inheritance. In this study, we will look at inherited traits passed on throughout the generations, as well as interbreeding in animals leading to variation in offspring.
In Physical Education, we will:
- put simple moves together in sequence to a bar of music.
- follow simple choreography.
- working collaboratively when participating in group games and sports.
- competing in local school sporting events.
In Art, we will be:
- creating a 'creative' world map.
- looking at artists and photographers that use weather and climate as their muse.
In Computing, we will be:
- contributing to the creation of a mobile app
- learning to understand the mathematics of computing
Homework
As you can imagine, we will be focusing more on work and revision being completed at home. Homework will be sent out every Friday. This will consist of a comprehension and maths activity. Homework should be completed and handed back no later than WEDNESDAY.
In addition to this, children in Year 6 are expected to read on NIGHTLY basis. This should be recorded and signed by you in their Learning Journals. We will stamp/sign the children's learning journals every day and they will be awarded points accordingly.
It is of the utmost importance that children in Year 6 build their reading STAMINA as part of preparation for their SATS tests. Please encourage your child to read longer passages, perhaps timing them, and question them on what they have read.
Mrs. Collins
Miss Ahern
(6NC St. Peter)
(6LA St. Paul)
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BARWON HEADS PRIMARY SCHOOL
CHILD SAFE STANDARDS
Background
The Victorian Government is committed to the safety and wellbeing of all children and young people. As part of the Victorian Government's commitment to implementing the recommendations of the Betrayal of Trust report, which found that more must be done to prevent and respond to child abuse in our community, there is a new regulatory landscape surrounding child safety, underpinned by the new PROTECT Child Safe Standards.
The Child Safe Standards are compulsory minimum standards for all Victorian early childhood services and schools, to ensure they are well prepared to protect children from abuse and neglect. (reference Department of Education 2016)
http://www.education.vic.gov.au/about/programs/health/protect/Pages/default.aspx
To create and maintain a child safe organisation, an entity to which the standards apply must have:
- Standard 1: Strategies to embed an organisational culture of child safety, including through effective leadership arrangements
- Standard 2: A child safe policy or statement of commitment to child safety
- Standard 3: A code of conduct that establishes clear expectations for appropriate behaviour with children
- Standard 4: Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel
- Standard 5: Processes for responding to and reporting suspected child abuse
- Standard 6: Strategies to identify and reduce or remove risks of child abuse
- Standard 7: Strategies to promote the participation and empowerment of children
BHPS: An Organisational Culture of Student Safety and Well Being
Barwon Heads Primary School is committed to the safety and wellbeing of children and young people. Our b school community recognises the importance of, and a responsibility for, ensuring our school is a safe, supportive and enriching environment which respects and fosters the dignity and self-esteem of children and young people, and enables them to thrive in their learning and development. Everyone deserves to be treated with respect and dignity while keeping child safety paramount. We ensure that the children and young people at our school feel empowered and have every opportunity to have their voice heard in decisions that affect their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. The BHPS community is a diverse and eclectic community and respect is given to the cultural diversity of child rearing practices while keeping child safety paramount.
Barwon Heads Primary School has zero tolerance for child abuse.
Every person involved in Barwon Heads Primary School has a responsibility to understand the important and specific role they play, individually and collectively, to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make. The BHPS Leadership Team leads the community in regards to child safety at school. The Principal acts as the Child Safety Leader.
We value the input of families and carers in regards to child safety and the importance of ensuring all lines of communication are open at all times. To support the community, the BHPS Leadership Team will ensure there is written guidance available on appropriate conduct and behaviour towards children.
The BHPS community takes a preventative, proactive and participatory approach to child safety. We work together to empower the children at our school to participate in decisions which affect their lives.
We foster a culture of openness that supports everyone to safely disclose risks of harm to children and where children feel comfortable to raise any issues.
All staff will complete Mandatory Reporting training each year so that they feel able to report suspected abuse, neglect or mistreatment promptly.
The school aims to ensure only the most suitable people will work with children, including teaching staff,
ES staff, administrative staff and other employees, and parent/community volunteers.
The BHPS Administration Team ensures that volunteers, including parents, have a Working With Children Check (exceptions include when parents are volunteering at events such as working bees, school fete, special friends' stalls) and that the Working With Children Check register is maintained. As a community, our actions will ensure that all the children in our care feel safe. We will support all members of the BHPS community to feel empowered to report suspected abuse, neglect or mistreatment promptly to the appropriate authorities. Where the safety and wellbeing of children is at risk, we will share information appropriately and lawfully with other organisations as required.
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Chalk Talk: A teacher's voice
By ALICIA LÓPEZ
Gazette Contributing Writer
Wednesday, January 15, 2014 (Published in print: Wednesday, January 15, 2014)
Imagine that you are a 14-year-old girl leaving your mother for the first time to leave your country and all that you
know behind you. You arrive in Amherst on a cold day in March, and realize how different it is from your warm island country with palm trees and sunlight around you. You are now living with your father, though you had never lived with him before. You are happy to be reunited with your half-siblings, but there is a hole in your heart because your mom is not with you.
A few days after your arrival, you have another first — your first time seeing snow. You start school but when everyone around you speaks, you don't understand a thing. There is so much you want to express to your new teachers and classmates, but you can't. In your country, you had many friends and were very social, but here you are silent. You can have some conversation with your Spanish-speaking teachers because you can understand them and they can understand when you speak Portuguese. However, your first language is Cape Verdean Creole, and none of your teachers speak it.
You try to get extra help after school but are frustrated because the person helping you cannot understand you. You have always loved math and have been a great math student, but math is really difficult suddenly; it's not just numbers, but words, lots of words, all in English. Finally, you have an interpreter who can work with you, at least in math and science. In addition to all the new sights, sounds and feelings, you must now learn to swim in your physical education class.
I can only imagine what this student was feeling when she arrived in late winter from her country, Cape Verde (an archipelago off the coast of Senegal). She was already bilingual in Portuguese and Crioulo, but had very limited English. However, she made her goals clear from the start: she wanted to do well in school, learn English, and perhaps become a flight attendant one day.
About two years ago I made a switch in my teaching career, after teaching world languages (French and Spanish) for 17 years to teaching English Learner Education (ELL.) This is also called ESL, English as a Second Language. Though I also loved teaching world languages, I have found a special place in teaching ELL students.
From the Daily Hampshire Gazette, Northampton, Mass. Used by permission.
ELL students in Amherst are a diverse group. Just in the last two years my students have come from Nepal, Korea, Japan, Cape Verde, Brazil, Ecuador, El Salvador, Haiti, Pakistan and Italy. Contrary to what many people believe, ELL teachers do not have to speak all the languages their students do; in fact in our town, this would be virtually impossible. Our school system has incredibly dedicated and gifted interpreters for our recently arrived students; if it weren't for them I can't imagine what that first year of American schooling would be like for our students.
Back to my student from Cape Verde. Her sacrifice to come to the United States in search of better opportunities, her resilience, and her family's support provoked awe in me. Separated from half of her family, this student still knew that it was so important for her to learn English and study in order to achieve her goals. On the day she tried to get extra help after school, and a wellmeaning volunteer told her that he couldn't understand her, she came back to my classroom and sat silently. When I asked her what was wrong, she told me as tears spilled from her eyes, and we sat and cried together for a few minutes. She ended up getting the help she needed (thanks to other after-school volunteers) soon after this. The student ended the school year with A's and in the three short months she was here, she learned to swim, she read her first whole books in English. She is still getting A's in her first year of high school, and joined the soccer and basketball teams.
About a month after she arrived, my student's father appeared outside of my classroom in the middle of class. He waited politely waited for me to go to the classroom door. Concerned that something was wrong, I went quickly. He asked me how his daughter was doing, and told me that he was showing up at the school of each of his five kids to check on their progress. Though it may not be how we are accustomed to parental involvement, this parent was clearly interested in participating in the education of his children. I told him about the wonderful progress she was making, and after he made sure she was behaving respectfully in class (she was), he went on his way to another school.
My student did not forget about the people who had helped her when she first arrived, including me. One day at the dismissal bell, I noticed a note she left me on the whiteboard. It said "Dear Ms. Lopez: Thanks for you help me." While the English wasn't perfect, the sentiment was. I took a picture of the note and put it up near my desk.
This year I have another group of amazing students. Every day I look at the picture of my student's note and continue to be inspired by her simple words, which keep me going on the most challenging days. I would like to say to my former student, "Thank YOU for helping me."
Alicia Lopez is an ESL teacher at Amherst Regional Middle School who lives in South Amherst. She is also a Teacher Consultant with the Western Massachusetts Writing Project.
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MAGIC CHILDREN: HAITI Daniel Morden
Perhaps they don't understand the story. Perhaps their teacher has told them to be on their best behaviour in front of the visitor. Passers-by lean over the hedge behind the school and stare at the gurning stranger.
The big moment comes. Do any of the children have a story for me? A tenyear-old girl puts up her hand. I fetch her up to the front of the "classroom". She takes the tape recorder and begins.
heard tales of oracular heads, like the Maginogion's Branwen and tales of foolishness, like The Risca Cuckoos. But the child's rendition made each story Haitian. If in the story a man was to be punished the King wouldn't throw him into the darkest dungeon: the man would be sent to the Police Station. Given Haiti's history that was much more scary. Hunger and disease were constant presences, prompting desperate – and often awful – action.
I'm standing in front of some thirty children at my first school, Ecole Maranahta. We're as much outside as in – the building has a tin roof held up with poles and no walls. The children range from five-year olds to
What I heard then, and every day for the next ten days, was the best storytelling I have ever heard from children. The oral tradition was obviously alive and well. She was charming and chilling by turns. Although I had only a vague idea what she was saying her performance was teenagers. Although they live in tiny huts with no electricity or running water, they are composed, perfect in pressed uniforms. The girls have ribbons in their hair. I'm staying at the university, with all mod cons: I look as though I've been dragged through a hedge backwards. My T-shirt is stained with sweat. The children sit, straight and serious. Through our translator, Octave Perceval, I introduce myself and tell them why I've come. I am a storyteller. I will tell a story from Wales. If they like the story, could they tell me one back? Maybe a story they heard from their parents or grandparents, a story from once upon a time, of Bouki, and the tricks of Ti Malis, or maybe a story of magic. I will record their stories and
take them to Wales. I will make a book to send back for use in the school. It will feature the stories I told from Wales and the stories I heard in Haiti.
I have no idea if they know any stories. Perhaps poverty and social pressures mean the oral tradition has collapsed. The only aid work that seems to get through is via missionaries. Perhaps, as in 19th century Wales, the Church frowns on folktales as superstitious pagan things.
I tell my story. It is The Cow on the Roof, a gently humorous tale of rural chaos. Not a flicker of a smile from my audience.
When I returned to Wales I had to tell these stories as widely as possible. I've told them in churches, schools, theatres and parks. Always they provide strong curiosity. Children are fascinated by their starkness, the dreamlike mood that pervades them. They love to pore over my photographs and hear recordings of their Haitian peers telling, chanting and singing. Their favourite tale is the story of the girl who falls in love with a freshwater merman. Often I tell it alongside The Bride of Llyn Y Fan Fach.
Recently I discovered that here the bedtime story is (reputedly) on the way out. British parents, I read, have such hard working lives they no longer have time to read or tell their children stories. British children say that their fathers often drop off in the middle of the story they are reading. Scientists report that the bedtime story is very valuable. From stories children learn how to structure speech and narrative, and so become more articulate. Stories help to teach a child about the world, the twists and setbacks of life. A bedtime story helps the child sleep.
magnetic. She sang passages and called to her audience who called back. Imagine a ten year old telling (and singing) a love story in front of teenagers.
At first Octave tried to simultaneously translate, but he couldn't keep up. The stories came out in a torrent. The day after each session he would deliver his written translations. Only then would I discover what I had been listening to. There were bizarre, scatological stories, poignant, tragic stories, mysterious and romantic stories. Some were hilarious, some shocking. Many of the tales were familiar. I knew European versions. I
18
Haiti is the poorest country in the Western Hemisphere. It has much to teach us.
Copies of MAGIC CHILDREN by Daniel Morden and several other publications created by the Wales based Charity The Haiti Fund are available from Daniel. Email him on firstname.lastname@example.org. All profits from sales will go towards supporting Haitian schools.
Photograph by Phil Cope.
This article first appeared in English in Wales 2002.
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Handout 1: Lesson 10
Chapters 18 and 19 should be viewed as a united narrative. The events of chapter 18 in the annunciation of a miraculous birth of Isaac are contrasted with the announcement of death and destruction for Sodom in chapter 19 in an alternating pattern:
A. Arrival of the Lord at Abraham's tent
B. Abraham greets the visitors
C. Abraham's hospitality to the visitors
D. Announcement of the birth of Isaac
E. Sarah laughs
F. Abraham intercedes with God for Sodom
A. Arrival of the Lord's messengers at Sodom
B. Lot greets the visitors
C. Lot's hospitality to the visitors
D. Announcement of the destruction of Sodom
E. Lot's sons-in-laws laugh
F. Lot intercedes with the messengers to allow him to go to Zoar
Laughter becomes a thread that links Genesis chapters 17, 18, 19, and 21:
1. Abraham laughed (Gen 17:17)
2. Sarah laughed (Gen 18:12)
3. God questioned Sarah's laughter (Gen 18:13)
4. Sarah denied laughing (Gen 18:15)
5. Lot's sons-in-law laughed* (Gen 19:14).
6. Sarah comments on God causing her to laugh (Gen 21:6a).
7. Sarah declares that all who hear of Isaac's birth will laugh with her (Gen 21:6b)
8. Ishmael laughed* with Isaac (Gen 21:9).
* = literal translation. Isaac's name means "he laughed." There is a word-play on Isaac's name and the Hebrew word for "to laugh" (saheq/ tsachaq) in Genesis 18:12-15 and 21:6 In Gen 21:9 the Hebrew word is "laughter" (me-saheq, from Hebrew root "to laugh"; however, in the context of 21:9 this kind of "laughter" is understood to be mocking or malevolent (Brown-Driver-Briggs, page 850; Waltke page 274, 294).
Lot's series of bad decisions led to his downfall. Four decisions identified Lot more and more with Sodom and the final three decisions led to Lot's disgrace (for a total of seven)?
1. Choosing to move east toward Sodom—away from Abram and God (Gen 13:11)
2. Camping near Sodom (Gen 13:12)
3. Living in Sodom (Gen 14:12)
4. Returning to Sodom after his liberation from the Mesopotamians (Gen 19:1, 6)
5. In the destruction of Sodom he refused to obey the angel's command to flee to the hills in the direction of Abraham (Gen 19:18-23)
6. Instead of returning to Abraham, he settled in a cave in the hill country (Gen 19:30)
7. He became drunk and incestuously fathered Moab and Ammon (Gen 19:31-38)
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Charcoal Grilling Safety
Photo by Robert S. Donovan
Although we believe charcoal is the best heat source for grilling meat, it involves an open flame and inherent safety risks. Here are some tips to keep your cookout safe:
1. Make sure nothing flammable is located near the grill. Hopefully, the grill was lit using a charcoal chimney or fire starter so there is no lighter fluid nearby.
2. Be careful when opening or closing vents or lifting the lid. Even plastic covers can get very hot! Use a grilling glove or mitt before touching any hot surface.
3. Try to stay away from the smoke while grilling. Lower-quality charcoal can contain saw dust, coal dust, starch, sodium nitrate, limestone and borax. Although these substances exist in small numbers it is best to avoid breathing in the smoke when possible.
4. Many grillers prefer to coat the cooking grate with a non-stick spray prior to placing the meat on the grate. This can often result in flame-ups, particularly when using a baking spray such as Pam. We recommend using a non-stick spray designed for high heat grills. Weber Grill'n Spray is the best non-stick spray we have used and is specifically designed for grilling applications. This spray results in little (if any) flare-up and is much safer than a traditional non-stick spray.
5. Ensure your meat is cooked to the proper temperature. Here are the USDA Recommended Safe Minimum Internal Temperatures:
[x] Cook all raw beef, pork, lamb and veal steaks, chops, and roasts to a minimum internal temperature of 145 °F as measured with a food thermometer before removing meat from the heat source. For safety and quality, allow meat to rest for at least three minutes before carving or consuming. For reasons of personal preference, consumers may choose to cook meat to higher temperatures.
[x] Cook all raw ground beef, pork, lamb, and veal to an internal temperature of 160 °F as measured with a food thermometer.
[x] Cook all poultry to a safe minimum internal temperature of 165 °F as measured with a food thermometer.
6. After grilling, make sure your grill is cool before touching the grill or attempting to move it. This process can often be quickened by closing all of the air vents to kill the fire. Also, be aware that even if the grill is cool enough to touch, the charcoal may still be hot.
Some of this advice may seem like common sense, but paying attention to safety will help avoid a surprise trip to the emergency room.
http://www.charcoalgrillingtips.com/charcoal-safety/
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Self Quiz: How Counter-dependent Are You?
Directions: Place a number in the blank before each statement to indicate the degree to which the statement is true in your life.
1 = Never 2 = Occasionally
3 = Frequently 4 = Almost always
_____I feel a kind of free-floating anxiety when I have nothing to do.
_____I look to other people, substances, or activities to make me feel good.
_____I have a difficult time knowing what I want or need.
_____I fear that I will be smothered if I get too close to my spouse or a friend.
_____I have difficulty knowing how I really feel inside.
_____I exaggerate my accomplishments a bit when I meet someone new.
_____I get anxious when my partner wants to be intimate with me.
_____I'm afraid people will find out that I'm not who they think I am.
_____I demand perfection of myself and others.
_____I work long hours and never seem to get finished with my work.
_____I don't like to ask other people for help, even if I need it.
_____I prefer to work alone rather than with others.
_____I feel controlled by what others expect of me.
_____I feel it is really important to have the "right answers."
_____I get afraid of being consumed by the needs of others.
_____I function best in structured situations where I am in charge.
_____I feel important when someone asks me for my opinion.
_____I find it difficult to form and maintain intimate relationships.
_____I have trouble deciding if I want sex or nurturing touch.
_____I have trouble relaxing, and I have chronic tension in my body.
_____I enjoy being the center of attention at social gatherings.
_____I don't like to admit to a mistake.
_____I reject offers of help from others, even if I need it.
_____I have thoughts about sex each day that interfere with my work.
_____I see myself and others as either all good or all bad.
_____I compare myself to others, feeling either better or worse than them.
_____I am told that I am not aware of the needs or concerns of others.
_____I like being my own person and fear being controlled by others.
_____I feel hurt when an accomplishment of mine is not recognized.
_____I deny my problems or discount the importance of my problems.
_____Total
Scoring: Add up the column of numbers to find your score. Use the following guidelines to interpret it.
102–120 Very high number of counter-dependent behavior patterns.
79–101 High number of counter-dependent behavior patterns.
56–78
Some counter-dependent behavior patterns.
102–120 Very high number of counter-dependent behavior patterns.
79–101 High number of counter-dependent behavior patterns.
56–78
Some counter-dependent behavior patterns.
30–55 Few counter-dependent behavior patterns.
| 1,154
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Figure Out the Fun Fact
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
N
Bug is snug in a
1 2 3
R U G
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
2
RU 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
1
Frog lives in a
2 3
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
Sheep's house is made of
1 2 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
Pig cooks with a
1 2 3
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
INSTRUCTIONS:
Fill in the blanks to complete the words and figure out the fun fact!
UN
4
©2007 Word World, LLC. All rights reserved. WordWorld, WordThings, WordFriends, Where Words Come Alive and all associated logos are trademarks of Word World, LLC. Patent pending. The PBS KIDS logo is a registered trademark of the Public Broadcasting Service and is used with permission. All rights reserved. The contents of this advertisement were developed under a cooperative agreement with the U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education and you should not assume endorsement by the Federal Government.
Duck lives in a
1 2 3 4
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Wild Side Calm Side Self Portrait
A Copyright Activity Reposted with Permission from Kathy Barbro
"Art Projects for Kids"
http://artprojectsforkids.org/wild-sidecalm-side-self-portraits
Note from Kathy: "I found this idea years ago on "Artsonia" so I'm just someone passing along a good idea."
Objectives:
1. To use variations in line, shape/form, color and texture to communicate ideas or feelings in works of art
2. To help students understand feelings and emotions in a positive way
Audiences:
Kathy implemented this lesson with first grade students but this lesson could be adapted for all age groups.
Supplies/Materials:
- Cut-out cardstock head and shoulder templates—created prior to class session
- Pencils, paper and black markers
- Oil pastels
- Crayons
Class Instruction:
1. Give the participants the head and shoulder cardstock templates to trace in pencil on a sheet of paper.
2. Next ask the participants to draw a line down the middle of the head, dividing the face into two sides.
3. Ask the participants to choose one side and draw facial features and hair in a "wild" manner. Lots of zig-zags and energetic lines may be used. The other side of the face and neck are drawn in a clam manner with simple, smooth "calm" lines. When complete, all the pencil lines are traced with a thick black marker.
4. Ask the participants to fill in the "wild" side with crazy colors (generally red and orange) and the "calm" side with peaceful colors. Oil pastels produce the most vivid results, but crayons can work too.
5. Make sure the participants also fill in the background. Remind them that the goal is for both sides to look very different—one side calm and the other side wild.
At the Conclusion of the Class:
Ask the participants to share their self-portraits with the class and explain the emotions they created with their self-portrait.
Note to Counselors/Therapists:
This lesson could be adapted as a therapeutic tool in the hands of a trained therapist/counselor to help the client understand emotions and feelings and how to control them. Rather than asking the participants to draw wild and calm images, you could ask them to draw happy/sad, brave/frightened, etc. You may ask the participants what kinds of situations would cause them to look like their self-portrait.
Lesson in Action:
Laurie Reinsch, LMHP from the Lincoln Regional Center used this lesson with one of her Life Skills groups. Instead of asking the clients to illustrate their "wild side/calm side" she asked them to illustrate their past and their future, including captions, with interesting results. From Laurie: "The clients enjoyed doing something different. They were all about letting others see their work. I liked the exercise, as art accesses the other part of the brain."
****************************************
Special thanks to Kathy Barbro, "Art Projects for Kids" who graciously gave Hildegard Center permission to repost this lesson for this project. Please visit Kathy's website, www.artprojectforkids.org to learn more about the lessons and projects Kathy has made available on her site.
If you have used this lesson plan, we'd love to hear from you! Please send questions or comments through our website www.hildegardcenter.org .
Hildegard Center for the Arts is a 501(c)3 Non-Profit Arts Organization whose mission is to unite people of all beliefs, cultures and traditions to inspire humanity through the Arts.
Donations to further our mission are always appreciated!
P.O. Box 5304, Lincoln, NE 68505
© 2015 Hildegard Center for the Arts All Rights Reserved.
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MACGREGOR PRIMARY SCHOOL
LINKED BY LEARNING… EXPERIENCE, EXPRESSION & EXCELLENCE
Principal: Jennifer Hall
Holes
Dear Parents/Carers,
This term Year 5 have been reading Holes by Louis Sachar. The story tells the tale of Stanley Yelnats who believes he is under a curse. A curse that began with his no-good-dirty-rotten-pig-stealing-great great-grandfather and has since followed generations of Yelnatses. Now Stanley has been unjustly sent to a boys' detention center, Camp Green Lake, where the boys build character by spending all day, every day digging holes exactly five feet wide and five feet deep. There is no lake at Camp Green Lake. But there are an awful lot of holes.
It doesn't take long for Stanley to realize there's more than character improvement going on at Camp Green Lake. The boys are digging holes because the warden is looking for something. But what could be buried under a dried-up lake? Stanley tries to dig up the truth in this inventive and darkly humorous tale of crime and punishment—and redemption.- http://www.louissachar.com/holes.html
The students have been very engaged with this novel and on Friday 19 May, we would like to show the students the movie 'Holes' based on the book.
This is linked to the Year 5 Australian curriculum standards
Watching the movie will enable students to explore the way that the screenplay is written and the effect that music, sound effects and dialogue influence the way the audience perceive the story.
* Identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts (ACELT1608)
* Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context (ACELY1698)
As this movie is rated PG for violence, mild language and some thematic elements, parents and carers can choose to have their child opt out. Please let us know if this is your preference.
Students who are unable to watch the movie will be placed in another class with an alternate work program.
Please contact us with any questions.
Thank you,
Millie Butt, James Orr and Willa McIntyre 16 May 2017
firstname.lastname@example.org email@example.com
firstname.lastname@example.org
Facsimille: (02) 620 57509
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Wee Learn
Wee Learners(4 - 5 years): Six Benefits of Fine Motor Skills
Quality Licensed Home Child Care
Fine Motor Skills are developing and strengthening from the beginning of life. It is the requirement of using the small muscles in fingers, hands, and forearms. It is an essential part of growth and development in a child.
Here are 6 important things a child learns when developing fine motor skills:
1. It helps children perform crucial tasks like reaching, grasping, and moving objects. We all want to have the ability to control and manipulate things and objects in our environment. Without fine motor skills, we could not do simple things like button or zip a jacket, turning pages in a book, etc.
2. Through fine motor skill development, children learn to use tools like crayons, chalk, pencils, and scissors. As adults, we would not be able to cut our food, draw or paint.
3. Hand-eye coordination improves as fine motor skills improve. Without hand-eye coordination, we would not be able to sew, drive a car, wash our hair, drink from a cup, etc.
4. Fine motor skills help children learn and develop handwriting and drawing skills. An extremely important part of schoolwork involves these two tasks. Think of the tracing letter sheets used in pre-schools and kindergarten; they help hone in on those small muscles!
5. Children become more independent and understand how their bodies work. They can start bathing themselves, wiping their bottom when going to the bathroom and washing their hands well. They understand that picking up a pencil and holding it properly helps them have better strokes when writing a story or captioning their latest drawing. They can manipulate the way a scissor cuts paper by turning their hand or wrist a certain way.
6. As children develop their fine-motor skills, their self-esteem grows too. They learn how to have an impact on the world around them. Building confidence and self-esteem can help them realize the influence they can have in society. If we are patient and provide the environment they need to work on these skills, our kids will blossom to the best they can be!
Here are 3 activities you can do with your child to help them develop their fine-motor skills:
1. Bring out the Play-Doh! If you do not have play-doh in your home, you can buy it or be crafty and make homemade play-doh with your children.
2. Finger Painting! What a fun task and it is perfect for children. They learn to manipulate paint using their fingers, build strength, and have fun all at the same time.
3. Coloring with small crayons, chalk and pencils. Just grab some paper, break up crayons/chalk in half and let them have at it. Making kids use smaller utensils helps them to develop a proper pencil grip.
Source: https://bit.ly/3kkq7QT
https://bit.ly/2v9MMth
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Children's Oral Health Toolkit: Case Study #2, Press Release
This document is a press release about a state's ranking in a national oral health report. This case study looks at the document after implementing reframing recommendations, and illustrates the importance of capitalizing on this type of media opportunity, using a strong message frame.
Opening Paragraphs:
Florida Receives an "F" on Oral Health Status of Children
For Immediate Release
Tampa, Florida, March 5, 2010 -- Dental decay is the most common, chronic disease of childhood, five times more common than asthma. Left untreated, it can spread to other parts of the body and can impact a child's ability to eat, sleep, and pay attention in school. Nationally, 51 million school hours are lost each year to dental related absences. Preventing this disease in early childhood will prevent expensive treatments, missed school and missed opportunities later in life.
According to a report released February 23, 2010 by the Pew Center on the States, Florida received an "F" on how well we're employing proven approaches to ensure the oral health of our children. Florida met only two of eight policy benchmarks aimed at addressing children's dental health, which were the percent of residents receiving fluoridated water supplies, and reimbursement of physician-provided dental health services. We can do better! Proper preventive care can eliminate most dental disease. "When children have access to preventive care early and often, we can stop the majority of dental disease from ever occurring" said Claude Earl Fox, pediatrician and Executive Director of the Florida Public Health Institute.
Analysis:
The opening paragraph establishes why children's oral health is important, and establishes some of the consequences of poor oral health. The subsequent paragraph emphasizes the values of Prevention and Ingenuity ("We can do better!"). Finally, by using a pediatrician as a spokesperson, it implicitly ties the issue to overall health.
Subsequent Paragraphs:
Four solutions stand out for their cost-effectiveness and high return on investment for the children and taxpayers alike. They are: 1) schoolbased sealant programs; 2) water fluoridation; 3) increased Medicaid reimbursement for providers of preventive dental services, and 4) workforce models that expand the number of dental providers. Dental hygienists can serve as the primary workforce for school-based dental sealant programs. Currently, 30 states authorize dental hygienists to place sealants on children's teeth without having an exam by a dentist. However, in Florida, they are unable to do this because of current restrictions in the law. Children in Florida deserve the same opportunity as children in other states to be healthy.
Recently, Florida Senator, Chris Smith, introduced Senate Bill 490 and Florida Representative, Pat Patterson, introduced House Bill 1469 that authorizes Registered Dental Hygienists to provide direct access to preventive care, such as placing sealants in school-based settings. These bills use the existing dental hygiene workforce in our state to increase access to oral health care for all Floridians. When policy makers, school nurses, pediatricians, business leaders and other community members work together with dental professionals, changes can occur to provide Florida residents access to much needed dental services.
Analysis:
The solutions are stated clearly and the value of Fairness Between Places is used to establish why Florida should authorize dental hygienists to apply sealants ("Children in Florida deserve the same opportunity as children in other states to be healthy."). The press release ends on a positive note, reminding the reader that change can occur.
(Thanks to Tami Miller at the Florida Dental Hygiene Association, for permission to use this example.)
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Basic Health Concerns for Learning Center Classrooms
The following are only guidelines. The program nurse will orient classroom staff to each student's individual needs.
Standard Precautions
* Proper hand washing/use of sanitizing gel
o Before and after contact with each student
o After touching contaminated objects
o After cleaning up spills
o After glove removal
o Before and after taking breaks and at the end of each day
* Use gloves for all contact with:
* Disinfect equipment after use
o Blood
o Mucous membranes/feeding & oral care
o Non-intact skin
o Feces
o Urine
o Respiratory secretions
o Diapering/toileting
o Cleaning equipment/spills
o Continuously if you have open sores/wounds on your hands
*** Dispose of gloves after each use. DO NOT REUSE. ***
Seizure Interventions
It should be noted that seizure activity varies from student to student. Specific seizure patterns for each individual student will be conveyed to staff as needed to assist them in recognizing the onset of seizure activity that would then set the following interventions in motion:
* Stay with the student
* Call the nurse
* Not the time seizure activity starts
* Maintain an open airway
* Describe what you saw to the nurse (activity/any movements, vocalizations, respiratory status, any color changes in the student).
* Loosen restrictive clothing (not seatbelts)
Skin Observation & Assessing for Infection
* Inspect skin daily (during diaper changes, application and removal of orthotics/braces, routine care) to look for:
o Open areas/wounds
o Redness
o Bruising
o Color changes
o Swelling
o Warm skin
o Wound drainage
* Signs & symptoms of infection include bet are not limited to:
o Redness or swelling around stomas & IV sites
o Draining from IV sites
o Drainage from tube sites
o Drainage from tracheostomy site
o Changes in pulmonary secretions
*** Notify the nurse of your observations & concerns, allowing the nurse to observe first-hand whenever possible. ***
Enteral Tubes ~ G-Tubes, J-Tubes & Associated Equipment
Students have abdominal tubes placed for a variety of reasons. Most frequently, they are used for feeding, when oral feedings are not a sufficient source of nutrition. Most often these tubes are connected externally to a pump by a longer tube, known as the extension set, which needs guarding.
* Use caution with positioning and transfers to ensure the tube is not dislodged.
* Students are to be unhooked from tube feedings for all transfers, as instructed by the program nurse, then the feeding is to be resumed as soon as possible.
* Alert the nurse to any drainage or leakage from the tube ends, or around the abdominal insertion site.
* If the extension set or "tail" is in place, tuck it in, appropriately, to prevent pulling accidents.
* If the feeding pump begins "beeping," alert the nurse, or turn off as instructed.
Behavior Safety Plans
* Be aware of student-specific plans and follow as directed by classroom teacher or behavior analyst.
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40th English Oratorical Contest
Okinawa Christian University
Sakura Ishadoh
"Finding Identity"
Good morning everyone, I am Sakura Ishadoh and this is my third year here at Okinawa Christian Institute. I entered OCJC in April 2018 and transferred to OCU this year. In the three years here at this university, there have been several things I experienced, learned, and gained. I have also been able to meet many new people who have stimulated me both intellectually and emotionally. Speaking about the people I met, the other day I met a girl who was struggling for 21 years to find an answer to one of the most essential questions a person could ask themselves as they walk on with their lives. The question was: "What is my Identity?"
Let me give you a short story about her and how she was able to find her true identity. She was educated at an International School from the age of two years old but had to attend a Japanese public school when she was in 6th grade. She was pretty excited at first to attend a new school and meet new people, but the six months she spent there were 180 degrees the opposite of the fun and enjoyable time she had expected to spend there. Instead, it felt like a never-ending journey in the darkness, ending up with her being bullied because she was "different."
By the time students are in 6th grade, they have already formed a group of friends and people with whom they always spend time. That already made it difficult for her to fit in, but the fact that she was able to speak English made it worse. In her class, there were quite a few half-American students who basically looked American, but who couldn't speak English at all. The first words they said to her were "Hey, say something in English." She was still immature and spoke in English because she thought they were able to speak in English too, but that was the start of her days being bullied. Every time they had to make pairs or groups she was left out because she "couldn't speak the same language as they do," and she was "not Japanese nor American, but someone from a different planet." Being in a new environment with new people and being bullied for the first time was already a big challenge for her ...but that wasn't even the worst pain for her back then. The worst thing was that her teacher just ignored the fact that students were bullying her. Not only that but at the parent-teacher conference, he told her mother that she was the one causing bullying to happen. He also told her mother that the reason she was being bullied was that she was being a "lone-wolf" and "didn't try her best to fit in." That was the last day she attended that school.
Now, to be honest, this whole story about my friend was actually about me, and are the things I experienced back in elementary school. I spoke about it as someone else's story, because it felt a bit awkward for me to talk about it as my own personal experience.
Since then I have struggled for years trying to find a way to give myself an identity. "Who am I?" "What am I?" "Where do I belong?": I always asked myself these questions. In the midst of trying to find a way out from the endless loop of questions, I graduated high school and came to this school. Honestly, I was pretty scared to enter a new environment and to interact with many more new people compared to elementary school, but because I came here to OCI, I have now found who I truly am and my identity.
My nationality is Japanese, but I have the blood of both Japan and Okinawa. I speak both Japanese and English, but in my head, I prefer thinking in English. I could read books written in both Japanese and English, but my Kanji writing abilities are horrible. But this is all ME. I am who I am and no one has the right to fit me into a mold that they made. The teachers and faculty members here at OCI didn't try to shape me in the way they wanted me to be like cookie dough, but instead, they took my hand and walked with me to discover who
I really am, and helped me find the right shape for me. Some of you here could be struggling with the same questions I had. Some of you might be looking for someone to find an answer together. Please don't try to struggle inside. Please don't carry it all by yourself. Please talk to your teachers; they might not always have an answer, but they will definitely take your hand and walk with you. Come to me, we could go get some coffee at Maki-san's and chat to look for an answer. Most important of all, NEVER, EVER, think that no one will accept you as you.
Thank you for your attention.
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St Margaret's-at-Cliffe Primary School
Terms 3 & 4 2019 Mrs. Wong and Mrs. Griffiths
Golden Dragons 'Zoom into action' and explore the Rain Forests of the wider world
Welcome back everyone and Happy New Year! May I thank those of you, on behalf of Mrs Griffiths and myself, for the very thoughtful Christmas gifts you gave us at the end of term.
The children have made a great start to this unusually mild term and are already demonstrating their eagerness to get to grips with this term's new topics. The spring term is such an important term when the children really engage and understand more challenging concepts. If they miss just a few days the children feel very left out when they miss the stepping stones which enable them to fully grasp a concept. I am particularly proud of the children at the moment, as they have become such eager learners and in turn are making such good progress.
English: As well as our 'Lion, The Witch and The Wardrobe' topic, the children will be reading Myths and Legend stories and some other stories from around the world connected to our topic of Rain Forests. Using these stories we will be concentrating on writing stories using descriptive language to set the scene. Non-fiction reports and diaries, leaflets and posters will also be a focus through writing as we explore the extraordinary facts of the Rain Forests around the world. The children will also have the opportunity to read and write their own play scripts and develop their ability to write and perform poetry. We will be immersing ourselves in understanding similes, metaphors, and personification and extending our understanding of how we can use this wonderful form of language in our descriptive writing. As always we will continue to read and analyse more challenging texts in groups throughout the week. The children really enjoy this activity.
Maths: This term our weekly topics are: Number, place value and money, Mental addition and subtraction, Written addition and mental subtraction, measures/data length, weight, bar charts, fractions (1/2, 1/3, 1/4, 1/6, 1/8), number, place value and money, mental addition and mental subtraction, measures/shape, time, position and direction, mental multiplication and division. We will spend approximately a week on each area with different daily objectives.
Science: The pupils will be learning about pollination and seed dispersal in flowering plants. They will learn about the anatomy of a flower and involves a role-playing activity in which pupils learn about pollination as well as fertilisation and various methods of seed dispersal. After half term, we will be learning lots about animals, skeletons and nutrition when we begin our topic on Animals including Humans.
Geography: Our topic is exploring the amazing Rainforests around the world and looking towards how we can help prevent their demise. I know this topic will really excite the children so watch out, you will be sure to be picking up 'gems of knowledge' courtesy of the children. Can you come on a great American Road Trip? Using ordinance survey maps of the United Kingdom and North and South America, we will be exploring the world identifying biomes, and key features of places.
Art: We will be looking at improving techniques such as drawing and painting with varied materials and will be focusing on artists such as Monet and Henri Rousseau. We will also be noticing and recreating patterns that occur naturally in the rain forests. In Design & Technology the children will be making a diorama of a rain forest scene so please begin collecting shoe boxes, empty fruit nets and small items in preparation.
Home Learning: This continues to be a very important part of our class routine and I will be giving the children a variety of different investigative homework related to class learning and reading comprehension. I am always grateful for your support when helping your children at home. As always home learning will be given on a Friday and expected back the following Wednesday. Can I reiterate how important it is to have the homework in on a Wednesday otherwise I find it difficult to mark it in time for Friday.
P.E. is on Monday and Friday. We will be going outside for games so please can the children have a tracksuit, warm top and socks in their bag (all marked with names please). Can I also ask you to regularly ask your child if their P.E shoes still fit them as I often hear cries of 'my shoes don't fit me' as we begin each session. Trainers are fine for outside but the children still need a pair of black pumps for inside for dance and gymnastics.
Weather! Although we have not yet had the freezing cold temperatures of previous years the wind is bitter in the playground so can you remind your children to wear their hat, scarf and gloves (all marked with names please). I really don't want the children catching a chill and then missing school.
Lastly, I would like to thank everyone for ensuring that bags come to school every day but could I just remind you of the importance of your child using an actual book bag, we have had drinks bottles leak on books and school work when rucksacks and other bags have been used.
Thank you for your continued support.
Mrs Wong
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Year 5 Newsletter -
Week commencing: - 18th May 2020
Hello Parents/Carers, welcome to a new week. This will be the last week before half term which begins on the 25th of May.
Eid
This year, Eid is set to be on either May 23 or May 24, 2020. It is an important religious holiday for Muslims and marks the end of the fasting month of Ramadan. Well done to everyone who has fasted in this month! Especially the children!
EID MUBARAK TO ALL THOSE CELEBRATING!
Although, due to the coronavirus pandemic, Eid will be slightly different we hope that families will still enjoy the weekend celebrations at home.
The following link shows some simple videos about people celebrating Eid.
https://www.bbc.co.uk/cbeebies/puzzles/lets-celebrate-eid
Let's not forget Sports Day
Although it may be unlikely that Sports Day will go ahead this year, Miss Bell (Year 1) has created a video on Sports Day events that can be done at home.
Maybe you could make some home-made medals too - I think that Miss Bell definitely deserves one!
https://vimeo.com/418552525
Password - year1
Padlet Learning Wall
Thank you to those who continue to contribute to our Padlet wall. It has been lovely catching up with you and seeing the home learning that you have been doing at home as well as photos showing other ways that you have been spending your time. We have added more pictures to share how we are spending our time at school too.
Learning Wall Rules:
* check with your parent or carer before you post
* don't write your name if you are in the photo
* only write your first name if you post a picture of your work or are writing a comment
* be kind if writing comments
*
we approve all posts before they show up on the wall so you may have to wait before you can see your
post!
Follow this link to share: https://padlet.com/miss_rodgers/8vgbxurmbh2ocqps
If you have any concerns about posting photos or work on the learning wall, please contact the school office and we will get back to you.
We look forward to seeing what you have been up to.
Timetable - This will remain the same
Reading
We are going to continue reading, using our retrieval and inference skills to answer questions.
English
This week the focus for writing will be - Biographies/ Autobiographies
The focus for grammar is -Uplevelling sentences Proofreading
The focus for spelling is - Suffixes
The following website is good for teaching various spelling patterns. https://www.spellzone.com/curriculum/national-curriculum/years-5-6.cfm
The session should start with the grammar activity which should take approximately 20 minutes. The writing activity should be done afterwards and take approximately 50 minutes to complete.
Maths
This week the focus will be:
Miss Rodgers's Maths group - decimals
Mr Monerville and Ms Husain's Maths groups - decimals, fractions and percentages
Topic
This week the focus will be -
PSHE -To explore the impact of puberty on the body
ART -Sketching skills
RE - EID
Please feel free to supplement the session with any additional research or learning around the topic e.g. google research, watch a YouTube video, draw a picture associated with the subject, make a learning poster.
These sessions could also be complemented by a number of short activities, such as:
Mindfulness https://www.youtube.com/user/CosmicKidsYoga
5 minute move https://www.youtube.com/watch?v=d3LPrhI0v-w
Listen a storyhttps://stories.audible.com/discovery
Word scramble https://www.turtlediary.com/game/word-scrabble.html
Countdownhttps://nrich.maths.org/6499
A game of scrabble https://funkypotato.com/scrabble-online/
If your child is struggling with anything, the following websites have good explanations and helpful examples:
www.theschoolrun.com https://www.bbc.co.uk/teach
https://www.bbc.co.uk/bitesize/subjects/z826n39
http://www.primaryresources.co.uk/
Have a good week!
Miss Rodgers, Mr Monerville and Ms Husain
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Growing Trees
Children: Thomas and Isaiah
26 February
Teacher: Margaret
It's our centre's first birthday and distinguished guests have come from afar to help us celebrate. Isaiah and Thomas stand around the birthday cake with other tamariki.
Some of our guests donate trees to the centre. We were so lucky to receive two silk trees, two kauri trees, and an olive tree.
During morning mat times, we discuss the trees we received for our birthday in detail, thinking about the process that they may take to grow and develop. The tamariki take an interest and assist in digging the holes for the trees, planting the trees, and giving small karakia to Tàne Mahuta to help our trees grow.
Watering the trees takes on a new meaning for
Thomas as he waters one of the silk trees. Whaea Margaret explains that the trees need to be watered every day to help them to grow. Naming the trees as they are watered helps the tamariki to recognise the differences between them. Isaiah says, "There's silk trees at the kindy too, aye Whaea?" (referring to his last kindergarten). Whaea agrees and says, "One day our silk trees will be just as big as those ones."
Thomas and Isaiah count and name the trees as they water them. Soon, other tamariki take an interest and ask if they can have a turn at watering the trees.
Short-term review
Thomas and Isaiah take an active part in any discussions that arise about the growth and development of plants and trees.
Tuakana-teina relationships develop as a result of Thomas and Isaiah's interest. (That is, both boys show the younger tamariki how to water and care for our trees and help them to recognise certain trees.)
What learning occurred here?
Science, maths, social skills, co-operative play, tuakana-teina relationships, and communication skills.
What next?
A programme on the theme of autumn and what happens when leaves change colours and fall to the ground.
Discuss and provide hands-on experiences of animals that may use some trees as homes (for example, birds and insects).
Give the tamariki an awareness of Tàne Mahuta and his role and importance to Màori (for example, through discussions, waiata, and looking at pictures of the ngahere [forest]).
A trip to the ngahere.
Evaluation
Still evaluating. The programme is ongoing. Thomas was very excited about his painting. "Look, Whaea Aggie, I drew a silk tree."
"Ka pai, Thomas, he òrite tò ràkau, ki ngà ràkau a waho (your tree looks just like the trees outside)," Whaea Aggie tells him.
Isaiah explains: "I dig a big hole. Isaac and Whaea Helen filled the hole with water."
Somebody else has made a wonderful effort as well. Ka pai e tamaiti.
Learning story: autumn
Isaiah also painted a wonderful silk tree. He knows how to care for our silk trees and can name the other trees that were donated at our first birthday.
To extend the theme in the previous story on the growth of trees, the centre is looking at the theme of autumn, with staff and tamariki making their own tree. We are putting leaves that have fallen from the trees in our environment onto our tree trunk.
The leaves on our tree have a new home. There are lots of differentcoloured leaves that we picked up off the ground around the centre.
Tyscheen does an excellent job of gluing fallen leaves onto the tree that most tamariki helped to paint. Using the glue gun also has its benefits ... it's fun to use!
Tyscheen helps Eden to stick leaves onto the tree with the glue gun. Ka rawe korua.
What's happening here?
This exemplar is from a whànau-based early childhood centre. It starts with a group story about celebrating the centre's first birthday and the gift of trees from the visitors. It continues with stories about children caring for the trees, showing the younger children how to water and care for them, and helping them to recognise certain trees. The children draw and paint the trees in recognition of their significance. There is a feeling here that the trees are part of the community.
What aspects of community participation does this assessment exemplify?
The sense of community is expressed in relationships, history, people, place, participation, manaakitanga, karakia, waiata, and te reo Màori.
The birthday celebration includes welcoming "guests ... from afar", and the tree planting includes a karakia to Tàne Mahuta.
The children plant the trees and look after them, and tuakana-teina relationships develop as Thomas and Isaiah show the younger tamariki how to water, care for, and recognise the trees.
How might this assessment encourage community participation?
Photographs and records of significant community events are a regular feature of this centre, reinforcing and encouraging others' involvement in the learning community.
What might this tell us about informal noticing, recognising, and responding in this place?
Activities at the whànau-based centre have meaning for tamariki, whànau, iwi, and others beyond the immediate learning community.
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Coptic art is a distinctive art associated with Christianity in Egypt. It is the richest art of the Eastern Christian arts. It appeared in the third or fourth century and began to flourish in the fifth century. Coptic art can only be understood and appreciated in the light of Egypt's economic and social circumstances over the centuries. Lacking royal patronage, it is perhaps best characterized as folk art.
Various stages of evolution between pagan art and Coptic art are recognizable, especially in the fourth and fifth centuries. Coptic art has been influenced by Greco-Roman art. Mythological scenes and decorative elements, such as vine scrolls and interlaced patterns, were taken from pagan art. The iconography of the majority of the Christian themes derives from early Christian and Byzantine traditions.
The styles and fashions of the Byzantine world were adapted with originality and individuality. Some of the motifs, such as the looped cross and the Holy Virgin suckling the Child Christ, reveal ancient Egyptian influence.
The White Monastery demonstrates affinities with ancient Egyptian temple architecture. By the 10th century, Coptic ornamentation began to assume an Islamic flavor. Scenes from the New Testament are very popular, especially episodes of the Christological cycle.
Coptic liturgy influenced church decoration during medieval times. Scenes from the Old Testament, such as Abraham's sacrifice and his meeting with Melchizedec, decorate the sanctuary because of their reference to the Eucharist. Saints occur often in mural paintings. Coptic art is primarily decorative art and very rich in its geometric and floral designs. Coptic churches, ancient and modern, are decorated with icons, wall paintings, carved wood, and architectural sculptures. A considerable part of the images in the Coptic Church has a function within the church
building and the liturgy.
Excavations of the monasteries of St. Jeremiah at Saqqara and St. Apollo at Bawit, yielded architectural sculptures and wall paintings of the sixth and seventh centuries that belong to the most important monuments of Christian art. The new discoveries of wall paintings in the monasteries of the Syrians and the Archangel Gabriel have enriched Coptic art, especially of the 8th through the 11th centuries. The 12th and the 13th centuries witnessed the creation of huge Coptic wall paintings in the monasteries of Wadi al-Natrun and the monasteries of St. Antony and St. Paul, and in some churches of Old Cairo.
In the 13th century, Cairo was the center of a workshop of Christian painters of several Christian communities, such as Armenians and Syrians. They were responsible for the painting of icons, wall paintings, and manuscript illumination, which attest to the survival of Coptic art in the narrower sense of a purely Christian art in the service of the Church. The art of wall painting ceased for a few centuries and appeared again in the 18th century in the Monastery of St. Paul. Beginning in the same century, icon paintings and manuscript illumination flourished. Contemporary Coptic art began and flourished in the second half of the 20th century.
Although the majority of Coptic churches and monasteries were demolished and a considerable number of them suffered many waves of persecution in medieval times—when much of their beautiful original murals, woodwork, icons, and valuable liturgical objects were destroyed or plundered by the mobs under Muslim rulers—what remains of the elaborate wooden altars, ciboria, doors, and screens, as well as beautiful objects of metal such as lamps, chandeliers, Bible caskets, and censers is beyond estimation.
GAWDAT GABRA
Tags: Heritage
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Subject: Mathematics Year: 7
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y7 students first develop a firm foundation in Number and then apply this to learning core concepts in algebra, geometry and statistics.
Term
Home Learning:
Useful resources:
* www.ttrockstars.com
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
* www.hegartymaths.com
Focus
Assessment
Subject: Mathematics Year: 8
Term
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y8 students will deepen their understanding in algebra, learning to solve linear equations for the first time and develop their understanding of ratio and proportional reasoning.
Focus
Assessment
* Indices
* Rounding
* Prime Factorisation
* Fractions
* Negative numbers revision
* Linear equations
* Coordinates and basic graphs
* Units of measurement
* Circumference
* Angles
* Proportional reasoning
* Ratio
* Fractions, decimals and percentages
* Area of composite shapes
* Averages
* Presenting and interpreting data
* Two way tables
* 3-D visualisation
* Volume
Home Learning:
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
Topic tests throughout the term and a short half term assessment.
A 75 minute assessment on all topics learnt this year.
Topic tests throughout the term.
A 75 minute assessment on all topics learnt this year.
Topic tests throughout the term.
Two papers, 1 hour each, on all topics learnt this year.
Useful resources:
* www.ttrockstars.com
* www.hegartymaths.com
Subject: Mathematics Year: 9
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. In Y9 students formally follow the 3 year GCSE course following the AQA specification. They consolidate their fluency in Number and Algebra to access higher level proportional reasoning, geometry and statistics.
Term
Home Learning:
Useful resources:
* www.ttrockstars.com
* Minimum one weekly task on Hegarty Maths. This should take approximately 45 minutes to complete.
* www.hegartymaths.com
Focus
Assessment
Subject: Mathematics Year: 10
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. We believe in setting a high level of challenge, while sequencing the curriculum so that students keep practicing topics they have learnt before. From the middle of Y10 students follow the curriculum for either Higher or Foundation for the AQA Specification. The aim is to cover the bulk of the GCSE curriculum by the end of Y10.
Term
Subject: Mathematics
Year: 11
In Mathematics we strive to develop our students into skilled strategic problems solvers who are Maths literate and fluent in mathematical procedures. In Y11 each class will be following a tailored curriculum focusing on the priority topics they need to master from the AQA specification, whether Foundation or Higher. The aim is to cover all topics by the end of Spring Term to leave plenty of time for revision and preparation for exams.
Term
Home Learning:
Useful resources:
* www.corbettmaths.com
* Minimum five weekly tasks on Hegarty Maths as directed by the teacher
* www.hegartymaths.com
Focus
Assessment
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The Role of Music in Assimilation of Students at the Carlisle Indian Industrial School
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When compared with students who didn't take any music lessons, musically-engaged students had more improvements in IQ subtests, index scores, and a standardized measure of academic achievement. If you're interested in enrolling your child in music lessons outside of the school system for more engagement with music, take a look at this article to learn about the costs. Music education is also a great way to enhance reading comprehension abilities in children. Another study, which was also conducted at Northwestern University, found that students who actively participated in music classes had be Carlisle's founder, Richard Henry Pratt, seated center on the bandstand, with a group of Navajo students upon their arrival at the school on Oct. 21, 1882. Photo: John N. Choate via Carlisle Indian School Digital Resource Center. "Kill the Indian, Save the Man". Photo: Carlisle Indian School Digital Resource Center. From Boarding School to Foster Care. Thirty-five years after Carlisle closed, when Sandy White Hawk was 18 months old, she was adopted out to a white missionary family who promised to "save" her from a life of poverty and abuse on the Rosebud Reservation, where she was born. White Hawk did not escape either in her adopted family, and the problems were compounded by a deeper sense of loss over who she was as an Indigenous person. Gallery 1.2 Carlisle Indian Industrial School. In 1879 Davin submitted his Report on the Industrial Schools for Indians and Half-Breeds to the Government of Canada. The report was "anchored to the fundamental belief that to educate Aboriginal children effectively they had to be separate from their families – that the parenting process in Aboriginal communities had to be disrupted" (Milloy, 1999, p. 23). The schools established to ensure the forced assimilation of Indigenous Peoples of Canada have had many designs and names: religious schools, manual labour schools, industrial schools, day schools, residential schools. Colonial governments had a different interpretation of the role and value of education for Indigenous Peoples. - Founder of Carlisle Indian School, Capt. Richard H. Pratt on the education of Native Americans. We are still here. ✊. Angie GunShows is at Carlisle Indian Industrial School. 9 July 2019 · Carlisle, PA, United States ·. "Kill the Indian, and save the man." Founder of Carlisle Indian School, Capt. Over 200 markers of those, many infants, who died at the Indian Industrial Boarding School. The school was part of a system of re-education and assimilation of Native Americans to European, Christian culture. The tactic dates back to the Ancient Near East - the same as used by the Babylonians when they sacked Israel taking captive the young men, educating them in the culture of the conquering nation and then transplanting them among their own kin.
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DEVELOPING MOTOR PLANNING SKILLS
Motor planning is how a child plans, coordinates, and performs bodily movements to complete a task. Motor planning is part of tasks of all difficulty levels from reaching for a rattle to riding a bike. QAA
WHY DOES MY CHILD TAKE SO LONG TO COMPLETE TASKS?
This is because your child needs to think through exactly what steps are required, and in what order to complete a specific task. For example, a motor plan for putting on pants would include knowing that this occurs after underwear is already on, what direction the pants should be, what leg to put through first, and so on.
SIGNS OF MOTOR PLANNING DIFFICULTIES:
SCHOOL RELATED MOTOR PLANNING TASKS:
Difficulty imitating simple movements (clapping hands, giving high 5s, jumping, etc.)
Accidentally dropping items
Often tripping over their own feet when walking
Needing excessive amounts of time to complete basic tasks like taking a bite of food or coming their hair
Walking through the classroom or hallway
Playing in gym class or during recess
Raising their hand
Washing their hands
Writing
Putting on or taking off their coat/backpack
Carrying items
Any other activity that involves movement
HOW YOU HELP YOUR CHILD WITH MOTOR PLANNING SKILLS:
A key way to assist children with motor planning is to give them the opportunity to try things without any help. This allows them to see what their bodies can do. Below are more examples of how to assist children with motor planning difficulties:
Show them how to do it first.
Pause: give them time to think about how to do the task.
Let them try, even if that means failing. This step is crucial as it encourages learning through trial and error. By allowing them to fail, they are naturally learning what methods will not work. Each time they can try again in a slightly different way until they are able to successfully do what they have been trying to complete.
Assist them once they have tried at least twice by themselves.
Break the task down into smaller pieces. For example, when using a spoon to eat applesauce, instead of handing them the spoon and walking away, they may need you to scoop the applesauce, and then put the spoon in their hand, so they can practice bringing the spoon to their mouth to eat.
Have the child continue practicing the skill every day until they become independent in completing it.
OTHER RESOURCES
https://childdevelopment.com.au/areas-of-concern/organisation/planning-and-sequencing-praxis/
https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/movement-coordination-issues/motor-planning-what-you-need-to-know
https://therapyfunzone.net/blog/motor-planning-made-easy
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Lesson Plan— The Calm After the Storm...Water Quality (and Habitat Data – ext.)
Jonathan Holt and Miriam Sutton – EARTH Satellite 2016 - Beaufort
Summary
Students will use data collected from Duke University's Unmanned Facilities Systems (i.e., Drones) to observe the impacts of storm water runoff to water quality before and after storm events. Students will explore drone and other unmanned autonomous systems to develop an understanding of the various applications these technologies provide to study changes in the environment. Students will analyze various data sets and incorporate mapping skills with their knowledge of water quality variables to identify environmental influences to the local estuarine water system.
[TAGS: Drones, Estuary, Runoff, Point Source Pollution.]
Key Concepts
* Human impacts to the environment; point-source pollution; run-off
* Water quality variables
* Spectral analysis
* Real data
* Drones and unmanned aerial systems
* Align with the NGSS Disciplinary Core Ideas (Orange foundation box): http://www.nextgenscience.org/search-standards-dci (See attached NGSS Checklist for After the Storm)
North Carolina Essential Standards for Science:
* 8.E.1.2 Summarize evidence that Earth's oceans are a reservoir of nutrients, minerals, dissolved gases, and life forms: -Estuaries -Marine ecosystems -Behavior of gases in the marine environment
* 8.E.1.3 Predict the safety and potability of water supplies in North Carolina based on physical and biological factors, including: Temperature, Dissolved oxygen, pH, Nitrates and phosphates, Turbidity Bio-indicators
* 8.E.1.4 Conclude that the good health of humans requires: -Monitoring of the hydrosphere Water quality standards -Methods of water treatment -Maintaining safe water quality Stewardship
Objectives
You are a scientist observing the water quality of an estuary before and after a major storm to assess the impact of point-source pollution to the Rachel Carson Estuarine Research Reserve (RCERR). Storm water drains from downtown Beaufort, NC into Taylor's Creek, which is adjacent to the RCERR. (Extension: What effect does storm water runoff have to the surrounding ecosystem within the Reserve. Complete the following objectives:
* Observe and describe water quality variables measured using drone technology.
* Identify appropriate levels of water quality variables and justification for testing these variables (why do we record salinity, why do we record pH, etc.). ***Reasons behind variables refer to extension-leading to habitat impact***
* Record data from the water quality tests recorded by the researchers using drones (based on the researchers timeline (before and after storms); Record weather events that coincide with the water quality data collected.
* Demonstrate their understanding of water quality variables by identifying cause and effect relationships with natural and manmade environmental impacts.
* Communicate results through PSA's, Website development, and Videos ways to reduce storm water pollution, Town Hall meetings.
Materials
* Access to Data from Duke Marine Lab and Unoccupied Systems Facility
* Access to Google maps in order to track the watershed area and document drainage plane for the storm water runoff/Also to hypothesize potential point-source pollution areas
* Track real time data in a timeline based on researchers decision of schedule
Procedure
1. Include the step-by-step procedure for completing the lesson
Assessment
* Performance—what will students do during the lesson to demonstrate understanding?
* Product—what will students produce to demonstrate understanding?
* Assessment should be directly related to the lesson objectives
* Assessment rubrics that you would use in the classroom are also helpful
Additional Resources
Please list any Web sites, books, publications, or other resources that would be helpful for teachers or students preparing for this lesson.
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Anticipation of something great
By Vernon Whetstone
Amateur Astronomer
It has been said that the greater the anticipation of an event, the greater is the importance to the one anticipating. I would think this saying could be applied to several things; Christmas, birthdays, anniversaries, reunions and such like.
Tonight, Wednesday, Feb. 22, is the first.
I don't know about other astronomers, but this one is in a state of great anticipation. During the first two weeks in March there will be two planetary conjunctions and the moon will be playing hide-and-seek with those four planets during the last few days of February.
Look east about a half hour after sunset for a one-day old moon which will be just to the right of tiny, innermost planet, Mercury.
On Thursday night, again about a half-hour after sunset, find the moon again, this time lounging below and right of our old friend Uranus. The pair will be about six degrees apart–just slightly wider than the field of view.
The moon will be barely past one day old so it will be a very, very slender crescent. Binoculars will be essential to catch this event. The pair should fit inside the binocular field of view. They will be just slightly above the horizon, so make sure your view in that direction is flat, and clear.
The next night the moon will be slightly higher, about eight degrees, and a bit to the right of Uranus.
Earthshine is the light from the Sun, reflected off of Earth's surface onto the moon. It will make
On Friday, Feb. 25, the moon will move on to its next planetary meeting, this time with bright Venus. The pair will be spectacular in binoculars. You may even have the opportunity to glimpse some "earthshine" on the lunar face.
the face of the moon dimly lit and barely visible. It is more prominent if you wait for a darker sky. Following the moon on its journey we next meet with the largest planet of them all, Jupiter, the King of the Planets on Sunday evening, Feb. 26. The pair will be visible in the same binocular field of view.
The double planetary conjunctions will take place during the first half of March. Mark your calendars for March 2-8 when Mercury will visit Uranus and March 12-14 when the two brightest planets in the sky, Venus and Jupiter will meet.
Not to be left out, the other two visible planets, Mars and Saturn, will receive a lunar visit on March 6 and 7 and March 10 respectively.
We have been watching that pair for the last few weeks as they have been moving ever so slowly toward each other, and now for the grand payoff.
SKY WATCH: New moon yesterday, Feb. 21. Watch the moon this week and next as it visits all the pretty little planets in a row. Next week we add a leap day to February. Which means all the
More about the conjunctions as the dates draw closer.
1 / 2
people born on Feb. 29, can now celebrate their birthday, an event they can do only once every four years.
NEXT WEEK: More astronomical blathering.
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HOW TO MARKET YOUR BUSINESS
LET THE WOrlD KNOW ABOUT YoUR BUSINESS!
WHY DO I NEED TO MARKET MY BUSINESS?
Your business will only be a success if you have customers. But how do you get customers? You need to tell people about your business... this is marketing!
Before you start to think about your marketing, you should ask yourself two questions:
* • Who do I want to use my business? (Who is my target market?)
* • What do I want them to think and feel about my business? (What is my message?)
Once you are clear on these two points, you will be able to build your brand identity.
WHAT IS A 'BRAND IDENTITY'?
The brand identity of a business is the visual package that it presents to the world, making it recognisable. So, the colour scheme, the logo, the writing style, the people used to front adverts – all of these things make up the brand identity of a company. It should appeal to your target market and it should say something about your business.
REMEMBER Colours carry meaning. For example, red is associated with danger and green can suggest something is eco-friendly, so choose your colours carefully when designing your brand identity.
I'VE DESIGNED MY BRAND IDENTITY, HOW DO I START TELLING PEOPLE ABOUT MY BUSINESS?
* • ADVERTISING Posters, flyers and business cards are a good way to spread the word but you will have to shop around different printers for good deals. You can also advertise in your school magazine or newsletter, or even in the local press – but you usually have to pay for advertising space.
* • PUBLICITY Find out about local events that are aimed at your target market and make an appearance. This will give you a chance to meet your potential customers and to answer questions about your product or service.
* • SOCIAL MEDIA Facebook, MySpace, Twitter – these are great ways of reaching lots of people for free. Get friends, fans and followers and tell them to pass it on!
* • PUBLICITY STUNTS, such as wearing fancy dress and handing out 'freebies', are great ways to grab attention and raise the profile of your business. If you're planning something like this, tell the local press (newspapers, radio stations etc) – you might make the news!
REMEMBER Whether you're marketing online or on paper, it needs to reach your target customer. For example, if you are offering a gardening service to elderly people, Facebook might not be the best way to reach them, but posting flyers through their door is more likely to work.
HOW TO MARkET YOuR BUSInESS
Three Steps to Marketing Success...
STEP ONE
You need to have a clear idea of who your target market is and what message you want to create.
Design your brand identity to suit these needs.
STEP TWO
Consider the range of marketing techniques that you could use including social media, printed materials and advertising in the local press. Some techniques will reach your target market well and others won't. You should research your target customers to help you decide the best ways to market your business.
STEP THREE
It doesn't matter what techniques you choose, it is vital that your message is clear. Whether it is a poster, a website, a 'tweet' or an advert, you need to be very clear about what your business does. If your company name or logo doesn't state what you do, consider adding a strap line that makes it clear. For example, 'Green fingers – Low cost, high quality gardening services.'
CHALLENGE EXAMPLE
In the BiG Challenge, marketing is essential because you have so many business teams to compete with, in your school or college and the rest of the city!
* • Choose a team name that is original and interesting but is also professional so you are taken seriously by businesses and customers outside of school or college. The same goes for your brand identity; keep it simple, keep the message clear and always think about your target market.
* • Make as many contacts as you can, they can help you to market your business by word of mouth, through social media or by passing on your flyers or business cards. Attend networking or sales events and always go armed with business cards and flyers!
* • Enter your marketing materials into the BiG Challenge Xtra competition. You can win extra money for your business and this will also give you the chance to see if your marketing techniques are up to scratch!
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THEATE R—3R D GRAD E
ACTION PLAN: IMPROVISATIONAL THEATER
Who (the class or group I will focus on)
Three 3 rd grade classes - one is 2 nd / 3 rd grade special education bridge class.
Inquiry question:
Do peer, self, and teacher assessment improve student achievement in improvisational theater and in rehearsing improvised scenes?
Student learning goals:
Learning goals for students, based on the Blueprint Standards:
Students explore the physical, vocal, and characterization and staging components of acting by developing the actor's instrument, the mind, body and voice. Students participate in group activities including creative play, storytelling, and improvisation.
Students develop an understanding of dramatic structure and theater traditions.
Students extend their understanding of theater by connecting it to learning in other disciplines.
Connect learning from other arts and disciplines, such as language arts, social studies, and visual arts, to extend their understanding of theater.
Students will be able to:
- Sustain concentration, focus and commitment in group activities with a shared performance goal.
- Contribute effectively and responsibly to ensemble activities
- Use body and voice expressively.
- Demonstrate both in writing and in group sharing an understanding of sequence and plot, action and climax.
What formative assessment strategy I will put into practice
Teacher, peer and self-assessment employing protocols, checklists and video reviews.
Why this strategy will help my students achieve or improve the above goals:
One of my key goals for the children is to develop their skills at working as an ensemble. Peer assessment is by its nature ensemble work. The use of protocols, checklists and video are a means towards enabling peer assessment to be successful. Teacher assessment is used as a "fail safe" back-up.
How I plan to implement this assessment strategy in my practice and/or lessons:
Students will be trained in the process of giving feedback. Elements of the process will be modeled for them. A protocol of feedback will be followed. Sentence stems to facilitate the process will be taught.
When I plan to implement this strategy (at which point in the teaching/learning cycle or unit plan):
Assessment strategies will be used throughout the project. They will be employed to reinforce rules of improv games, to edit and revise written stories, and as part of the rehearsal process.
Self-assessment will be used more selectively at various points in the rehearsal process to allow children to set their own goals for growth.
Evidence of effectiveness of this assessment strategy:
The children's work both in performance, ensemble work and quality of story was good. In performance the children played at a high level. They performed as well with an audience as they did in rehearsal. Often children's work diminishes in performance compared to what they were able to achieve in rehearsal. The work of these children remained at a high level.
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Springdale First School – Medium Term Overview
YEAR ONE - Superheroes.
Another half term is fast approaching and we are really looking forward to beginning our new topic "Superheroes". We will be beginning our topic with a visit from a superhero and we will be helping them to solve lots of problems. We will also be designing different costumes in preparation for our Superhero day, investigation different materials and trying out our predictions. For our Fab Finish, we will be having a Superhero day. More information concerning this day will follow!
NATIONAL CURRICULUM:
ENQUIRY QUESTIONS;
What material is best to make a superhero costume from?
How can we describe different materials?
How can we sort different materials?
What happens when you add suffixes to different words?
| English | | | | |
|---|---|---|---|---|
| Text | SPAG Focus | Spelling focus | Writing focus | Specific |
| Traction Man | Full stops and capital | Year One Common | Write accurate | Solving one step word |
| | letters. | Exception Words | sentences | problems involving |
| Eliot Jones, | Question marks | | INDEPENDENT | multiplication and |
| Midnight | Exclamation marks | Spelling words – Split | WRITING – story | division. |
| Superhero. | | vowel digraphs, words | writing. Adventure | |
| | | ending in er, est, | stories. | Fractions. |
| | | | Recount writing. | |
| Super Daisy | | | | |
| | | Verbs | | |
| Topic objectives (Focus Subjects) | | | | |
| Science focus: Materials | | | | |
| To identify and name a variety of materials | | | | |
| Distinguish between the object and the material it is made from. | | | | |
| To sort objects 2 / 3 ways | | | | |
| To sort and classify materials by their properties | Name and classify a range of |
|---|---|
| To investigate and make observations. | materals. |
| To make simple predictions. | |
| | Go on a material hunt – how many |
| To carry out a simple test. | |
| | different materials can you find? |
| To give reasons for their observations. | |
| DT focus: | Children to make a scenery box based on |
| Select materials from a limited range that will meet the design criteria | one of the settings from Traction Man. |
| Select and name the tools needed to work the materials | |
| Join appropriately for different materials and situations | |
| Create simple hinges | |
| Use drawings to record their ideas as they are developed | |
| Say what they like and do not like about the items they’ve made and try and say why | |
| Explain what they are making and which materials they are using | |
| Describe what they need to do next | |
| Select and name the tools needed to work the materials | |
| Select appropriate technique | |
| Use pictures and words to convey what they want to design and make | |
| Mark out materials | |
| Roll paper to create tubes | |
| Cut along lines, straight and curved | |
| Investigate joinings, temporary, fixed and moving | |
HOW CAN YOU HELP?
- Counting coins – count 2p's, 5p's and 10p's.
- Continue to support your child with learning of spellings.
- Go on a material hunt. How many objects in your house are made of wood, plastic, glass?
www.topmarks.co.uk www.phonicsplay.co.uk
www.mathszone.co.uk
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Fort Dummer State Park Recreational Trails
The namesake of this state park was a British fort constructed along the bank of the Connecticut River in 1724. Situated in the Massachusetts Bay Colony, this was one of the early permanent European settlements in what would be later known as Vermont. The fort was named for William Dummer, Lieutenant Governor of the Massachusetts Bay Colony at the time. For the first two years, the fort was staffed by 55 men of English and Mohawk descent who fortified the location with twelve guns. The fort was built from native white pine logs which were presumably harvested from the surrounding lands.
The location of Fort Dummer was not where the current park lies, but rather on a site that was flooded with the construction of the Vernon Dam in 1908. There is a granite and bronze memorial on Route 142 about 1.5 miles from the park that denotes the history of the fort. The original fort site underneath the river can be seen from a vista on the Sunrise Trail.
Fort Dummer was originally built to defend against attacks on Northfield and Rutland during Dummer's War of 1724. The fort's first seige came on October 11, 1725, when 70 Abenakis attacked the fort and killed several soldiers guarding it. As a result, the palisade was added, enclosing an additional 1.5 acres. It played a prominent role in King George's War of 1744-1748 and in the French and Indian War from 1754-1763. The forts along the northern front, of which Fort Dummer was a part, were frequently attacked during this time period, and it was captured for a time by the French in 1746. It was abandoned in 1763.
Trails
Sunrise Trail
This nearly one-mile loop trail traverses level and gently sloping ground on the eastern side of the park in the town of Vernon. The Old Fort Vista is about midway on the trail. The trail is wooded the entire way.
Sunset Trail
The Sunset trail is a 0.5 mile loop trail on the western side of the park, starting near the entrance and looping through the play field. The trail has a western vista of the village of Algiers in the town of Guilford. The trail passes through gently sloping ground and travels for a portion of its length on an old town road that was cut off when the interstate was constructed. The remains of the Boyden Farm, dating form the 1880s, can be seen along this trail. These include stone walls, a small shed and farmhouse.
Broad Brook Trail
This 0.5 mile trail descends from the campground to a popular swimming hole on Broad Brook. The trail is steep in sections, and therefore is a much more strenuous hike than the other trails. Travel time is 10 minutes to the brook, 20 minutes back.
Guidelines
This area is maintained by the Vermont Department of Forests, Parks & Recreation. Please observe posted park rules and regulations, as well as:
* Please stay on marked hiking trails.
* Overnight camping and campfires are allowed only at designated sites in the developed campground. Inquire at the park office for more information.
* Keep the trails free of litter. Carry out what you carry in.
* Trails are for foot travel only.
* Keep pets on a leash at all times.
* Leave all wildflowers and plants in their natural environment for others to enjoy.
Fort Dummer State Park 517 Old Guilford Road Guilford, VT 05301 (802) 254-2610 (Operating Season) www.vtstateparks.com
To request this publication in Braille or alternate visual format, please contact firstname.lastname@example.org VT TDD Relay Dial 7-1-1 Printed on recycled paper 03/2013 ERP
Fort Dummer State Park Recreational
Trails Guide
Operating Season: Memorial Day Weekend Indigenous Peoples' Day
Hiking Picnicking Developed Camping
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explainity explains topic: Earthquakes date of publishing: 07/20/2022 YouTube: https://youtu.be/17kBVfGjI8c
explainity explains: Earthquakes
Earthquakes are among the most common natural disasters in the world. From one second to the next, the ground starts to shake, sometimes destroying entire cities.
But what exactly makes the Earth quake? Let's rewind.
Under the Earth's crust, there's the liquid mantle. Due to "convection currents" in the Earth's mantle, the plates begin to move and float like sheets of ice on top of the Earth.
First, we should mention that the Earth's crust, the top layer of the Earth is made up of seven large and many small tectonic plates.
They move a few inches each year – either away from each other, past each other or towards each other and collide. The resulting friction creates enormous pressure. If this pressure grows too great, the tension suddenly releases with a huge jolt, and the Earth shakes.
This mostly happens along the edges of tectonic plates, like off the Pacific coast of Japan, where four plates meet. With each tremor, destructive forces are released, spreading out like waves from the hypocenter. Right above, on the Earth's surface is the epicenter. This is usually where the worst damage occurs.
The strength of an earthquake is measured with a seismograph. Using the Richter scale, the tremor is then given a level from one to ten. From level five, buildings can be damaged. Anything beyond that has huge impacts on the safety of people, homes and entire regions.
So far, we've been talking about "tectonic earthquakes".
But there are also earthquakes caused by volcanic eruptions; collapse earthquakes, when underground caverns collapse, and extraction, drilling and mining earthquakes induced by humans.
Earthquakes happen several thousand times a day all over the earth. But not all tremors can be felt. Some are so weak that they can only be detected by a seismograph.
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Data Analysis / Charts Mathematics and Millennials – 6th
Basic Charts
Interpretation of Basic Statistical Charts is essential!
Charts are visual illustrations of numeric data!
Bar, Line, Pie, Pictograph (images)
What is the highest or lowest?
What is average?
What is the difference between highest and lowest?
Charts: Bar
Definition: A Bar Chart uses vertical/horizontal bars to compare various quantities or values.
Daily temperatures for week days in July. MS Excel!
Excel: Bar
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Column Bar Chart is selected! Click Finish to continue. (?) A Column Bar Chart appears! Note Bars, Gray & White regions! Click a Bar! Click Gray region! Click White region! *Small Black Squares mean Chart is selected! Click Delete!!! Entered other numbers! Practice creating Bar Charts! Try printing out a Bar Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the engagement your students will experience!
Charts: Line
Definition: A Line Chart uses connected points and and a line to visualize continuous quantities. Daily temperatures for week days in May. MS Excel!
Excel: Line
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Click the Line selection! Click Finish to continue. (?) A Line Chart appears! Note Line, Gray & White regions! Click the Line! Click Gray region! Click White region! *Small Black Squares mean Chart is selected! Click Delete!!! Entered other numbers! Practice creating Line Charts! Try printing a Line Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the empowerment students will experience!
Charts - Pie
Definition: A Pie Chart uses a circle to compare among parts of a whole and compare to a whole. Rainfall during January to July. MS Excel!
Excel: Pie
Using MS Excel and starting at B5 enter 1,2,3,4,5! Hit Enter Key! Select entered numbers! Click Chart Icon: top & middle of page. Click the Pie selection! Click Finish to continue. (?) A Pie Chart appears! Note Pie, Gray & White regions! Click Pie! Grab Pie and Drag In & Out! Click White region! *Small Black Squares mean Chart is selected! Click Delete! Entered other numbers! Practice creating Line Charts! Try printing a Line Chart! Try copying it to a Word file! Try grabbing a Corner Black Square & Dragging In and Out! Imagine the excitement your students will experience!
Charts: Pictograph
Definition
: A Pictograph uses images to individual quantities and
compare compare
to total.
Gallons of oil produced in July. MS Word Draw!
Word: Basic Charts - 4
Use MS Word! A Draw Toolbar has to be at bottom of Word page. Create a rather large horizontal rectangular region at mid-page. Just below large rectangular region, we will create a drum. Now using the Oval tool, create a small (not tiny) horizontal oval! At far right of Draw Toolbar is the 3D image creator! Just find it! With oval selected (White Sqs)! Select some 3D images for drum! Once drum has been created click & drag it onto rectangle area! With drum selected! Hold Ctrl & Hit C! Hold Ctrl & Hit V! A duplicate drum should appear! Click & Drag above other drum! Continue Copy & Paste of drums until a Pictograph appears!
Basic Charts
Okay! We have defined Charts and given Examples! Make sure Students can do Definitions & Examples! Activities will be provided for students to create Basic Charts from directions to be drawn on plain white paper! Not exciting but necessary to learn!
Conclusion
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Lesson Title: Breakfast of Champions
Learning Objectives:
* Explain why eating a balanced breakfast is important
* Identify the role of breakfast in relation to academic performance
Opening:
Open discussion: What did you have for breakfast this morning? If you normally have nothing, explain why.
Essential Content:
What does a balanced breakfast look like?
* It is a source of protein, carbohydrates and healthy fats.
* It shouldn't not be high in sugar, so beware of sugar content in pre-packaged breakfast items and drinks.
* Hydrate with water, milk, almond milk or coconut milk.
o It is important to stay away from juice because it contains upwards of six teaspoons of sugar in only one cup.
o It is preferable to have whole fruit over fruit juice.
* You can stick to a breakfast plan by having quick and easy options available if you are running short on time. This includes:
o Greek yogurt with nuts
o Smoothie
Examples of a balanced breakfast:
* Ham, egg, and cheese breakfast sandwiches on an English muffin
* Scrambled eggs and fruit
* Smoothies (Greek yogurt, one piece of fruit & almond milk)
* Greek yogurt parfait with nuts and granola
* English muffin and peanut butter with a cup of milk
Student Nutrition Services and Breakfast:
* Studies show eating breakfast improves academic performance including word recall, standardized test scores, improved learning ability, and reaction time.
* School breakfast programs improve student alertness, reduces distractions, reduces hunger headaches, reduces visits to the nurse's office, decreases behavior issues, and improves attendance.
* About half of low-income students who participate in lunch programs also participate in breakfast programs. Roadblocks to be aware of:
o Barriers cause some low-income students to not participate in breakfast. Examples of these barriers include tardiness, bus schedules, and long lines.
o In some cases, students would rather socialize with their friends than eat breakfast in a cafeteria. They might also fear being identified as a "poor kid" if they participate in the free breakfast.
o Solutions: Provided breakfast in the classroom and/or free breakfast for everyone to remove the label (CEP).
Goal of breakfast programs is to remove barriers for children eating breakfast.
Lesson Title: Breakfast of Champions
Results from Breakfast in the Classroom Survey: An increase in breakfast participation (85 percent):
- Fewer reports of student hunger (61 percent)
- Fewer tardy students (40 percent)
- Improved student attentiveness (37 percent)
- Improved school (34 percent) and classroom (35 percent) environments
- Fewer visits to the school nurse (18 percent)
- Fewer disciplinary referrals (16 percent)
- Decreased absenteeism (13 percent)
- Improved standardized test scores (13 percent)
- Improved reading test scores (11 percent)
- Improved math test scores (10 percent)
- Improved cognitive test scores (6 percent)
School Breakfast Programs:
* Two different menus depending on where students pick up their meal:
o Hot breakfast in the cafeteria
o Grab –n- Go breakfast/breakfast in the classroom
* Full price of breakfast meals is $1.50
Activity:
Guided Practice: Review the nutrition labels for common breakfast items. Are they balanced? What is lacking? Is there anything that is over the recommended amount?
Examples:
High in sugar, low in protein, and healthy fats Switch out for a low sugar cereal and add hard-boiled egg
High in sugar and low in protein
Add Greek yogurt
Independent Practice: Pick the better breakfast option out of the two choices and explain why it is the better option.
Closure:
What could you change about your current breakfast to make it more balanced?
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Dhofar Eco Bug
Infecting the nation with an environmental conscience...
19 June 2012
Could We Grow Fruit Trees in the Omani Desert?!
Well, if a certain Dutch inventor is to be believed, then the answer is a resounding yes and we could do so without irrigation!
Pieter Hoff is the founder of a company that has pioneered a planting technology called Groasis. Yesterday he was in Salalah to give a presentation at Dhofar University and introduce the concept to us.
Mr. Hoff began by talking about the global problem of depletion of groundwater reserves. He stated that 4 countries in the world have no groundwater at all. He didn't say which countries these were, but if that statistic is true then it is truly shocking. He also went on to talk about how groundwater is becoming contaminated with salt water (an issue which apparently exists here in Oman). With this shortage of water and a growing population (expected to hit 10 billion in the next 25-35 years) he concluded that there needed to be a way for agriculture to use less water. It was this thinking that led him to develop the 'waterboxx'.
Mr. Hoff pointed out that, in nature, trees can and do grow in the desert and in rocky areas. Anyone who has visited the desert here will know this to be true. In other words, there is enough rainfall in the desert to sustain plant life. The problem isn't actually the quantity of rainfall (more rain falls in the desert than we imagine) but the fact that it all falls in a very short time period (perhaps 2 weeks). Seeds therefore germinate when the rain falls, but then everything dries up and the young plants die. Without getting too scientific, Mr. Hoff's 'waterboxx' is a bio-mimicry technology - in other words it copies how Mother Nature solves the problem of growing trees in desert regions. The waterboxx assists the tree through the planting period until it can reach natural water and self-sustain. A lot of this is to do with having the right kind of roots (called primary roots) which allow a plant to break through hard ground (even rock) to reach water. Mr. Hoff explained this very well, but I suspect I'm failing to! Anyone wishing to understand the subject better would be well advised to look at the website!
Overall, the technology came across as simple yet clever and, importantly, affordable. No irrigation is necessary and it appears to have an excellent success rate, judging by existing projects in various countries around the world. In future there are also plans to make the waterboxxes from cellulose material. In a country like Oman, that would mean being able to make the system from readily available materials like palm leaves.
Whilst Groasis is evidently a business and Mr. Hoff will of course have a vested interest in its success, I really found his argument to be very persuasive. If this technology works and is adopted it could have multiple positive effects - reduced reliance on
About Me
Dhofar Eco Bug
Salalah, Dhofar, Oman
Dhofar Eco Bug aims to help conserve the natural beauty and biodiversity of the Sultanate (and Dhofar in particular) through increased awareness of, and action on, environmental issues in the region. This 'bug' hopes to be highly contagious - infecting the nation with an environmental conscience!
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Could We Grow Fruit Trees in the Omani Desert?!
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groundwater, reforestation of desert areas, food production and a reduction in carbon dioxide emissions due to an increase in trees. It seems like a very good result. Interestingly, a planting experiment using this technology has already taken place in Sohar Free Zone. I don't know when it was initiated, but it would certainly be of interest to know how it is proceeding.
Incidentally, I should say that I am in no way affiliated to the company - I just found the product to be very interesting and thought you might too!
Mr. Hoff says that his dream is to replant the 2 billion hectares of land that man has cut over the last 2000 years. I wish him every success!
Image reproduced from http://www.groasis.com/en/photos/photoalbum/oman
Posted by Dhofar Eco Bug at 20:13
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Labels: deforestation, dhofar university, groasis, oman, pieter hoff, salalah, tree planting, waterboxx
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WHAT ARE CARBOHYDRATES?
Carbohydrates are a major macronutrient and the primary source of energy for the body and brain. In terms of structure, there are two types of carbohydrates: SIMPLE & COMPLEX.
They are called carbohydrates because, at the chemical level, they contain carbon, hydrogen and oxygen.
Unlike essential amino acids and fatty acids, there are no essential carbohydrates. This means we can obtain everything we need nutritionally from other food sources, so carbs are not necessary to maintain life.
SIMPLE CARBOHYDRATES
These are the smallest and simplest type of carbohydrates, known as mono- and disaccharides, meaning and they contain only one or two subunits of sugar. These type of carbs are quickly absorbed in the small intestine, resulting in a spike in blood sugar and a boost of energy.
Common sources:
Sugar and syrups
Candy
Cereals
Sodas
COMPLEX CARBOHYDRATES
Complex carbohydrates, are called polysaccharides since they have more than two subunits of sugar linked together. These types of carbs take longer for the body to be broken down. The slower digestion means that there is no rapid spike in blood sugar, and the energy release is prolonged.
Common sources:
Vegetable
THE GLYCEMIC INDEX
The glycemic index or GI is a popular concept used to determine the effect of certain carbohydrates on blood sugar levels in the body. It, therefore, represents the metabolic response of the body to the carbohydrates we eat and is classified into 3 groups:
Low GI foods = <55 GI value
Medium GI foods = 56 – 69 GI value
High GI foods = 70 or greater
Foods that have a low GI do not raise blood glucose levels as much, nor as fast as foods that have a high GI.
THE GLYCEMIC LOAD
The glycemic load or GL was introduced to represent the glycemic index and the carbohydrate content in a serving of carbs, thus representing the quality and quantity.
Therefore foods with a higher amount of protein, fat or acidity, will help blunt the glucose response, improving blood sugar levels.
Low GL = <10
Medium GL = 11-19
High GL = >20
THE GLYCEMIC INDEX & GLYCEMIC LOAD
Below is a table that shows some of the common foods that their respective glycemic index and load:
Glycemic Indices & Glycemic Loads of Common Foods
THE ROLE OF CARBOHYDRATES
Although not essential in the diet, carbohydrates can have some critical functions to play:
1. The primary source of energy for the body and brain
2. Protein sparing and prevents ketosis
3. Facilitates the body's metabolism of fat
4. Source of B vitamins for cholesterol metabolism
CARBOHYDRATE REQUIREMENTS
There's no precise definition of exactly how many carbs should make up someone's diet, as what might be right for one person may not be for the next. An individual's optimal intake depends on age, gender, body composition, activity levels, personal preference, food culture and current metabolic health.
People who are physically active and have more muscle mass can tolerate a lot more carbohydrates than those who are sedentary.
Metabolic health is also a significant factor, as, for those with metabolic syndrome, obesity or type II diabetes, the rules change significantly.
CARBOHYDRATE REQUIREMENTS FOR FAT LOSS
High Carb Diet – 200g+ per day
Some people do very well on a higher carb diet, eating even up to 300-400g per day while still losing body fat. Most are not so lucky, and those who can, usually follow into the same category – young, lean, active lifestyle and metabolically efficient.
Moderate Carb Diet – 100-200g per day
This is a very common daily carb range for the majority of active and healthy people looking to lose body fat. This still allows for some starch in the diet, yet limits the amount quite significantly.
Low Carb Diet – <100g per day
This can be described as a ketogenic diet – one in which no starchy carbs (or very little) are consumed daily. This is when the body is forced to use fat for energy.
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SWALLOWING DIFFICULTY
Pain or discomfort when attempting to swallow; difficulty in swallowing any sort of food
CAUSES
INFECTION
Sometimes, difficulty in swallowing that is linked to other symptoms may indicate a viral or bacterial infection in a person's upper respiratory tract.
Symptoms:
* Sore throat
* Fever
* Headache
* Fatigue
* Loss of appetite
* Difficulty in swallowing
DO:
* Take throat lozenges to help soothe the upper respiratory tract.
* Consult a physician as antibiotics may be in order.
DON'T:
* Don't smoke.
OTHER CAUSES
Dry throat or a foreign object (such as a fish bone) lodged in one's throat may cause discomfort or pain in swallowing. Drink plenty of water to alleviate dry throat.
SWEATINESS
Excessive perspiration
OBESITY
Obesity is a problem that is not only physical but also sometimes emotional and mental. Eating a high-calorie diet that is more than what the body consumes can induce a person to become overweight, a condition which may eventually lead to obesity. The person may also indulge in very little physical activity and have a low metabolic rate.
Obesity, aside from being a problem in itself (lethargy, sleepiness, shortness of breath, ridicule from society) can also give rise to certain complications such as heart disease, high blood pressure, high blood cholesterol, back problems, and some forms of cancer.
Symptoms:
* Body weight that is at least 20% in excess of the normal body weight for one's height, age, sex and build
* Waist measurement greater than 40 in men and 35 in women
* Shortness of breath
* Sweatiness
DO:
* Dress comfortably in light clothes that are preferably made of cotton which absorb sweat and allow the skin to breathe.
* Use a deodorant stick or roll-on that contains anti-perspirant ingredients for the underarms.
* Try to lose weight through a well-balanced diet and regular exercise.
DON'T:
* Don't eat food high in sugar, fat and cholesterol.
SWEATINESS
Excessive perspiration
MENOPAUSE
See page 117.
HYPERTHYROIDISM
See page 138.
OTHER CAUSES
Other causes may be anxiety, hyperhidrosis or certain medications.
Obesity, aside from being a problem in itself, may cause more health hazards such as heart disease, high blood pressure, back problems and other forms of cancer. Try to lose weight through a well-balanced diet and exercise.
THIRST (EXCESSIVE)
Very dry mouth, lips and skin
CAUSES
DEHYDRATION
Dehydration is the condition wherein the body loses a large amount of water. It may be a symptom of other conditions such as diabetes, exposure to severe heat or diarrhea. Typically, when a person feels thirsty, drinking fluids can quickly replenish the loss. However, when the water is not replenished for very long, it may develop into severe dehydration.
Symptoms:
Mild Dehydration
* Thirst
* Dry lips and tongue
Severe Dehydration
* Remarkably decreased urine that may be very yellow and thus, highly concentrated
* Faster and shallow breathing
* Noticeably drier skin
* Low blood pressure, faster heart rate
* Eventual loss of consciousness
DO:
* Drink plenty of water.
* Suck on ice chips to moderate the amount of water taken in and to not shock the body system.
* Hydrate before, during and after exercise.
* If severe dehydration is suspected, rush to the nearest hospital as treatment is imperative.
* For dehydration in infants or children caused by diarrhea, seek emergency help immediately.
DON'T:
* Do not drink alcoholic or caffeine beverages as these may only aggravate the problem.
95
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Pre-Exercise Nutrition Needs
What and when you eat before exercise can make a big difference to your performance and recovery.
In the three hours before your workout, you'll want to eat something that helps you:
- sustain energy;
- boost performance;
- hydrate;
- preserve muscle mass; and
- speed recovery.
Here are a few ways to ensure you're meeting your requirements.
Eating some protein in the few hours before exercise:
- Can help you maintain or even increase your muscle size. That's important for anyone who wants to improve health, body composition, or performance.
- Can reduce markers of muscle damage (myoglobin, creatine kinase, and myofibrillar protein degradation). Or at least prevent them from getting worse. (Carbohydrates or a placebo eaten before exercise don't seem to do the same thing.) The less damage to your muscles, the faster you recover, and the better you adapt to your exercise over the long term.
- Floods your bloodstream with amino acids just when your body needs them most. This boosts your muscle-building capabilities. So not only are you preventing damage, you're increasing muscle size.
Before you rush off to mix a protein shake: While protein before a workout is a great idea, speed of digestion doesn't seem to matter much. So any protein source, eaten within a few hours of the workout session, will do the trick.
Eating carbs before exercise:
- Fuels your training and helps with recovery. It's a popular misconception that you only need carbs if you're engaging in a long (more than two hour) bout of endurance exercise. In reality, carbs can also enhance shorter term (one hour) high-intensity training. So unless you're just going for a quiet stroll, ensuring that you have some carbs in your system will improve high intensity performance.
- Preserves muscle and liver glycogen. This tells your brain that you are well fed, and helps increase muscle retention and growth.
- Stimulates the release of insulin. When combined with protein, this improves protein synthesis and prevents protein breakdown. Another reason why a mixed meal is a great idea. No sugary carb drinks required.
Fats before exercise:
- Don't appear to improve nor diminish sport performance. And they don't seem to fuel performance — that's what carbs are for.
- Do help to slow digestion, which maintains blood glucose and insulin levels and keeps you on an even keel.
- Provide some vitamins and minerals, and they're important in everyone's diet.
Pre-Exercise Nutrition in Practice
With these things in mind, here are some practical recommendations for the pre-exercise period.
Depending on what suits your individual needs, you can simply have normal meal in the few hours before exercise. Or you can have a smaller meal just before your exercise session. (If you're trying to put on mass, you may even want to do both.)
Option 1: 2-3 hours before exercise
This is far in advance of your workout, have a mixed meal and a low-calorie beverage like water.
If you're a man, here's what your meal might look like:
-2 palm sized protein dense foods
-2 thumb sized fat dense foods
-2 fist sized portions of vegetables
-2 cupped handfuls of carb dense foods
If you're a woman, here's what your meal might look like.
-1 palm size of protein dense foods
-1 thumb size of fat dense foods
-1 fist size of vegetables
-1 cupped handful of carb dense foods
Note: Your actual needs will vary depending on your size, goals, genetics, and the duration and intensity of your activity.
For example, an endurance athlete preparing for a 20 mile run will need more carbs than someone getting ready for a 45 minute gym session.
Option 2: 0-60 minutes before training
Rather than eating a larger meal 2-3 hours before exercise, some people like to eat a smaller meal closer to the session.
The only issue with that: the closer you get to your workout, the less time there is to digest. That's why we generally recommend something liquid at this time, like a shake or a smoothie.
Yours might look like this:
- 1 scoop protein powder
- 1 fist of veggies (spinach works great in smoothies)
- 1-2 cupped handfuls of carbs (berries or a banana work great)
- 1 thumb of fats (like mixed nuts or flax seeds)
- low-calorie beverage like water or unsweetened almond milk
Here's a delicious example:
- 1 scoop chocolate protein powder
- 1 fist spinach
- 1 banana
- 1 thumb peanut butter
- 8 oz. chocolate, unsweetened almond milk
Resource: Precision Nutrition
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The Handy Kitchen Pail
Reduce Waste by Sorting Food Scraps and Food-Soiled Paper
Use the handy kitchen pail to store your food scraps and food-soiled paper until you empty it into the green ORGANICS cart or bin. You can line your pail with a certified compostable plastic bag, paper bag, paper towels/napkins or newspaper. Do not place the pail at the curb for collection.
PLEASE COMPOST ALL FRESH, FROZEN, COOKED & MOLDY FOOD SCRAPS & FOOD-SOILED PAPER INCLUDING:
* all leftover food
* meats & bones
* peels, pits & rinds
* coffee grounds & filters
* food-soiled newspaper & paper bags
* bread, rice, pasta & other grains
* eggs & dairy products
* tea leaves & paper tea bags
* food-soiled paper napkins, plates & towels
A list of certified compostable bags can be found at: www.bpiworld.org.
When in Doubt…Find Out! Contact Us!
email - firstname.lastname@example.org website - www.SanRamonRecycles.com
Make a Pail Liner
Be Foodwise…
Small steps can reduce food waste!
You Can Use Newspaper or Kraft Paper
1. Fold paper as shown.
6.
2. Fold the top corner down to the baseline to make a crease line. Unfold.
3. Fold the bottom lefthand corner up to the crease line just made.
4. Fold the bottom righthand corner up to the opposite side.
5. Fold the top flaps downward.
WHAT DO THOSE DATES REALLY MEAN?*
Reduce food waste by understanding food product date labels
"BEST IF USED BY/BEFORE"
Indicates when a product will be of best flavor/quality. Not a purchase/safety date.
"SELL-BY"
Tells the store how long to display the product for sale for inventory management. Not a safety date.
"USE-BY"
Last date recommended for use of the product while at peak quality. Not a safety date except when used on infant formula .
Regardless of the date, consumers should always evaluate the quality of food prior to its consumption.
DON'T THROW IT OUT!**
Try these tips to extend the life of your food and reduce food waste!
WILTED FOOD
Soaking in ice water for 5 to 10 minutes may reinvigorate wilted veggies.
STALE FOOD
Toast stale chips and crackers for a minute or two in a regular or toaster oven to crisp them.
6. Open out to create liner for kitchen pail.
SALTY FOOD
Add vinegar, lemon juice, or brown sugar—or dilute a soup or sauce with water, crushed tomatoes or unsalted broth.
When in Doubt…Find Out! Contact Us!
voice - 925-380-9480
website - www.SanRamonRecycles.com
Sources:
email - email@example.com
**www.savethefood.com
*www.fsis.usda.gov
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SMOKING ... ONE OF THE MOST DANGEROUS HABITS THAT HUMANS CAN ENTERTAIN!
The following is a list of chemicals found in cigarettes and where they are commonly found in our everyday lives:
Source: Source: Dr. Joel Dunnington, Tobacco Almanca, Revised May 1993
There are more than 4000 chemicals commonly found in cigarettes. Fifty-one of these chemicals are known carcinogens (ie. they are known to cause cancer) and Nicotine is one of them. Nicotine is the chemical that makes tobacco addictive. Nicotine is a poison. In its purest form, just one drop of Nicotine on a person's tongue would kill them! Nicotine is also a stimulant that speeds up the nervous system, makes your heart beat faster and raises our blood pressure. As contrary as it might seem, nicotine is also known to calm some individuals, hence often why people gravitate towards smoking. Nicotine is also an appetite suppressant.
The tar tar tar associated with cigarettes is the only oil material which remains after tobacco passes through the filter. When a smoker inhales, it's the tar that sticks to and blackens the lungs. This directly limits the lungs abilities to properly exchange both carbon dioxide and oxygen. This then limits oxygen to the heart. As the heart continues to receive less oxygen rich blood, parts of the heart may begin to die. Many of the chemical associated with cigarette smoke also narrow arteries in the body. With less oxygen passing through these arteries, a now weaker heart must then work harder. Blood pressure also then rises.
Carbon monoxide Carbon monoxide (a bi-product of smoking) is in itself a poisonous gas. This gas is known to interfere with normal respiration and circulation. When we breath in air through our nose and mouth, the air passes down the windpipe (trachea) and bronchial tubes into the lungs. Small hairs (called Cilia) are designed to clean this air as it moves down into the lungs, gently removing small pieces of dirt, dust and germs. Cilia is one of the first things killed off with smoking, thus allowing toxins (associated with smoking or otherwise) to accumulate in the lungs and elsewhere in the body.
Dangers To Those Around You...
Cigarettes do not just harm the people who smoke themselves. Cigarettes also harm those who breath in second-hand smoke. This includes fetuses and small children. Second-hand smoke is dangerous on its own in that this smoke is not filtered (as one would see in primary smoke from the cigarette itself) and hence is then free to wreak havoc with those passively exposed to cigarette smoke.
SMOKING KILLS...
Smoking is still the single most preventable cause of death in the United States. Tobacco related deaths totalled over 435,000 last year or approximately 1 out of every 6 deaths. Smoking kills more Americans every year than alcohol, car accidents, AIDS, suicides, homicides, fires and drug use ... combined!
The majority of smoking related deaths relate to heart disease and heart attacks , second then to different forms of cancer (particularly lung, mouth, throat, esophagus, pancreas, bladder, kidney, cervix and blood cancer ), thirdly to strokes. Other smoking related issues include: lung related ailments (flu , emphysema, bronchitis and pneumonia ), osteoporosis, stomach ulcers, Peripheral Vascular Disease and impotence.
Because of smoking, 40% of men and 28% of women will die prematurely.
Today is the day for action. Today is the day you need to turn your life around!
Think a lifestyle change lifestyle change. It only takes 21 days to develop a habit. Even if you have had the habit of smoking for years, it will only take you 21 days to change this habit! The process of breaking the smoking habit is not a "all or nothing" phenomenon. It's rather the continued healthy decisions that you consciously make on a daily basis that will really make the difference in the long run. Once you build up a little momentum and start seeing yourself moving towards being smoke-free, you'll automatically then move towards continuing in this way. It's often just an issue of getting started.
Write down your goals. Write down your goals. Write down all the good reasons you desire to stop smoking and reflect upon them when you are tempted. Consider setting "interim" goals; where you reward yourself for being smoke-free for incremental periods of time.
You're only as young as you are right now! Make the best of all your days ahead by doing what you can today! Life is what you make of it!
IT'S NOW TIME TO GET STARTED!
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Helpful Information from HSUS
Dangers just outside your door
- Antifreeze that contains ethylene glycol has a sweet taste that attracts animals but is deadly if consumed in even small quantities; one teaspoon can kill a seven-pound cat. The HSUS recommends pet owners use a safe antifreeze in their vehicles. Look for antifreeze that contains propylene glycol, which is safe for animals if ingested in small amounts. Ethylene glycol can also be found in common household products like snow globes, so be sure to keep these things out the reach of animals.
- Cocoa mulch contains ingredients that can be deadly to pets if ingested. The mulch, sold in garden supply stores, has a chocolate scent that is appetizing to some animals.
- De-icing salts used to melt snow and ice are paw irritants that can be poisonous if licked off. Paws should be washed and dried as soon as the animal comes in from the snow. Other options include doggie boots with Velcro straps to protect Fido's feet, and making cats indoor pets.
- Traps and poisons Pest control companies frequently use glue traps, live traps and poisons to kill rodents. Even if you would never use such methods to eliminate rodents, your neighbor might. Dogs and cats can be poisoned if they eat a rodent who has been killed by poison (called secondary poisoning).
Threats inside the house
- Insect control products, such as the insecticides used in many over-the-counter flea and tick remedies, may be toxic to companion animals. Prescription flea and tick control products are much safer and more effective. Pet owners should never use any product without first consulting a veterinarian.
- Human medications, such as pain killers (including aspirin, acetaminophen and ibuprofen), cold medicines, anti-cancer drugs, anti-depressants, vitamins and diet pills can all be toxic to animals. Keep medicine containers and tubes of ointments and creams away from pets who could chew through them, and be vigilant about finding and disposing of any dropped pills.
- Poisonous household plants, including azalea, dieffenbachia (dumb cane), lilies, mistletoe and philodendron.
- String, yarn, rubber bands and even dental floss are easy to swallow and can cause intestinal blockages or strangulation.
- Toys with movable parts—like squeaky toys or stuffed animals with plastic eyes—can pose a choking hazard to animals. Take the same precautions with pets as you would with a small child.
- Chocolate is poisonous to dogs, cats and ferrets.
- Leftovers, such as chicken bones, might shatter and choke a cat or dog. Human foods to keep away from pets include onions and onion powder; alcoholic beverages; yeast dough; coffee grounds and beans; salt; macadamia nuts; tomato, potato and rhubarb leaves and stems; avocados (toxic to birds, mice, rabbits, horses, cattle and dairy goats); grapes; and anything with mold growing on it.
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KS.2 History Programme of Study
Rationale:
* I've spread the eight units out evenly over the four years of KS.2, deliberately leaving the middle term of each year free. My thinking is this gives teachers a choice, either to continue the previous term's study, start the next term's early or plan it as a non-history teaching term.
* The British study units have been planned in chronological order: Pre-History, Romans, Anglo-Saxons (before Alfred the Great), Anglo-Saxons (struggles), and a study of British history after 1066.
* The local history study has been left off the map; schools can either plan a separate unit or incorporate it with one of the British history units.
* I've put the 'open British history study' at the end of Year 6 because it makes sense chronologically and because it gives Year 6 teachers the flexibility to plan in and around the SATs.
* The three 'non-British' units have been mapped with the Ancient Egyptians first, chronologically this makes sense (although of course it depends on school's choosing Ancient Egypt as the subject of study), it also makes sense for other reasons (although these are subjective):
1. The cultural 'story' of Ancient Egypt revolves around the myth of the weighing of the heart and the legend of Seth and Osiris. These are both accessible to children of Year 4.
2. The iconography of wall paintings and hieroglyphics seems to hold a fascination with young children and along with the pantheon of Egyptian Gods seems more accessible than their Ancient Greek counter-parts.
3. The history study of Ancient Greece is focused on the achievements and influences of it's great thinkers, architects, and story-tellers. These (it could be argued) are a much more demanding subjects and probably better understood by older children
4. I've put the 'non-European society' study at the end of year 5 as it seems the best compromise, but of course it could fit in elsewhere.
| Yr.3 | Yr.4 | Yr.5 |
|---|---|---|
| Changes in Britain from the Stone Age to the Iron Age This could include: - late Neolithic hunter-gatherers and early farmers, e.g. Skara Brae - Bronze Age religion, technology and travel, e.g. Stonehenge - Iron Age hill forts: tribal kingdoms, farming, art and culture | Britain’s settlement by Anglo- Saxons and Scots This could include: Roman withdrawal from Britain in c. AD 410 and the fall of the western Roman Empire Scots invasions from Ireland to north Britain (now Scotland) Anglo-Saxon invasions, settlements and kingdoms: place names and village life Anglo-Saxon art and culture Christian conversion – Canterbury, Iona and Lindisfarne | Viking and Anglo-Saxon struggle for the Kingdom of England to the time of Edward the Confessor This could include: - Viking raids and invasion - resistance by Alfred the Great and Athelstan, first king of England - further Viking invasions and Danegeld - Anglo-Saxon laws and justice - Edward the Confessor and his death in 1066 |
| Roman Empire and its impact on Britain This could include: - Julius Caesar’s attempted invasion in 55-54 BC - the Roman Empire by AD 42 and the power of its army - successful invasion by Claudius and conquest, including Hadrian’s Wall - British resistance, e.g. Boudica - “Romanisation” of Britain: sites such as Caerwent and the impact of technology, culture and beliefs, including early Christianity | The achievements of the earliest civilizations – an overview of where and when the first civilizations appeared and a depth study of one of the following: Ancient Sumer; The Indus Valley; Ancient Egypt; The Shang Dynasty of Ancient China | A non-European society - one study chosen from: - Early Islamic civilization, c. AD 900; - Mayan civilization c. AD 900; - Benin c. AD 900-1300. |
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Childcare centre 'De Platanen' is located in a beautiful building on Elandsstraat, right in the middle of the 'Jordaan' neighbourhood.
Educational vision
Our educational vision is inspired by the theories of Loris Malaguzzi, an Italian educationalist who lay the foundation for the famous educational philosophy and childcare centres of Reggio Emilia, a town in Italy. We learn and share new ideas and insights, and we use these to give children more scope to discover what they enjoy. The central idea in our approach is that we see young children as strong, creative and social beings: producers rather than consumers, who create their own things and have their own ways of thinking.
Children can be seen as each other's 'first child psychologist', and yet, an adult's relationship with a child is equally essential (as 'second child psychologists'). It is our task as professional childcare workers to support and enrich this process. Everything we do starts by observing the children and listening to them, and it is essential that we are also prepared to learn from the children. The quality of the children's environment (the 'third child psychologist') is also of great importance; space, light, materials: everything has an effect on how children work together and play together.
Show the world who you are!
We follow the children in their ideas and interests, and we intentionally offer them new experiences. In this way projects are formed, which we record in pictures, writing, and sometimes also in sound, so that we can look back together with the children and their parents at what has been created and how the children's development can proceed from there.
Together with the parents
We believe it is vital that there is good communication between staff and parents, and that we keep each other well informed. This is essential to build trust, and as a result parents are happy to leave their children with us at our childcare centre. Of course there is the daily contact with the parents when the children are dropped off and picked up, but we also regularly organise parents nights and coffee mornings during which parents can get to know each other better. Moreover, we have an active parent group. We think that it is very important that parents participate in this group, as it gives them the opportunity to influence what is happening at the childcare centre. Dutch law states that parent groups have the right to give advice on several topics, for example the centre's educational policy, food, and health and safety.
Making a voyage of discovery during lunch
Four days a week our cook prepares a hot lunch. On the two remaining day we prepare a healthy meal, which may consist of soup, salad or a boiled egg, just what the children fancy that day. We make sure that the children eat a well-balanced diet, using mostly organic ingredients. At 'De Platanen', while eating lunch, children make all kinds of new discoveries!
Our team
The team of childcare centre 'De Platanen' consists of twelve professional childcare workers, one manager, one cook and one visual artist. During holidays or in case of illness, we make use of a regular pool of substitute childcare workers. Our team is versatile and highly trained, and our professional childcare workers are there to assist you in raising and guiding your child.
Practical information
'De Platanen' has two baby groups, each with 9 children aged 0-2 years, and two toddler groups, one with 15 children and one with 16 children, both aged 2-4 years. There are two professional childcare workers in each group.
Opening hours: 'De Platanen' is open on work days from 7.30 AM to 6.30 PM. The same building also houses after-school day-care centre 'De Platanen'.
You are very welcome to come and visit our childcare centre. Please contact our manager Karin van den Hoek to arrange a visit, and we will make sure that we have plenty of time for you.
T 06 43 54 13 93
E firstname.lastname@example.org
Enrolment
You can enrol in our childcare centre via this website, by clicking the red square 'Enrolling directly' on the homepage.
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Saint Joseph
NEW AMERICAN CATECHISM
No. 1
Prepared in accord with the "Principal Elements of the Christian Message for Catechesis" Chapter V, of the National Catechetical Directory approved by the Bishops of the United States
Primary Grade Edition
Arranged and Explained by REV. LAWRENCE G. LOVASIK, S.V.D.
Divine Word Missionary
CATHOLIC BOOK PUBLISHING CORP. NEW JERSEY
FOREWORD
To the Teacher:
The primary aim of this catechism is to state the official doctrine of the Church, using for the most part the words of the American Bishops in the "National Catechetical Directory" for Catholics of the United States (November 14-17, 1977).
In order to make children familiar with important terminology, and to impress the doctrine of the Church more deeply upon their minds, two methods are used:
(1) Fill in the blanks—to choose the correct words found in the answer of the question.
(2) Can you answer these?—to ask questions a different way, which will encourage the child to think, using ideas already stated in the official answer. These questions are points for discussion.
Both methods, which can be used for homework, will deepen the knowledge of the child.
The numbers in parentheses refer to the number of the question to enable the child to find the answers with ease.
Stories from the life of Christ, accompanied by pictures, will associate Catholic doctrine with the Word of God.
The material in the Appendices ought to be gradually memorized, since these are fundamental laws and prayers needed in Christian life.
Use visual aids and stories to impress these truths on the minds of your pupils.
Father Lawrence G. Lovasik, S.V.D.
Contents
THE HOLY TRINITY
THE Catholic Church teaches that the mystery we call God, has revealed himself to us as a Trinity of Persons—the Father, the Son, and the Holy Spirit, each equal to each other. There are three Persons in one God.
The mystery of the Trinity is the central doctrine of Catholic faith. Upon it are based all the other teachings of the Church.
Chapter
The Holy Trinity 1
1. What does the history of salvation tell us?
The history of salvation tells us how God saved us.
2. How do we know about God?
We know about God because he made himself known to us.
3. How did God make himself known to us?
In the Old Testament of the Bible we read about God showing himself to us as the one true God.
4. What is the Bible?
The Bible is the written story of God's actions in the world.
5. What is the Old Testament?
The Old Testament is that part of the Bible which was written before the coming of Christ.
Jesus became man and was born of the Virgin Mary so that he might suffer for us and teach us how to save our soul.
Mary and Joseph had to go to the town of Bethlehem. There was no room for them anywhere, so her Child was born in a stable.
Angels told some shepherds, and they went to see the Child. The Little Boy they saw was Jesus, the Son of God made man.
Three kings came from the East and brought him gifts. They adored him as the King of heaven and earth.
The Sacraments Chapter 7
78. How is the work of Jesus continued in the Church?
The work of Jesus is continued in the Church through the gift of the Holy Spirit.
79. How does the Holy Spirit act in the Church?
The Holy Spirit acts in the Church especially in the sacraments which Christ began.
80. What is a sacrament?
A sacrament is a sign that we can see, which lets us know that Jesus is giving his grace to the soul of the person who receives the sacrament.
81. Why are the sacraments called actions of Christ?
The sacraments are called actions of Christ because through them he gives his Spirit to us and makes us a holy people.
82. Why did Jesus give us the sacraments?
Jesus gave us the sacraments to make us holy by his grace, to build up his Church, and to give worship to God.
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A green day care centre
At childcare centre 'De Regenboog' we provide children with a familiar, safe and secure environment from which they can discover the world. We believe that the children's autonomy is fundamentally important; therefore, the children's own intrinsic motivation is the pedagogical basis for us to assist them on their way to independence. This is symbolised by our beautiful and sustainable garden, which is a natural place where children can develop their own interests at their own speed. Our garden is where they learn to make choices and to trust their own inner compass.
Childcare centre 'De Regenboog' is located in a spacious building on Houtmankade surrounded by playing fields, and close to the Westerpark and Houthavens .
Autonomy is central
At 'De Regenboog', autonomy is one of our core values. We think it is important that children are given the scope to discover new things themselves. Of course, this process involves trial and error, but ultimately it gives the children a great deal of confidence.
Our activities fit in with the children's development; during these activities we use themes such as imagination, movement, fairy tales, and water. We are assisted in our activities by visual artists, dancers, musicians and other experts. Usually we work on a theme for about two months, and then we round off the theme together with the children in a special and creative way.
As a parent, you can see what activities are planned for the children on each day. Moreover, there is a TV screen in the hall with photos and clips of the activities that the children have done. You can also find photos of the activities on the information boards in the rooms for the different groups.
Often outside
'De Regenboog' has a spacious, natural garden, which we continuously develop further together with the parents. Being in the garden stimulates the children to play together and has positive effects on their imagination, as well as on their feelings of harmony and well-being. We take the children outside every day, both in pleasant and in rough weather. The children don't usually need any encouragement to start looking for insects and other small animals, plants, flowers and branches in the garden. Together with the children we plant seeds and care for these until they have grown into plants.
Our own cook
At 'De Regenboog' we think that it is important what you eat, and this is why we eat healthy and organic food. Our own cook prepares the meals for our children with natural and fresh produce, which is mostly organic. It is also possible for us to serve vegetarian or halal meals.
Parent group
We are always striving to improve our childcare centre and make it more beautiful. In these efforts we are supported by our active parent group. We think that it is very important that parents participate in this group, as it gives parents the opportunity to influence what is happening at our childcare centre. Dutch law states that parent groups have the right to give advice on several topics, for example the centre's educational policy, food, and health and safety. In addition to this more formal participation, the parent group plays an essential role in the organisation of parties and trips.
Our team
Our team consists of 21 childcare workers, one manager and one cook. We are fortunate enough to have a mixture of very experienced and young employees. Some of our colleagues regularly follow workshops on natural gardens and they bring inspiration to the rest of the team, as well as the children and their parents. In the garden, all kinds of activities are organised in which both the children and their parents participate.
Practical information
'De Regenboog' has three baby groups, each with 9 children aged 0 to 18 months, and four toddler groups, each with 13 children aged 18 months to 4 years. There are two professional childcare workers in each group.
Opening hours: 'De Regenboog' is open on work days from 7.30 AM to 6.30 PM.
You are very welcome to come and visit our childcare centre. Please contact our manager Pien Huijgens to arrange a visit.
M 06 12 86 15 04
E email@example.com
Enrolment
You can enrol in our childcare centre via this website, by clicking the red square 'Enrolling directly' on the homepage.
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Your Child at Three to Six Months
PARENTING & CHILD DEVELOPMENT
THIS IS AN EXCITING PERIOD OF DEVELOPMENT because your baby will begin to show his or her unique personality. Babies this age also begin to establish regular eating and sleeping patterns. Continue cuddling, playing, reading and talking with your baby as much as you can because every interaction will continue to stimulate brain development. Your baby needs an interested audience and a chance to use his or her social skills!
Sleep At this age, babies sleep about 15 hours per day. Your baby may be taking two or three daytime naps and may be waking twice per night for feedings. Although babies can now roll over on their own, you should still place your baby to sleep on his or her back. It's fine if babies roll over on their own during sleep. Now is a good time to lower the crib mattress to its lowest level to prevent falls. Remember, it is still not safe to put toys, pillows or blankets in the crib with your baby.
Nutrition Discuss your baby's nutritional needs with your medical provider during your baby's four-month well-child visit. Breast milk and formula are still the main sources of nutrition.
Physical Development
> Tries to grab objects with hands
> Rolls over from back to stomach and stomach to back
> Opens and closes hands and brings hands to mouth
> Sits with support
> Wiggles arms and kicks legs
> Drools a lot
> Begins to cut teeth
Social and Emotional Development
> Responds differently to an unfamiliar voice than to the voice of a familiar person
> Enjoys social play and will become more active in getting your attention
> Shows interest in mirror images and begins to smile at mirrors
> Cries when upset, afraid or scared
> Responds to other people's expressions of emotion and often appears joyful
Cognitive Development
> Uses verbal and non-verbal cues to signal needs
> Uses eyes and hands together
> Explores objects with mouth
> Begins to reach for objects such as rattles, caregiver's face and mobiles
ADDITIONAL SAFETY TIPS FOR YOUR BABY AT THREE TO SIX MONTHS
> Prevent strangulation by removing or shortening any cords that your child can reach
A Home Safety Checklist should be completed at each stage of your child's development. A sample check-list is provided for you on page 70.
> Prevent electrocution by installing protective covers on all electrical outlets
> Prevent falls by keeping babies away from open windows and installing window guards on all upper-level windows
> Prevent poisoning by moving all poisonous liquids, such as cleaning supplies, to upper cabinets and shelves
Positive Parenting Activities that Promote Nurturing and Attachment
> Singing while interacting with your baby, such as patty-cake and peek-a-boo
> Rocking your baby while singing lullabies
When to be Concerned
While each baby develops at his or her own pace, you should be aware of certain milestones your child should be reaching. Failure to reach certain milestones may be a sign of medical or developmental problems requiring special attention. You should let your baby's doctor know if at four months your child:
> Begins babbling, but doesn't try to imitate any of your sounds
> Doesn't bring objects to mouth
> Doesn't push down with legs when feet are placed on a firm surface
> Crosses eyes most of the time (occasional crossing of the eyes is normal in these first months)
> Has trouble moving one or both eyes in all directions
> Doesn't pay attention to new faces, or seems very frightened by new faces or surroundings
HELP
HERE'S
Use the Family Resources on pages 72–78 to learn about a variety of family support services available in your community.
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Grammar
1 Write sentences in the simple past with too and a word from the box. Use the cues. (3 points each)
old difficult low hot expensive high
1. He couldn't finish the test
2. I couldn't afford to go to Japan.
3. They gave up trying to climb the mountain.
4. We couldn't take our car on a long trip.
5. Lexie wasn't comfortable at her desk.
6. He had to wait a while before eating the soup.
2 Use not + the correct adjective + enough to complete the sentences. (1 point each)
1. My shirt is (thin / thick to keep me warm. I have to wear more clothes. not thick enough
)
2. Those jeans are (cheap / expensive) for me. I need to save more money to buy them.
3. Bob's T-shirt is (small / big ) for Scott. Scott's taller than Bob is.
4. Our suitcases were (light / heavy ) for us to carry. We had to use carts.
5. This class is (interesting / boring ). Why don't we do some group projects?
6. Her clothes are (casual / dressy) for a fancy wedding.
3 Complete the sentences with the correct object pronouns. (1 point each)
1. I've lost my keys. I need to find them.
2. That's a beautiful dress! I really like!
4. Ray didn't bring his lunch. I feel sorry for .
5. Did you go to the beach? We didn't see there.
6. Sarah is welcome to join . We'd love to have her in our band.
4 Complete the answers or the questions with the correct possessive pronouns. (1 point each)
1. Is this Kim's book? Yes, it's . hers
2. This pencil is . Look, it has my name on it.
3. That's George's bag. The jacket on top of it is also .
4. Is that wallet ? It's right under your desk.
5. These notebooks are now. Mrs. Griffin gave them to us.
6. The twins bought that basketball with their allowance. It's .
Vocabulary
5 Complete the sentences with one of the words in the box. (1 point each)
gloves
sneakers
cap
suit
mini skirt
sweatshirt
1. Put on your or your hands will freeze! gloves
2. She wore a to school and the principal thought it was too short.
3. Manuel got a baseball for his birthday.
4. My jacket was dirty so I wore my to keep me warm.
5. Nathan needs a to wear for his sister's wedding.
6. You can't wear with your suit. You need to wear nice shoes.
It was too difficult.
3. Tell your sister I'll meet at the mall yesterday.
Communication
6 Complete the dialogue by filling in the blanks. (1 point each)
A: What style of 1 do you have to wear to school? clothes
B: We wear 2 clothes. We only wear formal clothes for fancy dances and dinners.
A: Really? Can you wear baggy 3 to school?
B: Yes, we can. Others prefer tight jeans though. We can wear whatever feels 4 .
A: That's cool! I suppose you can 5 sneakers, too.
B: Of course. How about you? Do you have a 6 ?
A: Yeah. Sometimes I think it's good because I feel like I'm part of a group.
B: And you don't have to worry about what to wear. Is the uniform for boys a 7 ?
A: Oh, no! It's not that 8 at all. We wear white shirts and sports jackets.
B: I bet you look cool in a sports 9 .
7 Read the following essay and write True (T) or False (F) for the statements below. (1 point each)
Do you think that a person who dresses fashionably or buys expensive clothes is a better person than someone who wears second-hand clothes?
There are people who think that wearing designer clothes will make them more popular and interesting, but I disagree. I usually wear comfortable clothes and I do not spend lots of money on clothes. When I look at my friends who spend all their pocket money on new clothes I feel uncomfortable.
Some of my friends chose designer clothes simply because these clothes are "in" and not because they look good in them. I think we all need to feel comfortable and good in what we wear but we can do this without becoming fashion slaves.
1. The writer thinks wearing designer clothes doesn't make people more popular. T
2. The writer thinks buying expensive clothes makes a person better.
3. The writer usually wears comfortable clothes.
4. The writer says we can buy clothes without becoming fashion slaves.
Writing
8 Complete this paragraph with your own opinion. State your opinion clearly, present your ideas, support them, and write your conclusion. (15 points)
Some people think it is good to wear a uniform.
I think
First, uniforms are
Second, wearing a uniform means
Everyone
It's also
In conclusion
74
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VIRTUAL CHILDCARE PARENT SUPPORT SERVICES
VOLUME #57 PRACTICING BALANCE AND COORDINATION
HELLO PARENTS,
Balance and coordination are important skills in child development. They allow children to keep their bodies upright and control themselves while performing different tasks. Good balance and coordination reduce the risk of injury, allow children to participate in sports and physical activities, help with proper body posture, and enhance children's attention and focus. In this newsletter, you will find activities that promote balance and coordination.
ACTIVITIES
INFANTS (3 – 18 MONTHS)
CLIMBING BOX
MATERIALS:
* Large sturdy box
* Books to fill the box
* Tape
DIRECTIONS:
* Fill the box to the top with books to add weight to the box and support it under your child's weight.
* Tape it shut.
* Have your child explore the box by climbing on it, pushing it around, sitting on it, etc.
* This activity helps with upper body strength and flexibility.
Click here for more activities.
TODDLERS (19 MONTHS – 2.5 YEARS)
STEPPING STONES
MATERIALS:
*
Bean bags or books
DIRECTIONS:
* Place bean bags or books in a line on the floor spacing them one foot from each other.
* Have your child walk on the "stepping stones" trying not to touch the floor.
*
To make it more challenging, spread the "stepping stones" apart or form different shapes. For example: a circle, a wavy line, etc.
* This activity helps with eye-foot coordination.
Click here for more activities.
PRESCHOOLERS (2.5 – 5 YEARS)
BALANCING WALK
MATERIALS:
* Blanket
* Tape
* Book
DIRECTIONS:
* Have your child place a folded blanket on their head and walk around the room without dropping it.
* To make it more challenging, place a long piece of tape on the floor and have your child walk on it with the blanket on their head.
* Join your child and try balancing a book on your head.
* This activity helps to improve your child's posture.
Click here for more activities.
For more information visit www.ncceinc.org | (519) 258-4076
JK/SK (4 – 6 YEARS)
TWIST AND SORT
MATERIALS:
* Small stool
* Three buckets
* A few red, blue and yellow blocks
* Red, blue and yellow construction paper
* Marker
* Tape
DIRECTIONS:
* Write "red", "yellow" and "blue" on construction paper and tape the labels to the buckets.
* Place the buckets in front of a stool, and scatter the blocks behind it.
* Have your child sit on the stool facing the buckets.
* Ask your child to reach back for one block at a time while sitting firmly on the stool, and then throw the block into the bucket with the same colour label.
* Continue twisting and sorting until all the blocks are in the buckets.
* This activity helps strengthen the core of the body and enhances eye-hand coordination.
Click here for more games.
SCHOOL-AGERS (6 – 12 YEARS)
THREE-LEGGED RACE
MATERIALS:
* Scarves or fabric strips long enough to tie legs together
* Tape
*
Timer (optional)
DIRECTIONS:
*
Divide players into pairs.
* Have each player stand next to their partner and put their arms around each other's waist.
* Tie the partners' inside legs together so that each pair of players has three legs rather than four.
* Use tape to mark a starting line and a finish line.
* Have the players line up at the starting line. At a signal, have players walk or run as fast as they can to the finish line.
* The winner is the pair of players who cross the finish line first.
* This activity helps to improve muscle strength and coordination.
Click here for more activities.
A TIP FOR TODAY
* Visit your neighbourhood playground to practice climbing, jumping, balancing, etc.
* Try various yoga positions with your child to practice endurance and focus.
* Talk to your child about the importance of proper posture.
* Include exercising in your family daily schedule.
* Encourage your child to take frequent breaks from computer or television.
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Flipgrid Tutorial 1st Hour
❖ What is Flipgrid?
- Flipgrid is an online tool that you will use to video record yourself playing your assignments for Mr. K and Mr. Miller to listen to.
- No one else will see or hear your playing except your teachers.
❖ What device can I use it on?
- Mobile phone yours or a parent
■ Parents: flipgrid leaves no videos on your phone, nor does it allow your child to access anything except what Mr. K and Mr. Miller put in for responses.
- Android Tablet or ipad
- Laptop computer with a front camera
❖ How do I use Flipgrid?
- For a mobile device:
■ Search "Flipgrid" on the Play or Apple store. Its free.
■ Launch Flipgrid
■ Enter the code inside the brackets [mcb1stperiod] Do not enter the brackets.
■ It will ask you to authenticate. Tap the button "Login with Google"
* Use your school email [8digit student ID]@student.vanburenschools.net Do not enter the brackets
* If you do not see your email address on your phone tap "add an account" then tap that account.
■ Tap the assignment.
■ Record yourself tap the camera to start and stop
■ When you are done, tap the green arrow to listen to your recording. If you don't like it, tap the back arrow and record again. If you like it tap the green arrow.
■ Take a selfie of yourself, or your dog or your fish……
■ If you like it tap the green arrow, if not tap the back and do again.
■ Wait for it to upload the video
- Using Flipgrid on a laptop computer or desktop with a camera.
■ Open up your browser and go to flipgrid.com
* Follow all the above directions after "Launch Flipgrid"
Your first assignment is to tell us the title of the last movie you watched. This is to be sure you can get on flipgrid. Your first graded assignment is due next week. DO THE TEST ONE BY THIS FRIDAY SO YOU ARE SURE YOU KNOW HOW TO WORK
WHAT IS FLIPGRID?
Parents and Guardians:
Flipgrid is an app and web service that allows for discussion on specific topics. It uses your phone, tablet or computer's front camera to record a video of the person speaking or playing. In band we are using it so students can record themselves performing their playing assignments. Students log in using their school email. They will enter a predetermined code (see back of this sheet). This will take them to a list of assignments we want them to do. Flipgrid is safe and works with 99% of devices that have a camera.
There are several advantages to this:
1. By using flipgrid at no time will your child have access to anything on the web except what Mr. Miller and Mr. K put on the system.
2. Students can play the assignment as many times as they want until they are satisfied with their performance, or just need more tries.
3. It eliminates the fear of performing in front of others. Mr. K and Mr. Miller want to assess how well students perform, not how well they deal with fear of playing in front of others.
4. There is a feedback function in flipgrid. We will be providing feedback on specific qualities of performance. This is sent directly to the student via their student email address.
5. Students can resubmit an assignment at any time up to a set date to go for proficiency. We are assessing on standards, not on a timeline. Please help them to get the first submission done early so that they have time to practice and correct anything needed to reach proficiency.
6. If your child does not have a smartphone, we ask you to allow them to use yours. If that is not acceptable to you, we have limited capability to have students use a band room computer. Using a band room computer will also be done for students who play tuba, baritone that cannot go home.
7. Flipgrid can be used on a tablet or computer that has a front camera such as a laptop or desktop with a webcam.
If you have any questions, please feel free to email Mr. Miller email@example.com or Mr. Kasperski firstname.lastname@example.org or call the band office at 734-697-9171 X3060
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You may find this interesting!
Parteen National School Parteen Co. Clare
www.parteenschool.ie firstname.lastname@example.org
(061) 340457
Principal: Gerard Ruane
Deputy Principal: Mairéad Guckian
Jobs at Home for Children
Age 2 and 3
Assist in making their beds
Pick up playthings with your supervision
Take their dirty laundry to the laundry basket
Fill a pet's water and food bowls (with supervision)
Help a parent clean up spills and dirt
Dust
Age 4 and 5
Get dressed with minimal parental help
Make their bed with minimal parental help
Bring their things from the car to the house
Pick up their toys
Wash hands
Set the table with supervision
Clear the table with supervision
Help a parent prepare food
Help a parent carry in the lighter groceries
Sort colors for the laundry
Match socks after clothing is washed
Answer the phone with parental assistance
Be responsible for a pet's food and water bowl
Dust with supervision
Hang up towels in the bathroom
Clean their room with supervision
Clean floors with a dry mop
Make their bed every day
Brush teeth
Comb hair
Choose the day's outfit and get dressed
Write thank you notes with supervision
Be responsible for a pet's food, water and exercise
Vacuum individual rooms
Wet mop individual rooms
Dust individual rooms
Fold laundry with supervision
Put their laundry in their drawers and closets
Put away dishes from the dishwasher
Help prepare food with supervision
Clean their room when asked
Empty indoor trash cans
Answer the phone with supervision
Age 6 and 7
Take care of personal hygiene
Keep bedroom clean
Be responsible for homework
Be responsible for belongings
Write thank you notes for gifts
Wake up using an alarm clock
Wash dishes
Wash the family car with supervision
Prepare a few easy meals on their own
Clean the bathroom with supervision
Rake leaves
Learn to use the washer and dryer
Put all laundry away with supervision
Take the trash can to the curb for pick up
Test smoke alarms once a month with supervision
Screen phone calls using caller ID and answer when appropriate
Age 12 and 13
Take care of personal hygiene, belongings and homework
Write invitations and thank you notes
Set their alarm clock
Maintain personal items, such as recharging batteries
Change bed sheets
Keep their rooms tidy and do a biannual deep cleaning
Change light bulbs
Change the vacuum bag
Dust, vacuum, clean bathrooms and do dishes
Age 8-11
Clean mirrors
Mow the lawn with supervision
Prepare an occasional family meal
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Johnny Appleseed
Characters
Narrator
Thomas
Johnny Appleseed
Jane
Elizabeth
Little Thundercloud
Setting
This reader's theater begins in Longmeadow, Massachusetts, in 1786, at the home of Nathaniel and Lucy Chapman and their family of 12 children. Down a dirt trail from the house is an apple orchard planted by 12-year-old Johnny. The trees are full of big, red apples.
Act 1
Narrator:
Elizabeth:
Johnny:
Elizabeth:
Johnny:
As the sun rises over the Chapman house, Johnny is sitting on the front steps. With 11 siblings, this is the only time it is quiet and he can think. Johnny is thinking about what he wants to do with his life. His older sister, Elizabeth, comes out to join him.
What are you doin' out here all by yourself, Johnny? The sun's only barely comin' up. You'll catch your death of cold!
I'm just thinkin', Elizabeth. Don't you ever just like to sit and think about life?
With all the commotion from our little brothers and sisters, it's hard even to hear yourself think around here!
I know what you mean. I'm lookin' forward to the day when I can be out on my own. Seems more and more people are movin' from New England and headin' west to settle. It makes you wonder what life is like out there, and what it would be like to be a true pioneer.
7
Elizabeth:
That's crazy, Johnny. How would you take care of yourself out there alone? Where would you live? Wouldn't you be scared to be on your own?
Johnny:
Elizabeth:
Johnny:
Narrator:
Johnny:
Elizabeth:
I don't think so. I think I'd do just fine. I'm comfortable when I go out into the wilderness. I enjoy being around animals and nature. In fact, that's where I am most at home.
Really?
Yes. Nature is just about perfect. Look at this here apple, would you? What could be more perfect than that?
Johnny really does love nature. In the years to come, he learns everything he can about plants. He studies how trees grow. And, just for fun, he plants apple orchards all over his hometown. Everyone tells Johnny that his trees grow the best apples they had every tasted. Johnny realizes what he has to do.
Elizabeth, I've finally decided to leave home. I'm ready to explore the Western frontier.
Oh, Johnny, you've been talkin' about bein' a pioneer on the Western frontier for years
now. But all you ever do is wander around here barefoot, talkin' to critters and tending to those apple trees of yours. If you leave home, what ever will you do?
Johnny:
Narrator:
I'm not sure yet, Elizabeth, but I know I'll make something of my life.
Act 2
The next morning, Johnny sets out on his own. He travels by canoe sometimes. Other times, he travels by foot—always barefoot! His clothes are made from flour sacks and he owns no shoes. For a hat, he wears a tin pot that he uses to cook his meals. He carries no weapons. All he takes with him is a bag filled with apple seeds that he had gotten from the cider mill. They were the same seeds that grew those great apple trees back home. When he gets to Ohio, he decides to scatter some seeds in a clearing. He is so happy that, while he plants the seeds, he sings out loud a joyful song.
Song: John Jacob Jingleheimer Schmidt
9
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Tips on
Coping With Economic Insecurity: Caring For Kids
Here are some things you can do to help provide the stability and reassurance that children need to get them (and you) through tough times:
1
Talk honestly in ways that children can understand.
Children don't need to know (and probably won't understand) the details of your finances. What concerns them are the ways that their lives are changing (e.g., "I never get my favorite dessert anymore," or "We moved and I don't have my own room anymore," etc.). So when you talk with them, focus on the changes they see.
Give children real information about what will continue and what will stop.
Tell children about anticipated changes before they happen so they have time to adjust.
Let children know that you recognize what has changed and understand that changes can be hard. Explain that changes are a part of life and everything will be okay. If needed, give children an opportunity to vent their frustrations.
Point out the things that have stayed the same (e.g., "We don't live in the same place, but we still have your teddy bear and favorite toy and each other," or "You don't go to day care anymore, but we still have play dates with your day care friends").
Point out the benefits of change (e.g., "You don't have your own room anymore, but now that we live at grandma's house you get to spend more time with her and eat her special cookies!").
Reassure children that your love for them will never change. To a child, your reassurance provides a sense of safety and security.
2
3
4
Minimize changes.
Preserve as many of your daily routines as you can. Keep children's regular bedtimes, naptime, and mealtimes. Take special care to preserve family rituals like sleeping with a favorite stuffed animal, reading aloud before bed, or saying grace before meals.
Recognize that children have attachments to the people at their day care, so if you stop using child care, duplicate some of the things they liked doing there, like art projects, story time, or playing dress up. Consider arranging play dates so they can see their day care friends.
Limit your child's exposure to your stress.
Avoid having adult discussions or arguments about money in front of your children. Even those who are too young to understand the conversation will pick up on the stress in your voice and facial expressions.
At the end of a stressful day, compose yourself before entering your home. Sit a moment in the car with relaxing music, take deep breaths on the walk home from the bus stop, or take the final five minutes of a subway ride to plan how you will greet your children to let them know you love them.
Children will follow your emotional lead; your response to financial challenges provides the most powerful model that your children will see. As much as is possible, let that model be calm and reassuring.
Teach children about money.
Pay with cash so children can see the full transaction. Let them help you count out dollars so they see what things cost.
When children ask for things, let them know how many days or how many hours of work it would take you to earn the money needed to pay for the item. Those hours are hours that you wouldn't be able to spend with them.
Help your child make a bank (out of recycled materials – any container with a slot cut in the top can be a bank). Let them decorate it and give them a few pennies to put in to get them started. When the bank is full, help your child take it to the bank to open a savings account.
From about age 5, provide children with a weekly allowance. Divide the amount into several coins so they can physically put part into their savings bank and keep some to spend. Require them to pay for special requests from their allowance.
5
Prioritize the basics.
Save money and eat healthier by avoiding processed or pre-prepared foods. Know which foods you can dilute (e.g., fruit juice) and what should never be diluted (e.g., infant formula).
Spend time together as a family. Do chores together as a team. Find cheap or free family activities (plant vegetables, play soccer or catch, have a family video night or make your own videos, go to free events at the local library or museum, etc.).
The most important things you can give a child are your ATTENTION, LOVE, & SUPPORT
NOTICE THE CHANGES
As you think through a typical day, what kinds of things have changed for your children:
To learn more, watch A Place of Our Own on your local public television station and visit the Web site at www.aplaceofourown.org
A production of KCET/Los Angeles in association with Sesame Workshop. A production of KCET/Los Angeles in association with 44 Blue Productions, Inc. © 2009 Community Television of Southern California. All rights reserved.
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Some diseases and conditions put children at risk for kidney disease. A urine test is used to check for kidney disease before symptoms appear. Read more to learn about risk factors, the urine test, and treatment for kidney disease.
How do I know if my child is at risk for kidney disease?
Your child may be at risk for kidney disease if he or she:
n is overweight
n has pain in the back, side, or lower belly
n complains of burning or pain when urinating, has changes in the urine, or often wets his or her pants
n has unexplained fever
n has swelling in the feet, ankles, or legs
n wakes up with swollen eyelids
n becomes dehydrated often
n has a family member with kidney disease
Other conditions that may put your child at increased risk for kidney disease include:
n SGA (small for gestational age) or born premature
n a growth disorder
n diabetes
n high blood pressure
n rickets (soft bones caused by too little vitamin D)
n other conditions that run in families, such as polycystic kidney disease, Alport Syndrome, or heart disease
What do the kidneys do?An icon showing two kidneys
Your child has two kidneys. Their main job is to filter wastes and extra water from the blood. Wastes and water pass through the kidneys and leave the body as urine. The kidneys also make hormones that help the body make blood and keep the bones strong.
What is kidney disease?An icon showing a medical clip board
Infections or other health problems can cause kidney disease. When a child has kidney disease, the kidneys may not work normally. This may lead to a harmful buildup of wastes in the body.
How can I find out if my child has kidney disease?An icon of a stethescope
A urine test can be used to check for kidney disease if your child is at risk. Testing is important because early kidney disease often has no symptoms. Your child will urinate in a cup, and the sample will be tested for kidney disease.
What does the urine test look for?An icon of a drop.
The urine test checks for albumin. Albumin is a protein in your child's blood that is too big to pass through healthy kidneys. If your child's kidneys are damaged, small amounts of albumin can pass into the urine through the kidneys. In general, the more albumin there is in the urine, the more damaged the kidneys are.
What does high urine albumin mean?An icon of a cup
A high urine albumin level may mean that your child has kidney disease. Your health care provider may do other tests for kidney disease, including a blood test, which checks how well the kidneys are filtering.
Can kidney disease be treated?An icon of a health professional
Kidney disease has many possible causes. The first step is to learn the cause of the kidney disease. Medicine and other treatments usually can't undo the damage that has been done, but they may help prevent more harm. Your provider may ask you to take your child to a nephrologist—a doctor who treats patients with kidney disease.
For more information:
About kidney disease in children
Call the National Kidney and Urologic Diseases Information Clearinghouse toll free at 1-800-891-5390 or go online at www.kidney.niddk.nih.gov/ kudiseases/topics/children.asp.
About kidney disease
Call the National Kidney Disease Education Program toll free at 1-866-4 KIDNEY (1-866-454-3639) or go online at www.nkdep.nih.gov.
Participants in clinical trials can play a more active role in their own health care, gain access to new research treatments before they are widely available, and help others by contributing to medical research. For more information, visit www.clinicaltrials.gov.Logo of the Department of Health and Human ServicesLogo of the National Institute of Diabetes and Digestive and Kidney DiseasesLogo of the National Kidney Disease Education Program
The National Kidney Disease Education Program (NKDEP) works to improve the understanding, detection, and management of kidney disease. NKDEP is a program of the National Institutes of Health (NIH).
www.nkdep.nih.gov
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Let's Celebrate: A Guide to Special Occasions
From picnics and pool parties to annual traditions like trick-or-treating and holiday parties, special occasions can play host to a number of allergens that can cause life-threatening allergic reactions (anaphylaxis) in certain children. Avoidance of those allergic triggers is the critical first step in managing life-threatening allergies, but allergens are not always obvious, and accidental exposure may still happen.
Participating in special occasions can often be overwhelming and stressful for a child with potentially lifethreatening allergies and for their parents or caregivers, friends and party chaperones. The good news is that, with a little planning ahead, parties and other special occasions don't have to be something to dread.
Get Informed!
Be well-versed on your child's potentially life-threatening allergy. Anaphylaxis is a life-threatening allergic reaction that happens when someone comes into contact with a food or other trigger that they are allergic to. Some of the most common items that can cause a reaction include foods like cow's milk, eggs and peanuts; insect stings; medications; and latex (like in balloons or gloves used for cleaning or serving food).
Below are some simple steps that you can take to help you to prepare for special occasions.
Plan Ahead!
* Alert the party host to a child's potentially life-threatening allergies ahead of time and offer to provide food that is safe for the child to eat
* Encourage children to speak up and inform friends and party chaperones about their potentially lifethreatening allergies, triggers that they need to avoid, how to recognize the signs and symptoms of anaphylaxis and when they should get an adult in case of an emergency
* Make sure other adults are aware of your child's potentially life-threatening allergy (e.g., parents, party hosts, babysitters, etc.)
* Offer to chaperone at the event and keep a close eye on potential allergic triggers. Plus, the host will appreciate the extra adult help!
* Don't let children share food or drinks with friends
* Tell children to wash their hands well with soap and water, before and after eating and playing
* Try not to make the child feel different than the other children, but instead work with the party host to organize activities that allow them to join in
* Be on the look-out for insects and places where they gather (e.g., bee hives, ant farms) if an event takes place outside
* Remind a child not to wander off if they suspect symptoms are beginning
* Ensure that the child has an Anaphylaxis Action Plan that has been reviewed with the parents and a health care professional
* Make sure that parents or caregivers and/or the child with potentially life-threatening allergies have two epinephrine auto-injectors on hand for response to potential life-threatening allergic reactions
For more information about severe allergies, visit EpiPen.ca.
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Date:
Release Date:
Contact:
Phone:
Genesee County Health Department
Mark Valacak, M.P.H., Health Officer
Gary K. Johnson, M.D., M.P.H., Medical Director
September 25, 2015
For Immediate Release
End Date:
Almeta Milow, RN Public Health Nursing Supervisor
(810) 257-3619
Re:
Newborn Screening Month
The Genesee County Health Department reminds you that September is Newborn Screening Month. Newborn screenings are tests that check for diseases or disorders in newborn babies. Most tests are done before the baby leaves the hospital.
Newborn screenings let doctors find problems early and start treatment to keep the baby healthy. They don't cause any harm or risk to the baby.
All states require newborn screening. But, the number and types of tests vary from state to state. Depending on your family health history, you may want to ask for extra tests.
Most newborn screening tests use a few drops of blood taken from the heel of the baby's foot. The same sample of blood can be used to test for many different diseases, including:
-
Hypothyroid disorder –
The thyroid is a gland in the neck that makes hormones.
Hypothyroid disorder can cause problems with growth and development, but it can be treated if it's found early.
- PKU (phenylketonuria) - PKU means babies can't process certain foods and must be fed special formula. It can cause intellectual disability (mental skills that are below average) if it's not treated early.
Better Life Through Better Health
Floyd J. McCree Courts & Human Services Building
630 S. Saginaw Street, Ste. 4
Burton Branch
G-3373 S. Saginaw Street
Flint, Michigan 48502-1540
Burton, Michigan 48529
Main Phone 810-257-3612
Visit us at: www.gchd.us
September 30, 2015
- Sickle cell disease – This is a serious blood disorder that can be watched and treated if it's found early.
- Hearing loss – A hearing test uses a small microphone or earphone to check how the baby responds to sounds. Finding out early if the baby has hearing loss can help reduce or avoid speech and language delays. If your hospital doesn't screen for hearing loss, make sure to have the baby's hearing checked within the first month. It's also important to have the baby's hearing checked regularly, since some hearing loss starts after the time when newborn screening tests are done.
- Heart defects – Heart defects (problems with the heart) can cause serious problems or death if they're not found and treated early. Testing for heart defects uses a small sensor that is placed on the baby's hand or food. The test is painless and only takes a few minutes.
If you are pregnant, talk with your doctor about newborn screening before your baby is born. Our motto is Better Life through Better Health.
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The Nunne'hi Cherokee Legend
A 10 or 12 years old boy was playing one day near the river, shooting at a mark with his bow and arrows, until he became tired, and started to build a fish trap in the water. While he was piling up the stones in two long walls a man came and stood on the bank and asked him what he was doing. The boy told him, and the man said, "Well, that's pretty hard work and you ought to rest a while. Come and take a walk up the river."
The boy said, "No"; that he was going home to dinner soon. "Come right up to my house," said the stranger, and I'll give you a good dinner there and bring you home again in the morning."
So the boy went with him up the river until they came to a house, when they went in, and the man's wife and the other people there were very glad to see him, and gave him a fine dinner, and were very kind to him. While they were eating a man that the boy knew very well came in and spoke to him, so that he felt quite at home.
After dinner he played with the other children and slept there that night, and in the morning, after breakfast, the man got ready to take him home. They went down a path that had a cornfield on one side and a peach orchard fenced in on the other, until they came to another trail, and the man said, "Go along this trail across that ridge and you will come to the river road that will bring you straight to your home, and now I'll go back to the house." So the man went back to the house and the boy went on along the trail, but when he had gone a little way he looked back, and there was no cornfield or orchard or fence or house; nothing but trees on the mountain side.
He thought it very strange, but somehow he was not frightened, and went on until he came to the river trail in sight of his home. There were a great many people standing about talking, and when they saw him they ran toward him shouting, "Here he is! He is not drowned or killed in the mountains!"
They told him they had been hunting him ever since yesterday noon, and asked him where he had been. "A man took me over to his house just across the ridge, and I had a fine dinner and a good time with the children," said the boy, "I thought Udsi'skalä here" -- that was the name of the man he had seen at dinner -- "would tell you where I was."
But Udsi'skalä said, "I haven't seen you. I was out all day in my canoe hunting you. It was one of the Nunne'hi that made himself look like me."
Then his mother said, "You say you had dinner there?" "Yes, and I had plenty, too," said the boy; but his mother answered, "There is no house there -- only trees and rocks -- but we hear a drum sometimes in the big bald above. The people you saw were the Nunne'hi."
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NAME(S)__________________________________________________________________________________
PRESENTATION TITLE:______________________________________________________________________
AGE CATEGORY:
Junior
Senior
MAX TIME 12 MINUTES: Starting Time:_________ Finish Time:__________ Elapsed Time:___________
TYPE OF PRESENTATION:
Method Demonstration
Illustrated Talk
Public Speech
Each person evaluation an education presentation is to score all items in divisions I, II, III (see reverse side). It is important that each item be scored and additions be checked for accuracy. The scoring team should compare scores and arrive at a combined score for each presenter.
JUDGES' COMMENTS
POINTS TO CONSIDER IN SCORING
I. The 4-H Member (20 points)
A. Appearance - Neat, appropriate dress, good posture. Is the 4-H'er well groomed? (5 points)
B. Voice - Distinct, forceful, yet natural. Does the 4-H'er have a clear, reasonably strong voice with distinct enunciation? Is he/she enthusiastic? (5 points)
C. Poise - Calm, pleasant, confident. Does the 4-H'er keep his/ her composure even when something appears to go wrong or does go wrong? Does he/she have self-assurance, yet a pleasant manner? (5 points)
D. Grammar - Correct, well chosen words. Does he/she use correct grammar and choose words that make the meaning clear? (5 points)
II. Presentation (35 points)
A. Introduction - Effective, interesting. This is an explanation of the presentation, not an introduction of the 4-H'er. Does it get the attention of the audience? (5 points)
B. Method - Did the 4-H'er demonstrate when the illustrated talk would have enabled him/her to do a better job or vice versa? (5 points)
C. Verbal Presentation – Is the presentation well coordinated? Has the 4-H organized the presentation to create a smooth flow of information. If the 4-H member is doing a demonstration, does the explanation match the process? If information is given is it to fill time during the process; is it related to what is being shown? (5 points)
D. Teaching Aids - Posters, Equipment, illustrative aids, and supplies effective and well arranged. Did the 4-H'er choose the teaching aids that would best tell the story? Were they neat, concise and appropriate? (5 points)
E. Organization - Presentation well organized, clear and logical, not memorized. Is evidence shown that the 4-H'er has planned the presentation? (5 points)
F. Audience Appeal – Did the 4-H'er maintain the attention of the audience? If using visuals were they readable throughout the room? If they gave a speech, did they interact with the audience, use voice inflection, etc to keep interest. Was it something of interest? (5 points)
G. Summary - Are key points summarized? (5 points)
III. Subject Matter (45 points)
A. Selection of Subject (15 points)
1. Reason for Choice - Why did the 4-H'er choose this particular subject? This can be implied in talk. (5 points)
2. One Basic Theme - Is the presentation confined to one theme or is it so broad in scope that it cannot be covered in the allotted time? (5 points)
3. Practical - Is the subject important to the project area and to the 4-H'er? (5 points)
B. Information Presented (20 points)
4. Accurate - Is it the information correct? (5 points)
5. Up-to-Date - Is it the most current information to which the 4-H'er would have access or is obsolete information given? (5 points)
6. Complete - Are all the steps in the process shown? Is given information adequate to cover the topic? (5 points)
7. Appropriate for Experience - Is the presentation appropriate to the experience of the 4-H'er? (5 points)
C. Knowledge of the Subject (10 points)
8. Principles - Did the 4-H'er understand principles and practices presented? (3 points)
9. Application - Did the 4-H'er understand application of information presented? (2points)
10. Judges' Questions - Did the 4-H'er understand and answer questions correctly (5 points)
Acceptable forms of presentations - (1) Illustrated Talk, (2) Method Demonstration, or (3) Speech with no props or illustrations.
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Edition 14
Bannatyne : From ice cream van to Dragon's Den.
Lesson plan
Content area
* Entrepreneurship
* Business start-up
* Sources of finance
* Forms of business
Method
This resource can be used for general classwork, homework or learning skills for investigation.
It is a good simple exercise in bringing the various terminologies together in understanding what it means, and how it can be used in context. This allows the pupils to bring out more in discussion and understand that the topics covered in Business Studies are not insular. The outcome will be by differentiation.
First Activity:
Using the case study and any other resources, define the following words:
Entrepreneurs, financial rewards, profitability, cashflow, venture capitalist, business angel, diversification, job specification, job description, sales, sales revenue, sales turnover, market research, supply, demand, opportunities, market niche, opportunity cost, capital, outlay, fixed asset, start up capital, expenses, unemployment, rents, government schemes, retained profit, budgets, variance analysis, favourable, adverse, reinvestment, liquidity, DSS, housing allowance, conglomerate, complimentary goods, market segmentation, local, national, USP, aesthetics, ergonomics, lean production, mark up pricing, cost plus pricing, skimming, added value, business plan, ROI, checklist, source of finance, on the job training, off the job training, delegation, empowerment, culture, ethos, customer service, quality control, TQM, quality circles, share capital, sole trader, partnership, LTD, PLC, limited liability, location, gross profit, net profit, leverage, collateral, stock exchange, short, medium, ling term finance, overdraft, mortgage, risk, drive, dividends, equity, economies of scale, specialist economies, job share, job enrichment, job enlargement, redevelopment, greenfield, brownfield, planning permission, sweating assets, capacity utilisation, exit strategy, mission statement, strategy, tactics.
Second Activity
Once you have completed the definitions link the following words together to form a paragraph. The words do not necessarily have to be in any order but must be in context of Bannatyne.
Questions
1. What is an entrepreneur?
2. What are the advantages and disadvantages of working as a Sole Trader?
3. What is the difference between Job Enrichment and Job Enlargement?
4. Why is 'On-the-job' training important at Bannatyne?
5. Using examples, explain what 'sweating assets' are.
6. Business plans are required by the bank and investors when money is required. In what other ways is it useful for the entrepreneur to have a business plan?
7. What is the difference between limited and unlimited liability?
8. Why do businesses float their companies?
9. Why is Duncan Bannatyne keen that entrepreneurs in Dragons Den demand invest their own money first?
10. What is Capacity Utilisation? How has Bannatyne utilised his assets to achieve a fuller capacity?
11. What are the advantages to a business of remaining as a Ltd company as opposed to becoming a Plc?
Activities
* Plan an event at school – run a stall for a charity of your choice.
* Produce a presentation about an entrepreneur of your choice. Who he/ she is, how they have made it, have they had any failures, what their secrets are?
* Research Bannatyne Business Group – write a summary to present the businesses and facts about the founder Duncan Bannatyne.
* Read a biography of your choice about any entrepreneur and summarise in a display for the classroom.
Other resources
* MP3 download of the full case study
* Summary of the case study – 500 words
* Brief of the case study– for lower ability pupils
* Interactive online quizzes
Subscribe to the weekly newsletter: Keep up-to-date with current business including lesson plans and activity ideas. www.thetimes100.co.uk
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Reader: Room:
Comprehension
Provide specific information from the text for each of your answers.
Literature
Informational Text
1. Identify the genre of this text. Compare this book to other books in the same genre. Is the author's use of the key elements of the genre typical or atypical? Why?
7. Determine two central ideas and explain how the author develops them over the course of the text.
2. Determine the theme. Discuss how the theme is developed by the author from the beginning to the end of the text.
3. Analyze the effect of the setting on one of the characters and/or the events as they unfold.
4. Find an example of figurative language. Describe its effect on meaning and mood.
5. Discuss the author's choice of key characters. What roles did each play? What points of view or perspectives did each hold? Why was each chosen? Which is closest to yours? Why?
6. Does the author refer to any real people, geographical locations, or historical events in this text? How and why are they used? In what ways does s/he alter them for the purpose of the text? Are these choices effective?
Range of Reading
1. Complete a chapter book every other week.
2. Read at least 1 full-length chapter book in each of these genres: historical fiction, biography, science fiction, fantasy, contemporary fiction.
3. Choose a topic in science or history to explore. Become an expert on it.
4. Find a poet you particularly like. Become an expert on his/her work.
5. Read for an hour a day, including 30 minutes at home without anyone reminding you.
Copyright © 2010 by American Reading Company®
8. Do individuals shape ideas and events, or do ideas and events shape individuals? Use the information in this text to support your position.
9. Analyze the structure the author chose for organizing the ideas presented: compare/ contrast, cause/effect, pro/con, chronological, sequential, logic, problem/solution, other.
10. Describe an author's basic argument, point of view, or purpose for writing. How are other positions presented? What is your position on this topic?
11. Evaluate the author's case. Are the facts and reasoning valid, sufficient, and relevant? Has it influenced your thinking on the subject? How?
1Br: Literary Vocabulary
Vocabulary
Find a word you don't know and would like to learn. Use the context to figure out what it probably means. Think of a word or phrase that could take its place in the book without changing the meaning. Check the meaning in a dictionary. Use the word in a sentence. Learn it.
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CORE CURRICULUM
Literature:
Abrams and Co. Letter People
This innovative program is based on the following strongly held beliefs:
*School should be a place of enjoyment—play is the work of young children, and learning should be fun!
*Learning proceeds from prior knowledge—moving from the known to the new.
*Learning of any given concept or skill occurs best in context. Accordingly, the best educational program provides integrated experiences.
*Literacy development is an emergent
process—depending on ample opportunity for use of receptive and productive oral language, exposure to various forms of print, experiences with drawing and writing, and formal examination of sounds and letters and their relationships.
* Hands-on activities are crucial—children learn by doing.
* Physical development is essential—gross motor activities should be encouraged.
* Healthy social development is a key to success in school—and in life!
The Letter People express these beliefs through the reality of an interactive, interestcenter–based format, allowing children to explore, investigate, and construct knowledge in ways that are interesting and fun.
Mathematics:
TouchMath
Pre-K kids need pre-K materials - Touch math's pre-K materials are specifically tailored to correspond to the motor, cognitive and developmental abilities of children 3-5 years old. The work mat format doesn't require writing, but it offers a simple paper-andpencil approach for those children who are ready. We use the four year old preschool curriculum which has the students adding by February.
Multisensory makes sense- Children learn most effectively when all of their senses are involved. As they see, say, hear and touch using TouchPoints, they begin to associate numerals with real values. They learn that a numeral (5, for instance) is not just a scribble on a page. It represents a quantity such as five apples, five flowers, five frogs or five TouchPoints.
They learn step-by-step -This sequential strategy gives students the scaffolding they need to be successful every step of the way. Once children understand the Touching/Counting Patterns, they can answer simple math problems easily and correctly. In no time at all, they build self-confidence and progress to more advanced concepts.
Using pictorial objects and TouchPoints, we teach young children to associate numerals with real values (number quantities).
Bible:
Gospel Light
We invite our students into God's Word with Gospel Light Preschool. Children learn to recognize that Bible is God's Word and that God loves and cares for us. Each easy-to-use lesson will actively engage every child in the Bible story and lead them to experience God's love and know Jesus. Students learn Bible Verses, complete crafts and take home lessons.
We also have weekly Science Projects, Gardening (we have a wonderful garden where we grow fresh food for our cooking!)and Cooking Time. We study Countries in 3's and States in 4's and maintain communication with our EPals from UK, Africa, Hawaii, and Michigan through Digital Projects and Skype. We also use the Storybird website to create online books.
Each week you will receive a newsletter and pictures are posted weekly on our class Shutterfly website along with the weeks recipe and volunteer sign ups.
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What is the Outlook for People with Mental Illness?
When diagnosed early and treated properly, many people fully recover from their mental illness or are able to successfully control their symptoms. As many as 8 in 10 people suffering from mental illness can effectively return to their normal activities if they receive appropriate treatment.
~
With Treatment You Can Live A Happy, Joyful, Peaceful Life
I'
I;
A Brief Summary About
Mental Illness
What Is Mental Illness?
Mental illness is a disease of the mind that influences the way a person thinks, feels, behaves, relates to others, and to their own surroundings. Behavior that is sometines so abnormal it causes suffering to himselflherself, or other people. Some mental illness disorders may not be diagnosable until they have caused clinically significant distress or impairment of behavior.
Mental illness may significantly interfere with performance of major life activities, such as learning, working, and communicating with others. The intensity and duration of symptoms vary from person to person. The symptoms may come and go and do' not always follow a regular pattern.
Some people with mental illness will need no support, others may need only occasional support, and still others may require more substantial, ongoing support to maintain their productivity.
Causes of Mental Illness
Some mental illnesses have been linked to an abnormal balance of special chemicals in the brain called neurotransmitters. They help nerve cells in the brain communicate with each other. If these chemicals are not working properly, messages may not make it through the brain correctly, leading to mental illness.
Defects in or injury to certain areas of the brain have also been linked to some mental conditions.
Disruption of early fetal brain development or trauma that occurs at the time of birth (loss of oxygen to the brain) can also be contributed to mental illness.
Trauma suffered as a child: emotional, physical, or sexual abuse.
Causes of Mental Illness
* Feelings of inadequacy, low self-esteem, anger, loneliness.
* A dysfunctional family life.
* Poor nutrition and exposure to toxins ..
* Stressors can trigger an illness it). a person who is susceptible to mental illness.
* Loss of a love one.
* Loss of a love one.
* Divorce.
Substance abuse by the person or the person's parents.
What are some causes of mental illness?
There is no simple answer. A person might inherit it from their family.
It might be because of their lifestyle (alcohol abuse) or it might be because of things that have happened to them in the past (domestic violence).
In the United States the most common forms of mental illness are anxiety disorders (fear of objects/situations), mood disorders (depression, bipolar disorder), and schizophrenia (hallucinations, delusions, thought disorders).
Mental illness can affect people of any age, gender, income, educational level, and cultural background.
1 in 5 children/adolescents may have a diagnosable mental illness.
t in 4 adults may suffer from a mental illness in a given year.
A person with an untreated mental illness often is unable to cope with 1ife's dai1y routines and demands.
How Is Mental Illness Treated?
Many mental conditions can be effectively treated with one or a combination of the following therapies: Medication, Psychotherapy, Group Therapy, Day Treatment or Partial Hospital Treatment, Cognitive-Behavior Therapy or Behavior Modification
Alternative Therapies
Water Therapy, Massage Therapy, Biofeedback Art Therapy, Music Therapy, Play Therapy, Hypnotherapy, Electroconvulsive Therapy, Vagus Nerve Stimulation, Transcranial Magnetic Stimulation
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Labdisc Innovation and Quality Promote "Plan Ceibal" Core Values
Inspired by the Negroponte One Laptop Per Child program (OLPC), the internationally award winning Plan Ceibal is a Uruguayan initiative to distribute technology and promote knowledge in the public education system. The project seeks to decrease the technology gap between Uruguayans and Uruguay, and the rest of the world by improving access to technology and the quality of collaborative education. Plan Ceibal has also enhanced teacher training, backed up by extensive monitoring and evaluation models throughout every Ceibal Center.
even for primary school where small children can easily perform hands-on experiments without risk of breaking."
The Challenge:
As part of the prestigious Plan Ceibal, the project leaders also looked to improve science education from elementary school right through to University. Here a solution was required that could offer more sophisticated science functionality, while still be intuitive and robust enough for very young science students.
The Solution:
Following a call for equipment and a thorough review of the available solutions, the Labdisc was selected. Magela Fuzatti, Head of Digital Laboratories, explained why the Labdisc was a clear first choice. "The quality and durable nature of the Labdisc, together with the number of built-in sensors make the product very convenient to use,
The Labdisc has been implemented in every Plan Ceibal center from K to 12 schools to universities across Uruguay's cities and countryside in farm and agricultural education projects. Together with the Plan Ceibal Labbox, the Labdisc delivers 21st century mobile science learning. In order to demonstrate measurable value, every center has presented a series of class-based and field projects showing how they use the Labdisc and built-in sensors in biology, chemistry, physics, math, geography and environmental science experiments.
The Application:
The range of Labdisc projects is as varied and interesting as it is far reaching: Incorporating rural schools where organic orchards are monitored, Agrarian Technical Schools where climate change impact on crops are studied, to unique summer
projects where learning continues after school at the beach. Here students measure water quality, pH, temperature and light - with all data referenced to the built-in GPS sensor. Students research why the temperature is different inside and outside the water or explore the issues surrounding pollution by testing pH, temperature and water quality in rivers and lakes across Uruguay.
Project leaders Alejandro Crosa and María Noel Hernández shared their thoughts on the Labdisc key benefits in the Plan Ceibal initiative.
Promoting Plan Ceibal core goals:
"The Labdisc has helped us integrate the highest standard of technological and scientific knowledge into K to 12 education. This easy-to-use tool can reach students of all ages and abilities, promoting equal access to quality science education – a core premise of Plan Ceibal."
Opening the door to different science sceneries:
"Expanding the time and location limitations of the school lab, the Labdisc makes mobile experiments possible, allowing teachers to create new learning opportunities in any location. For example, a
biology class can explore science concepts in the park or by a lake and teachers can even extend learning beyond the traditional school timetable. "
Collaborative learning:
"Our students present their results at national science fairs. All the participating Plan Ceibal centers take this opportunity for research collaboration, sharing their results from environmental studies performed across the country."
Integration with additional subjects:
"Based on the Labdiscs' early success we're already integrating the product with other projects like robotics where temperature and GPS references are measured by a moving robot in different locations."
Enjoyed by teachers and students:
"The Labdisc has received a very positive response from teachers and students who have quickly integrated it into every day learning and practical hands-on experimentation. On a national level we're seeing many imaginative projects come flooding in that integrate the Labdisc and full range of built-in sensors."
About Globisens
Founded on 15 years of global innovation, Globisens brings trusted industry knowledge and proven leadership in the development and production of science education tools. The launch of the Labdisc line has revolutionized the science and environmental education markets, with a 21st Century learning tool that integrates with the latest technologies and educational trends.
Globisens Ltd.
email firstname.lastname@example.org
REV 1.0 | DDDesign
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Year 1 Teacher: Mrs J. Williman Curriculum Information Summer Term 2017
Understanding the Arts and Culture
DT - Playgrounds
The children will design and make a 3D model playground using a range of different materials including pipe cleaners and craft straws.
DT – Eat More Fruit and Vegetables
This unit develops children's understanding of designing and making with food and the importance of healthy eating.
Scientific and technological understanding Unit 1d: Light and Dark
This unit develops children's understanding of the need for light in order to see things. Children learn that darkness is the absence of light and that in the absence of sunlight other light sources are seen more easily.
Unit 1b: Growing Plants
In this unit, children will name some common plants, identify the leaf, root, stem and flower of a plant; recognise that plants are living and need water and light to grow and recognise they can investigate the conditions plants need for growth
Numeracy
We will continue to work on developing skills across many areas of mathematics in order to achieve mastery level. The children will continue to work on numbers to 100 and will also begin to measure and compare lengths, weights and units of time. The children will also use and apply their knowledge of shapes in a variety of contexts. Later on in this term, the children will be introduced to the concepts of time, money, mass and space.
Modern Foreign Languages: French
We will learn some words and phrases in French for classroom objects. We will play games and learn songs in French as well.
Historical, geographical and social understanding Geography: Going to the Seaside.
The theme of the seaside is set mainly in a geographical context but uses a historical perspective to help children understand how seaside places have evolved over time. The activities at the end of the unit have a more global emphasis.
History: Seaside holidays in the past
This unit compares seaside holidays in the recent past with those taken a long time ago. Children will develop an understanding of chronology, an ability to ask and answer questions about different sources of information, recognise some similarities and differences between holidays now and in the past; and write sentences about seaside holidays in the past, using words related to the passing of time
Literacy
This term we will continue to learn about Roald Dahl's stories including George's Marvellous Medicine. We will be approaching this in a way that will consolidate the children's existing knowledge of phonics and provide them with opportunities to apply new phonemes in a range of practical contexts.
Phonics
This term the children will be preparing for their Phonics Screening Check. We will be looking at lots of practise materials and have fun rehearsing all of the sounds we know!
Music
Our topic this term is Seaside Holidays!
Understanding physical development, health and wellbeing
In the first half of term, Year 1 will be learning to sing reggae and perform a rap. Whilst learning the songs, they will take part in a variety of rhythm and pulse games. They will also be encouraged to evaluate and improve their performances throughout the term.
Social, Moral, Spiritual and Religious Understanding PSHE –Managing Risk
Large Ball Skills and Games In this unit, children improve and apply their basic skills of throwing and catching and use these skills to create their own games with strict rules and challenges.
Athletics – The children will work with Premier Sport and engage in a curriculum designed to develop their skills and knowledge within games.
This unit focuses on introducing the concept of risk and developing an understanding of ways risks might be reduced. Children will build on their understanding of the importance of people they can turn to for help.
RE – Sikhism
This unit will help the children realise the importance of belonging to a community and yet being an individual as well within the community. The children will see and understand the importance of joining the Khalsa for Sikh families, but that not every Sikh is a member of the Khalsa. The children will also consider which communities they belong to and reflect upon how they outwardly demonstrate this e.g. school and school uniform football team and uniform
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SOCIAL AND EMOTIONAL LEARNING
Plant the Seed of Learning
Developed by: Crystal Loose
TRUE OR FALSE
* Babies use nonverbal cues to communicate.
CIRCLE OF COMMUNICATION
* TRUE
* Turn head away- "I am tired of playing
* Smacks lips- "I am getting hungry." (Try to feed baby soon after he communicates this need. When they get overly agitated it is harder to calm them.)
* Coos: I am talking to you. Talk more please.
* Shift from eye contact to a look of concern: " I am feeling scared. What is going to happen?"
* Freeze mode: Awake but not moving. "I am afraid."
* Jill Stamm, 2007
TRUE OR FALSE
* Temperament is inborn. These traits are hard-wired into the brain.
TEMPERAMENT
* True
* They are apparent almost from birth. A child's upbringing is what creates a unique personality.
* Understanding your child's temperament allows you to adjust your interactions with him.
* Temperaments are usually generalized in 3 categories:
* Easy
* Difficult (intense, spirited)
* Slow-to-Warm-Up (Cautious)
* Nine traits shape temperament
1. Activity Level- Squirmy baby
2. Distractibility- concentration and attentiveness to stimuli
3. Intensity- Level of response
4. Regularity- predictable body functions – sleep and hunger routines
5. Sensory threshold- Sensory stimulation
6. Approach/Withdrawal- new situations
7. Adaptability- transitions
8. Persistence- obstacles
9. Mood- generally reacts…
TRAITS
TRUE OR FALSE
* Routines do not impact babies because they are too young to notice.
ROUTINES
* False
* Relieve stress for baby with established routines.
* Other stress relievers include:
* Singing
* Talking
* Holding
* Comfort toys and objects
RELATIONSHIPS
* When teachers, practitioners, parents and caregivers establish positive relationships with children from birth through the early years, and value their diverse cultures and languages, children feel safe and secure, laying the foundation for healthy social and emotional development.
REFERENCES
* https://www2.ed.gov/about/inits/ed/earlylearning/talk-read-sing/feelingsmilestones.pdf
* Jill Stamm, 2007. Bright from the Start
* John Medina, 2014. Brain Rules for Baby
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Orange Class Half Termly Newsletter Spring 2
English: In English we will be reading Oliver Twist. Our focus will be on re-writing the story, then writing a version in a modern setting. We will also be writing a non-chronological report about Victorian Oldham and working on some poems based on Victorian times.
Maths: In Maths we will focus on place value including counting in hundreds and three digit numbers. We will also be looking at addition and subtraction. For more detailed information, see our website: https://www.stannesroyton.oldham.sch.uk/wpcontent/uploads/2020/01/National-CurriculumProgression-Primary.pdf
Science: In Science we will be learning about forces and magnets. We will learning about friction and how forces work in pairs. We will be examining magnetic attraction and how magnets work through tests and investigations.
Topic:
How did the Victorian period change Oldham and what does this mean for me?
PSHE: The children will be learning about hygiene and keeping safe in different situations.
Art and Design:
The pupils will be exploring the work and style of LS Lowry. We will also be drawing and painting local scenes in his style.
Computing:
The children will be learning to use the Google Chromebooks and Google Classroom. They will also be focusing on e-safety.
Music: The children will be learning with the music service, focusing on playing the violin. We are practising for our summer performance at the Bridgewater Hall - fingers crossed!
RE: The children will be learning about the importance of rules in religion. We will focus mainly on Christianity and especially the Ten Commandments. We will also begin our focus on Harvest.
PE: The children will be developing their coordination, balancing and footwork in PE this half term. It will be outside when the weather allows.
History: We will be learning about how the Victorians had an impact on Oldham with a focus on Royton in particular. We will explore this by looking at education, inventions and work during the Victorian times, as well as transport.
Homework: Homework will be set every Friday on Google Classroom and must be completed by the following Wednesday. Further information about reading books will be sent out in the coming weeks. In the meantime please ensure you listen to your child read every day at home. Your child is asked to learn the spellings for each week for a test every Friday. The spellings for every week are on the reverse of this newsletter. Practise the following times tables for weekly testing: x3 and x4.
Key Information: PE lessons are every Wednesday afternoon and full kits should be in school for these lessons. To see what we will be learning about in class this year and other information such as PE kits etc, please visit our school website http://www.stannesroyton.oldham.sch.uk/ and navigate towards the Orange Class tab. Newsletters are also archived here. There is also a calendar of events on the website. If you do not have internet access or cannot use this website for any reason, then please come and see me.
Half Termly Spellings
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THE PRESIDENTIAL HATS:
Chief Legislator
The Chief Legislator wears a policeman's hat.
These eight-point hats are worn by the New York City Police Department; the eight points stand for the eight members of their original watch.
Talking to Lawmakers
Although the President does not have the power to pass laws, he can suggest laws to Congress. He can also work with individual Congressmen and Congresswomen to get their help and support to pass the bills that he has suggested.
Picture:
President Lyndon B. Johnson talking on the phone in the Oval Office, November 29, 1963.
To hear President Johnson speaking to New Jersey Congressman Frank "Topper" Thompson, click the icon below. The President congratulates Thompson on the passage of recent tax and civil rights bills and is asking for Thompson's help on his medical care proposals.
Talking to Lawmakers
On June 1, 1981, President Ronald Reagan and Vice President George H.W. Bush met with House Speaker Tip O'Neill to discuss the Tax Bill. President Reagan and Vice President Bush were both Republicans while Speaker O'Neill was a liberal Democrat. When members from both parties work together, it is called bipartisanship.
Signing Legislation
The President is given the power to approve or veto laws that are passed by Congress.
Picture:
President William J. Clinton signing House Resolution (H.R.) 2254, the Omnibus Budget Reconciliation Act of 1993 on the South Lawn of the White House while Vice President Al Gore looks on.
Signing Legislation
Picture:
President George W. Bush signed the U.S.A. Patriot Act in the East Room of the White House on October 26, 2001. Standing behind the President from are U.S. Attorney General John Ashcroft and a bipartisan group of members of Congress. The act was signed as a response to the September 11, 2001 attacks.
Vetoing Legislation
When a President does not agree with Legislation, he can refuse to sign it. This is called a veto. When a bill is vetoed, the President returns it to Congress with a message letting them know why he vetoed it.
Even if a President vetoes a bill, it can still be passed if a two-thirds majority of both houses in Congress pass it.
Document:
Draft of President Harry S. Truman's speech to Congress about his decision to veto the Taft-Hartley Bill.
Vetoing Legislation
President George W. Bush vetoed the "Stem Cell Research Enhancement Act of 2007" on June 20, 2007.
In his speech, President Bush said making "American taxpayers support the deliberate destruction of human embryos would be a grave mistake. I will not allow our Nation to cross this moral line. For that reason, I must veto this bill."
President Bush used this pen, pictured above, to sign the veto.
Signing Pens
Did you know that when a President signs a bill into a law, sometimes he will use more than one pen? He does this so that pens can be given as souvenirs to people who helped write or pass the bill.
Picture:
President Lyndon B. Johnson signing the Immigration Act on October 3, 1965. Notice there are a few pens above his hand on the table.
Calling a Special Session of Congress
Presidents have the power to call a special session of Congress to address issues that they think are important.
Document:
April 16, 1929 message from Herbert Hoover to the special session of Congress he called to address the issues of farm relief and the tariff.
Article I
* Article I of the Constitution deals with the powers of Congress.
– Section 7 is about the process of passing laws and the Presidential Veto.
* In Article I, Section 7, the President is given the power to review all laws passed by Congress:
– Once a bill passes the House of Representatives and the Senate, "before it [can] become a Law, [it must] be presented to the President of the United States"
– If the President approves the law, "he shall sign it"
– If he does not approve the law, he must "return it, with his objections" to the house where it originated (this is the veto)
Article II
* Article II, Section 3 of the United States Constitution establishes the duties of the President.
* In Article II, Section 3, the President is given the following duties:
– "He shall take care that the laws be faithfully executed."
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WAR ON WET WIPES!
Did you know wet wipes are made from tiny pieces of plastic? Every day wipes are flushed down the toilet and can cause big problems by blocking our sewers! Even some wipes that say they are 'flushable' don't break up!
Take some time out to quietly read about wet wipes and see if you can answer the questions on the next page.
At Severn Trent we are called out to fix over 30,000 blockages every year. These are often caused by the wrong things being put down the toilet or the sink!
One of the main problems is wipes! We use so many different types of wipes nowadays. From face wipes to floor wipes, baby wipes to hand wipes there are so many different varieties! Most people don't think before dropping them into the toilet – especially when they're branded as 'flushable'. These wipes are causing HUGE problems in the sewers!
Wipes of all types are made up of micro-plastics, which means they don't break down like toilet paper and when flushed can get caught in the pipes. The wipes start to stick together and can block the pipe so badly that the sewage has nowhere to go! This can cause a flood either inside or outside of the house! This is a vey horrible situation to be in and we don't want that to happen to any of us.
Wet wipes are costing Severn Trent nearly £5 million per year! Every weekend, in every town around three and a half tonnes of wipes and other items which shouldn't be flushed are dragged out of our sewers. That's about the same weight as a Range Rover car! Across the region its nearly 1,500 tonnes every month and over 16,000 tonnes per year!
The drains are only a few inches wide and are only meant to take water, toilet roll and human waste. Remember toilet roll is meant to break down when it gets wet so it washes easily through the system. That's not the case with things like wipes. If you do use them, please put them in the bin!
Certain brands of toilet wipes have created a new type of wipe with a 'fine to flush' sticker on. This means wipes with this sticker can go down the toilet as the wipes have been designed to break down to prevent blockages!
Help protect your sewer pipes and prevent blockages by binning your wipes!
Protect your pipes, bin your wipes!
ST Classification: OFFICIAL COMMERCIAL
Wet wipes are really bad for the sewers, aren't they?
See if you can answer the questions below based on what you've just read:
How many blockages do Severn Trent deal with a year?
What causes the blockages?
Can you list three different types of wipes?
1. 2.
3.
How many tonnes of wipes do Severn Trent remove out of the sewers every year?
What logo do you need to look for when buying wet wipes?
In the circle below, write or draw the only things we want down the pipes:
Write a small paragraph about how you'd feel if you had a sewer flood at your house:
__________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
ANSWER SHEET
How many blockages do Severn Trent deal with a year?
30,000
What causes the blockages?
Wipes - as they are made up of micro plastics
Can you list three different types of wipes?
1. Baby
2.
Floor
3. Hand/face
How many tonnes of wipes do Severn Trent remove out of the sewers every year? Over 16,000 tonnes
What logo do you need to look for when buying toilet wipes?
Fine to flush
In the circle below, write or draw the only things we want down the pipes:
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JCIB Middle School Course Descriptions EIGHTH GRADE 2019-20
English Language Arts 8, Advanced -Pre-requisites: Appropriate score on district rubric Reading literature, reading informational text, writing, speaking and listening, and language.
Math 8, Honors/Advanced, --NOTE: Updated course code pending approval by ALSDE. Advanced work in problem-solving skills; expanded pre-geometry skills, including angles; characteristics of shapes and figures, and perimeter and area of shapes; expanded pre-algebra concepts, including equations, inequalities, and properties of rational numbers; functions; graphs; theoretical probability and statistics; and the Pythagorean Theorem.
Physical Science 8, Honors/Advanced -Advanced Physical Science concentration on the composition and properties of matter; examining forces and predicting and developing explanations for changes in motion; the conservation of energy, energy transformations, and applications of energy to everyday life; and types and properties of waves and the use of waves in communication devices with integration of science and engineering practices.
World History to 1500 Honors/Advanced– Advanced work in the chronological history of the world: survey of early and classical civilizations; world expansion of agrarian and commercial civilizations from the beginnings to 1500.
Physical Education – Physical Education is a year-long course designed to increase physical fitness and teach individual/team sports.
French 1 -Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of French-speaking cultures
Spanish 1-Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of Spanish-speaking cultures
German 1- Listening and speaking skills including understanding and responding to simple directions, expressions of courtesy, and questions related to daily routines; reading and writing skills including words and phrases used in basic situational contexts; beginning understanding of German-speaking cultures
ELECTIVES:
Music (Choir) 8 – Choir is a year-long course in which students learn to improve their singing skills through singing different types of music and learning to read music. Our choirs perform one concert at the end of each nine weeks and occasionally at other events.
Band 8 – Band is a year-long course. The band director will assign the correct level of band, beginning, intermediate, or advanced.
Intro to Programming - Program for computer science; emphasizes object-oriented programming methodology with a concentration on problem-solving and algorithm development.
Visual Art 8 -Creating, presenting, responding and connecting drive critical thinking, meaning, reflection, production and assessment to understand how visual arts communicate ideas and allows for self-expression. Through exploration and experimentation, this course provides students with a general foundation in studio processes, art criticism, aesthetics, and art history. Students respond to personal experiences and express ideas using a variety of traditional and contemporary media while effectively applying the elements of art and principles of design to create original works of art. Safe practices and proper use of tools and materials are emphasized.
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Music
1. The glockenspiel is which type of instrument?
3. A musical pulse is…..
2. Music for a Glockenspiel is written in the T….. C…..
4. Name the musical notes
Computing
5. How many counts are each of them worth?
1. What does an 'input' mean?
3. What is an output?
2. A keyboard and a mouse is what type of processing unit?
4. What does CPU stand for?
5. What stores information such as photos, games and documents?
New Road Primary School
Autumn Term 1 - 2022
(September- October) Year 3
Information for parents
Miss Hibbins Mrs Deplancke Mrs Purell
Dear Parent/Carer,
Welcome back to our first half of the autumn term. We hope that you have had a fantastic summer and we are excited to be a part of your child's learning journey this year. This letter is to inform you of what your child will be learning this term, through a range of questions that they should be able to answer.
Mathematics
1. How many tens and ones are there in 74?
3. How many tens are there in 100?
2. The whole is 97. One part is 90, what is the other part?
4. 259 is made up of _____hundreds, ____ten and _____ ones.
6. What is 10 more than 765?
5. 365= _______+________+______
7. Which is the greater number, nine hundred and two or 920?
English
1. What is an adverb? What does it tell us more about?
3. What is a simile?
2. What are the five parts of a story?
4. What are the features of a non-chronological report?
5. Give an example of a co-ordination conjunction? Remember: FANBOYS
Science
1. What are three types of rock?
3. What type of rock is formed when lava cools down?
2. How is sedimentary rock formed?
4. How can you test the hardness of a rock?
R.E.
5. Can you suggest two ways that rocks can be grouped?
1. What is Shahadah?
3. Can you name 5 prayers?
2. What is the Muslim saying toward their belief of God
4. What is Zakat?
5. When do Muslims fast?
PSHE
1. Who keeps us safe?
3. Identify two items that are safe to touch on your own.
2. Identify two items that are never safe to touch on your own.
4. If we find ourselves in a position where somebody is pressuring us to do something which feels unsafe, what could we do?
5. Why might an open window be dangerous?
History
1. Which continent was Ancient Egypt in?
3. Name three jobs Ancient Egyptians may have had.
2. Name three things we have, that Egyptians also had.
4. Where did Ancient Egyptians want to go when they died?
5. Who was the God of mummification and afterlife?
French
What do these words mean?
1. J'ai?
3. Je préfère?
2. hat-perché?
4. le chat?
6. Il y a combien de
5. dix-huit?
Football
2. What do we need to remember when stopping a ball?
1. What parts of the foot can we use to stop the ball?
3. What do we need to remember when passing a ball?
5. What part of the foot can we use to dribble?
4. What do we need to remember when dribbling with a ball?
Dance
2. Why is it important to warm up before dancing?
1. Can you name three different Olympic events?
3. What is an 8-count
5. How can you move at different levels when you dance?
4. How can you dance in unison with your group?
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Thrifty Food Rules
o Nutrition First
* Use MyPyramid to guide you to plan varied and balanced meals.
* Use the Nutrition Facts panel to guide you to choose the most nutritious and wholesome processed and packaged foods.
* Wholesome foods are foods without a lot of added salt, sugar, fat, artifi cial color or ingredients.
o Good Taste
* Prepare foods carefully so that they taste good.
* Know your family's preferences.
* Serve food attractively.
o No waste
* Purchase, store, prepare and serve with care.
* Check perishable foods. Use them fi rst.
* Use a marker to date foods so that you'll know how long they've been open or in the refrigerator.
* Plan to use foods before they lose quality or become unsafe to eat.
* Plan to use leftovers.
* Pay attention to serving sizes, timing and family atmosphere at mealtime.
* Trying a new vegetable or whole grain? Offer small servings for the fi rst taste.
* Don't overeat. Overeating is a form of waste because it can lead to unhealthy weight gain.
Thrifty Choices
o Safety counts
* Follow the rules of food safety (clean, separate, cook, chill) at all times. If food makes you or your family sick, the cost doubles.
o Planning makes it all possible
* Check the pantry and refrigerator for foods that need to be eaten and foods you have on hand.
* Look for specials at your favorite grocery store.
* Check for coupons.
* Find out which fruits and vegetables are in season.
* Make a meal plan.
* Make a grocery list.
* Bring your own food when you are on the road.
o At the grocery store or produce stand:
* Take time to compare foods and check prices.
* Use labels and unit pricing to compare similar items so that you get the best price per serving.
o Don't pay for something you can't eat!
* Don't pay for bones and fat. Look at price per serving, not price per pound.
* Don't pay for packaging. Packaging can disguise a small volume of food. Don't be fooled. Check the label for servings per package.
* Don't pay for food that doesn't nourish. It's wasteful to spend food dollars on foods that don't nourish you and your family.
Lesson 6 - Adult Fact Sheet 6
Louisiana Mothers say:
* Be a smart shopper.
* Let your grocery list be your guide.
* Jot best price for the foods you buy most often on your grocery list.
* Put a check by the foods on special and the foods with coupons.
* Teach your children to be thrifty shoppers, too.
* Teach them the thrifty food rules and then let them choose one item on the grocery list.
Do you shop once a month?
These fresh foods have a longer shelf life:
* vegetables (potatoes, garlic, root vegetables like carrots, potatoes, sweet potatoes);
* fruits (apples and citrus)
"One man's trash is another man's treasure."
Make a soup from things that many people throw away. Collect and freeze leftover vegetables and vegetable peelings and grains like rice. Save bones from a chicken or ham until you have enough for a big pot of soup stock. Add water to cover the bones and vegetables. Simmer for 1 1/2 hours or longer. Strain the stock, and discard the peels and bones. Now you have the base for a delicious soup.
To make your soup:
1. Add barley, garlic, onion, celery and fi nely chopped carrot. Simmer until they are soft. This takes about one-half hour.
2. 2. Add canned tomatoes, green beans, sliced cabbage or other greens. Simmer until done, about 10 minutes.
3. 3. Add frozen or canned corn, peas or canned legumes. Simmer until heated through, about 10 minutes.
4. Add leftover rice or pasta. Heat through. Invite friends over for dinner and ask them to bring the crackers and a fresh fruit for dessert.
Authors:
Judy Myhand, MS Annrose Guarino, PhD, RD, LDN Heli J. Roy PhD, RN, LDN
Visit our Web site: www.lsuagcenter.com
Louisiana State University Agricultural Center, William B. Richardson, Chancellor Louisiana Agricultural Experiment Station, David Boethel, Vice Chancellor and Director Louisiana Cooperative Extension Service, Paul D. Coreil, Vice Chancellor and Director Pub. 3013 (20M) 10/07
Issued in furtherance of Cooperative Extension work, Acts of Congress of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. The Louisiana Cooperative Extension Service provides equal opportunities in programs and employment. This institution is an equal opportunity provider.
This material was funded by USDA's Food Stamp program. The Food Stamp program provides nutrition assistance to people with low income. It can help you buy nutritious foods for a better diet. To fi nd out more, contact your local Extension offi ce or visit www.lsuagcenter.com
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Dance
1. What does travel mean?
2. Can you name three methods of travel?
3. What is a flash mob dance?
4. What does unison mean?
Music
1. What is the bass in a piece of music?
2. Which instruments would you find in the string section?
3. What are vocals?
4. Can you name 3 different types of guitar?
5. What is an accompaniment?
6. What is improvisation?
D&T
1. What is a shadow?
2. How is a shadow formed?
3. When the light is on the right what side will your shadow be on?
4. What is a sundial?
5. How does a sundial work?
Athletics
1. What do we need to remember to run fast?
2. What do we need to remember to throw overarm?
3. What do we need to remember when doing a two footed jump?
New Road Primary School
Summer Term 1 2022
(April – May)
Year 1 Information for parents
Dear Parent/Carer,
This letter is to inform you of what your child will be learning this half term, through a range of questions that they should be able to answer by the end of the Summer 1 half term.
Mathematics
1. Can you count in 2s?
2. Can you count in 5s?
3. Can you count on 10s?
4. Can you make equal groups of objects?
5. How do you double a number?
6. How do you half a number?
7. How do you tell the time to o'clock?
8. How do you tell the time to half past?
English
1. What is a noun / adjective / verb?
2. How can you use the conjunctions 'and', 'with', 'because'
3. What punctuation does a sentence need?
4. What is the spelling rule for adding the plural 'es'?
5. What is an imperative verb?
6. What is a heading?
7. Why do we need instructions?
Science
1. What are the 4 points of a compass?
2. What mnemonics do you know for the 4 compass points?
3. What is a magnet?
4. Can you name two magnetic materials?
5. Can you name three non-magnetic materials?
R.E.
1. What is the religion that Jewish people follow?
2. What is a Jewish place of worship called?
3. What language is the Torah written in?
4. What is Shabbat?
PSHE
1. What is bullying?
2. What is cyber-bullying?
3. What different ways can you connect to the internet?
4. How can you use the internet safely?
History
1. What does prehistoric mean?
2. Can you name 3 characteristics of dinosaurs?
3. What is a fossil?
4. Who was Mary Anning?
5. How did the dinosaurs become extinct?
French
Can you say these colours in French (red, green, blue, yellow, orange, pink, black and brown)?
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Get Outside
Research suggests that spending time outdoors enhances not only a connection to nature, but decreases stress, promotes psychological and physical health, and improves overall well-being.
Here are some additional benefits:
- Increased Vitamin D. Your body needs sunlight to function properly. Vitamin D is important for your bones, blood cells, and immune system. It also helps your body absorb minerals, like calcium and phosphorus. In the summer, 5 to 15 minutes, 2 to 3 times a week of sunlight is sufficient on average. In the winter, you will likely need a little more.
- Better immunity. In addition to Vitamin D, many plants put substances into the air that boost immune function. Sunlight also energizes T Cells, which are special cells in your immune system that help fight infection.
- Improved sleep. The outdoors can help set your sleep/wake cycle. Cells in your eyes need natural light to get your body's internal clock properly working.
- Lower blood pressure, decreased weight, and extended lifespan. Leading a sedentary lifestyle is often coupled with poor eating habits, high blood pressure, increased stress hormones, and weight gain. However, stepping outside can have the exact opposite effect. Instead of consuming calories, you'll expend them. Any outdoor activity is going to be more beneficial for you physically and mentally and lead to an increased lifespan.
- Reduced anxiety and depression. Studies have shown that the lack of outdoor activities in today's modern lifestyle is a major contributing factor to anxiety and depression. While anxiety and depression are oftentimes serious issues that require services from a trained professional, spending time in nature can help. A walk in the forest or day at the beach can boost your mood and self-esteem. For those of you that can't get out, even a simple plant in the room, or pictures of nature, can make you feel less anxious, angry, and stressed.
- Increased Energy and Motivation. It is much better to sit outside for 15 or 20 minutes than to reach for that sugary snack or caffeinated beverage. Fresh air is not only good for your mind, but also for your circulatory system. You don't even have to be doing anything. It's perfectly fine to just sit outside and breathe. Therefore, it is important to take periodic breaks from work throughout your day and get outside.
- Boosted Creativity, focus, and even eyesight. Studies show that time in nature can boost your creative problem-solving skill. This is partly because the outside world engages your attention in a quieter way that lets you refocus. Spending time outdoors also reduces the odds of developing vision problems later in life. This may be due to low light intensity and increased screen time when indoors.
Questions? Contact us at firstname.lastname@example.org or at 757-764-9316
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