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JWAC Lesson Plan U.S. Territories
By: David Janise, November 2017
Warm-Up Questions: What is the definition of a U.S. territory? In terms of international relations, what strategic implications do U.S. territories have from the perspective of the United States and foreign governments?
Discussion: In addition to the 50 states, the U.S. is also in possession of 16 territories throughout the world; five of which are permanently inhabited. For this reason, the westernmost part of the country is not Alaska or California, but Guam. The easternmost part of the country is not Florida or Maine, but it's the U.S. Virgin Islands. Together the five inhabited territories include: American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the U.S. Virgin Islands. The territories have long been a part of the U.S. and are considered as part of the U.S. 'geographical extent' in U.S. State Department documents. The territories are similar to the 50 states in that they have national parks, U.S. postal offices, and the inhabitants also are U.S. citizens. In terms of international relations and world affairs, the U.S. territories serve several key roles. For example, from a cultural perspective a territory may serve as a lynchpin in terms of a U.S. strategy to assert influence in an area. When viewed from an economic perspective the territories may have strategic value as well for the U.S. in terms of sovereign rights to resources. Finally, the U.S. may view the territories from the perspective of national security.
Activity: Follow the link below to watch a short 3-minute video from the Center for Strategic & International Studies. The video addresses how, in early August 2017, North Korea threatened to launch four ballistic missiles towards Guam (targeting waters less than 30 kilometers off the island's coast). Commentary is provided regarding how and when U.S. missile defense forces would respond if an attack like this were to take place.
Video: http://bit.ly/2xXXn7j
After watching the short video, have the students read the following article: "U.S. and Guam Shielded from North Korean Missiles by High-Tech Defenses."
Link: http://freebeacon.com/national-security/u-s-guam-shielded-north-korean-missileshigh-tech-defenses/
Recap: The United States' territories play important roles when taken into consideration from cultural, economic, and national security perspectives. What other scenarios could you see the territories becoming involved in within the future? Think about the locations and the regional issues they represent.
Call to Action: Given the important roles that the territories play for the United States, and that the people who inhabit the territories are U.S. citizens, one way to help would be to support the recovery efforts of in Puerto Rico following hurricanes Irma and Maria. Puerto Rico currently is facing a humanitarian crisis wherein electricity, food, and clean water are scarce.
Ways to help:
1) Puerto Rico's first lady Beatriz Rosello has founded Unidos por Puerto Rico which helps to connect the private sector with those who are in need. Donation information and volunteer information can be found here: http://www.unidosporpuertorico.com/en/
2) The Nonprofit group El Concilio also has information on ways to help: http://www.elconcilio.net/
3) The U.S.-based volunteer disaster relief organization All Hands is also helping to rebuild the U.S. Virgin Islands. Link: https://www.hands.org/projects/usvihurricane-response/
Works Cited
Gertz, Bill. "U.S. and Guam Shielded From North Korean Missiles by High-Tech Defenses." The Washington Free Beacon, 10 Aug. 2017, freebeacon.com/national-security/u-s-guam-shielded-north-koreanmissiles-high-tech-defenses/. Accessed 2 Nov. 2017.
"How It Works: Detecting a North Korean Missile Strike on Guam." YouTube Center for Strategic & International Studies, 28 Aug. 2017, www.youtube.com/watch?v=wPgRm2ApspE.
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Computing Spreadsheets
- Create and use spreadsheets We are Historians
- Children will complete then and now surveys and presentations
Useful websites for revision:
www.bbc.co.uk/revision www.educationcity.com www.samlearning.com www.samlearning.com
English
- Devices to build cohesion within a paragraph.
Children will learn about-
- Linking ideas across paragraphs.
Year 5 Curriculum
RE Ourselves
- Develop a deeper awareness of 'who I am'
- Knowing and loving God
- Developing an awareness of the work of the Church
- Understanding the scriptures
Life Choices
- Developing an understanding of the Holy Sacraments
Hope
- Developing an understanding of Advent and why we celebrate it
- Celebrate the birth of Jesus
- They will also read a modern retelling of the King Midas myth.
- Children will read the myth of Prometheus and Pandora by Janey Pursglove and analyse the importance of different characters.
Children will also analyse-
- Differences between oral and written storytelling.
- Role of narrator as storyteller
- Analyse, evaluate and write instructions.
- Empathy with characters
SCIENCE Children will learn about:
- Relative clauses
- Writing an ending to a story.
- Diary writing
- First person recount
- Newspaper reports.
Percy Jackson and the lightening thief -Rick Riordan
Wider reading
Heroes of Olympus,-Rick Riordan
Pandora– Robert Burleigh
Persephone—Sally Pomme Clayton
Pandora's Box– Rose Impey
Coraline -Neil Gaiman.
Artemis Fowl -Eoin Colfer
Diamond of Drury Lane– Julia Golding
The Midas Touch—Jan Mark Juan Wijingaard
Lionboy—Zizou Corder
The Chocolate Touch– Patrick Skene Catling
- Forces explain that unsupported objects fall towards the Earth because of gravity.
- Identity the effects of air resistance , water resistance and friction.
Living things and their environment
- Describe the differences in the life cycles of plants and animals.
- Describe the life process of reproduction in some plants and animals.
Useful website Www.educationcity.com www.samlearning.com
PE
- Tag Rugby
- Basketball
PSHE
Respect themselves and others Rights and responsibilities of people.
New beginnings
Place value.
MATHS
Reading and writing Numbers and place value to
Making number patterns and rounding numbers
1000000
to nearest 10 100 1000 100000 1000000
to 1000000
Exploring addition and subtraction of numbers
DT/ART
- Designing a dish that could have been eaten in the time of Anglo Saxon.
MUSIC
- Children will rehearse for and perform in the Young Voices concert
- In the O2
History
Children will learn about:
- Roman withdrawal from Britain.
Anglo Saxons
-
Geography:
Children will learn about:
- Name and locate worlds countries, cities, regions and features of UK.
- Understand equators, hemispheres, tropics and polar circles.
- Use 4 figure grid references on OS map.
MFL– FRENCH
- To greet people and give personal information in sentences
The children will learn :
- Words associated with school and to discuss likes and dislikes at school | 1,499 | 691 | {
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Name
Phú Yên
Country
Viet Nam
Main characteristics/features
Phú Yên lobsters have blue-green colour with two white cheek spikes. A lobster will be harvested when the weight reaches 0.7, the meat muscles are firm, the meat percentage is 61.19 to 64.30 %, roe percentage is 0.53 to 0.63%, water content is 68.99 to 71.82%, raw protein content is 19.95 to 21.37%, raw lipid content is 2.38 to 2.62%, Omega 3 content is 0.67 to 0.69 g/100g, Omega 6 content is 0.15 to 0.18 g/100g, Calcium content is 59.62 to 60.72 mg/100g, Phosphorus content is 292.53 to 318.66 mg/100g, Sodium content is 235.37 to 238.63 mg/100g, Potassium content is 300.47 to 306.42 mg/100g.
Production/processing
Phú Yên is a province with rich history of cultivating lobsters. The local fishermen have rich experiences in choosing cultivating area, feeding timing and techniques, preventing diseases, etc. which hightens the quality of Phú Yên lobsters, make them attractive to consumers.
Publication in the Official Gazette Competent authority
GI rights holder/GI association Contact information
Decision no. 4414/QĐ-SHTT
People's Committee of Phú Yên province
People's Committee of Phú Yên province 07 Độc lập street, Tuy Hoà city, Phú Yên province. Tel: (+84) 257.382.8747 Fax: (+84) 257.382.4842 Email: firstname.lastname@example.org
Date of registration: 05/11/2020
Phú Yên lobster
Photo source: ipvietnam.gov.vn
Geographical area
Xuân Đài bay, Vũng Rô bay and Cù Mông pond, Phú Yên province
Link between product and territory
The area is not influenced by wind, resulting in consistent water quality and temperature, highly suitable for aquacultural cultivation. The water is well circulated, abundant in oxygen as well as washing out wastes from cultivation activities. Additionally, the geographical area is a open area with many types of lifeform, including 53 types of phytoplankton, 51 types of zooplankton, 32 types of benthos with a variety of algae and microalgae. It is a favourable condition for marine lifeforms which are food sources for the lobsters.
Type of product Control body
File number Websites
Lobster
People's Committee of Phú Yên province
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KS1 Homework Information
Please find below information regarding homework for children in year 1 and year 2. Homework is a valuable opportunity for children to reinforce and consolidate their skills and understanding and can also play an important part in helping to keep parents informed of the learning that goes on in classrooms.
The Y2 children will be bringing their new homework books home on Monday 23 rd September.
Year 1 & 2
Reading
Reading with your child is the most important way in which you can support your child's learning in Class 1, research shows that where parents take a lot of interest in their child's reading, progress is much greater and children are more likely to develop into keen readers. Ideally the children need to read at home at least 3 times each week and it is helpful if this is recorded in their reading records. It is also important to begin talking to your child about what is going on in a book or story. Asking questions such as;
Which character did you like best? Why?
What do you think will happen next?
Why do you think the King was upset at the end of the story?
All reading books will be checked and changed if needed each Tuesday and Thursday, however the children may also change their own reading books during quiet reading each day.
Spellings
For spelling homework, children will be learning from a core list of words given in the statutory English curriculum known as common exception words. Each week your child will have a small number of these spellings to learn to spell and to write into sentences. For information the complete list for your child's year group is attached. Rather than a weekly spelling test, a selection of the words set during the term will be tested in school in the last week of each term. A record of each child's progress will be kept in school.
Phonics
Year 1 (and some Y2 children) children will continue to bring home their phonics tubs introduced during their reception year to reinforce this important early learning. At school we will practise these phonemes (sounds) as part of their regular reading and it would be beneficial if this could be reinforced at home.
English
English homework will be based on the learning the children have been doing in grammar or phonics. It may take the form of a worksheet, activity or sometimes an online game.
Maths
Every term each year group will focus on a set of key mathematical facts which they will aim to learn by heart; information on which facts your child will be learning will be sent home each term. These facts are known as key instant recall facts (kirf) Regular practice both at home and at school will help children develop a bank of facts which they can recall easily when solving problems or puzzles. Maths homework for the children in year 1 and year 2 will focus on supporting the learning of these facts as well as other important maths concepts. Year 1 children will bring home a key instant recall fact sheet from term 2 onwards.
We hope you find this information useful, if you have any questions regarding homework please come and talk to us.
Many thanks for your support
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Ideas for Exploring Number and Quantity in Maths.
Students can learn by exploring and observing in a range of maths play activities with a focus on numbers, amounts, more and less.
The idea is to create opportunities to explore different amounts of items. Where appropriate support this exploration using simple vocabulary such as 1, 2, 3, lots, few, all gone, more, less but the main emphasis is on the exploration learning and having fun.
Focuses for learning:
1. Understanding object permanence - knowing that an object continues to exist even when it is out of sight.
2. Developing skills for "looking" backwards / forwards between two objects
3. Making choices from two or more items.
4. Communicating "more" and "no more" using actions
5. Having fun with number activities, joining in with number songs, counting by pointing, saying number names (if able to), taking one item from a group or adding one item to a group.
6. Developing awareness and showing understanding of the concept of more, less and all gone.
I hope you have fun with these activities and if you have any photos you would like to share or any other ideas for exploring maths then we would love to see them firstname.lastname@example.org
Number Songs from HelpKidzLearn
Go to the website www.helpkidzlearn.com
You will need to login to access the resources.
Click on login and then follow the steps above.
Choose "games and activities" from the options on the screen then choose "stories" from the bar at the top of the page.
To continue our Seaside Fun theme, I suggest the 5 girls in the ring and the 5 sharks swimming in the pond songs, but you can enjoy the other songs and stories too.
Here are some girls to colour. You can cut them out and remove them as the number of sausages in the song decreases.
Here are some sharks to colour. You can cut them out and add them as the number of sharks in the song increases.
Filling trays with items
Use a selection of trays with different sections explore putting items into each compartment.
Use a dice or number card to choose a number of items to put into the tray.
Count the items together supporting or encouraging the student to point to each item as you do so.
Cardboard posting box
Make holes in a box and post items through the holes.
Count them as you do it.
Can you put one item into each hole?
Can you put 2 items in each hole?
Keep going until all the items are "gone".
Make a set of skittles using bottles or toilet roll tubes.
Count them as you stand them all up.
Throw the ball and knock them down – how many did you knock down?
Make it a competition – who can knock down the most?
How many times do you need to throw the ball to knock them all down?
Number Biscuits / Cakes
Make cakes or biscuits and decorate them with sweets.
Count them as you add them.
How many will you put on each?
Which one has more?
Enjoy them until they are "all gone"! | 1,094 | 645 | {
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HONGOEKA SYNDICATE NEWSLETTER - TERM 3, 2019
Thursday 25th July 2019
Kia ora e te whānau,
Welcome back to Term 3. We hope you and your family had a great holiday break, and are looking forward to Term 3! Below is an outline of what we will be focusing on this term.
"Quakes, Plates, and Shakes"
This term, the children will be Investigating the composition of planet Earth and will gain an understanding of the processes which shape it. They will explore the geology and history of planet Earth and understand that our planet has a long past and has undergone many changes. We will be looking at the formation of volcanoes, as well as the activity of earthquakes and tsunamis caused by the movement of the tectonic plates.
From weeks 6 -10, the students will be using their new knowledge about the formation of planet Earth to develop their own inquiry around a particular aspect of their learning, where they will do further investigation, and present their findings through an interesting medium.
The learning around earthquakes will be science-focused, but If your child has experienced any trauma or anxiety relating to earthquakes, please email their teacher so that they are aware.
Our Writing, Reading, and Maths will be integrated within 'Quakes, Plates, and Shakes'.
The focus of these key learning in these areas will be:
❖ Writing: Explanation writing - writing scientific explanations about new learning that has taken place. We will also be completing sentence workshops involving simple, compound and complex sentences.
❖ Reading: Reading a range of different science-focused texts. Students will be focusing on finding, selecting and retrieving information from various sources, summarising information, inferring from the text, and building knowledge of scientific vocabulary.
❖ Maths: Algebra patterns and relationships, fractional thinking, place value of whole number and decimal numbers, algebraic expressions, and mapping
If you would like any further information about the learning this term or feel that you might be able to offer assistance in these areas, please let your child's classroom teacher know.
Multiplication and Division Facts:
We are continuing to focus on developing your child's knowledge multiplication and division facts. Students need a good knowledge of their multiplication tables in order to access other mathematical areas and feel confident when solving problems. We will be focusing on strategies and activities that can help students to feel confident with their multiplication tables.
We would ask that you also support your child at home and spend some time with them learning their multiplication and division facts. Below is a list of useful websites which you could use to support them with their learning.
Suggested Multiplication and Division Fact websites:
www.timestables.co.nz www.teachingtables.co.uk
There are also plenty of YouTube videos that have songs to help them learn their multiplication and division facts, for example, Mr DeMaio raps the times tables.
Mana Island:
We are in the process of organising a trip to Mana Island. A date is yet to be confirmed, but we are hoping to have this late in Term 3. More information will be shared with you shortly
Athletics:
In the second half of the term, we will be completing athletics rotations on the field. This is in preparation for our Athletics Day and Parumoana Athletics in Term 4.
Stationery:
It is important for students to have the correct tools for learning, and we have noticed that some students do not have what they need. Please check with your child that they have a blue or black pen, a red pen, a ruler and a pencil. These items need to be named as we often find them lying around and it helps get them back to the right person.
Toys at school:
Last term we noticed that some children were bringing toys to school. We ask that students do not bring toys to school as it can cause problems with other students. If your child has a puzzle or game which they would like to play, this is fine but it is to be used during break times only and at their own risk.
Cell Phone Use:
If your child has a cellphone that they need to bring to school it should stay in their bag. Cellphones are not to be used during class time.
Communicating with Parents:
We want you to be kept well informed about what is happening in your child's class and the syndicate. Please don't hesitate to contact your child's teacher at any stage if you have questions. Mrs Brown, the Hongoeka syndicate leader, is also available to be contacted should you need to. Our emails are below:
email@example.com firstname.lastname@example.org
email@example.com firstname.lastname@example.org
email@example.com
Once again, if you have any issues or questions, please do not hesitate to contact us.
Regards,
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Weekly OSHC blog 16/5/16-20/5/16
Monday 16/05/16 - PM
After a yummy afternoon tea of spaghetti and baked beans on toast, the children engaged in craft. The children created butterflies using bubble wrap and wooden pegs. They coloured in the wings and painted the body to decorate their butterflies and make them both vibrant and exciting!
After craft the children went outside to get some fresh air and play on the oval!
This morning the children enjoyed creating their own rings and bracelets using loom bands. This was a fun activity that allowed the children to engage their creativity by using any colour of their choice and designing different patterns.
Tuesday 17/5/16 – PM
This afternoon we continued with making more butterflies, the children loved it! Some of the kindergarten children practiced their home readers with Ash. They are really improving with their reading skills. Once craft was completed the children moved onto playing board games. We had two of the girls playing a game of toy story snakes and ladders while other groups played chess, bounce off and mastermind.
This morning we had children playing many different games including chess. The older boys who played were teaching the younger boys the right rules. Some of the girls also enjoyed using some of our colouring books.
This afternoon we had a big group of boys playing bull rush on the oval! This was great fun. Once we got inside we had some of the older children and younger children doing a group drawing together. Once they finished their pictures even more children added to it. This was a great group activity.
This morning a group of boys played with the lego while some of their friends played headbands. That was such an interesting game trying to figure out what objects or animals they were. We also continued on with our group drawing from yesterday afternoon. This was such a hit with the kids!
Thursday 19/5/16 – PM
This afternoon a group of girls and Lauryn D played many card games such as snap, go-fish and beat your neighbor. Our construction box was also a hit with the kids where they created many items such as space stations, houses and magic wands.
Friday 20/5/16 – AM
This morning the children participated in a variety of activities. Some children did a group colouring in while others were teaching younger students how to play chess. After breakfast a group of boys and the OSHC teachers played the card game 'beat your neighbor' while other students enjoyed playing with playdough.
The children enjoyed many indoor and outdoor activities this afternoon. On the oval all children participated in games such as parachute, coloured corners and bulrush. Following this we went inside where we did painting with foam packing and colouring in. A group of boys also decided to use our construction set and cars to make their own tracks. | 1,009 | 580 | {
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Earth: Our Creative Responsibility Group
Quaker Peace & Social Witness
Green Advices & queries for Quakers
We depend for our lives upon the sun, the rain, the wind and the diversity of living things around us. Notice the changing patterns of the day, from dawn to dusk, and the wonder of the night sky. Take heed of the changing seasons, from winter to spring, to summer and to autumn. Each has its particular beauty. Mountains, lakes, rivers and forests can all inspire us and provide places of peace and opportunities for worship. The natural world also presents us with challenges, to which we should be ready to respond. Take time to recognise, respect, appreciate and enjoy the whole miracle of the universe.
1. "If pressure is brought upon you to lower your standard of integrity, are you prepared to resist it? Our responsibilities to God and our neighbour may involve us in taking unpopular stands. Do not let the desire to be sociable, or the fear of seeming peculiar, determine your decisions." Advices & queries, 1994, No.38
2. We are subject to all the persuasive powers of commerce and are influenced by family, friends and neighbours. Take time to understand yourself, your real needs and your true potential. Try to bring all your actions in line with this understanding and your knowledge of the world around you.
3. "Try to live simply. A simple lifestyle freely chosen is a source of strength. Do not be persuaded into buying what you do not need or cannot afford. Do you keep yourself informed about the effects your style of living is having on the global economy and environment?" Advices & queries, 1994, No.41
4. Consuming more than we need may divert resources from the provision of essential services at home and abroad. Reusing, recycling and repairing will all reduce your footprint on the Earth. However refusing, and so doing without unnecessary goods, is the most powerful action.
5. "We do not own the world, and its riches are not ours to dispose of at will. Show a loving consideration for all creatures, and seek to maintain the beauty and variety of the world. Work to ensure that our increasing power over nature is used responsibly, with reverence for life. Rejoice in the splendour of God's continuing creation." Advices & queries, 1994, No.42
6. We share the DNA structure of all life on Earth. The atoms in our bodies have circulated throughout the network of living and non-living forms making up the universe. Much of what we do, directly or indirectly, leaves the natural world damaged. Do you accept your responsibility for minimising this damage?
7. The drive to market cheap food has resulted in pollution of air, soil and water, destruction of wildlife and waste of raw materials. Try to buy local, fair-traded and organically produced food and eat fresh food in season. Consider whether you could grow some of your own.
8. Intensive animal farming is often cruel to the animals and is an extravagant use of land, water and edible grains. Try to reduce your consumption of animal products.
9. Composting food and garden waste will enrich the soil and reduce the need for manufactured fertilisers and chemical controls. Healthy food and richer wildlife will be the reward.
10. Saving heat in the home can be done with improved insulation but reducing the temperature, area and time of heating is also important. Do you dress warmly enough and encourage others to do so too? Consider investigating renewable sources of energy for your home.
11. Cars and aeroplanes use irreplaceable fossil fuel, pollute the air and are major and increasing contributors to global warming. Could you reduce your use of these modes of transport? Consider this particularly when planning holidays or a change of home or occupation.
12. Waste disposal is a major problem causing soil, water and air pollution and taking up valuable land space. Do you make every effort to reduce the amount of rubbish you put out for collection and disposal?
13. "Remember your responsibilities as a citizen for the conduct of local, national, and international affairs. Do not shrink from the time and effort your involvement may demand." Advices & queries, 1994, No.34
Published by Earth: Our Creative Responsibility Group, a sub-group of Quaker Peace & Social Witness. 2002. Earth: Our Creative Responsibility group was laid down in 2003. QPSW's sustainability work is now undertaken by the Sustainability & Peace Programme.
For more information contact Sunniva Taylor, Sustainability & Peace programme manager, QPSW, Religious Society of Friends, Friends House, 173 Euston Road, London, NW1 2BJ.
Telephone: 020 7663 1046 or email: firstname.lastname@example.org
A large print version of this leaflet is also available: please contact the publications team on 020 7663 1162, or email email@example.com | 1,978 | 1,016 | {
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The coronavirus has been declared a global health emergency by the World Health Organization.
THIS IS WHAT YOU NEED TO KNOW
There is no need to panic
Not everyone who gets the virus becomes very sick
Good personal hygiene can protect you and your family
WHAT IS IT?
The coronavirus is a virus, similar to the common cold or flu.
Symptoms can be very mild for some people, but can be far more deadly for others.
WHAT ARE THE SYMPTOMS?
Fever
Tiredness
Dry cough
Difficulty in breathing
Some people may also have aches and pains, a blocked or runny nose, a sore throat, or diarrhea.
IS IT DEADLY?
Not everyone who gets the virus becomes very sick.
Most people (about 80%) recover without needing special treatment.
Around 1 in every 6 people with the virus becomes seriously ill which could be fatal.
HOW DOES IT SPREAD?
The virus is infectious and spreads from people who are infected to others through:
The air by coughing and sneezing
Close personal contact, such as touching or shaking hands
Touching an object or surface with the virus on it, then touching your mouth, nose, or eyes without washing your hands
CAN I GET IT FROM TOUCHING THINGS?
Yes, sometimes a sick person's saliva can get onto objects like:
Their hands
Pens
Food and utensils
Doorknobs
Digital devices like
cellphones and laptops
Stair railings
Don't touch your face, mouth, nose or eyes without washing your hands.
WHAT SHOULD I DO IF I THINK I HAVE THE VIRUS?
If you have a fever, cough AND have difficulty breathing you should:
Speak to your
healthcare practitioner
Share your recent
travel history
Avoid travel
Avoid contact
with others
WHO IS AT RISK?
Anyone who comes into contact with the virus can get it, BUT older people and those with underlying medical problems like high blood pressure, heart problems, low immunity or diabetes are more likely to develop serious illness.
HOW CAN I PROTECT MYSELF AND OTHERS FROM GETTING SICK?
Wash your hands regularly and thoroughly for 20 seconds with soap and water or use an alcohol-based hand rub
Avoid close contact with anyone who has fever and cough. Avoid close contact with other people if you are coughing or have a fever
Only eat well-cooked food, especially meat and eggs
Cover your mouth and nose with your elbow or a tissue when you cough or sneeze
STAY HEALTHY: Get your flu vaccination
HOW CAN IT BE STOPPED?
There are steps that you can take to prevent getting the virus, and stopping its spread.
At the moment there is no medicine available to prevent or treat the virus.
Conventional medicines can treat the symptoms, helping to comfort those who are infected while their immune systems fight the virus.
The best option is to avoid getting sick in the first place by:
* Washing your hands
* Knowing your HIV status, and taking your HIV and TB medication
* Getting the flu injection
Wear a disposable face mask if you are ill with coronavirus or looking after someone who is ill.
WHO IS AT GREATEST RISK?
Older people, those with other health conditions and people with compromised immune systems are likely to be affected more harshly than others.
Protect yourself by:
Knowing your status
Washing your hands thoroughly and regularly and covering your mouth when you cough or sneeze
Taking your medication
WHAT CAN I DO TO AVOID GETTING THE VIRUS?
Don't touch your face, mouth, nose or eyes without washing your hands. | 1,570 | 747 | {
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Sensible Algae Management Tips
Drs. Foster & Smith Educational Staff
Let's face it: If you keep an aquarium, you're going to grow algae. A little green is natural and can actually benefit a healthy habitat. In fact, aggressive attempts to eradicate algae altogether will more likely harm aquarium inhabitants and upset biological filtration. It's better to sensibly manage algae growth by finding a balance between no algae and nuisance algae.
While some algae growth is natural, nuisance algae is a sure sign of too much light or excess nutrients in your aquarium. Here's what you can do to help achieve a balance:
MANAGE PHOTOPERIODS
Algae thrives under unregulated artificial lighting. Take a tip from nature by limiting daily lighting cycles to 8 hours per day using a digital outlet timer.
PERFORM REGULAR WATER CHANGES
In a closed system, organic waste materials can quickly accumulate, indulging algae while endangering your fish. As part of an algae management regimen, perform partial (15-20%) water changes every 1-2 weeks to replenish water quality and curb aggressive algae growth.
KEEP UP WITH ROUTINE MAINTENANCE
Keep on schedule with filter cartridge changes, as spent media can quickly frustrate any attempts to keep the green in check. Also regularly inspect your filter's performance: Is the flow rate decreasing? Intakes unobstructed? Impellers spinning freely?
TEST & CONTROL PHOSPHATE LEVEL
Avoid overfeeding your fish and test your aquarium regularly to monitor phosphate level. If you haven't already, test your source water, as sometimes this algae-blooming nutrient may be coming right out of your tap. For total phosphate removal, consider using chemical filter media that neutralizes phosphate.
What is the best way to manage nuisance algae?
The most important thing to consider is that algae are a symptom of poor water quality. The most effective approach to algae management is to remedy the conditions that stimulate
Sensible Algae Management Tips - Page 1 of 2
Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species.
SIPHON SUBSTRATE
This is where most of the uneaten food and fish waste eventually settles, so don't let poor water quality sneak up on you from below. Gravel-cleaning siphon systems make it easier than ever to keep up with monthly maintenance.
stimulate aggressive nuisance algae growth.
WHAT ABOUT ALGAECIDES?
Do everything you can to naturally keep algae in check before reaching for a quick fix. If using commercial aquarium algaecides, ALWAYS read and follow label instructions carefully. The chemicals in algaecides are often harmful to invertebrates and may compromise your biofiltration if not used correctly.
Don't be turned off by algae - be comfortable with the fact that some algae growth is a natural and beneficial aspect of aquarium keeping. By following a few simple steps, you too can find a balance between impossibly pristine and pleasantly green.
We Recommend:
Drs. Foster & Smith PhosPure®
Aqueon Aquarium Water Changer
Aquarium Pharmaceuticals Phosphate Test Kit
Coralife Power
Center | 1,647 | 726 | {
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BY ZEV KAHN, M.D.
Special to the Times
Do you have to call your child several times before getting a response? If you have often wondered why your child doesn't listen better, it's possible that he or she may not be ignoring you — your child may have trouble hearing you.
The third most common health problem in the United States, hearing loss affects approximately 36 million Americans and more than half are younger than 65. Today, about one in five adolescents suffers from some type of hearing loss, which is an increase of 30 percent compared to the past two decades.
A growing cause of hearing loss in teenagers is exposure to loud noise. If your child has a hearing problem, it could affect his or her safety as well as ability to excel in the classroom and on the playground.
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How we hear
Sound travels into our outer ear as sound waves, hitting our eardrum and causing it to vibrate. As the eardrum vibrates, it presses on tiny bones located in the middle ear, making them move too.
Next, these tiny, vibrating bones cause the fluid in the inner ear to bend very small structures called hair cells. When the hair cells bend, they convert the sound waves into electrical signals, which travel up the auditory nerve and to the brain where they are interpreted as sounds.
Noise-induced hearing loss
Measured in units called decibels, sound can become harmful when it exceeds 90 decibels. Affecting around 5 million children, noise-induced hearing loss (NIHL) occurs when the small hair cells in the inner ear are damaged by long-term exposure to sounds above 90 decibels or one-time exposure to sounds at or above 120 decibels.
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One common cause of NIHL in teenagers is long-term exposure to high-intensity volume levels while using earphones with portable musical devices.
Symptoms and treatment
Your child may have a hearing problem if he or she is turning up the volume of the TV excessively high, not replying when you call or experiencing language delays.
Schedule a hearing evaluation with your physician if you are concerned. If your doctor determines that your child does have noise-induced hearing loss, he or she may recommend a hearing aid to help amplify sounds.
Today's hearing aids are like miniature, state-of-the-art computers. Digital and reprogrammable, they can be customized for your child.
3 / 4
Prevention
Fortunately, NIHL in children is 100-percent preventable. Solutions include turning the volume down and using hearing protection, such as ear plugs. Look for noise ratings when buying products, especially when purchasing toys.
Because hearing loss impacts kids in their formative years, it's important to catch it early. Working with your physician, you can keep your child's hearing healthy, which is essential for developing successful academic and social skills.
Zev Kahn, M.D., is a board-certified otolaryngologist and is a part of the Sutter East Bay Medical Foundation. He is affiliated with Eden Medical Center.
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Epstein-Barr Virus Fact Sheet
1. What is Epstein-Barr Virus (EBV)? - EBV is a member of the Herpesvirus family and is one of the most common human viruses. EBV occurs worldwide, and most people become infected with EBV sometime during their lives. In the U.S., as many as 95% of adults between 35 and 40 years of age have been infected. Infants become susceptible to EBV as soon as maternal antibody protection (present at birth) disappears, usually after 6 months of age. Children often become infected with EBV, and these infections usually cause no symptoms or are indistinguishable from the other mild, brief illnesses of childhood. If EBV occurs during adolescence or young adulthood, infectious mononucleosis will result 35% to 50% of the time.
2. What are the Symptoms of Infectious Mononucleosis? – The most common symptoms are fever, sore throat, and swollen lymph glands. Sometimes, a swollen spleen or liver involvement may develop. Heart problems or involvement of the central nervous system occurs only rarely, and infectious mononucleosis is almost never fatal. There are no known associations between active EBV infection and problems during pregnancy, such as miscarriages or birth defects. Although the symptoms of Infectious Mononucleosis usually resolve in 1 or 2 months, EBV remains dormant in a few cells in the throat and blood for the rest of the person's life. Periodically, the virus can reactivate and is commonly found in the saliva of infected persons. This reactivation usually occurs without symptoms of illness.
3. Does EBV cause Other Diseases? – Yes. Since EBV also establishes a lifelong dormant infection in some cells of the body's immune system, a late event is the emergence of Burkitt's lymphoma and nasopharyngeal carcinoma, two rare cancers that are not normally found in the United States. EBV appears to play an important role in these malignancies, but is probably not the sole cause of disease.
4. How is EBV Spread? - Transmission of EBV requires intimate contact with the saliva of an infected person. Occasionally, the virus is transmitted through blood transfusions. Transmission of the virus through air does not normally occur. EBV can be transmitted by persons with asymptomatic infections.
5. What is the Incubation Period? - The time from infection to appearance of symptoms ranges from 4 to 6 weeks. Persons with infectious mononucleosis may be able to spread EBV to others for a period of weeks. However, no special precautions or isolation procedures are recommended, since the virus is also found frequently in the saliva of healthy people.
6. How is Infectious Mononucleosis Diagnosed? - The clinical diagnosis of infectious mononucleosis is based on the symptoms of fever, sore throat, swollen lymph glands, and the age of the patient. Usually, laboratory tests are needed for confirmation. Laboratory findings for persons with infectious mononucleosis include an elevated white blood cell count, an increased percentage of certain atypical white blood cells, and a positive reaction to a "mono spot" test.
7. What is the Treatment for Infectious Mononucleosis? - There is no specific treatment other than treating the symptoms. No antiviral drugs or vaccines are available.
,
8. Is EBV related to Chronic Fatigue Syndrome? - It is important to note that symptoms related to infectious mononucleosis caused by EBV infection seldom last for more than 4 months. When such an illness lasts more than 6 months, it is frequently called chronic EBV infection. However, valid laboratory evidence for continued active EBV infection is seldom found in these patients. The illness should be investigated further to determine if it meets the criteria for chronic fatigue syndrome, or CFS.
9. For more information about Epstein-Barr Virus:
http://www.cdc.gov/ncidod/diseases/ebv.htm
This fact sheet provides general information. Please contact your physician for specific clinical information. | 1,775 | 833 | {
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The Scout Programs of Adventure Scouts USA instill in our Scouts the importance of environmental conservation. Accordingly, we provide our Scouts with the opportunity to acquire knowledge about how to be responsible while on their outdoor adventures. Our Scouts value the beauty and majesty of the world in which we live.Â
One of the associations whose principles we incorporate into our Scout Programs is Leave No Trace. Leave No Trace Outdoor Ethics is a series of guidelines for enjoying the outdoors while leaving minimal impact on the environment.
Even when our Scouts are in the outdoors, our Scouts enhance the excitement of their adventures by appreciating the rich diversity of the environment around them. We encourage our Scouts to play a meaningful part in their world by our Scout Programs choosing to partner and participate in the Leave No Trace programÂ
The Seven Principles and What They Mean - Plan Ahead and Prepare -- The first principle is Plan Ahead and Prepare. This includes knowing the regulations of the site you are traveling to, being aware of the weather and potential hazards of that location, avoiding the area during times of high-use, minimizing the size of groups (larger groups can be split up), repackaging food to avoid waste, and using a compass rather than flags or marking trees.
- Camp on Durable Surfaces -- The second principle is to travel and camp on durable surfaces. Durable surfaces include established trails, campsites, rocks, gravel, dry grass, and snow. Avoid camping within 200 feet of lakes and rivers. This also means choosing well-worn campsites first, walking single-file, and avoiding activities near vegetation. If in a pristine region, our Scouts try to prevent the creation of trails and as much human affect as possible. Â
- Proper Disposal of Waste -- The third principle is proper disposal of waste. Food should never be spilled and left. Campsites and rest areas are inspected for trash. All waste must be packed up and taken away.
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Â
- Leave What You Find -- The fourth principle is to leave what you find. This involves observing but not removing historical artifacts, and leaving plants, animals and rocks where they are. This also includes never introducing new plant or animal species, and never building structures or digging trenches. Â
- Minimize Fire Impact -- The fifth principle is to minimize campfire impacts. This includes using a lightweight camping stove and a lantern at night. Where fires are permitted, fire rings, pans, and mound fires should be used. Fires should be small and made from sticks already lying on the ground. All fires should be burned to ash and the cool ashes scattered.
Â
- Respect for Wildlife -- The sixth principle is respect for wildlife. Though it may initially seem like a nice thing to do, feeding wild animals can make the animals sick, disrupt their natural feeding patterns, make them easier targets for predators, and encourage them to come to camp looking for food. Food must be stored securely. Pets should be always controlled or left at home, and wild animals are best avoided completely during sensitive times such as nesting and feeding young. Â
- Being Considerate of Other Campers -- The seventh principle is to be considerate of other visitors. This includes always be courteous and letting faster hikers pass, and avoiding loud voices and music. Â
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The Scout Programs of Adventure Scouts USA believe in the importance of Leave No Trace. We instill in our Scouts a life long love of nature and an understanding of how their choices affect nature’s delicate balance.
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Access to Medical Care
Level: Grades 3-12
This is a letter that was written by a government official to staff at a Mexican hospital in 1822. He asks that they treat Mexican natives in the same way they treat everyone else.
Read the letter carefully and then Imagine you have to give a speech at a big doctor's meeting trying to convince them that they needed to treat patients who were born in Mexico in the same way they treat patients from everywhere else. What would you say to convince them to do what you ask?
The Esteemed Secretary of the State and of the Office of Interior and Exterior Relations, has communicated the following to me on the 6th of this month:
Esteemed Sir: The Regency of the Empire has served me the following decree:
The Regency of the Empire, interim Governor for lack of the Emperor, to all who are present and who understand: Let it Be Known: That the Sovereign Provisional Government has Decreed the following:
The Sovereign Provisional Government has taken into consideration the exposition that the Esteemed Provincial Deputy of this Corte has made about the gravity of the towns of the Empire that serve the Ministries, through the Hospital, through the Community Chest, has decreed, and decrees:
First. The Contributions of the Ministry, the Hospital, and the Community Chests, through the lack of utility of their functions until today, have injured the Indians again all forms of justice.
Second. The Regency will take charge of all the buildings, structures, and objects of the establishment of the Hospital of the Indians.
Third. The Regency gives the order that all Hospitals admit sick Indians just as in all other citizens.
The Regency understands that all will be done to complete these orders, including printing, publishing, and circulating. Mexico, twenty one of February of 1822, second date of the Independence of the Empire. Jose Maria Gagoaga, President. Jose Ingacio Garcia Illueca, Secretary. Isidro Ignacio de Icaza, Secretary. Jose Maria de Juaregui, Secretary. To the Regency of the Empire.
We send this to all the Courts, Justices, Chiefs, Governors, and all Authorities, civil, military, and ecclesiastic, of all class and dignity, those who guard and are guarded, who must complete and execute the present Decree in all its parts. Understand and comply, and distribute, print, publish, and circulate. Mexico, 6 of March of 1822, second date of the Independence of the Empire. Augstin de Iturbide, President. Manuel de la Barcea. Jose Isidro Yanez. Manuel Velazques de Leon. Antonio, Bishop of Puebla. A.D. Jose Manuel de Herrera.
And I communicate to Your Excellent so that you publish this throughout the Capital and all the other areas of the district under your command.
And so that this news arrives to everyone, and is punctual in its fulfillment, I command that you published this throughout the Capital, and all the other Cities, Valleys, and Places of the district under my command, focusing on the usual areas, and circulating to all. Decreed in Mexico the 28 of March os 1822, second date of the Independence of this Empire.
Anastasio Bustamante
Decreed by His Excellency | 1,272 | 685 | {
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Contributed to Maine Memory Network by Swans Island Historical Society
MMN # 63064
Date: Interview recorded in 2010 about events in the 1950s.
Description: Interview with Swans Islander Mike Holmes about July 4th events there.
Interview with Mike Holmes about Fourth of July on Swans Island, ca. 1950s
My name is Mike Holmes. I spent the first ten years of my life here on Swan's Island. My father's Robert W. Holmes and my mother was Velma Morse. They were both born and grew up right here, married here. My father loved this island, more than anything, and he always wanted to come back. And my mother too. So we came back every summer, this is where we spent our vacation. I remember the parades. The veterans used to dress up in their uniforms, they marched down, I'd call it Main Street, Main Street past the store and Lida and Tom Higgin's house. Then we used to have games. One particular Fourth of July they had games for money. If you won, whatever you won you got paid for, you got money. And I won almost everything. We had a bike race, and I borrowed Wesley Staples' bike, and we started in front of the store. And the only competition I had was Allen Clarke, and he had his bike, and we raced, and we started off and Allen and I were pretty neck and neck. There was a line drawn in the street, we were supposed to race to that line and then turn around. Well, I was a little bit ahead of Allen. I went to cross the line like I was supposed to, Allen stopped. About, probably twenty-five feet before the line. He turned around. In order for me to catch him I had to do a lot of pedaling, and I did. And when we crossed the finish line, we were tied. But that's what I remember about that, is that we tied. I caught up with him and we tied going across the finish line. But we used to have potato sack races and potato races with a spoon, you carry a potato to different spots, pick it up, carry it again. And then, oh, the pie eating contest, that was… blueberry pies. And it was everywhere. That was a lot of fun. And then the night before the Fourth, that was the good time, that was prank night. And you could expect to see about anything that night. There'd be outhouses moved; someone's outhouse would show up on somebody else's front lawn, and boats were taken from the wharf and put up in the Lilly Pond. Just pranks. But they weren't nasty pranks, they didn't really cause a lot of damage. That was fun. I wouldn't trade my time on Swan's Island for anything. Because I've been introduced to the city life and I spent most of my life away from the island, to come back would be just too much of a change. As much as I love Swan's Island, I could never come back. It's a different world. You have to be a special person to be able to live here year round. | 940 | 663 | {
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Year 4 - What have the Romans ever done for us?
ENGLISH:
SOCIAL, MORAL, SPIRITUAL AND CULTURAL (RE/ PSHE)
KEY SKILLS TO BE DEVELOPED:
Fiction – Retelling Roman myths and legends. Writing a letter from a Roman soldier.
Non-fiction – Instructions on how to bathe using Roman baths. Recount about Boudica.
KEY TEXTS - Roman Gods, myths and legends. Roman Britain. Invaders and settlers.
HUMANITIES
Learning of the power of the Roman Empire and its army. Researching Boudica and Julius Caesar's invasions. Looking at the impact the Romans had on British infrastructure e.g. Roman Baths and sanitation. Locate and identify countries and UK cities which were occupied by the Romans. Identify why the Romans invaded Britain: land use, trade links and natural resources.
SCIENCE
Describe the function of the digestive system. Identify different types of teeth and their functions. Test what damages teeth today and what might have done so in Roman times (using fallen teeth!) Look at food chains today and compare to Roman times.
MATHS
Tell and write the time to the minute on analogue and digital clocks using Roman numerals.
Read Roman numerals to 100 and understand how the numeral system changed over time to include zero and place value.
To develop a chronologically secure knowledge of British history. To understand connections and contrasts over time. To understand how our knowledge of the past is constructed from a range of sources.
To link past events to current cultures.
To further develop research skills using the Internet.
BIG PICTURE/ KEY CONCEPTS/ OUTCOMES
Through learning about the actions and advances of the Roman occupation, we will recognise historic events and ideas that are still relevant today.
MFL
French – learning to count to 20, basic greetings
WOW FACTOR/ VISITS/ VISITORS
Visit to the Roman baths and villa at Chedworth or a visit from 'The History Man'
HELPING AT HOME/WEBSITES
http://www.bbc.co.uk/education/topics/zwmpfg8 http://www.primaryhomeworkhelp.co.uk/Romans .html
If you have access to on-demand digital TV you can search for Horrible Histories episodes.
PSHE - Rights and rules. Democracy RE - Why do people pray?
PE
Gym: Balance leading into changes of direction. Performing sequences of actions and mirroring partners.
Hockey: Striking and fielding. Obstacle dribbling. Target and rebound hockey.
COMPUTING
Creating a whole class charter. Using word processing skills to edit their English writing. Programming using Scratch.
THE ARTS (ART/ MUSIC/ DT)
Art – Creating mosaics using great Roman designers as inspiration.
DT – Designing and evaluating a life size Roman shield. Looking at the construction of Roman roads and Hadrian's Wall. Creating models of Roman buildings using Roman architects as inspiration.
Music – Develop an understanding of the history of music. To sing and play with increasing fluency and accuracy.
CELEBRATION OF LEARNING
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CLOVIS NORTH - BRONCO DRAMA Critique-Musical Theatre
As an ongoing demonstration of your growth and maturity in understanding the concepts and techniques learned in class, you are expected to attend TWO live MUSICAL stage performances and ONE filmed version and write formal critiques on your experiences.
Things to Remember:
*A play critique is NOT a summary of the plot. You should spend time discussing your impressions, reflections, and criticism of the production. What elements were very artistic and powerful? Explain why. Also, what elements didn't work for you? Again, explain why.
*You need to see a production at your grade level or above.
*When citing specific examples within your critique PLEASE use actor/designer/character names to further lend credibility to your writing.
*Your critique should have 5 paragraphs (approximately 600-750 words). 600 WORDS IS THE MINIMUM!
*All critiques MUST BE TYPED. Handwritten papers will NOT be accepted. Please use 1.5 to 2.0 line spacing.
*Your critique should follow the proper MLA formatting learned in your English classes.
* You MUST attach a ticket stub as proof that you did, in fact, attend the production.
* You may email your critique to firstname.lastname@example.org and I will print it out for you. You must follow up to make sure I have received it.
*YOU HAVE ONLY 2 WEEKS FROM SEEING THE SHOW TO TURN YOUR CRITIQUE IN.
*Make sure you take a program home with you from the production, so you are able to discuss specific performances and designs and attribute them to names. (You do NOT need to turn in your program with your critique.)
Introduction(1 paragraph)
3. Production Aspects
b. Sound
a. Lighting
c. Scenic
e. Costumes
1. Include the date you saw the show, the title of the play, who produced the play (i.e. what company, group, school), and the playwright's name. Do not just list the items, but turn them into a complete sentence.
Example: Seeing Neil Simon's "Barefoot in the Park" at Good Company Player's Second Space Theatre on November14 was an excellent evening of theatre.
2. Include your expectations for the show and your first impressions of the theatre. Reflect on how the set appears before the show starts, the mood of the theatre, etc. Don't comment on the actual show in this section, but your expectations for the show.
3. Lead in to the rest of the critique with a thesis statement. You must include a conclusion you are drawing about the show.
Example: The show was poorly done because of issues with acting, costumes, and the technical aspects.
Body (3 paragraphs: Chose three of the following to focus your writing on).
a. Believability
1. Acting (critique specific performances by name-save your program!)
b. Expression
d. Compatibility (were they right for the part?)
c. Volume
e. Storytelling
a. Description
2. Director's Concept
b. Hit or a miss? Why?
d. Props
4. Musical Direction
b. Quality of sound (solo/ensemble sound)
a. Accompaniment (Orchestra? Tracks?)
c. Dynamics, Articulation, Volume
a. Was the show cast well?
5. Directing
b. Comment on blocking and stage pictures (give specific examples)
c. Did all the elements of the show blend together well?
Conclusion (1 paragraph)
2. Brief review (revisit something you either really liked or disliked)
1. Confirm or deny your initial expectations
3. Recommendation
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JEWISH STUDY NETWORK
Parsha Eikev
The great swan song of Moshe (Moses) continues in this week's Torah Portion. As a part of his charge to the people, Moshe reviews events that have taken place since the Exodus from Egypt and provides the reader with insight and context to several episodes that took place in the wilderness. In addition to rounding out particular narratives, Moshe explains the nature of the miracles that accompanied the Children of Israel.
"He afflicted you and let you grow hungry, then He fed you the manna that you did not know, nor did your fathers know, in order to make you know that not by bread alone does man live, rather by everything that emanates from the mouth of G-d does man live." (Deuteronomy 8:3) The manna is described earlier in the Torah as something white and thin that tasted like cakes fried in honey. The Sages tell us that it was versatile and could be prepared in different ways. It also came with very specific rules and regulations. Each person could only gather a specific amount - one Omer - per member of that household. They could not leave any over until morning and they would receive double on Friday. It could be consumed for that day, as well as for the Shabbat which would be the following day. In fact, through the introduction of the Manna, they are first introduced to the concept of Shabbat.
The rules seem part of an education that is necessary to prepare the Israelites for their duty to follow the many rules and regulations that G-d demands in His Torah. It seems clear that when a group of people are released from slavery and granted freedom, they need to learn that freedom does not imply that they are not bound by rules. Living in a democracy is inherently an expression of freedom. It still does not mean that one can choose to ignore the laws that govern the country. The manna was given with laws so that the people could adjust to the rules and grown into proper servants of G-d.
Rabbi Samson Raphael Hirsch, the 19th Century German Rabbinic leader, suggests that there is another message that Moshe is communicating in his pronouncement. The expression that man does not live by bread alone is essential for the formation of a just and moral society. Bread has been the staple of most diets for millennia. The output of bread is a consequence of taking raw materials and actively transforming them into a new product. When we eat bread, we make a blessing acknowledging G-d as the One who brings bread forth from the ground. There is, however, a clear understanding that a human being (or a device created by humans) takes what came from the ground and skillfully makes bread. If an individual does not feel connected to G-d, it is easy to look at oneself as the creator of the bread.
continued ...
JEWISH STUDY NETWORK
Bread is actually the justification for many of the world's atrocities. Wars are waged and rationalized because of the urgent need to supply one's self, one's family or one's country with bread. Without a connection to the ultimate Creator, people imagine that they must achieve their bread by any means. What Moshe is emphasizing in these verses is that sustenance is something that is provided by G-d. It can be in the form of bread, or it can be in the form of manna. The reliance on G-d removes the urgency to provide ourselves with bread. We certainly do not absolve ourselves as partners in the creation of bread. We know that we need to plant, harvest, grind, etc. until we achieve a finished product. What dependence on G-d does achieve, is a recalibration of our priorities. It ultimately leads to a society that does not shun competition, but does emphasize that we are not completely reliant on only the work of our own hands. Just as G-d promises to provide for us, he instructs us to make sure that we provide for those that are less fortunate than ourselves. Bread is given to be enjoyed and shared all at once. May we merit seeing such a society. One in which it is clear that G-d is an active agent in providing all of us for what we need to live.
Shabbat Shalom! | 1,523 | 899 | {
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Year 3 - What have the Romans ever done for us?
ENGLISH:
SOCIAL, MORAL, SPIRITUAL AND CULTURAL (RE/ PSHE)
KEY SKILLS TO BE DEVELOPED:
Fiction – Retelling Roman myths and legends, character descriptions and story settings.
Non-fiction – Explanation texts, letters home as a Roman Solider and writing a speech as Boudica.
KEY TEXTS –
The Orchard Book of Roman Myths – Geraldine McCaughrean
Julius Zebra, Rumble with the Romans – Gary Northfield. Rotten Romans – Terry Deary.
HUMANITIES
Learning of the power of the Roman Empire and its army. Researching Boudica and Julius Caesar's invasions. Looking at the impact the Romans had on British infrastructure e.g. Roman Baths and sanitation. Locate and identify countries and UK cities which were occupied by the Romans. Identify why the Romans invaded Britain: land use, trade links and natural resources.
SCIENCE
We will explore light and learn to describe darkness as the absence of light. We shall investigate shadows; devising experiments to identify the relationship between the shape of shadows and the position of the light source. We will learn how light reaches our eyes and about the dangers of direct sunlight on our eyesight.
MATHS
Begin to work with numbers up to 1000 understanding place value. Reading and writing numbers up to 1000 using words and digits. Read and use Roman numerals. Addition and subtraction of two-digit numbers using a formal method. Solve 'real life' mathematical word problems. Increase our reasoning and problem-solving skills.
To develop a chronologically secure knowledge of British history. To understand connections and contrasts over time. To understand how our knowledge of the past is constructed from a range of sources.
To link past events to current cultures.
To further develop research skills using the Internet.
BIG PICTURE/ KEY CONCEPTS/ OUTCOMES
Through learning about the actions and advances of the Roman occupation, we will recognise historic events and ideas that are still relevant today.
MFL
French – learning to count to 20, basic greetings
WOW FACTOR/ VISITS/ VISITORS
We hope to visit the Roman baths at Bath. On Tuesday November 19 th , we are going to watch Horrible Histories: The Movie - Rotten Romans at Sherborne Cinema as part of the Into Film Festival.
HELPING AT HOME/WEBSITES
http://www.bbc.co.uk/education/topics/zwmpfg8 http://www.primaryhomeworkhelp.co.uk/Romans .html
PSHE - Rights and rules. Democracy
RE - Why do people pray?
PE
Gym (indoor): Balance leading into changes of direction. Performing sequences of actions and mirroring partners (symmetry).
Netball (outdoor): Learning catching and throwing skills and also how to attack and defend.
COMPUTING
Begin to develop touch typing skills. Using word processing skills to edit their English writing. Programming using Scratch.
THE ARTS (ART/ MUSIC/ DT)
Art – Creating mosaics using great Roman designers as inspiration.
DT – Designing and evaluating a Roman shield. Looking at the construction of Roman roads and Hadrian's Wall. Creating models of Roman buildings using Roman architects as inspiration.
Music – Composing chants for soldiers to march to.
CELEBRATION OF LEARNING
Roman inspired activity, details to follow. | 1,595 | 704 | {
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EYFS Overview
Term 1
Term 2
Term 3
Term 4
Term 5
Term 6
(SCIENCE)
(Link with C&L and PSED)
Explore the natural world around them
Understand the effect of changing seasons on the natural world around them
All About Me Begin to make sense of their own life story and family's history
Describe what they see, hear and feel around them.
Make healthy choices about food, drink, activity and toothbrushing (PSED)
Materials
Use all their senses in hands-on exploration of natural materials
Explore collections of materials with similar and/or different properties
Talk about the differences between materials and changes they notice.
Contrasting Environments
Recognise some environments that are different to the one in which we live.
Explore the natural world around them
Toys Explore how things work
Explore and talk about different forces they can feel
Explore the natural world around them
Animals Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Plant seeds and care for growing plants
Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Explore the natural world around them, making observations and drawing pictures of animals and plants (ELG)
Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class (ELG)
Understand the key features of the life cycle of a plant and an animal
Begin to understand the need to respect and care for the natural environment and all living things
Explore the natural world around them, making observations and drawing pictures of animals and plants (ELG)
Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter. (ELG)
ONGOING in CP:
Use all their senses in hands-on exploration of natural materials
Explore collections of materials with similar and/or different properties
stories, non-fiction texts and (when appropriate), maps. (ELG)
Expressive Arts and Design-Being imaginative and Expressive
(MUSIC)
Show different emotions in their drawings and paintings, like happiness, sadness, fear, etc.
Explore colour and colour mixing.
ONGOING IN CP: Explore, use and refine a variety of artistic effects to express their ideas and feelings. Return to and build on their previous learning, refining their ideas and developing their ability to represent them, Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
All About Me Healthy Me Celebrations
Toys People Who Help Us Animals Nursery Rhymes/Familiar songs
Growing Minibeasts Around the World
Listen with increased attention to sounds
Respond to what you have heard expressing your thoughts and feelings
Remember and sing entire songs
Sing the pitch of a tone sung by another person
Sing the melodic shape (moving melody such as up and down, down and up) of familiar songs
Create their own songs or improvise a song around one they know.
Play instruments with increasing control to express their feelings and ideas
Explore, use and refine a variety of artistic effects to express their ideas and feelings
Return to and build on their previous learning, refining ideas and developing their ability to represent them.
Create collaboratively, sharing ideas, resources and skills.
Listen attentively, move to and talk about music, expressing their feelings and responses.
Sing in a group or on their own, increasingly matching the pitch and following the melody.
Explore and engage in music and dance, performing solo or in groups
ONGOING IN CP: Play instruments with increasing control to express their feelings and ideas Combine different movements with ease and fluency (PD)
Explore and engage in music making and dance, performing solo or in groups.
Sing a range of well known nursery rhymes and songs (ELG)
Performs songs, rhymes, poems and stories with others (when appropriate, try to move in time with the music) (ELG)
UTW-Past and present, People and Communities (Link with PSED)
Which stories are special and why?
Which people are special and why? Celebrations
Which places are special and why?
Which times are special and why?
Where do we belong?
What is special about our world?
(Links with UTW, PD, PSED)
Select and use activities and resources, with help when needed. (PSED)
Develop their small motor skills so that they can use a range of tools competently, safely and confidently. (PD) | 1,949 | 958 | {
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Problems for student activity
Problem 1
Twins Arthur and Martha work together to make two types of toy, badgers and ducks. Each badger requires 12 minutes of Arthur's time and 24 minutes of Martha's, while a duck takes 20 minutes of Arthur's time and 8 minutes of Martha's. Arthur works for 5 hours each day and Martha 6.
If they make a profit of £16 on each badger and £12 on each duck, what should be their daily strategy to maximise profit?
Problem 2
A furniture manufacturer produces dining tables and chairs. Each table requires £80 worth of materials, needs 10 person hours of work and sells for a profit of £150. A chair requires £32 of materials, needs 6 hours of work and sells for a profit of £70.
£1920 and 300 worker hours have been allocated to the next production batch. How many chairs and tables should be made?
Problem 3
Florrie makes and sells bouquets of flowers. Elegant bouquets each use 4 carnations and 12 roses, whilst bloomer bouquets use 6 carnations and 4 roses. The profit on an elegant bouquet is £3 and the profit on a bloomer bouquet is £4.50.
Florrie has 200 roses and 160 carnations available. For the purposes of display, at least 20% of the bouquets should be elegant.
How many of each type of bouquet should Florrie make to maximise her profit?
Problems for student activity: Solutions
Problem 1
Twins Arthur and Martha work together to make two types of toy, badgers and ducks. Each badger requires 12 minutes of Arthur's time and 24 minutes of Martha's, while a duck takes 20 minutes of Arthur's time and 8 minutes of Martha's. Arthur works for 5 hours each day and Martha 6.
If they make a profit of £16 on each badger and £12 on each duck, what should be their daily strategy to maximise profit?
Solution
The optimal integer solution is for them to make 13 badgers and 6 ducks per day, yielding a daily profit of £280. However, the truly optimal solution is 12.5 badgers and 7.5 ducks, so they would be better to make 25 badgers and 15 ducks over a two day period, yielding an average daily profit of £290.
Problem 2
A furniture manufacturer produces dining tables and chairs. Each table requires £80 worth of materials, needs 10 person hours of work and sells for a profit of £150. A chair requires £32 of materials, needs 6 hours of work and sells for a profit of £70.
£1920 and 300 worker hours have been allocated to the next production batch. How many chairs and tables should be made?
Solution
The optimal solution is 12 tables and 30 chairs at a profit of £3900. However, this would mean only 2.5 chairs per table, which is likely to be problematic! We could add the constraint that there needs to be at least four chairs per table – this produces an optimal solution of 8 tables and 36 chairs, leading to a profit of £3720.
Problem 3
Florrie makes and sells bouquets of flowers. Elegant bouquets each use 4 carnations and 12 roses, whilst bloomer bouquets use 6 carnations and 4 roses. The profit on an elegant bouquet is £3 and the profit on a bloomer bouquet is £4.50.
Florrie has 200 roses and 160 carnations available. For the purposes of display, at least 20% of the bouquets should be elegant.
How many of each type of bouquet should Florrie make to maximise her profit?
Solution
There are two optimal solutions: 10 elegant and 20 bloomer and 7 elegant and 22 bloomer each give a profit of £120. Which Florrie should opt for could depend on which she prefers making, which is more popular with customers or which combination leads to the best display. | 1,515 | 855 | {
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Circuit Drawing Tips Wilfrid Laurier University
Terry Sturtevant
Wilfrid Laurier University
March 1, 2012
Terry Sturtevant
General Layout
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms Unused Inputs
Repeated Terms
Unused Inputs
General Layout
How you draw a circuit can determine how easy it is to debug.
Terry Sturtevant
General Layout
Terry Sturtevant
General Layout
It has 3 inputs
Terry Sturtevant
Repeated Terms
Unused Inputs
and two outputs.
Terry Sturtevant
General Layout
Each output is a sum
Terry Sturtevant
of products
General Layout
Terry Sturtevant
General Layout
of its inputs
Terry Sturtevant
General Layout
or their inverses.
Terry Sturtevant
Repeated Terms Unused Inputs
Start with the inputs at the top left and draw wires across the page.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
For each input, add an inverter as shown and add wires, as with the inputs.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Drop down wires from inputs to make product terms.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Inverses of inputs can have drop down wires as well.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Many products will use some inputs and some inverses.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Continue until you have created all of the required product terms.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Sum the product terms for each output.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Add and label each output.
Terry Sturtevant
Drawing Tips
General Layout
Repeated Terms
Unused Inputs
Repeat until you're done.
Terry Sturtevant
Repeated Terms
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms
Unused Inputs
Repeated Terms
Unused Inputs
Repeated Terms
Sometimes the same logical term shows up in the equations for multiple outputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Repeated Terms
Sometimes the same logical term shows up in the equations for multiple outputs.
This makes drawing the circuit easier.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a repeated term.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a repeated term.
Terry Sturtevant
Repeated Terms
Unused Inputs
Note that you only need to create a product term once, but you can use it as many times as you need.
Terry Sturtevant
Unused Inputs
Drawing Tips
Terry Sturtevant
General Layout
Repeated Terms
Unused Inputs
Repeated Terms
Unused Inputs
Unused Inputs
Occasionally you need a certain number of inputs to a gate, but no gate exists with that number of inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Unused Inputs
Occasionally you need a certain number of inputs to a gate, but no gate exists with that number of inputs.
This is no problem if you have gates available with more than that number of inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a gate with an extra input.
Terry Sturtevant
Repeated Terms
Unused Inputs
Here is a gate with an extra input.
Terry Sturtevant
Repeated Terms
Unused Inputs
It has been tied to one of the other inputs.
Terry Sturtevant
Repeated Terms
Unused Inputs
Whether the gate is an AND or an OR, two inputs tied together will be the same as a single input.
Terry Sturtevant
Repeated Terms
Unused Inputs
Whether the gate is an AND or an OR, two inputs tied together will be the same as a single input.
Terry Sturtevant | 1,889 | 876 | {
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HOMILY TWENTY-SEVENTH SUNDAY IN ORDINARY TIME MATTHEW
1. Vineyard, like a garden needs regular and constant care
a. Even with the best of care a garden can fail us
2. Isaiah pictures Israel as being God' vineyard
a. Like the owner of a vineyard God has cared for his people
b. The owner of a vineyard finds fertile ground
i. He clears it of stones and plants good vines
ii. He would expect a good yield of grapes, not just a bunch of wild grapes
iii. If all he gets are wild grapes, he might knock down that vineyard and start over
c. Isaiah says to Israel
i. Despite all the care God has provided to you
ii. Bringing you out of slavery, giving you King David
iii. You have not chosen to be faithful to God, you have gone after false gods, mistreated widow and orphan
iv. greed, violence and lust lead to a coarsening of culture as they do today
v. Isaiah says to Israel should you not be concerned that God will just give up on you
vi. We may find that if we do not care for the vulnerable, someday we may be the vulnerable person needing care
3. Jesus says the same thing in his image of the vineyard
a. In his parable he presents the image of a landowner who leases his vineyard to some tenants
i. Rather foolish landowner, puts all kinds of effort into building vineyard
1. Builds walls and watchtowers
ii. Sends servants seeking his share of the harvest, they beat servants and kill them
iii. Sends more servants, do the same
iv. Finally expects them to respect his son, while they think of taking over the inheritance
v. Jesus asks moral of story; expect that he would destroy those tenants 4. Jesus throws an interesting curve into the story
a. You are the tenants, risk vineyard may be taken away from you and given to someone who will bear fruit
b. Parable is addressed to us as well as Israel
c. God gives us reminders to care for his people and his creation
d. He sends prophets and preachers to warn us to pay attention to God's will
e. He even regularly sends his Son, in the Eucharist, as a reminder of His great gift to us
f. We need to ask ourselves are we returning to God a share of the fruit He has given to us
g. Are we responsible as we care for our families, our communities, our Church
i. The prophets are the people asking for our help,
ii. giving us advice on how to care for our families and communities,
iii. may even be the politicians telling us what they believe is needed for our communities
h. The scriptures and the Church give us moral principles to consider
i. Summarized in call to love our neighbor as ourselves
ii. Remembering God has a special care for weak and vulnerable
iii. Nearly every prophet warned People to be aware of widows and orphans since these no longer had able bodied family to care for them
5. Finally God continually sends His Son to us in Eucharist, in the Scriptures, and especially in the person that is least among us
a. The question we need to consider is how are we like the tenants in the parable
b. Do we choose to ignore or abuse the Son of God as He comes to us
i. Do we take for granted the great gift of the Eucharist, Jesus Body and Blood available each day
ii. Are we aware of the needs of those around us or do we get involved only if affects us directly
6. We have the freedom to change the parable
a. We can realize that Jesus is offering us new life through the Resurrection
b. We can be a people sensitive to God's love being willing to accept the responsibilities God gives us
c. As Jesus tells us over and over we must always put the needs of others ahead of our own interests
i. Perhaps this is most important in this time of electing representatives
ii. Temptation is to vote for person who will make our life better
iii. we must consider who will work for the common good, especially the most vulnerable
iv. Usually not an easy answer to this, will be disagreement over what vision is most effective
d. Ultimately we have to put our trust in God,
i. If we strive to be faithful to God's will in all that we do even in elections we will bear fruit
ii. May not always see what think is success in short run, but ultimately God will use our efforts as means of bringing new life into the world
e. If we are faithful to God's will as we discern it, we can be confident that God will give us his peace
f. A peace that is stronger than the worries of the present time | 1,673 | 1,026 | {
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Common Seasonal Flu Symptoms:
Fever (Usually High)
Cough
Runny Or Stuffy Nose
Sore Throat
Feeling Tired Or Weak
Headache
Muscle Or Body Aches
Stomach Symptoms (Mostly In Children)
! Getting A Flu Shot Can:
PROTECT you, your family, and your friends from the flu
PREVENT severe illness and even death
Each year in the U.S., the flu causes more than 226,000 hospitalizations and about 36,000 deaths.
! A flu shot* is the best way to protect yourself against seasonal influenza (flu).
* Note: Flu vaccine is available as both a shot and a nasal spray.
To learn more about the flu, visit www.cdc.gov/flu
www.publichealth.va.gov/flu
U. S. Department of Veterans Affairs VA Central Office (13B)
810 Vermont Avenue, NW Washington, DC 20420 email@example.com
Gen Audience 8
July 2009
This material is NOT copyrighted and may be reproduced.
Seasonal flu is a respiratory illness that:
Is caused by flu viruses that can change each year
Spreads easily
Occurs each year during fall, winter, and spring
How does the flu spread?
When a person with the flu sneezes, coughs, talks, or laughs, the flu virus can spread into the air as droplets from their mouth or nose. These droplets can spread to people and surfaces within 3 to 6 feet.
The flu virus can spread to your hands if you touch anything that has the virus on it. If you then touch your eyes, nose, or mouth, you can get the flu.
What happens when people get the flu virus?
Illness can start 1 to 4 days after exposure
Illness from flu can:
Make other health problems worse
Cause pneumonia
Lead to death (mostly in those age 65 and older)
People may be able to spread the flu virus to others 1 day before they feel sick and up to 5 days after getting sick
The flu virus can live on surfaces, such as countertops and door knobs, for 24-48 hours.
How can I protect myself from seasonal flu?
Get vaccinated (flu shot or nasal spray) each year in fall or winter
Avoid people who are sick
Clean hands often
Keep hands away from face
Cover coughs and sneezes
How is seasonal flu treated?
By getting rest
By drinking fluids
By using fever reducers like Acetaminophen (e.g., Tylenol®) or Ibuprofen (e.g., Advil® or Motrin®)**
By taking antiviral drugs as Needed (From your healthcare provider)
The best way to stop the flu is to GET A FLU SHOT EACH YEAR
Who should get a flu shot?
Anyone who wants to reduce the risk for becoming ill with flu! Especially:
Adults aged 50 and older
Anyone who lives in community living centers with other people (e.g., nursing homes and domiciliaries)
Anyone with ongoing health problems
Children aged 6 months through 18 years
Women who will be pregnant during flu season
Who should NOT get a flu shot?
People who have a severe allergy to chicken eggs
People who have had a severe reaction to a flu shot in the past
People who have had Guillain-Barré Syndrome (GBS) within 6 weeks of getting a flu shot
Children aged less than 6 months
People who are sick with a fever (recover before getting a flu shot)
Healthcare workers and caregivers, including household contacts
** Brand names included in this information are provided as examples only. Their inclusion does not mean that these products are endorsed by VA or any other Government agency. Also, if a particular brand name is not mentioned, this does not mean or imply that the product is unsatisfactory.
? Can a flu shot give me the flu? | 1,590 | 814 | {
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Chapter Summary
netw rks
The American Revolution
Lesson 1 The War for Independence
* The British had the advantage of the strongest navy in the world, a well-trained army, and the help of mercenaries and Loyalists. They were also supported by the wealth of their empire.
* Despite having untrained soldiers and a shortage of weapons, the Patriots had the advantages of fighting on their own land, fighting for their personal freedom. They had an exceptional leader in General George Washington.
* In the summer of 1776, Great Britain sent over 32,000 troops. Later in the year, the British defeated the Patriots in the Battle of Long Island. After the Battle of Long Island, General Washington's soldiers began deserting. The tide began to turn, however, when Washington won in Trenton and Princeton in 1776.
* The British had a battle plan for 1777: seize control of Albany, New York, and the Hudson River to cut off New England from the Middle Colonies. When the British captured Philadelphia, the Continental Congress had to flee to avoid being captured. When British General John Burgoyne surrendered at the Battle of Saratoga, the tide began to turn for the Americans.
* As many as 5,000 African Americans joined the Patriots. They fought for a variety of reasons. Peter Salem was an enslaved African American who fought for the Patriot cause. As a result, Salem won his freedom.
Lesson 2 The War Continues
* The British defeat at Saratoga was a turning point in the war. After the Patriot victory at Saratoga, France supported the Patriots and declared war on Great Britain. Spain also declared war on Great Britain.
* General Washington's army struggled during the winter of 1778 at Valley Forge. Shortages of supplies caused soldiers to die and desert. Many were encouraged in the spring of 1778 by the alliance with France.
Chapter Summary Cont.
The American Revolution
* Many foreigners helped in the War for Independence. Marquis de Lafayette became a trusted aide to General Washington, Friedrich von Steuben helped train the Continental Army, and Juan de Miralles persuaded Spain, Cuba, and Mexico to send money to the colonies.
* Life during the war was difficult for those at home as well. Women had to take care of families and run businesses or farms without help. Loyalists were often shunned by neighbors or subject to violence. Those that spied for the British faced arrest or even execution.
Lesson 3 Battlegrounds Shift
* The war affected Native Americans and most of them sided with the British. The British were less of a threat than the Americans, who took their land. Lieutenant George Rogers Clark of Virginia led a force of 175 men down the Ohio River to stop attacks of Native Americans.
* The war was also fought at sea, and the British stopped supplies and troops from reaching the Continental Army by forming blockades around harbors. Privateers were authorized by the Continental Congress to capture enemy ships and cargo. American Captain John Paul Jones successfully defeated the British warship Serapis in 1779.
* In 1778, British general Henry Clinton took Savannah, Georgia. Then, he took Charles Town, South Carolina, in the worst American defeat of the war.
* General Charles Cornwallis, who was left in command of British troops in the South, found he could not control the area they had won. The British faced hit-and-run attacks. Cornwallis gave up on the Carolinas, but hoped to win Virginia, setting up in the coastal city of Yorktown.
Lesson 4 The Final Years
* In July 1780, French warships arrived with aid for the Continental Army, including thousands of soldiers. American and French forces trapped Cornwallis and his troops in Yorktown. The Americans and French led a relentless attack and Cornwallis surrendered.
DATE
CLASS
Chapter Summary Cont.
netw rks
The American Revolution
* The victory at Yorktown convinced the British that the war was too costly. The Treaty of Paris was signed on September 3, 1783. The British promised to recognize the United States as an independent nation.
* Fighting on their own land, help from other countries, and determination and spirit helped Americans win the war. The American Revolution also inspired others to strive for liberty. Toussaint Louverture led enslaved Africans to freedom in present-day Haiti. | 1,873 | 895 | {
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Technical Solutions
Country: Uganda
Organization: Support for Women in Agriculture and
Environment (SWAGEN)
Representative: Gertrude Kabusimbi Kenyangi
Email: email@example.com
A forest-dependent women's initiative to enhance community resilience to climate change
Description of the project: Forest-dependent women organized themselves into groups, communally constructed fuel-saving stoves and replaced their kerosene (fossil fuel) lamps with solar lighting (an alternative renewable energy). They also constructed water harvesting tanks and planted trees. The women established forest-based, non-extractive income generating activities like beekeeping for honey and medicinal plant cultivation and processing. They also reached out to schools with sustainable livelihood practices with the aim of nurturing successive generations in these conservation efforts. The initiative creates synergies by implementing recommendations of the Multilateral Environment Agreements in an integrated manner.
Climate Impact: The project has had the effect of contributing to global efforts to reduce global warming and mitigate climate change by conserving the natural tropical forest of Rwoho, a carbon sink of international significance. This has been done by implementing activities aimed at reducing the human footprint on the forest and maintaining its integrity. The initiative has planted 2 137 hectares of the Rwoho Natural Forest buffer zone with 2 374 207 trees absorbing 1 282 200 tons of Carbon per rotation (Twenty Year Period). By promoting household and school use of fuel efficient stoves, the initiative has reduced consumption of woody biomass from the average 147 Kg per household per month to 100 Kgs per household per month. As a result the initiative has reduced the threat from fire within the natural, tropical forest of Rwoho from 76% to 10%.
Support for Women in Agriculture and Environment (SWAGEN)
www.swagenug.org
P.O.Box 12223, Kampala, Uganda
Gender Impact: Century old traditional practices have left women without education, skills and their own productive resources from the land that they toil. This project has taken this into account. The initiative promoting honey production is an income generating activity that is not labour or capital intensive and does not require a lot of land in order to cater to women who lack productive resources. Using fuel saving stoves and installing water harvesting capacity reduces the workload of women who traditionally have the responsibility of gathering fuel wood and collecting water. The women are the owners of this initiative and they democratically elect their Governing Board annually. The initiative is creating awareness and imparting skills to women in fuel-efficient stove construction. These are marketable skills that women can use to get employment to earn a living.
Financial Support: The project has received financial and technical support from Global Environment Facility and has recently won US $20,000 from the Wangari Maathai Forest Champions Award. | 1,327 | 568 | {
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Lesson Plan: Cuban Missile Crises
Grade Level: High School; AP United States History
Time Period: two class periods
Wisconsin Standards:
B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches
B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion
B.12.3 Recall, select, and analyze significant historical periods and the relationships among them
B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments.
B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history.
B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war
Objectives
Ss will:
- understand the Cuban Missile Crises in October 1962.
- understand how the United States and the Soviet union came to the brink of all out war.
Essential Question(s)
Does the evidence you see warrant notifying the president?
Materials:
Surveillance photographs of Cuban missile sites, map prepared for President Kennedy showing the range of the ballistic missiles in Cuba, President Kennedy's October 22, 1962, address to the nation. (Available at the John F. Kennedy Library and Museum website, www.jfklibrary.org/speeches)
Procedures:
Review with students the arms race that emerged after WWII. Have students generate a list of vocabulary words that go with the Cold War.
Have students keep a timeline of important dates and events. 1949, 1952, 1953, ballistic missiles, October 1962.
Tell students that today they are CIA analyst in 1962.
Hand out surveillance images one at a time.
Give students time to take notes on what they think they see
Ask students the following three questions for each photo: What are the origins and purpose of these images? What is the value of the image? Do they represent an immediate threat to the United States?
After each photo as students the essential question, does the evidence you see warrant notifying the president?
Finally have students analyze President Kennedy's October 22, 1962 radio/television address to the nation making the case for military action against Cuba.
Students should consider the following questions as they analyze the speech: What audiences does the president address? What country (ies) pose a threat according to Kennedy? How is the degree of danger described? (cite specific examples) how does he make the case for the proposed action? What specific evidence is presented? Hoe does Kennedy outline America's responsibility for reacting to these dangers? (Cite speech where appropriate) how does Kennedy include the world community? How does he discuss liberty and freedom? Are there references to past dangers faced by America (cite specifics). Why does he use these examples?
Follow up/Review: In class analysis of two cartoons featuring Kennedy and Khrushchev.
Assessment: objective Questions pertaining to the Cuban missile crises on the chapter 20 test. DBQ questions in reference to Kennedy Khrushchev political cartoon.
Extension: Students may research the American history for other presidential examples of military action. Lyndon Johnson-Vietnam, GHW Bush-Gulf War, GWBush- Iraq War.
B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon, and explain the issues involved
Handouts attached | 1,877 | 843 | {
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SAFETY PLANNING GUIDE
Safety During an Argument
Safety After You Leave
* Stay in an area with an exit and avoid letting the other person get between you and the exit.
* Practice getting out of your home safely.
* Avoid rooms with weapons (bedroom, kitchen etc.).
* Tell trustworthy neighbors about the violence. Ask them to call the police if they hear or see any disturbance.
* Devise a code word or signal to use with your children, family, friends, and trustworthy neighbors when you need the police.
* Trust your instincts and judgment. You have the right to protect yourself until you are out of danger.
Safety When Preparing to Leave
* Establish independence. Open accounts in your name only and specifically instruct institutions that your partner is not to have access.
* Leave money, extra keys, copies of important documents, extra medicine and clothes with someone you trust so you can leave quickly. Keep a packed bag at a trusted relative's or friend's home.
* Determine safe people you can stay with when you are ready to leave.
* Review and rehearse your safety plan.
* Secure your home. Install or change door locks, add security devices to windows, install security cameras.
* Discuss and practice a safety plan with your children for when you are not with them.
* Inform your children's school or caregivers who can pick up your children.
* Inform neighbors and landlord that your partner no longer lives with you and to call the police if they see him or her near your home.
Safety with a Protective Order
* Keep your protective order with you at all times, and give a copy to a trusted neighbor, friend or family member.
* Call the police if your abuser violates the protective order.
* Think of alternative ways to keep safe if the police are unable to respond right away.
* Inform family, friends, neighbors & Law Enforcement that you have a protective order in effect.
Safety on the Job and in Public
* Decide who at work you will inform of your situation, include building security, and provide a photo of your
SAFETY PLANNING GUIDE
Safety on the Job and in Public (continued)
Internet and Computer Safety
abuser for quick identification and a copy of your protective order.
* Devise a safety plan for leaving work, such as exiting through the back door.
* Have someone escort you when leaving.
* Use different routes going to and leaving work.
* Rehearse what you would do if something happened while going home, such as picking a safe place to go.
* Create a safety routine when you arrive home: check your surroundings, house and property; check in with someone to let them know you are safe, etc.
Your Safety and Emotional Health
* Identify who you can rely on for emotional support
* If you must communicate with your abuser, determine the safest way to do so to avoid being alone with them.
* Advocate for yourself and your needs. Find people and resources you can safely talk to; ask for help.
* You are not alone, and you do not have to go through this by yourself; look into counseling and support groups.
* Remember that all computer and online activity can be monitored by your abuser.
* Abusers may also track your activity and whereabouts through your cell phone; if you think there is a chance this may be happening, check and change your security and/or location settings on your phone.
* If your phone has been compromised and you get a new one, do NOT update your phone from the cloud.
Checklist. What Should You Take When You Leave
* Protective Order
IN AN EMERGENCY, DIAL 9-1-1
Personalized safety planning can be requested by contacting:
National Domestic Violence Hotline www.thehotline.org or
National Domestic Violence Hotline 24/7: 800-799-7233
Aware Central Texas: 254-444-1748 or 24/7 Hotline: 254-818-0968.
Families in Crisis: 254-634-1184 or 24/7 Hotline: 888-799-7233. | 1,603 | 847 | {
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Safety for Children - Family Rules
Establishing a system of "family rules" about personal safety is a good way to teach children the difference between safe and unsafe situations. Many families already have rules about bedtime, TV watching, chores, and the like. By adopting rules about personal safety, parents can teach good habits through reinforcement and repetition without generating excessive fear. The following suggestions for personal safety rules can be incorporated into a family routine.
Inside Rules
* Children should know their complete home address, telephone number including area code, and parents' first and last names.
* If children are old enough to answer the telephone, they should be taught how to dial 911. Practice with the receiver button taped down.
* Children should be taught not to reveal any personal information about themselves or their family (their name, address, school) over the phone or to a stranger without a parent's permission.
* If children are home alone and answer the telephone, teach them to say that the parent cannot come to the phone right now and take a message, or ask the person to call again later.
* Have a "code" worked out with your children if you don't want them to answer any telephone calls but yours when they are home alone.
* Teach your children not to open the door until they know the identity of the person knocking. Then teach them to whom they are allowed to open the door to. Just because they know the person at the door does not mean they should open the door to them.
* Children should be taught how to lock and unlock the doors in the home.
Outside Rules
* Establish a system of accountability. Learn the full names, addresses, and telephone numbers of your children's friends and parents. Verify the information with the parents of your child's friend. Learn the "rules" of the friends' houses. Who will be there when your child is there? The parents? Other children? Other neighbors? Will the children be alone?
* Know your children's routes to and from school, the playground, best friends' houses. Insist that the children stick to that route, NO SHORTCUTS! If you have to look for the children, you will know where to begin.
* Children need to be taught never to go anywhere with anyone, on foot or in a vehicle, without parent permission. This includes getting permission a second time if plans change and calling home for permission to go to a different friend's houses or play location.
* Teach children not to play in isolated areas of parks and playgrounds. The "buddy" system should be used to enter public restrooms.
* Teach your children what to do if they are walking to school or to a friend's house and they are being bothered or followed. Walk these common routes with your children and point out safe locations. A safe location can be a school, library, police station, store, or neighbor's house, anywhere that they can find a responsible adult or lots of people.
* Knocking on the door of a stranger is a last resort. If the child has no other choice because someone is bothering or following them, teach them to select a house with lights on at night or a house with children's toys visible. Teach the child to ask the person who answers the door to phone the police because they are being followed or bothered BUT teach them NOT to go inside a stranger's house.
* If there is no safe place for your child to receive help, teach your child to run away as fast as possible, screaming and yelling for help to attract as much attention as possible.
* Teach your child not to approach a car that stops and asks for help or directions. Most responsible adults would not ask a small child for directions anyway. If the car follows them or anyone gets out of the car and approaches them, teach them to run to a safe place screaming and yelling as fast as they can.
Bad Guy Rules
* Teach children that bad guys might act nice and even offer gifts of toys or money. Make sure that they know NOT to accept gifts from strangers.
* Teach children that bad guys lie and that they should not believe them. Especially if the stranger tells them things like, "Your mom told me to pick you up after school," or "Can you help me find my lost puppy?"
* Bad guys even use threats like, "I'll hurt your mother if you don't come with me right now."
* Teach children that bad guys are people who ask them to violate family rules, including someone telling your child that they don't need permission to get a ride home, or that it is okay to come into a house without mom's permission, or, "Let's keep this a secret." | 1,614 | 946 | {
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Crew Time
Spend some time with the family making the Easter Story come alive with fun activities
1. Make some Empty Tomb Rolls or Resurrection rolls
When the roll is opened, like the tomb, it is empty.
* Prep time: 1 hour
* Cook time: 15 mins
* Total time: 1 hour 15 mins
Serves: 15-20
*
Ingredients
* 1 cup warm water
* 3 eggs
* 2 pkg active dry yeast
* 4 – 4½ cups flour
* ½ cup sugar
* ½ cup butter, melted
* 1 tsp salt
* large marshmallows
Instructions
Part 1 Basic Rolls:
1. Dissolve yeast in the warm water, with a pinch of sugar (to activate).
2. Beat in the eggs.
3. Melt the butter in a microwave safe dish.
4. When cooled, add butter to yeast mixture.
5. Gradually add the flour, sugar and salt to the mixing bowl, and mix until smooth, or dough climbs up the blade/hook.
6. Let rise once, then roll out for empty tomb rolls.
Part 2 Empty Tomb Rolls:
1. Make above recipe, roll the dough out flat, then cut into circles.
2. Wrap each piece of dough around a large marshmallow making sure dough seals around the marshmallow.
3. Brush each roll with melted butter and roll the dough ball in sugar and cinnamon mixture (this step can be omitted), but would make for a great breakfast this way.
4. Place each roll in a greased pan and cover pan with plastic wrap. Refrigerate overnight. In the morning, remove from refrigerator and let rise until double. If it doesn't rise much, it will be completely okay.
5. Bake at 375° until golden brown – about 15-20 min. If you did not roll the dough in cinnamon and sugar, you can brush a little butter over the tops, while warm.
6. When the roll is opened, like the tomb, it is empty.
1. Remind yourself of what Jesus did for you by drawing a reminder on your palm:
2. Lego Easter Story.
Build the scenes below (You can create more scenes to pad out the story if you like) and then talk through the story as the kids play it out with Lego!
Jesus washing the disciples feet….
The Last Supper (looks like a few disciples are missing…)
Jesus offering some BIG bread and wine.
The Garden of Gethsamane – notice Peter passed out next to the sword
the three crosses…
An empty tomb!
…and the ladies visiting the tomb to find Jesus is gone!
What does this all mean they wondered? | 950 | 562 | {
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Summer 2023 Week One Class Descriptions
Alice's Tea Pots- Don't be late for a very important date in our clay studio! Create a Wonderland inspired tea pot in terra cotta clay, using coil methods and hand building. Pieces will be bisque and glaze fired.
Art Around the World- Capture the beauty of beaches or the peaks of mountains as we take a virtual art tour of vacation spots around the world. Brightly colored beach balls, or downhill ski slopes may appear in our art getaway drawings and paintings! Aboriginal Art from Australia, Mosaics from Mexico and more! A variety of painting and mixed media will be used.
Birds of a Feather- Let's draw and paint some of our bird brained friends! Birds come in a variety of colors and styles and can do more than fly - they are truly entertaining and can be quite humorous! Young artists will learn to handle a variety of fine art media, such as oil pastels, watercolor, tempera and more, as they create delightful bird artwork!
Carnival of Animals: A magical menagerie of drawings and paintings will be created as we embellish our animal friends to be on parade in your home.
Charlie Harper Animals- Colorful, geometric shapes create awesome animals in this Charlie Parker inspired class. Using paint and mixed media, we will create colorful animals in their lovely landscapes.
Clay Animal Pals: Let's make pinch pot animal pals! This is an introductory clay class where the youngest beginning sculptor can learn the basics of sculpting while creating fun animals in clay. Terra cotta clay, kiln fired, and colorful paints will be used. All materials included.
Creative Collage- Mixed media at its best! Using colorful paper and paint, create texture and depth to your design. Make your own colorful paper to use in your design, or cut paper from newspapers and magazines. The sky is the limit!
Floral Frenzy- Let's draw and paint nature's beauties-flowers
Jungle Art: Dare to enter the jungle and discover the fun and fantastic effects of experimenting with and mixing different media. We may try mixing media such as: watercolor, ink, acrylic, pastels, or even creating with unusual materials! Create stunning artwork while learning about drawing, color and composition.
Marvelous Monsters in Clay: Create your own unique monsters that are scary, funny, or cute. Design your monster with five eyes, a tail, or horns. Whatever you can imagine, you can build! Don't be afraid to create something cute or creepy in our clay studio. Marvelous Clay monsters will come to life in terra cotta clay. Clay Sculptures will be kiln fired.
Painting on Glass- Using a reverse method of painting the details first, artists will learn how to transform an image onto glass using acrylic paint.
Red Fish, Blue Fish- Explore real life tropical marine life from tide pools to coral reefs and the open ocean beyond and also enjoy animated fish like Dr. Seuss's classic, "One Fish, Two Fish". Drawing and painting and mixed media projects.
Sculpey Clay- Use air dry clay to create beautiful and functional pieces. Earrings, bowls, keychains and more!
Shields and Armor- Knights, castles, bridges and more await in this drawing and painting class. Learn techniques to bring your medieval artwork to life.
Tapestry for Teens- Using a small table loom, create a beautiful wall hanging. Various colors and textures of yarn, thread and fabric weave together to create a one-of-a-kind work of art. Experiment with the patterns and textures to create your own masterpiece! | 1,429 | 748 | {
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Great scat! Bears—not birds—are the chief seed dispersers in Alaska
January 16 2018
A black bear eats devil's club berries in southeastern Alaska. Credit: Taal Levi, Oregon State University.
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It's a story of bears, birds and berries.
In southeastern Alaska, brown and black bears are plentiful because of salmon. Their abundance also means they are the primary seed dispersers of berry-producing shrubs, according to an Oregon State University study.
The OSU team used motion-triggered cameras to record bears, birds and small mammals eating red berries of devil's club, and retrieved DNA in saliva left on berry stalks to identify the species and sex of the bears. Researchers found that bears, while foraging, can disperse through their scat about 200,000 devil's club seeds per square kilometer per hour. Rodents then scatter and hoard those seeds, much like squirrels hoard acorns.
The study was published today in the journal Ecosphere.
In most ecosystems, birds generally are thought of as chief dispersers of seeds in berries, said Taal Levi, an ecologist in OSU's College of Agricultural Sciences and co-author on the study. The researchers found that birds accounted for only a small fraction of seed dispersal.
This is the first instance of a temperate plant being primarily dispersed by mammals through their gut, and suggests that bears may influence plant composition in the Pacific Northwest.
It was well-known that bears were dispersing seeds through their scat, Levi said, but it was not known that they were dispersing more seeds than birds, or the relative contribution of brown and black bears to seed dispersal, or whether the two species bears were eating berries at different times of the year.
"Devil's club is extremely abundant in northern southeast Alaska, so it
2/4
didn't seem plausible that birds were dispersing all this fruit," Levi said. "Bears are essentially like farmers. By planting seeds everywhere, they promote a vegetation community that feeds them."
The researchers found that in the study area along the Chilkat and Klehini rivers in southeastern Alaska, brown bears dispersed the most seeds, particularly before salmon became widely available. They also found that after the brown bears switched from eating berries to salmon later in the season, black bears moved in and took over the role as principal seed dispersers. Black bears are subordinate to brown bears and avoid them.
The fruit on a devil's club stalk is clustered into a cone containing berries. The researchers observed through the camera recordings that brown bears can swallow an estimated 350 to 400 berries in a single mouthful. Birds, on the other hand, consumed on average 76 berries per plant that they visited.
"That's pretty remarkable," Levi said. "When birds visit these shrubs, they take a few berries and fly off. They don't eradicate the cones like a bear."
Laurie Harrer, Levi's co-author, swabbed devil's club to retrieve environmental DNA from residual saliva left by animals and birds that ate the berries. Harrer, a master's student in OSU's Department of Fisheries and Wildlife, analyzed the samples to determine that female brown bears ate more berries than male brown bears, female black bears ate more than male black bears and brown bears ate more than black bears.
Brown bears, also known as grizzlies, are extinct in Oregon and California and are nearly extinct in Washington.
3/4
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"The indirect effect of salmon is that they support abundant bear populations that then disperse a lot of fruit," Levi said. "We've lost the salmon-bear ecosystem that once dominated the Pacific Coast. That has implications for the plant community. These seed dispersal pathways through brown bears are all but eliminated. The degree to which black bears can fulfill that role is not clear."
More information: The primacy of bears as seed dispersers in salmonbearing ecosystems, Ecosphere (2018). DOI: 10.1002/ecs2.2076 , onlinelibrary.wiley.com/wol1/d … .1002/ecs2.2076/full
Provided by Oregon State University
Citation: Great scat! Bears—not birds—are the chief seed dispersers in Alaska (2018, January 16) retrieved 26 March 2023 from https://phys.org/news/2018-01-great-scat-bearsnot-birdsarechief.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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HOW TO HOLD A DACHSHUND PROPERLY
Holding a Dachshund Safely
1. Place one hand under the chest. Picking up a dachshund is different than the way you'd pick up other breeds, but it's not especially hard once you learn the right method. Start by slipping a hand under the dog's upper body to support his chest and ribcage. Don't lift up yet.
Spread your fingers out so that you support as much of the dog's upper body as possible. The wider the area you can spread his weight over, the gentler it will be on his spine.
2. Place your other hand under the dog's rump. Gently slip your free hand under the dog's rump — either directly behind it or just in front of the dog's rear legs to support its lower body. Get ready to lift up.
Here, again, it is best to spread your hand to give the widest base of support possible.
3. Slowly lift the dachshund, keeping its body level. Now, simply lift the dog up. As you go, try to keep the dog's lower body from hanging or drooping beneath its lower body. A little bending is fine, but you'll want to keep the dog's back as flat as possible to keep from putting stress on it.
4. Continue to support the dog's back as you hold it. As you move around or play with your dachshund, make sure its lower back is well-supported at all times. Dachshunds aren't like other dogs — letting their lower bodies dangle is uncomfortable to them and can contribute to painful back problems (like slipped and ruptured discs) over time. Luckily, with a little practice, this should become second nature after a while. Eventually, it will feel "wrong" to pick the dachshund up in the incorrect way.
5. Transition to a "cradle" hold if you wish. As long as the dachshund's back is well-supported and its body is fairly straight, it doesn't really matter how you choose to hold it. If you'd like the convenience of being able to hold your dachshund with one arm, try shifting to this alternate hold once you've picked it up correctly by following the steps above:
* Gently shift the dog's weight so that it comes to rest on the forearm of the arm that you were using to support its rump. Use your full forearm to support its weight.
* Tuck the dog against your body for added support and comfort. This should feel a little like how you would cradle a baby or hold a football.
Use your free arm when needed to help the dog balance and keep it from squirming or wriggling free.
6. To set the dachshund down, slowly lower it to the floor. If you've had experience with other dog breeds, you may be used to "dropping" or gently heaving them back to the ground when you're done holding them. With dachshunds, instead, you'll want to lower the dog all the way to the ground before letting go. As always, keep its back well-supported as you lower it down. Ideally, you'll want its feet to be touching the ground before you let go. As you'll read below, even a drop of a few inches can put stress on the dachshund's back and joints.
7. Never drop the dachshund back onto the ground. As noted above, dogs should be set down gently, not dropped. A dachshund's legs are very short compared to other dog breeds'. This means that they can't bend very far to absorb the shock of hitting the ground, which puts most of the impact stress on the leg joints and back. Getting rid of the dog's "fall" eliminates this danger.
Don't trust your dog's body language here. Dachshunds don't know that their skeleton can't support falls, so they may be perfectly willing to jump out of your hands. Even if this doesn't cause them immediate pain, it can lead to painful problems if continued in the long term.
8. Show family and friends how to hold dachshunds properly before letting them play. Nothing's more frustrating than when you take the time to learn how to hold your dachshund properly, only for well-meaning relatives to come over and treat it like an ordinary dog. To avoid problems, be sure to educate any visitors about the proper ways to hold your dog before they play with it. This is especially true for children, who can sometimes be too rough with dogs on accident. It's a wise idea to supervise children when they first interact with your dachshund until you're confident that they know how to play safely. | 1,457 | 986 | {
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Some habitable exoplanets could experience wildly unpredictable climates
March 12 2015, by Peter Kelley
A "chaotic Earth" could exist in a planetary system in which a neighboring planet has "year" that is an integer multiple of another planet's "year," and if the orbital planes are not aligned. The affected planet's orbit can become very elongated and even flip all the way over, such that the two planets are revolving in opposite senses. These planets would have unpredictable climates, perhaps becoming inhospitable for millions of year at a time. Here, the potentially habitable planet is perturbed by a Neptune-mass planet on a three-year orbit and has an elongated orbit, which would make it relatively hot. As such it is mostly dry, but some seas remain, including one which contains the stellar glint, a feature astronomers will look for as it reveals the presence of surface liquids. Credit: Rory Barnes
1/4
As telescopes of ever-greater power scan the cosmos looking for life, knowing where to look—and where not to waste time looking—will be of great value.
New research by University of Washington astronomer Rory Barnes and co-authors describes possible planetary systems where a gravitational nudge from one planet with just the right orbital configuration and tilt could have a mild to devastating effect on the orbit and climate of another, possibly habitable world.
Their findings have been accepted for publication in the Astrophysical Journal.
The magnitude of the chaos can range widely, Barnes said, from planets whose orbits remain largely circular to those "whose orbits get so elongated that a planet could slam into its host star—an extreme form of climate change!"
Even if the effect isn't that dramatic, the orbit—thus the climate, as orbit is a primary driver of climate—could still be severe enough to inhibit life, or sterilize the planet if life has already begun, Barnes said.
The particular effect they studied is called a "mean motion resonance" and it comes into play when two planets' orbital periods are an integer ratio of each other, such as Neptune orbiting the sun three times for every time Pluto orbits twice. A repetitive force, like a gravitational nudge, happens at the same place in the planets' orbits around the star, the effect of which grows slowly over millions of years.
This can happen to a planet in its star's habitable zone, the swath of space around it that's just right to allow an orbiting rocky planet to have water in liquid form on its surface, thus giving life a chance. Barnes calls such worlds "chaotic Earths" and suggests making them lower priorities
2/4
in the search for life.
Another condition for this orbital bullying is "mutual inclination," meaning that the two planets are angled toward each other in space. Planets in our solar system all lie along the same plane in space, and are called coplanar, but not all planetary systems are like that. So Barnes and colleagues decided to "kick up" inclinations between planets in computer models and study the result.
"That was the basic idea," he said. "What happens when you have planets that are in this resonance and with mutual inclinations?
"And what we found was that things go all haywire. Those little perturbations that keep happening at the same point cause one of the orbits to do some crazy things—even flip over entirely—and then kind of come back to where it was before. It was pretty unexpected for us."
If the fluctuations are small, such worlds might yet retain their chance of life and be worth further study. But if they are dramatic, astronomers should probably look elsewhere.
"Planets in systems that drive orbits to near-misses with the host stars are less promising targets and should be skipped over for other candidates," Barnes said, "even if they are found today on circular orbits in the habitable zone."
Further computer modeling will help researchers distinguish between these two possibilities, he said.
Powerful tools such as the James Webb Space Telescope will come online in a few years, able to determine the atmospheres of exoplanets, or those outside the solar system. But the work will be expensive, so astronomers will need to choose their objects of study wisely, Barnes
3/4
Powered by TCPDF (www.tcpdf.org)
said.
More information: "Long-lived Chaotic Orbital Evolution of Exoplanets in Mean Motion Resonances with Mutual Inclinations." arxiv.org/abs/1501.03231
Provided by University of Washington
Citation: Some habitable exoplanets could experience wildly unpredictable climates (2015, March 12) retrieved 26 March 2023 from https://phys.org/news/2015-03-habitable-exoplanetswildly-unpredictable-climates.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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How to Critique Your Own Work
Copyright N. M. Grigsby, WPW
1. What is the best thing in the picture?
Is it an area of color? A special shape in the painting that appeals? Certain texture? Is there an area of especially good contrast? Is the area of darkest/lightest contrast your focal point? Is there a special subject/object in the painting? Literally…What is the "best thing" in the picture?
2. Is the value key working?
Do you have a balance with light/mid/dark tones?
3. Is the color expressing the subject and what you want to say?
4. Can you simplify the shapes?
Is the painting too busy? Is there a sense of confusion with the shapes in the painting?
5.
Is there rhythm, tension and energy in the painting?
Is there push-pull movement? In other words, do things come forward? Do things recede into the background? Is your eye invited or encouraged to move around the throughout the painting? Or does the eye go off the edge(s)? Is it balanced?
6. Is the painting as a whole saying what you want to say?
7. Give the work time to grow.
If you're having difficulties resolving or finishing your painting, put it away for a few days…a week…a month. Let your preconceptions rest. Later, bring the painting back out and re-ask yourself the above questions.
8. Appreciate your best effort.
We are our own worst critics. Don't be overly hard on yourself. Strive for your best work whenever you pick up your brushes. And recognize that you've given the painting your best.
9. Trust your instincts and yourself.
No matter how long you've been painting, there's always more to learn. But as long as you continue to paint, you continue to learn. Trust what you've learned about both your skill as an artist and your SELF as an artist.
10. Take risks.
Continually push yourself to learn; to try new things. The absolute worst thing that could possibly happen is that you have a foundation (paper or whatever) that you can recycle into a potential masterpiece.
11. MOST IMPORTANT OF ALL…Have fun and enjoy the journey!
Anything created from your heart, soul and hand is a joy. You're creating a gift for others to see and share. Take pleasure in the process and have fun!
N.M. Grigsby Studios
Nancy M. Grigsby, WPW
Watercolor & Acrylic/Mixed Media
For information about Nancy, her artwork, classes & workshops:
www.NMGrigsbyStudios.com
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Australia at a glance
A growing, ageing population, increasingly born overseas.
KEY POINTS:
- Australia had a population of around 23.5 million people at June 2014.
- Most Australians can expect to have a relatively long life—one of the highest life expectancies in the world and 25 years longer than a century ago. A baby boy born between 2011 and 2013 can expect to live to 80.1 years and a baby girl to 84.3 years.
- 15% (3.5 million people) of the population were aged 65 and over and by 2054 this is projected to increase to 21% (8.4 million people). This sort of demographic change increases pressure on the welfare system in terms of age-related income support, disability support and the provision of aged care.
- About 3% of the population—714,000 people—were Indigenous. The age profile of Australia's Indigenous population is considerably younger than for the nonIndigenous population: at June 2014, half of the Indigenous population was aged 22 or under (compared with aged 37 or under for the non-Indigenous population) and just 4% were aged 65 and over (compared with 15% of the non-Indigenous population).
- Around 28% of the population were born overseas (6.6 million people), with the largest number (1.2 million) being born in the United Kingdom, followed by New Zealand, China, India, the Philippines and Vietnam.
- Most Australians live in capital cities. At June 2014, nearly three-quarters of people lived in Major cities (71%), while 18% lived in Inner regional areas, 9% in Outer regional areas, 1.4% in Remote and 1% in Very remote areas.
- While most households (68%) owned their own homes in 2011–12, either with or without a mortgage, the pattern of ownership (outright compared with mortgaged) has changed over the past decade.
o The proportion of households that owned their own homes outright fell from 42% in 1994–95 to 31% in 2011–12.
o The proportion of households that owned their own home with a mortgage increased from 30% in 1994–95 to 37% in 2011–12.
1 Thynne Street, Fern Hill Park, Bruce ACT 2617 • GPO Box 570, Canberra ACT 2601 • TEL
02
6244 1000
* FAX
02 6244 1299
*
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Title I Reading Program and Parent Involvement
* Spirit Lake Elementary (SLE) endorses parent involvement
and encourages regular participation of parents in all aspects of our School-Wide Title I Program.
* SLE offers opportunities to increase family involvement through:
-Meet the Teacher Events -Teacher & Student Led Conferences -Title STEAM & Other Family Nights -Title Google Meet/Zoom Family Events
What is Title I and What Does it Have to Do With"Free & Reduced Meals?"
* Title I is a program that supports Spirit Lake Elementary (SLE) in meeting the learning needs of all students.
The amount of funds SLE receives for this federally funded program is based on the percentage of students at our school that qualify for Free and Reduced Meals, so please apply for Free and Reduced Meals if you haven't done so!
* Click Here for Free & Reduced Lunch App. & Info
Purpose
The purpose of the Title I Program is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.
School-Wide Title I
* The emphasis in schoolwide program schools is on serving all students, improving all structures that support student learning, and combining all resources, as allowed, to achieve a common goal.
* School-Wide Programs. . .
Plan for comprehensive long term improvement
Serve all students with highly qualified teachers and paraprofessionals
Provide continuous learning for staff, parents and the community
Use research-based practices and programs to develop and implement enriched instruction for all students and engage in continuous self-assessments and improvements
Maximizes the impact of Title I
Title Differentiated Reading
* SLE has implemented a school-wide framework for reading. This differentiated reading program has been designed to serve all students and improve all structures that support student learning. Our goal is for all students to demonstrate proficient and advanced levels of academic achievement.
* Title Reading Groups are based on student performance on academic screeners, in class performance and teacher recommendations.
School-Wide Structure
What is Taught During Reading Support Time?
The 5 Components of Reading
*Phonemic Awareness
*Phonics
*Fluency
*Vocabulary Development
*Comprehension
Plus Writing
Teaches students how to hear and recognize sounds in spoken words.
Is the relationship between sounds and letters.
Students study words to learn their meaning.
This means being able to read, understand, and pronounce text quickly and accurately.
Students need to talk and write about what they read. This helps show that they understand, remember and can communicate about what they read.
Students need:
* frequent opportunities to read and write
* access to appropriate books and tasks
* explicit strategy instruction
* to attend school regularly to benefit from intensive instruction
* instruction based on identified skill deficits and strengths
1. Read at least 10-20 minutes every night with your child.
2. Talk about the stories you read.
3. Let your child see you reading.
4. Be mindful that reading and writing are related and integrate the two skills when possible.
5. Plan trips to the library or access books online.
When families are involved at home and at school, children achieve higher levels of academic success.
Screen Time Facts
* Children between the ages of 8 and 18 log about about 7 1/2 hours of video entertainment media per day. (2010 study by Henry J. Kaiser Family Foundation).
* Today's parents are the 1 st generation who have to figure out how to limit screen time for their children. (Morin, Amy, LCSW: verywellfamily.com)
Suggestions to limit screen time
*Encourage family meal time that is device free
*Set a time allotment for screen time in the car
*Have a weekly family night that is device free
*Set and monitor limits on daily use
*Put an incentive plan in place to earn screen time minutes
Digital Detox
* Create a screen-free, family night once a week or commit to unplugging one weekend a month. It could be good for everyone's physical and emotional health, as well your family's relationships.
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Planning with Equity in Mind from Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy by Dr. Adeyemi Stembridge
This template was developed by Kristin Monson (NEWESD 101), Jennifer Ireland (NEWESD 101) and Becca Horowitz (PSESD 121) and is offered as an optional resource in conjunction with SGG Module 3.
Question One: What do I want learners to understand? 1
What is a deep and meaningful conceptual understanding about your content that matters tremendously for students so that they are able to think like practitioners in your field? What do you remember about your own early emerging understandings of this concept? What did you figure out?
How did you figure it out?
How did it feel when you first understood?
Question Two: What do I want learners to feel? 2
The asking of this question in the design of units and lessons requires us to recognize our students' humanity, particularly as social and cultural beings who bring a wealth of experiences and understandings with them to the classroom - even if these differ culturally and qualitatively from our own. Though the anticipation of what our students will feel is inexact, we should make an effort to place ourselves in their skin and imagine their affect without rejecting their values or projecting our own onto them.
Question Three: What are the targets for rigor? 3
How can students perform their rigorous understandings of a concept?
When we consider the question, What are the targets for rigor? we are planning for those moments when students will demonstrate cognitive engagement to the point that they own the learning experience so profound that we, the teachers, are no longer in control - and that is, of course, a wonderful thing. We as teachers lose control whenever our students are leveraging their own assets and capital in building their own unique conceptual connections in their developing understandings.
1 Stembridge,Adeyemi Culturally Responsive Education In the Classroom: An Equity Framework for Pedagogy (p. 121-123)
2 Stembridge (p. 125-127)
3 Stembridge (p. 130-131)
Planning with Equity in Mind from Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy by Dr. Adeyemi Stembridge
Question Four: What are the indicators of engagement? 4
When we ask the question, What are the indicators of engagement? We are making predictions as to what engagement may look like in the learning experience, and we are prioritizing when and how we might yield some expectations for engagement in favor of others. We are essentially seeking the pathway to Flow - the perfect intersection of challenge and skill that will sustain students' self-driven investment in the learning. The key for teachers is to anticipate what those indicators for engagement might be so that we can authentically coach students along to even greater investment in the learning experience.
Question Five: What are the opportunities to be responsive? 5
In considering the question, What are the opportunities to be responsive? We should focus on our most vulnerable learners. Here is where we are deliberate about how we will incorporate meaningful protective factors into the fabric of the learning experience.
This question provides a rich opportunity to consider the ways in which my identity in the role of teacher as a cultural being may be limiting the expression of my students' competencies. We should be deliberate in our thinking about how we imagine our students to be capable and creative thinkers. Consider how you will confirm that your students are perceiving the experience as responsive. When planning, I like to predict specific moments when I can be positioned to listen and respond to my students' thinking… these moments of responsiveness support students in developing greater agency and a detailed sense of what they are feeling - which are the essential ingredients of emotional intelligence. It is a powerful thing for a student to give a learning experience their serious attention and have a teacher, the more experienced thinker, acknowledge, support, and validate that effort.
4 Stembridge (133-135)
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Noroviruses (Norwalk-like Viruses)
December 2014 | Page 1 of 2
What are Norwalk-like Viruses?
Norwalk virus, Norwalk-like viruses (NLV) or noroviruses are a group of viruses (germs) that cause diarrheal illnesses. These viruses are named after the original strain that caused an outbreak in Norwalk, Ohio. They are also sometimes referred to as small, round-structured viruses (SRSV) or caliciviruses.
What are the symptoms of NLV infection?
The symptoms of NLV infection include nausea, vomiting, diarrhea, and abdominal cramps. Other symptoms can include headache, fever, and chills, and muscle aches. These symptoms usually begin 1-2 days after exposure to the virus and will last about 1-2 days in most people, with no long-term effects.
How are NLV spread?
NLV must be swallowed to cause infection. NLV are then passed in the stool and vomit of infected people from the day they start to feel ill up to as long as 2-3 weeks after they feel better. NLV are usually spread by eating or drinking contaminated food or drinks or by close contact with an infected person. Foods can become contaminated by infected foodworkers. Some foods, like oysters and berries, can be contaminated with NLV before being delivered to a restaurant or store if they come in contact with contaminated water.
How common is NLV in Massachusetts?
NLV are believed to be one of the most common causes of foodborne illness in the United States. Since it is difficult to test for NLV in the laboratory; it is hard to say how many people get infected by NLV in Massachusetts.
Who gets NLV infection?
Anyone can get infected with NLV but older children and adults are more likely to get more severe symptoms. Also, since there are many strains of these viruses, people can get sick from them many times during their life.
How is NLV infection diagnosed?
NLV is difficult to detect in a laboratory, but it can be found by testing stool or vomit from an infected person. Only a few laboratories are able to perform this test so it is only done under special circumstances. Usually, health care providers will first try to rule out other germs that may have caused the illness, then base their diagnosis on symptoms and how long they last.
What is the treatment for NLV infection?
There is no specific treatment for NLV infection. NLV cannot be treated with antibiotics and people usually get better without medical attention in 1-2 days. There is a risk for dehydration due to vomiting and diarrhea so it is important to drink plenty of fluids. If symptoms persist or worsen, contact your health care provider.
What can you do to prevent NLV infection?
Follow the tips below; if you make them your habits, you can prevent infection by NLV – as well as other diseases:
- Always wash your hands thoroughly with soap and warm water before eating or preparing food, after using the toilet, and after changing diapers.
- Make sure all food preparation areas are clean before use.
- Cook your food completely. Wash all fruits and vegetables.
- When traveling to an area that might have contaminated water, drink bottled, preferably carbonated, beverages and do not use ice.
- After episodes of vomiting or diarrhea, clean contaminated surfaces immediately with a bleach-based household cleaner.
- If you are taking care of someone who has vomited or who has diarrhea, wash your hands with plenty of soap and warm water after cleaning the bathroom, helping the person use the toilet, or changing diapers, soiled clothes or soiled sheets.
- If you or your child has persistent diarrhea (with or without a fever), or the diarrhea is very bad, call your health care provider for advice.
Are there any restrictions for people with NLV?
Yes. Because NLV can easily be spread to other people, health care providers are required by law to report cases of NLV to the local board of health. In order to protect the public, workers at food-related businesses who have NLV must stay out of work for 72 hours after their symptoms have stopped. In NLV outbreaks at food-related businesses, food handling employees will be required to provide stool specimens for testing. This law also applies to workers in schools, residential programs, day-care and health care facilities who feed, give mouth care or dispense medications to clients or patients.
For more information contact:
- Your local board of health (listed in the telephone directory under "Government")
- Massachusetts Department of Public Health: Division of Epidemiology and Immunization (617) 983-6800 or toll-free at (888) 658-2850 or on the MDPH website at http://www.mass.gov/dph, or Division of Food & Drugs (617) 983-6700
- Your health care provider | 1,946 | 1,001 | {
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Family Preparedness Plan Concept Outline
Step One- Family
Defining for whom you will be responsible in emergencies is the first step in developing the family emergency plan. Consider those who live in the same residence, as well as extended family members nearby, in care homes and any individuals who are likely to call on you in times of chaos. As well, take note of any special needs they have, mobility restrictions, access to medical devices, allergies and any information that would inform how you intend to care for them during the emergency. In addition, consider all your pets and those who will shelter with you.
Step Two – Shelter in Place Plan
The recommended option is to shelter at home, where your possessions are and where you feel safe. To prepare the residence to support the family you defined above, we recommend you consider being capable of providing for basic needs over a timeline, from a minimum of 3 days to the recommended level of 14 days, without access to power or utilities. When considering your requirements, reflect that there is no guarantee that a public shelter will be available to feed, water and house you after the initial 72hrs, hence the recommended extended timeline. These basic requirements are food, water, health and safety. Of note, food and water are a system, it includes the storage, preparation, consumption, cleaning and disposal of the product and all the tools necessary. Your home already likely has everything other than an alternate method of heating food when utilities are disrupted.
It is possible that the family will be separated when the emergency occurs, thus having a communications plan through texting or social media group chats will enable the exchange of information. The plan should encourage all family members to return to the home at an emergency's onset, even if communication is absent, barring an evacuation order.
If applicable, you should become familiar with the school, care home, employer and local municipal emergency plans. This will inform you on how they intend to handle an event. For example, what is your school going to do when an evacuation order is issued? Will you be required to retrieve your children, or will they be transported to a separate location?
Before an emergency, determine trusted sources of information on which you will rely for guidance and instruction. The primary source is your municipal emergency services. Ask how they will communicate with you – website, social media and radio. Knowing these in advance and having links or radio pre-sets will ensure clear communications in a crisis.
Step Three – Evacuation Plan
In the unlikely event you need to evacuate your residence in an emergency, having a well understood and rehearsed plan is key to success. When everyone knows their role, stress and anxiety levels are lower, leading to clearer decision making and less likely that important details and elements will be forgotten.
The key elements of an evacuation plan are a known destination, primary and alternate routes and a packing list. A public shelter or hotel is an option, but not a recommended place for privacy, beginning the work of rebuilding your life or navigating the crisis. A family or friend's home out of the danger zone is the recommended evacuation destination.
Checklists
Having defined for whom you are responsible and their needs, here is the checklist for sheltering in place, as your household already has appropriate clothing, bedding, entertainment, hygiene and other normal support products:
1. Food – up to 14 days for family and pets with alternate cooking equipment & fuel
3. First Aid – Kit and standard training complete
2. Water – 4 litres per person per day with purification system (tablets or filter)
4. Communication – radio, cell phones, power banks, IT data backup drive
5. Safety – lighting, fire extinguisher
With an evacuation plan prepared, here is the checklist for evacuation:
1. Paper maps for your primary and alternate routes to your preplanned destination
3. Skill and equipment to repair and change a flat tire
2. Full fuel tank, a normal preparedness behavior is to keep it at a half, minimum.
4. Skill and equipment to independently boost your car battery
6. Portable sanitation system
5. Transportation of the shelter-in-place items
7. Your Go Bag.
Go Bag – or evacuation kit:
1. All primary documents – passport, birth certificates, SIN cards, health cards, wills
3. Items that you deem priceless – this list is created in advance of an emergency.
2. Insurance contact information and documentation – for car, household and life.
4. Suitable and comfortable seasonal clothing for everyone
Preparedness is the totality of what you do in times of peace and calm to facilitate the navigation of a chaotic situation and to return to normalcy with the least disruption possible. This information is a guide to spur discussion and the creation of a family preparedness plan, written by you and for your family. | 1,970 | 977 | {
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Syllabus and Expectations
Revised 7/18/17
Dr. Glogowski – email@example.com http://herget.discoverthought.com 630-301-5794
CLASS RULES:
1. Respect self, others and their property. Treat others, as you want to be treated.
2. Follow directions, be prepared to work.
CLASS OBJECTIVES:
General Units of Study: Students will learn the basic language of music through exploration of the four elements: Rhythm, Melody, Harmony, Tone Color, and Music History. A week or two will be spent on each element. Students will use voices to sing, play instruments, and create music during class time. Participation is required for all activities. Students will also practice writing music through completing worksheets during class time.
Materials / Assessments: On most days NO materials will be need, however on occasion a pencil or pen will be required and the teacher will give adequate notice (the day before). Students will be responsible for turning in all worksheets and participating consistently in all activities and class discussions. (See attached rubrics)
Goals: By the end of the course, the student will be able to read basic music notation, sightread a simple melodic line of music, sing with others in harmony, and improvise to basic chord progressions. The student will also be able to understand simple meter and be able to read and perform simple rhythmic phrases by clapping or by using instruments.
GRADING:
* Daily Participation (singing and playing instruments) 80%
(Informal and formal classroom observation)
* Worksheets, in class work, and assessments 20% (Written tests, individual, and group song project)
Class format: First half of each class period - learn / review concepts. Second half of each class period – use / practice concepts with use of instruments and singing.
Poor Behavior and Consequences: Positive behavior and participation is required! Students are graded daily by using the 2 attached rubrics (Singing and Intention).
7 th Grade Music Course Map
Priority Learning Targets, National Music Standards, and General Skills Developed:
Rhythmic Theory - Students identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
* Identify durations of note and rest values: whole, half, quarter, eighth in simple meters (2/4, 3/4, 4/4).
* Identify and perform dotted rhythms (dotted half and dotted quarter).
* Identify the components of a time signature (simple).
* Perform rhythms (including syncopation and triplets) in simple meters (2/4, 3/4, 4/4) using whole, half, quarter, and eighth notes and rests.
* Identify the number of beats per measure in a musical example (two or three beats per measure).
* Notate simple rhythmic patterns.
Melodic Theory - Sing or play melodies accurately and expressively from a written score in at least one clef.
* Identify letter names on the grand staff including one ledger line above and below.
* Identify solfeggio syllables in C major on the grand staff.
* Notate melodies on a staff.
* Identify steps and skips on the staff.
Singing - Students sing accurately and with good breath control throughout their singing ranges, alone and in small and large ensembles.
* Sing a major scale using solfeggio.
* Demonstrate musical independence through the performance of a vocal line sung with one or more parts.
* Demonstrate proper technique, physical involvement, focus, and discipline.
* Demonstrate various timbres through singing (head voice, chest voice, belting, etc.).
Music History and Culture - Students describe distinguishing characteristics of representative music genres and styles from a variety of cultures.
* Understand the progression of the musical historical periods.
o Classical (1750-1825) (Mozart, Haydn, Beethoven)
o Baroque (1600-1750) (Bach, Handel, Vivaldi)
o Romantic (1825-1900) (Berlioz, Mahler, Brahms)
o Modern (1900-now) (Prokofiev, Gershwin)
* Identify aural cues specific to each historical period.
General activities to cover and develop the above: Playing sticks and drums, singing and playing melody and harmony, composing and performing a group song using xylophones, bells, and glockenspiels. | 1,924 | 914 | {
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Dan and the Bug
A collection of stories for Level - 8
By Clark Ness
Visit www.clarkness.com for more free stories and ebooks.
Dan and the
Bug
I see Dan. I see 1 .
bug
"I am than that ," said Dan.
bigger bug
"I am Dan," said Dan.
"I see sand," said Dan.
"I meet the sand," said Dan.
"The sand meets me," said Dan
"I seem that I see sand," said Dan.
happy
"I am that I meet the sand," said Dan.
happy
Dan and the school bus
"I am Dan," said Dan.
Dan.
Dan and the squirrel
I see Dan. I see 1 .
squirrel
"I see 1 ," said Dan.
squirrel
"I am than that ," said Dan.
bigger squirrel
"That seems than I am," said Dan.
squirrel smaller
"See me?" said the ant.
"See me? I am 1 ant," said the ant.
"See me? I am Nan," said the ant.
"See me? I am Nan the ant," said the ant.
"See me? I'm an ant," said the ant.
"See me? I'm Nan the ant," said Nan.
"See me? I am Dan," said the man.
"See me? I am Dan the dad," said Dan.
"I see Sam, and I see Nan," said Dan.
"I see Dad," said Sam. "I need Dad."
"I see Dad," said Nan. "I need Dad."
"Sam and Nan need me," said Dan the dad.
I see Dan the man.
I see 1 mat.
I see Dan the man, and I see 1 mat.
Dan the man needs 1 mat.
"I'm Dan the man," said Dan the man.
"I need 1 mat," said Dan the man.
I see Nan.
See that. Nan sat.
"I am Nan," said Nan.
"I sat," said Nan.
Nan seems.
happy
I
Skateboard
"I am Dan," said Dan.
"I am Sam," said Sam.
"I am 1 man, and I am 1 dad," said Sam.
Nan and the dog
"I am Nan," said Nan.
I see Nan.
I see sand.
I see Nan and sand.
Nan sees sand.
Nan needs sand.
Sam and Nan at the Park
I see Sam at the park.
I see Nan at the park.
I see Sam and Nan at the park.
Sam sees Nan.
Nan sees Sam.
Sam meets Nan.
Nan meets Sam.
Sam and Nan meet.
Story level 8. More free stories and ebooks available at www.clarkness.com
and www.readinghawk.com.
I see Sam.
I see sand.
I see Sam and sand.
Sam sees sand.
Sam needs sand.
The Ants and the apple
The 3 ants see 1 .
apple
The seems than the ants.
apple bigger
The ants seem than the .
smaller apple
"The seems than I am," said 1 ant.
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(excursions requiring an overnight stay or the use of a helicopter for day trips)
UNESCO Heritage sites
Thracian Tomb in Sveshtari (1985)
Another unique tomb, located in the North East part of Bulgaria near the city of Isperih. Built using large limestone blocks, the tomb consists of an arched entrance, a long corridor and three square chambers, one of which – presumably the burial chamber of the ruler, is decorated with ten columns in the shape of women with raised arms holding a frescoed plinth. The ten female figures carved in high relief on the walls of the central chamber and the decorations of the lunette in its vault are the only examples of this type found so far in the Thracian lands. It is a remarkable reminder of the culture of the Getae, a Thracian people who were in contact with the Hellenistic and Hyperborean worlds, according to ancient geographers.
Madara Rider (1979)
The Madara rider represents the only bas-relief in Europe hewn into a vertical rock 23 meters from its base and representing a rider, followed by a dog, and having plunged his spear into a fallen lion. Discovered in 1872, this monument has not seized to raise questions and disputes among historians and archaeologists, regarding what it represents, why there is nothing similar anywhere else in Europe, why the theme of the depiction does not exist anywhere else, why it has remained untouched throughout centuries despite the changing political and religious environment on the Balkans. While the timing of its creation back to 7th c AD seems widely accepted, the discussion about who the rider might be rages along and alternatively identifying him with one of the early Bulgarian kings, with a Persian king and even with God Tangra (Tanangra), the supreme god of the ancient Bulgarian tribes.
Rock-Hewn Churches of Ivanovo (1979)
A complex maze of monolithic churches, chapels and monasteries, richly decorated in the Middle Ages with beautiful and well preserved frescos of Christian and Bible stories and images of saints, acted as an important Christian religious centre in the Medieval Bulgarian state, often visited by the Bulgarian Tsars, among them Ivan Alexander and Ivan Assen II. This religious centre was hewn out of a solid rock and completely different from other monastery complexes in Bulgaria, located near the village of Ivanovo, 20 km south of Rousse, in the rocky banks high above the Rusenski Lom river (a national park included in the UNESCO tentative list. The caves in the region had been inhabited by monks from the 1220s, when it was founded by the future Patriarch of Bulgaria Joachim, to the 17th century, where they hewed cells, churches and chapels out of solid rock. At the peak of the monastery complex, the number of churches was about 40, while the other premises were around 300, most of which are not preserved today.
Srebrenitza Nature Reserve (1983)
Srebarna Nature Reserve comprises Lake Srebarna and its surroundings and is located on the east bank of the Danube river on the main bird migration route between Europe and Africa. Srebarna is a wetland habitat for about 180 bird species, both breeding and migrating. Among the most interesting bird species are the Dalmatian peli- can, great egret, night heron, purple heron, glossy ibis and white spoonbill.
Ancient City of Nessebar (1983)
The town traces its history back to the Thracian tribes, was colonized by the Greek in the 5th c BC, later fortified and enlarged, and became part of the Roman empire in the 1st c AD. Once Christianity was adopted as the official religion of Byzantium, Nessebar became a regional religious seat and witness the construction of numerous churches, which today form the main attraction to visitors and the main reasons for its inclusion in the UNESCO heritage list. Often referred to as the "Pearl of the Black Sea" and "Bulgaria's Dubrovnik", Nesebar is a rich city-museum defined by more than three millennia of everchanging history.
Sites included in the UNESCO Tentative List
North East
* The late ancient tomb of Silistra (1984)
* The ancient town of Nicopolis ad Istrum (1984)
* The Roussensky Lom National Park (1984)
* Pobiti Kamani Natural Monument (2011)
North West
* Vratsa Karst Nature Reserve (2011)
* The Magoura cave with drawings from the bronze age (1984)
* Rocks of Belogradchik (2011)
* Central Balkan National Park (2011) | 1,836 | 977 | {
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What is grief?
Grief is a natural response you experience when you lose someone close to you. Grieving is a normal part of life and there is no right way to grieve – everyone is different. It can begin as soon as you become aware of a loss and can continue over the course of the first 12 months.
Shock and disbelief
that the person has died
Longing for the person
; wishing they
were around, to be able to touch them or be
comforted by them
Anger or resentment for being abandoned,
for the unfairness of the loss, or towards those
seen as responsible for the loss
Sadness
that the person has gone
Guilt
that you were unable to save the person or
that you survived while they did not
Anxiety about the future
; about how
things will be without your loved one or
about your own safety
Difficulty thinking about anything else;
always thinking about the person you have lost
Difficulty concentrating and
remembering things
Changes to your sleep patterns and
appetite
Physical changes
including headaches,
feeling tired, muscle aches and nausea.
Feelings of grief
Grief can affect you in many different ways; how you think, what
you feel and how you spend your time. You might experience:
headspace
National Youth Mental Health Foundation is funded by the Australian Government Department of Health under the Youth Mental Health Initiative.
Although there are many different kinds of 'loss', this fact sheet looks at grief after the death of someone close.
Experiencing
grief
If you are experiencing grief, try not to stress too much about what's "normal". Everyone goes through grief differently and should be able to grieve at their own pace and in their own way.
Grief
Things that can help in managing grief
It's important to do what's right for you. Some things that might help include:
Accepting your feelings. It's
okay to feel sad about losing someone special and to take time to cope with what has happened. Losing someone is stressful and upsetting, and it's normal to experience strong emotions.
Looking after yourself is really important so try to keep regular routines of sleep, eating and exercise. These things can feel hard to keep up but they can improve how you think, and how you feel.
Allowing yourself to feel happy
and to move on with your life without feeling guilty. People sometimes feel bad if they let themselves smile or if they seem to be moving on; it doesn't mean that you have forgotten the person you have lost. Your loved one would have wanted good things in your life.
Allowing yourself time to grieve and if you can, let yourself cry. You might need a safe place at home or at school to go when you're especially sad.
Collecting memories of your loved one and expressing your feelings in a way that feels right for you. Perhaps write about them and the things you did with them. Collect photos, make a scrap book or journal, create a website or blog, write music or poetry, or create some artwork.
Taking time out. Being around other people can sometimes be stressful and overwhelming, especially if they are also grieving. Go for a walk, listen to some music, sit in a park or do something enjoyable like shopping or going to a movie.
Finding a way to say goodbye in your own way and in your own time. This might mean going to the funeral, writing them a letter or having a memorial service.
Planning for times that may be hard, like Christmas, birthdays or anniversaries. Perhaps arrange to spend time with friends or do something enjoyable for yourself.
Finding your own way to stay connected, honour and remember the person who has died.
Finding help
Grief is an experience that can last for weeks, months or over a year. Learning to live with the loss can take time and you may experience ups and downs in the process.
If your grief is continuing for a long time, is very upsetting or is stopping you from getting on with life, or you are grieving for someone who has died by suicide then it's important to get help. Getting the right support can help you get back on track sooner and help you to learn to live with your loss.
It's important to find someone you trust and feel comfortable with. There are general practitioners (GPs) and other health professionals who are experienced in working with young people who have experienced grief and loss.
A good place to start might be your local community health centre or headspace centre. You could talk with a trusted friend, teacher or family member about finding some help. It's important to remember that you don't need to talk about the details of the experience if you don't feel comfortable or safe to do so.
For more information, to find your nearest headspace centre or for online and telephone support, visit headspace.org.au
Fact sheets are for general information only. They are not intended to be and should not be relied on as a substitute for specific medical or health advice. While every effort is taken to ensure the information is accurate,
makes no representations and gives no warranties that this information is correct, current, complete, reliable or suitable for any purpose.
We disclaim all responsibility and liability for any direct or indirect loss, damage, cost or expense whatsoever in the use of or reliance upon this information.
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Performance Nutrition Fact Sheet
Hydration for Swimmers in a Hot Climate
Your body is over 70% water so dehydration can have a negative effect on your performance, especially in hot climates when sweat losses are likely to be even higher than normal. It's important to remember the effects of dehydration are cumulative and that you will still lose sweat in the pool.
The key to maintaining your hydration is to:
* Drink regularly and more than you drink in Scotland
* Include foods with a high water content in your diet too
* Keep your drinks chilled
Top 10 Hydrating foods include: watermelon, cucumber, tomatoes, oranges, blueberries, strawberries, grapefruit, broccoli, raw carrots, pears, star fruit, celery.
How much do I need to drink?
* Check your weight balance and replace the fluid you lose in a session before the next session
Check the colour of your urine to see how hydrated you are
Effects of Poor hydration
* Headaches
* Increased heart rate
* Feeling more fatigued than normal
* Dizziness
* Stomach cramps
st
31
May 2017
Performance Nutrition Team
Performance Nutrition Fact Sheet
As you are likely to be sweating more, electrolytes can help you absorb fluid better.
Top Tips
This drink will help to (re)hydrate you, but won't provide any energy
Sugar free squash (no added sugar), add pinch (1/2 tsp) of salt and water (1L)
Make your own isotonic drink to provide you with some energy and electrolytes if doing a longer session.
*
Regular squash (not "no added sugar") add a pinch of salt (1/2 tsp) and add water (1L).
Mix fruit juice (250ml) and water (750ml) add a pinch of salt (1/2 tsp) and pop in your bottle
* Keep drinks chilled
* Drink regularly throughout the day
* Make your own isotonic drink
* Start the day hydrated and replace any fluid lost during exercise
* If using an electrolyte tablet check Informed-Sport.com to see if it has been batch tested
* Drink only bottled and filtered water if tap water is unsafe to drink
* Remember to wash any unpeeled fruit and raw vegetables with filtered or bottled water if tap water is unsafe.
* Avoid ice cubes unless made from bottled or filtered water
* Check your pee to see how hydrated you are
st
31
May 2017
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Teacher's Guide for FOOTSTEPS Mansa Musa
September 1999
Teacher Guide prepared by: our staff.
The National Center for History in the Schools has published a study unit on Mansa Musa: African King of Gold which includes background materials, lesson plans, and student resources. This is available from Cobblestone Publishing (ISBN 0382409477, $12.00 plus shipping and handling).
Compare the maps on pages 24/25 and present-day Africa, page 3.
What made Sundiata and Mansa Musa great leaders? Examples:
Sundiata - established a strong government, rewarded loyalty, delegated authority, kept a large, welltrained army, encouraged trade, allowed religious diversity.
Mansa Musa - generous, introduced new styles of architecture, keen interest in scholarship and law, established schools, upright, just, tolerance for other religions, a great diplomat.
After reading the article on pages 12/13, ask students to each come up with a custom or tradition (either past of present) that is specific to a royal court, an ethnic or religious group, or a country. Have them share their findings with the class (examples: at the court of Louis XIV, his getting up and getting dressed ("lever") was public; in Japan one slurps tea or noodle soups; in some Arab countries, it is polite to burp after a good meal to express appreciation; one takes off one's shoes before entering a mosque; the ancient Romans believed that when entering a new home, it should be right foot first since that foot was considered lucky, etc.).
Research projects:
Have students research a real or mystical hero/heroine from their country of origin and share with the class. Include time period, geographic location, accomplishments, reason why the person was chosen.
How far can you trace your roots, or the roots of someone you know in your community? Students can use interviews, photos, news clippings, maps, drawings, etc. to put together a poster to be shared with the class.
Where is gold mined in the world today? Working in groups, each researching a region of the world for current mining operations. This could be as simple as locating then on a world atlas to doing a report on various mining companies, economic statistics, political climate. Ask students to chart the price of gold over the past 5 years.
Similar research could be done with salt.
Muslims try to make a pilgrimage to Mecca once in their lifetime. Ask students to think of other locations that have become sacred places to people of various (religious) beliefs. Perhaps someone in your community has been on such a pilgrimage and could talk to students about it. A project could be for students to do a travel brochure to a holy site." | 1,113 | 564 | {
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PROTOCOL FOR HOT TOPICS OF THE WEEK
At the first session each coordinator will be prepared with 1 topic, which will be chosen from any news source that appeared during the week prior to class. They will check with each other two days before class to make sure that they each have separate topics. The topics and their sources and links, if possible, will be sent out to the class one to two days prior to class.
In the following weeks, 2 class members will each bring in 1 topic for discussion. (If there are not enough participants to have 2 different presenters each week some class participants may be asked to do 2 presentations.) Also, they will check with each other by e-mail 2 days prior to class to assure each has different topics, and will forward their topics, sources and links to a designated coordinator, who will send this information on to the entire class. If the topic is from the print media or the internet and is printable, the presenter is to bring a full printed copy to class, so that if questions arise, there is the original source to refer to. The presenter of the topic will give a 1–2 minute summary of the subject and pose a 1-3 questions to get the discussion started. Suggested questions are: Comparison questions to bring out similarities and differences, i.e. in what ways are Mitt Romney and Sarah Palin similar and in what ways are they different? Inference questions to explore possible conclusions or applications, i.e. what will state and city pensions look like 5 years from now? Application questions to see how certain information applies in different situations, i.e. how could this alternative energy source be used in your home? Problem solving questions to encourage thinking about solutions to real world problems, i.e. what would be the best way to reduce our dependence on foreign oil? Cause and effect questions, i.e. why do powerful politicians continually stumble over their sexuality? Questions could also be as simple as: what do you think about this situation? Why? Once the class feels that we have exhausted a topic, we will move on to the next one on the list.
Topics that may be presented are just about anything, i.e. local news, sports, national news, world news, economy, military, etc. We should be able to cover all 4 topics every week by giving 25-30 mins. to each topic.
We suggest that all members of the class read the Providence Journal and either the New York Times or the Wall Street Journal or both. However, all news sources, such as Time, Newsweek, The Economist, etc. are acceptable. Suggested web sites are: The Christian Science Monitor, www.csmonitor.com (neutral on-line newspaper); The Huffington Post, www.huffingtonpost.com (liberal on-line newspaper); The Drudge Report, www.drudgereport.com (conservative on-line newspaper); Gary Bauer's Campaign for Working Families, www.cwfpac.com (conservative); Slate Report, http://slatest.com (neutral); Yahoo News, http://news.yahoo.com (neutral); Politico, www.politico.com (neutral); Conservative Byte, www.conservativebyte.com (very conservative); and Propublica.org, www.propublic.org (liberal); The Patriot Post http://patriotpost.us/ (conservative), www.politifact.com (neutral scorecard separating fact from fiction). A Google search of any topic would offer plenty of sources of information. If a search does not turn up much, it is probably too local or arcane to be "hot".The Voice of America, www.namesvoa.gov (short list, which is good for helping prepare presentation with unpronounceable names); and any others you may find.
Since this is the election period, we decided last year to allow only 1 topic regarding the Presidential race at any session of the class. We will stick to that policy this upcoming class. It is up to the 2 presenters to decide who may do that topic.
The coordinators expect that the class will be conducted with decorum. All of us have been in classes where participants spoke spontaneously after someone else had raised their hand to speak. We request this not be done. The coordinators will try to be aware of the order in which hands are raised and call on class members in that order. Some topics may lead to hot debate. However, we expect everybody to behave courteously. | 1,776 | 935 | {
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Released SOL Test Questions
Sorted by Topic
2002-2012
Compiled by SOLpass – www.solpass.org
SOL 5.4 – MATTER
Matter is anything that has mass and takes up space; and occurs as a solid, liquid, or gas. Key concepts:
a. properties of each phase of matter;
of matter;
b. the effect of temperature on the phases
c. atoms and elements;
e. mixtures including solutions
d. molecules and compounds;
SOLID-LIQUID-GAS – PHASES OF MATTER
1. The circles in the bottles represent the same particles of matter. Which pattern of particles represents a gas in a bottle?
(2005-28)
2. What will happen if the lid is removed from a container that holds helium gas?
(2004-12)
a. The gas will expand and escape from the container.
b. The gas will slowly change back into a liquid.
c. When light hits the gas, it will change colors.
d. Gravity will keep the gas in the container.
3. Oxygen, nitrogen, and carbon dioxide may be grouped together because at room temperature they are all a — (2001-7)
a. solid
b. liquid
c. gas
d. colloid
4. Which of these will happen if the temperature of a metal pan is increased?
(2001-13)
a. The pan will begin to lose heat.
b. The molecules of the pan will move faster.
c. The metal will change into another metal.
d. The pan will contract.
5. Which of the diagrams best shows the arrangement of molecules in a solid?
(2006-34)
6. Which picture shows a liquid at room temperature? (2005-4)
7. Gallium is a metal that melts at about 30°C. If a person, whose body temperature is 37°C, held a cube of gallium for five minutes, what will most likely happen to the gallium? (2011-18)
a. It will change to a gas.
b. It will change to a liquid.
c. It will become a solution.
d. It will become a mixture.
8. When ice cream is left out of a freezer, the ice cream
9. changes from a —
(2009-4)
a. solid to a gas
b. gas to a liquid
c. solid to a liquid
d. liquid to a gas
10. Which of these shows how frozen water changes as the temperature of the air increases? (2007-17)
a. Gas → liquid → solid
b. Solid → gas → liquid
c. Liquid → gas → solid
d. Solid → liquid → gas
11. The process shown would be classified as — (2010-12)
a. precipitation
b. condensation
c. transpiration
d. evaporation
13. Which of these will change solid iron to a liquid? (2006-15)
a. Raising the air pressure
b. Increasing its temperature
c. Crushing the solid iron
d. Adding water to the iron
14. Which of the following changes is possible with the addition of heat?
(2003-3)
a. Liquid water changes to ice.
b. Water vapor changes to ice.
c. Water vapor changes to liquid water.
d. Ice changes to liquid water.
ATOMS, ELEMENTS, MOLECULES, COMPOUNDS
15. Water, ice, and steam are alike because they — (2006-28)
a. are the same compound
b. have the same shape
c. look the same
d. feel the same
16. The smallest quantity of an element is — (2002-10)
a. a compound
b. an atom
c. a solution
d. a molecule
17. The smallest part of matter that is identifiable as an element is the —
(2003-36)
a. atom
b. molecule
c. cell
d. compound
18. Which of these will most likely happen to the balloon as the chemicals react?
(2011-6)
a. It will float.
b. It will break.
c. It will inflate.
d. It will change color.
MIXTURES & SOLUTIONS
19. Which of these is a mixture?
(2006-13)
a. Salt
b. Water
c. Lemonade
d. Sugar
20. People put sugar in their tea to make it sweet. The sugar will dissolve fastest when the tea — (2004-16)
a. is hot
b. is cold
c. is in a tall glass
d. has lemon in it
21. In which beaker of water will sugar dissolve the fastest?
(2005-35)
22. A student makes a fruit drink by stirring a powdered mix into cold water. Why is the fruit drink a solution?
(2009-18)
a. The powder dissolves in the water.
b. The water changes color.
c. The student stirs the water.
d. The water is the proper temperature.
23. Which set of pictures shows what happens to a glass of salt water when it is left out on a counter for several weeks?
(2006-31)
a. C → D → A → B
b. A → C → B → D
c. B → A → C → D
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Who could be prescribed medication for obesity?
The latest medication for obesity, called Xenical or Orlistat stays in the digestive system. The drug stops up to 30% of fat in food being absorbed into the body. Fat that is not absorbed stays in the colon and is washed out in faeces. Xenical acts by stopping, or inhibiting the action of enzymes, called lipases, that break down fat molecules. As part of a controlled diet and exercise programme, Xenical can help obese people lose body mass.
Discussion
Read the case studies of the three obese people.
In your group, work out and discuss:
[x] the Body Mass Index (BMI) values for each person
[x] why Leanne, Mark and Fiona became so heavy
[x] treatment plans that would help Mark, Fiona and Leanne lose weight
[x] the one person whose treatment could include Xenical.
Fiona
Fiona is 27 years old, single, lives alone and has no children. She is 1.57 m tall and has a mass of 78.8 kg. Fiona was teased about being fat while at school, although she dresses attractively and is outgoing. Fiona does not like cooking, so prefers to buy ready meals and heat these in her microwave. Fiona works as a secretary in an estate agents office. She eats high sugar cereal for breakfast, then crisps and cakes at lunch time. Fiona admits to feeling tired all the time and is often breathless, especially when slightly exerted physically at work. She tends to drive everywhere because she feels so tired. Her periods are irregular. Fiona is not in a relationship and has had only one steady boyfriend – this relationship ended four years ago. Fiona says she got a 'bit depressed' after they split, so ate more. Her doctor has told her to lose weight, as her blood pressure is very high, and it is important to get her periods back to normal.
Fiona says: 'I have always struggled with my weight and hated being teased. One day I would like to have kids and wear a bikini on the beach with pride.'
Mark
Mark is 32 years old and has one daughter aged six who he sees most weekends. He is 1.75 m tall and has a mass of 95.2 kg. Mark has always been 'chubby', but was able to control his weight by playing a lot of sport, eating well and not drinking too much. Three years ago he had a serious motorbike accident in which he lost the lower part of his right leg. Since then he has found it impossible to get back into his usual routines. He became extremely depressed and his declining mental state led his partner to leave him, taking their daughter with her. Mark consoled himself by eating, but is now so overweight that he is struggling to walk using his artificial limb, so will soon be in a wheelchair. Mark's own father died from a heart attack at the age of 47, when Mark was 15. His dad's own weight problem was thought to have contributed to his early death. He knows he needs to change his habits to get his life back together.
Mark says: 'I've had a very tough period and am doing my best to work my way back to health again. I want to give my daughter something positive and avoid dying young like my Dad.'
Leanne
Leanne is 30 years old, married and has two children aged two and four. She is 1.68 m tall and has a mass of 85.3 kg. Leanne used to be a size 12, eating a healthy vegetarian diet. In her last year at school she captained the senior netball team to victory in the local schools championship. Leanne worked up to being senior credit controller in a busy advertising company. After she married, Leanne fell pregnant quickly and went back to work full-time after her first child was born. Leanne's weight problems started when she developed diabetes while pregnant with her second child. She was forced to take a lot of time off work. The baby was very large, with a mass of 4.55 kg at birth. Leanne's doctor said that her weight could be controlled through diet and exercise, but this was not effective. Leanne was breast-feeding and continued to eat to curb her hunger. Her weight increased by 19 kg. She is now desperate to get back to 'normal' so she can resume her life.
Leanne says: 'Having diabetes and being overweight means I can't enjoy being a mum – or a wife, as I have so little energy and feel unattractive! I would really like to get back to work, but this is impossible until I am healthier.'
Calculating Body Mass Index
2
BMI = body mass in kilograms ÷ (height in metres)
Values over 25 indicate overweight Values over 30 indicate obesity | 1,691 | 998 | {
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Nikita needs to buy notebooks for the 9 classes he's taking this year. At ACME Office Supply, he finds both one-subject and three-subject notebooks. If he buys 2 three-subject notebooks and 3 one-subject notebooks, he will spend all his money. If he buys 3 three-subject notebooks, he will have $2.50 left over. If one-subject notebooks cost $5 each, how much money did Nikita bring to the store?
A) $12.50
B) $35.00
C) $37.50
D) $40.00
E) Cannot be determined from the information provided
This is a classic sort of SAT or ACT math question – a word problem that can be translated into algebraic equations, which can then be solved to find the answer. In this case, if we define x, y, and M to be the cost of a three-subject notebook, the cost of a one-subject notebook, and the amount of money he brought with him, respectively, we can write the following equations:
The second equation could also be written with M alone on the right-hand side:
This would allow us to set the left sides of the first and last equations above equal to each other:
Since the problem gives us the cost of a one-subject notebook, we can plug in $5 for y, then solve for x:
Notice that this is choice (A)! Students who picked (A) made a critical error: they did not Read The Full Question (RTFQ)!
Choice (A) is not the only wrong answer based on an error: also notice that choice (C) is the cost of 3 three-subject notebooks – again, this is a possible RTFQ mistake, with the student mistakenly thinking that this represents the amount of money Nikita brought with him. If the student erroneously subtracts $2.50 from this value instead of adding it, then they would end up with choice (B).
Choice (E) is a different mistake, which we would call Fool's Gold – although it may seem like the problem is too complicated to solve with the small amount of definite information we're given, there certainly is enough data to find the answer.
All of these errors can be avoided with the use of Backsolve! We'll start in the usual place, with choice (C) $37.50: this means that Nikita brought $37.50 with him to the store. From this, we can find the cost of a three-subject notebook by applying the second piece of information:
If he buys 3 three-subject notebooks, he will have $2.50 left over.
He had $37.50, but he now has $2.50 left over, so we can subtract to find the cost of 3 three-subject notebooks:
Next, we can divide by 3 to find the cost of each three-subject notebook:
Now that we have the cost of a three-subject notebook, we can use the first piece of information to find the cost of a one-subject notebook:
If he buys 2 three-subject notebooks and 3 one-subject notebooks, he will spend all his money.
First, the cost of 2 three-subject notebooks would be $23.34, which we get by doubling $11.67. Subtract this from $37.50 to find the cost of 3 one-subject notebooks:
Finally, divide by 3 to find the cost of a single one-subject notebook:
But we know that the cost of a single one-subject notebook is $5! Thus, choice (C) is wrong, and we should try again. Since $4.72 is too low, go to a bigger number – choice (D) $40.00 – and repeat!
Bingo! After running through the exact same process, we find a single one-subject notebook is the correct cost, $5.00, so the answer is (D) $40.00! | 1,383 | 827 | {
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Peachtree borer
Synanthedon exitiosa (Say)
Hosts
Peachtree borers attack all stone fruits, but can be a major pest of peach. They are found throughout most fruit-growing states and provinces in eastern North America.
Time of concern
below ground to 25 cm (10 in) above ground. Larger roots are also occasionally attacked. Areas attacked often have masses of gum mixed with frass exuding from the bark. Young trees may be
In its northern range, there is only one generation per year. Adult emergence begins in early July, peaking in August and extending into September. Control pro grams for the peachtree borer in peach orchards must begin in the first year trees are planted and main tained throughout the life of the orchard.
Damage, symptoms and pest cycle
NYAES
completely girdled and eventually die; older trees are debilitated and more susceptible to other insects or diseases.
Since the peachtree borer and the lesser peachtree borer (S. pictipes) often occur together, it is import ant to note their major distinguishing features. The male peachtree borer can be mistaken for either male or female lesser peachtree borers, except for the location of tufts of pale hair on their heads. In the peachtree borer, the pale hairs will be between the antennae. In the lesser peachtree borer, they are found in back of the eyes.
males having four narrow bands or fringes of white or yellow scales. Both sexes will have an amber sheen to their fringed wings and have a tuft of pale-colored hair between their antennae.
Adults are clearwing, day-flying moths that may be mistaken for wasps. Their bodies are dark steel-blue with females having a wide band of bright orange scales on their abdomen and
Larvae are white or cream-colored and hairless with short legs and a yellow ish brown to dark brown head.
NRAES-75 These two borers also can be distinguished by the fact that the peachtree borer is active later in the season and most often burrows under bark at or near ground level. The lesser peachtree borer is active ear lier in the season, requires already injured trees and infests higher up on the trunks and in lower branches.
IPM steps for beginners
The larva burrows into the bark, usually near the soil surface, and feeds on the cambium and tunnels between the inner bark and the sapwood. Larvae normally attack the tree trunk between 7.5 cm (3 in)
NYAES Examine the bases of trees for frass or sawdust like excrement in the exuded gum. Use pheromone traps to monitor species presence and flight activity. Pheromones used to monitor for peachtree borer are not species-specific and will attract other clear-wing moths including dogwood borer and lilac borer. The lesser peachtree borer has a species-specific phero mone and will not be attracted to the peachtree borer lure. Mating disruption is an effective option in multiacre plantings; also, summer or post-harvest trunk sprays of contact insecticides can be applied.
Acknowledgements: This information was adapted with permis sion from "Tree Fruit Field Guide," NRAES, Cornell University.
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'It's Not Enough To Be Smart': Students With High 'Emotional Intelligence' Get Better Grades
December 14, 2019
by John Anderer
(© Monkey Business - stock.adobe.com)
SYDNEY — Formative years spent in school can be a turbulent time for adolescents and teens, and it's common for emotions to be at an all-time high. Each student deals with their emotions in her or his own way, and some are naturally better equipped to cope than others. Now, a new study conducted in Sydney, Australia finds that adolescents who are more adept at recognizing and managing their emotions usually end up attaining higher academic grades and standardized test scores.
This ability to understand and control one's emotions has been dubbed "emotional intelligence" by the scientific community, and is a relatively new concept, only dating back to the 1990s.
"Although we know that high intelligence and a conscientious personality are the most important psychological traits necessary for academic success, our research highlights a third factor, emotional intelligence, that may also help students succeed," comments lead author Carolyn MacCann, PhD, of the University of Sydney, in a release. "It's not enough to be smart and hardworking. Students must also be able to understand and manage their emotions to succeed at school."
While there was some pre-existing evidence that schoolbased emotional learning programs can be helpful at improving students' test scores, McCann believes her work is the first ever comprehensive meta-analysis to investigate the relationship between high emotional intelligence and academic performance.
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To come to their conclusions, the research team analyzed a huge dataset consisting of more than 160 previous studies published between 1998-2019. This data encompassed over 42,000 students spread across 27 different countries (just over 76% were English speaking nations). Age-wise, the population sample was diverse, including students as young as elementary school and as old as college.
Overall, students with higher emotional intelligence were found to achieve higher grades and standardized test scores than other students with less control over their feelings. After accounting for other factors such as traditional intelligence and personality traits, the findings stayed consistent. Even age, which the research team expected to influence results, did not seem to affect the association between emotional control and grades.
As far as why emotional intelligence plays such a significant role in academic performance, the study's authors offered up a few possible explanations.
"Students with higher emotional intelligence may be better able to manage negative emotions, such as anxiety, boredom and disappointment, that can negatively affect academic performance," McCann says. "Also, these students may be better able to manage the social world around them, forming better relationships with teachers, peers and family, all of which are important to academic success."
Additionally, it is also hypothesized that the same skills that contribute to emotional intelligence, such as the ability to empathize with and understand human emotion and motivation, probably also help students excel in certain academic subjects, such as history or language courses.
However, the research team were sure to warn against specifically testing for emotional skills, and subsequently singling out those with lower emotional intelligence for extra guidance. Doing so, they believe, would only stigmatize those students and make matters worse.
"Programs that integrate emotional skill development into the existing curriculum would be beneficial, as research suggests that training works better when run by teachers rather than external specialists," McCann concludes. "Increasing skills for everyone – not just those with low emotional intelligence – would benefit everyone."
The study is published in the scientific journal Psychological Bulletin.
Like studies? Follow us on Facebook! | 1,755 | 757 | {
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DPA Home Learning 22.6.2020
EYFS
Choose 1 each day
- Design your favourite ice cream dessert - draw it or you could even make it!
- Go out into the garden or the street and draw or photograph your shadow. Do this every hour for the rest of the day. How has it changed throughout the day?
- Design and draw your own sunglasses, sunhat or flip flops.
- Play the memory game: Put summer items on a tray. Look at the items for 1 minute and then cover them. Can you remember all of the items on the tray?
Key Stage 1
- Design your favourite ice cream dessert - draw it or you could even make it!
- Go out into the garden or the street and draw or photograph your shadow. Do this every hour for the rest of the day. How has it changed throughout the day?
- Design and draw your own sunglasses, sunhat or flip flops.
- Play the memory game:
- Make a postcard on a piece of paper; draw a summer picture on 1 side and write a message on the other side. You could even send it to someone you haven't seen in lockdown.
Put summer items on a tray. Look at the items for 1 minute and then cover them. Can you remember all of the items on the tray? Make a list of all of the items.
- Make a postcard on a piece of paper; draw a summer picture on 1 side and write a message on the other side. You could even send it to someone you haven't seen in lockdown.
Remember to take photos and send them to your teachers so they can see what you have been up to.
DPA Home Learning 22.6.2020
Choose 1 or 2 each day
- Design your favourite ice cream dessert - draw it or you could even make it!
- Go out into the garden or the street and draw or photograph your
Years 5 and 6
- Design your favourite ice cream dessert - draw it or you could even make it!
- Go out into the garden or the street and draw or photograph your
shadow. Do this every hour for the rest of the day. How has it changed throughout the day? Why has this happened?
- Design and draw your own sunglasses, sunhat or flip flops.
- What is special about 21 st June
- Play the memory game:
Put summer items on a tray. Look at the items for 1 minute and then cover them. Can you remember all of the items on the tray? Make a list of all of the items. You can remove an item and see which one is missing?
- Make a postcard on a piece of paper; draw a summer picture on 1 side and write a message on the other side. You could even send it to someone you haven't seen in lockdown.
- Watch:
https://www.bbc.co.uk/teach/class- clips-video/science-ks1-ks2-how-
summer-weather-affects- behaviour-of-british-animals-
plants/zkdkjhv
Make some simple food chains; each one containing a plant and an animal
that eats it, or an animal that eats another animal.
- Write down the weather this week. Record the temperatures and types of weather. Compare it to another place in the world.
- Go outside and look at the clouds as often as you can this week. Draw them or photograph them. Find out the names of the clouds
shadow. Do this every hour for the rest of the day. How has it changed throughout the day? Why has this happened?
- What is the Summer Solstice? Write down all the information you can find.
- Make a postcard on a piece of paper; draw a summer picture on 1 side and write a message on the other side. You could even send it to someone you haven't seen in lockdown.
- Watch:
https://www.bbc.co.uk/teach/classclips-video/science-ks1-ks2-howsummer-weather-affectsbehaviour-of-british-animalsplants/zkdkjhv
Make some simple food chains; each one containing a plant and an animal that eats it.
- Write down the weather this week. Record the temperatures and types of weather. Compare it to another place in the world.
- What can you find out about climates around the world?
- How can the heat of the sun affect the world?
- Go outside and look at the clouds as often as you can this week. Draw them or photograph them. Find out the names of the clouds. What do different clouds tell us about the weather?
- Create a piece of summer art work: a painting, a collage, a print, sewing...
- Create a piece of summer art work: a painting, a collage, a print, sewing...
Remember to take photos and send them to your teachers so they can see what you have been up to. | 1,629 | 1,020 | {
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Home Learning
Tuesday 19th May 2020
The Tiny Dragon
Design your own Dragon - any size and label it.
Can you use our word of the week heroic?
SPaG
SPaG
Remember that a verb is a doing word or an action
Weekly Spelling rule
Adding 'ly' Adjective to adverb loud quick intelligent beautiful coy wicked
Learn these words for a spelling test on Friday
Make sure you check the meaning of any words you are not sure about.
Other spellings
Other spellings
By the end of Year 2 all children should know how to spell these.
Maths
7. Introduction and comparison of 2p, 5p and 10p coins
Introduction and comparison of 2p, 5p and 10p coins
For this lesson you will need different types of coins worth different amounts of money.
You will also need the tokens you have made in previous lessons. The 2s, 5s and 10s.
Introduction and comparison of 2p, 5p and 10p coins
Your activity today is to take your 1p, 2p, 5p and 10p and then put them into piles too see how many of each coin you have.
Introduction and comparison of 2p, 5p and 10p coins
https://docs.google.com/forms/d/e/1F AIpQLSdGX8N489AkRjmxI93wIDKo m_ZpDms9SfNs_TPHRAN66f6-DQ/ viewform?usp=sf_link
Click on the link and complete the questions for lesson 7.
Times tables
Remember by the end of Year 2, you should know you 2, 5, 10, 3, 9 and 11 times tables.
Times table rockstars:
https://play.ttrockstars.com/auth/school/student
Hit the button:
https://www.topmarks.co.uk/maths-games/hit-the-button
DailyReading
There is still an expectation for daily reading to take place at home. Please continue to note this in the school/home contact book.
If you have finished your books from home there are e-books available.
Oxford Reading https://www.oxfordowl.co.uk/
2A Username: year2a!
Password: year2
2R Username: year2r!
Password: year2r!
Collins Connect https://connect.collins.co.uk/school/defaultlogin.aspx
Reading
Everyday at 11am you can listen to David Walliams read one of his World's Worst Children stories.
They last about 20 minutes and they are available on the website for the week.
https://www.worldofdavidwalliams.c om/elevenses/
Word of the week
Heroic means:
having the characteristics of a hero or heroine; acting in a brave or determined way.
It is a adjective.
Example:
The heroic knight fought against the evil wizard!
Word of the week
You can also add ly to make it heroically (an adverb):
"The boy heroically stayed at home to make sure that everyone stayed safe."
Can you come up with your own sentence using heroically?
Guess the object.
What might it be called?
How old do you think it is?
How big do you think it is?
Where might you have seen it?
How might have used it?
We will reveal the answer next week.
History
Watch Joe Wicks's channel on Youtube and try some videos Also, he is completing daily PE lessons at 9am.
PE
https://www.youtube.com/playlist?list=PLyCLoPd4VxBuxu3sL ztrvWFehzv-LnR2c
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FERAL DEER
Deer were introduced into Australia from Europe in the 19th century as game animals. Today, they occupy many areas throughout Australia and cause a variety of environmental problems. Current management techniques rely heavily on shooting and containment. However, as deer populations expand, new control methods may need to be investigated.
History
Ecology
Deer are indigenous to all continents except Australia and Antarctica. Originally introduced in the 19th century from Europe and Asia as game animals by European settlers, Australia is now home to six species of deer; fallow, red, chital, hog, rusa and sambar. While deer continue to be farmed for venison, the wild populations are causing significant environmental damage.
The number of wild deer populations has been expanding in recent years. In 1995, only four populations of red deer were known in Australia but by 2007, 65 red deer populations had been identified. Similar increases are occurring in other deer species populations. Deer populations now exist in many regions across Australia.
Deer live predominantly in grassy forests. The habitats they occupy in Australia include rainforests, eucalypt forests and farmlands. Their preferred food is grass but they also eat the leaves of shrubs, trees and herbs, bark and some fruit.
The male deer have antlers and all deer have scent glands above their eyes which they use to mark territory. This is done by rubbing this area against trees and saplings.
The social behaviours of deer are variable. Sometimes they live in herds with up to 30 deer and other times live as individuals. Deer mate during autumn with usually a single fawn born eight to nine months later.
Distribution of feral deer in Australia
Sources: National Land & Water Resources Audit (2008) Assessing invasive animals in Australia 2008, NLWRA, Canberra/SEWPaC (2010) Feral animals on offshore islands database located at http://www.environment.gov.au/biodiversity/invasive/ferals/islands/
Impact
Where deer density is high, diversity and abundance of plant species is lower. Saplings are commonly destroyed by deer as they rub against them, trample or eat them. Weeds may flourish in areas where deer are not adequately controlled. Deer also assist the spread of weeds into new areas.
Deer compete with kangaroos and wallabies for food and generally add to grazing pressure.
As hoofed mammals, deer can act as carriers of disease that affect livestock such as cattle and horses. They also contribute to erosion and degrade the water quality in creek and river systems.
Control
Control measures for deer have not been extensively investigated as priority has been given to other pest species in Australia.
One control approach is prevention of the escape of farmed deer so that they do not create new wild populations or bolster existing wild populations. This approach places responsibility and accountability on farmers to ensure that their stock is securely enclosed at all times.
Another common control measure is shooting. This may be necessary if herds cannot be easily trapped and transported to a secure, enclosed area or when shooting of a small, isolated population will prevent that population growing in size or distribution. Shooting is carried out by recreational hunters and sometimes by professional marksmen.
Where deer populations are well established, containment within defined boundaries may be the most efficient control approach.
Photo credits in order: Feral deer stag (Daryl Panther), Feral deer hind (Daryl Panther), Red deer (Michelle McAuley & SEWPaC)
© Commonwealth of Australia 2011
This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. Apart from any use as permitted under the Copyright Act 1968, all other rights are reserved. Requests and inquiries concerning reproduction and rights should be addressed to Commonwealth Copyright Administration, Attorney General's Department, Robert Garran Offices, National Circuit, Barton ACT 2600 or posted at www.ag.gov.au/cca.
Disclaimer
The views and opinions expressed in this publication are those of the authors and do not necessarily reflect those of the Australian Government or the Minister for Sustainability, Environment, Water, Population and Communities.
Further information
For further information, contact:
Department of Sustainability, Environment, Water, Population and Communities GPO Box 787
Canberra ACT 2601
Phone: 1800 803 772
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Don't Feel Like It, Do It Anyway
Lesson Content
By the time I was 10, I had my tennis goals written down and stuck on my bedroom wall. I was pretty competitive and I wanted to win some junior tennis tournaments. It takes a ton of practice to be any good. My dad was supposed to take me to the tennis courts one Saturday morning for some extra practice, but it was a windy and nasty day. After breakfast Dad said he'd load up the car and get ready to drive to the courts. I said, "Dad, I don't really feel like practicing today." He said, "I understand. I'll go get the car ready." I looked surprised and said again, "It's nasty out there, and I really don't feel like practicing." Again he said, "I know, you're right. I'll go get the car ready." By then I was really frustrated. "Dad! Don't you get it? I don't FEEL like it!" My dad stopped, looked at me and said, "It's perfectly fine that you don't feel like practicing, but what does that have to do with it? Let's do it anyway."
LEARNING OBJECTIVE:
Student will learn the meaning of self-discipline and list applications of it in their own life.
INSTRUCTIONS:
Distribute the handout to students after viewing the video.
Now I'm thinking, "Why should I practice when I don't feel like it?" But before I could say it my dad said something I'll never forget: "It's possible for you to "not feel like it" all the way to a national championship, if you're willing to keep practicing, ESPECIALLY when you don't feel like it! Just DO IT ANYWAY."
Well at first I didn't like the sound of that, but I went to the courts that day and ended up having a great session, in spite of the lousy weather. By the time I got home I was feeling pretty good about myself and my effort.
Okay, I know this sounds weird, but those three words my dad said – Do It Anyway – became my little secret weapon. I noticed that there were lots of times during the week when I didn't feel like doing something. I didn't feel like doing my homework, or loading the dishwasher, and I especially didn't feel like picking up my room. I was always looking for the easiest way to get by. But then I read somewhere that winners are people who are willing to do what others won't do, so they can have what others won't have.
So now whenever I have that feeling of "I don't feel like" – and I know it's something that's good for me – I just take a deep breath and say those three words – "Do it anyway", and I'm always glad I did. Guess that's why they call it SELF discipline. "Feeling like it" has nothing to do with it!
DISCUSSION:
Why does living consistently above the land of excuses take courage and self-discipline? What forces are at work that make it tempting to offer excuses for poor performances and mistakes?
Which lessons from past weeks have provided insights that can help you master this concept?
©Managing Me #14
Knowing Me #2
Use the space below to reflect on doing the things you don't feel like doing.
Do It Anyway! Worksheet
What kind of life will a person have by doing only the things he/she feels like doing?
An answer to share.
Describe two important activities that require your self-discipline and why you should "do it anyway."
An answer just for you.
©Managing Me #14 | 1,150 | 765 | {
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Science Statement
Our vision is for pupils to become independent, motivated learners and responsible citizens.
Core values
Intent
We follow the national curriculum for science (2014) and aim to ensure that all pupils:
- develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.
- develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them
- are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
We aim to inspire and maintain our pupils' sense of excitement and curiosity about the world around them. Our pupils will learn about scientific concepts as they observe phenomena and conduct experimental investigations. We hope that this will foster a lifelong enthusiasm for science that our pupils will take with them to secondary school and beyond. Reading and writing is embedded by applying taught skills when making observations, predicting and writing up reports of findings.
Implementation
We use the National Curriculum for science as the basis of its curriculum planning, which contains yearly required content with sequential content development. Across the school, a scheme of work written by Pearson (Science Bug) is used for planning and resources. Our medium-term plans give details of the work for each unit and make cross curricular links wherever possible. The teaching of science in our school builds upon prior learning and all abilities are given the opportunity to develop their skills, knowledge and understanding in order to work further and deeper. We also build progression into science to ensure that the children are increasingly challenged as they move up through the school.
Teachers have been provided with a Progression of Essential Science Skills (Working Scientifically) document. This outlines the key skills pupils should learn and demonstrate during science lessons.
Teachers are expected to complete an initial assessment at the start of each Science unit. This could be a KWL grid (what I Know, what I Want to know & what I have Learnt), concept map (using key vocabulary) or any other relevant form. This initial assessment informs planning and is revisited at the end of each unit. At least once a half term, teachers also plan for children to conduct a child-led investigation. In these lessons, children carry a science investigation to answer their own scientific question, applying the key skills and content knowledge outlined for their year group. Children either plan, conduct or write up part of it to showcase their skills in this area.
Impact
Attainment descriptors are used to determine pupil attainment as either 'Working towards <', 'Working at =' or 'Working above >' age-related expectations for science. Once each term, class teachers will assess children against these descriptors, taking an average from the units covered and the investigations carried out within them. This will then be passed onto the science subject leader. The science subject leader will monitor the subject through work scrutinies; lesson dips; climate walks; and monitoring the profile of science through discussion with children, teachers and parents (if necessary). | 1,371 | 610 | {
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MAY IS ASIAN PACIFIC AMERICAN HERITAGE MONTH
The following information is meant to assist with defining Asia and the Pacific Islands geographically.
The term "Asian-American" is a catch-all term that did not gain currency until the late 1960s and early 1970s. It was not until 1980 that the Census Bureau created the "Asian and Pacific Islander" category. Although seemingly a geographic description, "Asian and Pacific Islander" contains racial overtones, given that natives of Australia and New Zealand are not included, nor are whites born in the Asian region of the former Soviet Union. According to Census 2000, the Asian-American population was 10.2 million, making up 3.6 percent of the country's population.
ASIANS
Following are the regions of Asia. Again, Russia is not included in the "Asian" group even though the country is on the continent of Asia.
Eastern Asia includes China, Hong Kong, Japan, Korea, South Korea, North Korea, Macau, Mongolia, Paracel Islands, and Taiwan.
South Central Asia includes Afghanistan, Bangladesh, Bhutan, India, Iran, Kazakhstan, Kyrgyzstan, Maldives, Nepal, Pakistan, Sri Lanka, Tajikistan, Turkmenistan, and Uzbekistan.
Southeastern Asia includes Brunei, Myanmar (Burma), Cambodia, Indonesia, Laos, Malaysia,
Philippines, Singapore, Thailand, and Vietnam.
Western Asia includes Armenia, Azerbaijan, Georgia, Bahrain, Cyprus, Iraq, Israel, Jordan, Kuwait, Lebanon, Oman, Qatar, Saudi Arabia, Syria, Turkey, the United Arab Emirates, and Yemen.
Note: Regions are defined by the U.S. Census Bureau.
PACIFIC ISLANDERS
The Pacific Ocean contains an estimated 20,000 to 30,000 islands (the exact number has yet to be precisely determined). Those islands lying south of the tropic of Cancer but excluding Australia are traditionally grouped into three divisions: Melanesia, Micronesia, and Polynesia.
Melanesia means black islands. These include New Guinea (the largest Pacific island, which is divided into the sovereign nation of Papua New Guinea and the Indonesian provinces of Maluku, Papua and West Papua), New Caledonia, Vanuatu, Fiji, and the Solomon Islands.
Micronesia means small islands. These include the Marianas, Guam, Wake Island, Palau, the Marshall Islands, Kiribati, Nauru, and the Federated States of Micronesia. Most of these lie north of the equator.
Polynesia means many islands. These include New Zealand, the Hawaiian Islands, Rotuma, the Midway Islands, Samoa, American Samoa, Tonga, Tuvalu, the Cook Islands, French Polynesia, and Easter Island. It is the largest of the three zones.
The region's islands are classified into two groups, high islands and low islands. Volcanoes form high islands, which generally can support more people and have a more fertile soil. Low islands are reefs or atolls, and are relatively small and infertile. Melanesia, the most populated of the three regions, contains mainly high islands, while most of Micronesia and Polynesia are low islands.
There are also many other islands located within the boundaries of the Pacific Ocean, but these are not considered part of Oceania. These islands include the Galápagos Islands of Ecuador; the Aleutian Islands in Alaska; the Russian islands of Sakhalin and Kuril Islands; Taiwan; the Philippines; the South China Sea Islands; most of the islands of Indonesia; and the island nation of Japan, which includes the Ryukyu Islands. The inhabitants of these islands are not considered to be Pacific Islanders and are usually identified with their nearest continent. | 1,680 | 782 | {
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4 Helps: Peace
Sometimes things overwhelm us emotionally, but the Holy Spirit can give us peace
Group Discussion Flow
connect with needs
@ Find out how they are doing. Ask also how their action to take and person to tell went last week.
@ Pray for wisdom from God for the session.
@ Start by stating: "Sometimes things overwhelm us emotionally." Then, surface experiences:
"Let me tell you how I have experienced this."
"Tell us how you have experienced this."
@ Transition to the Bible by saying, "The Holy Spirit can give us peace in these kinds of situations."
notes and preparation checklist
pray
Pray for group members.
Pray for wisdom.
connect
Decide when and how to transition from connect to hear.
Think of a good personal example to share.
hear what God says
@ Read (or tell) a Bible story/passage related to the topic.
Choices:
Romans 8:5–6 Acts 7:54–60 (story) Galatians 5:22
Two of these passages may be enough to cover in one session.
Commentary:
Romans 8:5–6 — This passage shows the stark contrast between relying on our flesh and relying on the power of the Holy Spirit. Our sinful nature breeds death, but the Spirit breeds life and peace.
Acts 7:54–60 — Stephen was among several men elected by the early church to serve. He was arrested and found himself caught in the middle of an angry crowd. As the crowd dragged him out of the
notes and preparation checklist
hear
Alternate questions to ask:
Romans 8:5–6
1. In what ways can the mind of sinful man be characterized as "death"?
2. Similarly, in what ways can the mind controlled by the Spirit be characterized as "life and peace"?
Acts 7:54–60
1. What are some adjectives you could use to describe Stephen's state of mind as he was facing both the anger of his accusers and death?
city and began to kill him, Stephen was full of the Holy Spirit and experienced peace.
Galatians 5:22 — (Part of a passage used earlier) — One fruit (outcome) of being filled with the Holy Spirit is peace.
@ Discuss each passage using the following questions, or the alternate questions below:
What do you think this passage teaches us?
What can we learn about God or our response to God?
How do you think this passage relates to the statement we discussed earlier: "Sometimes things overwhelm us emotionally"?
2. Is this a normal response or a supernatural one? Why?
It is supernatural, and the source of the power was God's Spirit. The Spirit can provide peace despite emotionally overwhelming circumstances.
Galatians 5:22
One fruit of the Holy Spirit is peace.
1. What do you suppose we need to do to appropriate that peace?
When we are filled with the Holy Spirit, we have access to that peace.
apply that to life
@ State the main lesson: "Sometimes things overwhelm us emotionally, but the Holy Spirit can give us peace." Have them write the lesson learned on their Mini-Journal card.
@ Discuss: What prevents us from receiving peace through the Holy Spirit? What is one action you can take this week to experience more of that peace?
@ Have them write down their specific action to take. Then in groups of two or three, have them share what action they plan to take. Finally, have them pray for one another.
notes and preparation checklist
apply
Be prepared to encourage people to a specific action step. Have an example in mind.
Decide when and how to transition from hear to apply.
Print Peace Mini Journal.
tell someone they know
@ Ask whom they know who might be interested in hearing about what they are learning.
@ Have them write the name after person to tell. Then, in groups of two or three, have them share whom they plan to tell. Finally, have them pray for one another.
@ Encourage them to tell those people in the next few days.
notes and preparation checklist
tell
Look for group members who tell easily. They may be good at leading their own group soon.
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® V.4
WORKSHOP LEADER'S GUIDE
SCAVENGER HUNT - KEY - PAGE 1
If your computer is online, complete the process of registering Virtual Economics now.
PART I - BROWSING ECONOMICS CONCEPTS
a. Browse Economics Concepts
1. What are the two major Browse components?
b. Browse Economics Lessons
2. List the five categories of Economics Concepts.
b. Macroeconomics
a. Fundamental Economics
c. Microeconomics
e. Personal Finance Economics
d. International Economics
3. Select one of the International Economics Concepts and examine the screen. What is the purpose of the Overview?
The Overview gives a description of the concept with key terms highlighted.
4. What Related Concepts are linked to the concept of Price Ceilings and Floors?
Demand, Markets and Prices, Supply
Why are Related Concepts included in
Virtual Economics?
Economics concepts are inter-related. Virtual Economics helps teachers explore and understand relationships between and among concepts.
5. How many teaching Tips are given for the concept of Inflation? 3 What is the purpose of the teaching Tips?
They give teachers quick ideas to use in class.
6. What options are given when you click on the word print?
The options are Overview, Lessons, Tips, Online Resource, and Quiz.
7. Play the Concept Video for the concept of Productive Resources. What other task is the user asked to complete?
To classify each of six resources by one of four categories
How many did you answer correctly?
Answers will vary
8. Go to the concept of Compound Interest. How many terms are highlighted? 5
What happens when you click on the term save?
The definition of save appears on the right-hand side of the screen.
View the Concept Video for this concept. Describe the hands-on task.
principal saved over time.
The user manipulates variables to determine the simple interest, compound interest and
27
® V.4
SCAVENGER HUNT - KEY - PAGE 2
PART II - BROWSING ECONOMICS LESSONS
The database of economics lessons may be searched in four ways: by publication, keyword, national standards and state standards. Use these search functions to answer the following questions.
9. How many lessons are in the publication The Wide World of Trade? 11
What is the title of Lesson 4?
Resources and Trade
10. How many print lessons are available on the topic of corporation? 5
11. How many high school print lessons are available to teach economics in world history? 13
12. What is Georgia's Grade 2 standard which is numbered SS2E1? The student will explain that because of scarcity, people must make choices and incur opportunity costs.
How many CEE Featured Lessons are displayed for this standard? 20
13. What is the cost of a single copy of the high school publication Economics in Action? $29.95 NOTE: In searching for a publication, you must check the appropriate grade level or all grade levels.
14. How many national economics standards exist? 20
15. Locate the standards for your state and explore them. Write a statement summarizing your reaction to what you find.
Answers will vary
16. Search for lessons to teach a standard that you want to teach. How many lessons did you find?
Answers will vary
17. If you are online, select a standard for your state and find an online lesson. By clicking on the lesson title, you will automatically be taken to the EconEdLink Web site. Examine the lesson and find each of the following items:
Answers will vary for each item
18. Which feature of Virtual Economics seems most promising for meeting your needs as a teacher of economics?
Answers will vary
28
WORKSHOP LEADER'S GUIDE | 1,644 | 781 | {
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bottomland forest
RECREATION
canoeing, boating, fishing, hiking, hunting, trapping, wildlife observation and/or photography
WHERE IS IT FOUND?
Bottomland forests are large timbered areas bordering swamps or rivers. They are found throughout Illinois. Oakwood Bottoms and Greentree Reservoir in Jackson County and Allerton Park in Piatt County are two examples of the many places where a bottomland forest may be easily accessed and visited.
CHARACTERISTICS
Bottomland forests are large timbered areas bordering swamps or rivers. In Illinois, they cover about 809,000 acres. In the south‐central portion of Illinois, 78 percent of the forested area is within two‐tenths of a mile of the streams. Composed mainly of trees, bottomland forests are subject to repeated flooding. When not flooded, they may lack continuously standing water, or it may be present in oxbow lakes or sloughs. If floods occur frequently, the understory may be very open with rotten logs and woody debris covering the forest floor. Plants that grow in the understory must be able to withstand wet soil and/or reproduce rapidly. If floods are not frequent, the forest floor may have a variety of annual and perennial plants, and the tree species may include oaks, elms and hickories.
WHAT LIVES HERE?
More than one‐half of Illinois' native flora and one‐half of the threatened or endangered flora are found in Illinois' forests. More than 75 percent of the wildlife habitat in the state is in the forests. Trees, shrubs and vines are the characteristic plants found in bottomland forests. Many animal species utilize this habitat type permanently while others search for food and water here on a regular basis or during migration. Birds that nest in cavities find plenty of dead trees in bottomland forests. White‐tailed deer, squirrels, opossums, racoons, wild turkey, owls, woodpeckers, reptiles and insects are commonly found in this habitat. | 1,117 | 735 | {
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Multiply Fractions by Whole Numbers
Name:
Choose the best answer #1
#2
#3
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 5 1 2
Show your work
Choose the best answer
A fish tank can support fish. If a fish bowl can support the number of fish as a fish tank, how many fish can the bowl support? (Simplify your answer and write it as a proper fraction or a mixed number.) 7 1 8
Show your work
Choose the best answer
An adult cat can eat pounds of cat food a week. If a kitten can only eat as much as an adult cat, how much cat food can a kitten eat in a week? (Simplify your answer and write it as a proper fraction or a mixed number.) 7 5 6
Show your work
2 4 5
2 7 8
2 1 2
2 5 9
7 8
3 7
3 5
9 10
5 1 10
5 5 9
5 5 6
5
3 4
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CC.7.117
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Page 1 of 4
#4
#5
#6
A large box of waffle cones contains cones and a small box of waffle cones contains as many cones. How many waffle cones are in a small box? (Simplify your answer and write it as a proper fraction or a mixed number.) 7 7 8
Show your work
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 5 3 8
Show your work
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 5 3 8
Show your work
waffle cones
bales of hay
bales of hay
Get more worksheets at http://www.mathgames.com/worksheets
CC.7.117
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Page 2 of 4
#7
#8
#9
Name:
A large box of waffle cones contains cones and a small box of waffle cones contains as many cones. How many waffle cones are in a small box? (Simplify your answer and write it as a proper fraction or a mixed number.) 7 7 8
Show your work
During a week, Addison writes enough to go through lead pencils. How many pencils will she go through in of the time? (Simplify your answer and write it as a proper fraction or a mixed number.) 2 4 7
Show your work
Choose the best answer
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 7 2 5
Show your work
waffle cones
pencils
2 4 5
2 1 7
2 1 8
2 4 9
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CC.7.117
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Page 3 of 4
#10
#11
#12
Name:
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 1 1 2
Show your work
Choose the best answer
The cattle at the Boone Farm are fed bales of hay each day. The horses are fed as much hay as the cattle. How many bales of hay are the horses fed each day? (Simplify your answer and write it as a proper fraction or a mixed number.) 3 7 8
Show your work
An adult cat can eat pounds of cat food a week. If a kitten can only eat as much as an adult cat, how much cat food can a kitten eat in a week? (Simplify your answer and write it as a proper fraction or a mixed number.) 3 3 4
Show your work
bales of hay
2 5 7
2 1 4
2 5 8
2 2 9
pounds
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CC.7.117
Play online at http://www.mathgames.com/skill/7.117
Page 4 of 4
Multiply Fractions by Whole Numbers
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CC.7.117
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TOWN OF WESTFORD
HEALTH DEPARTMENT
55 Main Street
TOWN HALL
WESTFORD, MASSACHUSETTS 01886 (978) 692-5509 Fax (978) 399-2558
November 4 th , 2022
The Massachusetts Department of Agriculture (MDAR) has confirmed Avian Flu in a flock of backyard birds in Dunstable. The Massachusetts Department of Agricultural Resources (MDAR) and the Massachusetts Department of Emergency Management (MEMA) are investigating the case and have asked that all surrounding communities share information on "how to protect your backyard birds"; which includes chickens.
Here are some simple steps bird owners can take to try to protect their flocks from avian influenza:
* Wild migratory birds are natural carriers for Avian Flu. Preventing wild birds from mixing with domestic flocks is essential to disease control. Poultry owners should assure their birds are kept away from wild birds, particularly waterfowl.
* New birds should be completely isolated for at least one month prior to being added into the flock. Birds that are returning home from fairs or shows should also be isolated from the home flock as if they were new arrivals.
* Avoid unnecessary movement of poultry between locations and be aware of the potential to carry AFLU contaminated materials onto properties where birds are kept.
* Limit the number of people that have access to your flock.
* Do not kiss your birds.
* Do not share equipment with other bird owners without thoroughly cleaning and disinfecting between locations.
* Keep your distance (restrict access to your property and your birds).
* Keep it clean (clean and disinfect your clothes, shoes, equipment, and hands).
* Do not risk disease from your neighbor (do not borrow lawn and garden equipment, tools, or poultry supplies from other bird owners).
* Do not haul disease home (if you have been near other birds or bird owners, clean and disinfect poultry cages and equipment before going home).
* Know the warning signs (sudden increase in bird deaths, sneezing, coughing, nasal discharge, watery or green diarrhea, lack of energy, poor appetite, drop in egg production, swelling around the eyes, neck, and head, and purple discoloration of wattles, combs, and legs); and
* Report sick birds (call your local or State veterinarian, or USDA toll-free at 1-866-536-7593).
For more information:
https://www.usda.gov/sites/default/files/documents/avian-influenza-protect-birds-qa.pdf https://www.mass.gov/service-details/avian-influenza
For Bird Hunters:
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#1
#2
#3
Estimate Tips
Name:
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 67% tip on a bill of $14.55. Be sure to include the cents.
Show your work
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 53% tip on a bill of $9.65. Be sure to include the cents.
Show your work
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 83% tip on a bill of $9.90. Be sure to include the cents.
Show your work
$8.91
$10.05
$11.57
$9.19
$5.60
$4.80
$5.30
$3.90
$
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CC.7.59
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Page 1 of 4
#4
#5
#6
Estimate Tips
Name:
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 43% tip on a bill of $24.69. Be sure to include the cents.
Show your work
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 71% tip on a bill of $23.71. Be sure to include the cents.
Show your work
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 3% tip on a bill of $14.62. Be sure to include the cents.
Show your work
$
$13.25
$11.95
$12.56
$17.04
$
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#7
#8
#9
Estimate Tips
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 91% tip on a bill of $15.26. Be sure to include the cents.
Show your work
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 3% tip on a bill of $5.58. Be sure to include the cents.
Show your work
Choose the best answer
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 44% tip on a bill of $11.28. Be sure to include the cents.
Show your work
$14.94
$13.65
$11.70
$17.04
$0.18
$0.22
$0.15
$0.13
$5.30
$4.84
$5.59
$3.87
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#10
#11
#12
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 51% tip on a bill of $21.45. Be sure to include the cents.
Show your work
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 90% tip on a bill of $11.40. Be sure to include the cents.
Show your work
Estimate the amount of the tip by rounding the bill to the nearest dollar before calculating. 16% tip on a bill of $16.58. Be sure to include the cents.
Show your work
$
$
$
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Estimate Tips
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Skill Building – Delegating
Introduction
How can you help people in your club prepare for future leadership roles and free up more time in your schedule so you can do other things? DELEGATION. Delegation is the key to a successful organization. Sharing responsibilities keeps members interested and enthusiastic about the group. You might be reluctant to delegate because you want to make sure the job is done right (your way). It might take longer then it would for you to do it on your own, but it will help your mental wellbeing. It will also help your health while improving the quality of the end project. You can make members feel unimportant and become apathetic if you don't share the responsibility of making the organization a success. Both the leader and the group can benefit greatly from delegation.
Benefits
Members become more involved and committed with effective delegation techniques are used. More projects are completed, and everyone gets a better chance of using their individual skills to help accomplish the greater goal. Student leaders are also less likely to burn out when the delegate – acquiring more experience with 'real life' teamwork scenarios.
You Can Delegate By:
* Asking for volunteers by a show of hands or passing a sign-up sheet (interest is a great motivator!). However, this method can be impersonal and you could be "stuck" if no one signs up.
* Appointing or suggesting someone. Sometimes a member lacks selfconfidence and won't volunteer; appointing a person demonstrates your confidence in them.
* Assigning through a committee. This takes the pressure off an individual and reinforces organizational structure.
* Choosing "best fit" of person with the task is the most effective. Try to spread the enjoyable and responsible tasks around, giving more members status and value.
Considerations for Effective Delegation
* Choose the appropriate people for specific tasks. Consider their
availability, interest and capabilities. Specific responsibilities to be delegated to a particular person must be something they can complete and want to do.
* Explain why individuals were selected and talk about mutually set goals. Share the big picture.
* Define clearly the responsibilities being delegated to each person. Explain what is expected of the person(s) and give them freedom to complete the task in their own way. Remember everyone accomplishes tasks differently.
* Invite them to ask for help. Give accurate and honest feedback. People want and deserve to know how they are doing. Allow for risk-taking and mistakes.
* As a leader, it can be hard for you to "let go;" you like being the doer. Let them do the job! Delegating does not eliminate work; it simply changes it. As you delegate appropriately, a multiplier effect occurs.
* Follow up. Check-in periodically to see if people have any questions regarding how a project is supposed to be done. | 1,123 | 600 | {
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Bible Study # 28 Exodus 16.22–36 03–11–2021
God's intention was that the people would gather a double portion on the sixth day of the week, as the manna was not to be provided on the Sabbath. This they did, and the leaders confirmed this to Moses. He reiterated what God had already said about the seventh day. It was to be 'a Sabbath observance', 'a holy Sabbath to the Lord'.
Instructions were given concerning the necessary preparation of food for the Sabbath. Whatever cooking method was adopted (baking or boiling), after partaking of it for that day, the remaining amount was reserved for the next morning.
Verses 24–26 record the result of Moses' instruction. There was no corruption of the manna, and hence no tainted smell from it (cf. v. 20). He encouraged the people to eat the remaining cooked manna from the previous day, again reminding them that no new manna was to be provided on the seventh day. The seventh day, the Sabbath, was marked as distinctive by the absence of a fresh supply of manna.
The NIV's 'nevertheless', though catching the spirit of the passage, is an unnecessary insertion, 'Nevertheless some of the people went out to gather'. The RSV, NRSV, and ESV all have 'On the seventh day some of the people went out to gather', which is a suitable translation of the Hebrew.
This explicit command was met with disobedience. It was a fruitless search for manna on the seventh day, for none was provided. The Lord's message to the people through Moses was a question to them: 'How long will you refuse to keep my commands and my instructions?'
They were reminded that God was a generous giver, having given them the Sabbath, and then given them a double portion of food so that they would have sufficient food for the seventh day. No excursions outside the camp were to be permitted on the Sabbath, and as a consequence the people were able to enjoy its rest.
This verse picks up the name of the food, 'manna', mentioned already in verse 15. Here reference to its color and taste is added. It was 'white like coriander seed' and tasted 'like wafers made with honey'. Further particulars about the manna are given in Numbers 11:6-9.
The Lord gave a particular 'word' concerning preservation of some of the manna. The instruction was that an omer of it was to be kept so that future generations could see the wilderness food that Israel ate after redemption from Egypt. It was the bread that God caused the people to eat, and so there was to be a memorial to that divine provision.
Following the instructions, Moses saw to it that Aaron put the manna 'in front of the testimony'. This must have occurred later, as the building of the Tent of Meeting and the ark had not taken place at this time. The ark is variously designated in the Old Testament ('the ark of the covenant', 'the ark of the Lord', 'the holy ark'), and calling it 'the ark of the testimony' occurs thirteen times.
The word 'testimony' is applied to God's testimonies, the tabernacle, and the ark, while in a few instances it stands alone to designate the ark (here in 16:34 and in 27:21; 30:36; Lev. 16:13). The final two verses, which may also have been added later than the main narrative here, note that the food of heaven was provided for a period of forty years, and that the size of an omer was one tenth of an ephah.
Our study will continue with Exodus 17.1–16. | 1,252 | 777 | {
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For parents and carers Wellbeing support for students during the school holidays
This guide provides tips and resources for parents, carers and families to support the mental health and wellbeing of children and young people in their care during the school holidays. This includes services to reach out to if more support is needed.
Actions that support positive mental health
Encourage your young person to:
* Exercise and eat healthily to boost their mood
* Prioritise sleep to support mental and emotional wellbeing
* Explore relaxation techniques and coping strategies
* Stay in touch and catch up with friends and loved ones
* Make time to do things they enjoy
* Practice positive self-talk, and remind them they are not alone
Signs a child or young person may need mental health support
In some cases, these actions will not be enough to support positive mental health.
Keep an eye out and seek professional help for changes that last two or more weeks such as:
* Loss of interest or involvement in activities normally enjoyed
* Feeling 'low', unusually stressed or worried
* Ordinary things get harder
* Being easily irritated or angry
* Taking more dangerous risks, like using alcohol or drugs
* Withdrawal or feeling overwhelmed
* Difficulties with concentration and motivation
* Having a lot of negative thoughts
* Changing in sleeping and eating. 2 3
* Seek professional help if needed. 1
The Department have developed wellbeing activities and conversation starters for parents and carers of primary school-aged children and secondary school-aged children.
Feeling it: mindfulness resources and activities for senior secondary students. Smiling Mind gives tips on self-care, understanding and managing emotions, being mindful, being kind to yourself, navigating uncertainty and preparing for change.
Young people supporting each other
Young people are most likely to turn to each other for support before seeking out an adult or service provider.
Young people can support each other by:
* contacting 000 if a friend needs urgent assistance or is at risk of harming themselves or others
* reaching out to a friend, offering support and letting them know you care
* letting their friend know they may need to tell a trusted adult about their concerns.
Having these types of conversations can be difficult for young people. Information for young people on how to support a friend is available on the headspace website: How to help a friend going through a tough time
Mental health support
* Your local GP
* headspace Counselling: Victorian Government secondary school students, including those who have just finished schooling, can access counselling services from headspace. During the holidays, students can self‑refer by calling their local headspace centre.
* eheadspace: 1800 650 890 www.headspace.org.au/eheadspace
* Kids Helpline: 1800 551 800 www.kidshelpline.com.au
* Lifeline: 13 11 14 www.lifeline.org.au
* Beyond Blue: 1300 224 636 www.beyondblue.org.au
* Head to Help: 1800 595 212 www.headtohelp.org.au
* Suicide Call Back Service: 1300 659 467 www.suicidecallbackservice.org.au
* Family violence information and supportservices
* Contacting 000 for urgent assistance
Family violence support and resources
* Safe Steps: 1800 015 188 www.safesteps.org.au
* 1800RESPECT: 1800 737 732 www.1800respect.org.au
* What's okay at home: www.woah.org.au
* Family violence support
Self‑harm and suicide prevention resources
* Getting a mental health care plan (ReachOut)
* What you need to know about self‑harm (headspace)
* How to help when someone is suicidal (SANE Australia)
Mental health resources
* Mental Health Toolkit: contains resources for students, parents and carers to support the mental health and wellbeing of children and young people in their care including:
o Raising Learners Podcast Series: providing expert advice/information to parents/carers on topics including how to keep your child safe online
o Understanding mental health – fact sheet (Orygen)
o Learn how to handle tough times (headspace)
o Get into life (to keep your headspacehealthy) (headspace)
* Supporting your young person during the holidays (headspace) | 1,902 | 899 | {
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5D Fan Lai Sze, Nancy
Educational Inequality in the World's Top Educational System, Hong Kong
"Education is the most powerful weapon which you can use to change the world." by Nelson Mandela. Education is believed to be the only way out of poverty, inequality and discrimination. What if inequality exists in education itself?
Before we move on to this topic, we must understand the differences between various types of schools in Hong Kong. The types of schools include public local schools, Direct Subsidy Scheme (DSS) schools, private schools and international schools. The major difference between them is that DSS schools, private schools and international schools have more independence regarding admissions and are able to operate with greater autonomy compared with public local schools. As they can charge steep tuition fees to obtain extra resources, it enhances the quality of their teaching. However, the exorbitant fee needed in exchange for good-quality education means that students from a humble family background stand a smaller chance of getting into prestigious schools than students from a privileged background. As the saying goes, "Knowledge changes fate." but it is difficult for grassroots students to climb up the social ladder since their chance of receiving good-quality education is limited. The reduction of social mobility has them trapped in a vicious cycle as they only get poorer, widening the gap between the rich and the poor.
The government claims the problem can be relieved with the introduction of fee remission. To ensure students could attend DSS schools without financial obstacles, DSS schools must provide parents in need with tuition reduction or scholarship programs. For example, the Diocesan Girls' School scholarship, which is awarded to academically outstanding students, can total up to 100% to 150% of the annual school fees charged. It is believed that with this great deal of remission, a hand can be given to the grassroots.
Scholarship is, of course, undeniably one of the effective ways in relieving grassroots students' financial burden as well as an incentive to encourage them to keep the good work, by rewarding their diligence. However, scholarships are only provided for the top students, to become which requires a lot of prerequisites. Not only you have to be intellectually talented, self-disciplined or hard-working, it also depends very much on your family background. In order to have such high achievements, you need enough financial resources to enroll in additional classes after school or born to well-educated intellectual parents who can introduce you to good resources and discuss academic topics with you. But for grassroots students, all these are far-fetched. They lack financial resources for them to attend tutorial classes. Their parents are mostly low-income workers with relatively low education levels. Therefore, the top students who get scholarships are mostly from a wealthy family, instead of students from a humble family who really needs it. The nature of scholarship has further reinforced inequality between the rich and the poor, making the problem even worse.
Instead of providing scholarships, raising the application threshold of DSS schools can also be one of the alternative ways to ease the problem. DSS schools would continue to receive full subsidy from the government until its fee level reaches 2(⅓) of the DSS unit subsidy rate, encouraging schools to turn into DSS schools and receive a higher income. The rise of the application threshold has saved more resources for other public local schools, giving students opportunities to receive additional support services or facilities without paying high school fees in DSS schools. At the same time, DSS schools need to lower the school fees if they want to get government subsidies, resulting in an affordable tuition fee which helps relieve the financial burden of poor students. In this way, not only the rich students stand the chance to receive quality education, but such educational opportunities also become accessible to poor students.
The inequality in education has been a long-existed problem for centuries. Educational opportunities should be something that are based on students' ability rather than their family background. An American educator, Claire Fagin once said, "Knowledge will bring you the opportunity to make a difference." Doesn't everyone deserve the opportunity to make a difference through education? | 1,833 | 856 | {
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#1
#2
#3
Choose the best answer Julia has the following data:
If the median is , which number
should be?
Show your work
Choose the best answer
Matthew has the following data:
If the median is , which number should be? n, 1, 4, 8, 7 4 n
Show your work
Choose the best answer Chloe has the following data:
If the median is , which number should be? v, 2, 6, 5, 1 5 v
Show your work
p, 4, 7, 2, 3
4 p
1
6
3
9
10
1
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#4
#5
#6
Choose the best answer Emily has the following data:
If the median is , which number should be? u, 3, 10, 4, 8 8 u
Show your work
Choose the best answer Jayden has the following data:
If the median is , which number should be? f, 6, 10, 4, 3 4 f
Show your work
Choose the best answer Ella has the following data:
If the median is , which number should be? e, 4, 4, 1, 2 4 e
Show your work
10
1
10
4
3
4
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#7
#8
#9
Choose the best answer Daniel has the following data:
If the median is , which number should be? q, 1, 7, 5, 1 2 q
Show your work
Choose the best answer
Brayden has the following data:
If the median is , which number should be? w, 6, 3, 5, 4 5 w
Show your work
Choose the best answer Jackson has the following data:
If the median is , which number
should be?
Show your work
10
2
7
1
j, 2, 3, 2, 9
3
j
4
2
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#10
#11
#12
Choose the best answer Anna has the following data:
If the median is , which number should be? a, 2, 9, 3, 5 5 a
Show your work
Choose the best answer Joshua has the following data:
If the median is , which number should be? u, 1, 5, 6, 4 4 u
Show your work
Choose the best answer Angela has the following data:
If the median is , which number should be? m, 1, 1, 3, 7 3 m
Show your work
4
10
2
10
4
1
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Median: Find the Missing Number
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Sharing our Learning Newsletter Spring 2020 1st half term
This half term we are all going on 'A Dinosaur Adventure'
Topic work
Wednesday 5th February—Gallery Day ( details of this will be sent later)
We will all be taking part in a literacy based project called 'A Dinosaur Adventure' which will incorporate a wide range of cross curricular activities including opportunities for music, art work, ICT, drama, maths, science, DT and imaginative play. This project will culminate in our rooms being transformed into prehistoric galleries for the day to showcase our work. The nursery and classes 2 and 3 will be working with Tan our creative artist on a dinosaur theme. We will also be having some special days as detailed below: Wednesday 15th January—Set Sail Day
Literacy in the nursery:
The children will enjoy a story session each day linked to the topic. These story sessions will often include the use of a wide range of puppets and story sacks to help stimulate interest and enthusiasm. All children will have the opportunity to select their own library book each week from a selection specifically purchased for this age group. They will continue to take home the nursery rhyme of the week. There will also be lots of opportunities to 'play write' especially in the dinosaur camp. A wide range of drawing and writing materials are always available on the drawing trolley. The children will be reminded to 'nip, flip and grip' their pen to ensure they have the correct grip. Children will be encouraged to recognise and begin to write their own names using a capital letter at the beginning only.
Literacy in Classes 2 & 3:
The children will continue to work in streamed phonics groups .This work will be consolidated by a variety of games and fun activities. During the Dinosaur Adventure we will be writing for lots of different purposes including lists, letters, notes and diary entries. The children will all be encouraged to form their letters correctly and to use their phonic knowledge to have a go at writing words. We will also be encouraging speaking, listening and drama skills throughout the project.
Maths in the nursery:
They will be looking at the number symbols 1 to 10 and practicing counting through games and activities including work on the computers. They will also start to make simple comparisons of height, eye/hair colour, foot size etc.
The children will sing a wide range of number songs and rhymes and again these will often be supported by the use of visual aids such as puppets and pictures.
Maths in Classes 2 and 3:
1 more or 1 less than a given number to 10/20.
We will be thinking about the following:
Identifying and discussing the properties of 2D and 3D shapes
Talking about ordinal numbers
Talking about measures and using the correct vocabulary—shorter, taller, heavier, lighter, longer etc.
Correct number formation
Estimating and sharing
You can help your child by:-
-
Talking with them as much as you can about anything and everything.
-
-
-
-
-
-
-
-
-
.
Sharing books together talking about the pictures, characters and words.
In reception classes – listening to your child read their reading book every night and practise their words.
Counting objects around the home.
Looking at and naming shapes and colours around the home and when you are out and about.
Practising putting on own coats and fastening buttons and zips at home to make your child more independent.
Encouraging your child to be as independent as possible when using the toilet and washing hands.
Please ensure all your child's clothes including gloves, hats and scarves are clearly named.
Enjoy singing the dinosaur songs and rhymes on the sheet provided
Taking part in the' At Home Challenge' details of which will be provided later.
Dates and events in school this half term
Don't forget - Religious Trail dates
Money and consent forms back by Tuesday 6th November please. Temples trip - Monday 19th November, St Edmunds Church Thursday 22nd November.
All children should wear trousers and have a head scarf for the temples. | 1,619 | 845 | {
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Published on Books for Keeps - the children's book magazine online (http://typo3.booksforkeeps.co.uk)
Home > Moon Bear
Moon Bear
Books Reviewed:
Moon Bear [1]
Issue:
200 [2]
Reviewer:
Valerie Coghlan[3]
New Talent: Editors Choice:
off
Media type:
Book
BfK Rating:
4
Bear bile, extracted from the gall bladder of black bears (moon bears), is in traditional Chinese medicine, credited with the ability to heal a myriad of adverse conditions, from cancer to hangovers. The bile is usually obtained by capturing bears in their native SE Asian countries. This appalling, though lucrative, practice is carried out in ?bear farms?, such as the one Tam, aged 12, is sent to work in when his father dies in a landmine explosion. Tam?s family has been exiled when their village?s land is seized in the cause of ?progress?. The death of his father means that Tam, too young for the hard work of farming the inhospitable land of their new home, is now the wage-earner for his family.
Moon Bear is not for the faint-hearted. Conditions for the caged bears in the city bear farm are brutal, and conditions for Tam, exploited by ?the Doctor?, his boss, are not good either. Nursing a sick baby bear gives Tam a purpose; the developing rapport between him and the young animal makes Tam determined that somehow he and his charge must get away from the farm, providing an edge-of-the-seat story as he struggles to outwit the cruel Doctor
Lewis delicately captures the misty, beautiful air of the mountain landscape of Laos and the contrasting bustling trafficfilled streets of the city. Description is not overdone, but anyone who has been to the magical land of Laos, or seen documentaries about it on television, will easily visualise the settings. This contrasts with the brutality of the conditions in which the bears are kept.
Moon Bear raises questions about the exploitation of indigenous people in the cause of modernisation and the exploitation of animals in the cause of traditional medicine. Tam?s story has a happy outcome, but it will rightly cause readers to reflect on issues such as these.
Source URL (retrieved on Aug '20): http://typo3.booksforkeeps.co.uk/issue/200/childrens-books/reviews/moon-bear
Links:
[1] http://typo3.booksforkeeps.co.uk/childrens-books/moon-bear
[2] http://typo3.booksforkeeps.co.uk/issue/200
[3] http://typo3.booksforkeeps.co.uk/member/valerie-coghlan | 1,043 | 552 | {
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Final Rules New Federal Meal Requirements
On January 25, 2012 an announcement was made from the United States Department of Agriculture Secretary Tom Vilsak and First Lady Michele Obama regarding the new requirements for meals served to school children enrolled in the National School Lunch and School Breakfast Programs.
The final rules were published in the Federal Register on January 26, 2012
Highlighted Changes from the current school lunch pattern
1) Milk Requirement
b) Fat free, flavored or unflavored
a) Low Fat 1% white only
All Grade Levels: 1 Cup Serving Per Day
2) Grain Requirement
b) Decreased portions by age group over the course of a week
a) All grains offered must be whole grain–rich by 2014
Grades K-5: 9 Ounces Per Week Per Station
Grades 6-8: 10 Ounces Per Week Per Station
Grades 9-12: 12 Ounces Per Week Per Station
3) Fruits & Vegetables
b) Increased portion sizes by age group
a) Students must take a fruit or vegetable to be counted as a completed meal
Grades K-8: 3 ¾ cups per week by volume
Grades 9-12: 5 cups per week by volume
Highlighted Changes Continued
4) Vegetable sub-group offerings (To be offered over the course of a week)
a) Menu's By Color:
Red/ Orange
Dark Green
Beans/ Legumes
Other
Starchy
See Attached List
5) Proteins – Meat/Meat alternate
a) Grades K-8 - 2 ounces per day 10 Ounces per week per station
b) Grades 9-12 : 2.4 ounces per day 12 ounces per week per station
Portion sizes must be adjusted by 20% for shortened weeks for each school day off that week
Other Lunch Specifications
1) Minimum – Maximum Calories:
Grades K-5: 550 – 650
Grades 6-8: 600 – 700
Daily amounts for a 5–day week:
Grades 9-12: 750 – 850
2) Saturated Fat ( Less than 10% of total weekly calories)
3) Trans Fats
All grade levels: 0 grams per serving Nutrition label or manufacturer specifications must indicate zero grams of Trans Fats per serving | 1,068 | 512 | {
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Practice 1:
Title of the best practice:
Blood Donation Camp
Context:
The year 2020-2021 was a year of panic Covid-19 Pandemic. In the history of mankind, this event will be noted and will not be forgotten by many generations. The global human life was disrupted and collapsed. Lakhs of people died and many were in need of blood and medicine for survival. In this situation, blood was an urgent requirement in all counties. In India, the situation was worst. In Maharashtra, the Chief Minister appealed to the citizens for donating blood.
Practice/Purpose
1. To make blood available to the needy in the Covid-19 Pandemic situation.
2. To create awareness of Blood Donation among the students and the society around.
Evidence of Success:
Every year our college organizes a Blood Donation Camp in association with PHC Chousala Tq. Dist. Beed. This year also the NSS volunteers, some college employees, and other volunteers from the village donated blood. Twenty Blood Donors have donated blood in this camp organized on 10-12-2020 at PHC Chousala.
Problem Encountered and Resources Required:
- Limited awareness among the society regarding blood donation
Best Practice I: Blood Donation Camp
Best Practice I: Blood Donation Camp
Best Practice 2:
Helping to the Victims of Suicidal Farmer Families
Context:
Our college is in a rural area. Most of the college students are from rural areas. The main occupation of the parents of these students is agriculture. Agriculture is a business dependent on rainfall. The entire Beed district falls in the drought prone area. Due to frequent drought conditions, the income of farmers is very low. Due to natural calamities like drought, barrenness, excessive rains, hailstorms as well as indebtedness, low prices of agricultural commodities etc. The reason is that today it is time for farmers to commit suicide. Farmers are committing suicide in Beed district and taluka. This matter is serious and considerable. The farmer who provides us with food is committing suicide. So we have to do something about it. With this in mind, the college's National Service Scheme is working to help the suicidal farmer family in Beed Taluka, especially in the college vicinity.
Practice/Purpose:
1. To create awareness of social situation in students.
2. To know the problems of the suicidal farmer family.
3. To try to solve the problems of the suicidal farmer family.
4. Rally to help the suicidal farmer family.
5. To arrange free education in college for the children of suicidal farmers.
Evidence of Success
Tasks: Social issues are discussed through the college's national service plan. The issue of farmer suicides is also discussed. The message that farmers should not commit suicide is conveyed to the villages through the Rashtriya Seva Yojana Swayamsevak. Awareness on this issue is created in this adopted village through a special camp of Rashtriya Seva Yojana. Special lectures are organized for this. Inspired by this discussion, the students voluntarily organize a help round every year to help the suicidal farmer family.
Every year our college arranges rally to make awareness of this issue and for collecting assistance fund from nearby merchants businessmen and social workers but this year due to Corona-19 Pandemic situation the college did not participate college students. Only the employees of the college donated the assistance fund of Rs 14000. With this donated amount the college purchased a Floor Mill and it is donated to the victims of the suicidal farmers from Roulasgaon Tq dist Beed.
Attempts are made to boost the morale of the family members of the suicidal farmers by giving them mental support. They provide information and guidance on crop planning, modern seeds, fertilizers, government schemes.
Problem Encountered and Resources Required:
- No sensitiveness of society towards the issue farmer’s suicide
- More financial assistance is required for rehabilitation of the victims of suicidal families.
- Govt. should frame policy to tackle the issue of Farmers Suicide.
Best Practice II: Financial Assistance to the victims of Farmer Suicide | 1,764 | 843 | {
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This is a painting by artist, Édouard Manet (1832 - 1883), Édouard Manet was a painter working in Paris at the end of the 19th century who enjoyed painting modern life around him. The place in the painting was called the Folies-Bergère, it was a theatre and bar where people would go to watch performances, socialise and buy drinks from Suzon, the barmaid in the picture. It might look old fashioned now but when it was painted over one hundred years ago it showed some of the latest technologies; it’s one of the earliest paintings to show us electric lights!
This painting is full of symbols that help us understand where we are. A symbol is like a clue that lets you know something about the painting; we could say the bottles at the front are a symbol that people are drinking or that the chandeliers in the background let us know this is a fancy place!
Manet showed this painting at a large and important exhibition in Paris called The Salon. At the Salon many people didn’t like the picture, they said a modern barmaid in a bar was not an appropriate subject for a painting. Do you think there are any stories that are not appropriate for paintings? In the hundred years since this was painted people have become more interested in the story of this place and the barmaid who worked there. Would you like to find the symbols and piece together her story?
A Closer Look:
With a partner use the questions below to take a deeper look at the painting and have a discussion about it. These questions are to help you look more closely at the painting, there are no right or wrong answers.
Do you like this painting?
What do you see?
Take a moment to notice everything you can see and tell your partner.
If you could buy one thing from the bar what would it be?
Look at the crowd, if you were there what would you hear?
People didn’t wash as often in the past. What do you think it smelled like?
Some people think Suzan is standing in front of a mirror, can you find the gold mirror frame?
If she is standing in front of the mirror where is the man in the top hat standing?
Look at her face, is she enjoying talking to the man in the top hat?
Can you find the acrobat? Look up!
Materials:
- A sheet of Paper
- Pencil
- Colouring Pencils (optional)
- A mirror
- Some of your favorite foods and drinks, your favorite cup to drink from
- Your favorite outfit or top to wear
- Something important to you (e.g. a toy, a decoration or a souvenir)
Activity 1: A New Perspective
We’re going to imagine we’re at the Folies-Bergère, we can hear the crowd and smell the smells and see the whole story from a new point of view.
Take a close look at the painting and pick someone in the picture you would like to be. You could be Suzon or the woman with binoculars or the acrobat or even an orange in a crystal bowl!
Think about what that person can see, imagine how they feel.
Try to draw the scene from this person’s perspective. Include as many details from the picture as you can to tell the story.
When you have finished show your partner your drawing - can they guess who you were pretending to be?
Activity 2: A Picture full of Clues
Manet wanted to tell us about the world he was living in by using objects, places and facial expressions as symbols or clues. You are going to make a picture that tells a story about you full of symbols and clues about where you are and what you like.
To Make Your Picture:
Sit in front of your mirror wearing your favorite outfit with your favorite food, drink and cup near you. Hide your important object somewhere in the room so you can see it in the mirror - like the acrobat’s legs at the top of the painting!
- Take a moment to notice everything you can see
- Look at the food and drink in the mirror, how does it make you feel?
- Look at your face in the mirror, does it show how you’re feeling?
- Look at the way you are sitting, Do you look happy, or excited or something else?
- Look at your hidden object, will people spot it? What will they think when they see it?
- Look at the room around you in the mirror, what can you see?
- Are there any other symbols or clues in the room that would tell people about you?
- Do you want to include these symbols or do you want to keep them secret?
- Make a drawing of what you can see in the mirror, you can even draw the frame around the edge to let people know it’s a mirror.
- Add colours with coloured pencils if you have them.
- Don’t worry about it being neat or perfect, when Manet made his picture people told him it was far too messy and now it’s one of the most popular paintings in the gallery!
- Once you have finished show your picture to someone in your house, ask them what clues they can find about you from your picture.
- Can you make another picture full of symbols you don’t like? How would it be different? | 1,638 | 1,078 | {
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Math 4 (4th Edition)
An interactive approach to building your student’s understanding of multiplication, division, decimals, fractions, geometry, and pre-algebra. As students explore the biblical worldview themes, they will learn to interact with math on a real-world level. The ocean theme used throughout the course helps students to visualize and comprehend lessons.
Parts and pieces include a teacher edition, student worktext, student activities book, student activities answer key, assessments and assessments answer key, manipulatives packet, teacher manipulative packet, and a teacher’s visual packet.
Math to Reveal Creation
Students will identify five recurring worldview themes: (1) math shows our world is designed; (2) math helps people work; (3) math helps us meet others’ needs; (4) math helps us make wise choices; and (5) math has limits.
Developing Computation Skills
The student worktext and student activities book offer opportunities for guided and independent practice with math concepts. Manipulatives packets add a crucial hands-on element to the students’ learning. The more familiar they become with computation skills, the more they will gain from authentic learning activities.
Activities for Authentic Learning
Students will apply computation skills to challenges in order to develop problem-solving skills in real-world situations. As they work with activities and manipulatives, they develop automaticity in problem solving.
Course materials in Math 4 rely on a nautical theme to show how math plays an integral role in our world. Students will focus on creation by exploring the lives of Captain Bailey and his pet seagull, Clipper, and by using manipulatives that keep them in touch with the real-world.
Activities also include STEAM exercises that incorporate Science, Technology, Engineering, Art, and Mathematical skills. These activities direct the students’ attention back toward creation.
Teacher Edition
The teacher edition uses manipulatives to build on the mathematical foundations of multiplication, division, and place value, and to develop the student’s understanding of geometry, fractions, decimals, and measurements. The practical use of the problem-solving plan is emphasized as well as the memorization of addition, subtraction, multiplication, and division facts. It also includes guides for the STEAM activities.
Student Worktext
The worktext develops problem-solving skills and teaches students to work out math problems accurately. Each math concept is demonstrated in clear examples before students attempt the exercise problems. Each chapter concludes with a chapter review and cumulative review to help students retain these math concepts. STEAM activities offer students the opportunity to work with Science, Technology, Engineering, Art, and Mathematical skills.
Student Activities Book
The student activities book provides assessments of daily lessons, spiral reviews of previous concepts, and a chapter review and cumulative review for each chapter.
Manipulatives and Visuals Packets
The program includes a variety of visual and hands-on learning opportunities through student and teacher manipulatives and the teacher visuals. Packets include both student sizes for independent work and classroom sizes for use with groups. The teacher visuals include 45 colorful teaching charts for display purposes. | 1,457 | 618 | {
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CAR SEAT SAFETY GUIDE
PROPER FIT AND INSTALLATION
Proper use of car seats helps keep children safe. Throughout Europe and the United Kingdom, children must use a child car seat until they are a minimum of 12 years old or 135 centimetres tall, whichever comes first. In select European countries (Germany, Italy, Poland, Czech Republic and Switzerland) it is mandatory to use a car seat even longer and up to 150 centimetres in height. Children over the recommended maximum height must wear a seatbelt. Always check your car seat to make sure it is suitable for the height of your child.
In 2013 a new car seat regulation was introduced into the EU and UK referred to as R129. It was established to make child car seats easier to fit, provide better protection from side impact collisions and keep children rear facing longer.
When shopping for a car seat consider these five steps crucial to your child’s safety.
SELECTION
Find the best car seat for you
Choose a seat that best fits your child and your vehicle. Make sure features of the car seat are easy to use and understand, so you have confidence you are installing and using it correctly.
DIRECTION
Rear-Facing or Forward-Facing?
As part of R129, children must travel rear facing until 15 months. Many juvenile and automobile organizations encourage children stay rear facing longer to at least 2 years of age; in Sweden it is required that children stay rear facing until 4 years of age.
LOCATION
Tight install every time
The safest seating position is the one that works best for your car seat, vehicle and family.
R129, and specifically i-SIZE were developed for greater car seat and vehicle compatibility and installation with less room for error. I-SIZE only applies to ISOFIX seats. ISOFIX anchors are marked in your vehicle with this symbol. Check your vehicle owner’s manual to understand if your vehicle is i-SIZE compatible.
INSTALLATION
Read the manuals
Technology changes and manufacturers are always thinking of new ways to keep children safe. Be sure to read your vehicle and car seat manuals for proper instructions and to stay up to date.
PROPER FIT
Position harness straps properly
Always read your car seat owner’s manual for harness fit. In most rearward facing direction car seats, the harness should be level with or just slightly below the child’s shoulders. In a forward-facing car seat, the harness should be level with or slightly above the child’s shoulders.
The harness should always be tight!
The harness should be as tight as possible while keeping the child comfortable. No more than two fingers pressed together should be able to pass between the child and the harness.
Conduct the Pinch Test
You should not be able to create a loop when pinching using your finger and thumb on the vertical part of the harness.
SAFETY CHECKLIST
It’s easier than you think to ensure your child is properly protected in your vehicle, just follow this list!
- **Read your manuals**
Every car and car seat have different installation instructions, so make sure you read both.
- **Carrier only installations are a safe option for travel and especially convenient for ride shares and taxis**
Refer to your manual for instructions on how to get a proper installation.
- **Store loose objects in the trunk**
Anything unrestrained in the vehicle can be a projectile.
- **No bulky clothing or jackets under harness or shield**
Too much padding can give a false sense of tightness.
- **Make sure the harness is tight**
No more than 2 fingers pressed together should be able to pass between the child and the harness.
- **Check installation often**
Adjust harness, check tightness and review safety guidelines.
- **Choose the seat that fits your child’s current height and age**
As children grow, the types of restraints evolve (e.g., carrycot, infant carrier, toddler seat, booster seat). Always check your child’s height and the height maximum of your child seat.
- **Avoid air bags**
Children in rear-facing seats should never be placed in front of an active passenger air bag.
- **Keep children in the back seat until at least age 13**
It’s the safest place to ride.
- **Remember to register**
Register your car seat so you can be notified in the event of a safety recall and for other important product information.
*Qualify the MESA i-SIZE for a LIMITED LIFETIME WARRANTY simply by registering your seat.* Visit UPPAbaby.com for more info.
- **Always wear your seatbelt**
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Mission Statement
The mission of the Auburn Enlarged City School District is to develop citizens that are capable of meeting the challenges of their future by providing equitable, fiscally sound educational opportunities necessary to develop confident life-long learners.
Inclusivity Statement
The Auburn Enlarged City School District believes that people work best when their unique voices are heard and valued, their authentic selves are accepted and nurtured, and their individual needs are addressed. We are committed to providing an equitable environment where the social, emotional, physical, academic, and professional development of each person is supported through a multi-faceted lens of diversity, allowing for the affirmation of individuality. Through listening, learning, reflection, and purposeful action, we are better able to cultivate awareness, model respect, and empower one another to become empathetic citizens with a global mindset.
About Auburn
Auburn, located in the serene and visually beautiful Finger Lakes region of Central New York, is sited on the northern tip of Owasco Lake. The sole city in rural Cayuga County, agriculture and dairy are big business for the county with 891 farms and increasing revenue from agricultural exports valued at $65 million. Ranked #1 in acres of soybeans and value of sales of grains, oilseed, dry beans, dry peas, county agriculture is also rooted in significant corn production. The City of Auburn complements the area’s agricultural economic vitality with 18 farms and 69 “pick your own” near the city. The Saratoga Cheese Corporation built its facility in nearby Aurelius because the county is consistently ranked as one of the largest milk-producing counties in the state.
More about Auburn
Over the past few years, Auburn’s craft brewery enterprises have been nationally recognized as having several of the local and regional award-winning wineries. Just as importantly, Auburn, though small with a current population of 25,234, is a vibrant city rich in history, culture, and progressive social justice movements and the performing arts as evidenced by the Rev Theater Company and Auburn Public Theater. From The Seward House Museum to the Equal Rights Heritage Center, from the Cayuga Museum of History and Art and its Case Research Laboratory to the Schweinfurth Memorial Art Center, as well as the Tubman National Park a historical centerpiece complemented by historical notables interned at Fort Hill cemetery. Auburn, often referred to as “History’s Hometown,” has a diverse legacy of national heroes who called Auburn home.
People from Auburn
- Harry and Kate Freeman, established the first Black settlement, "New Guinea" in Upstate NY
- William H. Seward, served as Secretary of State under President Abraham Lincoln
- Harriet Tubman, a scout for the union army in the Civil War
- Dr. Jerome 'Brud" Holland, U.S. Ambassador to Sweden, and a university president, was the first African American to sit on the board of the New York Stock Exchange, chair the Board of Governors of the American Red Cross, serve on the board of several other major corporations, and was the first Black to play football at Cornell University
- Lydia Ann Moulton Jenkins, the first female ordained Minister for Universalist of Ontario, who was a Doctor of Hydrotherapy, suffragette and temperance leader
- Tah-gah-jute (aka Logan), chief of the Cayugas
- Theodore Case, established the Case Research Lab in Auburn | 1,538 | 691 | {
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WHAT IS BOOKS FROM BIRTH?
Book Harvest’s Books from Birth program partners with select pediatric practices and health systems to send newborns home with a starter home library of 10 brand new board books. Healthcare providers present this home library packaged in a Books from Birth box that includes a onesie and additional resources that help families foster early language and reading routines from a baby’s first days. Books from Birth lays the foundation for optimal brain development in the first five years -- the precondition for a healthy childhood, school readiness, and a lifetime of flourishing.
WHY BOOKS FROM BIRTH MATTERS
- Literacy promotion and support from a family’s medical team increase active engagement in literacy activities at home including reading aloud several times every week, enjoying reading, and reporting that reading together is a favorite shared family activity. [1]
- Books in the home are the single biggest predictor of a child’s reading proficiency and long term success in school. [2]
- The American Academy of Pediatrics asserts that literacy begins at birth in the home, with parents. [3]
JOINING THE BOOKS FROM BIRTH NETWORK
Healthcare practices who are eligible to join Book Harvest’s Books from Birth network commit to:
- participating in the program for a minimum of 12 months;
- providing all families with newborns in the practice with a Books from Birth box containing 10 new specially-curated books and additional literacy resources;
- coordinating the attendance of clinic staff at learning sessions with Book Harvest;
- assigning a clinical liaison at the practice who conducts monthly check-ins with Book Harvest’s Books from Birth Specialist, to ensure fidelity to the model;
- providing monthly report of data.
[1] https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3095493/
[2] https://www.sciencedaily.com/releases/2010/05/100520213116.htm
[3] https://psmag.com/education/home-libraries-confer-long-term-benefits; https://publications.aap.org/aapnews/news/13201
ABOUT BOOK HARVEST
Book Harvest’s mission is to provide books every child, support for every parent, and literacy for every community. Since 2011, Book Harvest has provided more than two million books to families in North Carolina and beyond, ensuring that children grow up with abundant home libraries and parents have the tools and power to ignite and strengthen their children’s literacy. With programs that are grounded in evidence, Book Harvest believes that literacy starts at birth, in the home, powered by parents, and nourished with books. For more information, contact Jeff Quinn at firstname.lastname@example.org. | 1,256 | 534 | {
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"Self-concept" pertains to how individuals perceive themselves. The concept covers various factors, including their physical characteristics, abilities, social roles, beliefs, and values. It serves as the framework within which these facets of self are understood and integrated. This cognitive construct is a guiding force, influencing how individuals navigate and respond to life's diverse situations. Within this complex framework, self-concept unfolds across various dimensions, including self-image, self-esteem, perceived skills, competencies, and beliefs about personal qualities.
"Self-esteem" is characterized by a person's perception and affective evaluation of themselves. Positive self-esteem involves cultivating a self-image deserving of love, respect, and consideration while fostering feelings of competence in different areas of life. Self-esteem is a pivotal aspect of positive self-perception and healthy psychological development. It becomes the cornerstone for navigating life's challenges.
Positive childhood experiences, including positive parenting and other environments conducive to developing secure attachment, profoundly impact an individual's self-concept. Secure attachment, in particular, creates an emotional foundation that nurtures the development of resilience and positive self-esteem, shaping an individual's self-perception and contributing to the ongoing construction of their self-concept throughout life.
Positive childhood experiences foster resilience. Secure attachment, established in infancy, not only kickstarts the development of resilience but also continues to nourish and enhance this adaptive capacity as
individuals progress through life's stages. Children who experience secure attachment and have other positive childhood experiences tend to exhibit a heightened coping and recovery skills for stress and traumatic experiences. As an emotional buffer, secure attachment empowers individuals to confront life's challenges with enhanced effectiveness and adaptability.
The interplay between self-concept, self-esteem, and positive childhood experiences underscores the lasting impact of early emotional foundations. As individuals live and grow throughout their lives, the seeds sown in positive childhood experiences continue to bloom, shaping their ability to face adversities and construct a resilient and positive self-concept.
Even if one did not have the privilege of a joyous childhood, the narrative doesn't end in despair. The beauty of human resilience lies in our ability to transform and grow throughout life. Regardless of past experiences, there are tangible steps one can take to enhance self-esteem, cultivate resilience, and forge secure attachments. Through self-reflection, seeking support, and engaging in positive practices, individuals can rewrite their life narratives, breaking free from the constraints of a challenging past. The journey towards a fulfilling life involves continuous growth. With determination and the right resources, one can pave the way for positive outcomes and success despite earlier challenges.
Transform your self-discovery journey with "Self-Esteem: A Workbook" – a dynamic PowerPoint presentation packed with 30 slides designed to elevate your self-esteem. Use these thought-provoking prompts, insightful questions, and empowering instructions to guide your self-exploration through journaling, goal development, and problem-solving. Through this process, you can build a stronger, more positive self-perception. Whether seeking small changes or significant transformations, this engaging workbook is your roadmap to enhanced happiness and self-worth. Embrace the power of self-reflection and growth as you navigate each carefully crafted slide, unlocking the keys to a more confident and fulfilled you. Begin to see the difference in your life that starts with changing how you think and feel about yourself. | 1,621 | 670 | {
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Reception Math's
Week 3:
18:01.21- 22.01.21
This week your child will be learning how to sequence events in their daily lives they encounter either in school or at home. Please encourage and support your child to do the following activities each day.
What does sequencing mean?
Sequencing is the ability to logically order events, images, thoughts, and actions.
Monday 18th January 2021
Starter activity: (5 mins)
Play the following game with your child. Your child will need to sequence the numbers in order.
https://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering
1) Click on ‘1 to 10’
2) Click on ‘Sequencing’
Main activity: (15 mins)
Today I want you to think about what you did in the holidays. Ask your child to think about one of their favourite days whilst they have been at home.
Let your child tell you about their favourite day- For example: first, I had a delicious breakfast. Then I got on the bus. Next, I went swimming. Then I went home and watched a film.
Now draw pictures to show your favourite day, remember to put them in order of what you did first, second, next, then, last etc!
Tuesday 19th January 2021
Starter activity: (5 mins)
Play the following game with your child. Your child will need to sequence the numbers in order.
https://www.topmarks.co.uk/ordering-and-sequencing/caterpillar-ordering
1) Caterpillar Ordering
- Choose your activity
- Ordering
- Sequencing
2) Sequencing Numbers
- Simple Sequences
- Counting in Multiples
- Counting in Steps
- Counting in Ones
- 1 to 10
- 10 to 1
- 0 to 100
- 100 to 0
- Even Numbers
- 0 to 20
- 20 to 0
- 0 to 100
- 100 to 0
- Counting in Twos
- 0 to 20
- 20 to 0
- 0 to 100
- 100 to 0
Click on ‘1 to 10’
Click on ‘Sequencing’
Draw 3 boxes for your child like this on a piece of paper:
Get your child to draw a picture of one thing they do in the morning, one thing they do in the afternoon, one thing they do in the evening. Once they have finished, cut out your child’s pictures, can your child sequence their pictures back in the correct order? Get them to stick their pictures in their books.
Wednesday 20th January 2021
Starter activity: (5 mins)
Play the following game with your child. Your child will need to sequence the ladybirds in order.
https://www.topmarks.co.uk/learning-to-count/ladybird-spots
1) Click on ‘1 to 10’
2) Click on ‘Ordering’
Wednesday 20th January 2021
Main activity: (10 mins)
Look at the following pictures with your child, can they tell you the correct steps on how to brush your teeth in order?
https://youtu.be/btGqUT2HEKU
Thursday 21st January 2021
Starter activity: (5 mins)
Play the following game with your child. Your child will need to sequence the ladybirds in order.
https://www.topmarks.co.uk/learning-to-count/ladybird-spots
1) Click on ‘1 to 10’
2) Click on ‘Ordering’
Thursday 21st January 2021
Main activity: (15 mins)
1-minute challenges:
*How many times can you write your name in 1 minute?
*How many beanbags can you throw into a hoop/basket?
*How many Legos/bricks can you make into a tower?
*How many marbles/sweets can you put into a jar?
Friday 22nd January 2021
Starter activity: (5 mins)
Complete the following worksheet by putting a ‘M’ if it is in the morning, ‘A’ if it is in the afternoon or ‘E’ if it is in the evening.
1. I eat dinner in the ________
2. I get ready for bed in the ________
3. I get out of school in the ________
4. I eat breakfast in the ________
5. The warmest part of the day is in the ________
6. I go to school in the ________
7. I go to sleep in the ________
8. I eat lunch in the ________
9. I get out of bed in the ________
Friday 22nd January 2021
Main activity: (15 mins)
Get your child to put the following pictures in the correct group. Does it happen in the morning, afternoon or evening?
Tommy plays in the park at 2:00 in the afternoon.
Brian sets the table for dinner every evening at 5:00.
Jordan eats breakfast at 7:00 in the morning.
Melissa caught the bus to school at 8:00 each morning.
Sarah does her homework every afternoon at 4:00.
Well done for all your hard work, keep it up!
I can’t wait to see all the amazing work you have been doing at home, don’t forget you can also email me your work. | 2,033 | 1,156 | {
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Overview
- Practise phase 3 sounds and phase 4 blends and phase 5 sounds
- Practise reading and spelling ‘March’ and ‘April’
- Learn /ph/ as the ‘f’
Phase 3 Sound Mat
Additional resources (these are all currently free)
https://www.phonicsplay.co.uk/
https://www.teachyourmonstertorread.com/
Additional resources (these are all currently free)
https://www.phonicsplay.co.uk/
https://www.teachyourmonstertorread.com/
ay ou ie ea oy ir ue ue
aw wh ph ew ew oe au ey
a-e e-e* i-e o-e u-e u-e
*even
Additional resources (these are all currently free)
https://www.phonicsplay.co.uk/
https://www.teachyourmonstertorread.com/
Here are today’s focus words for reading and spelling:
March
April
We have included some new spelling practise activities you may wish to try!
Try one and upload a picture to google classroom.
Some fun ideas to practise your spellings!
Pyramid writing.
Write each letter at a time to create a pyramid.
Some fun ideas to practise your spellings!
Rainbow writing
Use different coloured pens or pencils and write the word again in a different colour over the top.
This keeps to create muscle memory.
Be careful not to go through the paper!
Some fun ideas to practise your spellings!
Paint writing
Add some paint to a ziplock bag and write the words on the bag using your finger or the other end of a pencil.
Some fun ideas to practise your spellings!
Scrabble
If you have the game, use the letters to make the spelling words.
Today, we are learning the digraph /ph/ that makes the sound /f/.
The ‘h’ is silent and is normally at the start of the word.
Let's recap with alphablocks /wh/ and /ph/!
https://www.youtube.com/watch?v=DFL6lO
Help Geraldine look for the /ph/ sound.
We know lots of you love Geraldine!
https://www.youtube.com/watch?v=z1bseW0nI2k
Roll and dice and practise reading the words on that line. You can also ask someone to read the words to you and you can spell them.
https://www.twinkl.co.uk/resource/t-l-4142-phase-5-roll-and-read-mat-ph
Dear Steph,
Did you hear that Phillis took her nephew to Elphin Zoo last week? They picked up a pamphlet in town and her nephew Pharris asked if he could go.
They got there at 8 o’clock and looked at a graph to show them the number of animals they might see. They saw five elephants. One was an orphan but it was looked after by the other elephants. Then they saw a dolphin show at the pool. Pharris had a blast!
Will you go to Elphin Zoo with me soon?
Love from Phil x
https://www.twinkl.co.uk/resource/t-l-526529-ph-phoneme-spotter-postcard
Practise reading and looking for the /ph/ sound
You could also practise any game on phonics play with /ph/
Or try a level on teach your monster to read | 1,237 | 704 | {
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How to Perceive Battlefield Acupuncture
Your Brain and Optical Illusions &
A Thought Experiment on Point Locations
Auriculotherapy Point Location Based on Clinical Outcomes
The Illusions and Perceptions We Hold
Thinking In Terms of Battlefield Acupuncture (BFA)
BFA uses up to 5 points in each ear but not all 5 points must be used in BFA treatments. This along with some other principles are what make BFA different. We will begin with the exercise on how to look at BFA and auriculotherapy.
Understanding BFA requires us to look at not auriculotherapy but our beliefs in a different way. One should look beyond textbooks when presented with a patient. It is imperative to know the principles of auriculotherapy based on the work of Dr. Paul Nogier.
The BFA protocol challenges us to think outside the box. This is because most of the points are based on clinical outcomes. Points such as Thalamus, Shen Men and Point Zero will be found in a slightly different location than what is in our textbooks.
Illusions, Beliefs and How They Influence our Thinking
• An Illusion is something that is likely to be wrongly interpreted by the senses. It’s deceptive in its appearance. If it fools our consciousness for a prolonged time this can lead us to having false ideas or beliefs.
• This experiment will prepare you for learning and understanding point location according to the practice of Battlefield Acupuncture.
Illusions & Perceptions
Auricular (quantum) points, lifelong perceptions are not what they appear to be in reality
What is an Illusion?
An experience of seeming to see something that does not exist, or that is other than it appears be.
Something that deceives the eye by appearing to be other than it is.
What is a Perception?
It’s a way of regarding, understanding, or interpreting something; a mental impression. An impression is an effect, feeling, or image retained because of experience produced in the mind.
Photo Observation Experiment
Look at the following pictures for 5 seconds each. Try to identify what each picture is. Then try to identify where in the world the last photo was taken, or on what continent its located. There are a total of 4 pictures and one photo location in this exercise.
What Do You See in this picture?
What did you observe in the photo?
Besides the facial profile what else do you see? The word... Liar!
Name this Animal
Could You Name that Animal?
Duck? Bird? or Rabbit... it is a Rabbit
What Are You Looking At?
What Did You See?
It’s just water going down the drain.
wHO, wHO am I?
Most People Celebrate Him Once A Year
wHO, wHO? Old St. Nicholas – Inspiration for Santa Claus (270 – 343 AD)
Last Photo…
On what continent would you find this location?
Where in the World?
Can you identify where this “oasis” is? On what continent would you find this place? Here is a hint, “Pocahontas.”
Location, Wright’s Valley Antarctica
77°10’S 161°50’E
Earth view of Wright’s Valley | 1,246 | 654 | {
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Dear Parents and Carers,
In this Sunday’s Gospel, Peter (after a night of failed fishing) is finally successful and realises his true calling because he listens to and follows Jesus’ instructions.
It’s important to make the right choice about who or what we follow in life. Simply following our desires and feelings, which often change, can leave us feeling unsatisfied. Jesus invites each and every one of us to make following him our most important priority.
We follow Jesus whenever we are kind, try to make peace, and make others feel welcome. Choosing to follow him is not always easy but it really does guide and help our families to keep growing in wisdom and love.
Enjoy a very special time together this evening, hearing your child’s thoughts about this Sunday’s Gospel and this Wednesday’s word, which is FOLLOW.
Dom Henry Wansbrough
To see this week’s Parish Version of The Wednesday Word: wednesdayword.org – Parents’ Pages – Lectio Divina with Fr Henry.
THE GOSPEL IN CHURCH
Sunday 6th February 2022
When Jesus had finished teaching by the lakeside he said to Simon Peter, “Sail out into deep water and let down your nets.” “Master,” Simon Peter replied, “we worked hard all night long and caught nothing, but if you say so, I will let down the nets.” And when he and his companions had done this they netted such a huge number of fish that their nets began to tear and they filled their two boats to sinking point. When Simon Peter saw this he fell at the knees of Jesus saying, “Leave me, Lord; I am a sinful man.” For he and all his companions were completely overcome by the catch they had made. But Jesus said to Simon Peter, “Do not be afraid; from now on it is people you will catch.” Then, bringing their boats back to land, they left everything and followed him.
Adapted from Luke 5:1-11
The 5th Sunday of Ordinary Time, Year C
Everyone can learn more about this Gospel in Church – all are warmly invited.
“To follow Jesus means to share his love for every human being.”
Pope Francis
In this Sunday’s Gospel, Jesus promised the fishermen that, if they followed him, they would bring home more than fish: they would bring people back to God. By following Jesus, we too can help others to know and love God – to find the happiness which comes from knowing and following Jesus.
1. **Our Special Time Together**
After working all night the fishermen had caught nothing. So Jesus said to Peter and his friends, “Sail out into deep water and let down your nets.” They did as Jesus said and caught so many fish that their nets began to burst. Peter and his friends were amazed by the catch. Then Jesus said, “From now on you will be fishers of people.” So Peter and the fishermen left everything and followed him.
What did Peter and the fishermen leave everything to do? Which word or words stood out for you in this Sunday’s Gospel, and why? Look at the Sunday Gospel picture opposite. What does it make you think about?
2. **Wednesday’s Word is … FOLLOW**
Through the miraculous catch, Peter saw Jesus in a new light. Peter’s humility made him fit to be a follower of Jesus and he went on to discover his true purpose in life.
Ask your child if they know what ‘to follow someone’ means. Who impresses them? Who sets them a good example which they would like to follow? How has that person made things better for them, for someone else or for a community? It may help your child if you can talk about a person whose example you follow, or have followed.
3. **Loving God & Each Other**
The Church has always understood this Sunday’s Gospel to be a sign of our own need to follow Jesus.
We can follow Jesus even in the simple things we do in our lives every day, and make life better for all the family and everyone around us. In this coming week, how can we follow Jesus, even in little ways? Perhaps we can: be a good listener if someone is sad and wants to share their problems with you; find regular time to pray for others; be kind and include others in our games; show others how to do the right thing and avoid what is wrong.
Dear Lord Jesus, thank you for calling us to follow you. Please help us to be your faithful followers – helping our world to become a better place. Amen.
**Wednesday Wordsearch**
SMARTSEARCHERS FIND THESE EIGHT WORDS EITHER ACROSS OR DOWN
- CAUGHT NOTHING
- AMAZING CATCH
- LEFT EVERYTHING
- FOLLOWED JESUS
SUPERSEARCHERS FIND THE WORDS BACKWARDS OR DIAGONALLY
Cross out the letters u k m in the jumbled words below to find 4 real words.
maufrakid knomuw fiksherusm samkidu
Jesus ________, “Do not be ___________; from _____ on you will be ____________ of people.”
Search for at least three differences between this picture and the colour one. Then draw them in before colouring.
There may be times when we have to stop doing certain things to follow Jesus (rather than ‘following the crowd’) if it feels wrong. Let’s try to follow Jesus this week by leaving behind anything which we know is not right and then try to do all the good we can.
Write a promise and then draw a big smile on Smiley
This week I will try my best to…
For more, see: wednesdayword.org and cbcew.org.uk | 2,022 | 1,159 | {
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Introductory Lesson
This printable pack contains the following activities:
- Rules with Fuzzie (Exp)
- Introducing Fuzzie (Adv)
- Group Rule Poster (Exp, Adv, Nav, Voy and Multi)
- Class Survey (Voy)
Props: Fuzzie puppet.
Explain that Fuzzie (or whatever name you want for your puppet) is a friend of yours. You may choose to say if Fuzzie is a puppet or not. Many young children will ‘see’ any puppet being like a ‘real’ person/animal.
Script
F= Fuzzie T= Teacher
F: May I come out now?
T: OK Fuzzie (Introduce him/her to the class).
F: Can we play a game?
T: A game? All right. You tell us the rules and then we can play it.
F: Rules? Why Rules? I’ll start and then…
T: But we need rules Fuzzie. (Ask the children to explain why we need rules).
F: But I don’t know the rules.
T: Then you might need to go and ask your mum the rules. We can play a game another day.
F: Yeah, good idea. We need rules to play together. I’ll see you another day. (Fuzzie exits)
The End
Props: Fuzzie puppet.
Explain that Fuzzie (or whatever name you want for your puppet) is a friend of yours. You may choose to say if Fuzzie is a puppet or not. Many young children will ‘see’ any puppet being like a ‘real’ person/animal.
Script
F= Fuzzie T= Teacher
T: There’s someone I’d like you to meet.
F: (interrupts) I’m coming, Don’t start without me!
T: There she/he is now, it’s Fuzzie.
F: (Enters) Hi everyone! I’m so excited! GodSpace. Where’s my space suit? I’m going to float around...without gravity (Fuzzie floats around in front of teacher). GodSpace, GodSpace!
T: Stop floating around. What are you talking about?
F: We’re going to meet God in space! Come on, suit me up. 10, 9, 8, 7...
T: No Fuzzie. GodSpace is the name of our time together here.
F: What are you talking about?
T: GodSpace is our time where we get to learn about God.
F: How do we do that?
T: Let’s ask the students. (Discuss i.e. Bible reading, singing, talking with God, videos and playing games together).
F: Wow, can I come to GodSpace too? It sounds like lots of fun.
T: Yes Fuzzie.
F: Hooray! But are you sure I can’t travel in space?
T: No Fuzzie but next time we’ll meet Goober and his spaceship.
F: Who’s Goober?
T: Sorry Fuzzie, you’ll have to wait until next time to find out.
F: Ohhh! Well, I’m going tell my Mum about it. See ya. (Exits)
T: Bye Fuzzie.
The End
Our Rules Are:
Respect Other People
Listen to Each Other
Follow the Teacher’s Instructions
Do Our Best!
Circle the number that represents how much you feel you know about God right now. (1 is not much and 10 is everything)
1 2 3 4 5 6 7 8 9 10
Circle the number that represents how much you feel you know God (like a friend)?
1 2 3 4 5 6 7 8 9 10
Do you know someone who says that God is very important to them? YES/NO
How much do you know about the Bible? (Circle)
- Some
- Very little
- What’s the Bible?
- Heaps
- God speaks to me through it.
Have you ever prayed? YES/NO
If yes, how often?
- All the time
- Most days
- Only with others
- Hardly ever
- Prefer not to say
Do you go to church or any group where God is discussed? YES/NO
How do you like to learn? (Circle)
- Drama
- Discussion
- Videos
- Music
- Magazines/Activity Sheets
- Reading
- Craft
- Other _______________________
Copyright GodSpace 2023 | 1,558 | 948 | {
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Liberty Middle School Welcomes Bol Aweng: The Lost Boy of Sudan.
December 13, 2019
Colleen Fitzgerald, the 6th grade/ELA teacher, did an excellent job handling all the details for the visit. Bol was delighted to finally meet her.
Bol was very grateful to Principal Nichole Crothers and Assistant Principal Charles Moushey for the warm welcome and wonderful day for his visit. Students were engaged and asked interesting and thought-provoking questions.
Bol Aweng spent the day speaking to all the students at Liberty. Over a thousand students listened to his story of how he fled the civil war in Sudan in 1987 when he was six years old. He walked 1,500 miles to refugee camps where he spent 14 years before being relocated to the United States. He shared how he built the Buckeye Clinic in his village in South Sudan in 2011.
Bol spoke to all the students at Liberty in three presentations. Each session was packed.
After Bol’s last presentation, he was introduced to a student from Ethiopia. Bol discovered that he had gone through her village when the Lost Boys fled to Ethiopia for safety in a refugee camp.
Bol enjoyed looking at students’ artwork in the halls and meeting art teacher Rebecca Kardas.
Gallery Walk
Bol’s artwork was set up in the library. Various groups came in for a time to ask questions and then view his art.
Students formed lines to get Bol’s autograph. They saw his business cards on the tables and used them to remember the day. They thought his rock art was amazing and asked questions about how he learned to do his paintings and rock art. The teachers enjoyed getting a chance to see his art too.
Bol had a question and answer time after each presentation. He was delighted with many new questions that he had never been asked before. Here is a sample of some of their questions.
*Were there adults with you when you were fleeing the soldiers? *Did you pick up any weapons on the way to help kill the wild animals? *Did you ever think about just going on alone? *How did you feel about 9/11? *What were your most challenging obstacles on your journey?
On his 1500-mile journey, Bol told how an older boy kept promising him candy if he would walk a certain distance. He never did get the candy, but this ‘trick’ kept Bol walking. A student asked Bol what happened to the boy who promised him candy. Bol said it was a very sad story. This boy died in the refugee camp. Sadly, Bol helped to bury him. It was a very difficult time for him.
Teachers had done many integrated activities about refugees. The students had a wide variety of books to read about refugees from many time periods and places.
During lunch Bol enjoyed talking with teachers and telling them more about his story.
To learn more about Bol’s clinic in South Sudan check out these sites:
facebook.com/TheBuckeyeClinic
Buckeyeclinic.org
Bolaweng.com | 1,076 | 622 | {
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Week 6 - Telling the Time
By the end of Year 3 the children need to know how to do the following objectives. Many children find telling the time difficult. You may find learning to tell the time takes longer than one week. It could be continued over the summer holiday at your child’s own pace.
1. Tell and write the time from an analogue and a digital clock using 12-hour and 24-hour clocks.
2. Tell and write the time from an analogue clock using Roman numerals from I to XII.
3. Estimate and read time with increasing accuracy to the nearest minute.
4. Record and compare time in terms of seconds, minutes and hours.
5. Use vocabulary such as o’clock, a.m./p.m., morning, afternoon, noon and midnight.
6. Know the number of seconds in a minute and the number of days in each month, year and leap year.
7. Compare durations of events [for example to calculate the time taken by particular events or tasks].
The following documents are scaffolds to help children learn how to tell the time. We have also included some online resources and key information that may be useful.
Videos
https://www.bbc.co.uk/bitesize/topics/zkfycdm/articles/zcrmqty
https://www.bbc.co.uk/bitesize/topics/zhk82hv/articles/zcmdwxs
https://www.bbc.co.uk/bitesize/topics/zkfycdm/resources/1
Games
https://mathsframe.co.uk/en/resources/resource/116/telling-the-time
https://www.topmarks.co.uk/Search.aspx?q=telling+time
https://www.education.com/games/time/
https://www.homeschoolmath.net/online/clock.php
https://www.easypeasyandfun.com/telling-time-games-and-activities/
Deeper Learning
https://nrich.maths.org/9027
1. Tell and write the time from an analogue and a digital clock using 12-hour and 24-hour clocks.
| 0:00 = 12:00 AM | 12:00 = 12:00 PM |
|-----------------|------------------|
| 1:00 = 1:00 AM | 13:00 = 1:00 PM |
| 2:00 = 2:00 AM | 14:00 = 2:00 PM |
| 3:00 = 3:00 AM | 15:00 = 3:00 PM |
| 4:00 = 4:00 AM | 16:00 = 4:00 PM |
| 5:00 = 5:00 AM | 17:00 = 5:00 PM |
| 6:00 = 6:00 AM | 18:00 = 6:00 PM |
| 7:00 = 7:00 AM | 19:00 = 7:00 PM |
| 8:00 = 8:00 AM | 20:00 = 8:00 PM |
| 9:00 = 9:00 AM | 21:00 = 9:00 PM |
| 10:00 = 10:00 AM | 22:00 = 10:00 PM |
| 11:00 = 11:00 AM | 23:00 = 11:00 PM |
Converting from 12 hour time to 24 hour time
2. Tell and write the time from an analogue clock using Roman numerals from I to XII.
Week 6 - Telling the Time
3. Estimate and read time with increasing accuracy to the nearest minute
Can you tell the time to the nearest five minutes?
4. Record and compare time in terms of seconds, minutes and hours
Week 6 - Telling the Time
5. Use vocabulary such as o'clock, a.m./p.m., morning, afternoon, noon, midnight.
6. Know the number of seconds in a minute and the number of days in each month, year and leap year
- 60 seconds = 1 minute
- 60 minutes = 1 hour
- 24 hours = 1 day
- 7 days = 1 week
- 52 weeks = 1 year
- 365 days = 1 year
- Decade = 10 years
- Century = 100 years
Days in a Month
30 days has September,
April, June and November.
All the rest have 31,
except February alone,
which has 28 days clear
and 29 days in each Leap Year.
Week 6 - Telling the Time
7. Compare durations of events
[for example to calculate the time taken by particular events or tasks]
Time how long it takes you to complete different activities!
You could...
- Do 20 star jumps
- Say the alphabet
- Write the long date
- Count to 100
- Throw and catch a ball 10 times
- Do 30 skips
- Or any of your own choice!
You could even time how long it takes for other of your daily activities.
(For example, baking a cake, going on a bike ride, watching a film...)
Compare your times. Which took you the longest time? Which was the quickest activity? | 2,032 | 1,109 | {
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Gardening with a Purpose
While rain gardens may not be for everyone (or every yard), there are a lot of other great ways to beautify your landscape, reduce maintenance and costs, and put the rain to work in your yard! Bog gardens, rain barrels, amending your soil, filter strips, terraces, buffers, berms, splash blocks, layered plantings, permeable pathways . . . the list goes on.
Why bother with the rain?
Putting the rain to work on your property will lead to healthier, more beautiful plants and lawn, and a landscape that is easier to care for. Many practices encourage reducing or replacing your lawn, giving you more time to sit back and enjoy your yard.
By managing rain where it falls, you are also protecting our local streams and Puget Sound. When rain runoff leaves your property it makes its way to the nearest waterway.
This rain picks up pollutants along the way and carries them downstream, eventually to Puget Sound. Slowing the rainfall and putting it to use in your yard cuts pollution and mimics nature.
The top five tips
Here are our top five simple, relatively inexpensive ideas to help you and your yard, and protect our special Northwest environment:
1. Use Splash Blocks
Redirect your downspout to a splash block so the water runs downslope and away from your foundation. Make sure the block empties onto your lawn or into a planting bed, where rain water can best be absorbed and used. Don’t let water pool next to your foundation.
2. Collect Rain Water
Save rain water for the summer when we need it most! Rain barrels fill up quickly, so consider installing two or three, and be sure to direct the overflow away from your foundation. Better yet, get a cistern (shown below right) or tank – they come in all shapes and sizes. Have you seen our new brochure on rain water collection? Check it out at www.betterground.org.
3. Add Plant Buffers
Slow the rain down once it’s hit the ground, and put it to use before it runs down the storm drain, or down the road. Planting small shrubs and perennial plants along the edges of your yard will enhance your landscape, increase your property value and capture some of that rain, allowing it to soak into the ground.
*Photo: A colorful buffer borders this yard. Courtesy of Innovative Landscape Technology.*
4. Amend Your Soil
For better grass and less summer watering, add a layer of compost to your lawn (1/4 inch) and planted areas (1 - 2 inches). This will help your soil absorb and hold rainfall, leading to a healthier lawn and plantings, and reduce your water bill and need for fertilizers. Do this annually in the late spring/early summer (May) or as needed.
*Photo: Amended soil (left) and non-amended soil (right) along a walkway. Courtesy of Innovative Landscape Technology.*
5. Layer Your Plants
‘Layering’ your landscape means you put the tallest plants in the back of your planted area, the shortest in the front, and mix other heights in between. Besides creating interest in your garden, this provides great habitat for wildlife, and also catches rain drops so they don’t become runoff. The extra shade also helps your soil hold moisture during our dry summers.
*Photo: Layered plants in a natural setting help collect rainwater and protect soil from erosion. Courtesy of Innovative Landscape Technology.*
Questions?
Contact your local conservation district. Snohomish Conservation District can be reached at 425-335-5634 or firstname.lastname@example.org. | 1,323 | 740 | {
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We all want to protect our kids, whether from falls or infections and disease, and to send them to school, clubs and social activities where possible.
Children are often in close physical contact in group settings, sharing toys, books and games, and may have not yet learned the importance of handwashing. It is important to support children’s immune systems to fend off infections wherever possible.
The immune system is the body’s defence against disease and infection, and a healthy, balanced diet with a variety of foods from the main food groups can help to keep it working properly. As well as nutrients such as protein and omega-3 fats, a number of vitamins and minerals have key roles in supporting our immune systems.
### Vitamin A
**Found in:**
Eggs, cheese, whole milk. The body can also make vitamin A from beta-carotene, found in dark green leafy vegetables (e.g. spinach), orange-coloured fruits and vegetables (e.g. carrots, cantaloupe melon).
**DID YOU KNOW?**
Carrots are rich in beta-carotene which can be converted to vitamin A in the body – 3 tablespoons will provide children with all they need for the day!
### Vitamin B6
**Found in:**
Poultry, fish, fortified breakfast cereals, chickpeas, soya beans, some fruit and vegetables (e.g. bananas, avocados, green peppers).
**DID YOU KNOW?**
A banana will provide around a third of the vitamin B6 needed for a 4-10 year old.
### Vitamin B12
**Found in:**
Meat, fish, milk, cheese, eggs, fortified yeast extract, fortified breakfast cereals, fortified milk alternatives (e.g. soya, oat, almond drinks – check labels).
**DID YOU KNOW?**
2 tablespoons of tuna in a sandwich can provide all the vitamin B12 a child needs for the day (use wholegrain bread and add salad for a super sandwich).
### Vitamin C
**Found in:**
Citrus fruits (e.g. easy peelers), berries, kiwi fruit, green vegetables (e.g. broccoli, cabbage), cauliflower, peppers, tomatoes.
**DID YOU KNOW?**
Broccoli is a good vitamin C provider – and is a popular vegetable with children. 5 small steamed florets will provide under 11s with the vitamin C they need for the day.
### Vitamin D
**Found in:**
Oily fish, eggs, some fortified breakfast cereals, some fortified dairy and dairy alternative products (check labels). Children 1-4 years old should be given a daily supplement containing 10 micrograms of vitamin D all year, with older children advised to take a supplement in autumn and winter.
**DID YOU KNOW?**
Oily fish are a good source of vitamin D – why not try a sardine Bolognese – great for children (and adults)?
### Copper
**Found in:**
Wholegrain breakfast cereals, wholewheat pasta, couscous, quinoa, shellfish, pulses (e.g. baked beans, kidney beans, chickpeas, lentils), dried fruit.
**DID YOU KNOW?**
Baked beans are an easily prepared source of copper that children often enjoy.
### Folate
**Found in:**
Green vegetables (e.g. broccoli, cabbage, spinach), chickpeas, oranges, berries, cheese, wholemeal bread.
**DID YOU KNOW?**
Frozen green veg like spinach can be a good source of folate – it can also be cheaper than fresh spinach and save on waste.
### Iron
**Found in:**
Red meat, pulses (e.g. kidney beans, lentils), nut butters and seed pastes (e.g. peanut butter, tahini), fortified breakfast cereals, wholemeal bread, dried fruit (e.g. apricots).
**DID YOU KNOW?**
Vitamin C can help the body absorb iron – so why not try a small glass of orange juice with some fortified breakfast cereal?
### Selenium
**Found in:**
Nuts and seeds* (particularly Brazil nuts, cashews, sunflower seeds), eggs, poultry, fish, shellfish.
**DID YOU KNOW?**
Scrambled, boiled or fried – eggs are a source of selenium.
### Zinc
**Found in:**
Meat, cheese, nuts and seeds* (like pumpkin seeds, pine nuts), wholegrain breakfast cereals, wholegrain and seeded breads.
**DID YOU KNOW?**
Lean beef mince is a good source of zinc: so favourites like chilli, meatballs, koftes and cottage pie will all boost zinc intake. For vegetarians, nuts and seeds and mycoprotein are good sources of zinc.
*For children under 5 years, nuts and seeds should be offered ground or as a nut butter/seed paste to reduce the risk of choking. | 1,932 | 1,018 | {
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### Key Vocabulary
| Term | Definition |
|------------|---------------------------------------------------------------------------|
| materials | The substance that something is made out of, e.g. wood, plastic, metal. |
| solids | One of the three states of matter. Solid particles are very close together, meaning solids, such as wood and glass, hold their shape. |
| liquids | This state of matter can flow and take the shape of the container because the particles are more loosely packed than solids and can move around each other. Examples of liquids include water and milk. |
| gases | One of the three states of matter. Gas particles are further apart than solid or liquid particles and they are free to move around. Examples of gases are oxygen and helium. |
| melting | The process of heating a solid until it changes into a liquid. |
| freezing | When a liquid cools and turns into a solid. |
| evaporating| When a liquid turns into a gas or vapour. |
| condensing | When a gas, such as water vapour, cools and turns into a liquid. |
### Key Knowledge
Different materials are used for particular jobs based on their properties: electrical conductivity, flexibility, hardness, insulators, magnetism, solubility, thermal conductivity, transparency.
For example, glass is used for windows because it is hard and transparent. Oven gloves are made from a thermal insulator to keep the heat from burning your hand.
#### Changes of State
- **solid**
- The solid melts.
- **liquid**
- The liquid freezes.
- **gas**
- The gas condenses.
- **liquid**
- The liquid evaporates.
Properties and Changes of Materials
Key Vocabulary
**conductor**
A **conductor** is a material that heat or electricity can easily travel through. Most metals are both thermal **conductors** (they conduct heat) and electrical **conductors** (they conduct electricity).
**insulator**
An **insulator** is a material that does not let heat or electricity travel through them. Wood and plastic are both thermal and electrical **insulators**.
**transparency**
A **transparent** object lets light through so the object can be looked through, for example glass or some plastics.
Key Knowledge
Reversible changes, such as mixing and dissolving **solids** and **liquids** together, can be reversed by:
- **Sieving**: Smaller materials are able to fall through the holes in the sieve, separating them from larger particles.
- **Filtering**: The **solid** particles will get caught in the filter paper but the **liquid** will be able to get through.
- **Evaporating**: The **liquid** changes into a **gas**, leaving the **solid** particles behind.
Dissolving
A solution is made when **solid** particles are mixed with **liquid** particles. **Materials** that will dissolve are known as soluble. **Materials** that won’t dissolve are known as insoluble. A suspension is when the particles don’t dissolve.
Sugar is a **soluble material**. Sand is an **insoluble material**.
Irreversible changes often result in a new product being made from the old **materials** (reactants). For example, burning wood produces ash. Mixing vinegar and milk produces casein plastic.
To look at all the planning resources linked to the Properties and Changes of Materials unit, click here. | 1,597 | 708 | {
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The train station is rarely quiet and peaceful. But when 12-year-old Ranjan wakes at dawn, the rush-hour hasn’t yet begun.
05.30 Toothbrush sticks
The children at the station brush their teeth with sticks from the neem tree. Ranjan and his friends buy sticks for about one cent at the station.
06.00 Morning rush hour
The station starts to fill up with people on their way to work. Raja, 8, is ready to start begging from the passengers.
“I wear my dirtiest, most torn clothes. That way I earn more. In one day I can make about $0.60. I give the money to my mum. Foreigners give the most, but I try to beg from everyone. Some shout at me and say bad words. Then I walk away. There are lots of children begging and sometimes we fight. But we always become friends again.”
Raja is not the only one starting work in the morning rush hour. Suresh, 11, shines the shoes of an early-bird policeman.
07.00 Sibling love
Lots of children come to the station from the slums next to the railway line. Many bring their younger brothers and sisters. They can’t stay at home when their parents are at work, so they go with their big brother or sister to work or school.
Mahmina, 12, fixes her little sister’s hair on the platform.
08.00 The platform school begins.
The crowds of people at the station thin out – most people have arrived at work now. So the working children can also take a break and go to the first lesson of the day at the platform school.
Shayama dances with a friend at the platform school. “I’ve learned to dance by watching films!”
09.30 Tiger fight
The children have made funny and scary masks from papier maché. Here, a tiger is fighting a powerful God. The other children cheer them on.
Hiding behind the masks are Kanha and Jagan, both 8.
10.00 Puppet show
The teachers at the platform school often use puppet shows to make the lessons more fun. Ranjan and a classmate hold up a piece of cloth to create the stage.
11.15 Time for food
If the children don’t get to eat they have no energy for learning. That’s why the teachers give them chhathua, a dish made from flattened rice, peanuts, sugar and milk powder that’s a bit like rice pudding. For some of the children, that’s the only food they eat all day.
Of course, everyone washes up their own plate at the sink in the station.
11.45 Saturday bath
Every Saturday it’s time for the weekly bath. The teachers help to scrub, rinse and dry the children.
The school medicine box has everything from painkillers to bandages and de-worming tablets. If a child gets injured or is seriously ill, the teachers call the Ruchika doctors.
12.05 Games time
After school, lots of children have to run home and help their mothers make lunch. Others are able to stay at the station and play, as long as no big passenger trains come. Ranjan says he has over 300 friends at the station.
“My best friend is called Parama. We play together and help each other. Once I had an upset stomach and he took me to hospital. When he broke his leg I took him to the doctor and paid the medical bill with the last of my money.”
Ranjan and Rama climb trees.
12.00 Thanks, that’s it for the day!
When the lesson is over, the whole school gets packed up. Everybody helps to carry the school sign and all the materials to a small shed next to the train tracks.
16.00 Rush hour again
In the afternoon, people start to make their way home from work. The trains fill up with people and the children start work again. A crowded train has come into the station. Mithun prepares to jump on board with his broom.
17.30 Bottle jackpot
Mithun and his friends have run through the carriages and found empty bottles that they can sell. The temperature outside is over 40 degrees celcius and it’s hot and sticky in the carriages. A lot of passengers bring water to drink.
19.30 Finally quiet
The last packed train has left the station. The platforms are quiet and empty for once. Most of the children have run off home to eat dinner with their families. Ranjan, Rama and Bijay have earned enough today to be able to buy their favourite dish at one of the station’s food stands: chicken and rice.
21.00 Good night
The children who sleep at or near the station almost always sleep together. It feels safer that way. When it’s dark, both boys and girls run the risk of being beaten and raped, by both older children and adults. Ruchika staff walk around the stations in the evening to help children who are on their own get home to their families or to the children’s home. | 1,623 | 1,043 | {
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Adam’s Toy
Author: Iman Hamdy
Illustrator: Husam Hasan
Fortunately, today’s sharing time was about adventures. Everyone talked about their adventures except Adam.
Unfortunately, Adam’s life lacked adventure, so he didn’t say a word.
Fortunately, class ended and Adam went back home.
Unfortunately, Adam felt sad as he sat alone. He wished he had an adventurous life like his friends.
Fortunately, Adam had a big imagination, so he pretended to go on lots of adventures.
Unfortunately, Adam was tired of imaginary adventures and so he took out all the money in his piggy bank and off he went to the toy store.
Fortunately, Adam found a new toy that he liked and he also found some bright helium balloons. He asked the storekeeper to tie the balloons to the toy.
Unfortunately, Adam tripped as he left the toy store and fell down. The helium balloons flew away with the toy.
Fortunately, one of his friends was riding by on his bicycle so Adam borrowed it and followed his toy as fast as he could go.
Unfortunately, one of the tires on the bicycle went flat.
Fortunately, Adam’s grandpa was driving by in his old car. Adam pointed up at his toy and jumped in the car as Grandpa followed the toy.
Unfortunately, Grandpa’s car ran out of gas and Adam was sad again.
Fortunately, a bus was going by and Adam jumped on without a second thought.
Unfortunately, the driver asked Adam for the fare. Adam didn’t have any money as he had spent it all in the toy store. So the driver asked him to get off the bus.
Fortunately, Adam heard the “chuga chuga choo!” of a train, so he ran after it and jumped into the last car.
Unfortunately, the train suddenly stopped because of a problem with the brakes.
Fortunately, Adam looked around and saw a fisherman on a sailboat. After Adam explained the situation, he finally agreed to help Adam get his toy back.
Unfortunately, a terrible wind blew away the sails of the boat and Adam had to put on a life jacket and jump into the sea.
Fortunately, a ship showed up. Adam waved to the ship and it rescued him.
Unfortunately, the ship sailed in the opposite direction and he could not follow his toy.
Fortunately, he saw a hot air balloon on the deck so he snuck into it and filled it with hot air. Then he flew into the sky. Adam saw his toy and reached out to grab it.
Unfortunately, a plane passed by and caught the balloon strings and flew up and away.
Unfortunately, he went back home without a new toy but...
Fortunately, Adam did come back with a wonderful adventure. At the next sharing time, his friends asked him about his adventures and what he learned from them.
It was then that he answered, “I’ll never tie helium balloons to a toy again!”
THE END | 940 | 588 | {
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ORLEANS, Mass. — Rising nitrogen levels are suffocating the vegetation and marine life in saltwater ponds and estuaries on Cape Cod, creating an environmental and infrastructure problem that, if left unchecked, will threaten the shellfishing industry, the tourist economy and the beaches that lure so many summer visitors.
More than 60 ponds and estuaries on the cape and a few elsewhere in the region have been choked by algae and seaweed. The culprit is nitrogen, much of it leaching out of septic system wastewater that runs through sandy soil into the estuaries. Faced with a federal mandate to fix their polluted waterways, Cape Cod towns have spent years creating plans to clean up the wastewater, largely through sewers and clustered septic systems.
So far, most of the efforts have been to no avail, stifled by disputes over science and over who should pay for such a sprawling and expensive public works project.
“This is the biggest environmental issue the cape has ever faced,” said Maggie Geist of the Association to Preserve Cape Cod, a nonprofit environmental group. “And for a long time it’s been a hidden problem.”
The root of the problem lies in the popularity and unchecked growth of Cape Cod over the last 30 years. Towns chose not to install sewers when the government helped subsidize them in the 1960s and ’70s, fearing that it would lead to an influx of people. Newcomers arrived anyway and sprawled out, using individual septic systems to get rid of waste.
Without remediation, excess nitrogen could decimate shellfish beds and lead to widespread summer fish kills as algae, warm temperatures and cloud cover stifle oxygen in coastal waters, say officials who have examined the problem. Bays will be overtaken with seaweed that rots in the summer, a blow to property values and an environmental concern.
Here in Orleans, wastewater has been a divisive subject for years. Some residents say the town should put in place a $150 million plan that was drafted two years ago and approved at a town meeting, while others are calling for additional review before it is financed by taxpayers.
The problem is not always immediately apparent. From a distance, one saltwater pond here looks pristine, the summer sun bouncing off its placid waters and boats bobbing in the salt breeze.
“It’s deceiving,” said Gussie McKusick, who lives alongside the pond. “It looks beautiful, but it’s all dead underneath.”
Septic systems deposit wastewater, a mixture of urine and water, into a leach field. Because the cape’s soil is so sandy and porous, the wastewater eventually is deposited into bays. Even after septic systems are removed, wastewater already in the soil will still be leaking.
The nitrogen problem is most acute in protected bays and saltwater ponds on the cape’s southern side. The tides coming from Nantucket Sound are not high and forceful enough to flush out the nitrogen, which causes algae and seaweed to flourish, choking out oxygen needed by vegetative and marine species.
closed to shellfishing for years because of elevated nitrogen levels, said Robert Griffin Jr., the assistant harbor master.
The algae and seaweed kill eelgrass, where prized bay scallops grow. Those scallops are gone from the ponds in Falmouth.
In August, the problem is sometimes smelled before it is seen. The algae bakes under the hot sun, creating a foul odor that may already be driving tourists away. Paul Niedzwiecki, the executive director of the Cape Cod Commission, a regional land use agency, said he had heard anecdotally that some people had left because of the smell.
Officials and towns are also girding for the possibility of a lawsuit from an environmental group that is exploring its options under the Clean Water Act.
“A lawsuit would be intended to bring all of the relevant decision makers and authorities who should be part of the solution to the table,” said Christopher Kilian of the Conservation Law Foundation.
Towns on Cape Cod, which are fiercely independent and often fight regionalization, must try to work together on solutions, even though town wastewater plans can vary.
Residents are also fighting among themselves, with some wanting the entire town to pay for a plan and others insisting that only households that get sewers pay for them.
In Barnstable, voters will decide in November whether to finance $265 million in new sewers with a tax increase. And in Falmouth, officials are still trying to determine who will pay for their 50-year, $650 million plan. The largest project the town has ever undertaken was an $80 million expansion of its high school.
“This is the most massive potential public works project the town has ever seen, and clearly it’s something the town is uneasy about, and it gets challenged,” said Peter Boyer, a member of the Falmouth wastewater commission. “It’s a classic case, and it’s inevitable.”
Here in Orleans, Ms. McKusick waded through her pond, slimy seaweed sticking to her legs and feeling like wet lettuce under her feet.
“It’s not a question of if, it’s a question of when,” Ms. McKusick said of fixing the wastewater problem. “And how much blood is on the walls when we’re finished.” | 2,012 | 1,079 | {
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ST. PAUL’S SR. SEC. SCHOOL, PALI
TIME TABLE & EXAM GUIDELINES FOR ANNUAL EXAMINATION (WRITTEN)
CLASS : NURSERY, LKG & HKG
| DATE | CLASS: NURSERY | CLASS: LKG | CLASS: HKG |
|--------------------|----------------|------------|------------|
| 09-03-2021 (Tue.) | ENGLISH | ENGLISH | ENGLISH |
| 12-03-2021 (Fri.) | HINDI | HINDI | HINDI |
| 15-03-2021 (Mon.) | MATHS | MATHS | MATHS |
| 17-03-2021 (Wed.) | ------- | ------- | EVS |
| 19-03-2021 (Fri.) | Home Work copies of the above subjects should be submitted in school for checking and awarding marks.
GUIDELINES
1. The students will login on the school website (same login details of e-learning) and download the question paper, which will be displayed between 9.00 am to 11.00 am only.
2. Question paper should be solved by students in the concerned homework copies and the copies of the subjects (mentioned in the time table) should be submitted to the Class Teachers in school on 19th March 2021 (Friday) between 08.00 am to 11.00 am without fail.
3. Late submission will not be entertained.
4. Syllabus of Annual Examination is appended below.
5. Teachers will check the all assessment work (which was given earlier), internal assessment and solved papers of Annual Examination and accordingly promotion list will be prepared.
6. Result date will be announced later.
N.B.: Parents are requested to clear all fees / dues before the Annual Examination.
| Subjects | Annual Examination |
|----------|--------------------|
| ENGLISH | Letters : A to Z, Fill in the blanks, Match the letters with the same letters, Write the first letter of the picture, Match the letters with the pictures, Circle the Correct letter of the picture. |
| HINDI | वर्ण : अ से अः तक, खाली जगह भरिए, अक्षर को अक्षर से मिलाइए, चित्र देखकर सही अक्षर पर गोला बनाओ, अक्षर को चित्र से मिलाइए, चित्र देखकर पहला अक्षर लिखिए |
| MATHS | Numbers : Write 1 to 20, Missing numbers 1 to 20, Count & Write 1 to 10, Match the number with the same number, Circle the correct number, Count the objects and match with the correct number. |
| Subjects | Annual Examination |
|----------|--------------------|
| ENGLISH | Poem : Pg no. 18, 20, Small Letters : a to z, Small cursive Letters : α to ς, Fill in the blanks, (Missing Letters), First Letters of the picture, Tick the correct one, circle the odd one, Match the following, Three letter words |
| HINDI | कविता: पेज नं. 15, 23, वर्ण अ से झ तक, तीन अक्षर के शब्द, खाली जगह भरिए, मिलान करिए, सही उत्तर पर गोला करिए, भिन्न अक्षर पर गोला करिए, चित्र का पहला अक्षर लिखिए |
| MATHS | Numbers : 1 to 100, Table of 2, Numbers Name 1 to 10, Addition (one digit), Count the picture & write the number, Match the followings, Tick the correct number. |
| Subjects | Annual Examination |
|----------|--------------------|
| ENGLISH | Reading Pg no. 45, 47, 49, 51, Poem 12, 14, 15, Fill in the Blanks, Question & Answers, Gender, Use of is, are, am, and |
| HINDI | पेज नं. 27, 30, 33, 36, 39, कविता— 20, 22, 24, वर्णों को जोड़कर लिखिये (अ से अः तक), चित्र देखकर शब्द लिखिये, प्रश्नोत्तर, सब्जियों के नाम, आवागमन के साधन व पालतू जानवरों के नाम, |
| MATHS | Spellings 61 to 100, Numbers from 301 to 400, Write in words from 61 to 100, Tables of 5, Before no. (1-50), Backward counting from 50-1, Shapes, Multiplication |
| E.V.S. | Cleanliness, Good habits, Sound of animals, Community helpers, Festivals, | | 1,982 | 1,074 | {
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Lecture, August 1st 1943, Bristol.
I.
1) 19 years since R.S. gave his course on education. Since this time the work was growing.
2) Seraway, Sweden, Britain &c.o. In every one of these homes & schools the children are educated & treated.
3) You will ask: What is the difference to other homes of this category? What are the new methods used?
4) I would answer that we have no special method, but the attitude towards the child is entirely different from other homes. And this attitude creates.
II.
1) The schools are f.i. not called "for backward, defective children" but for children in need of special care. And this is one main point. We do not consider these children backward but different from the so-called normal ones.
2) These children are malformed, maladjusted, they are different, but we consider it our task to study the children, each single child as thoroughly as possible, because each one is an individual.
3) There is a certain ideal image of the true nature of the human child, each one of us carries, & we try to compare the individual child to this ideal image.
4) Out of this not only diagnosis but also the special treatment results.
III.
1) These are the main points I shall try to describe on the basis of Taunghill, how such a school is run.
2) The atmosphere: The child is part of the whole community. The teachers live together with the children. There are no servants. Everything is done by the teacher and his children.
3) The daily rhythm or routine: A skeleton is built around the child. The prayers, songs, the school, the story lesson, the festivals.
4) The teaching: artistic, practical, theoretical. Fairy tales, myths, music, religion.
IV.
1) The understanding of the child:
The approach to the spiritual being. It is considered as an existing unit that works on the body.
2) Anthony Prosser; Peter Brown.
Norman Walker; Susan Firth.
Anthony Vos; David Baird.
3) Peter Purser
Sandy Tilley
4) The meeting of soul & body, that is one thing we have to learn again to understand. The child not as the result of heredity & environment but of much, much more.
1) The increase of these children during the last 30 years.
2) They are not a danger, they are a remedy to mankind.
3) Because in these children the cosmic being of man is revealed.
(Story of the resurrection - picture)
4) Build a society where everybody can live.
Kaspar Hauser, the child of Europe. | 1,003 | 561 | {
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Pick a few activities to do together as a family throughout the week!
| Palm Sunday | Send a Letter to a family member or sign up to write someone in a care facility |
|-------------|---------------------------------------------------------------------------------|
| | Read Together Story Bible pg 358 Mark 11:1-11 |
| | See Advocacy at Home sheet for instructions |
| Make a palm! | Holy Thursday Maundy Thurs/ Last Supper |
|--------------|----------------------------------------|
| Act out the story Have a parent be the donkey! | Read Together Story Bible pg 365 Mark 14:22-25 |
| See attached template | Jesus washed His friends’ feet. Wash each others feet or hands, say “You are a child of God” |
| Color a Holy Week Coloring Sheet | Good Friday |
|----------------------------------|-------------|
| See attached | Read Together Story Bible pg 376 Mark 16:21-39 Frolic - Jesus Dies |
| Make a Care Box for people bringing deliveries to your home | Easter Sunday |
|------------------------------------------------------------|---------------|
| See Advocacy at Home sheet for instructions | Read Together Story Bible pg 383 Mark 16:1-8 Frolic - Jesus Rises |
Make a cross in pennies and glue on paper. Write “Paid in Full” Read John 3:16
Do an At-Home Easter Promises Egg Hunt See attached
Count how many crosses you find in your house?
Butterflies remind us of new life. Is there anything in your house with a butterfly on it?
Make a 6”x6” Easter Mural Square! See attached template
When Jesus died, the sky grew dark. Find a very dark place in your house. Turn off the light. Very slowly count to 3. What will happen on the 3rd day?
Make Your Own Palm!
1 - Print out this Template for each kiddo
2 - Print on green paper OR have kiddos color the BACKSIDE with green marker, crayon, or paint
3 - Fold in half with template on the OUTSIDE
4 - For Preschool and younger kiddos: help them cut along the outer line
4 - For School Age kiddos: cut the outline first then cut out the dotted notches
4 - Optional: to make it more “leafy” cut further in than the dotted notches
5 - Attach a pipe cleaner, straw, or popsicle stick to the center, leaving at least 6” out for a handle
Yay! You have a palm!
Suddenly, they found themselves in a parade! People were singing and shouting, "Hosanna!"
PALM SUNDAY
MAUNDY THURSDAY
GOOD FRIDAY
Penny Cross Craft
Take some pennies and glue them to make a cross. Write, “Paid in full.” and read John 3:16
Make an Easter Mural Square!
Make a 6x6 inch Easter square to add to the collection that will eventually be put up in church. You can add any Easter symbol – butterfly, egg, cross, flower, etc.
Here’s what we have so far! (Tip: Make it colorful all the way to the edges)
Easter Promises Scavenger Hunt
Put a clue in 11 plastic eggs and hide them around the house as listed. Celebrate the promise together!
1. The people said HOSANNA! The next clue is by a BANANA.
2. Jesus washed the disciples' FEET. Look underneath a kitchen SEAT.
3. Jesus prayed in a garden at NIGHT. Check by a lamp that gives you LIGHT.
4. Our sins were removed when Jesus Died - Hurry to find your next clue OUTSIDE!
5. Jesus Loves YOU! Go look in a SHOE.
6. The stone was rolled away from the TOMB. Find the next clue in the BATHROOM.
The angels said that Jesus AROSE
Check where you dry your CLOTHES.
He is risen!
He is no longer Dead.
Run real quick to look under the BED.
God has all the strength and POWER
Your next clue is in the SHOWER!
Jesus’ love brings our hearts great Joy!
Find the last clue by a Toy!
Happy Easter!
This Easter hunt is over, but Jesus’ love never ends.
What wonderful news to tell all of your friends!
Trust in Him, believe, and Pray –
and carry these Easter promises with you everyday! | 2,035 | 921 | {
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ISSUE 51 | SEPT 2011
pakmag
number 1 for parents & kids | calms
Holiday GUIDE
THE NEW curriculum
- Common parent concerns
LEARN
WIN BCC Tickets!
- Comp details on page 3
Fathers
The importance of bonding from birth
- Full story page 4
Kids MINI MAG Inside
Art activities for the hols
Weekend in Undara p59
Kids modelling comps
A lot of new mums are still surprised when we tell them that Swim Australia recommends beginning swim lessons for your bub as early as 4 months! It might seem a bit young but there are social, emotional, physical and mental benefits that extend way past water safety.
Your newborn has just spent 9 months in amniotic fluid in your womb so it makes sense to continue exposing them to an environment that makes them feel safe. Water enhances a baby’s development of movement and coordination providing sensory information not available on land.
And did you know that by 10 months a baby is becoming wary of unfamiliar people and places? By 18 months they have an imagination and can begin having bad dreams. You don’t want your child to also develop a fear of water!
If you ask a mum in Australia why they go to swimming lessons, most will tell you its because they don’t want their child to drown, which is an excellent and responsible reason. However, if you ask a mum from Sweden they will tell you that they know their child will be socially, emotionally, physically and mentally more advanced than those that do not! It’s common knowledge in Sweden and now Swim Australia is conducting studies at Griffith University to confirm these benefits.
Of course, swim lessons do help prevent drownings (drowning is the number one killer of children under five and for every one that drowns three more are left with injuries requiring lifelong care) but introducing your child to a great aquatic education program will also expose them to the developmental benefits your child deserves.
Besides all of this, swimming lessons are just plain FUN and create a unique form of bonding and trust between child and parent.
Did I teach my own boys to swim? Well, I tried but as every parent knows it can be difficult to teach our own children in some skills and swimming is one of them.
If you have not been able to introduce your child to water this early it is very important that you attend a swim school that understands child development and its implications to swimming.
Chris Dellit has been teaching swimming for over 30 years and has just co-founded the Little Snappers Swim School in Smithfield.
Tips for choosing a swim school for your baby
MAKE SURE THE SCHOOL YOU ATTEND HAS THE FOLLOWING:
- Swim Australia registered swim school
- Warm and clean water (32-33 degrees will keep your baby warm)
- Covered and enclosed temperature controlled pool
- Small class sizes (max. 3-4)
- Specially qualified baby & toddler staff
- Lessons year round (children lose skills quickly if lessons stop)
- Knowledge of child development | 1,275 | 620 | {
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Whether it’s something in the air or the water, generations of Canadian artists are inspired to capture our surroundings and their effects on us.
Margaret Atwood wrote poetry about the strong and sometimes dark forces of Canadian nature. Neil Young wrote songs about relationships and connected them to places in Canada. Tomson Highway wrote plays depicting life in small towns and communities, and their connection to nature.
It isn’t surprising that the Canadian wilderness has had a profound effect on our shared history, and has made our art intensely impactful. It is what prompted Robert and Signe McMichael to purchase their first Lawrence Harris painting in the early 1950s. They bought the piece because it represented Canada to them.
As their collection of Canadian art grew, they purchased a large plot of land northwest of Toronto in Kleinburg in 1952 to house the works. The McMichaels went on to collect artwork by Tom Thomson, The Group of Seven, and a variety of other artworks including sculptures. Before long, neighbours and community members began bringing their collections to them to be kept in a place they felt it belonged. Thus, the modern-day McMichael Canadian Art Collection gallery was born.
The museum is located in the heart of the city, making it easily accessible to visitors. The building itself is a beautiful example of modern architecture, with its large windows and open floor plan allowing natural light to flood the interior spaces.
Inside, the museum features a variety of exhibits showcasing the rich cultural heritage of the region. From ancient artifacts to contemporary art, there is something for everyone to enjoy. The museum also hosts regular events and programs, including lectures, workshops, and special exhibitions.
Whether you're a local resident or a visitor from afar, the museum is a must-see destination that offers a unique glimpse into the history and culture of the area. So why not take a moment to explore the museum and discover the fascinating stories that lie within?
Their goal with the gallery was to provide future generations with the opportunity to appreciate the artworks as a reflection of our connection to nature and our shared Canadian identity. The collection now includes a variety of historical and contemporary pieces, including a wide range of Indigenous art and Inuit sculptures.
Although many associate museums and galleries with winter or colder months, visiting the McMichael Canadian Art Collection in the summer is a must since it sits on 100 acres of forested land along the Humber River. Built on the grounds of the Ojibwe Anishinaabe People, it was once a part of the Carrying Place Trail, an integral connection for Indigenous people travelling between Lake Ontario’s shoreline and the Lake Simcoe-Georgian Bay regions.
The gallery’s permanent collection consists of over 6,500 paintings and sculptures done by both historically and contemporarily noted Canadian artists.
There are a host of special exhibitions year-round at the gallery, including feature exhibitions such as “Itee Pootoogook: Hymns to the Silence”, and “Louie Palu: Distant Early Warning”. Both speak to the gallery’s geographical focus for this season, the Arctic, and include drawings and art which captures the strikingly beautiful Canadian north.
Outside the gallery are various trails to explore. You can venture down to the Tom Thomson Shack, the historic structure that Thomson lived in at one time. You can also find the final resting place for six members of the Group of Seven in the cemetery nearby. Or enjoy a picnic or quiet time in the gallery’s outdoor Sculpture Garden.
The McMichael Canadian Art Collection is a natural gathering place for Canadian art and nature lovers. It is the perfect spot to appreciate Canada’s national treasures and contemporary art and culture.
By Bri Mitchell
Bri Mitchell is a freelance travel and lifestyle writer. She has travelled to over 50 countries, and doesn’t have plans of stopping anytime soon. Bri currently lives in Toronto with her partner in life and travel, Christopher Mitchell (travelingmitch.com), and their Turkish street cat turned Prince of the Great White North, Kotu. You can follow her travels and meanderings around Ontario and beyond on Instagram @mstravelingmitch. | 1,704 | 831 | {
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FENCES Context
August Wilson was named Frederick August Kittel when he was born to a German father and an African American mother in 1945. Wilson was born and raised in Pittsburgh, PA. His father drifted in and out of his family. His mother and a stepfather, David Bedford, mostly raised Wilson. When Wilson was sixteen, he was accused of plagiarism at school when he wrote a sophisticated paper that the administration did not believe he could write. When Wilson's principal would not recognize the validity of Wilson's work, she suspended him and later ignored his attempts to come back to school. Wilson soon dropped out and educated himself at the local library, reading everything he could find. In the 1960's, Wilson steeped himself in the black power movement while he worked on his poetry and short stories. Eventually, in the sixties, Wilson reinvented himself as a playwright. His work was nurtured through institutions like the Yale School of Drama, where the Dean of the Drama School at the time, theatre director Lloyd Richards, recognized Wilson's talent. Richards later collaborated with Wilson in New York on Broadway. Fences was Wilson's second play to go to Broadway and won him the 1987 Pulitzer Prize for Drama. Wilson won the Pulitzer Prize for Drama again in 1990 for his play The Piano Lesson.
Wilson has taken upon himself the responsibility to write a play about black experiences in the United States for every decade of the 20th century. Only two decades remain, the first years of the century and the 1990's. Fences is his play about blacks in the 1950's. Beginning in 1957, between the Korean and Vietnam wars, Fences ends in 1965, but the themes of the play directly place its consciousness in a pre-civil-rights-movement, pre-Vietnam-war-era psyche. Fences takes place in a still latent time. Like the popular Sam Cooke song of the day proclaims, "A Change is Gonna Come," but not quite yet.
In Fences as in Wilson's other plays, a tragic character helps pave the way for other blacks to have opportunities under conditions they were never free to experience, but never reap from their own sacrifice and talents themselves. This is Troy Maxson's situation. Troy's last name, "Maxson," is a compressed reference to the Mason-Dixon line, considered as the imaginary line originally conceived of in 1820 to define the separation between the slave states and the free states. Maxson represents an amalgamation of Troy's history in the south and present life in the north that are inextricably linked.
Wilson purposefully sets the play during the season Hank Aaron led the Milwaukee Braves to the World Series, beating the New York Giants. When Fences takes place, blacks like Aaron proved they could not only compete with white ballplayers, but that they would be leaders in the professional league. Since we can look back on history with
20/20 hindsight, Wilson asks his audience to put together what they know of American history with the way his various characters experience and perceive history through their own, often conflicted eyes.
All of Wilson’s plays take place in his hometown of Pittsburgh, and Fences is no exception. The Pittsburgh of the Maxson family is a town where Troy and other men of his generation fled from the savage conditions of sharecropping in the south. After Reconstruction failed, many blacks walked north as far as they could go to become urban citizens. Having no resources or infrastructure to depend on, men like Bono and Troy found their way in the world by spending years living in shacks, stealing, and in jail. Wilson clearly draws a linear link between the release of the slaves to the disproportionate number of black men in our jails and in low-income occupations by arguing that the majority of a homeless, resource-less group let loose into a competitive and financed society will have a hard time surviving lawfully. Wilson’s characters testify to the fact that the United States failed blacks after Lincoln abolished slavery and that the government’s failure, made effective legally through Jim Crow laws and other lawful measures to ensure inequality, continues to effect many black lives. Wilson portrays the 1950s as a time when a new world of opportunity for blacks began to open up, leaving those like Troy, who grew up in the first half of the century, to feel like a stranger in their own land. | 1,710 | 892 | {
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How to read 'Surface' weather maps
On surface maps you will often see station weather plots. Since meteorologists must convey a lot of information without using a lot of words, plots are used to describe the weather at a station for a specific time. When all stations are plotted on a map, a "picture" of where the high and low pressure areas are located, as well as the location of fronts, can be obtained.
There are a large number of weather symbols used for station plotting. Some are used for weather elements such as rain, snow, and lightning. Others represent the speed of the wind, types of clouds, air temperature, and air pressure. All of these symbols help meteorologists depict the weather occurring at a weather observing station.
This sample plot represents the maximum amount of information about the current weather at an observing station. Hand plotted maps usually contain the full weather information. However, most computer generated surface weather maps omit some data such as clouds types and heights.
Before computers, the plotting of weather maps was considered an art. In fact, Aerographers (weathermen) in the U.S. Navy continue to plots maps by hand. A skilled plotter can easily fit the above information under the space covered by a dime.
Decoding these plots is easier than it may seem. The values are located in a form similar to a tic-tac-toe pattern. Print key, (pdf)
| In the upper left, the temperature is plotted in Fahrenheit. In this example, the temperature is 77°F. |
| --- |
| Along the center, the cloud types are indicated. These cloud types use the same cloud codes as found in the cloud chart section. The top symbol is the high-level cloud type followed by the mid-level cloud type. The lowest symbol represents low-level cloud over a number which tells the height of the base of that cloud (in hundreds of feet). In this example, the high level cloud is Cirrus, the mid-level cloud is Altocumulus and the low-level clouds is a cumulonimbus with a base height of 2000 feet. [more on these symbols] |
| At the upper right is the atmospheric pressure reduced to mean sea level in millibars (mb) to the nearest tenth with the leading 9 or 10 omitted. In this case the pressure would be 999.8 mb. If the pressure was plotted as 024 it would be 1002.4 mb. When trying to determine whether to add a 9 or 10 use the number that will give you a value closest to 1000 mb. |
| On the second row, the far left number is the visibility in miles. In this example, the visibility is 5 miles. |
| Next to the visibility is the present weather symbol. There 95 symbols which represent the weather that is either presently occurring or has ended within the previous hour. In this example, a light rain shower was occurring at the time of the observation. [See all the symbols] |
| The circle symbol in the center represents the amount of total cloud cover reported in eighths. This cloud cover includes all low, middle, and high level clouds. In this example, 7/8th of the sky was covered with clouds. [see the complete list of symbols] |
| This number and symbol tell how much the pressure has changed (in tenths of millibars) in the past three hours and the trend in the change of the pressure during that same period. In this example, the pressure was steady then fell (lowered) becoming 0.3 millibars LOWER than it was three hours ago. [see all pressure tendency symbols] |
| These lines indicate wind direction and speed rounded to the nearest 5 knots. The longest line, extending from the sky cover plot, points in the direction that the wind is blowing FROM. Thus, in this case, the wind is blowing FROM the southwest. The shorter lines, called barbs, indicate the wind speed in knots (kts). The speed of the wind is determined by the barbs. Each long barb represents 10 kts with short barbs representing 5 kts. In this example, the station plot contains two long barbs so the wind speed is 20 kts, or about 24 mph. [more about wind barbs] |
| The 71 at the lower left is the dewpoint temperature. The dewpoint temperature is the temperature the air would have to cool to become saturated, or in other words reach a relative humidity of 100%. |
| The lower right area is reserved for the past weather, which is the most significant weather that has occurred within the past six hours excluding the most recent hour. [see the complete past weather symbols] |
Analyzing Weather Maps
Once you can read a station plot you can begin to perform map analyses. Meteorologists use the station plots to draw lines of constant pressure (isobars), temperature (isotherms), and dewpoint (isodrosotherms) to achieve an understanding of the current state of the atmosphere. This knowledge ultimately leads to better weather forecasts and warnings.
Learning Lesson: Drawing Conclusions | 1,963 | 1,055 | {
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Activities that require limited supplies for daytime or lighted areas
— Crumble up a wad of paper and play a ball game (basketball, baseball, blowing the ball across a table into a “goal”).
— Play marbles. If no marbles are available, use rocks or pebbles (draw a circle and see who can knock the rocks out of the circle).
— Play “Hang-man.” Make up a word in your mind. Draw the number of lines that correspond to the letters in that word. Draw an upside down L. If you would like you could give them a hint such as “animal, vegetable, or mineral. The other players guess a letter and if it’s correct, you put it in the correct blank. If it’s incorrect you put a head on the upside down L. Draw another body part for each subsequent wrong guess. The object is to guess the word before you complete the body. Whoever wins gets to pick a word next.
— Make paper airplanes, origami, or paper boats.
— Trace a child’s hand or draw a random shape, and see what animals they can make out of it.
— Write letters to friends or family.
— Play “Tic Tac Toe.” Make a three by three grid on a piece of paper. One person is “X” and one is “O.” The player who succeeds in placing three respective marks in a horizontal, vertical, or diagonal row wins the game.
— Play “Hidden Words.” Have everyone agree on a key word, which must be at least seven letters long. Then, players try to find as many smaller words as possible within the key word, by rearranging letters or keeping them in the same order. For instance, “kitchen” would have the hidden words “it,” “itch,” “kit,” and “etch” in it.
— Play “Find a word.” Make a grid of random letters interspersed with horizontal, vertical, and diagonal words and have the child circle the words when they find them.
— Play “Five questions.” Write down five questions such as:
a.) What is your favorite color?
b.) What is (or was) your favorite subject in school?
c.) What is your favorite song?
d.) What is your favorite food?
e.) What is your favorite book?
Each person has to answer them. Once the first set of five questions are answered, let each individual come up with their own set of questions to ask.
Play “House or Tower of Cards / Blocks / Coins.” Using a deck of cards, blocks, or coins choose a flat surface and each person builds a house or tower. Whichever house or tower falls down first loses the game.
___ Play “Funny Fashion Show” and other dress up games.
___ Play card games, board games, or dominoes.
___ Play musical instruments.
___ Perform simple magic tricks.
___ Play “Tug of War.” Find a level, grassy area to play on, and make a “center line” on the ground. Mark a long rope at the center and make two more lines some distance from the center in each direction (depending on the length of the rope). Make one more set of marks a little distance further from these lines which shows how far each team is allowed to get to the center of the rope. Form two equal teams with the largest person on each team placed at the far end of the rope. At a signal to start, each team pulls the rope as hard as they can until one side’s tape crosses the line. When this line crosses the line on the ground, the team on that end has lost.
___ If a ball is available, play toss, softball, soccer, dodgeball, kickball, or some other ball game.
___ Have a treasure hunt where you write down clues on slips of paper that lead children to a “treasure.”
___ Have a scavenger hunt where you make a list and have children compete to collect the most items.
___ Have an impromptu “camp out” using sheets and blankets to make tents over furniture.
___ Play “Guess the Object.” Select an object and hand it to a child under a cloth, or with his/her eyes blindfolded or closed. He/she feels the object with his/her hands to determine what she's holding. When the child guesses correctly offer another object to guess. If he/she has difficulty, give clues or ask what he/she feels and help him/her figure out what the object could be.
___ Play “Guess the Person.” Give one word to describe a family member or friend. Allow the child to guess who it is. If the child guesses wrong, provide another word to describe the person and then allow another guess. Continue this process until the child guesses the person correctly. Play again but switch roles, have the child provide clues and you guess.
___ Play battery-powered games. | 1,746 | 994 | {
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