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What you can do at home to help:
• Continue to hear your child read at home, asking questions like:
What do you think will happen to this character later on in the story?
How do you think the story will end?
Have you read a book like this before?
Which words are new to you? Why do you think the author chose that word?
• Continue to work on times tables (all times tables up to $12 \times 12$), including division facts.
• Keep on asking your child to add and take away numbers in his/her head.
• Teach your child the compass points up to 8 points (N, NE, E, SE, S, SW, W, NW)
• Play turn taking games.
• Visit your dentist for a check up in the first half term.
• Take a good look at your child’s toothbrush with him/her and discuss how s/he needs to brush his/her teeth.
• Visit the library and borrow books on journeys.
• Talk about journeys they have made, either here in the UK or abroad.
• Look at maps, atlases, show the route of a journey on your sat nav.
• Talk about what you eat during the day and the healthy choices that you make for a balanced diet.
• If you have a pet, show your child what your pet eats, and how much food you have to buy for it each week. Ask your child to feed and look after the pet for a week.
• Look at electricity in the home. Show children that there are mains operated and battery operated items. Why both?
Burps, Bottoms and Bile will, we are certain, keep the children highly entertained! It is a science based topic and includes thinking about everything from dentistry and teeth to the ins-and-outs of the digestive system.
For the second half of the Spring term we will be immersing ourselves in the geographical topic entitled ‘Road Trip USA’ where children will have the opportunity to refine their map skills and to plan an imaginary road trip. They will also be researching NYC and watching video clips and documentaries in order to give them an impression of the atmosphere of the city.
Literacy
Through our ‘Burps, Bottoms and Bile’ topic we will be focussing on fact files and posters, explanatory texts, imaginary narrative, slogans and persuasive texts. Then after half term and in conjunction with ‘Road Trip USA’ we will be writing postcards, diary entries, myths and legends and poetry as well as learning to construct e-mails. All of our literacy will be taught through links to our current topic in the same way that we have done for the Autumn term.
Maths
In maths during the Spring term we will be looking at measurement and statistics—looking at food labels and their ingredients as well as looking at the contents. We will continue learning number and place value; solving problems; perimeter and area; geometry and fractions. The children will be weighing and comparing bags representing the stomach capacities of humans and other animals.
Science
We will be asking the children to think about electricity and the devices and equipment that require electricity for power. The children will be constructing circuits using a range of components and switches. They will also be learning to sort and classify materials into those that are conductors and those that are insulators. As part of the ‘Burps, Bottoms and Bile’ topic the children will be thinking about different teeth types, the causes of tooth decay and how we can maintain healthy teeth as well as what good tooth hygiene is. There will be an opportunity for us to learn about the digestive system and make comparisons between the digestive systems of a human and that of other animals.
Other curriculum areas
In ICT children will be thinking about digital images, databases, spreadsheets, and online research. As part of history we will be learning about Native Americans and for geography we will be considering using World and US maps as well as thinking about the human and physical geography of USA. In art and design we will be making Native American Dream catchers, having a go at weaving and in D&T the children will be focussing on healthy foods as well as making a working model of the digestive system. For PHSE the children will be thinking about expressing opinions, stereotypes and discrimination and healthy bodies. For music the children will be continuing their lessons with the Hounslow Music Trust.
Building Learning Power
Next term we will be continuing our learning on what makes us better learners and how we can evaluate how well we are learning.
From the BLP website: Revising: Pupils need to learn how to deal with change, emotionally and practically. With an inflexible frame of mind they are unlikely to recognise the need to change their ideas or the way they do something. They also need to know what ‘good’ looks like; how to keep an eye on how things are going and evaluate how things went against external standards. | 1,828 | 1,000 | {
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Summer term is almost here. We are very excited because we will have two super new topics… Predators and Urban Pioneers. During the past two terms all the children have developed a range of skills and have become much more independent in their approach to their learning. Now, through computer-based and book research, and class discussion the children will explore the world of animal and plant predators, from sharks in the oceans, to piranha fish in rivers, the big cats in Africa to insect-eating plants! The Urban Pioneer topic will investigate maps, our local area and how improvements can be made to the urban environment.
**Literacy**
During Literacy lessons this term we will be developing our knowledge and expertise at writing letters, stories and poetry. We will also be creating explanations, autobiographies and fact files. Finally, we will be assessing how well the children have been using their new skills in spelling, grammar and punctuation activities.
**Numeracy**
In the coming months we will look at data handling, including bar charts, pictograms and tally charts whilst continuing the development of skills in column addition, subtraction, division and multiplication. Furthermore, the children will be improving their speed at recalling number facts related to the times tables. We will also be continuing to develop problem solving skills. The children will have more opportunities to solve word problems that link to all four operations as well as measure, time and fractions.
**Attendance Reminder**
The Government sets a minimum target of 96% attendance for every child. All absences have to be explained. Unauthorised absence must be reported to Hounslow. Fines of up to £100 are imposed for taking holidays in school time.
**Science**
Our Predator topic gives us the opportunity of studying food chains, skeletons, plants and animals. We will be looking at similarities and differences in the animal and plant kingdoms and in other countries. The second focus will be on Light and Dark, Shadows, Sun Safety, Colour and How to Work Scientifically.
**P.S.H.C.E.**
This term we will continue to focus on our whole school BLP objectives developing our children’s resilience and perseverance in the face of challenge. We will be embedding this into all our lessons.
**Art/Design Technology**
For Predators we will be creating a piece of collage and charcoal drawings based on different predators. For our Urban Pioneer project, we will focus upon photography, graffiti art and observational drawing.
**Music and Dance**
All Year 3 children will continue to learn the recorder. Practicing these skills is very important. Please could you encourage your child to practice at home.
Reading at Home is so important and enjoyable! Please find some time every day to hear your children read aloud and then sign their home learning journals. Don’t forget to ask your child questions about the book they are reading. | 1,126 | 569 | {
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THIRTIETH SUNDAY IN ORDINARY TIME
YEAR A
PRAYER OF THE DAY:
O God, we cannot see you yet you call on us to love you, even as we know you love us. Make us understand that everybody without exception is precious to you, and that to love them is to love you. Let us not be bothered about what we like and do not like but be awake to the needs of all the people we meet, just as Jesus did and who is now living with you, forever and ever.
FOCUS OF THE READINGS:
Our readings focus on love of neighbor. In cycle C the commandment found in today's Gospel is coupled with a reading from Deuteronomy which puts the Sunday focus on love of God and neighbor. Here in cycle A, our first reading gives us a list of commandments relating to the treatment of others. The list includes foreigners, widows, orphans, the poor. In short, we are commanded to love everyone and to take special care of those in need.
The Gospel is a simple, straightforward presentation of the "greatest commandment." The focus is clear. Love of God and neighbor is not merely an option but the definition of what it means to be Christian.
FIRST READING: Exodus 22:21-27
This is a reading from the book of Exodus.
Our God says:
"When there are foreigners and strangers living among you, you must never do anything to hurt them. Remember that you used to be strangers in the country of Egypt. And don't do anything to hurt widows and orphans. If you do hurt them, and they cry out to me, I will listen to them, and I will help them. But I will punish you.
"When you lend money to people who are poor, don't make them pay back more than they owe you. And if you take their coat as a promise that they will pay you back, don't keep it overnight because they will need it to keep warm. If they cry out to me, I will help them, for I love the poor and will take care of them."
The Word of the Lord.
RESPONSE: Psalm 113
RESPONSE:
1. You love the poor, you love the needy.
2. Teach us to love the poor and needy,
1. You give them help, you care for them.
2. To give them help, to care for them.
GOSPEL ACCLAMATION:
Leader:
1. Love God with all your heart;
2. Love your neighbor as yourself;
Alt: (sing and clap)
Alleluia, alleluia!
GOSPEL: Matthew 22:34-39
This is a reading from the Gospel of Matthew.
One day, a lawyer, who belonged to a group called the Pharisees, asked Jesus this question:
“Teacher, what is the greatest commandment in the law?”
Jesus said,
“You must love God with all your heart, and with all your soul, and with all your mind. This is the first and most important commandment. And the second one is like it: you must love your neighbor just as you love yourself.”
The Gospel of the Lord.
REFLECTING ON THE READINGS WITH CHILDREN:
At first glance this may seem a simple Gospel to reflect on with children. But, remembering that children take our words very seriously and often literally, we will want to exercise caution. I recall a vivid experience with this very text. After hearing Sister say that we “must love God more than anyone,” one little first grade child went home crying. Finally that evening, she told her parents that she thought God didn’t love her because she loved them (her parents) more than she loved God. And quite naturally so! Fortunately, the parents were very understanding and had the kindness to tell Sister what happened. When she shared this with the rest of the faculty, it was a learning experience for all of us!
With this caution in mind, let us proceed to our reflection on the Gospel. Rather than dwelling on how much we love God, we might explore with the children ways which we show our love for God:
- in our prayer,
- at mass,
- at home,
- with others, by telling them about the good things that happen (instead of the bad),
- by having a joyful disposition,
- by showing gratitude for God’s gifts,
- by showing respect for the things God created and using them respectfully.
We might also explore how we show our love for our neighbor. The children will be able to make many suggestions.
The minister of the Word will want to keep the children focused on ways they can show love of neighbor which are truly possible for them. For example, they cannot feed the hungry of the world, but they can share their “goodies” generously with others.
They cannot make global peace, but they can work for peace in their families and with their playmates. What is important is that the children realize that when they show love for others, they are also showing love for God. | 1,667 | 1,033 | {
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Thirty-third Sunday of the Year
Believe in me
INTRODUCTION
Jesus expects each one of us to share his message and the gift of our faith with other people. He will send the Holy Spirit to give us strength and courage, and will remember our goodness when he returns at the end of time.
SIGN OF THE CROSS
LIGHT THE CANDLES
Light the candles and read (cf John 8:12):
Jesus said, ‘I am the light of the world. Whoever follows me will have the light of life and will never walk in darkness.’
SORRY
Jesus taught us how we should lead our lives and treat other people. In this reading from St Luke, he reminds us that God will forgive us as easily as we forgive others. (cf Luke 6:37-38):
Do not always believe that you are right and others are wrong, but treat people the way you would want to be treated. If you are full of forgiveness for others, then God will be full of forgiveness for you.
(Sit quietly for a few moments of reflection.)
GLORIA
GOSPEL ACCLAMATION
To welcome today’s Gospel sing Acclamation 6: Jesus here we are.
GOSPEL (cf Luke 21:5-7, 12-19)
Jesus was at the temple in Jerusalem when he overheard some of the crowd talking.
‘This temple was built to last forever!’ they said.
But Jesus told them, ‘One day, everything, including this temple will be destroyed.’
‘When will this happen?’ they asked him.
‘Do not be afraid,’ said Jesus, ‘the time for all this to happen is still a long way off. Before then many will suffer because they are my followers. I will give them courage and strength, and they will be rewarded for their faith and goodness by my heavenly Father.’
DISCUSSION
What did Jesus mean when he said that one day everything, including the temple would be destroyed? – Jesus was talking about the end of the world, when he will return in power and glory. Buildings and possessions will not last forever, but love and goodness can never be destroyed.
Did Jesus tell the people when this would happen? – Jesus did not tell them an exact day or time, but that the end of the world would not come until many people had suffered because they believed in him.
Why is being a Christian not always easy? – As Christians we believe in Jesus and everything he taught us. We share one faith which is a gift from God. Jesus expects us to share that faith with others, through our words and by the lives we lead. Many of the early Christians suffered and died for their faith, because others would not believe in Jesus. Today it is not always easy to follow Christ’s way of love, and to build our lives around his teachings, but Jesus promised to give us the strength and courage that we need.
How will Christians be rewarded for their faith? – If we choose to follow Jesus and to live as he taught us, then we will be rewarded for our goodness by sharing everlasting happiness with God at the end of time.
ACTIVITY
Cut an oval shape from card for each child, and punch two holes opposite each other at the ends of the oval. Write ‘Believe in’ on the top half of one side above the holes. Turn the oval over so that the words are upside down and face down. Write ‘Jesus’ above the holes as before. Loop elastic bands or pieces of wool through the holes. After colouring in the letters and decorating the ovals, the children can wind the ovals to twist the bands. Then pull apart and see the message they have written.
CREED
CLOSING PRAYER
Heavenly Father,
thank you for the gift of faith
which each of us has been given.
Help us to share it
with whoever we meet.
GOSPEL ACCLAMATION:
Jesus said for all to hear: "Young man, get up, I tell you."
Alleluia, praise the Lord, alleluia, praise the Lord!
GOSPEL: Luke 7:11-17
A reading from the Gospel of Luke.
Jesus went to a town called Nain.
His disciples and a large group of people were with him.
As they were coming into the town,
they saw some people carrying a stretcher with the body of a young man who had died.
This man was an only child,
and his mother was a widow.
Many people from the town had come to be with her.
When Jesus saw the young man’s mother, he felt very sorry for her, and he said to her,
"Don’t cry."
Then he went over and touched the stretcher. The people carrying it stopped. Jesus said,
"Young man, I say to you, get up!"
And the dead man sat up and began to speak. Jesus took the boy over to his mother.
All the people were amazed and began to praise God, saying,
"This man is a great prophet!
God has truly come to us!"
Soon people all over Judea and all the neighboring countries heard about this wonderful thing that Jesus did.
The Gospel of the Lord.
REFLECTING ON THE READINGS WITH CHILDREN:
Both of these stories will appeal to children.
After the first reading, ask the children to recall what they heard. Ask them then to retell the story. Two aspects should be highlighted:
1) The power of God acting through Elijah.
2) Gratitude for life that leads to the psalm refrain.
The psalm prayer is truly ours as well because God has given us life, continually gives us life, and promises us life forever. After the Gospel, ask the children to recall the story. Take time to be aware of the feelings of the boy’s mother and how Jesus treats her. What did Jesus do and say? And again we highlight:
1) The power of God in Jesus, “I say to you, get up.”
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Are You Ready for a Flood or a Flash Flood?
Here's what you can do to prepare for such emergencies
Know what to expect
- Know your area's flood risk—if unsure, call your local Red Cross chapter, emergency management office, or planning and zoning department.
- If it has been raining hard for several hours, or steadily raining for several days, be alert to the possibility of a flood.
- Listen to local radio or TV stations for flood information.
Reduce potential flood damage by—
- Raising your furnace, water heater, and electric panel if they are in areas of your home that may be flooded.
- Consult with a professional for further information if this and other damage reduction measures can be taken.
Floods can take several hours to days to develop—
- A flood WATCH means a flood is possible in your area.
- A flood WARNING means flooding is already occurring or will occur soon in your area.
Flash floods can take only a few minutes to a few hours to develop—
- A flash flood WATCH means flash flooding is possible in your area.
- A flash flood WARNING means a flash flood is occurring or will occur very soon.
Prepare a Family Disaster Plan
- Check to see if you have insurance that covers flooding. If not, find out how to get flood insurance.
- Keep insurance policies, documents, and other valuables in a safe-deposit box.
Assemble a Disaster Supplies Kit containing—
- First aid kit and essential medications.
- Canned food and can opener.
- At least three gallons of water per person.
- Protective clothing, rainwear, and bedding or sleeping bags.
- Battery-powered radio, flashlight, and extra batteries.
- Special items for infant, elderly, or disabled family members.
- Written instructions for how to turn off electricity, gas, and water if authorities advise you to do so. (Remember, you'll need a professional to turn natural gas service back on.)
Identify where you could go if told to evacuate. Choose several places . . . a friend's home in another town, a motel, or a shelter.
When a flood WATCH is issued—
- Move your furniture and valuables to higher floors of your home.
- Fill your car's gas tank, in case an evacuation notice is issued.
When a flood WARNING is issued—
- Listen to local radio and TV stations for information and advice. If told to evacuate, do so as soon as possible.
When a flash flood WATCH is issued—
- Be alert to signs of flash flooding and be ready to evacuate on a moment's notice.
When a flash flood WARNING is issued—
- Or if you think it has already started, evacuate immediately. You may have only seconds to escape. Act quickly!
- Move to higher ground away from rivers, streams, creeks, and storm drains. Do not drive around barricades . . . they are there for your safety.
- If your car stalls in rapidly rising waters, abandon it immediately and climb to higher ground.
Your local contact is:
MORTON GROVE EMERGENCY MANAGEMENT AGENCY
(847) 965-1502 | 1,295 | 645 | {
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Seventh Sunday of the Year
Love your enemies
INTRODUCTION
Does anyone know what an enemy is? (Someone who hates another person and wants to hurt or harm them). Today we hear Jesus telling us that we must learn to forgive and love our enemies, and never to hate them.
SIGN OF THE CROSS
LIGHT THE CANDLES
Say together: Fill our hearts with the love of Jesus.
SORRY
Jesus told us to be like his heavenly Father, who always forgives; Help us to forgive anyone who has hurt or harmed us. If we have spoiled our friendship with God we ask for his forgiveness as we sing our sorry song.
Sing Sorry Song 4: *When we say that we are sorry.*
GLORIA
GOSPEL ACCLAMATION
To welcome today’s Gospel sing Acclamation 3: *Alleluia, alleluia.*
GOSPEL (*cf* Matthew 5:38-48)
One day Jesus said: ‘If someone hits you, do not hit them back, instead you must forgive them and try to be their friend. Learn to love your enemies and to pray for anyone who wishes you harm. It is easy to love someone who loves you back, but it is hard to love someone who hurts you. Try to be like God our Father, who always forgives. If you do this, others will see God’s goodness in you, and my Father in Heaven will be very pleased.’
DISCUSSION
Jesus tells us to love as God loves – all people, even those we do not like! It is easy to be kind to those who are kind to us, but God wants us to be good to people who hurt us too.
Has anyone ever been hurt by someone else, for example a bully at school?
What happened and how did they react to the incident?
What has Jesus told us to do?
We should not let our anger win. We must try to be generous and kind, and to become friends. This is never easy, but we should try to do what we know is right. If the bully laughs at us and will not listen, do not give up! Tell an adult – a teacher or a parent, and perhaps they can help them to realise that hurting others is wrong and instead they must learn to love.
Do the children know of any countries at war?
All over the world many different nations are enemies and their people are at war. Many people are trying hard to bring peace to these places, to encourage friendship, just as Jesus wanted. In our own small way we too can be peacemakers like them; by offering our friendship to everyone we meet; by trying to end a quarrel between others, and by learning to say sorry and to forgive others who have hurt us.
ACTIVITY
Photocopy the illustrations onto thin card. Cut them out for the children to colour and make into badges which encourage peace throughout the whole world.
CREED
CLOSING PRAYER
Lord Jesus, you once said,
‘I leave you my peace, my peace I give you.’
May our hands reach out
to share your peace with others,
and may our hearts always be filled
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Growing crops on slopes
More intense rainfall events are predicted for the future. This means that soil is more likely to be washed away. Soil on slopes is most vulnerable.
When growing crops on slopes, removing as little vegetation as possible will reduce soil erosion. The roots of trees and plants help hold the soil in place. The canopies of trees also reduce the intensity of rainfall. The raindrops land on leaves and branches of trees, reducing the force of the rain when it hits the ground.
Growing vetiver grass across slopes in between crops can help prevent soil erosion. Vetiver grass has very deep and very strong roots which bond to the soil, preventing it from washing away.
Reducing soil erosion helps keep rivers free of sediment.
Managing pests in gardens
Climate change will bring warmer and wetter weather. These conditions will cause certain agricultural pests and diseases to thrive.
Intercropping (planting different kinds of crops together) can help reduce pest attacks. If there is only one type of crop in the garden, the insect feeding on this crop will spread very fast. However, if there are many different crops, the pest will find it more difficult to find the crop they want to attack (host plant).
Some crops produce smells that repel insects and organisms that attack other crops. Examples of crops with smells that keep away insects are onion, garlic, basil, coriander and lemon grass. Planting these strong smelling plants with your crops will help keep away harmful insects. Marigold flowers keep gardens beautiful and keep away the harmful worm called root-knot nematode that eats vegetables and root crops like cassava. This worm likes warm moist conditions.
Planting insect-repelling plants will save us money and prevent the use of harmful chemicals in our gardens.
Agroforestry farming system
Agroforestry is a farming system where trees, shrubs and food crops grow together. An agroforestry farm has many kinds of plants and animals compared to a normal garden that only has a few types of crops. Animals can also be kept, such as cattle grazing under coconut trees and fruit trees.
Changing weather conditions will affect crops differently. Some crops will be able to survive dry conditions and others can withstand strong winds. Growing different crops (e.g. taro, cassava, pineapples) with fruit trees (e.g. bananas, oranges, pawpaws) and tree crops (e.g. breadfruit, and coconut trees) can provide you with many different types of food during different seasons. Planting crops and trees together keeps the soil healthy, prevents soil erosion and crops are sheltered against strong winds, hot sun and heavy rain.
Firewood and other wood products can be harvested from an agroforestry farm instead of clearing forests. An agroforestry system supports different types of birds and animals because there are more plants and trees to provide food and shelter. | 1,068 | 585 | {
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See yourself as others hear you
Find out who
Don't trust to memory
golden rule
Telephone as you would be telephoned to
how do you rate?
Always 10 points
Sometimes 5 points
Never 0 points
100-160
Congratulations! – you have most of the qualities of a telephone saint. Your example should be an inspiration for your friends and family. A score of 120 or more indicates you should write books on the subject.
70-100
Pretty fair – but there definitely is room for improvement. Review your lesson on the Golden Rule, apply yourself with diligence and your Telephone Courtesy Quotient is bound to rise.
under 70
It's just plain lucky you have any friends left! But your honesty in completing this test reassures us concerning your good character and we know you'll turn over a new leaf.
are you a telephone saint or sinner?
AUSTRALIAN POST OFFICE
telephone courtesy quotient
Place a '✓' in the appropriate place opposite each question. (Now, be honest!)
| Question | ALWAYS | SOMETIMES | NEVER |
|--------------------------------------------------------------------------|--------|-----------|-------|
| Is there a smile in your voice? | | | |
| Do you speak distinctly... lips about half an inch from the mouthpiece? | | | |
| Do you pronounce facts and figures carefully? | | | |
| When you receive a call, do you identify yourself quickly? | | | |
| When it rings, do you answer your telephone immediately? | | | |
| When you answer someone else's phone, do you leave clear, complete, written messages? | | | |
| When you're making a call, do you identify yourself promptly and state your business? | | | |
| When you book a call, do you wait near your telephone until it's available? | | | |
| Do you have the materials you need handy before you make your call? | | | |
| Do you tell your supervisor or fellow workers where to reach you when you leave your desk? | | | |
| Do you avoid wrong numbers by pronouncing distinctly, dialling carefully, looking up doubtful numbers? | | | |
| When finishing a call, do you hang up gently? | | | |
| Do you call people by their right names and correct titles? | | | |
| When the party you're calling is out and you want him to call back, do you leave your name and telephone number? | | | |
| On the technical side: Do you dial carefully without interruption and without forcing the dial to return? | | | |
| After dialling is completed, do you wait those necessary seconds for the equipment to give you a progress tone? | | | |
Good impressions are important to popularity! And Courtesy is important to making good impressions!
How is your Telephone Courtesy Quotient? To find out if you're a 'Saint' or a 'Sinner', try our quick test
To find your rating: Check your total score against the guide on the back of this page. | 1,848 | 685 | {
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What is COVID-19?
Coronavirus disease 2019 (COVID-19) is a respiratory illness that can spread from person to person. The virus that causes COVID-19 is a novel coronavirus that was first identified during an investigation into an outbreak in Wuhan, China. For the latest information, go to CDC COVID-19 website.
Can people in the U.S. get COVID-19?
Yes. COVID-19 is spreading from person to person in parts of the United States. Risk of infection with COVID-19 is higher for people who are close contacts of someone known to have COVID-19, for example healthcare workers, or household members. Other people at higher risk for infection are those who live in or have recently been in an area with ongoing spread of COVID-19.
How does COVID-19 spread?
The virus is thought to spread mainly between people who are in close contact with one another (within about 6 feet) through respiratory droplets produced when an infected person coughs or sneezes. It also may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes.
What are the symptoms of COVID-19?
Patients with COVID-19 have had mild to severe respiratory illness with symptoms of
• Fever
• Cough
• Shortness of breath
What are severe complications from this virus?
Some patients have pneumonia in both lungs, multi-organ failure and in some cases death.
Is there a vaccine or treatment?
There is currently no vaccine and no specific treatment for this disease. People infected with COVID-19 can seek medical care to help relieve symptoms.
How can I help protect myself?
There is currently no vaccine to prevent COVID-19 infection. The best way to prevent infection is to avoid being exposed to this virus. However you should follow these everyday actions to help prevent the spread of respiratory viruses.
• Wash your hands often with soap and water for at least 20 seconds. If soap and water are not available, use an alcohol-based hand sanitizer. The CDC has resources for handwashing education materials.
• Avoid touching your eyes, nose, and mouth with unwashed hands.
• Avoid close contact with people who are sick.
• Cover your cough or sneeze with a tissue, then throw the tissue in the trash. If you do not have a tissue use your elbow not your hands.
• Clean and disinfect frequently touched objects and surfaces.
What do I do if I get symptoms of COVID-19?
• First, call your primary care provider and explain your symptoms and any recent travel history or close contact with someone who has.
• Before seeking health care call ahead to the facility and tell them your situation. They will give you instructions on how to get care without exposing other people to your illness.
• Avoid close contact with people who are sick.
• Stay home when you are sick.
• Cover your cough or sneeze with a tissue, then throw the tissue in the trash. If you do not have a tissue use your elbow not your hands.
• Clean and disinfect frequently touched objects and surfaces.
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Plant cool season veggies during the months in the shaded area, according to your location. Use the frost dates and average days to maturity for each vegetable to determine planting and harvest dates. Extend seasons by protecting from frost or summer sun, and use soil temperature controls such as mulch and wind protection.
**Most mature cool season veggies are frost tolerant.**
**Begin fall planting for spring and/or summer harvest:**
- Artichokes
- Brussels sprouts
- Asparagus
- Rhubarb
- Potatoes
- Fava beans
- Onions
- Garlic
**Hot temperatures cause lettuce, spinach, chard, cabbage family and other leafy vegetables to bolt.**
### Cool Season Vegetables
#### The Plan
Things you’ll need to plan your garden:
- Calendar
- Journal
- Frost Dates
- Average seasonal temperatures
- Days to germination for selected seeds
- Days to maturity for each crop
- Recommended planting dates
- How will you use the produce?
- How many people will be enjoying the produce?
| ROOT | STEM | LEAVES | LEAVES |
|------------|--------------|-----------------|---------------|
| beet | asparagus | bok choy | lettuce |
| carrot | kohlrabi | brussel sprouts | mustard greens|
| garlic | potato | cabbage | parsley |
| leek | rhubarb | celery | spinach |
| parsnip | | chard | watercress |
| radish | | cilantro | |
| rutabaga | | Chinese cabbage | FRUIT |
| shallots | | chives | fava beans |
| turnip | | collards | snow peas |
#### IMMATURE FLOWERS
- artichoke
- broccoli
- cauliflower
#### CHARACTERISTICS OF COOL SEASON VEGETABLES
- Grow best in average temperatures of 55 – 75 degrees
- Will tolerate slight frost when mature
- Food value is higher per pound than warm season vegetables because edible parts are the vegetative parts rather than the fruit
- Most have shallow to medium root systems making them well adapted to small gardens or container gardens
- Can be grown all year in temperate zones
- Can be grown in most zones with shade in summer
#### Frost Protection:
- Cover individual plants with cut-off plastic bottles or cardboard cones
- Start seedlings in coldframes
#### Warm Soil Temperature:
- Cover soil with dark plastic;
- Shield plants from wind
#### Cool Soil Temperature:
- Cover soil with organic mulch
- Use shade structures to shield from sun and wind
#### FROST DATES:
| | First Frost | Last Frost |
|----------------|-------------|------------|
| Interior | Oct. 7 | April 20 |
| North County | Nov. 7 | April 7 |
| Coast/SLO | Dec. 31 | Feb 15 |
References: Compiled from the Master Gardener Handbook 12/2005 | 1,707 | 651 | {
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TOOTHPASTE
Andrew McFarland Campbell
Many years ago, when I was the youngest in the family, I remember playing with a tube of toothpaste. I must have been about a year and a half old, so it couldn’t really have been any later than 1977. In those days toothpaste came in the traditional metal tubes with the screw caps.
This tube of toothpaste wasn’t at home. It was in the supermarket, J&J Foods in King’s Square. I was in the child’s seat in a shopping trolley, and I was not happy. My two older brothers were there, and my Dad was there too. But my Mum wasn’t. Even though Mum was safely at home, barely five minutes’ drive away, I missed her. I have always been close to my mother – I apologise for the cliché, but its true – and I knew she wasn’t well. I was fussing because I wanted to be with her.
I remember my oldest brother, Matthew, was walking on one side of the trolley. At the age of eight he was helping Dad do the shopping, walking a few feet ahead, collecting things he knew we needed. Martin, my other brother, was on the other side, a four-year-old boy trying to help his Dad, trying to be his older brother. But I was in the middle, in the child’s seat. And I missed Mum. I wanted to be with her.
We were near a shelf, and I was able to reach out and grab something – the tube of toothpaste. I took it out of its cardboard box and started to squeeze it. This was to be my first introduction to one of the fundamental laws of the Universe, a law that trumps the most sincere environmentalist. Entropy increases.
In my hand the tube felt metallic and cool. As I squeezed it I could feel the paste flow inside it. After a good few squeezes I wanted to put the tube back the way it was, uncrumpled and smooth. I did what any thinking toddler would do. I squeezed it
some more, assuming that would even it out. Of course all that happened was it got more crumpled. I cried.
I remember my Mum crying about that time as well. It was just me and her. She was standing outside the car, holding me in her arms. We were on a country road, overlooking a huge field. “Oh Mummy, Mummy,” my Mum was crying. I suppose it was then that I realised that my Mummy had a mummy herself, even if she wasn’t here. I didn’t realise the significance of the rows of rectangular stones standing in the field though.
Years later, I understood why Mum was crying. She told me she had only seen Dad crying once. And he was crying about that thing too. | 865 | 583 | {
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SECTION–II
Chemistry
(Maximum marks : 50)
PART—A
(Answer the questions in one or two sentences. Each question carries 2 marks)
I (a) Define pH of a solution.
(b) What is meant by degree of hardness? \hspace{1cm} (2×2=4)
PART—B
(Answer any two questions. Each question carries 8 marks)
II (a) Distinguish between normality and molarity of a solution.
(b) Account why the pH of the blood remains constant. \hspace{1cm} 4
III (a) What are the important disadvantages of hard water?
(b) Give any two examples of nanomaterials. \hspace{1cm} 4
IV (a) Point out the oxidizing agent and the reducing agent in the following reaction:
\[ 2\text{FeCl}_3 + \text{SnCl}_2 \rightarrow 2\text{FeCl}_2 + \text{SnCl}_4 \]
(b) Give an account of applications of carbon nanotubes. \hspace{1cm} 4
(2×8=16)
PART—C
(Answer two full questions. Each question carries 15 marks)
V (a) Calculate the molecular weight of the following compounds:
(i) \( C_{12}H_{22}O_{11} \)
(ii) \( \text{FeSO}_4(\text{NH}_4)_2\text{SO}_46\text{H}_2\text{O} \).
(At. wt. of Fe = 55.85 & S = 32) \hspace{1cm} 3
(b) Illustrate with suitable examples, Lewis acids and bases. \hspace{1cm} 3
(c) Explain the ionic product of water. \hspace{1cm} 3
(d) Which indicator is suitable for the titration of a strong acid against a weak base and explain? \hspace{1cm} 3
(e) 20 ml KOH solution containing 8.5 g of KOH per litre of the solution is titrated against sulphuric acid solution. The volume of the acid required is 19.2 ml. Calculate the normality and strength of the acid solution. \hspace{1cm} 3
OR
VI (a) Write down the molecular formulae of the following compounds:
(i) Ammonium sulphate (ii) Potassium dichromate
(b) Illustrate redox reaction with suitable example.
(c) A solution is prepared by dissolving 0.4 g of NaOH in 100 ml of water. What is the pH of the solution?
(d) Explain the terms:
(i) Standard solution (ii) Indicator.
(e) 5600 ml of hydrogen gas at NTP is required to fill a balloon. Calculate the weight of Zn required to produce this amount of hydrogen by reaction with dil. $H_2SO_4$.
(Zn = 65).
VII (a) Distinguish between temporary hardness and permanent hardness.
(b) One ml of a sample of EDTA solution is found to be equivalent to 1.75 mg. CaCO$_3$. If 25 ml of this solution is required by 10 ml of a water sample, calculate the total hardness of water.
(c) Explain any two methods for the synthesis of carbon nanotubes.
(d) List any three applications of nano materials.
(e) What are the important disadvantages of hardwater when used in steam boilers?
OR
VIII (a) How will you determine the degree of hardness of water by EDTA method?
(b) What are the important properties of carbon nanotubes?
(c) How the hardness of water can be removed using ion exchange method?
(d) What are the different types of carbon nanotubes?
(e) Describe the important characteristics of potable water. | 1,577 | 829 | {
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When I’m upset, anxious or angry, and I need to calm down, I’ll try one or more of these…
GROUNDING ACTIVITIES – try to focus on the here and now, do these things slowly and intentionally.
☐ Take 5 Identify 5 things that you can see; 4 things that you can touch; 3 things that you can hear; 2 things that you can smell; 1 thing that you can taste.
☐ Get Out Go outside, breathe deeply and slowly, look up into the sky, listen to the sounds in nature, smell the trees, plants and flowers.
☐ Touch Down Take off your shoes, stretch and roll your ankles, press your feet firmly onto the floor, focus on your connection to the ground.
☐ Ride the Breath Breathe in to a count of 4; hold your breath to a count of 7, release your breath, slowly as if blowing out through a straw, to a count of 8. Repeat 3-5 times to decrease anxiety or panic.
☐ Handiwork Rhythmic, repetitive actions are very regulating. Color, knit, crochet, paint, or whatever you like to do or would like to try.
☐ Other:
In order to strengthen my mind and my resilience, I will work on developing one or more of these…
MINDFULNESS PRACTICES – try to devote 5-15 minutes a day to practicing.
☐ Meditation
o Guided meditation – try an app like Insight Timer, Calm, Ten Percent Happier or Headspace. Many have decent free programs to help you get started or target a specific issue.
o Body Scans – increase your connection and sensitivity to your own body by simply noticing each area and part, top to bottom or bottom to top.
o Loving Kindness – May you be safe, may you be happy, may you be strong, may you feel like you belong. First to yourself, then to someone you like, then to someone you may struggle with, then to everyone.
o Other:
☐ Writing
o Journal or Diary – daily reflections about your experience
o Letters or emails – stay in touch with personal thoughts, small stories, and supportive messages.
o Gratitude Journal – end each day by listing the things that you are grateful for.
o Savoring – reflect upon or share with someone else, something that made you happy, curious, awestruck.
o Intentions – begin each day with a series of positive intentions about your day. State them in the present tense, for example: I intend that I am healthy. I intend that I connect positively with my students today.
o Other:
In order to increase my social resilience I will increase or diversify my connections by...
SOCIAL SUPPORT NETWORKING – be open to new connections and ready to support others.
- Identify the kind of support that you need: safety, emotional, informational, instrumental.
- Identify the kind of support that you have to offer: safety, emotional, informational, instrumental.
- Reach out and connect with someone.
- Disconnect from someone that is not safe or respectful.
- Join a group that shares common interests with you.
- Other:
In order to increase my resiliency and long term health, I will commit to the following self-care strategies...
SELF-CARE, SELF COMPASSION – address the biology of toxic stress.
- Sleep – I commit to...
- at least 7 hours of sleep per night
- going to bed 15 minutes earlier
- no screens for at least an hour before sleeping
- Exercise – I commit to...
- Daily yoga and/or stretching
- Daily workouts and/or running
- Daily walks outdoors
- Nutrition – I commit to...
- Fruits and veggies at every meal
- Meatless meals once a week
- Healthy snacks
In an effort to cultivate healthy habits, increase my resilience and inoculate myself against future trauma responses, I am willing to schedule the following:
- Morning Routines – I commit to...
- Afternoon Routines – I commit to...
- Evening Routines – I commit to...
Signature: ____________________________ Date: ____________________________
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BANNED ITEMS LIST
Items Not Allowed at Your Project during the Fair
For the health and safety of everyone attending the Science & Engineering Fair, the items in the list below are not allowed to be brought to the Fair. To illustrate your project or experiment, please use pictures or video on your display board.
Note: Volunteer door monitors will not allow you to enter the exhibit hall if you have any of the following items for display at your project
1. Do not display your name (first or last) or your school’s name anywhere on your project
2. Living organisms - including plants
3. Soil, sand, rock and/or waste samples - even if it is permanently encased in a slab of acrylic
4. Any chemical or liquid - including water
a. Projects may not use water in any form in a demonstration during the Fair. (Bottled water for your own consumption is allowed and will be provided)
5. Taxidermy specimens or parts
6. Preserved vertebrate or invertebrate animals
7. Human or animal food
a. Projects may not use food in any form in a demonstration during the Fair. (A snack for your own consumption is allowed and may be brought from home or purchased from the snack bar)
8. Human or animal parts or body fluids (for example: blood/urine/saliva)
9. Plant materials (living, dead, or preserved) that are in their raw, unprocessed, or non-manufactured state (Exception: manufactured construction materials used in building the project or display)
10. All hazardous substances or devices (Example: poisons, drugs, firearms, weapons, ammunition, reloading devices and lasers)
11. Dry ice or other sublimating solids
12. Sharp items (Example: syringes, needles, pipettes, knives)
13. Flames or highly flammable materials
14. Batteries with open-top cells
15. Glass or glass objects (Unless deemed by the Fair Staff to be an integral and necessary part of the project (Example: glass that is an integral part of a commercial product such as a computer screen))
16. Any apparatus deemed unsafe by the Scientific Review Committee (Example: large vacuum tubes or dangerous ray-generating devices, empty tanks that previously contained combustible liquids or gases, pressurized tanks, etc.)
MAXIMUM SIZE OF PROJECT
Depth (front to back): 30 inches or 76 centimeters
Width (side to side): 48 inches or 122 centimeters
Height (floor to top): 108 inches or 274 centimeters | 1,068 | 528 | {
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Sponsors
Ann Carr
City of Conroe
Conroe Art League
Conroe Service League
Paul and Sally Copley
Ron and Marty Craig
Senator Brandon Creighton
The Players Theatre Company
D+A Group
Larry and Martha Foerster
Debra Ullrich Garcia
Jim Gentry
Carlos and Maggie Gutierrez
Foster and Margaret Madeley
Tommy and Mary Ann Metcalf
Jim and Susie Pokorski
Cliff and Kathleen Rowland
Schmidt Memorials
Annette Spikes
George Strake Foundation
Louis E. Wheeler
Photos by Mark Canada
1. **George Strake** discovered oil in Conroe during the Depression and later became one of the wealthiest oil men in Houston. He was partner with his father in the GW Strake Company Petroleum Holdings. Designed and painted by Joe Kolb.
2. **Dr. Charles Stewart** served as the first Secretary of the State of Texas, signed of the Texas Declaration of Independence, designed the original Lone Star Flag, and represented Montgomery County in the first, fourth, and fourteenth legislatures. Laser etched by Mark Clapham.
3. **Boogie Bench** is a tribute to local music history in Conroe. Many professional musical performances contribute annually through the
4. **History of Art** depicts art through the centuries—including cave paintings, sculpture, architecture, music, and the movies. Designed and created by Jerry Parker.
5. **Train Depot** demonstrates the importance that commuter trains had in the development of our county. Conroe prospered the most in 1889 when commuter travel increased and brought economy to the developing town through the International and Great Northern Railroad. Designed and painted by Jerry Parker.
6. **The Visual Arts- on Track** honors the impact of the Art League in the community. Created by artists of the Conroe Art League in ceramic, glass tiles and paint.
8. **Crighton Players** honors the original theatre group that was founded in 1967 to produce theatrical performances at the Historic Crighton Theatre. Created by Lynn Peverill.
7. **The Beat Goes On** – The Crighton Theatre, built in 1934, was donated in the 1970s to Montgomery County citizens who helped fund and restore the building. It has become the centerpiece of Conroe and is still “The Crown Jewel of Montgomery County”. Created by Jerry Parker.
9. **History in Brief** celebrates Conroe’s earliest industrial businesses of lumber and oil. During the 1930’s, Conroe had more millionaires per capita than any other US city. The top was laser etched and sides were painted by Joe Davenport.
10. **World War II** is a tribute to the people who staffed the Conroe naval base constructed in 1939 by the Civil Aeronautics Authority to
11. **Boomtown** is a tribute to the lumber industry and to Isaac Conroe who founded the town with its first lumber mill in 1881. The lumber trade brought new families, schools, a post office, churches, and additional sawmills to the prospering town. Painted by Jerry Parker.
12. **County Fair** highlights the annual Montgomery County Fair which moved to its present location in 1968 with a rodeo, carnival, and BBQ cook-off. Created by Lynn Peverill and her art students.
13. **Airport** the Conroe airport has evolved since its role during World War II. Presently, the Conroe/North Houston Regional Airport hosts two FBOs, a restaurant, an Army Reserve Aviation Unit, and a private aviation club. Painted by Jerry Parker.
The Conroe Art Bench Project was an initiative of the Texas Main Street Program to beautify and preserve the downtown district, encourage tourism, to celebrate the local artists, and to enjoy the rich history of Conroe.
The thirteen concrete benches are works of art illustrating important moments of historical relevance in Conroe. Local prize-winning artists competed to be able to have their creations represent Conroe. Benches show the lumber industry, the oil boom in Conroe, the creation of the Lone Star flag, the railroad system, the impact of the Conroe Art League, the original theatre group, the local airport as it was in World War II to the present time, the Crighton Theatre, the local musicians, and the Montgomery County Fair.
The Conroe Art Bench Project was funded through generous donations of local individuals, government, and corporate sponsors that absorbed the cost of the artwork.
Downtown Conroe is alive daily with music, artists, live performances, places to shop and great restaurants. Take a walk, sit, and reflect on the history of Conroe! | 1,957 | 964 | {
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#1 - My name is
My Daily Reader
Kit #5
#3 - The Seasons
My Daily Reader
Kit #5
READ THIS IMPORTANT INFORMATION
Read only one or two of these word/picture books to your child each weekday. Do read the same one or two books to your child until he becomes familiar with it.
Say each word slowly, breaking its sound into manageable pieces.
Spend only two to four minutes each weekday with these books. Read each one time. Give your child a hug for sitting with you. Use this book in a loving, caring way - never drill your child.
WARNING: AS WITH ALL PAPER PRODUCTS, USE WITH PARENTAL SUPERVISION, MAKING SURE YOUR CHILD DOES NOT CHEW ON THIS BOOK. Also, keeping the book out of reach will help keep it special, something to be shared with Mom or Dad..
Remember this is a long term process but well worth the small amount of time it takes each weekday. Copyright 2003, 1987
What is your name
Say each word slowly as you point to it
What are the seasons of the year?
My name is
The seasons of the year are
Say each word slowly as you point to it
ant
For this word, use your finger to print each letter as you say it.
winter
ant
spring
fence
summer
fence
fall
nest
snake
nest
snake
floor
saturn
floor
saturn
bone
submarine
bone
submarine
rhinoceros
lake
rhinoceros
lake
How old are you?
Say each word slowly as you point to it
calf
I am years old.
A calf is a baby cow.
feather
calf
feather
chicken
cloud
chicken
cloud
lamb
vest
A lamb is a baby sheep.
Say each word slowly as you point to it
vest
lamb
brush
toothbrush
brush
toothbrush
ceiling
snail
ceiling
snail
bat
For this word, use your finger to print each letter as you say it.
basket
This section begins a transition to more words with a minimum of pictures.
bat
hanger
short
rain
short
Use your hands to show short.
buggy
long
firetruck
long
Use your hands to show long.
water
net
For this word, use your finger to print each letter as you say it.
clarinet
net
push
cactus
hello
cactus
buffalo
washer
kitchen
washer
pull
For this word, use your finger to print each letter as you say it.
For this word, use your finger to print each letter as you say it.
oar
clown
bathroom
wash
I need to use the bathroom.
I wash my hands with soap and water. | 1,068 | 602 | {
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Childhood Whooping Cough Vaccine Protects Most Children For At Least 5 years
The results from a recent large study show that diphtheria-tetanus-acellular pertussis (DTaP) vaccines do a very good job of protecting 4 through 10 year old children from pertussis, or whooping cough. Overall effectiveness of the vaccine was measured at 88.7 percent, which is similar to the levels found in clinical trials done before the vaccines were licensed.
The results were presented at the 49th Annual Meeting of the Infectious Diseases Society of America in Boston, by CDC epidemiologist Lara Misegades, Ph.D. The study also found that vaccine effectiveness was 98.1 percent among children who received their fifth DTaP dose within the past year. For each year after this, there was a modest decrease in protection. The report showed that by the time children were five or more years past their last DTaP dose, long-term effectiveness had fallen to 71.2 percent.
CDC researchers expected that protection would fade over time, but before now did not have concrete estimates on long-term duration of protection. The study also determined that children who never received any doses of DTaP vaccine faced odds of having whooping cough at least eight times higher than children who received all five doses of the vaccine.
“Our study was carefully designed to evaluate waning immunity, and the case-control methodology allowed us to directly estimate vaccine effectiveness,” Misegades said. “The results reassure us that DTaP is working and reinforce the need for a booster dose of Tdap at 11 or 12 years of age.”
In collaboration with the California Department of Public Health, CDC reviewed medical records of more than 4,000 children from 15 California counties during the state’s 2010 whooping cough epidemic and reviewed these medical records with personal visits to more than 250 medical practices to read through each chart. The final analysis included more than 600 children with whooping cough and more than 2,000 children without infection in a comparison group.
Whooping cough is a serious and highly contagious respiratory disease that can cause long, violent coughing fits and the characteristic “whooping” sound when a person gasps for air. It takes a toll on anyone, but for infants it can be deadly. In 2010, 27,550 cases of whooping cough were reported nationally with 27 deaths — 25 of which were infants. Worldwide, there are 30-50 million cases of whooping cough per year resulting in about 300,000 deaths.
CDC officials stress that vaccines are the best way to prevent whooping cough. In addition, people who do catch whooping cough after being vaccinated are much less likely to be hospitalized or die from the disease. Because of the vaccines, the US no longer sees 200,000 cases of whooping cough each year. “Vaccines are our best protection against whooping cough, and they protect us well against severe and fatal disease,” said Misegades.
CDC recommends that infants and children get DTaP vaccine at 2 months, 4 months, 6 months, and 15 through 18 months of age. A booster of DTaP is given at 4 through 6 years of age. Because protection from DTaP fades over time, CDC recommends another dose of whooping cough vaccine, known as Tdap, for adolescents – ideally at 11 or 12 years – and adults. Adults who did not receive Tdap as preteens should get one dose now. By protecting themselves, older children and adults can form a “cocoon of protection” around the babies in their lives that may be too young to be fully protected by DTaP vaccine.
To learn more, visit CDC’s pertussis website at www.cdc.gov/pertussis or call 800-CDC-INFO. | 1,604 | 795 | {
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RESOLUTION
Eating Disorders Education and Awareness
WHEREAS, the Nebraska State Board of Education (the “Board”) is firmly committed to a quality education and improving the health and well-being of all Nebraska students; and
WHEREAS, eating disorders such as anorexia nervosa, bulimia nervosa, and binge eating disorders include attitudes and behaviors surrounding weight and food issues, extreme emotions, and can have life-threatening consequences for both females and males; and
WHEREAS, ten million women and one million men across the country, primarily teens and young adults, are battling illnesses such as anorexia nervosa and bulimia nervosa, and millions more are suffering from binge eating disorders; and
WHEREAS, among Nebraska high school students trying to lose weight, more than one in four have used a high risk weight loss method (fasting, supplements without a doctors’ advice, or vomiting/laxative use) to try and lose weight; and
WHEREAS, eating disorders are more commonly diagnosed in females and males and more often during adolescence and early childhood with some children as young as 7-8 years old; and
WHEREAS, anorexia nervosa, bulimia nervosa, and compulsive overeating are problems which are misunderstood, stigmatized and undertreated; feelings of shame, guilt, and misunderstanding often afflict a person who suffers from an eating disorder and prevent the treatment of the disorder; and
WHEREAS, eating disorders can profoundly affect a child’s ability to learn by affecting a child’s cognitive functioning due to poor nutrition; and
WHEREAS, a child’s cognitive function will also be affected by the mental disorders that often coexist with an eating disorder, including anxiety, depression, and obsessive-compulsive disorder; and
WHEREAS, eating disorders are treatable when diagnosed and positive action is taken: Now, therefore, be it
Resolved, That the Nebraska State Board of Education encourages:
1) Increasing public awareness of eating disorders and the prevention of those disorders;
2) Promoting healthful eating and exercise habits and a healthy body image;
3) Providing awareness to all Nebraska educators on professional development available through the National Education Eating Disorders Association Educator Toolkit www.nationaleatingdisorders.org/information-resources/educator-toolkit.php at no cost to the school districts; and
4) Recognizing the last week of February each year as National Eating Disorders Awareness Week in Nebraska public schools.
Resolved further, that pursuant to Board policy requiring the establishment of a sunset date for Board resolutions, this resolution shall be of no further force or effect on and after the fourth annual anniversary date after its adoption.
Date: 1-7-2011
Agenda item: 7-6
President, State Board of Education | 1,278 | 561 | {
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Raising Readers Backpack
Congratulations! By checking out and using this backpack from Capital Area District Libraries, you are helping your child develop important literacy skills. Although these skills are very important, they can also be fun to learn.
In fact, every time you use one of these five simple practices with your child, you are helping him or her develop into a lifelong learner: reading, writing, talking, singing and playing.
Here are some ideas for using the items in this backpack:
- Read the books together, pointing out new words as you go along.
- Write some of the letters or words you see in the book.
- Talk with your child about the items in the kit. Ask what he or she thinks the stories might be about.
- Listen to the music on the CD or DVD.
- After finishing one of the stories, imagine together what might happen next.
Read • Write • Talk • Sing • Play
This tip sheet stays with the backpack. For a copy of your own, visit any CADL branch or cadl.org/raisingreaders.
FEELINGS
BACKPACK ACTIVITIES
Emotions are as much a part of growing and learning as knowledge.
Play with the Egg toy. Look at the faces. What emotions do the faces show?
Talk with your child about words describing feelings. This will help him or her to learn words for ideas they can’t touch or see. This is important for early literacy, because they will need to be able to understand abstract ideas when they are reading.
Draw your own feeling faces together—happy sad, mad, silly, etc.
Sing “If You’re Happy and You Know It.”
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, clap your hands.
If you’re happy and you know it then your face will surely show it
If you’re happy and you know it, clap your hands.
If you’re happy and you know it, stamp your feet.
If you’re happy and you know it, stamp your feet.
If you’re happy and you know it then your face will surely show it
If you’re happy and you know it, stamp your feet.
If you’re happy and you know it shout, hurray, hurray!
If you’re happy and you know it shout, hurray, hurray!
If you’re happy and you know it then your face will surely show it
If you’re happy and you know it shout, hurray, hurray!
If you’re happy and you know it, do all three, hurray!
If you’re happy and you know it, do all three, hurray!
If you’re happy and you know it then your face will surely show it
If you’re happy and you know it, do all three, hurray! | 858 | 571 | {
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1. **Definitions**
Briefly explain the meaning of 3 out of the following 6 items:
a) La Niña
b) Interstadial
c) Tephrochronology
d) Termination
e) SRES scenario
f) Agulhas leakage
2. **Time control**
The $^{14}$C method has been widely applied in dating materials containing carbon. Due to various reasons $^{14}$C ages must be converted to absolute, calibrated ages.
a. Explain how to establish a $^{14}$C calibration curve; mention at least three types of information that can be used, and indicate the approximate time ranges covered by these methods.
b. Give at least three methods that can be used for chronological correlation of $\delta^{18}$O ice core records from different locations within and between different ice sheets.
c. Explain what dating methods can be used to date Holocene re-advances of Alpine glaciers. How are these methods applied?
3. **Sea level change**
Sea level has changed as well during the Quaternary. Relative SLR curves of post-glacial sea level rise show a large spatial variability, with both rising and lowering sea levels, associated with different components and mechanisms controlling these relative SLR curves. Our understanding of all these post-glacial different SLR curves had dramatically improved after the establishment of GIA models, such as the model of Peltier.
a. Draw a schematic sea level curve that reflects only the eustatic component of the rise. Indicate a few characteristic levels and dates.
b. Give at least 3 mechanisms that have caused isostatic components of sea level change that have determined the very different types of observed postglacial SLR curves. Draw for each mechanism schematically the resulting relative SLR curve over the past 15 ka.
c. Explain why SLR in the coming centuries may show considerable spatial variation across the globe. Where would you expect large rise – and why?
4. **Climate change and control**
The circulation in the Atlantic has been varying considerable during the Quaternary.
a. Indicate 3 types of variations in Atlantic Ocean circulation that have occurred, during the past 200 ka, and indicate their effect – and where this effect was observed.
b. At a certain point in time the following trends in orbital parameters are occurring: Obliquity is increasing, Precession is shifting such that the Earth is at the perihelion in June, and Eccentricity is high. What are the consequences of this situation for a) growth or decay of the N-hemisphere ice sheets, and for b) the intensity of monsoons in Africa? Explain your answer.
c. Draw the shape of the $\delta^{18}$O curve (schematically, but with key fluctuations indicated - draw units on the axes!) for the past 150,000 years in the Summit (GISP2/GRIP) ice record from Greenland; indicate (schematically) glacial and interglacial periods, stadials, Younger Dryas, Dansgaard-Oeschger events and Bond cycles. | 1,332 | 653 | {
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Did you know that many cases of sinusitis in the us are caused by fungi? If you are a chronic sinusitis sufferer, plant-like organisms like fungi could really be the main culprit of your sinus symptoms. You may be surprised to know that you have had candida sinusitis all together.
According to the United states Rhinologic Society, there are four types of fungal sinusitis. These are:
Fungal ball and also sensitive fungal sinusitis exhibit similar sinusitis symptoms and also are considered as non-invasive, which means that fungi appear only in mucus from the sinuses. Just like bacterial sinusitis, sinus signs and symptoms include headache, facial pain and strain, coughing, blockage, post-nasal get, and sinus polyps. Whenever fungal sinusitis is said to be invasive, the fungi seriously penetrates the sinus mucosa, submucosa, blood vessels and/or bone. This is known as serious as well as life-threatening.
- Fungi Greatly Impact the Sinuses Fungus are usually plant-like creatures that lack chlorophyll, therefore, they do not need sunlight to endure.
- This helps make the sinuses an ideal venue for fungi growing.
- Whenever fungi invade your sinuses, your own sinus passages obtain painful and obstructed.
- The problem begins when mucus starts building up in the blocked sinuses.
- Increased mucus production also means bacteria can easily increase in numbers in the sinus area.
Avoiding Fungal Sinusitis Your living environment is actually one of the most common areas that can hold mold spores. Molds are a common cause of allergic fungal sinusitis. They can be found in ceilings, window panes and roofs. Cleanliness is always the key to stopping the signs of fungal sinusitis. This includes increasing air flow alternate in to your own living spaces, getting rid of mold spores with mold-fighting cleansers, as well as examining water leaks that cause moisture. It is also best to speak to your doctor for any nasal polyps that may have developed, since these growths are especially common in persons with yeast sinusitis. Steroid sprays, steroid falls and metered inhalers can also reduce the recurrence of fungal sinusitis, but should be used with caution.
New Sinus Technology to treat Fungal Sinusitis Health technology professionals as well as researches have gone to great lengths to go to the best possible treatment methods for sinus infections. New technology in sinus treatment offers efficient and effective solutions for nasal allergy, chronic and acute sinusitis, which includes fungal sinusitis. One of the most advanced treatments is known as aerosolized treatment utilizing a lightweight nebulizer that aerosolizes doctor-prescribed anti-fungal, antibiotic and anti-inflammatory medication directly into the sinus region.
The water particles launched by the nebulizer device tend to be tiny, ultra-fine particles, consequently, producing the nebulizer more effective to go into deeply into the sinuses. And because there is low system absorption of the medicine into the body, there is little or no worry about side effects hazards. An additional similar medicine delivery system is known as atomized therapy which works on the portable atomizing system which uses positive pressure to be able to propel liquid medication to the sinuses.
- Ask your doctor about the latest units in sinus treatment technology
- Get the best answer.
- Be sinusitis free!
Disclaimer: Content in this document is an advertisement, therefore it may be biased and should not be considered an objective or independent review. Owner of this document may be compensated when you purchase a product by clicking a link in this document. The views and opinions expressed in this document are purely of the author. Any product claim or other representation about a product or service should be verified with the manufacturer, provider or party in question. Any health information in this document is for educational purposes only and is not intended to replace the advice of your health care provider. | 1,634 | 793 | {
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Monarch Butterflies, Science, & God
The late-summer generation of Monarch butterflies migrates up to 3,000 miles each fall and spring as they fly to central Mexico and to the western coast of California…and then back to the north and east again. They are the only species of butterfly known to do a 2-way migration the way birds do. The spring, early-summer and mid-summer generations of Monarchs live about 2-6 weeks, but the fourth generation of Monarchs are born after mid-August, and they live 6-9 months. The fourth generation is the one which migrates south, heading to a place in which they have never been before. They end up in the same specific places, returning to the exact same trees in the warmer climates, that were visited by Monarch Butterflies three generations back.
The last Sunday of March this year is what Christians recognize as Palm Sunday. Luke 19:28-44 describes the time when Jesus entered Jerusalem at the beginning of his last week on earth. As he was headed toward the city, at some point along the way, the people recognize him as their Messiah King. They lay their clothing and palm leaves onto the road in front of him like a red carpet welcoming him to the Oscars. They’re singing, “Blessed is the king who comes in the name of the Lord! Peace in heaven and glory in the highest” (Luke 19:38)! But not everybody is singing the praises of Jesus. The Pharisees attempt to “cancel” the proclamations of the people, but Jesus says, “If they keep quiet, the stones will cry out” (Luke 19:40).
The STONES will cry out. I love the truth of Scripture which recognizes that all of nature in one way or another proclaims the goodness of our great designer God. And I appreciate that science helps us discover the fine details of how God has put together nature and its natural laws so that life can flourish.
Scientists don’t know for sure how Monarch Butterflies are able to migrate like they do, but according to the research group Monarch Joint Adventure (https://monarchjointventure.org/monarch-biology/monarch-migration), they ascribe some of this ability to instinct, like how birds and whales are hard-wired to migrate, or like how infants know how to suckle or to pull themselves up to stand. They also ascribe some of the Monarch’s ability to know *when* to migrate to decreasing daylight hours, colder temperatures, and aging milkweed and nectar sources. They ascribe the Monarch’s *ability* to migrate south and north to their “sun compass” which involves the special make-up of their eyes to orient themselves in relation to the sun, as well as to a “magnetic compass,” which is part of the make-up of their antennae allowing them to orient themselves in relation to the earth’s magnetic field.
As I think about the uniqueness of how God created the Monarch Butterfly, I am reminded that we are in a unique season leading up to Easter. This is a unique time to draw closer to Jesus as we think about his death and resurrection, and what it means to our life both now and into eternity. You could use this month to intentionally grow spiritually. Perhaps you could join the Sunday (9:30am) or Wednesday (7:00pm) Bible study. Or perhaps you could make it your goal to worship as the church each Sunday (10:30). Or perhaps you could commit to a time of daily Bible reading with Our Daily Bread. | 1,285 | 739 | {
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Answer ALL Questions
Part – A (10 x 2 = 20 Mark)
1. Find the root of the equation \( x e^x = 3 \) by bisection method?
2. Write the interpolation formula with equal intervals?
3. Classify the following P.D.E
i) \( u_{xx} + 2u_{xy} + u_{yy} = 0 \).
ii) \( x^2 u_{xx} - y u_{yy} = 0 \).
4. When we can use Bender Schimidt method?
5. Write the advantages of Dufort-Frankel method?
6. Write the explicit formula for hyperbolic equation?
7. What is meant by simulation?
8. What is meant by Tag numbers?
9. Compare the Convergence of Gauss Seidel and Gauss Jacobi Method?
10. State Rouche’s Theorem?
Part B – (5 x 16 = 80)
11) Discuss briefly the property and modelling of Ferrous materials? (16)
12 (a) (i) Find the root by \( 4 \sin x = e^x \) by regular falsi method upto three decimal places. (8)
(ii) Find the derivative of function \( f(x) \)
| X | 1 | 3 | 5 | 7 | 9 | 11 |
|---|---|---|---|---|---|----|
| f(x) | 3 | 14 | 19 | 21 | 23 | 28 |
By using Newton forward method. (8)
15 (a) A sample of 100 arrivals of customers at a retail sales depot is according to the following distribution.
| Arrival time | 0.5 | 1 | 1.5 | 2 | 2.5 | 3 | 3.5 | 4 | 4.5 | 5 |
|--------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| Frequency | 2 | 6 | 10 | 25 | 20 | 14 | 10 | 7 | 4 | 2 |
A study of time is required to service customers by adding up the bills, receiving payments and placing packages yield following distribution.
| Service time | 0.5 | 1 | 1.5 | 2 | 2.5 | 3 |
|--------------|-----|-----|-----|-----|-----|-----|
| Frequency | 12 | 21 | 36 | 19 | 7 | 5 |
Estimate the average percentage the customers waiting time and average percentage of ideal time of the server by simulation for next 10 arrivals.
(Or)
b) i) An automobile production turns out 100 parts a day but deviation occurs for too many cars. The production is more accurately described by the probability distribution given below
| Production/day | 95 | 96 | 97 | 98 | 99 | 100 | 101 | 102 | 103 | 104 | 105 |
|----------------|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|
| Probability | 0.03| 0.05| 0.07| 0.10| 0.15| 0.20| 0.15| 0.1 | 0.7 | 0.05| 0.03|
Finished products are transported across the bay at the end of each day by ferry. If the ferry has space for 101 cars, what will be average numbers of cars waiting to be shipped and what will be average number of empty space in the ship? Calculate it for 15 days? | 1,602 | 820 | {
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Obstacle Game
Age: All ages
Time: 1 hour +
Setting: Outdoors & indoors
Materials required: Hazard & Benefits card
Background: Now that you have the ideal hedgehog home you need to find the perfect spot to place it! In this activity the students will get some background information on hedgehogs (provided by the educators) and must find the best location to place their new habitat. Before starting this activity we suggest you do other background activities that help students get to know hedgehogs; their habitats and lifecycle dependent on student’s level. We have a basic information sheet labelled ‘Get to know Spike’ you can use.
Directions for activity:
Indoor activity: Hedgehogs can travel large distances in one night (12 miles) to find food and a safe space to rest and make their home. (For older students you could work out on a map how far this is, is it as far as their own home to the school?) But they often encounter many dangers, it’s hard for them to get around when their environment is fragmented.
To display this to the students, create an obstacle course in your classroom. To get to different areas students would have to pick a card (from the board game activity also included below) to see if they were lucky to pick a green or yellow leaf card. Anyone who gets a red card has to go back to the start.
Otherwise use the maze cards included in this activity, answers are also provided.
Outdoors: For this activity students will complete a survey of the school grounds to find suitable habitat zones from a hedgehog’s point of view. We suggest the educators pick out a few good and bad zones and facilitate students learning by getting them to compare. Once a prime spot has been chosen students can find some examples of how to improve the area to encourage hedgehogs and animals they predate on. You could have students try to spot animals that hedgehogs like to eat and plants they use.
Top tip: We suggest splitting the activity in two, start off with the indoors activity and then move on outdoors. Otherwise each activity can be done separately.
Extensions:
- Design a sign to be placed around the hedgehog area to remind other students to be mindful.
- Hibernating animals. Extension activity on seasons and what hibernation is, examples of animals that hibernate. How they keep insulated in winter, students could test different materials to work out which has the best insulation properties.
- When the hedgehog home has been in place and you have a resident hedgehog, children can be taken around the grounds to try and spot hedgehog footprints. Write down any other interesting prints you find.
| Campfire | Dog Bowl |
|----------|----------|
| | |
| Dog Food | Dog |
|----------|-----|
| | |
| Fence | Milk and Snacks |
|----------|-----------------|
| | |
| Bird on Bush | Bug Catcher |
|--------------|-------------|
| | |
| Leaf | Image |
|------|-------|
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
START
[ Maze ]
START
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Yarrow is best known for its wound healing properties though it has many other gifts. The story of how it got its name comes from Greek mythology. The mother of the Greek warrior Achilles was a sea nymph named Thetis. Thetis wanted to protect her son Achilles so when he was a baby, she picked him up by the heel and dipped him in a vat of Yarrow. The only part of him that didn’t get protected by the yarrow was his heel. Hence the term Achilles heel to mean a vulnerable spot, or weak spot. It is clear from mythology that humans have been using Yarrow throughout history.
Yarrow is circumboreal, meaning it can be found around the globe in North America, Europe, and Asia. It is a member of the Asteraceae or Composite family. It has a flat umbel of white flowers and blooms from spring to frost in the fall. The leaves are finely cut, feathery, and aromatic. It can grow up to 3 ft tall and in poor soils.
Numerous tribes in North America used yarrow for a variety of ailments. The crushed plant was applied to wounds and burns. The leaves were dried for teas to treat colds, fevers, and headache. It is also used to treat digestive issues such as abdominal pain, flatulence, and dysentery. It is considered a diaphoretic and is used to sweat out fevers. It was used to brew beer in the Middle Ages in Europe. In China, the plant is considered good luck, and the stalks are used for divination in the I Ching, book of changes. It also has a history of being used to dye textiles.
Yarrow contains chemicals that help stop stomach cramps and fight infections. It is commonly used to treat eczema, irritable bowel syndrome (IBS), and to treat fevers. The various effects may be due to the presence of a broad range of secondary active metabolites such as flavonoids, phenolic acids, coumarins, terpenoids (monoterpenes, sesquiterpenes, diterpenes, and triterpenes) and sterols which have frequently been reported in the Achillea species. A more thorough look at its chemistry can be found here on the National Library Medicine page. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3232110/
Yarrow’s long history of use and safety throughout the world makes it a great addition to your herbal apothecary. It is easy to grow and has been cultivated into many colorful varieties. It is found in fields and roadsides but makes an excellent addition to any garden. It is the wild white or pink varieties that are traditionally used for medicine making while the colored varieties make excellent fresh cut flowers and they hold up well as dried flowers. | 967 | 586 | {
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Note: All questions are compulsory for all Regular and Private students. Please follow the instructions given. Marks distribution for all students are as shown in question paper. The blind candidates will be given 60 minutes extra time.
1. Attempt any four questions of the following:
(i) Who did not tell us what it would be like without trees?
(a) The People (b) Villagers (c) Mother (d) Poet.
(ii) What drove the scorpion inside the house?
(a) Steady rain (b) Snake (c) Noise (d) Water.
(iii) What did Shammi buy?
(a) Washer-Woman (b) Washer-Man (c) Tongs (d) Policeman.
(iv) What does the idiom ‘Ball is in your court’ mean?
(v) What does the phrase ‘Beauty is in the eyes of Beholder’ mean?
(vi) He resembles to his brother. (Correct the sentence)
2. Answer any three questions of the following:
(a) What will be the result if the trees are not taken care of?
(b) How did the peasants try to paralyse the evil ones?
(c) What was the concern of Ameena for Hamid?
(d) What did Lencho hope for?
(e) What dream Aksionov’s wife saw a night before he was travelling?
(f) Why did the author decide to open an account?
3. Do as directed: (any eight)
(i) What does the idiom ‘Add fuel to the fire’ mean?
(ii) What does the phrase ‘Beggars can’t be choosers’ mean?
(iii) The glass of the window is broken. (‘glass’ is Countable or Uncountable Noun)
(iv) It was he who is responsible for his blunder. (Which word is Impersonal Pronoun here)
(v) He rarely ............... a pen, but he .............. one now. (Fill with the appropriate use, use)
(vi) They (know) the result in a couple of days. (Put the Verb in Bracket in the Future Indefinite)
(vii) The Gold is a precious metal. (Correct the sentence)
(viii) The speaker requested to the people to be seated. (Correct the preposition if required)
(ix) After the death of Jameel, Ahmed looked after the children. (Find out the Phrasal Verb in the sentence)
(x) Ramesh was admitted in hospital. (Correct the preposition)
(xi) Please give me a tea. (Correct the sentence)
(xii) I get up early in the morning. (Change into Simple Past Tense)
4. Write an essay on ‘Use and Abuse of Social Media / Social Networking’.
OR
Write a letter to your friend congratulating him on his success in the examination.
5. Translate the following:
महाविद्यालयों एवं विश्वविद्यालयों के छात्रों के असतोष से उपन्य अनुशासनहीनता का कारण उनकी यह टूट भावना है कि उनके व्यवस्था, राजनीति और प्रगति, अध्यापक और शिक्षाविद उनके विचारों एवं आकांक्षाओं की उपेक्षा करते हैं। उनकी अनुरोध की भावना ने विश्वविद्यालयों को और अधिक गंभीर करना दिया है। अब सही समय आ गया है कि उनकी वास्तविक समस्याओं का विश्लेषण एवं निराकारण करने के लिए वास्तविक प्रयास किये जाएँ और डोम कदम उठाये जाएँ।
OR
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The Indian Myna
The Indian Myna is native to India and Southern China. It was introduced into Australia in 1862 to control insect pests in Melbourne market gardens. In 1883 it was taken to North Queensland, where it was thought it would control insect pests of sugar cane.
Colonies establish in urban areas, where food is plentiful and, from there, invade the surrounding countryside to the detriment of our native fauna.
Indian Mynas breed mainly in tree hollows, palms and under roofs. Anecdotal information suggests they reduce biodiversity by competing with our native species for nesting hollows, destroying their eggs and killing their chicks to commandeer nesting places.
It takes a minimum of 100 years for tree hollows to form. Because of this and the ongoing clearing of rural and urban land, competition from the Indian Myna for these limited hollows adds to the difficulties native animals face.
Indian Mynas breed from October to March, mate for life and can breed more than once a season. The large nests they build usually rot after they’re vacated, making that tree hollow unusable by our native birds. They also build dummy nests in adjacent hollows to protect a breeding territory.
Indian Mynas can also evict small mammals like Sugar Gliders from hollows. This usually means a death sentence for the gliders because they have nowhere else to go.
Correctly identify the Indian Myna
The introduced Indian Myna is sometimes confused with the Australian native Noisy Miner.
Indian Mynas are most often seen strutting around the ground looking for food scraps generally in places where humans gather and eat. School grounds, shopping centres, fast food outlets, outdoor eating areas, industrial areas, waste depots and BACKYARDS are some of their favourite haunts.
They gather noisily in large numbers to roost (sleep), usually in trees and palms, and on structures such as bridges.
Noisy Miner
The Noisy Miner is an Australian native and, as such is protected.
It is a honey eater and feeds on native flowering plants.
Deny mynas feeding opportunities
Indian Mynas are opportunistic feeders.
Ensure that food scraps, PET FOOD and other food such as livestock and poultry feed are not accessible to mynas.
Try to avoid feeding native birds as mynas will come looking for dropped pieces
Most experts agree that it is not good practice to feed native birds as it can harm their health when fed unsuitable food, impacts on their ability to forage for food, changes their behaviour and increases aggression, they suffer with hunger if you move or go on holidays, and it impacts on natural selection - just to name a few reasons! Now there is another reason to avoid this practice. Trying to feed the native birds only encourages and nurtures the mynas, making them stronger, to breed faster and kill more of our native birds. | 1,135 | 583 | {
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What is stickler syndrome?
Stickler syndrome is a genetic disorder that causes joint, hearing, and vision problems. It affects collagen, the connective tissue of the body. Collagen is a main component of the eye’s cornea and sclera.
Who is at risk for Stickler syndrome?
Some people inherit Stickler syndrome from a parent. A parent with Stickler syndrome has a 50 percent chance of passing the disorder along to a child. However, other people have no family members who have Stickler syndrome. In those cases, a new change in their genes caused the syndrome.
What are the eye symptoms of Stickler syndrome?
Children with Stickler syndrome can have eye problems that are more common in older people.
Nearsightedness. Children with Stickler syndrome are often born with severe nearsightedness. They can only see objects very close to them.
Cataracts. Some children are born with cataracts, a clouding of the eye’s lens.
Glaucoma. Children with Stickler syndrome can also get glaucoma. Glaucoma is a disease that damages the optic nerve.
Eye Words to Know
Cornea: Clear, dome-shaped window of the front of your eye. It focuses light into your eye.
Sclera: The outer layer of the eye. This is the “white” of the eye.
Lens: A clear part of the eye behind the colored iris. It helps to focus light on the retina so you can see.
Optic nerve: A nerve at the back of your eye that connects to your brain. The optic nerve sends light signals to your brain so you can see.
Retina: Layer of nerve cells lining the back wall inside the eye. This layer senses light and sends signals to the brain so you can see.
Vitreous: Jelly-like substance that fills the middle of the eye.
Retinal detachment. Detached retinas can also threaten the sight of children with Stickler syndrome. They should see their ophthalmologist immediately if they notice a sudden onset of:
- floaters (small specks, dots, circles, lines or cobwebs in the field of vision)
- flashes (flashing lights or lightning streaks in the field of vision)
- dark shadows in their peripheral (side) vision.
How is Stickler syndrome diagnosed and treated?
An ophthalmologist diagnoses Stickler syndrome with a physical examination and medical history. A complete eye exam detects the problems associated with the syndrome.
Sometimes, the clear gel that fills the eyeball has an abnormal appearance. This gel is the eye’s vitreous. The abnormal appearance is visible during an eye exam.
Stickler syndrome cannot be cured, but ophthalmologists can treat eye problems due to the syndrome.
Cataract treatment. Treatment for cataracts in infants varies depending on each patient’s condition. Surgery is usually recommended very early in life. Many factors affect this decision, including the infant’s health and whether there is a cataract in one or both eyes.
If the child has a cataract in both eyes, it is possible that surgery may be delayed for years. Depending on their severity, it may never become necessary. But if only one eye has a cataract, the infant’s visual system can develop abnormally. If left untreated, serious vision problems and even vision loss can result.
Retinal detachment. People with Stickler syndrome have increased risk for detached retina. They should be aware of detached retina symptoms in case they get one. If a detached retina occurs, surgery is necessary to reattach the retina.
Glaucoma. Glaucoma due to Stickler syndrome is commonly treated with medicated eyedrops. Surgery may be needed in some cases.
Nearsightedness. For severe nearsightedness, vision can often be corrected with glasses or contact lenses. Sometimes refractive surgery can help these cases of high myopia as well.
Summary
Stickler syndrome is a genetic disorder that causes joint, hearing, and vision problems. Children with Stickler syndrome can have eye problems that are more common in older people. These problems include severe nearsightedness, cataracts, glaucoma and retinal detachment.
See an ophthalmologist immediately if someone with Stickler syndrome suddenly notices these signs:
- floaters (small specks, dots, circles, lines or cobwebs in the field of vision)
- flashes (flashing lights or lightning streaks in the field of vision)
- dark shadows in their peripheral (side) vision
Stickler syndrome cannot be cured, but ophthalmologists can treat eye problems due to the syndrome.
If you have any questions about your vision, speak with your ophthalmologist. He or she is committed to protecting your sight.
Get more information about Stickler syndrome from EyeSmart—provided by the American Academy of Ophthalmology—at aao.org/stickler-syndrome-link. | 1,964 | 991 | {
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#2 - How are you?
My Daily Reader
Kit #5
#4 - The months
My Daily Reader
Kit #5
READ THIS IMPORTANT INFORMATION
Read only one or two of these word/picture books to your child each weekday. Do read the same one or two books to your child until he becomes familiar with it.
Say each word slowly, breaking its sound into manageable pieces.
Spend only two to four minutes each weekday with these books. Read each one time. Give your child a hug for sitting with you. Use this book in a loving, caring way - never drill your child.
WARNING: AS WITH ALL PAPER PRODUCTS, USE WITH PARENTAL SUPERVISION, MAKING SURE YOUR CHILD DOES NOT CHEW ON THIS BOOK. Also, keeping the book out of reach will help keep it special, something to be shared with Mom or Dad..
Remember this is a long term process but well worth the small amount of time it takes each weekday. Copyright 2003, 1987
How are you?
Say each word slowly as you point to it
What are the months of the year?
Say each word slowly as you point to it
I am fine thank you.
Say each word slowly as you point to it
The months of the year are
Say each word slowly as you point to it
rake
January
rake
February
hay
For this word, use your finger to print each letter as you say it.
March
hay
April
hot dog
May
hot dog
June
castle
July
castle
August
plate
September
plate
October
Where do you live?
Say each word slowly as you point to it
November
I live at
December
fish
boat
fish
boat
plant
hammer
plant
hammer
gate
drill
gate
drill
What is your phone number?
Say each word slowly as you point to it
pail
My phone number is
pail
jam
nut
For this word, use your finger to print each letter as you say it.
jam
nut
octopus
radio
octopus
radio
puppet
men
For this word, use your finger to print each letter as you say it.
puppet
men
lemur
women
The lemur has a long tail.
women
lemur
airplane
whale
airplane
whale
chimney
roof
chimney
roof
barn
What is the weather today?
barn
The weather today is tent
sunny
tent
cloudy
belt
raining
belt
snowing
squirrel
See you later.
squirrel | 1,021 | 556 | {
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The Battle of Fort Henry was fought on February 6, 1862, in western Tennessee, during the American Civil War. It was the first important victory for the Union and Brig. Gen. Ulysses S. Grant in the Western Theater.
On February 4 and February 5, Grant landed two divisions just north of Fort Henry on the Tennessee River. (Although the name was not yet in use, the troops serving under Grant were the nucleus of the Union's successful Army of the Tennessee.) His plan was to advance upon the fort on February 6 while it was being simultaneously attacked by United States Navy gunboats commanded by Flag Officer Andrew Hull Foote. A combination of effective naval gunfire and the poor siting of the fort, almost completely inundated by rising river waters, caused its commander, Brig. Gen. Lloyd Tilghman, to surrender to Foote before the Army arrived.
The surrender of Fort Henry opened the Tennessee River to Union traffic past the Alabama border, which was demonstrated by a "timberclad" raid of wooden ships from February 6 through February 12. They destroyed Confederate shipping and railroad bridges upriver. Grant's army proceeded overland 12 miles (19 km) to the Battle of Fort Donelson.
The Battle of Fort Donelson was fought from February 11 to February 16, 1862, in the Western Theater of the American Civil War. The capture of the fort by Union forces opened the Cumberland River as an avenue for the invasion of the South. The success elevated Brig. Gen. Ulysses S. Grant from an obscure and largely unproven leader to the rank of major general, earning him the nickname "Unconditional Surrender" Grant in the process (using his first two initials, "U.S.").
The battle followed the capture of Fort Henry on February 6. Grant moved his army 12 miles overland to Fort Donelson on February 12 and February 13 and conducted several small probing attacks. (Although the name was not yet in use, the troops serving under Grant were the nucleus of the Union's Army of the Tennessee[4]) On February 14, U.S. Navy gunboats under Flag Officer Andrew H. Foote attempted to reduce the fort with naval gunfire, but were forced to withdraw after sustaining heavy damage from Donelson's water batteries.
On February 15, with their fort surrounded, the Confederates, commanded by Brig. Gen. John B. Floyd, launched a surprise attack against Grant's army, attempting to open an avenue of escape. Grant, who was away from the battlefield at the start of the attack, arrived to rally his men and counterattack. Despite achieving a partial success and opening the way for a retreat, Floyd lost his nerve and ordered his men back to the fort.
On the following morning, Floyd and his second-in-command, Brig. Gen. Gideon J. Pillow, panicked and relinquished command to Brig. Gen. Simon Bolivar Buckner (later Governor of the Commonwealth of Kentucky), who agreed to accept the unconditional surrender terms offered by Grant. | 1,265 | 628 | {
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A Kirtland's Warbler, one of North America's rare and endangered bird species, was netted recently in the Gatineau Valley in order to read its band number and released unharmed. The Canadian Wildlife Service of Environment Canada reports that this is the first confirmed record of a Kirtland's Warbler in Quebec.
The bird, a lone singing male, was found by a search team organized by the Faculty of Forestry and Landscape Architecture of the University of Toronto, and assisted by members of the Province of Quebec Society for the Protection of Birds as well as the National Museums of Canada. Last year the same University of Toronto search team, headed by Professor Paul Aird, found a male Kirtland's Warbler near Petawawa, Ontario. These are the only two confirmed sightings of this rare species in Canada since 1967.
The Canadian Wildlife Service, which is responsible for the protection of migratory birds, arranged to have the warbler netted.
The captured warbler had been banded as a juvenile four years ago near Grayling, Michigan, by Dr. Larry Walkinshaw with the U.S. Government's Kirtland's Warbler Recovery Team. The Recovery Team has an active program of habitat management and research underway in Michigan to help maintain this endangered species.
Michigan is the only known nesting ground for the Kirtland's Warbler, which migrates to and from the Bahamas. The Quebec capture is the first known case of a Michigan-born bird singing on territory outside of that state. This suggests that the species may not be as restricted in its choice of breeding sites as has been believed so far.
Professor Aird, the Province of Quebec Society for the Protection of Birds, the Club des Ornithologues de Québec, and the Canadian Wildlife Service are now conducting a search for other individuals of this species in Quebec.
As a result of last year's sighting near Petawawa, the Ontario Ministry of Natural Resources is coordinating a search of selected jack pine forests between Ottawa and Georgian Bay. Cooperating organizations include the Canadian Wildlife Service, the Royal Ontario Museum, and the University of Toronto.
The Kirtland's Warbler (Dendroica kirtlandii), with its clear yellow breast and black streaking on its sides, has a more pronounced song than other warblers found in the region.
The world population is estimated at less than 500 adult birds. Government and university research is aimed at ensuring the continued survival of this unique species.
47/13/06/78
For further information, please contact:
George Finney (819) 997-1121
Ottawa | 1,103 | 534 | {
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Name in full and rank: Jesse Holley (Rev)
Organizations: Y.M.C.A. and Red Cross Dept.
Place and date of enlistment: Ft. Thomas Ky., June 6, 1917
Place and date of discharge: Cincinnati, Ohio, Dec. 31, 1918
Military camps with dates: Polish Front, Poland, Dec. 17, 1917
Date of trip overseas and return: Eng. 1, 1917 — Sept. 1, 1918
Describe below service as you saw it, battles and engagements, etc., also interesting items of historic value. Give account of all medals, citations and certificates of merit awarded you. Your photograph is especially requested. Are you a member of the Malcolm White Post, No. 433, American Legion? If so note it below.
Went out with 2nd detachment from Gen. Y.M.C.A. to establish the Y.M.C.A. on the Vologdo Front, Aug. 1917. Saw the Bolshevik Revolution in Moscow Nov. 1917. Hut work Poland 1917. At Archangel Jan. 18, 1918. Chopped in British Navy at Mourmansk N. Russia April, May 1918. Acting American Counsel, Mourmansk April, May 1918. American representative on Allied Board. Touched in North Sea June 15, 1918 while carrying cargo of Red Cross and Y.M.C.A. supplies, also film for the Bureau of Public Information to Archangel. Sent by the American Ambassador from Vologdo Russia to Washington D.C. with dispatches and reports July 18, 1918. Buying & shipping Y.M.C.A. supplies from London to Mourmansk Aug. 1918. Helping Russian War Dept. Y.M.C.A. in K.G. City to make shipments Sept. — Dec. 1918.
(Continued)
After the Root Commission had returned from Russia in the spring of 1917 and reported that Russia needed morale, not men, and that the Y.M.C.A. could do more than the soldiers, the Y.M.C.A. called for 200 men to go to Russia. Mr. Halsey was one of eleven who volunteered on this first tour.
Left New York the end of Aug. 1917 via San Francisco, Japan or Siberia. When they arrived in Moscow they found the Kerenski regime broken down and the Lenin-Trotsky Revolution in full control.
Mr. Halsey was sent to Murmansk, Russia's only port of entry to avoid supplies too.
The Y.M.C.A. "Hut" established at Murmansk during the winter of 1918 was "open house" and the only place where hospitality was dispensed to the numerous people leaving Russia at this time. Mr. Halsey was invited to attend the meeting of the Soviets of North Russia when they voted to respond to the cause of the Allies.
The flannel shirt of the American Y.M.C.A. had multiplied the spirit of America and the khaki uniform and flannel shirt found acceptance where the English and French Admirals were barred. Sailed down the harbor with the English flagship admiral when the fleet went out. Eng. flagships welcomed the others to welcome the American flagships. Stripes and stars were captured. | 1,268 | 690 | {
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Make An Isolation Movie Trailer Using iMovie
In this activity your child will create an epic movie trailer. The aim of this activity is to have a video of all the things they have done during their time in isolation.
What you will need - an iPad or iPhone with the free Apple app iMovie.
This activity is targeted at children in Years 3 to 6.
What you need to do:
To start this activity explain to your child that they will be making a video of all the things they have been doing during isolation. The aim is to make a memory video but not like any normal memory video, an epic movie trailer memory video. To prepare for making the video you will need any pictures and/or videos of things that have already been doing during the lockdown period. You just need short clips or pictures to add to it. Click HERE to view an example.
If you don’t have the app, click the link to download https://apps.apple.com/gb/app/imovie/id377298193 on your tablet or phone.
1. After downloading iMovie, find the app and open it. If it’s the first time you are using the app you will need to click ‘Continue’.
2. Now tap the big add sign to create a project and select ‘Trailer’. You can preview the different templates by clicking on one then the play button. The example I have shared was done with Retro.
3. Choose the one you like and select ‘Create’ in the top right corner. For this I will be using Retro.
4. At the top make sure you are on Outline. Fill in the details by clicking on them to change what they say. The gender and logo style can be changed by clicking the little arrows. You can go back and change these at any point.
5. Now at the top click Storyboard. The blue area is for writing. Here you will add a few words explaining what you have been doing. The grey areas are for putting pictures and/or videos.
6. We will start with putting the videos and/or pictures in. Click the first grey rectangle. Click camera to record or take a picture directly into your project. Click photos or videos for ones you already have on your device.
Clicking on a picture adds it straight away. When adding a video you select the video then need to choose what part of the video by clicking on it. You can play it then select ‘add’. Once added you can be more accurate with which part you want by tapping on the rectangle where it has just put the video. The 3.3s is how long the clip needs to be.
Repeat step 7 for all the grey rectangles. Now add text before each video/picture by clicking on the blue area above it. Keep the text short as it moves quick and can be hard to read if there is a lot. Click the play button to the left side to preview how it looks and make any changes as you go along. There is a curved arrow at the top to undo mistakes.
Once it is all finished click ‘Done’ in the top left. To carry on changing the project click ‘Edit’. To save the finished video and share it tap the box with an arrow pointing out of it (share icon) move the bottom section along until you see ‘Save Video’ to export it to your Photo Library. | 1,165 | 678 | {
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Halloween is a time for fun, costumes, and spooky stories. It's also a great opportunity to learn about the history of Halloween and its traditions. Here are some interesting facts about Halloween:
1. **Origin of Halloween**: Halloween has its roots in ancient Celtic traditions, particularly the festival of Samhain, which marked the end of summer and the beginning of winter. The Celts believed that on this day, the boundary between the living and the dead became blurred, allowing spirits to return to the world of the living.
2. **Jack-o'-lanterns**: The tradition of carving pumpkins into jack-o'-lanterns originated in Ireland. It was believed that these carved faces would ward off evil spirits.
3. **Trick-or-treating**: This activity dates back to the medieval practice of "souling," where people would go door-to-door asking for food or money in exchange for prayers for the dead.
4. **Costumes**: The idea of dressing up in costumes on Halloween comes from the custom of wearing masks to disguise oneself from spirits and witches.
5. **Candy**: Trick-or-treating wouldn't be complete without candy. The tradition of giving out treats on Halloween dates back to the medieval practice of "soul cakes," which were given to beggars in exchange for prayers for the dead.
6. **Witchcraft**: The association of Halloween with witchcraft and magic has deep historical roots. Many of the stereotypes we see today, such as the witch flying on a broomstick, come from these historical beliefs.
7. **Modern Celebrations**: Today, Halloween is celebrated around the world, with variations in customs and traditions. In some places, it's more of a family-friendly event, while in others, it's a more serious occasion.
8. **Safety Tips**: As Halloween approaches, it's important to remember safety precautions. Children should always be accompanied by an adult, wear reflective clothing, and stay on well-lit streets.
9. **Historical Figures**: Some famous figures associated with Halloween include Dracula, who is often depicted as a vampire, and Frankenstein's monster, created by Mary Shelley.
10. **Modern Innovations**: With technology, Halloween has evolved. There are now virtual trick-or-treating experiences, online costume contests, and even Halloween-themed video games.
Halloween is a time to celebrate the spirit of fun, creativity, and community. Whether you're dressing up as your favorite character or just enjoying the festivities, make sure to have a safe and enjoyable time! | 1,000 | 514 | {
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Math 1550 Final Exam – Spring 2012
Show all of your work in your blue book in order to receive credit. Write clearly, use proper notation, and write out the formulas you use. Only the work done in the blue book will be graded. You are only allowed to have a scientific calculator (NOT a graphing calculator). No cell phones are allowed and no sharing of calculators is allowed. Be sure and rationalize all denominators.
1) Find the center and radius for the following circle: \[2x^2 + 2y^2 + 6x - 8y + 12 = 0\]
2) Solve the following exactly (no calculator approximations): \[x^2 + 7x - 1 = 0\]
3) Solve the following inequality. Write your answer in interval notation. \[x^2 + 3x - 40 > 0\]
4) Consider the function \(f(x) = \frac{2}{x} - 5\) for the following:
(a) Find \(f^{-1}(x)\)
(b) Use the composition of \(f(x)\) and \(f^{-1}(x)\) to algebraically verify your solution found in part (a)
5) Suppose that a new community college has 1200 students 5 years after it opens, and 1920 students 8 years after it opens.
(a) Assuming linear growth, write an equation, \(E(t)\), that relates the enrollment to the number of years the college has been open, \(t\).
(b) Use your equation found in part (a) to predict the enrollment after 12 years.
6) Determine the following for the function: \(f(x) = \frac{x^2 - 2x + 1}{x^2 - 2x - 8}\)
(a) Domain
(b) Range
(c) X-Intercept(s) (if any)
(d) Y-Intercept(s) (if any)
(e) Vertical Asymptote(s)
(f) Horizontal Asymptote(s)
(g) Sketch a graph of the function
7) Growth of bacteria in food products causes a need to “time-date” some products so that shopper will buy and consume the product before the number of bacteria grows too large and becomes harmful. Suppose that the formula \(f(t) = 500e^{0.1t}\) represents the growth of bacteria in a food product where \(t\) represents the time in days and \(f(t)\) represents the number of bacteria. If the product cannot be eaten after the bacteria count reaches 4,000,000, how long will it take?
8) Solve the following for \(x\): \[\log_3(x) + \log_3(2x - 3) = 2\]
9) Give the exact values (not calculator approximations) of the following expressions: (If the answer is an angle, use radians. Not all answers are angles)
(a) $\tan(120^\circ)$
(b) $\sin\left(-\frac{4\pi}{3}\right)$
(c) $\sec\left(\frac{\pi}{6}\right)$
(d) $\cos^{-1}\left(-\sqrt{2}/2\right)$
(e) $\tan\left[\sin^{-1}(3/5)\right]$
10) Given that $\cos \theta = -\frac{1}{3}$ and $\pi \leq \theta \leq \frac{3\pi}{2}$ determine the exact values (not calculator approximations) for the other five trigonometric functions.
11) Graph at least one period of $y = 3\sin\left(\pi x - \frac{\pi}{2}\right)$. Clearly state the amplitude, period, phase shift and intercepts.
12) Prove the following identity:
$$\tan x + \cot x = \csc x \sec x$$
13) Use a sum or difference identity to find the exact value (no calculator approximations) of $\cos\left(\frac{5\pi}{12}\right)$
14) Determine all solutions of the following equation on the interval $\left[0, 2\pi\right]$:
$$2\sin^2 x + \sin x - 1 = 0$$
15) A straight trail with a uniform inclination of $20^\circ$ leads from a lodge at an elevation of 1000 feet to a mountain lake at an elevation of 5300 feet. What is the length of the trail (to the nearest foot)?
16) Suppose a triangle has sides $a=6$ft, $b=9$ft, $c=12$ft. Determine the three angles of the triangle in degrees to one decimal place.
17) Solve the following system of equations:
$$\begin{cases}
x + y &= -4 \\
y - z &= 1 \\
2x + y + 3z &= -21
\end{cases}$$
18) Sketch the graph of $36x^2 + 9y^2 = 324$. Clearly state the name of the figure, the center, the foci, and the x and y intercepts.
19) Find all the roots and state the multiplicity of each for the following:
$$x^3 + 5x^2 + 3x - 9 = 0$$
20) Find the partial fraction decomposition for the following:
$$\frac{4x-12}{(x+4)(x-2)}$$ | 2,020 | 1,192 | {
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Make sure your name is on each page and the assignment is stapled. Thanks and enjoy.
**Problem 1** Find power series expansion for $f(x) = x^2 \sin(x^3)$ centered at $x_o = 0$. Do not do this by Taylor’s Theorem directly!
**Problem 2** Exercise 1 of page 438 in text.
**Problem 3** Exercise 16 of page 439 in text.
**Problem 4** Exercise 23 of page 440 in text.
**Problem 5** Exercise 24 of page 440 in text.
**Problem 6** Exercise 32 of page 440 in text.
**Problem 7** Exercise 13 of page 450 in text.
**Problem 8** Exercise 22 of page 450 in text.
**Problem 9** Exercise 25 of page 450 in text.
**Problem 10** Exercise 17 of page 456 in text.
**Problem 11** Find the power series expansion for $f(x) = x \sin(x)$ centered at $x_o = 3$.
**Problem 12** Find the power series expansion of $f(x) = \frac{x^2}{2+x}$ centered at $x_o = -1$.
**Problem 13** Define $e^x = \sum_{n=0}^{\infty} \frac{1}{n!} x^n$ and likewise for $e^y$. Prove $e^x e^y = e^{x+y}$ by multiplying the series for $e^x$ and $e^y$. Use the Cauchy product defined on pg. 434 of your text to multiply the series.
**Problem 14** Suppose $\sum_{k=0}^{\infty} (a_{2k} x^{2k} + b_{2k+1} x^{2k+1}) = e^x + \cos(x+2)$. Find explicit formulas for $a_{2k}$ and $b_{2k+1}$ via $\Sigma$-notation algebra.
**Problem 15** Find a power series solution to the integrals below:
(a.) $\int \frac{x^3 + x^6}{1-x^3} \, dx$
(b.) $\int x^8 e^{x^3+2} \, dx$
**Problem 16** Calculate the $42^{nd}$-derivative of $x^2 \cos(x)$ at $x = 1$. (use power series techniques)
**Problem 17** Find the complete power series solution of $y'' + x^2 y' + 2xy = 0$ about the ordinary point $x = 0$. Your answer should include nice formulas for arbitrary coefficients in each of the fundamental solutions. You need to both set-up and solve the recurrence relations as best you can.
**Problem 18** (Ritger & Rose 7-2 problem 7 part c) Find the first four nonzero terms in the power series solution about zero for the initial value problem $(x+2)y'' + 3y = 0$ with $y(0) = 0$ and $y'(0) = 1$.
Problem 19 (Ritger & Rose 7-2 problem 7 part d) Find the first four nonzero terms in the power series solution about zero for the initial value problem \( y'' + \sin(x)y' + (x - 1)y = 0 \) with \( y(0) = 1 \) and \( y'(0) = 0 \).
Problem 20 Construct a differential equation with \( y_1(x) = \frac{\sin(x)}{x} \) for \( x \neq 0 \) and \( y_1(0) = 1, \ y_2(x) = x \) as its fundamental solution set. To accomplish this task do two tasks:
(a.) Argue from appropriate facts from the theory of determinants that \( L[y] = \det \begin{bmatrix} y & y' & y'' \\ y_1 & y_1' & y_1'' \\ y_2 & y_2' & y_2'' \end{bmatrix} \) is a linear ODE with solutions \( y_1 \) and \( y_2 \).
(b.) calculate \( L[y] \) explicitly as a linear ODE of the form \( py'' + qy' + ry = 0 \) where \( p, q, r \) are perhaps given as Taylor expansions about zero. (just find the first few terms in the taylor expansions of the coefficient functions \( p, q, r \)) | 1,697 | 996 | {
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Sketch map. Draw a general map of the area indicating properties within it. Number each property for which individual inventory forms have been completed. Label streets (including route numbers, if any) and indicate north. (Attach a separate sheet if space here is not sufficient)
Recorded by Anne Grady
Organization Lexington Historical Commission
Date April, 1984
(Staple additional sheets here)
ARCHITECTURAL SIGNIFICANCE of area. (Describe physical setting, general character, and architecturally significant structures).
Winthrop Road rises gently from Massachusetts Avenue and, making a slight curve, joins Highland Avenue as though it was a continuation of that street. The actual westerly end of Winthrop Road, put in later in the twentieth century, is a road which turns to the west at the beginning of Highland Avenue.
There are over a dozen substantial houses in late nineteenth century and early twentieth century picturesque styles on the portion of Winthrop Road laid out in 1894. The house at 10 Winthrop Road is one of the most interesting Shingle Style dwellings in Lexington. The house at 1508 Massachusetts Avenue is an elegant composition of curved bays and expansive porches accented with dormers with semicircular pediments. It was probably designed by the same architect (Samuel D. Kelley) who designed two other buildings for the Sherburne family (one is at 276 Commonwealth Avenue, Boston; the other at 11 Percy Road, Lexington, is listed on the National Register of Historic Places). Houses at 1,
(see Continuation Sheet)
HISTORICAL SIGNIFICANCE of area. (Explain development of area, what caused it, and how it affected community; be specific).
The land in the area of Winthrop Road was the part of the farm of Benjamin Merriam in the eighteenth century. Merriam's house, since moved to Woburn Street, was entered by the retreating British on April 19, 1775 and he suffered losses of £223. In the nineteenth century, the land passed to John Viles. Viles' daughter, Mary, inherited the property. She married Benjamin F. Tenney, a stockbroker, in 1860, and in 1893 they had David Tuttle, local contractor, build them the house at 1536 Massachusetts Avenue. Their daughter, Maud, married Frank Foster Sherburne, a member of the firm of Eastabrook and Company and a trustee of the Lexington Savings Bank. Sherburne's family had been summer residents of Lexington for a number of years, and about this time other members of the family took up permanent residence in the Percy Road area.
F.F. Sherburne and his wife built a large house adjacent to her parents' at 1508 Massachusetts Avenue in 1891. The local paper noted on August 3, 1894, "Mr. F.F. Sherburne has opened up a street on the old Viles place recently purchased by him, which enters Main Street between his and Tenney's house. He proposed to connect the street to Highland Avenue. The land opened up by this street is high and offers unusual advantages for building lots." The street was evidently intended to be on a lesser scale a haven for commuters similar to the Munroe Hill and Meriam Hill neighborhoods, and the same kind of substantial homes were built here. Construction did not proceed very quickly. By 1898 only four houses had been built. By 1906, however, most of the beginning of the street was built up.
BIBLIOGRAPHY and/or REFERENCES
Hudson, Charles. *History of the Town of Lexington*, revised and continued to 1912 by the Lexington Historical Society, Volume I, p. 174. Boston: Houghton Mifflin Company, 1913.
Hudson, Charles. *History of the Town of Lexington*, revised and continued to 1912 by the Lexington Historical Society, Volume II, pp. 692, 616. Boston: Houghton Mifflin Company, 1913.
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Practice Items
- **time yourself** on this section, and record how long it takes you; this information will be useful to you later on
- if you work at the pace you will need on the actual AP Exam, this section should take you no more than 10 minutes and 30 seconds
- if it takes you only three minutes and you get them all correct, more power to you! if you are done in less than seven minutes and you make 3 or more errors, then you ought to consider slowing down a bit
- THESE SECTION ITEMS ARE NOT IN ORDER OF DIFFICULTY!
1. “This new drug will have no effect on levels of depression”. This is a statement of
(A) generalizability
(B) demand characteristic
(C) the null hypothesis
(D) a positive skew
(E) a negative skew
2. Two psychologists are debating the merits of different approaches for studying the consistency of extroversion over a lifespan. Psychologist #1 argues for a longitudinal study, psychologist #2 for a cross sectional study. The best argument psychologist #2 might offer in opposition to his colleague’s position is
(A) psychologist #1’s approach would not allow for generalizability
(B) psychologist #1’s approach would not allow for selection of a representative sample
(C) psychologist #1’s approach is potentially limited by subject mortality
(D) psychologist #2’s approach offers more opportunity for consistency within the subject pool
(E) psychologist #2’s approach is the only valid method for examining development over the lifespan
3. Which of the following pairs most accurately describes problems in Stanley Milgram’s research design that would render his 1963 study on obedience to authority unacceptable by today’s standards for ethical research?
(A) failure to obtain informed consent; failure to debrief subjects
(B) failure to allow volunteers to discontinue participation at any time; failure to utilize an absolute minimum of deception
(C) failure to maintain confidentiality; failure to secure informed consent
(D) failure to maintain confidentiality; failure to debrief volunteers
(E) failure to utilize an absolute minimum of deception; failure to use volunteers only
4. In administering a survey, use of a double blind procedure can help protect against
(A) negatively skewed data
(B) positively skewed data
(C) reactance
(D) randomization of responses
(E) demand characteristic
5. For homework, an elementary school student is asked to find data about something he is personally interested in and to calculate the mean of that data. The next day, he reports to his classmates “the mean uniform number on my favorite professional football team is 51.3”. His calculation indicates he does not yet understand the limitations of
(A) ratio data
(B) interval data
(C) confounded data
(D) ordinal data
(E) nominal data
* the next two items each refer to the following scenario:
Researchers design an experiment to test the effect of reading aloud on retention of the material read. One group of randomly assigned volunteers will read a story quietly to themselves, and a second group of randomly assigned volunteers will read the same story aloud. Both groups will then be assessed for retention of what they’ve read using a multiple choice test.
6. What is the independent variable (IV) in this experiment?
(A) retention of facts in the story
(B) the story itself
(C) the reading of the story aloud
(D) the items on the multiple choice test
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Environmental Lessons Available
Volunteer Instructors travel throughout Baldwin County to public and private schools to present environmental lessons for 2nd through 12th grades.
Aquatic Nuisance Species: (6th-12th grade) Through the use of photos, the students will discuss the origin and impact of aquatic nuisance species. Students will identify actions to reduce the spread of nuisance species.
Backyard Wildlife Habitat: (2nd-5th grade) Students will discuss why the population of animals and their habitats are declining and why we should be concerned. Students will identify three things that are essential to a backyard wildlife habitat.
Energy: (6th-12th grade) Students will discover why it is important to use renewable energy sources instead of nonrenewable energy sources. Students will discuss ways to conserve energy.
Groundwater Pollution: (3rd-12th grade) By observing a groundwater model, students will see how water moves through an underground aquifer. The use of colored dyes allows students to visualize the effects of pollutants on groundwater.
Invasive Plant Species: (6th-12th grade) Students will identify the impacts of invasive plants, describe ways to prevent their spread and differentiate between native and invasive plants.
Nonpoint Source Pollution: (6th-12th grade) Through the use of a nonpoint source model, students will observe the effects of polluted run-off on water quality. Students will discuss sources of run-off pollution, the effects of run-off on our local waters and preventative actions.
Recycling: (3rd-12th grade) Students learn about solid waste disposal in the county as well as the importance of recycling and composting to reduce the amount of waste in landfills. They discuss concepts like packaging, decomposition and renewable resources.
The Water Cycle: (2nd-3rd grade) Students will see a "rainstorm" in the classroom. After seeing the demonstration, they will be able to identify the three forms of water (solid, liquid, and gas) and the relationship between surface water and groundwater.
Programs offered October through May
Request a Program
- Visit our website at http://www.aces.edu/mee/
- Call 937-7176 or 943-5061/928-3002 ext. 2222
- Email firstname.lastname@example.org
Our Goals
The goals of the Master Environmental Education program are to educate the residents of Baldwin County to:
- gain an appreciation of our environment
- become good environmental stewards
- protect our coastal environment
Our Lessons
- 45 minute lessons
- First come, first served scheduling | 1,136 | 529 | {
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Speaking of Monks / Speaking with Monks
When talking with monks, speech requires an “upgrade.” While you may never have had a chance (or may never ever have the chance) to use royal language with a member of the royal family, it is not hard to find yourself in conversation with a monk. Such instances require the use of certain special vocabulary and honorifics.
First, use the proper pronoun: Address monks as ท่าน + ordination name. For information on the ranks of monks, click http://www.thaibuddhism.net/ranks.htm
Special classifier for monks: องค์ For example, ที่วัดนี้มีพระองค์กี่องค์ (How many monks are at this temple?)
There are more generic names for monks, often depending on their age and how long they have been in the Buddhist order. Many of these names are based on kinship terms.
Some examples of these more colloquial terms are:
หัววังพี่ luang phi — “Venerable Elder,” a reverential term for a younger, freshly ordained monk
หัววังตา luang ta — “Venerable Uncle,” a reverential term for an elderly monk without titles
หัววังพ่อ luang pho — “Venerable Father,” a reverential term for an elderly monk
หัววังปู่ luang pu — “Venerable Grandfather,” a reverential term for an elderly monk
เจ้าคุณ chao khun — a monk who holds phra racha khana rank (see link above) but not used for the Sangharaja (Supreme Patriarch, Head of the Buddhist Order): พระสังฆราช
Other special vocabulary:
to be ordained: โภช
general term for a monk (noun or pronoun): พระภิกษุ
general term for a novice (noun or pronoun): เนตรี
first-person pronoun used by monks: อาตมา
Sangha or community of monks: สงฆ์ or พระสงฆ์
laity: โยม Also used as a pronoun for laity when monks address them.
to invite (a monk): นิมนต์ For example, ผมอยากจะนิมนต์ท่านไปสวดมนต์ที่บ้าน (I would like to invite you to chant at my house.)
to eat: ถวัน
pre-noon meal: เฟล พระกำลังถวันเฟล (The monks are eating the pre-noon meal.)
a monk’s residence: กุฎิ
to rest, nap or sleep: จำวัด For example, หลวปูจำวัดคู่บุญกุฎิ
to bathe: สระน้ำ
the rainy season retreat: พริยาย And ...เข้าพริยาย (to enter the rainy season retreat) ออกพริยาย (to go out of the rainy season retreat) Also, ทำนบวชกี่พริยาย (How many years have you been in the monkhood?)
the monk’s alms bowl: บาตร (Please do not refer to this object as a “begging bowl.”)
the term for putting food in the monk’s bowl in the morning: ตักบาตร
the term for monks’ going out on morning alms rounds: บิณฑบาตร For example, ตอนเข้าพริยายออกไปบิณฑบาตรทุกวัน (Every morning, the monks go out on alms rounds.)
Essentially, the only thing a monk can ask for is drinking water. Other than that, things need to be offered to monks. So...
to offer a gift of something to a monk: ถวาย
offering items to a monk (often in connection with a ritual): ประเพณีของ
Information on how to offer items and what foods should not be offered, click http://www.kalyanamitra.org/culture/index31.html
What monks eat for breakfast: http://www.thaibuddhist.com/what-do-monks-eat-for-breakfast
One tricky term worth noting: ภาม versus ภาริย์ Be careful of vowel length when discussing these concepts with monks. The former is “sex or passion” and the latter is “karma.”
Characteristics (นิสัย) of monks. Monks should be: เจียบ, ส่งบเจียบ, จิตส่งบ, มีอารมณ์ส่งบ, สำรวม
meditation: (การทำ) กรรมฐาน Two basic types... สมมาธิ (samadhi) วิปัสสนา (vipassana)
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Young artists' creativity takes flight for Balloons Over Vermilion
DANVILLE — Maggie Nardoni was thinking about a special homework assignment — naming and designing her own hot-air balloon — at home when her guinea pig, Sugar Plum, started squealing.
The Northeast Elementary Magnet School third-grader put down her pet and started sketching.
"When I showed it to her, she started purring," the 9-year-old said of her balloon design, featuring a furry brown guinea pig with black ears on a purple-and-white striped background.
Nardoni and her classmates took a break from PARCC testing on Tuesday afternoon to work on their hot-air balloon designs, which they started the day before.
Once they're finished, Jeff Summers of Media One Visual Arts will combine their creations into a poster that will be used to promote the second annual Balloons Over Vermilion Festival.
The festival will return to the Vermilion Regional Airport on July 14 and 15, bringing with it more than 30 hot-air balloons and more food vendors and family-friendly activities.
"Your balloons are amazing," event co-chairman Pat O'Shaughnessy told the kids, who are serving as the event's student ambassadors this year.
"We were here on Friday to give them their assignment," he said, also referring to marketing director Cassie Keister. "They were asked to imagine they were hot-air balloon pilots, and they had to design their own balloon and name it. They looked at pictures of balloons. We talked about different designs, and we encouraged them to do their own research over the weekend. Then on Monday, we gave them some Sharpies and let them have at it. I'm no artist, but I think they turned out great."
Vincent Staub designed his balloon to look like a wooden paddle ball after noticing it was similar in shape to a balloon and basket. He designed the red ball to be a miniature red balloon.
"If you have a pet, they can ride in it," he explained.
Torrell Miles' inspiration came when he was in his kitchen.
"I thought of food, and my favorite food is pizza," said the 9-year-old, who decorated his balloon with 16 slices of cheese, pepperoni, sausage and green pepper pizza with a tomato-sauce red background.
Brooklyn Warfield's balloon, Unique Unicorn, features a snow-white unicorn with a rainbow-colored mane and pink-striped alicorn and fluffy, pink clouds.
"It's my favorite mystic animal," said Brooklyn, who drew it freehand. "I pictured it in my head, then I drew it with a pencil, then I colored it and outlined it in black marker."
Teacher Jessica Alyea said her students didn't mind the extra homework.
In fact, "you can tell they put a lot of effort into it," she said, pointing out that no two designs are the same. "I see a lot of happiness and the things they enjoy in their designs."
They're a really great group of kids ... and they are enjoying this opportunity."
O'Shaughnessy said people should see the ambassadors' artwork up in a month or so.
"It's only about three months away," he said of the event, which will feature tethered balloon rides, community flights, night-time balloon glows, rides on a Bell 47 helicopter, performances by the Jesse White Tumbling Team, live music and a Kids Zone.
“I can't wait,” Dakota Davis said, as she colored her Pattern Balloon. “I'm looking forward to kids playing in the Kids Zone and getting to ride in hot air balloon and just having lots of fun.” | 1,267 | 739 | {
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Flavour
The flavour of food depends more on its smell, than on its taste, and we can recognise a very large number of different odours indeed. What you think of as taste, is more likely to be aroma. That’s why food seems so tasteless when you have a cold.
To demonstrate this
Take a sweet, hold your nose and put it in your mouth. What can you taste? Now let go of your nose!
When you have food in your mouth, as you breathe molecules of the food that come off into the air (volatile chemicals) pass over a part of your nose called the olfactory epithelium.
Your olfactory epithelium is the super star of food flavour sensation
You have about 350 different types of odour receptor, each one works like a lock and key to detect a particular set of scent molecules. The individual receptors work together in combinations to produce the sensation of smell. It is like the letters of a giant alphabet and the smells we perceive are the words made up from a 350 letter alphabet. Your memory recognizes the smell and tells you what it is.
You can probably smell between 10,000 and 100,000 different smells
Taste
Basic tastes are detected by receptors or ‘Taste Buds’ on your tongue and also throughout your mouth. Each taste bud has 50–150 taste receptors sensitive to certain chemicals. When these chemicals dissolve in the saliva in your mouth, a signal is sent to your brain.
There are FIVE basic tastes:
**SWEET** – the taste produced by sugar.
**SOUR** – the taste of acids like vinegar, lemon juice or malic acid found in ‘sour sweets’.
**SALT** – a taste produced by sodium chloride and some other chemical salts.
**BITTER** – often thought as unpleasant or disagreeable. Coffee and quinine (in ‘tonic water’) are examples. Most toxic plants and many poisons taste bitter, and biologists think that a dislike of bitter tastes evolved as a defence against accidental poisoning. There are 25 different types of ‘bitter’ receptors.
**YUMMI** – the savoury, meaty taste produced by chemicals called glutamate. These are found in ‘fermented’ or ‘aged’ foods, and also in Chinese and Japanese cooking where mono-sodium glutamate is often added as an ingredient.
There may also be a sixth basic taste
**Fatty** – the taste of fatty acids, researchers are trying to find the ‘fatty’ receptors. | 932 | 518 | {
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The FLES model in the Timberlane Regional School District will be based on the National Standards for Foreign Languages (supporting the five areas of communication, connections, comparisons, communities and cultures) and the Timberlane Regional School District curriculum. The model will develop students’ language proficiency by a content-connected and standards based program that uses an interdisciplinary approach to deliver both language and content rich instruction through communication. The program will have twenty minutes of instruction four or five times per week. The model is based on research from The American Council of the Teaching of Foreign Language (ACTFL). The research shows that students are not only able to learn the language, but are also highly engaged in learning content through the language. Spanish will be used by the teacher and students for a minimum of 90% of the FLES instruction time (unless safety concerns require the teacher to speak English).
The benefits (of learning a foreign language) to society are many. Americans fluent in other languages improve global communication, enhance our competitiveness abroad, and maintain our political and security interests.
(U.S. General Accounting Office, 2002)
Timberlane Regional School District
Administrative Offices
30 Greenough Road
Plaistow, NH 03865
Phone: (603) 382-6119
Fax: (603) 382-3334
Dr. Earl Metzler, Superintendent
Dr. Roxanne Wilson, Asst. Supt.
Language: Spanish
Grade Level: Kindergarten
2016-2017
Why Spanish?
- Spanish is the second most spoken language in the world after Mandarin Chinese.
- Spanish is an official language of the United Nations, European Union and other international organizations.
- Because of its Latin roots, nearly identical alphabet and pronunciation rules, Spanish is one of the easiest languages for English speakers.
- Spanish is by far the most widely taught second language in the country, and with over 50 million total speakers, the United States is now the second largest Spanish speaking country in the world after Mexico.
- Spanish is becoming more and more important with regard to business. Learning Spanish will enable better communication with employees and coworkers.
What is FLES?
FLES is an acronym for Foreign Language in Elementary School. It is an approach to learning that allows students to develop basic communicative skills in a language while reinforcing and enriching content in other disciplines.
FLES is delivered in an encouraging learning environment where the language directly relates to the students, reflecting their needs, interests and everyday life.
Why FLES?
The American Council of Teaching of a Foreign Language (ACTFL) offers the latest research on foreign language acquisition. ACTFL attests that the FLES model:
- Provides students with language learning opportunities.
- Has a powerful effect on a child’s mental development and cognitive skills.
- Supports academic achievement in other disciplines.
- Enhances reading development in both English and Spanish.
- Positively promotes global awareness and cross-culture understanding.
- Improves students’ understanding of their own language.
- Gives students an advantage in language requirements for college.
- Increases employment opportunities in numerous careers and fields worldwide. | 1,534 | 627 | {
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SECTION - I
I Choose the correct synonyms for the underlined words. 3 X 1 = 3
1. This jewel is an antique piece in my collection.
a) Latest b) Updated c) Old d) Ancient
2. Raghu got sunstroke.
a) Fever b) Tired c) Unconscious d) Feeling bad
3. Children feel happy while wearing new garb.
a) Things b) Clothes c) Reveal d) Cover
II Choose the correct antonyms for the underlined words. 3 X 1 = 3
4. Many people are ignorant of their lives.
a) Educated b) Uneducated c) In experience d) Illiterate
5. My father bought me a latest mobile.
a) New b) Modern c) outdated d) updated
6. Most of the trees provide shelter to birds.
a) Safety b) Security c) Home d) Residence
III Fill in the blanks with suitable answer. 3 X 1 = 3
7. The author brother’s name is .................... .
8. ....................... is a more serious health related issues.
9. We should have .............. in our home to give medical treatment.
IV Find out the clipped word. 3 X 1 = 3
10. Electronic + mail - .................... .
11. Motor + hotel - .................... .
12. Helicopter + pad - .................... .
V Match the meaning for the idioms. 3 X 1 = 3
13. A piece of cake, - someone who is cherished above all others
14. At a snail’s pace - easy
15. Apple of my eye - moving very slowly
SECTION - II (GRAMMAR)
VI Fill up with suitable conjunctions. 2 X 1 = 2
16. Sudhakar will succeed .................... . (if / unless) he works hard.
17. .................. he was ill, he went to the doctor. (as / though).
VII Choose the correct sentence pattern
18. In 2004, Tsunami destroyed many countries.
a) ASVO b) SVIODO c) ASVC
19. My uncle is a doctor in London.
a) SVIODO b) SVCA c) SVAA
VIII Fill in the blanks with correct verb in the brackets.
20. Sugan ........... (hear) the story for last few hours.
21. He ....... (start) playing at the age of 7.
IX Write sentences on your own for each homonyms.
22. a) Well b) Well –
SECTION - III
X Quote from memory.
23. From : A bower quiet for ...............
To : ............... moves away the pall.
Section - IV (Supplementary Reader)
XI Identify the speaker.
24. “Pardon Me Master” – ....................
25. “This is the Secret” – ....................
XII Fill in the blanks.
26. The milkmaid discharged her duties .....................
27. The Pundit was an .................. speaker.
Section - V (Prose)
XIII Answer any three of the following in one or two sentences.
28. In what ways the river and its bank have changed? 3 X 2 = 6
29. How were the rooms arranged in the house?
30. What is STREET SMART?
31. What according to Grandpa is the most serious illness?
XIV Answer any one of the following in 100 words. 1 x 5 = 5
32. How does the author spend his afternoon, explain?
33. Write about road safety rules?
Section - VI (Language Skill)
XV Prepare a notice:
34. Your school is going to organize an inter-school dance competition. Write a notice for your school notice board inviting all the interested students. | 1,822 | 820 | {
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Reception – Spring 1
All Creatures Great and Small
Core text: How Many Legs?
Other key texts:
The Very Hungry Caterpillar
Oi Frog
Chicken Clicking
Giraffes Can’t Dance
Commotion In The Ocean
Communication and Language.
- Continuing to use talk to organize and clarify thinking, ideas, feelings and events.
- Act out our stories and retell using story maps.
- Weekly circle time sessions to share news and develop confidence to talk in front of others.
- Asking as well as answering questions.
Literacy
- Recognising phase 3 phonemes and graphemes.
- Continuing to blend and segment words to read and spell.
- Continuing to learn tricky words (words we can’t sound out).
- Writing lists, labels and captions.
- Begin to write simple sentences using capital letters and full stops.
- Reading simple sentences
- Practising forming all lowercase letters and numbers.
- Choosing independently an increasing range of books and giving reasons to why they did/didn’t like it.
- Sequencing familiar stories.
- Answering comprehension questions to show an understanding of what we have read.
Understanding the World
- Comparing similarities and differences between farm animals and their habitats.
- Exploring the different roles of animals on a farm.
- Becoming familiar with the names of animals and their babies.
- Learning about the lifecycles of animals.
- How to stay safe online.
- Access Purple Mash on the computers, interactive whiteboards or chrome books.
- Learning how to control the Beebots using positional language.
- Experiencing ‘Now Press Play’ audio stories about different types of animals
- Learning about Chinese New Year celebrations
- Trip to the farm/animal man visit
Personal, Social and Emotional Development
- Taking steps to resolve conflicts with other children.
- Encourage the children to try new things and take risks with their learning
- Discussing how we can look after pets as well as ourselves.
- Confidence to speak to others about own needs, wants, interests and opinions.
Mathematics
- Introducing zero
- Comparing and composition of numbers 1-5
- Comparing mass and capacity
- Exploring 6, 7 & 8
- Making pairs
- Combining 2 groups
- Length, height and time
Expressive Arts and Design
- Creating animal masks
- Making Chinese lanterns
- Jungle vets and pet shop role play area
- Creating own storylines using small world resources, animals and other characters.
- Drawings/paintings of their own pets.
- Mixing colours and using different sized brushes.
- Exploring the artist Henri Matisse – creating animal artwork inspired by his work
- Exploring a wider range of instruments and nursery rhymes.
Physical Development
- PE lessons – developing ball skills.
- Forming letters using our Kinetic Letters programme.
- Activities to develop fine motor skills, such as dough disco to help our pencil grip strength.
- Developing independence when dressing/undressing for PE and putting on coats.
- Developing confidence using a wider range of tools and objects with increasing control and accuracy. | 1,350 | 638 | {
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Protections for Undocumented Children Fact Sheet
ALL CHILDREN HAVE A RIGHT TO ATTEND SCHOOL!
In 1982, the U.S. Supreme Court ruled in *Plyler vs. Doe* [457 U.S. 202 (1982)] that children of undocumented workers have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents. Like other students, children of undocumented workers are required under state laws to attend school until they reach a legally mandated age.
As a result of the Plyler ruling, public schools may not:
- deny admission to a student during initial enrollment or at any other time on the basis of undocumented status;
- treat a student differently to determine residency;
- engage in any practices to "chill" the right of access to school;
- require students or parents to disclose or document their immigration status;
- make inquiries of students or parents that may expose their undocumented status; or
- require social security numbers from all students, as this may expose undocumented status.
Students without social security numbers should be assigned a number generated by the school. Adults without social security numbers who are applying for a free lunch and/or breakfast program for a student need only state on the application that they do not have a social security number.
Changes in the F-1 (student) Visa Program do not change the Plyler rights of undocumented children. These changes apply only to students who apply for a student visa from outside the United States and are currently in the United States on an F-1 visa. Also, the Family Education Rights and Privacy Act prohibits schools from providing any outside agency – including the Immigration and Naturalization Service – with any information from a child's school file that would expose the student's undocumented status without first getting permission from the student's parents. The only exception is if an agency gets a court order (subpoena) that parents can then challenge. Schools should note that even requesting such permission from parents might act to "chill" a student's Plyler rights. Finally, school personnel – especially building principals and those involved with student intake activities – should be aware that they have no legal obligation to enforce U.S. immigration laws.
For more information or to report incidents of school exclusion or delay, call:
META (Nationwide) 617-628-2226
NY Immigration Hotline (Nationwide) 212-419-3737
MALDEF (Washington, D.C.) 202-293-2828
Additional information can be found on the website of the NJ Immigration policy network ([www.njjpn.org](http://www.njjpn.org)). The booklet there explains about families language access rights and the education rights of their children. It is available in English, Spanish, Haitian Creole, Arabic, and some other languages. The federal laws applies to all states. The purpose of the booklet found on this site is to educate immigrant parents about state and federal laws guaranteeing them access to public school services and materials in their home languages. Excerpts from these laws are quoted in the first section along with helpful summaries of what this legal terminology means for parents. Some of the laws described are not directly related to language access but contain important information that immigrant parents need to know.
WHY IS THIS INFORMATION IMPORTANT FOR ME?
Children of immigrants face a unique set of challenges in the public school system, many of which stem from cultural and language differences. As they get older, some immigrant children carry a higher risk of dropping out of school, becoming involved in criminal activities and/or the criminal justice system, and facing unemployment. One of the best ways to break this cycle is for parents to get involved. Schools where parents are actively engaged in leadership and decision making, result in happier, healthier, and more successful communities.
This fact sheet produced by STEP, Inc. TN’s Parent Training Information Center
Contact us Toll-free (in TN) 1 (800) 280-7837 English or 1 (800) 975-2919 Espanol | 1,857 | 816 | {
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Overview
The Bach Choir has garnered national and international recognition although it is based in Bethlehem, a relatively small town. In 1976, the choir traveled to Bach’s hometown for several concerts. Most recently, in July of 2003, the choir performed on one of the largest stages nationally: the prestigious BBC Proms in London’s Royal Albert Hall.
Choir conductor Greg Funfgeld has led the choir for a number of years and has developed a special bond with his singers. Many of them express awe at his leadership abilities, and characterize him as the heart and soul of the choir – a person without whom the choir would have never reached the lofty height it has today.
Discussion/Questions
1. What do you think it is about Bach’s music that is able to draw so many different types of people together?
2. What makes The Bach Choir’s conductor so inspiring? What qualities do you think are important in a leader?
Activities
1. Research music funding in schools and come to your own conclusion about how it should be increased or decreased, taking into account the effects it has on so many people.
2. Research the lyrics for The Mass in B Minor and compare and contrast them with modern-day lyrics.
Spotlight: Bach Music Today
Although Bach’s music is more than 300 years old, patrons who come to listen to it today feel that its sound is as pure and alive as ever. People still come to listen to Bach’s music from all walks of life. This is especially true in the Lehigh Valley where Bach music has been played for over a 100 years.
From its beginning in 1898, the Lehigh Valley has witnessed some of the great Bach moments in history, including the first American performance of The Mass in B Minor on March 27, 1900 in the local Moravian Church. Even today, it looks as though Bach will continue to stand the test of time, as the choir – despite changes in its membership – has been doing a good job of living up to its legacy.
Under the leadership of Greg Funfgeld, the choir of 100 dedicated volunteer singers has achieved a level of musical excellence that has been internationally recognized. The choir performs numerous concerts around the area each year, accompanied by the Bach Festival Orchestra and world-renowned soloists.
More information
Bach Museum Thomaskirchhof 15/16 04109 Leipzig
Contact: www.Bach-Leipzig.de Tel: 0049 341 9 13 73 00
Academic Standards
The Bach Choir of Bethlehem is specifically designed to address the Academic Standards for Arts and Humanities as set forth by the Commonwealth of Pennsylvania. This program supports the successful achievement of standards 9.1 Production, Performance and Exhibition Music, as defined under grade 8 measurement criteria:
9.1.8 Production, Performance and Exhibition of Music
9.1.8 E Communicate a unifying theme or point of view through the production of works in the arts
9.1.8 F Explain works of others within each art form through performance or exhibition
9.1.8 I Know where arts events, performances and exhibitions occur and how to gain admission | 1,316 | 647 | {
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The trumpet is one of the oldest and most popular instruments in the history of music. Despite its popularity, many kids initially choose either piano or violin when getting into music. That was not the case for John Korak.
Born in Youngstown, Ohio, Korak was inspired by his high school band director and his love for music.
“When I was 10 years old, my family moved from Ohio to New Mexico,” Korak said. “To me that was traumatic, and my parents thought it would be good for me to join the local music band. They took me to the music store and I saw a trumpet and fell in love with it.”
He went on to receive his bachelor’s, master’s, and doctorate degrees in music from the University of North Texas. Today he is a professor in the department of music at Southern Illinois University Edwardsville.
Korak has performed throughout the world, including Australia and Thailand. Yet, whether performing abroad or here in Edwardsville, he is capable of adapting to different acoustic conditions.
“You can ascertain the acoustics of the room,” Korak said. “Rehearsals or listening to others play helps you to understand how things are going to sound so you can adjust.”
The same goes for playing to different audiences with different backgrounds and expectations.
“Most of the time I like to communicate a lot with my audiences. It is a give and take. I like to engage with the audience prior to the performance,” Korak said. “In some cases, that discussion helps the audience to feel more at ease. It’s not only the performer who can feel nervous. The audience can also have that feeling.”
In his career Korak has been both a live performer and what in the trade is called a “studio musician.” Is it difficult to be both?
“A great musician is a great musician whether it is a recording or a live performance,” Korak said. “The live performer has to be able to adjust to the circumstances. In the studio you can use technology to adapt. In a live performance, you not only strive for perfection but also for a connection to inspire your listener.”
Despite his many years as a professional performer, Korak still remembers one of his earliest performances.
“The performance that keeps coming to my mind was when I was a junior at a high school in Albuquerque, N.M., when I was selected as principal trumpet. That was the first time when I experienced making music,” Korak said. “From then on my desire to continue in music was enhanced. That was truly special despite the fact that since then I have had many rewarding performances, including the ones with the St. Louis Symphony.”
Korak not only plays the trumpet but also conducts.
“That is what I do at SIUE.”
When it comes to solo performances Korak has invaluable advice for his students. “There is always a fear as you perform,” he said. “I teach them to channel the extra energy into their performances.”
In addition to being a performer and a conductor, Korak has also been a successful author of music books.
“My publications are, most of them, a result of trying to find meaningful ways to improve my teaching,” he said. “Over the years my books have become successful even at the international level. I have been very fortunate.”
One of the courses he has taught at SIUE is “Introduction to Music History.”
Although to most people all trumpets look the same, the fact of the matter is that trumpets have changed a lot over time.
“If we go back to early times, trumpets were made of animal parts,” Korak explained. “With time, we learned how to make alloys, and by the 15th century we were able to bend them, creating the shape or curvature of the trumpet. By the time of Bach, the instrument was standardized but still lacked valves. By the 19th century, we see the addition of valves, which allowed the instruments to be shorter, allowing them to play the whole scale. From then on, it opened to all types of repertoire.”
Today Korak is known as an inspiring teacher, attracting students from all over the country to his classes, where he passes on the same love for music he developed as a kid growing up in New Mexico.
Aldemaro Romero is the Dean of the College of Arts and Sciences at Southern Illinois University Edwardsville. His show, “Segue,” can be heard every Sunday morning at 9 a.m. on WSIE, 88.7 FM. He can be reached at firstname.lastname@example.org. | 1,683 | 928 | {
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Control Red Spider Mites
Treat Them With Scheduled Spraying
What To Look For
Red spider mites, also called spinning mites or red spiders, may be green, brown, yellow, red or almost black. They are nearly round in outline, barely visible to the naked eye, and have eight legs when fully matured. In Nebraska, red spider mites may attack many plants. They are especially damaging to spruce trees, junipers, arborvitae, burning bush, most perennial flowers and vegetables such as green beans, eggplant, peppers, tomatoes and cucumbers. Patio plants such as hibiscus are very vulnerable to mite infestation.
Spider mites have tiny mouth parts modified for piercing individual plant cells and removing the contents. This results in tiny yellow or white speckles. When many of these feeding spots occur near each other, the foliage takes on a yellow or bronzed cast. Once the foliage of a plant becomes bronzed, it often drops prematurely. Heavily infested plants may be discolored, or even killed. Web producing spider mites may coat the foliage with a fine dry silk which collects dust and looks dirty.
Most varieties of spider mites overwinter in the egg stage, however some species over-winter as adult females. Activity begins in the early spring. After the egg hatch, mites pass through several stages of growth. Warm, dry weather favors mite reproduction, so damaging infections usually develop during the summer. Plants near buildings, especially southern exposures, may have damaging infestation in the spring. In greenhouses and on house plants, mites may live and reproduce year round. Several generations are produced each year and infestations may develop rapidly during hot weather.
Effective Control
Frequent high-pressure syringing with cold water from a garden hose helps to reduce red spider mite infestations on evergreens. Syringing is not as effective on deciduous plants and vegetables because the water must be directed to the under-sides of leaves.
Several commercial sprays are available. If used properly, they are effective. Most sprays kill mites on contact so they must be applied to the undersides of the leaves. Repeat sprays usually should be done within a week of the initial application or when injury is evident.
Products that control mites on contact include:
- Malathion
- Spinosad
- Permethrin (Eight)
- Neem oil (Triple Action Plus)
- Acephate (Bonide Systemic Insecticide)
A systemic liquid spray that penetrates leaf tissue. Read directions carefully to be sure it is safe for the particular plant. Do not use on edible plants. | 1,048 | 548 | {
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Daniel Chapter 1. During the third year of King Jehoiakim's reign in Judah, King Nebuchadnezzar of Babylon came to Jerusalem and besieged it. Verse 2. The LORD gave him victory over King Jehoiakim of Judah and permitted him to take some of the sacred objects from the Temple of God.
NLT
So Nebuchadnezzar took them back to the land of Babylonia and placed them in the treasure-house of his god. Verse 3. Then the king ordered Ashpenaz, his chief of staff, to bring to the palace some of the young men of Judah's royal family and other noble families, who had been brought to Babylon as captives.
Verse 4. "Select only strong, healthy, and good-looking young men," he said. "Make sure they are well versed in every branch of learning, are gifted with knowledge and good judgment, and are suited to serve in the royal palace. Train these young men in the language and literature of Babylon."
Verse 5. The king assigned them a daily ration of food and wine from his own kitchens. They were to be trained for three years, and then they would enter the royal service.
Verse 6. Daniel, Hananiah, Mishael, and Azariah were four of the young men chosen, all from the tribe of Judah.
Verse 7. The chief of staff renamed them with these Babylonian names: Daniel was called Belteshazzar. Hananiah was called Shadrach. Mishael was called Meshach. Azariah was called Abednego. Verse 8. But Daniel was determined not to defile himself NLT
by eating the food and wine given to them by the king. He asked the chief of staff for permission not to eat these unacceptable foods. Verse 9. Now God had given the chief of staff both respect and affection for Daniel. Verse 10. But he responded, "I am afraid of my lord the king, who has ordered that you eat this food."
and wine. If you become pale and thin compared to the other youths your age, I am afraid the king will have me beheaded." Verse 11. Daniel spoke with the attendant who had been appointed by the chief of staff to look after Daniel, Hananiah, Mishael, and Azariah.
Verse 12. "Please test us for ten days on a diet of vegetables and water," Daniel said. Verse 13. "At the end of the ten days, see how we look compared to the other young men who are eating the king's food. Then make your decision in light of what you see." Verse 14. The attendant agreed to Daniel's suggestion and tested them for ten days.
Verse 15. At the end of the ten days, Daniel and his three friends looked healthier and better nourished than the young men who had been eating the food assigned by the king. Verse 16. So after that, the attendant fed them only vegetables instead of the food and wine provided for the others. Verse 17. God gave these four young men an unusual aptitude for understanding every NLT
aspect of literature and wisdom. And God gave Daniel the special ability to interpret the meanings of visions and dreams. Verse 18. When the training period ordered by the king was completed, the chief of staff brought all the young men to King Nebuchadnezzar.
NLT
Verse 19. The king talked with them, and no one impressed him as much as Daniel, Hananiah, Mishael, and Azariah. So they entered the royal service. Verse 20. Whenever the king consulted them in any matter requiring wisdom and balanced judgment, he found them ten times more capable than any of the magicians and enchanters in his entire kingdom. NLT
Verse 21. Daniel remained in the royal service until the first year of the reign of King Cyrus. | 1,321 | 813 | {
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1. Discovering the Polyominoes (Junior Cycle)
2. Pentominoes – area and perimeter
Resources: Squares (p.3) - 5 per student. Pentominoes (page 3) one sheet per student. Print the tetrominoes template on the 160 gsm paper. Scissors.
Strands: Transformations, perimeter, area.
Time: 80 minutes
Teacher’s note: A polyomino is a plane geometric figure formed by joining one or more equal squares edge to edge. Polyominoes have connections with various themes in geometry – symmetry, tiling, perimeter, and area.
Solomon Golomb (1932 – 2016) was an American mathematician and engineer who first defined pentominoes. They were made famous by the American maths populariser, Martin Gardner.
Activity I: Discuss how many shapes can be made with one (MONOMINO – just one shape) or two (DOMINO – one shape) squares. How many with three merged squares (TROMINOES – two shapes)? How many with four (five shapes called TETROMINOES)? How many with five squares? (12 shapes called PENTOMINOES) Give the students loose squares so they can create shapes themselves. Then replace them with the ones cut out of the template.
Questions:
- Pentominoes are sometimes called after letters that they (kind of) look like: F, I, L, N, P, T, U, V, W, X, Y, Z. Assign shapes to the letters.
- What form of symmetry can you find in PENTOMINOES and in which shapes? (axial, line symmetry)
For instance:
Are these the same shape?
It is easy to see that they are the same shape rotated by 90 degrees.
We can also look at reflections- where one shape is the mirror image of another:
- How many ways can we make a shape that looks different by rotating or flipping a pentomino? (We only consider rotations through 90 degrees (you can rotate 1, 2, 3 times). Rotating 4 times through 90 degrees brings us back to the start. And also flipping horizontally or vertically. Flipping the shape gives us the mirror image.)
- Is there a pentomino that is more symmetrical? In other words that won’t look different no matter how you turn it (through 90, 180 or 270 degrees) or flip it. (answer: X– shape pentomino)
- What pentominos have the most orientations? (answer: the F– shape pentomino; There are 8 ways that the F-pentomino can be turned and flipped to make to look different)
Reflection through a vertical mirror (flipping horizontally) and its 3 rotations right $90^\circ$,
Reflection through a horizontal mirror (flipping vertically) and its rotation right $90^\circ$.
Activity II: Ask the student to cut out the pentominoes from the given template. Let’s analyse their area and perimeter.
Questions:
- Do all the pentominoes have the same area?
- Do all the pentominoes have the same perimeter?
- Can the 12 pentominoes be assembled into a rectangle?
- What is the area of the rectangle?
- What are all of the possible perimeters of a rectangle with an area of 60 square units?
- Is it possible for the 12 pentominoes to assembled into a square?
For more info visit mathsweek.ie | 1,339 | 745 | {
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Kia ora,
There's nothing more essential to life on Earth than water. Yet 2.2 billion people worldwide currently live without access to safe water.
With March marking Rotary International's Clean Water and Sanitation Month, here at ShelterBox New Zealand, we've been reflecting on the role that we play in addressing the world's water crisis.
We know that Rotarians are helping communities across the globe access clean and safe water. Water, just like shelter, is a human right. Whoever you are, wherever you are – you are entitled to clean, safe water.
But, we know that when disasters devastate communities and force people far from their homes, families often find themselves in inhospitable areas or overcrowded camps, where finding safe water is a daily struggle.
That's exactly why, as part of our aid packages, we provide families with water filters and water carriers - so that safe drinking water can become one less thing to worry about.
Our water filters can turn up to 1000 litres of unsafe water into clean drinking water, by removing viruses, bacteria, pathogens, chemicals, heavy metals, and fecal matter.
Our water carriers ensure that families have a place to store the purified water, so it can be kept clean and safe to drink.
But, we are only able to provide these items thanks to Rotarian support. Our values mirror each other in so many ways - and this month is another reminder of our shared cause of 'service' on behalf of others.
Yours in service, ngā manaakitanga,
Dr Claire Achmad | Chairperson, Trustee & Director | Rotary Foundation Global Grant Scholar (2010-2011)
Rebecca Aitchison | Director of Rotary Engagement | Rotary Club of Waimate
MAKING SAFE DRINKING WATER ONE LESS THING TO WORRY ABOUT
Imagine this: A disaster strikes, destroying your home and taking away everything you own. You run from the devastation and find yourself living in a temporary shelter, in an overcrowded area, where you are unable to access clean water.
This is often the reality for many families that have lost their homes to disaster or conflict. Hand pumps may break, and local water sources may get filled with debris, dirt, or even chemicals - leaving families to choose between remaining thirsty, or risking illness from contaminated water.
Our water filters and containers eliminate this worry - enabling families to produce safe drinking water. They are a symbol of hope for families caught in the chaos of disaster.
Our aid packages may also include:
- **Solar lights**: so families can maintain routine & stay safe after night falls.
- **Mosquito nets**: to reduce the risk of dangerous disease & help families sleep better at night.
- **Blankets**: so families can stay warm and comfortable.
- **Tents**: so families can have a place to call home, where they can be protected from the elements.
- Our filters can provide enough clean water for a family of 4, for a month.
- Our water containers are collapsible - families may also use them for food storage, or as an eating bowl.
- A donation of just $50 will allow us to provide a family with a water filter and container. Head to www.shelterbox.org.nz/donate/ to support our life-saving work.
Honduras
3,000 community members affected by Hurricanes Eta and Iota are currently collecting our aid.
Sudan
Our distributions of 1,000 ShelterKits to families devastated by the worst flooding the country has experienced in decades, are now complete.
Syria
As the Syrian conflict enters its 10th year, we are providing families in Idlib with tarpaulins, rope, tents, mattresses, and kitchen sets.
India
Distributions of 1,850 ShelterKits to families devastated by severe flooding are now complete.
Burkina Faso
Our distributions of tarpaulins, kitchen sets, mattresses, blankets and hygiene items, to support newly displaced families, are currently underway.
Nigeria
Distributions of 2,000 ShelterKits to internally displaced families affected by extreme conflict in the Lake Chad Basin, are now complete.
Ethiopia
We are extremely concerned by the emerging humanitarian crisis caused by extreme conflict, and we stand ready to respond, with vital supplies on their way.
Cameroon
We are currently working to provide refugees and internally displaced families with tents, ShelterKits and other household items. | 1,786 | 904 | {
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During lockdown we asked museum workers to share with us some of the items that they collect at home, and share interesting stories about the object and why they collect it.
Objects can be especially interesting to us when they give us insight into how the world was different in our parents’ or grandparents’ time. In this pack we find objects that would have been found in typical 1960s kitchens in New Zealand.
**Kirsty’s Grandmother’s Recipe Tin**
Kirsty is an educator at Te Manawa and this is a recipe tin that belonged to Vera, Kirsty’s Grandma. It is a real time capsule, giving us a sneak peek into what kinds of things went on a 1960s New Zealand kitchen. The tin is jam-packed full of cutouts from magazines and newspapers dating from the 1960s. Many recipes are scribbled on old notices or notepaper from the Ministry of Health where her grandmother worked as a school dental nurse.
“In the 1960s Vera, my grandmother, would have had children in the house, so many of the recipes were used to make goods for school galas or to fill party tables. I chose a simple and fun recipe from the tin that everyone is sure to love…”
Vera on her wedding day 28th April 1951
**Marshmallow**
It’s lots of fun making marshmallow as the mixture changes from transparent and runny to thick and gooey to wobbly like jelly. You can try it at home.
**Ingredients**
- One packet of jelly crystals
- One cup of icing sugar
- One and a half cups of water
**Method**
Boil the water and jelly crystals on the stove top for 10 minutes. Allow to cool but not to set. Once cool add the icing sugar and beat until thick. Set in the fridge.
Try layering different colours to make these fun party cups.
This is the pink marshmallow Kirsty made.
Cindy is one of the team that manages our collections at Te Manawa. Cindy’s personal collection also has some clues as to what treats would have been popular back in the 1960s.
“This tray dates to the 1960s – I was born then so it’s about sixty years old. I’ve collected it because it’s nice and colourful – and brings back memories of childhood treats”
Because ice cream came in boxes, you didn’t scoop it out with a spoon. You opened the box and sliced off an end with a knife. You could get rectangular pink waffles that were just the right size to go around your slice of ice cream so you could have an ice cream sandwich.
There weren’t a large number of flavours. As you can see on the tray, vanilla and raspberry ripple and maybe hokey-pokey. For a treat you could get Neapolitan.
If you look, you’ll see that all the frozen foods on the tray are in cardboard packets – plastic bags and containers are a new invention. The cardboard packets are that size because in the 1960s the freezer wasn’t a separate section of a refrigerator with its own door. It was just a tiny box inside the fridge itself.
What are your favourite ice-cream flavours?
Ice-cream in New Zealand
For a deep dive into the history of ice-cream in New Zealand, check out this website by the New Zealand Ice Cream Manufacturers’ Association.
www.nzicecream.org.nz/history-nz.htm
All of the posters on this page are for ice-creams that were produced in the 1960s. Do you recognise any that are still in production today? What do you think was the inspiration for the Moonraider Milk Ice?
If you could invent an ice-cream, what would it be? What flavours would you choose? Would it be chocolate-dipped? What would you sprinkle over it? Think of an event that could inspire your ice cream creation. What words would you use to advertise your ice-cream? Design a poster to advertise your new delicious treats. | 1,380 | 817 | {
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Attempting to nail down the first of anything while going back in time can be a daunting task. The access of written records is critical. Without that, you piece together the puzzle as best you can. That applies here as we uncover the Isolani beginnings in Martinez, the county seat of Contra Costa County. Often times ethnic groups were left off census records in the early days, perhaps due to a lack of interpreters or for other reasons unexplained. Also, the 1890 federal census records are scant, due to most being destroyed by fire. Our available sources are listed below.
Not unlike Pittsburg, Martinez sits on the shores of the Sacramento Delta, which at one time flourished with fish. Salmon and shad were among the primary harvest. In the late 1800’s, Martinez also developed an Italian fishing village along the shoreline area in close proximity to Alhambra Creek and adjacent to Granger’s Wharf. A large influx of immigrants arrived from Isola delle Femmine as well as from the neighboring villages of Saint Elia, San Vito Lo Capo, Cattolica and Sferacavallo. The men, of course, would arrive first from the Old Country. Many stayed in the “arcs” or small houseboats as we call them today. Many others stayed in the boarding houses which later became central to leisure activities. They would secure work, acquire a residence or property of their own and save up to send for their family. This process could take years. An industrious group, they not just manned the fishing boats and the nets, they eventually filled all the occupations that made up a fishery maintaining nets to processing the fish in canneries.
The following are among the first documented Isolani to settle in Martinez, chiefly as fishermen. Giuseppe Fontana emigrated to Martinez in 1895. Giovanni Flores emigrated to America in 1890 and was an early fish buyer in California receiving his license in 1893. Salvatore Costanza emigrated in 1895 and was also an owner of a market. Salvatore along with his brothers opened a macaroni factory on Howard St. Giovanni Billeci and his adopted son Francisco Giardino-Billeci, both
arrived in 1898. Giovanni, my 2nd great grandfather initially made a go of it as early as 1882 in St. Louis before hitting hard times. He then went back to Isola to recuperate and finally made his way to Martinez. He would become a boss with the Alaska Packers Association.
We know that many Isolani “fisher” families resettled from the Sicilian fishing village of New York Landing in Black Diamond (present day Pittsburg). Paolo Giamona arrived in Pittsburg in 1898 and relocated to Martinez in 1900. He was followed by his father in law Giuseppe Ferranti who arrived in Pittsburg in 1891 and then moved to Martinez in 1902. Giuseppe DiMaggio, the father of famed baseball brothers Joe, Vince and Dom arrived in Pittsburg in 1898 and moved to Martinez in 1903. Of note is that following the 1906 Great San Francisco Earthquake many families escaped the catastrophe and relocated to the towns of Martinez and Pittsburg to join relatives. Other notable surnames include Cardinalli, Costanza, Lucido and Russo. Many of these surnames are still recognized in Martinez and can also be found in Pittsburg and Monterey to this very day, as many “followed the fish” to Monterey while others stayed in the delta area finding success in other occupations when the delta was closed to commercial fishing.
Martinez still maintains much of its early fishing legacy in the form of many buildings including the “Little Italy” Shoreline residential neighborhood and the family commercial markets which are noted with historical markers. The Alhambra Creek area, where many of the fishing boats once moored, the net tanning vats can still be seen. St. Catherine’s of Siena Catholic Church and cemetery dates from the early 1870’s where many of our fisher family ancestors were laid to rest and the Fishermen’s Monument stands at the Martinez Marina. Our Isolani history in Martinez really makes for a beautiful walk “in the footsteps of our ancestors”. Just ask your Nanno.
Source Information:
1. *History of Contra Costa County*, Slocum & Co., San Francisco (1882).
2. *Martinez: A California Town*, Martinez Historical Society (1982).
3. Davi-Collins, Katherine ‘Tina’, *Pioneer Italian Fishermen of Martinez “Nostri Pescatori”*, self-published (1997).
4. *Images of America, Martinez*, Martinez Historical Society (2004).
5. Oral Martinez Fishing Recollections of Vincent J. Ferrante.
6. Bellecci, John, *3 Generations of Success - Sicilian To American: Values for Immigrants and All Who Want to Succeed*, IUniverse (2008).
7. Gumina, Deanna Paoli, *The Italians of San Francisco 1850-1930*, J.S. Ozer (1978). | 2,040 | 1,065 | {
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Asparagus
Growing & Harvesting
**Grow.** Plant one- or two-year-old crowns (stem and roots) in full sun six weeks before the last spring frost. Plant crowns 18-24 inches apart in trenches eight inches deep. Spread roots in bottom of trench and cover with 1-2 inches of soil. Gradually cover with more soil as growth progresses. Provide 1-2 inches of water every week, especially during first year, but do not overwater. Consider mulching in mid-summer to help control weeds. For more growing information look for the Extension MontGuide *Asparagus in the Home Garden* at www.msuextension.org or contact your Extension office.
**Harvest.** Harvest in summer, only after the third year. Snap 6- to 10-inch long, pencil-thin spears close to the ground. Do not over harvest.
Selection
Choose odorless, pencil-thin to 1/2-inch thick asparagus spears with dry, tight tips. Avoid limp, wilted, or extra-large, woody spears.
Storage
Refrigerate asparagus up to four days by wrapping bottom ends of stalks in wet paper towel and placing in a plastic bag.
Nutrition Information
Most vegetables are rich in fiber and phytochemicals, but provide negligible amounts of saturated fat, trans fat, cholesterol, and sodium and are gluten-free. Asparagus is high in folate and potassium and is a good source of Vitamins K and A, with only 20 calories per half-cup serving.
Uses
**Grill/Broil.** Place asparagus in a plastic bag, drizzle with olive oil and low-sodium seasoning. Shake until asparagus is coated, then put spears on a preheated (medium-high heat) grill or under a hot broiler. Cook about 5-8 minutes until tender, turning occasionally.
**Microwave.** Place asparagus in a microwave-safe container with a small amount of water, low-sodium seasoning, and garlic. Cook for 3-4 minutes or until desired tenderness is reached.
**Raw.** Rinse and dry asparagus and enjoy as is, or in your favorite dip or salad.
**Sauté or Stir-fry.** Drizzle cooking oil in a heated pan. Add low-sodium seasoning with bite-size or one-inch pieces. Cook asparagus by stirring over high heat until desired tenderness, about 5-8 minutes.
**Roast.** Place asparagus in a plastic bag, drizzle with olive oil and seasoning. Shake until asparagus is coated, transfer spears onto a baking sheet or pan, then roast in oven at 400° F, about 5-8 minutes.
**Season.** To enhance flavor, season with allspice, basil, dill weed, ginger, marjoram, nutmeg, thyme or lemon juice.
**Steam.** Place asparagus in a pan with a small amount of water, low-sodium seasoning, and garlic. Cook on medium heat for 8-10 minutes or until desired tenderness.
**Preserve.** For more information on preserving asparagus, look for Extension MontGuides on: *Freezing Vegetables; Home Canning Pressures and Processing Times*. Visit www.msuextension.org/nutrition and click on the food preservation link or contact your Extension office.
Food Safety Tips
1. **Clean.** Wash hands and food contact surfaces before and after preparation.
2. **Chill.** Keep produce and food cool and chill promptly.
3. **Separate.** Keep produce and food separate from raw meats and eggs.
4. **Cook.** Cook food to a safe temperature.
Questions? Click on www.foodsafety.gov
Preparation: Step-by-Step
Wash hands. Thoroughly rinse asparagus to remove any dirt or sand.
Chop off white, woody ends. These ends have a tough texture.
If roasting or grilling, leave spears whole.
If sautéing or using in stir-fry, chop asparagus into bite-size pieces of about one inch.
For More Information:
Montana State University Extension: www.msuextension.org
MSU Extension Master Gardener: www.mtmastergardener.org
MSU Extension Food and Nutrition: www.msuextension.org/nutrition
MSU Extension Nutrition Education Programs: www.buyeatlivebetter.org
Information Courtesy of:
Fruits & Veggies More Matters. (2012). Asparagus: Nutrition. selection. storage. http://www.fruitsandveggiesmorematters.org/asparagus
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What can we do right now?
Chigusa high school
What can we do right now?
Chigusa high school
Purpose of this presentation
- Innovations for fighting climate
- Finding the way to stop the climate change
- Raise awareness
What is happening right now?
- NOT sorting in a right way
- Don’t know how to sort
- Throwing away the trash in the place that shouldn’t
- Too many trash that we can’t keep up with
- It is bothered some.
- Using too much energy
- Don’t know how difficult situation it is now
Sorting
How we can solve these problems?
- Increase trash can
- Use “my straw”
- Bring your own bag
- Reduce trash
- Eliminate waste and do not use extra resources
Saving Energy
How we can solve these problems?
- Change old home appliances to new one
- Increase the gasoline tax
- Turn off the lights if nobody is there
- Use train or bicycle instead of car
- Don’t set the temperature extreme
Cons
- Recycling is difficult
- Wasting too much plastic
- Need a lot resources
- Cost a lot
- Producing CO2
- Using too much energy
Pros
- The effect of reducing CO2 is enhanced
- Can suppressed global warming
- Can protect resources
- Can save the energy
- Can reuse, recycle, and reduce the resources
- Can be a sustainable society
- Deposit Return System
- Ballot bin
How about more common items?
~Fulfilling daily things~
Thank you for listing!
Purpose of this presentation
- Innovations for fighting climate
- Finding the way to stop the climate change
- Raise awareness
What is happening right now?
- NOT sorting in a right way
- Don’t know how to sort
- Throwing away the trash in the place that shouldn’t
- Too many trash that we can’t keep up with
- It is bothered some.
- Using too much energy
- Don’t know how difficult situation it is now
Sorting
How we can solve these problems?
- Increase trash can
- Use “my straw”
- Bring your own bag
- Reduce trash
- Eliminate waste and do not use extra resources
Saving Energy
How we can solve these problems?
- Change old home appliances to new one
- Increase the gasoline tax
- Turn off the lights if nobody is there
- Use train or bicycle instead of car
- Don’t set the temperature extreme
Cons
- Recycling is difficult
- Wasting too much plastic
- Need a lot resources
- Cost a lot
- Producing CO2
- Using too much energy
Pros
- The effect of reducing CO2 is enhanced
- Can suppressed global warming
- Can protect resources
- Can save the energy
- Can reuse, recycle, and reduce the resources
- Can be a sustainable society
- Deposit Return System
- Ballot bin
How about more common items?
~Fulfilling daily things~
Thank you for listing! | 1,231 | 628 | {
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Mondrian
Art Puzzles
People who gaze upon a piece of Mondrian art should ask how he decided which colors to paint where. The disgruntled person may even ask what the piece of artwork might have looked like if Mondrian had taken the time to color it all in...
In these puzzles you’ll be Mondrian’s nasty mathematical boss. Instead of allowing Mondrian to randomly draw rectangles and colors - you lay out precise requirements:
1) Mondrian must cover the canvass with rectangles.
2) Every rectangle on the canvass must be different... so Mondrian cannot paint both a 4x5 and a 5x4 rectangle.
3) Mondrian must try to minimize his score. The score of a painting is the area of the largest rectangle minus the area of the smallest rectangle.
4) When coloring, Mondrian must use as few colors as possible. Colors cannot touch along edges or corners.
Mondrian's Score (largest minus smallest):
42 - 7 = 35
35 is too big!
Mondrian's Score (largest minus smallest):
30 - 7 = 23
23 is better.
Are the two 12s legal?
Yes, because the rectangles are different.
Mondrian's Score (largest minus smallest):
25 - 7 = 18
18 is even better!
Are the two 10s legal?
Yes, because the rectangles are different.
Mondrian’s Score (largest minus smallest):
21 – 7 = 14
14 is fantastic!
Unfortunately, something is wrong.
Two rectangles are the same:
The 12s. This is illegal.
To make matters even more difficult, Mondrian works in ink. He can’t erase anything. However, you allow him three chances for each canvas size. What is the lowest score he can get for each?
The next two pages are puzzle-sheets. Hand out the first one to pairs of students. Hand out the second after students have got great results or to help re-engage flagging students.
Stop periodically to review classroom results. Emphasize that they are all in this together.
Mondrian Art Puzzles
Piet Mondrian 1872-1944
4x4
5x5
6x6
7x7
8x8
Piet Mondrian
1872-1944
After much effort, the following are the best results obtained from the grade 3 students at Mount View School, Calgary. Do not look at these until your students have made a good stab at it!
I do not know the best answers to the Mondrian Art Puzzles so treat them as a mini-competition within your class.
I found a score of 8 for an 11x11 canvas. That made me happy!
Mondrian Art Puzzles
Piet Mondrian 1872-1944
4x4
5x5
6x6
7x7
8x8
Mondrian
Art Puzzles
24x24
Put Your Students in a Pickle!
I'm a father of two elementary school children, a mathematician, and designer of puzzles and board games. Students call me Dr. Pickle. There is nothing I enjoy more than stumping students and having them stump me.
I founded MathPickle.com in 2010 to inject new ideas into the classroom. MathPickle's primary objective is to get thirteen curricular unsolved problems into classrooms worldwide - one for each grade K-12. A conference in November 2013 established the thirteen unsolved problems. To aid with the dissemination of these awesome problems, MathPickle is looking at setting up a $1,000,000 reward for each - the prize money to be split between the person who solves the problem and their most inspirational K-12 educator.
MathPickle is also developing a range of curricular puzzles like the ones you'll find at TpT. These help teachers with their number one challenge:
"How to engage the spectrum of student ability?"
Whenever an elementary school teacher wants to teach addition, she will invariably face 20% of students who already know how to add and another 20% who are struggling with last year's curriculum. How can she engage the top students without losing the bottom students? How can she engage the bottom students without boring the top students?
One solution: Parents of top students often ask that their child be allowed to accelerate through the curriculum. This exacerbates the problem for future teachers, and sets up a failure-impoverished education experience for the bright student.
A wiser approach is to use curricular puzzles, games and mini-competitions to simultaneously teach curriculum to the students who need it, and to deflect top students into tough problem solving activities. This is never time wasted, because problem solving is the primary reason we teach mathematics.
The experience of mathematics should be profound and beautiful. Too much of the regular K-12 mathematics experience is trite and true. Children deserve tough, beautiful puzzles.
Gordon Hamilton
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Giant-rhubarbs
Species Description
Scientific names: *Gunnera* species
AKA:
Native to: South America
Habitat: Damp grassland, woodland and shaded areas near water
Large, clump-forming perennials with stout horizontal stems known as rhizomes, massive umbrella-sized leaves and stems up to 2 m tall. Over winter the plant dies down but grows new leaves in spring. Two species are found in the UK: Giant-rhubarb (also known as Chilean giant-rhubarb) *Gunnera tinctoria* and Brazilian giant-rhubarb *Gunnera manicata*.
Native to South America, they were introduced to the UK as ornamental plants and giant-rhubarb is now often self-sown where long-established and has naturalised in scattered locations throughout much of lowland UK. Brazilian giant-rhubarb, although fertile in the UK has not been found self sown and is scarcely naturalised.
Once established, they can be very invasive and form dense colonies, suppressing native plants as the large leaves prevent other plants growing underneath them. They can also impede water flow through the obstruction of drainage in adjacent streams and rivers particularly when water levels are high.
Giant rhubarb is listed under Schedule 9 to the Wildlife and Countryside Act 1981 with respect to England and Wales. As such, it is an offence to plant or otherwise allow this species to grow in the wild.
For details of legislation go to [www.nonnativespecies.org/legislation](http://www.nonnativespecies.org/legislation).
Key ID Features
Brazilian giant-rhubarb is very similar to giant-rhubarb with leaves reaching over 2 m across, leaf stalks with reddish bristles and spines and the inflorescence up to 1.2 m tall.
**Giant-rhubarb**
*(Gunnera tinctoria)*
- Thick creeping rhizome
- Leaves up to 2 m across
- Up to 1 m tall
- Flower a tall and large ‘cone-like’ structure
- Leaf stalks up to 1.5 m long with pale bristles and weak spines
Identification throughout the year
Can be identified at most times of the year, in summer by its large leaves and distinctive flowers (June — August), in winter by the prostrate rhizomes and dead leaf.
Distribution
Giant-rhubarb is spread throughout lowland areas especially in south-west England. Brazilian giant-rhubarb is found in widely scattered localities.
Source: NBN Gateway. Check website for current distribution
Similar Species
Giant-rhubarb can be mistaken for several other species with large leaves, especially early in the year when only the new leaves are present. The tall flower stalks are very distinctive.
Ornamental Rhubarb
Non-native
(Rheum palmatum)
Leaves up to 1 m across
Leaves lobed more like a palm
Flower is a tall loosely branched cluster of flowers (like a Dock)
Giant Hogweed
Non-native
(Heracleum mantegazzianum)
Leaves up to 2.5 m across
More divided, lobed leaves
Cultivated Rhubarb
Non-native
(Rheum x hybridum)
Leaves not strongly lobed
Leaves up to 1 m across
Distinctive umbrella-shaped flowers. Plant up to 5 m high
References and further reading:
Preston, C D, Pearman, D A and Dines, T A (editors) (2002) “New Atlas of the British and Irish Flora”. Oxford University Press
Stace, C (1999) “Field Flora of the British Isles”. Cambridge University Press
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WHAT IS “GIFTEDNESS”?
Sometimes, that’s tricky to answer as all students have some sort of gift – whether in athletics, interpersonal skills, or Ohio’s legally defined areas. The state of Ohio defines “giftedness” in six areas: cognition, academics (reading, math, science, and social studies), creative thinking, and the performing arts (dance, music, visual arts, and drama).
GIFTED: HOW DO WE KNOW?
The first step in the “gifted process” comes either through a referral (self, parent, teacher, or another adult) or through a state-approved assessment taken in 2nd and 5th grade (as required by Ohio law) and/or any approved achievement test. When students receive qualifying scores, they identify as “gifted” according to Ohio OAC 3301-51-15.
WHAT ARE QUALIFYING SCORES?
To identify as gifted in Ohio, students’ scores must meet the criteria published by the Ohio Department of Education. Each year, the Department – along with trained professionals in gifted education – reviews the list of tests that properly and appropriately identify learners’ abilities and potential for learning. They consider any changes in the test itself, as well as any changes in student populations, and then publish the list of scores needed to identify as gifted in Ohio.
WHAT IF MY STUDENT’S SCORE IS CLOSE?
Ohio law stresses that school districts must let families know which tests they use to identify gifted students, what the cutoff scores are to identify as gifted, and what range of scores schools will use to allow students to re-test. (This information will be on our website).
WHAT’S AVAILABLE FOR MY CHILD?
While Sidney City Schools does not currently offer formal gifted services for our elementary-aged students as we are working on providing equitable programming across our district, we are committed to quality schools and lifelong learning. To that end, many of our district’s teachers (K-12) have committed to receiving formal training in gifted education (characteristics and needs of gifted students, differentiation, and identification) that will enable them to provide meaningful coursework within the regular classroom setting for all students. We are excited about this opportunity to challenge our best and brightest students to excel!
In addition to our teacher training, elementary-aged students can benefit from our many informal enrichment opportunities available at our local elementary buildings: just contact your child’s teacher or principal.
FORMALIZED GIFTED SERVICES
In addition to our teacher training, we offer the options below for our gifted children:
• evaluation for early entrance (K-1)
• opportunities for whole-grade acceleration and subject acceleration
• College Credit Plus courses for qualifying students in grades 7-12
THE ARTS
Identifying talents and gifts in the arts (art, dance, drama, and music) requires a much more intensive process that includes referrals and involves trained professionals. First, someone refers the student. Next, a trained professional (likely the student’s teacher) evaluates the student based on an objective checklist which our gifted coordinator scores. Then, assuming the student passes the cutoff score, s/he is invited to a performance evaluation (usually in May) where trained professionals make the final determination.
Additional Resources
Professionals across our region (Miami, Shelby, Logan, Hardin, and Mercer counties) collaborate to provide multiple resources and opportunities for our region’s talented students. For more information, contact MRESC Gifted Coordinator Erica Baer at firstname.lastname@example.org.
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Imagine My McLaren Park
NAME: ____________________________
NEAREST INTERSECTION TO YOUR HOME: ____________________________
CONTACT INFORMATION (OPTIONAL):
e-mail: ____________________________
YOU ARE HERE!!!
PICNIC AREA 1 - Stations A-D
STATION A - WHAT WE HEARD
- Register and learn about the Fun Day.
- How did you get here? (Briefly tell us more on the back)
WALKING BIKE PUBLIC TRANSIT PERSONAL VEHICLE TAXI/UBER/LYFT/ETC
STATION B - SITE ANALYSIS
- Circle your preferred wild-active ratio
20% 80% 52% 48% existing 55% active
- Decide if you think McLaren Park should be a park for the whole city, or a park for the Neighborhood. Mark your preferred ratio below.
100% city park 50/50 100% neighborhood park
PICNIC AREA 2 - Stations E-H
STATION C - ACTIVATION & SAFETY
- Bubble in green for places you feel safe, & red for places you feel less safe (Briefly tell us why on the back).
- Draw green lines for roads and shared ways you feel safe, & red lines for roads and shared ways you feel unsafe (Briefly tell us why on the back).
STATION D - IDENTITY
- Choose the top three characteristics that describe McLaren Park's essential qualities. (Briefly tell us why on the back).
1. ____________________________
2. ____________________________
3. ____________________________
STATION E - PROGRAMMING
- Select additional programs, and/or to improve existing programs that support your top three characteristics from Station D, & place them onto the locations you think works best (Briefly tell us why on the back).
STATION F - POINTS OF INTEREST
- Pick up your three gold stars and mark the points of interest that you would prioritize for improvements (Briefly tell us why on the back).
STATION G - GATEWAYS & EDGES
- Pick the top three important gateways into the Park.
- Highlight the edges most in need of attention (Briefly tell us why on the back).
STATION H - CONNECTIVITY
- Design a path & check all who may use it.
Walkers On-Road Bikes Off-Road Bikes On-Leash Dogs Wheelchair Users Off-Leash Dogs Strollers
STATION A - WHAT WE HEARD
Tell us how you arrived, and what your journey was like?
STATION B - SITE ANALYSIS
Which ratio did you select and why?
STATION C - ACTIVATION & SAFETY
Why did you highlight the areas / streets in red or green bubbles?
STATION D - IDENTITY
What top three qualities did you select and why?
STATION E - PROGRAMMING
What new or existing programs did you select to add/improve to McLaren Park and why?
STATION F - POINTS OF INTEREST
What Points of Interest did you select and why?
STATION G - GATEWAYS & EDGES
What Gateways / Edges did you select and why?
STATION H - CONNECTIVITY
Why should this path be improved or created? | 1,651 | 659 | {
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Moving Loong 龍
On Saturday 16 July, members of the Bendigo Chinese Association, Golden Dragon Museum and the University of Melbourne moved Loong 龍 into his final exhibition position, reversing his position to ensure his head faces the other dragons in the main gallery. Led by conservator Jude Schahinger, 22 people were needed to hold Loong 龍, and another nine to move his stands and direct movement.
Image: Members of the Bendigo Chinese Association in the process of moving Loong.
Image: Conservator Jude Schahinger directing the move.
Supporting the weight of the scales
Loong’s 龍 has 1,375 handmade scales, each containing paper, dyed silk, ribbon, cotton thread and filling, paper decals, and mirrors with metal surrounds. The scales are of considerable weight and undulate and move when Loong 龍 is paraded. This movement is a key feature of his construction and when Loong is at rest, visible sagging between his supported bamboo hoops is visible. This sagging has caused the scales to curl, widespread surface abrasion, and has created tension in his under skirt and lining. To raise the scales and redistribute their weight more evenly, strips of archival board has been placed underneath the lining connecting the supporting bamboo hoop structure underneath.
Image (l to r): Before with scales sagging and after.
Image (l to r): Before with scales sagging, and after.
Image: Inside Loong 龍 archival board strips supporting the weight of the scales.
Image (l to r): Scale sagging before, and after inserting archival supports.
Scale conservation completed
On Saturday 16 July Loong 龍 was moved into his final, permanent exhibition position. This move resulted in minor damage to over 15 scales. During the following week, two conservators from the Grimwade team, Dr Holly Jones-Amin and Marica Mucic, examined every scale and stabilised areas that had rubbed or become damaged during the move.
They also prepared a small conservation kit for the Golden Dragon Museum to use on Loong 龍 in the future.
*Image: The conservation kit prepared by the Grimwade team to be left in the Museum for staff and volunteers to use when making small repairs to Loong 龍.*
Aligning the skirts and beads
Over time Loong’s 龍 skirt has begun to sag in places, creating large holes along the length of his body. The skirt is secured to the inner bamboo armature by original ropes and ties. To fix the sag, the conservation team worked inside Loong’s 龍 body to gently raise the rope and affix it with cotton ties to the bamboo hoops inside. The result was immediate in reducing tension and distributing the weight of the beads along his length.
*Images (l to r): Before skirt and bead sag, and after.*
Images (top to bottom): Before skirt and bead sag, and after the gaps were reduced and the beads weight supported.
Stitch repairs to Loong’s 龍 skirt - details
The repairs to Loong’s 龍 skirt have been delivered with fine couching stitch, which holds the original threads in place. Here are some detailed pictures of the work that has been completed.
Images (top to bottom): Detailed images of the stitch repairs to the same area of the skirt
Managing the environment – data loggers
Fluctuations in the Museum environment can accelerate the deterioration of materials, so keeping a close eye on the temperature, humidity and light levels is essential. To support the ongoing care of Loong 龍, the conservation project team have installed four Testo data loggers in the Loong Gallery to measure and record the environment. The data loggers connect to the Museum’s wifi, and live information on what is happening in the gallery space can be accessed remotely.
Image (l to r): Data loggers installed below and inside Loong’s 龍 body.
Image gallery
Images of Bendigo Chinese Association members team moving Loong 龍 to his final permanent exhibition position in the Golden Dragon Museum at 9am 16 July 2022.
Loong 龍 Conservation Project | Issue Number 7
Get in touch
Project leads
Hugo Leschen – CEO Golden Dragon Museum
Penny Tripp – General Manager, Grimwade Conservation Services, The University of Melbourne
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What is dyslexia?
Dyslexia is a life-long specific learning difficulty (SpLD) that affects memory and processing speed which impacts to varying degrees on:
- literacy development
- memory
- organisation
- sequencing skills
Characteristic features of dyslexia are difficulties in:
- phonological awareness
- verbal memory
- verbal processing speed.
• Dyslexia can occur at any level of intellectual development.
• It affects up to 10% of the UK population at some level and can affect anyone of any age and background.
• It is neurological in origin and can run in families.
It is now thought that dyslexia exists on a continuum, not a distinct category, and there are no clear cut-off points.
Difficulties may be seen in children with dyslexia may include:
- aspects of language
- motor co-ordination
- mental calculation
- concentration
- personal organisation
but they are not, by themselves, markers of dyslexia.
With the right help and support, strategies to overcome difficulties associated with dyslexia can be learned.
Dyslexia needn't be a barrier to achievement!
In fact, some adults with dyslexia consider there are positive spin-offs as they may be:
- likely to be used to having to work harder than others. They therefore have developed a strong work ethic and good resilience.
- able to cope with jobs that involve multi-tasking
- very creative
- daydreamers who are adept at ‘thinking outside the box.’
The teachers of one student complained in the past:
‘He was slow to pick up new ideas and was adrift forever in his foolish dreams.’
Albert Einstein
‘One of the positive things is that I look at things differently. I simplify things, so I can see things more clearly. That is what’s helped me in business’.
Sir Richard Branson
‘I had to train myself to focus my attention.
I became very visual and learned how to create mental images in order to comprehend what I read.’
Tom Cruise
CHEFS
ARTISTS
MUSICIANS
ACTORS AND ACTRESSES
PEOPLE WHO EXCEL AT SPORT
ENTREPRENEURS
SUPPORTING YOUR CHILD AT HOME
How can you help your child at home with their reading?
Praise your child often!
The most helpful type of praise lets your child know what they are doing well:
• ‘Well done, you looked carefully at the beginning of that word and worked out what the word was.’
• ‘Good, when you read a word that didn’t make sense in the sentence you paused and thought about it and looked at the word again.’
• Be aware that children with dyslexia may need to see a new word many more times than other children before they can recognise the word by sight.
• Use a reading menu during the holidays for your child to choose from daily (see the slide after next).
• Read to your child for as many years as they will let you! Include books that your child would like to read but which at the moment they find too difficult, perhaps because of the quantity of text. Reading to your child is a great way for children to hear exciting new vocabulary in context.
Children with dyslexia are likely to find their day at school particularly tiring due to the additional effort they need to put in to their learning compared with other children.
A ‘little and often’ approach to any learning task at home often works best.
What is a reading menu? An example is shown below
Ask your child's teacher for more information
READING MENU
Name of pupil:
Week beginning:
Read to a different person than usual
Read a book from home or a library book
Read for 5 minutes
Shared reading with an adult
Read for 10 minutes
Read in a different place indoors or read outside
Ask an adult to read to you
What should I do when my child gets stuck on a word?
• Pause (count to 10 under your breath) to give them a chance to tackle the problem.
• If they then read the word incorrectly help them by giving them a prompt, e.g. ‘You read . . . Does that make sense?’
...if are still stuck and can't read the word, and it follows the 'phonics rules'
Ask them to look at the word to see if there are any letter patterns they can spot to help them, then suggest that they sound out the word.
DREAM . . . WORK . . . ACHIEVE!
WEBSITES
British Dyslexia Association: useful tips on supporting your child at home e.g. when doing homework:
http://www.bdadyslexia.org.uk/about-dyslexia/parents/helping-your-child-at-home.html
Dyslexia Action: services and support for parents
http://dyslexiaaction.org.uk/about-dyslexia | 1,940 | 1,001 | {
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GOING NATURAL?
If you’re like most people, you’re impressed when a food product proclaims that it’s “natural.” Guess what? There’s no legal definition of the word “natural” on a food label. So it doesn’t really mean much at all, and it certainly doesn’t mean a product is organic or more healthful. Nonetheless, a recent study found that a majority of Americans look for food labelled “natural” and think they are gaining a health benefit by choosing such products. Everything from high fructose corn syrup to “natural flavors” created by chemical processing to various substances used to create texture and improve shelf-life can be considered natural -- and these ingredients are on almost every processed food label. Want to truly go “natural”? Eat lots of whole foods (like fruits, veggies, nuts, beans, lean protein) that don’t have any other ingredients at all -- naturally.
EAT BETTER. PLAY HARDER. LIVE HEALTHIER. LEARN EASIER.
WELLNESS IS A WAY OF LIFE!
A recent study by Consumer Reports found that 59% of shoppers look for the word “natural” on food packaging.
WELLNESS IS A WAY OF LIFE!
HELPING YOUR WHOLE FAMILY FEEL WELL AND DO WELL!
"GOING NATURAL"
EAT BETTER
Try lots of different fruits, veggies, and whole grains for a healthy diet. You’re bound to find a few you really like!
FRUITS & VEGGIES
No labels here (except for that annoying little sticker on your apple!), so feel free to eat all you wish!
LIVE HEALTHIER
As more and more ingredients have been added to our food through processing, some common additives have been implicated in health problems -- and others, we’re not really sure about, but we keep eating them anyway! Recently, for example, the emulsifiers and gums that are routinely added to processed foods have come under scrutiny for possibly contributing to intestinal disorders, metabolic syndrome, and obesity by disturbing the bacteria that live in our gut.
LEARN EASIER
It’s almost impossible to consume too much sugar eating a diet rich in whole, unprocessed foods. But sugar (in its many guises, including various syrups and all ingredient words ending in “-ose”) is perhaps the most extensively added “natural” substance of all. Too much added sugar can negatively affect kids’ learning and behavior and should be avoided.
PLAY HARDER
Physical activity, working out, or just playing hard can stress the body and cause inflammation, even if there’s no obvious acute injury. One common food additive, a seaweed-derivative called “carrageenan” has been shown to actually cause inflammation, so it’s the last thing an active person needs to eat more of. But, then again, it’s “natural”!
First things First
Over the last three school years, we’ve been putting in place a number of changes to make our meals even more nutritious for our customers. For example, all of the meals we serve for breakfast and lunch must include fruit or vegetable servings.
DON’T GET!
Take at least ONE FRUIT or VEGGIE and at least THREE items total so your meal counts as a complete lunch!
This newsletter is provided as a wellness resource by our Food Services Department. | 1,426 | 675 | {
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Eating in school should be a pleasurable experience: time spent sharing good food with peers and teachers.
These school food standards are intended to help children develop healthy eating habits and ensure that they get the energy and nutrition they need across the whole school day. It is just as important to cook food that looks good and tastes delicious; to talk to children about what is on offer and recommend dishes; to reduce queuing; and to serve the food in a pleasant environment where they can eat with their friends.
As a general principle, it is important to provide a wide range of foods across the week. Variety is key – whether it is different fruits, vegetables, grains, pulses or types of meat and fish. Children love to hear the stories behind their food. Use fresh, sustainable and locally-sourced ingredients (best of all, from the school vegetable garden), and talk to them about what they are eating. Go to www.schoolfoodplan.com/zxzw to find examples of what other schools are doing to encourage children to eat well.
Remember to use Government Buying Standards for Food and Catering Services alongside these standards to help reduce salt, saturated fat and sugar in children’s diets.
* This Standard applies across the whole school day, including breakfasts, morning breaks, tuck shops, and after school clubs
### Fruit and vegetables
- One or more portions of vegetables or salad as an accompaniment every day
- One or more portions of fruit every day
- A dessert containing at least 50% fruit two or more times each week
- At least three different fruits and three different vegetables each week
### Milk and dairy
A portion of food from this group every day
Lower fat milk must be available for drinking at least once a day during school hours
### Starchy food
One or more wholegrain varieties of starchy food each week
One or more portions of food from this group every day
Three or more different starchy foods each week
Starchy food cooked in fat or oil no more than two days each week*
Bread - with no added fat or oil - must be available every day
### Meat, fish, eggs, beans and other non-dairy sources of protein
A portion of food from this group every day
A portion of meat or poultry on three or more days each week
Oily fish once or more every three weeks
For vegetarians, a portion of non-dairy protein on three or more days each week
A meat or poultry product (manufactured or homemade, and meeting the legal requirements) no more than once each week in primary schools and twice each week in secondary schools*
### Foods high in fat, sugar and salt
No more than two portions of food that has been deep-fried, batter-coated, or breadcrumb-coated, each week*
No more than two portions of food which include pastry each week*
No snacks, except nuts, seeds, vegetables and fruit with no added salt, sugar or fat*
Savoury crackers or breadsticks can be served at lunch with fruit or vegetables or dairy food
No confectionery, chocolate or chocolate-coated products*
Desserts, cakes and biscuits are allowed at lunchtime. They must not contain any confectionery
Salt must not be available to add to food after it has been cooked*
Any condiments must be limited to sachets or portions of no more than 10g or one teaspoonful*
### Healthier drinks*
Free, fresh drinking water at all times
The only drinks permitted are:
- Plain water (still or carbonated)
- Lower fat milk or lactose reduced milk
- Fruit or vegetable juice (max 150 mls)
- Plain soya, rice or oat drinks enriched with calcium; plain fermented milk (e.g. yoghurt) drinks
- Combinations of fruit or vegetable juice with plain water (still or carbonated, with no added sugars or honey)
- Combinations of fruit juice and lower fat milk or plain yoghurt, plain soya, rice or oat drinks enriched with calcium; cocoa and lower fat milk; flavoured lower fat milk, all with less than 5% added sugars or honey
- Tea, coffee, hot chocolate
Combination drinks are limited to a portion size of 330ml. They may contain added vitamins or minerals, and no more than 150mls fruit or vegetable juice. Fruit or vegetable juice combination drinks must be at least 45% fruit or vegetable juice
### Food provided outside lunch
- Fruit and/or vegetables available in all school food outlets
- No savoury crackers and breadsticks
- No cakes, biscuits, pastries or desserts (except yoghurt or fruit-based desserts containing at least 50% fruit) | 1,846 | 964 | {
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YOU AND YOUR FRIENDS HAVE A LOT TO DEAL WITH.
School, friends, family, and work can stress you out more than people realize.
But even when things get really tough, remember there are answers to your problems and people who care and understand.
If you’re worried that a friend may be thinking about suicide, know what to look for and how to help.
There are ANSWERS to your PROBLEMS.
CONCERNED about a friend or having thoughts of suicide yourself?
Help is out there, 24 HOURS A DAY, 7 DAYS A WEEK.
CALL: (273-8255)
1•800•273•TALK
GET INVOLVED with suicide prevention in Virginia.
For the latest information, training opportunities, publications, and more, contact the Center for Injury and Violence Prevention:
www.preventsuicideva.org
1•800•732•8333
ADDITIONAL CONTACT INFORMATION:
Office of Student Services
804-225-2818
Safe and Drug-Free Schools Coordinator
804-225-2871
Department of Mental Health, Mental Retardation, and Substance Abuse Services
804-786-9143
SUICIDE is not the answer.
nobody knows your friend as well as you do.
If you notice that your friend’s behavior has changed recently or that your friend has bad moods that just don’t go away, your friend may be depressed. Know what to look for:
**FEELS SAD**, hopeless, or unloved, in a way that last a long time.
**IS ANGRY**, annoyed, or irritable.
**LOSES INTEREST** in things he or she used to enjoy.
**WITHDRAWS** from friends, family, and regular activities.
**SLEEPS** too little or too much.
**EATS** much more or less than usual.
**TALKS** or writes a lot about death or suicide.
**DEPRESSION** isn’t just a BAD MOOD or a PHASE
**DEPRESSION** can lead to **SUICIDE**
some things can put your friend at more risk.
**TEENS GO THROUGH A LOT OF CHANGES…**
But depression isn’t just a bad mood or a phase. It’s more than just the blues—it’s a physical illness. There are different kinds of treatment for depression, and the right one can make a big difference.
When a friend is depressed, stress can make things worse. Stress can come from situations like:
- Breaking up with a girlfriend or boyfriend
- Failure in school or sports
- Having a friend or family member die
A friend who is thinking about suicide may:
- Say things like, “I won’t be a problem for you much longer,” “Nothing matters,” “It’s no use,” and “I’m going to kill myself.”
- Give away important possessions
**REACH OUT TO YOUR FRIEND**
- Let your friend know that you’re worried, that you care, and that you are there for him or her.
- Encourage your friend to get professional help. Offer to go with your friend to talk with a school counselor or mental health professional.
**NEVER KEEP A SUICIDE SECRET**
- If you are worried about a friend, go to an adult you trust and ask for help, even if the friend asked you not to. Don’t be alone in helping your friend. Even if the friend gets angry, getting help is the best way to keep your friend safe.
In an **EMERGENCY**, call **911** or your local **MEDICAL EMERGENCY NUMBER** | 1,410 | 729 | {
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A teacher reads to her students in the library.
Teacher and students in class.
Rabbit with books coloring page.
Curious George Coloring Pages
George is reading a book in bed surrounded by other books.
БИБЛИОТЕКА
Elena and Alejandro in the library.
Graduation Coloring Pages for Kids
Graduation coloring pages are a great way to celebrate the end of school and the start of new adventures! Whether your child is graduating from kindergarten, elementary school, middle school, or high school, there are plenty of fun and educational coloring pages available.
These coloring pages often feature cute cartoon characters, graduation caps, diplomas, and other graduation-related items. They can help children practice their fine motor skills while also allowing them to express their creativity.
Here are some ideas for graduation coloring pages:
1. **Graduation Cap**: Draw a simple graduation cap with a tassel and add details like ribbons or flowers.
2. **Diploma**: Sketch a diploma with a seal and add a ribbon or a graduation cap on top.
3. **Graduation Party**: Create a scene with friends and family celebrating at a graduation party. Include balloons, confetti, and a cake.
4. **Graduation Day**: Illustrate a student walking across the stage to receive their diploma. Add details like a graduation gown and a diploma.
5. **Graduation Gift**: Draw a gift box filled with books, a graduation cap, and a diploma. This can represent the knowledge and skills gained during their education.
6. **Graduation Photo**: Sketch a picture frame with a photo of the graduate and their family. Add details like a graduation cap and a diploma.
7. **Graduation Party Invitations**: Design invitations for a graduation party. Include a graduation cap, a diploma, and the date and time of the event.
8. **Graduation Card**: Create a card with a message of congratulations. Include a graduation cap, a diploma, and a personal message.
9. **Graduation Party Decorations**: Draw decorations like streamers, balloons, and confetti. Add a graduation cap and a diploma to make it more festive.
10. **Graduation Party Food**: Sketch food items that might be served at a graduation party, such as cupcakes, cookies, and punch.
These coloring pages can be found in many places online, including websites dedicated to educational resources for children. They are a wonderful way to keep kids engaged and entertained while also helping them learn about the importance of education and the joy of achievement.
MU
MU
A cat wearing glasses is sitting on a desk surrounded by books and an inkwell. The cat appears to be writing with a quill pen.
A snail wearing glasses is reading a book.
Two children are studying in the library.
Reading Frog Coloring Page
Graduation Worm Coloring Page
Reading Bear
A bear is reading a book while wearing glasses.
Belle reading a book in front of a castle.
Азбука
Mommy Reading to Her Children
A mother reads a book to her two children while sitting in a chair. A dog sits on the floor next to them.
The Mouse and the Books
Once upon a time, there was a little mouse who loved to read books. One day, he found a big pile of books in an old attic. The mouse was so excited that he decided to climb on top of the books to get a better view.
As he climbed higher, the books started to wobble. The mouse was scared but also curious. He peeked over the edge and saw a beautiful garden below. The mouse was amazed by the colors and sounds of nature.
After a while, the mouse realized that he had been gone for too long. His tummy was growling, and he was tired. He decided to come down from the books and find some food.
The mouse walked back to his home and told his friends about his adventure. They all laughed and said that the mouse was brave and clever. From that day on, the mouse continued to explore and learn new things.
Moral: Always be curious and adventurous, but remember to take breaks and take care of yourself.
Scooby Doo Coloring Pages | Free download on ClipArtMag
Max and Ruby Coloring Pages - Best Coloring Pages For Kids
Elmo Reading Book Coloring Page | Free Printable Coloring Pages
dreamtime | 1,527 | 881 | {
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Faith 5
1. SHARE highs & lows of the day
2. READ and highlight a verse of Scripture in your Bible
3. TALK about how the verse relates to your highs & lows
4. PRAY for your highs & lows, for your family, and for the world
5. BLESS one another
Take 5!
1. SHARE: All of our lives include highs and lows. Share them both.
2. READ: See the other side of this bulletin for verse(s).
3. TALK: How does this scripture relate to your day? To your life? There is no right answer here.
4. PRAY: No fancy words necessary.
5. BLESS: Yes, you can bless! Mark the sign of the cross on your or another’s forehead. Simple words of “You are loved” or “You are God’s favorite child” or something more specific to you or your family. You can even bless yourself.
February 23, 2014
John 7:37-52
Key Verses: “On the last day of the festival, the great day,” while Jesus was standing there, he cried out, ‘Let anyone who is thirsty come to me, and let the one who believes in me drink.’” John 7:37-38a
Time: 30-33 CE
Background: By this point in John’s gospel, Jesus’ teaching was beginning to intrigue, confuse, and anger people. Some were starting to believe he was the Messiah based on his teachings and signs. Others felt threatened by his words and sought to kill him.
The Festival of Booths was one of three major pilgrimages requiring Jews to travel to Jerusalem for the celebrations. The festival included ceremonies that celebrated light and water. Jesus indicated he was the source of living water and light, which amounted to blasphemy. Some debated his origin to gather proof of his blasphemy so that he could stopped.
Community: How often do those who argue or debate, do so with closed ears, seeking only to prove a point, rather than to learn? What debates have you heard recently that have been closed? Which have been open? What have been the outcomes of the debates? How could you listen with openness so that you can respond with kindness, justice, and peace?
FAITH5:
1. SHARE highs and lows of the day.
2. READ and highlight the KEY VERSE (above) in your bible.
3. TALK about how the verse relates to your highs & lows.
4. PRAY for your highs & lows, for your family, and for the world.
5. BLESS one another (see back of this sheet for more details about FAITH5)
Next Week: Sunday, Mar 2, Light of the World, John 9:1-41 | 934 | 575 | {
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ET, SRB, OMs--Abbreviations like these tell the story of a transportation system for a new era in space. This is the age of the Space Shuttle, the system that gives America a true operational capability in space.
The key is the reusable Orbiter. This delta-winged, airliner-sized vehicle, flown by a crew of three, is designed to carry payloads--up to 65,000 pounds into orbit and up to 32,000 pounds from orbit to Earth.
The Orbiter is carried aloft by two 2.65 million pound thrust Solid Rocket Boosters (SRB) and its own three 375,000 pound thrust main engines which use propellant from the External Tank (ET). The SRB motors drop off after using up their fuel and parachute down for recovery and reuse. The main engines continue to burn until just before orbital velocity is reached. The ET is jettisoned to re-enter and burn up. The Orbiter's Orbital Maneuvering System (OMS) engines provide the needed kick to enter orbit. The OMS engines are fired again to slow the spacecraft for re-entry. Typical missions will remain in orbit for seven days, but longer missions are possible.
Re-entry is made into the atmosphere at a high angle of attack. At low altitude, the Orbiter goes into an aircraft-type approach and landing. The Orbiter is then towed to a hanger to be prepared for another flight.
Satellites, manned laboratories, telescopes, and countless other scientific packages will be carried into orbit by the Shuttle. Coming back the Shuttle may bring a satellite needing repair, or its cargo may be superprecision ball bearings, electronic components, or vaccines--products made possible only by space manufacturing techniques. The real payload from the Space shuttle, though, will be knowledge--and a chance for a better life for Earth's people through that knowledge.
MODEL NOTE: Your Space Shuttle kit is a precision 1/162 scale model of America's manned launch vehicle. Because the "real" Space Shuttle employs complex electro-mechanical systems for guidance and stability, your model requires added fin area for safe flying. Auxiliary fin units are provided in the kit. DO NOT ATTEMPT to fly your model without the fin units or without the Orbiter (glider).
The booster portion of your model returns by parachute. When the parachute ejects, the booster slows abruptly. This automatically releases the Orbiter for a glide return.
SKILL LEVEL 4—This Kit is Recommended For Master Modelers
ASSEMBLY TIP
Read all instructions before beginning work on your model. Make sure you have all parts and supplies. Test-fit all parts together before applying any glue. If any parts don't fit properly, sand as required for precision assembly.
PARTS AND SUPPLIES
Locate the parts shown on pages 2 & 3 and lay them out on the table in front of you. In addition to the parts included in the kit, you will also need:
- Scissors
- Ruler
- Hobby Knife
- Pencil
- Pen
- Glue (white)
- Sandpaper
- Emery Board
- Plastic Cement
- Contact Cement
- Masking Tape
- Liquid Plastic Cement
- Spray Paint (gloss white)
- Spray Paint (flat white gray)
- Spray Paint (medium metal gray)
- Spray Paint (flat black)
- Spray Paint (flat light tan)
- Spray Paint (flat brown)
Space Shuttle
PARTS IDENTIFICATION AND OVERALL ASSEMBLY | 1,503 | 723 | {
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Temperament Patterns and Values
Tip – A child's innate temperament traits can either support or hinder your attempts to instill your values in your child.
When you think about teaching values like responsibility or persistence to your children, it helps to look at their temperament traits. A child's inborn qualities can either support and help her acquire the value you wish to instill or they can make it harder to teach, says Dr. Harriet Heath, psychologist, educator, and author of *Using Your Values to Raise Your Child to Be an Adult You Admire*.
For example, a child who is highly distractible is not going to acquire the value of responsibility easily. Cleaning his room without supervision or reminding will likely take a much longer time to achieve than it will for a child who is very focused and persistent by nature.
On the other hand, that same focused and persistent child will have a hard time acquiring the values of flexibility and adaptability; she may very much resist leaving one activity to go to Grandma’s house, or not want to stop playing a game to go to bed, while her distractible brother finds transitions and adapting to new requirements a breeze.
Tools – Temperament traits make some life tasks and skills more difficult to master. "The challenge for parents when temperament patterns hinder your child's development of a value you hold is to find ways to help your child cope," explains Heath. She offers the following list of directions and questions as a way to help parents make their expectations more realistic and their teaching of values more effective.
Describe a situation in your family that needs attention. (For example, your 3-year-old lets siblings and friends take toys away from her.)
Brainstorm – Think of as many ideas as you can to deal with the situation. Plan how to respond to the situation, using ideas that support your values. Guide your choice with the following questions:
Which of your values are involved in this situation? (In the example above, assertiveness is a value that the child is failing to display.)
Which of your ideas for solutions will support your values?
How will your child's basic needs and developmental level affect which ideas you try? (For example, a 3-year-old might need to practice being assertive with those she trusts.)
How will your child's temperament patterns affect which ideas you try? (For example, this child might be very shy, a quality that would undermine the value of assertiveness. She will likely need direction and support from her parents to learn assertiveness.)
Carry out your plan.
Reflect on the outcome. Revise your strategy if necessary.
You'll find more practical tips you can use right now in *Using Your Values to Raise Your Child to Be an Adult You Admire* by Harriet Heath, Ph.D.
Copyright Parenting Press, www.ParentingPress.com, reprinted by permission | 1,134 | 577 | {
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3 Direct and indirect objects
1 Introduction
*Henry gave Claire some flowers.*
Here the verb give has two objects. Claire is the indirect object, the person receiving something. *Some flowers* is the direct object, the thing that someone gives.
*Henry gave some flowers to Claire.*
Here give has a direct object (*some flowers*) and a phrase with *to*. To comes before Claire, the person receiving something.
Here are some more examples of the two structures.
| INDIRECT OBJECT | DIRECT OBJECT |
|-----------------|---------------|
| Emma gave Rachel my cousin all the children | a CD. a postcard. an ice-cream. |
| DIRECT OBJECT | PHRASE WITH TO/FOR |
|---------------|--------------------|
| the CD a postcard ice-creams | to Rachel. to my cousin. for all the children. |
2 To or for?
We give something to someone, and we buy something for someone.
We can use *to* with these verbs: bring, feed, give, hand, lend, offer, owe, pass, pay, post, promise, read, sell, send, show, take, teach, tell, throw, write
*Vicky paid the money to the cashier.* OR *Vicky paid the cashier the money.*
*Let me read this news item to you.* OR *Let me read you this news item.*
*We showed the photos to David.* OR *We showed David the photos.*
We can use *for* with these verbs: book, bring, build, buy, choose, cook, fetch, find, get, leave, make, order, pick, reserve, save
*They found a spare ticket for me.* OR *They found me a spare ticket.*
*I’ve saved a seat for you.* OR *I’ve saved you a seat.*
*Melanie is making a cake for David.* OR *Melanie is making David a cake.*
3 Give + pronoun
Sometimes there is a pronoun and a noun after a verb such as *give*. The pronoun usually comes before the noun.
*Henry is very fond of Claire. He gave her some flowers.*
We use *her* because Claire is mentioned earlier. *Her* comes before *some flowers*.
*Henry bought some flowers. He gave them to Claire.*
We use *them* because the flowers are mentioned earlier. *Them* comes before *Claire*.
A Give (1)
Look at the Christmas presents and write sentences about them.
Put one of these words at the end of each sentence: necklace, scarf, sweater, tennis racket, watch.
▶ To Mike
From Harriet
▶ To Melanie
From David
▶ To Trevor
From Laura
▶ To Matthew
From Emma
▶ To Claire
From Henry
▶ Harriet gave Mike a watch.
1 2 3 4
B Indirect object or to? (1)
Write the information in one sentence. Put the underlined part at the end of the sentence.
Sometimes you need to.
▶ Daniel lent something to Vicky. It was his calculator. → Daniel lent Vicky his calculator.
▶ Mark sent a message. It was to his boss. → Mark sent a message to his boss.
1 Emma sold her bike. Her sister bought it. → Emma
2 Tom told the joke. He told all his friends. → Tom
3 Melanie gave some help. She helped her neighbour. → Melanie
4 Ilona wrote to her teacher. She wrote a letter. → Ilona
C To or for? (2)
Mark’s boss at Zedco is Mr Atkins. He is telling people to do things. Put in to or for.
▶ Give these papers to my secretary. 3 Don’t show these plans to anyone.
▶ Could you make some coffee for us? 4 Leave a message for my secretary.
1 Book a flight for me, could you? 5 Fetch the file for me, could you?
2 Can you post this cheque to the hotel? 6 Write a memo for all managers.
D Give + pronoun (3)
Complete each answer using the words in brackets. Sometimes you need to use to or for.
▶ Matthew: Why is everyone laughing? (a funny story / us)
Vicky: Daniel told us a funny story.
▶ Trevor: There’s some fish left over. (it / the cat)
Laura: I’ll feed it to the cat.
1 Mark: What are you doing with those bottles? (them / the bottle bank)
Sarah: I’m taking them to the bottle bank.
2 Trevor: How are things with you, Daniel? (a job / me)
Daniel: Fine. Someone has offered me a job.
3 David: What about those papers you found? (them / the police)
Tom: Oh, I handed them to the police.
4 Emma: It’s pouring with rain, look. (my umbrella / you)
Rachel: It’s OK. I’ll lend you my umbrella. | 1,840 | 1,030 | {
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The river Deben is a strongly tidal estuary and although it may look wide at high tide, the deep area called the channel is fairly narrow for much of its course. That means that most vessels need to keep to the marked channel (between the red and green buoys) and often cannot see swimmers there. It is therefore strongly recommended that swimmers keep out of the channel as much as possible.
Before you start swimming make sure that:
• you know what the tide is doing (it can be difficult to swim against it, so it is sensible to start your swim against the tide so that you can be carried back with it when you are tired). Be particularly aware of very strong currents at the mouth of the river between Bawdsey Quay and Felixstowe Ferry.
• you know where the channel is so that you can avoid swimming there;
• you take into account the water temperature and if necessary, wear a wetsuit;
• you have assessed the risks of waterborne illnesses;
• you are preferably swimming with at least one other, but otherwise someone knows where you are in case you get into trouble; and
• you comply with any requests made by the harbour masters at Waldringfield, Ramsholt or Felixstowe Ferry
Ideally, please use a brightly coloured swimming hat and a tow float so that you are more likely to be seen by vessels on the river. But remember that you may be mistaken for a mooring buoy, and as many vessels steer from an aft position with imperfect visibility they may not have registered a swimmer in their path, even though you have seen them.
Put a copy of your ICE details with your belongings on the shore and in your tow float. There is other useful advice on open water swimming on the RNLI’s website at www.rnli.org/safety/choose-your-activity/open-water-swimming; on the swimming.org website at and on the outdoor swimming society website at www.outdoorswimmingsociety.com
If you see anyone in difficulty on the river, ring 999 and ask for the Coastguard.
The river Deben has national protection for both breeding and wintering birds, making it an important area for wildlife all year round. Please keep away from key breeding, roosting and feeding areas all year round. If you see signs of disturbance such as individual birds or groups of birds moving to take flight or hauled-out seals rapidly moving to slip into the water, you are too close and are causing them stress. This can affect their survival capability.
This notice has been prepared by the River Deben Association in consultation with Felixstowe Coast Patrol, The Felixstowe Ferry Harbour Master, The Waldringfield Harbour Master, The Felixstowe Ferry Fairways Committee, The Waldringfield Fairway Committee and the Felixstowe Coastal Ward Town Councillor.
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GROUPS MORE VULNERABLE TO COLD
Infants and elder people are especially susceptible to cold weather because of their lack of perception regarding temperature changes.
Other groups who are also vulnerable to the cold:
- people that have chronic diseases, especially cardiac, vascular, respiratory and rheumatic diseases, diabetes and thyroid diseases;
- people have mental health problems and suffer from alcoholism;
- people taking certain medications such as psycho-tropic or anti-inflammatory drugs;
- people that are isolated and have low mobility;
- social excluded people.
REMEMBER THE ELDER AND ISOLATED
Check up on friends, relatives and neighbors who may be more vulnerable to cold weather. Cold weather is especially dangerous for older people or people with serious illnesses, so check up on them if you can.
Cold Weather alerts are issued through the COLD MODULE PLAN surveillance.
1 GREEN LEVEL
Registered temperatures that don’t have significant impact on the populations’ health.
2 YELLOW LEVEL
Registered temperatures that can lead to the deterioration of health status in more vulnerable groups and that can lead to a reduction of comfort conditions in the general population. It is recommended to take individual preventive and protective actions.
3 RED LEVEL
Registered temperatures that may affect the general populations’ health status and comfort and, more severely, vulnerable population groups. It is recommended to take collective and individual preventive and protective actions.
ADVERSE EXTREME TEMPERATURE Surveillance Plan
- COLD MODULE -
November 15th - March 31st
Keep informed this winter
Stay tuned for daily alerts
Know how to protect yourself
Administração Regional de Saúde do Algarve IP
Regional Health Administration of Algarve IP
INTENSE COLD
Exposure to cold weather - DIRECT consequences:
FROSTBITE is an injury to the skin and other tissues due to cold (usually the nose, ears, fingers or toes). The first symptoms are a tingling sensation followed by pain. There may also be swelling and itching. The risk of frostbite is higher in people with blood circulation problems or in people that don’t wear appropriate clothing. In the most serious cases it can cause permanent damage to the body and even amputation.
HYPOTHERMIA occurs when the body temperature drops significantly below normal (<35 °C) and affects the functioning of the body. The situation may be critical or fatal when the body temperature falls below 32 °C. The early warning signs of hypothermia are: constant shivering, pale skin, slurred speech, drowsiness and loss of coordination.
There is a link between the onset of cold weather and deaths from both heart attacks and respiratory illnesses. Older people are particularly at risk as they don’t feel the cold until their body temperature falls. People with Chronic Obstructive Pulmonary Disease also have a significantly increased risk of ill-health and hospitalization during periods of cold weather and high levels of circulating respiratory infections.
RECOMMENDATIONS:
CLOTHING:
- cover your extremities (hands, feet, head);
- wear several light layers of warm clothes rather than one chunky layer;
- prefer fabrics like cotton, linen and silk;
- keep clothes dry and loose (helps the blood circulation).
AT HOME:
- to improve energy efficiency, make sure that windows and doors are draught-proof;
- make sure that gas, coal and other fossil fuel and wood-burning heating and cooking appliances are properly installed, ventilated and maintained (Carbon monoxide poisoning is difficult to spot as the symptoms are very similar to those for flu and food poisoning including persistent headaches, sickness and tiredness);
- don’t use electric heaters near curtains and not use them to dry clothes;
- install a thermometer in a visible location to keep temperature between 19-22 °C.
HEALTH CARE:
- be careful with your personal hygiene, take a warm rather than a hot showers (hot water removes the natural layer of skin protection and makes skin feel more dry and itchy);
- hydrate the whole body (hands, feet, face and lips).
MEALS:
- make sure that you have hot meals and drinks regularly throughout the day (drink warm liquids like soup, tea, milk) and maintain a healthy diet (rich in vitamins and minerals) that protects against infections;
- keep as active in your home as possible.
For more recommendations: www.arsalgarve.min-saude.pt www.dgs.pt
For more advice use Health Line 24 808 24 24 24 | 2,037 | 905 | {
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COLORINGBOOK
KRSNA
COLORINGBOOK
Art Work:
Annapurna devi dasi
Almviks gård, 153 25 Järna
Sweden
1995
Dancing Krishna
Coloring Page
The woman is upside down, holding a pole with her feet. She has long hair adorned with flowers and jewelry. The background features trees and decorative elements.
Radha and Krishna
Radha and Krishna are two of the most beloved figures in Hinduism, representing the divine love between God and his devotees. This image captures their essence, with Radha adorned in traditional Indian attire and Krishna playing his flute, symbolizing the joyous and spiritual connection they share.
The cow is a sacred animal in Hinduism, and it is believed that cows are considered to be the embodiment of the goddess Lakshmi. The cow is often depicted as having four legs, which represent the four stages of life: youth, middle age, old age, and death. The cow is also believed to be a symbol of prosperity and good fortune.
A girl is lying on her back, wearing a dress with floral patterns and holding a wand. She has a flower in her hair and is surrounded by sparkles.
The little girl was very happy to see her mother. She ran towards her and hugged her tightly. Her mother smiled and patted her head, saying, "My dear, I have been waiting for you all day." The little girl replied, "I missed you so much, Mommy!"
A young woman with curly hair adorned with flowers and a feather, wearing a dress decorated with floral patterns, is playing a flute. The background features an ivy vine with leaves and flowers.
Rani and her son
Rani was very happy to see her son. She hugged him tightly.
Krishna is the eighth avatar of Vishnu and one of the most popular deities in Hinduism. He is known for his love of music, dance, and playfulness. In this image, Krishna is depicted playing the flute while holding a bow and arrow, symbolizing his dual nature as both a warrior and a musician. The garlands around his neck represent his divine status, and the pot he carries is often associated with his role as the herdsman of the cowherd boys.
Krishna and the Cow
Coloring Page
Radha and Krishna
Radha and Krishna are two of the most beloved figures in Hinduism, representing the divine love between God and his devotees. This image captures their intimate connection, with Krishna playing the flute and Radha embracing him. The scene is a beautiful depiction of their spiritual bond, symbolizing the ultimate expression of devotion and love.
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Keiko Kasza
**Dorotea y Miguel**
*(Dorotea and Miguel)*
ISBN: 9789580497509
32pp | PB | $14.99 | GRL: J
BISAC: JUVENILE FICTION / Social Themes - Emotions & Feelings – Friendship – Manners & Etiquette
Dorotea and Miguel are good friends. They play and make plans together, even though sometimes they argue and get mad at each other. But soon after they are back to playing together again, because their love is unconditional.
These three short stories deal with friendship, problem solving, and honesty and are a great way to teach about interpersonal relationships. In a subtle way, they highlight the importance of generosity and communication when playing with friends.
---
Keiko Kasza
**El estofado del lobo**
*(The Wolf’s Chicken Stew)*
ISBN: 9789580493983
32pp | PB | $14.99 | GRL: L
BISAC: JUVENILE FICTION / Animals - Birds – Wolves - General / Social Themes - Values & Virtues
Wolf loves to eat more than anything in the world. He spots the right hen to make chicken stew, and decides to fatten her up. He puts his culinary skills to good use, making a delicious meal for her. He doesn’t know that she is using his food to feed her chickens. A delicious tale with a surprising ending that teaches that not everything is what it seems. This story will delight children with its repetitive structure and positive message.
---
Floria Jiménez
**El árbol solito**
*(The Lonely Tree)*
ISBN: 9789587769531
32pp | PB | $14.99 | GRL: K
BISAC: JUVENILE FICTION / Poetry / Nature & the Natural World – Environment / Social Themes – Feelings & Emotions
Lonely Tree gets excited when new trees start growing around him and all sorts of animals come along. Time passes by and our majestic friend becomes sad and lonely again: the trees disappear and the animals leave. The rhyming verse talks about the environment and the deforestation problem, illustrations echo feelings of happiness, and sadness and fear expressed in the text create an ideal vehicle for children to connect with nature.
---
Keiko Kasza
**El día de campo de don Chancho**
*(Mr. Pig’s Stroll through the Countryside)*
ISBN: 9789580493976
32pp | PB | $14.99 | GRL: K
BISAC: JUVENILE FICTION / Animals - Pigs / Humorous Stories / Social Themes – Friendship – Self-Esteem & Self-reliance
Mr. Pig puts on a bow tie and leaves the house very excited. On this lovely day he will invite Lady Pigg on a stroll in the countryside! But on his way there, each one of his friends offers him something special to impress the lady. The fox gives the swine his tail, the lion his mane, the zebra her stripes. When Lady Pigg opens the door, she is horrified and screams: “It’s a monster!” A humorous cumulative tale to reflect on concepts of identity, love, generosity, and solidarity. This is a great choice for story time.
---
Keiko Kasza
**El perro que quiso ser lobo**
*(The Dog Who Wanted to Be a Wolf)*
ISBN: 9789584516626
32pp | PB | $14.99 | GRL: L
BISAC: JUVENILE FICTION / Animals - Pets / Imagination & Play
Moka is a pet dog tired of being dressed up for tea parties. When his owner reads him a story about wolves, Moka is smitten by their freedom. He decides to run away to become a wolf. Alas, he lacks the essential skills to survive in the wilderness. A well-crafted fable paired with warm illustrations and a surprise ending, this is one of Kasza’s finest works.
---
David Mckee
**El príncipe Pedro y el oso de peluche**
*(Prince Peter and the Teddy Bear)*
ISBN: 9789580494706
28pp | PB | $14.99 | GRL: G
BISAC: JUVENILE FICTION / Family – Parents / Toys, Dolls & Puppets / Imagination & Play
All Prince Peter wants for his birthday is a fluffy teddy bear. But his parents believe a prince deserves a new crown, a white horse, a silver sword. He insists so much that he gets his wish, but the bear is one made of gold. He goes to bed disappointed at how hard and cold it is, only to find that his bear is crying. He gives the bear a hug, a powerful act of love that turns it into the teddy bear he always wanted.
---
To learn more about these titles, contact your sales representative
800-245-8584 – Fax 1-888-248-9518 – email@example.com | 1,966 | 1,073 | {
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The life of Dred Scott
In about 1795, Virginia, a child named Sam Blow was born into slavery. In 1830 Peter Blow, his owner, moved to Saint Louis. There, Sam was sold to John Emerson, an army surgeon who used Sam as a male servant, a valet.
Four years later, Emerson moved to Fort Armstrong, also known as Illinois, a territory which banned slavery due to the North West Ordinance. In 1836 Emerson and Sam both moved to Fort Snelling, also known as Minnesota, where he married Harriet Robinson, a fellow slave.
In 1837 and 1838 Emerson and the couple moved along to Jefferson Barracks. During some time while in Saint Louis Sam changed his name to Dred Scott, or
"Great Scott" a joke comparing his small height to General Winfield's large size.
In 1840 the Scotts and Emerson returned to Saint Louis. In 1843 Emerson died and left all of his possessions to his wife.
In 1846 Dred Scott sued Mrs. Emerson to prove that due to living at Fort Snelling he and his two children, Lizzie and Eliza, were all free. In 1850 the Saint Louis court decided that Scott's residence in a Free State had proved that he and his family were free.
Mrs. Emerson went straight to the Supreme Court which made a two to one decision which returned the Scotts to slavery around 1852.
In 1854 Scott turned to the US circuit court in Missouri. John FA Sanford, Emerson's brother-in-law and Scotts present owner, argued that Africans were
not legitimate citizens of America and therefore were unable to sue in the US Courts. Judge Robert Wells issued the decision that Scott was still a slave.
In 1856 Scott went straight to the Supreme Court where his case was known as *Scott Vs Sanford*. George T Curtis, brother of the Supreme Court Justice Benjamin R Curtis, volunteered to defend Dred Scott in his case. Reverdy Johnson and Henry S Geyer, both politicians, decided to represent John Sanford.
In March 1857 the Supreme Court issued a two to seven decision that Scott was not entitled to sue in Court due to being a slave. Chief Justice Taney claimed that slaves were "so far inferior, they had no rights as to which the white man was bound to respect."
Not everyone agreed with the courts. Republicans and other various politicians wrote speeches arguing with Taney's statement. But, soon after the Supreme Court's decision, the Scotts were sold to the son of Peter Blow, Dred Scott's original owner. Once he owned them, Taylor Blow let them go, instantly freeing them.
Sadly, Dred Scott was only able to breathe free air for about a year. In 1858, Dred Scott died of tuberculosis, but his view of freedom will live on forever. | 1,112 | 587 | {
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| Field Day supplies | Provided by | Notes |
|--------------------|-------------|-------|
| **Power** | | |
| Generator | Kevin | |
| Fresh Gas for Generator | | |
| Ground wire/rod | | |
| Extension cords, heavy weight, long, short, splitters | Several | |
| **Stations** | | |
| Power strip | | |
| Power supply | | |
| Power cable | | |
| Rig | | |
| Coax jumper | | |
| Tuner | | |
| Antenna & Coax | | |
| Ground wire, rod and clamp | | Watch jack size and whether it is stereo or mono. You may need an adapter. |
| Mike and/or key | | |
| Headphones | | |
| Audio Splitter for second headphones | | Good to have second headphones for a logger or a visitor. |
| Computer, mouse, power supply | | Computer needs wifi to connect unless we set up for cat 5. Software can be loaded from internet or thumb drive. |
| Pencil, notepad, logsheet | | Even with computer logging, a pad works good. A paper log can be a backup in a cyber disaster. |
| Extra coax, power cords | | Murphy's law! |
| **Antennas** | | |
| Skyhook Rope | Kevin | |
| Ropes | Roger & ?? | |
| Carabiners | Kevin & Roger | |
| Ground rods, driver | | Each station & generator should have one. |
| Any special antennas | | |
| Longer Coax | | |
| Extra Wire insulators, etc | | For any experimentation. |
| **Safety** | | |
| First aid kit | Roger | |
| Fire extinguisher | Roger | Never hurts to have a second. |
| Soap, wipes, towels, trash bags, tp | Roger | I have a few in my kit. You might want some hand sanitizer. |
| Cones, tape | Roger | |
| Bug spray, repellant | Several | Bring your favorite |
| Flashlights | Several | |
| Tarps | Several | Very weather dependent. Used to block the sun, or storm winds or sometimes to cover the stations when the storm hits. |
| Lights | Several | Clamp or mag mount work good. |
| Clamps, bungee cords, short ropes. | Several | To tie tarps, route extension cords |
| **Other** | | |
| Log sheets, info sheets. | Roger | |
| Solar | Roger | |
| Tools, meters | | |
| Lawn Chairs | Each Person | Those benches are hard |
| Water, sodas, etc. | Each Person | Bring your favorite and be sure to stay hydrated |
Note: This list started out as personal notes to myself so I didn't forget anything. Don't assume it lists everything! I have found that it is very handy to use from year to year. RB
Note: Mark what you bring. Many of us have similar gear. | 1,937 | 704 | {
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515 PARAGRAPH SEQUENCING & MAIN IDEA A
SKILL DEVELOPMENT
All sets or cards in Reading Manipulatives products are different. Once students are introduced to the skills and shown how to do the activity, they work independently. The individualized materials can be used for seatwork or stations. Students work on needed skills, and teachers are freed for instruction.
This guide includes a summary of the skills targeted by this product. Additional teaching aids can be downloaded from the resource section of our web site (www.readingmanipulatives.com).
MATERIALS PREPARATION
PDF pages are designed to be printed on 8.5 x 11 inch sheets. Cover-weight paper in a variety of colors is available at office supply stores or online. Lamination is recommended so materials will last.
All Reading Manipulatives pieces have a code that is used for maintaining set integrity and student recordkeeping. The first part denotes the product, followed by a hyphen and the set number.
Put student sets in zipper bags. Answer keys can be kept in the bags or stored separately. Select containers for the 30 student sets that hold and display the sets most efficiently.
ANSWER KEYS & STUDENT CHECKLISTS
Answer keys are provided because active involvement builds accountability. When done thoughtfully, students learn from checking their work and analyzing any errors they make. Manipulatives encourage cooperative learning. Students should be allowed to assist one another as a need arises.
Checklists are important for tracking the materials that have been completed. The last page of this guide is a master for student checklists that can be copied and cut.
David Vetter was born in 1971 with an immune system disease. Even the mildest of germs could be deadly since David’s body could not protect him. Doctors knew he must stay in a sterile environment until a cure was found.
Sterile plastic bubbles were created for David to live in. He had a crib bubble and a playroom bubble. He had to spend half of his time at the hospital. A transport bubble took him there. Only people wearing sterile protection were allowed to touch him.
As he grew, family and friends tried to allow David to be like other children. He played with toys and watched television. When he was six, NASA made him a special space-bubble suit like astronauts wear. For the first time, he really saw the outdoors. It made it easier for him to play with friends.
After living in the bubble for 12 years, David received a bone marrow transplant from his sister. Everyone hoped it would fix his immune system. Sadly, it did not work and David died. However, doctors learned much from David and have been able to help other children who have this disease.
PSA–1
The Boy Who Lived in a Bubble
ABOUT DAVID’S DISEASE
David Vetter was born in 1971 with an immune system disease. Even the mildest of germs could be deadly since David’s body could not protect him. Doctors knew he must stay in a sterile environment until a cure was found.
BUBBLES FOR PROTECTION
Sterile plastic bubbles were created for David to live in. He had a crib bubble and a playroom bubble. He had to spend half of his time at the hospital. A transport bubble took him there. Only people wearing sterile protection were allowed to touch him.
HOW DAVID SPENT HIS TIME
As he grew, family and friends tried to allow David to be like other children. He played with toys and watched television. When he was six, NASA made him a special space-bubble suit like astronauts wear. For the first time, he really saw the outdoors. It made it easier for him to play with friends.
ATTEMPT TO CURE DAVID
After living in the bubble for 12 years, David received a bone marrow transplant from his sister. Everyone hoped it would fix his immune system. Sadly, it did not work and David died. However, doctors learned much from David and have been able to help other children who have this disease. | 1,570 | 829 | {
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Many of us during periods of prolonged stress find that our healthy habits can fall by the wayside. Here are some techniques that can help you respond to challenging times, without taking a lot of your time.
**Breathe.** Short circuit stress by breathing through your nose. Concentrate on making your belly move out as you inhale and in as you exhale. Slow down, take a moment to pause, and create a routine around centering yourself at the beginning and end of each day.
**Pinpoint the cause(s).** What are you actually stressed about? Once you identify this, you’re closer to figuring out what is within your control. By focusing on that you can determine the best ways to take action and regain a sense of control.
**Connect with others.** Reach out to those in your circle who are good listeners and with whom you feel safe and understood. Giving social support is important, too. We all have the ability to impact those around us positively, one relationship or one act at a time.
**Take care of your body.** Moderate your intake of caffeine, sugar and other foods that can alter your mood and elevate anxiety levels. Find an activity that you enjoy doing and commit to doing it on a regular basis to get a mental and physical change of pace. Protect your need for sufficient sleep.
**Relax and Re-energize.** Find time throughout the day to clear your mind. This might mean going for a run, reading something inspirational or simply closing your eyes and focusing on your breathing.
**Play.** Laughter and fun are greats for adults to relax, rejuvenate and boost creativity. It can also foster empathy, compassion and intimacy with others. It doesn’t have to be a specific activity; it can also be a state of mind.
**Rein in your imagination.** A side effect of our being able to imagine and project into the future is that we can focus on things going wrong and amplify our fears and anxieties. Instead, use this ability to imagine yourself being calm, composed, cool and comfortable, and things going well.
**Don’t join the crisis.** Every day we are invited to conflicts, we may encounter rude behavior from others, or people may try to draw us in to their personal drama. Resist the urge to create a mountain out of a molehill. Ask yourself if it will matter five years from now – or even five weeks from now?
**Adjust your expectations.** A lot of stress can arise from perfectionistic demands of others and ourselves, and can lead to chronic disappointment and frustration. Check to see if you can change these demands into more realistic attitudes.
**Shift from worrying to caring.** Change your mindset from worrying about a problem, to taking action. Fretting about your finances does nothing but get you worked up. Caring about your finances, however, means paying bills on time, creating a budget and managing debt.
**Ask for help.** You don’t always have to go it alone. When you could benefit from an objective perspective, reach out to the following resources:
EAO offers confidential counseling, resources and problem solving for work-related or personal problems – [www.eao.wisc.edu](http://www.eao.wisc.edu)
UHS offers individual stress management sessions – [www.uhs.wisc.edu/wellness/stress](http://www.uhs.wisc.edu/wellness/stress)
Participate in the ETF Financial Fitness Challenge – [www.etf.wi.gov/financialfitness](http://www.etf.wi.gov/financialfitness) | 1,352 | 728 | {
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1 W parach opiszcie zdjęcie i odpowiedzieć na pytania.
1 How difficult do you think the training is for the ballerina?
2 Do you like dancing? Why?/Why not?
3 Tell me about how you or someone you know learned a difficult skill.
Gramatyka Czasy przeszłe
2 CD+2 35 MP3-154 Uzupełnij odpowiedź na trzecie pytanie właściwymi formami czasowników w czasie Past Simple, Past Continuous i Past Perfect. Posłuchaj nagrania i sprawdź swoje odpowiedzi.
Examiner: Tell me about how you or someone you know learned a difficult skill.
Student: Well, it’s not as difficult as ballet, but I remember how I learned origami, you know, the Japanese art of paper folding. I was about thirteen and I was fascinated by origami; I ¹_______ (try) to learn it from instructions on the Internet but I ²_________ (not succeed); they ³________ (be) too complicated. And then a new girl ⁴________ (join) my class. One day while we ⁵________ (sit) in the classroom during the break she ⁶________ (make) a paper butterfly that moved its wings. It turned out she ⁷________ (live) in Japan for three years. She was an origami expert. She ⁸________ (can) make the most amazing things: animals and birds, flowers and leaves, boxes and baskets. She ⁹________ (teach) me the basic folds, the fifteen or so folds with which you always begin. I ¹⁰________ (spend) hours practising. One day I ¹¹________ (make) a dolphin in a Biology lesson and the teacher ¹²________ (see) me. She ¹³________ (let) me finish my dolphin, then ¹⁴________ (take) it away and asked me to make more animals to decorate the Biology room!
GRAMATYKA, strona 232
Zadanie maturalne
3 W parach opiszcie zdjęcie i odpowiedzieć na pytania.
UCZEŃ A
1 Why do you think the man is painting the woman?
2 Would you like to have your picture painted?
3 Tell me about something you or someone you know made with your (or their) own hands.
UCZEŃ B
1 What do you think is going to happen next?
2 Do you play a musical instrument? If not, would you like to learn? Why?/Why not?
3 Tell me about a situation when you or someone you know made music together with other people. | 988 | 567 | {
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QUESTION 1
Study the following pictures numbered 1-6 and describe which consumer right is being highlighted.
1.
2.
3.
4.
5.
6.
Study the following pictures and identify the source document numbered 7-10
7.
8.
9.
10.
QUESTION 2
Fill in the missing words:
1. World Consumer Rights Day is celebrated on .................. each year.
2. SWOT analysis stands for strengths, weaknesses, .................. and ..................
3. A source document is a record of a ..................and it contains basic .................. information.
4. The first democratic .................. took place in 1994.
5. The premier of the Eastern Cape is .................. ..................
6. When you buy something, you enter into a .................. with the shop.
7. To “redress” is to correct a ..................
8. A .................. job opportunity is a job that lasts for a long time.
9. Source documents .................. that a transaction has taken place.
10. .................. examine financial records and check if they are in order.
11. Source documents should be stored in a fire-proof ........ ......... [13]
QUESTION 3
Answer the following questions:
12. Name the 3 levels of government in South Africa. [3]
13. Name two reasons for the increased use of technology in production. [2]
14. Explain the term, ‘Production’. [2]
15. Give an example of a renewable resource. [1]
16. Name the three main services offered by banks. [3]
17. Name one way in which we can use resources in a sustainable way. [1]
18. What do we call technology that doesn’t harm the environment and cause much pollution? [1]
19. Give an example of an input. [1]
20. Name 3 reasons why people save money. [3]
21. Name 3 bad effects of using modern technology. [3] [20]
QUESTION 4: (True or False)
State whether the following statements are True or False. If False, please correct where necessary:
22. The South American constitution includes a Bill of Rights.
23. The Minister of Finance is Malusi Gigaba.
24. Outputs are the final goods and services which businesses sell and consumers buy.
25. From 1995, all people in South Africa could exercise their right to vote.
26. The first democratic elections took place on 24 April. [5]
QUESTION 5
Match the correct statement in column B with the correct word in column A:
Write just the letter, eg. 27 B
| Column A | Column B |
|---------------------------|-----------------------------------------------|
| 27. Rural/farm living | A. Business produces high quality products |
| 28. Banks | B. Discriminatory laws |
| 29. New Economic Growth Path | C. A plan to create 5 million jobs |
| 30. Strengths | D. The final product that will now be sold to the consumer |
| 31. Urban/city living | E. Act as intermediaries |
| 32. Outputs | F. Easier to “live off the land” |
| 33. Apartheid | G. More job opportunities |
QUESTION 5
Answer the following LONG questions:
The South African constitution includes a Bill of Rights, which protects the rights of all people in the country.
34. Name 5 political rights. [5]
To be able to vote, people need to meet certain conditions.
35. Name any 5 conditions of voting. [5]
A commercial bank is a business, so it aims to make a profit.
36. Name 5 services offered by banks that make it easier for their clients. [5]
“Socio-economic imbalances are the uneven spread of social and economic resources”.
37. Name 5 factors that cause these imbalances. [5] | 1,986 | 819 | {
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SUMMER BREAK BINGO
“You can find magic wherever you look. Sit back and relax all you need is a book!” – Dr. Seuss
Here are some tasks. Pick any task every day. Every time you complete a task colour the square. To win you need to get the square signed by your parents. We are looking for a fun house. Enjoy the game.
This BINGO board belongs to__________________________________________.
| B | I | N | G | O |
|---|---|---|---|---|
| Skip count by 2’s to 120 | Read stories. From one of your favourite stories, draw the picture of your favourite character and write its good quality on a picture card. | Make a Mystery Bag and play “Guess and tell” with your family members | Prepare summer drinks and sort the ingredients on the basis of source of origin-Plant or Animal source. | कहानियाँपढ़ेंऔरअपनी प्रियकहानीक्रियापत्र काचित्र,एकचित्रकार्डप बनाकरउसकेबारेमेंएक अच्छीबातलिखें |
| Clean your room | Find any 3 ways to save the electricity and follow them. | रास्ते में आने वाले हर सूचना पढ़ को पढ़े | गिनती सुनाएँ | Help your parent during purchase. *Count the total things bought. *Count the total money spent on purchase. |
| On a notepad make a list of ten sweet things you ate. | Read while sitting on a swing. | Learn to wear your socks and shoes | शब्द अंताक्षरी खेलें | Make a card for your father on Father’s Day |
| Watch interesting kid’s movie | Keep a day off for your mom | Read a joke book or a funny book | Play Ludo/Tambola/Monopoly/Scrabble etc. | Take a walk in the garden with any family member and observe nature. |
| Discuss your day with your parents and ask about their. | Read loudly to your toy or a pet | Observe night sky. | Make a tent with a bed sheet, dupatta or mom’s old saree. Read a book in it. | Become a story teller |
Dear D.A.V ians,
Summer vacations are synonymous with fun, frolic but there is a lot more you can do to make your vacation more interesting and meaningful, with all your favourite things.
- Read story books, newspaper headlines, sign boards, advertisement etc.
- Play outdoor games in the morning and evening than sitting in front of the computer or T.V. all day.
- Converse as much as possible in English.
- Revise all Matras in Hindi.
- Revise Oral Counting till 999.
- Revise all lessons of English and hindi done till now with the help of your parents.
- Learn the poems of Hindi and English done in the class.
- Revise all the concepts taught.
Let us enrich our lives with new skills and good habits and get plenty of memories during this summer break. | 1,047 | 648 | {
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The Green Practices Commission was formed to help University City residents, businesses, schools and other community institutions reduce their carbon footprints and increase green practices.
Made up of an impressive list of community leaders with backgrounds in engineering, science, architecture and sustainability, the Green Practices Commission’s primary responsibilities include:
- Acting in an advisory capacity to the University City Council in regards to all development projects and initiatives.
- Establishing and prioritizing sustainability goals and tracking their progress.
- Encouraging recycling, composting and other sustainable practices that help improve the quality of life in University City, protect and restore its natural resources and strengthen its economy.
Our vision for University City is to have a fully-engaged community — including city government, citizens, students, business owners and patrons — that integrates sustainability into every decision made and every action taken.
In 2008, University City’s City Hall became the first municipal building in the St. Louis region to receive Leadership in Energy and Environmental Design (LEED) certification from the U.S. Green Building Council.
Green Practices Commission Meeting Schedule
Heman Park Community Center
975 Pennsylvania Avenue
University City, MO 63130
2nd Thursday of each month at 6:30 p.m.
www.ucitymo.org
Printed on recycled content paper using soy based ink
7 Focus Areas of UCity Sustainability
- **Ecosystems & Habitat**
Use local expertise to evaluate and restore natural habitats and provide environmental education to the public.
- **Green Buildings**
Incorporate a Green Building Code for University City, using rating systems such as LEED and Energy Star to improve the sustainable maintenance and operations of existing buildings.
- **Air Quality & Transportation**
Develop strategies to improve air quality and reduce carbon dioxide (CO₂) emission from vehicles.
- **Waste & Resource Conservation**
Implement action steps to reduce the City’s commercial and residential waste, as well as improve individual and business participation in recycling and composting practices.
- **Land Use, Open Space & Parks**
Use comprehensive planning and zoning ordinances, along with design standards, to enhance and improve land use and open spaces in University City.
- **Energy**
Reduce energy use, use energy efficient vehicles and renewable energy and create strategies to reduce the carbon footprint for University City and its residential and commercial areas.
- **Water & Storm Water**
Concentrate on the River des Peres’ three branches that flow through University City. Address issues with storm water runoff and flooding. Develop strategies to decrease potable water use.
---
**Green Tips for Everyone**
**Reduce – Reuse – Recycle**
University City is home to the oldest community-wide recycling program in the country, starting with the first citywide residential curbside newspaper collection program in 1974.
Make it a part of your everyday routine to dispose of all recyclable materials in a single-stream recycling bin.
(For a list of items you can recycle, visit www.ucitymo.org.)
**Switch**
Install energy efficient LED or compact fluorescent light bulbs (CFLs) in all your lamps and lighting fixtures. These energy efficient bulbs use 75-90% less electricity than traditional bulbs and can last 10 to 50 times longer.
**Double Up**
Only print documents when necessary, print double-sided, reuse paper as note or draft paper and recycle discarded paper. It’s something University City government offices have been doing since 2009 …saving money and trees.
**Get Involved**
Share your ideas and take an active role in helping to make University City a greener, healthier place to live, work and play by joining a Green Practices subcommittee. For more information, call 314-505-8560. | 1,813 | 746 | {
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Effects of trauma
Trauma experienced in a natural disaster can vary enormously from person to person depending on past experiences and the degree of resilience that each person has. In the initial period following a disaster, a person can be in shock and feel numb. This is the body’s natural response to a major trauma.
Initially we tend to fill our time with ‘busyness’ and practicalities such as where to sleep, our ongoing employment, income, care of animals and generally meeting basic needs. This physical recovery is important as the body’s coping mechanisms help us focus on all these external practicalities and attend to our basic needs.
Sometimes it is easier to feel like you are doing something practical rather than focus on your feelings in the situation. Most of us galvanise ourselves to cope and put off the emotional aspects for a later time. This is a natural reaction in the early recovery stages after the disaster.
However for some people this can be a habit well after the immediate physical recovery has finished. We can fill up our life with so much ‘busyness’ that we never revisit or discharge the feelings around the trauma.
This can then begin to show in less healthy ways, sometimes months or even years after the trauma or disaster has occurred.
Some symptoms can include, numbing oneself with drugs, busyness or alcohol; flight or fight behaviours (extreme reactions); overwhelm (freeze) and sleeplessness, irritability, intolerance and or impatience.
Sometimes it can be weeks, months or years later that we are able to revisit the emotions around the trauma. And sometimes we need the assistance of a Counsellor if we continue to feel overwhelmed, depressed, isolated or disheartened.
With the help of on the ground Counsellors we are able to enable communities to increase their wisdom, strength, personal resilience and their ability to have compassion for themselves and others in the future.
Helpful tips
We encourage those who are affected by natural disasters to:
- Share your feelings when you are ready
- Try to keep the rest of your life as normal as possible
- Accept support of people who care
- Take the time to be with your close family and friends
- Express your needs clearly and honestly to family, friends and those in helping professions.
- Look after yourself – eat well, sleep and take time out
- Let your children talk to you and others about their emotions
- Call Lifeline if necessary – a Lifeline Telephone Crisis Supporter is available 24 hours a day – 13 11 14 | 980 | 513 | {
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My Leadership Philosophy,
To be a great leader; a person who inspires growth, success, and teamwork; has always been one of life’s most distinguished achievements. This skill, though it may be as natural to some as shaking hands, is mastered by practice, hard work, self discipline, and opportunity. Leading others well requires filling many roles at once, never leaning too heavily toward one leadership paradigm. The tyrant, the king, the sheep, and the Sheppard all have their own strengths and weaknesses. Each can succeed, but only the one that is able to expand beyond any one style’s conformities will persevere over time. Consistently succeeding is the golden ticket any great leader will possess. Fostering one triumph yet being unable to maintain the respect and teamwork necessary to replicate that success, is not the sign of a skilled leader.
Establish and Work Toward Goals - The ability to diligently work toward a goal, even in the face of doubt or hardship, is the trademark of successful individuals and groups. What goals do you have for yourself, what goals do you have for your department, district, or for your Coast Guard? My goal is to become an effective Officer in the Coast Guard, and to see my ideas implemented. A goal is something you are trying to do or achieve. Set daily goals, and write down your long term goals. Encourage people around you to work toward something measurable, and be available and willing to help them accomplish this. Remember that success is often the path that is taken toward a destination, rather than the destination itself. Work hard to accomplish your goals, never give up, and be willing to rethink and adjust. Failure to achieve a goal is excusable; however failure to do everything within one’s power to accomplish a reasonable goal that they have set for themselves has no place in any successful organization.
Focus on Communication - Accomplishing personal goals requires that one knows him or herself. Accomplishing group goals requires that each participant knows the other; a common language is shared, group norms are established, and individual and group needs are met. Possibly the most important aspect of group dynamics is communication. Effective communication can mean the difference between mission success and mission failure. As a leader, one must not only focus attention on what they say, and how they say it, but on what is said and is not being said to them. Creating an atmosphere where there are no “stupid questions,” and each person’s voice is equally valued, allows true effective communication to occur. Being a good listener is just as important as being a good speaker. Know when to use your voice, and when to let someone else do the talking. Take time to develop effective group communication through training, practice, and repetition. Commit yourself to setting an example as an effective communicator, and demonstrate this commitment on a daily basis.
Encourage Creativity - Difficult problems often require creative solutions, and today’s rapidly changing world demands innovation. In order to prevent an attitude that the work we are doing as a group is “good enough,” we must constantly seek new ideas and encourage fresh input. (Grigorian, 1997) Don’t assume that as a leader all ideas will come from you. The more you create an environment where the idea that “people, given the opportunity, can improve anything” is at the center, the more your group will prosper. (Grigorian, 1997, p.43) Take time to ask others how they think a problem should be solved, and be sure to implement the ideas of others when possible. When creative ideas do not
work do not punish its creator. This will stifle further creativity. Debrief, discuss, and commend those who bring new ideas forward.
**Be Accountable for Your Actions**- Perhaps the single most important requirement for anyone aspiring to lead others is being accountable for their own actions. Leaders must understand accountability, demand that others be held accountable, and demonstrate personal accountability at all times, and at all costs. Accountability can make or break you as a leader. Being accountable for your actions can mean knowing when to admit you are wrong, doing the right thing when no one is looking, and holding yourself to the same standards that you hold others. Allowing others to continue, unhindered, when they demonstrate a lack of accountability will quickly divide a group. As a leader, it is your job to instill, oversea, demonstrate, and expect that strict accountability be maintained. Committing to uphold our core values in every aspect of your life, and the subsequent follow through with that commitment is an exemplary display of accountability.
**Reference:**
Grigorian, G. C. 1997. Major General William Tunner: A study in Creative and Innovative Leadership During the Berlin Airlift. In *LC 501-Preparing to Lead*, (pp. 43-58). Maxwell AFB, AL. | 1,899 | 992 | {
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1816, the cold year
BY C.W. LATTIN
Orleans County historian
The year was the "Year Of No Summer," perhaps the coldest ever known.
It started out great. January had some warm days when some of the pioneers even let their fires go out. The air was balmy and spring like. Even February was mild and some farmers were able to do some plowing.
Then March came in like a lion and the proverbial lamb took off for the woods until September. Ice and snow plagued the settlers throughout April. There was hope that surely May would bring spring at last, but the month opened with winter temperatures; buds froze on the trees. There was ice an inch thick on lakes and ponds. There were frosts night after night. Corn planting was abandoned.
June turned out to be the coldest ever. It was said that "frosts and ice were as common as buttercups and daisies." Vermont had 10 inches of snow and New York had three. Overcoats, heavy socks and mittens were worn all summer. Fruits and vegetables were ruined.
Farmers "worked out their taxes" by repairing the roads, their faces raw and their eyes watery and noses dripping in the bitter winds.
July killed off any crops stubborn even to have survived June. Even August failed to bring the promise of summer. Only in the fall was there a return to normal weather which was, of course, autumn weather, not summer.
The summer-less year of 1816 was unfortunate for Orleans County pioneers. The War of 1812 had interrupted their hard work of clearing the forest and building their homes. Militiamen had returned from skirmishes on the Niagara Frontier and their wives and children had returned from the east where many had fled to safety. New settlers had just resumed their migrations.
Hope was high. But the extreme scarcity of farm produce brought extremely inflated prices. Flour reached $15 a barrel and wheat $3 a bushel. Gideon Freeman of Gaines chopped more than 50 acres of woodlot so that his cattle could browse on twigs and dry leaves. Even then he lost six of them to starvation. The usual argue and feud arose aggravated by inadequate food.
The days of the "Year Of No Summer" were indeed cold and dark. But every cloud had its silver lining and Orleans people persisted and looked forward to the prosperity the new canal was about to bring.
C.W. Lattin is the Orleans county historian. His column appears every Thursday in The Journal-Register and The Albion-Advertiser. | 904 | 523 | {
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The light bulb is a symbol of hope and inspiration, representing the power of ideas and innovation. It serves as a reminder to always strive for progress and improvement, no matter how challenging the situation may be. Just like a light bulb, we should never lose sight of our goals and aspirations, and continue to work towards them with determination and perseverance.
In conclusion, the light bulb is more than just an object that provides illumination; it is a powerful symbol of hope, inspiration, and progress. By embracing its symbolism, we can stay motivated and focused on achieving our dreams, no matter what obstacles we may face along the way.
The kitchen is a blend of modern and rustic elements, with white cabinets and a concrete countertop that complements the natural wood ceiling beams. The open shelving adds to the rustic charm, while the stainless steel appliances provide a sleek contrast. The concrete floor adds a touch of industrial style, tying together the different design elements in the space.
The door is made from reclaimed wood and has a rustic charm. The white paint gives it a clean, modern look while still maintaining its character. A simple metal hook hangs on the door, holding a piece of fabric that adds a touch of warmth to the space.
The kitchen is a small but charming space, with a rustic wooden cabinet and a simple white chair. The walls are painted in a soft pink color, adding a touch of warmth to the room. The floor is made of white wood, which complements the overall aesthetic of the house.
A pergola is a great way to add shade and beauty to your outdoor space. It can be used for various purposes, such as providing a place to sit and relax, or as a trellis for climbing plants. Pergolas come in different styles and materials, so you can choose one that best suits your needs and preferences. Whether you want a simple, functional structure or something more elaborate, there's a pergola out there for you.
1. **Preparation**: Start by preparing your ingredients. Wash and dry all produce before slicing or chopping.
2. **Salad Base**: Begin with a base layer of mixed greens, such as spinach, arugula, or kale. This will provide a nutritious foundation for your salad.
3. **Protein**: Add your protein source. This could be grilled chicken, tofu, or even a hard-boiled egg. The choice depends on your dietary preferences and nutritional goals.
4. **Vegetables**: Layer in a variety of vegetables. Sliced cucumbers, cherry tomatoes, and bell peppers add color and crunch to your salad.
5. **Avocado**: Slice ripe avocados and place them on top of the vegetables. Their creamy texture complements the other ingredients well.
6. **Dressing**: Drizzle a light vinaigrette over the salad. A simple dressing made with olive oil, lemon juice, salt, and pepper is a classic choice.
7. **Final Touches**: Garnish with fresh herbs like parsley or cilantro, and perhaps some crumbled feta cheese for extra flavor.
8. **Serve**: Enjoy your freshly prepared salad immediately while it’s still crisp and fresh.
The garden is designed to be a peaceful retreat, with a mix of hard and soft landscaping elements. The brick pathway leads visitors through the garden, providing a clear path to the house. The use of natural materials, such as stone and wood, adds to the overall sense of tranquility. The garden is also designed to be low maintenance, making it an ideal space for those who want to enjoy the outdoors without the hassle of constant upkeep.
The kitchen is a small but charming space, with a rustic wooden cabinet and a simple white chair. The walls are painted in a soft pink color, adding a touch of warmth to the room. The floor is made of white wood, which complements the overall aesthetic of the house.
The staircase is a feature of the house, and the landing is used for storage. The bench is from a local shop, and the lamp is from a second-hand shop in London. | 1,443 | 824 | {
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Why Do I Need to Pack a 72-Hour Kit?
During and after a disaster, first responders need to respond to the emergency itself and first help those in most critical need. If you are ready, you can play a part in effective response and recovery, and assist first responders, neighbors or family members. Prepare emergency supplies for the following situations:
- A disaster supply kit with essential food, water, and supplies for at least three days—this “READY” kit should be easy to carry and kept in a designated place in case you have to leave your home quickly because of a disaster, such as a flash flood or fire. Make sure all household members know where the kit is kept.
- You may be asked to “shelter in place.” Consider having additional supplies for sheltering or home confinement for extended periods of time.
- It should be in one container and easy to carry in case you have to evacuate the building quickly.
- You should also have a disaster supply kit at work.
- A car kit of emergency supplies, including food and water, to keep in your car at all times. This kit should also include flares, jumper cables, and seasonal supplies.
A public awareness campaign supported by public and private partners concerned with homeland security and all-hazards preparedness.
READYColorado
Make a Plan. Make a Difference.
1437 Bannock Street, Room 5,
Denver, Colorado 80202
readycolorado.com
This document was prepared under a grant from FEMA’s Grant Programs Directorate, U.S. Department of Homeland Security. Points of view or opinions expressed in this document are those of the authors and do not necessarily represent the official position or policies of FEMA’s Grant Programs Directorate or the U.S. Department of Homeland Security.
Store your disaster supplies in a sturdy, but easy-to-carry container. A large covered plastic bin or trash container, overnight backpack or duffel bag will work. Keep a smaller version of the kit in your vehicle. If you become stranded or are not able to return home, having some items with you will help you be more comfortable until help arrives.
- **Sanitary supplies**
- Toilet paper, feminine supplies, personal hygiene items, bleach, etc.
- **Money**
- Have cash. (ATMs and credit cards won’t work if the power is out.)
- **Contact information**
- Carry a current list of family phone numbers and e-mail addresses, including someone out of the area who may be easier to reach if local phone lines are out of service or overloaded.
- **Pet supplies**
- Include food, water, leash, litter box, tags, any medications and vaccination information.
- **Map**
- Mark an evacuation route on it from your local area.
- **Special items**
- Include any necessary items for infants, seniors and people with disabilities in your kit. Having some items with you will help you be more comfortable until help arrives.
- **Meeting place** (see communications cards below)
- Pick a place for family members to meet in case you are separated during a disaster.
### FIRST AID SUPPLIES CHECKLIST
- First aid manual
- Sterile adhesive bandages in assorted sizes
- Assorted sizes of safety pins
- Cleansing agents (isopropyl alcohol, hydrogen peroxide), soap/germicidic
- Antibiotic ointment
- Latex gloves (2 pairs)
- 2-inch and 4-inch sterile gauze pads (4-6 each size)
- Triangular bandages (3)
- 2-inch and 3-inch sterile roller bandages (3 rolls each)
- Cotton balls
- Scissors
- Tweezers
- Needle
- Moistened towelettes
- Antiseptic
- Thermometer
- Tongue depressor blades (2)
- Tube of petroleum jelly or other lubricant
- Sunscreen
### MEDICATIONS CHECKLIST
#### Prescription Medications (list)
#### Eye Wear
- Extra pair of prescription glasses or contact lens.
#### Over the Counter Medications
- Aspirin and nonasprin pain reliever
- Antidiarrhea medication
- Antacid (for stomach upset)
- Syrup of ipecac (use to induce vomiting if advised by the poison control center)
- Laxative
- Vitamins
### COMMUNICATIONS PLAN
| Contact Name: | |
|---------------|---|
| Telephone: | |
| Out-of Town Contact Name: | |
| Telephone: | |
| Neighborhood Meeting Place: | |
| Meeting Place Telephone: | |
---
**COMMUNICATIONS PLAN**
Assemble READY kits to keep at home, in each vehicle and at work. | 2,027 | 970 | {
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An historical marker recognizing the home site of Cleng Peerson was dedicated in a brief ceremony on Saturday, October 7 in Kendall. Cleng Peerson was the agent for the first settlers of Norwegian descent to locate in America in modern times. The marker had been placed on the property of Vernon and Dorothy Root at 1013 Kendall Road just north of the Lake Ontario State Parkway.
On October 9, 1825, the sloop "Restoration" of 3½ tons burden put into New York harbor with 53 Norwegians aboard after a voyage of 98 days on the Atlantic. They were Quakers who had found it difficult to live in Lutheran Norway.
They were met by Cleng Peerson who had preceded them and had purchased land from Joseph Fellows, agent for the Pulteney Estate with offices in Geneva. The immigrants were in difficulty with the law immediately. The ship was impounded under an 1819 law which required ships to be of 5 tons burden for every two passengers. The "Restoration" was obviously overloaded and the owners were subject to a fine of $3,150 and the matter was appealed to President John Quincy Adams who took a personal interest in their plight and issued a pardon. The sloop "Restoration" which cost $1,800 for the immigrants was sold for $400. The 53 Norwegian immigrants came to Albany via the Hudson River and then by the newly opened Erie Canal which at that time was open only as far as Lockport. The dedication of the canal was scheduled for October 26 and the immigrants left Albany on October 21st and undoubtedly encountered the official Erie Canal dedication party making its way east to marry the waters of the Erie and the Atlantic.
The Norwegian immigrants debarked at Holley and walked to the Kendall area where they cleared land and built small log cabins where 24 people crowded into one small log home that first winter. This early settlement was on what is now known as the Norway Road in the Town of Kendall. Cleng Peerson erected a log house just west of the Norway Road on land dedicated as the Cleng Peerson home site. A portion of the cellar wall remains in the home now occupied by the Roots. It is interesting to note that Dorothy Root is a descendent of one of the early Norwegian settlers in Kendall.
Cleng Peerson went west in 1833 to find more suitable land and helped establish a Norwegian colony in LaSalle City on the Fox River in Wisconsin. This site is felt by some to have been the first Norwegian settlement in America but the settlement in Kendall actually came first in 1825. | 1,027 | 532 | {
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SYMBOLS A representation that stands for a larger more complex idea.
MAPS
Relationships of symbols, ordinarily two-dimensional but sometimes three-dimensional. These include such relationships as P-A-C, The Drama Triangle, The Script Matrix, a floor plan of your home, work place, or a "territory" city map.
RULES
Guidelines, not rigid, meant to develop new degrees of freedom and new options for growth physically, emotionally, intellectually, socially, and spiritually.
Rule example -- IF YOU CAN'T FIND OUT WHERE YOU ARE - USE ANOTHER MAP
OR GO BEYOND THE EDGE OF THE MAP YOU ARE USING!
(if you find that using P-A-C is confusing, use the drama triangle)
THE TERRITORY
The map is not the territory. People are complex and over simplification can lead to blind alleys and useless confrontation. Maps are useful guides in order to start looking for hidden feelings, distortions, thinking patterns, and feelings that have been buried for a long time. The more maps that you know about, the more you will learn about your own territory!
CHARTS and EASILY ACCESSIBLE COLLECTIONS OF SYMBOLS AND MAPS TO
LISTS and QUICKLY REFRESH YOUR MEMORY. YOU CAN THEN ESTABLISH
DIARIES and RELATIONSHIPS BETWEEN SEPARATE ITEMS ON THE LISTS DUE
DAYBOOKS and TO THEIR BEING LISTED TOGETHER AND REVIEWABLE.
HOMEWORK TO DO
Behavioral suggestions offered for the purpose of testing new ideas and generating growth and change by: experiment with new maps, ideas, feelings, behaviors, situations, relationships.
FAKE-IT-TIL-YOU-MAKE-IT
The practicing of new behaviors, by rote, until the new behavior becomes second nature. This discipline allows the acquisition of new healthy behavior, even though it may feel a bit strange or uncomfortable for a while when learning it.
CHOICE
A direction taken by a person based upon a free and comfortable and integrated evaluation of options.
RESISTANCE
A direction taken by a person based upon a secretly held fear or belief about some situation or feeling.
TIME
GOAL TIME How long it takes to get the job done by doing it (finish is the goal)
CLOCK TIME How long you have to do the job by the clock (stop at set time)
("you have to finish your homework by 9:00 or else" is a set up for trouble)
REJECTION is often the feeling you have when somebody makes a decision for their own reasons.
RUT - a grave with both ends open.
Suspending the habit of making fast judgment can be the most useful tool you can use in order to learn something new. Suspending judgment means that you cannot use the same old defenses to get rid of the anxiety of new ideas and feelings. You will have to consider the new issues for a few days or weeks before making initial judgments. After that you will get newer information that, hopefully, will modify the initial judgment. Then you are learning how to deal with anxiety producing situations in a new way that permits growth.
OPINIONS AND FEELINGS ARE FREQUENTLY A PERSONAL TRIUMPH OVER GOOD THINKING
YOU DEFINE REALITY BY WHAT YOU KNOW, WHAT YOU BELIEVE, AND WHAT YOU DO ABOUT IT. | 1,529 | 681 | {
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Age Related Macular Degeneration Fact Sheet
Robert I. Park, MD, Retina Specialist
Background:
- Age Related Macular Degeneration, commonly known as macular degeneration, is the leading cause of legal blindness in the western world.
- Macular degeneration can affect people as early as 40 years of age although the average age when central vision is lost is 65 years of age.
- Approximately 8 million people 55 years of age and older in the US are affected by moderate to advanced disease. (Age Related Eye Disease Study, AREDS)
- 1.3 million people are expected to develop significant vision loss in the next 5 years from the disease. (AREDS)
- Average age when central vision lost: 65 yrs
- Earliest manifestation: 40 yrs
History
- 1885, Otto Haab: Described a series of findings in the retina he called “senile macular degeneration”.
- 1967, J Donald Gass: Took the descriptions of various diseases: drusen, senile macular degeneration and senile disciform macular degeneration, and linked them into one disease process.
- Chronic degenerative or dystrophic disease primarily affecting the choriocapillaris, Bruch’s membrane, and the RPE cells of the retina. (Gass)
- English translation: “damage to the deep retina with age”
Disease Description
To understand macular degeneration, we must understand how the eye works. The eye essentially behaves like a camera. In a camera, light is focused onto either film or a chip (in digital cameras) to form an image. Likewise, in the eye, light is focused onto a light sensitive layer known as the retina to form an image. The most sensitive region of the retina is called the macula and with a healthy macula we are able to see things clearly and read fine print.
- Macular degeneration affects cells (called RPE cells) that feed and support the light sensitive cells (photoreceptors) in the macula. When the RPE cells are damaged, the light sensitive macular cells die and vision worsens.
- Macular degeneration is classified into two types: dry macular degeneration and wet macular degeneration.
- 85% of people with the disease have the dry type and 15% have the wet type.
- In dry macular degeneration, RPE cells slowly become diseased and die. The end stage of the disease is characterized by gradual central vision loss (over years) and legal blindness.
• In wet macular degeneration, new blood vessels grow from a deep layer of the eye called the choroid into the space under the RPE cells. The new blood vessels are fragile and leak blood and fluid causing rapid central vision loss. Left untreated, legal blindness rapidly ensues.
• While it is unusual for people to become completely blind from macular degeneration, the central vision can become so poor that they are considered legally blind.
**Treatment**
• Prior to 2005, treatments for wet macular degeneration resulted in only limited success.
• In 2005, a breakthrough drug, ranibizumab (trade name Lucentis, Genentech), was introduced for the treatment of wet age related macular degeneration.
• Ranibizumab stops new blood vessels from growing by attaching itself to a molecule, called VEGF, that behaves like the key in the switch that starts new blood vessel growth. When injected into the eye, ranibizumab can stop new blood vessel growth in the macula and improve vision.
• Patients often require multiple injections over the course of 1-2 years but up to 96% of patients can have stabilization of their disease (no significant worsening of vision) and up to 40% can have significant visual improvement.
• Treatment of dry macular degeneration is currently mostly preventative. Avoiding tobacco products is essential and patients are encouraged to make dietary changes that can help to prevent progression of the disease. All patients should increase their intake of green leafy vegetables, nuts, and fish or fish oil. Vitamin supplements have also been found to be helpful in some patients and patients should consult their eye care professional to see if they should be taking a supplement.
A number of promising new treatments are also in various stages of clinical development. New long acting VEGF inhibitors, implantable growth factor secreting cells, and replacement cell transplantation techniques are among the technologies being developed to treat this challenging disease. As new technologies become available, even patients with poor vision may be able to recover vision.
Symptoms of macular degeneration can include blurry vision, blind spots and the appearance of crooked lines when they should appear straight. Until we conquer this disease, patients with symptoms of vision loss or distortion should immediately seek the care of an eye care professional. | 2,018 | 996 | {
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Finish the sentences.
fire tent hammock wood canoe tying pounding lake
Joel is ____________ a stake. It will hold up the ____________ .
Mark is ____________ a rope. It will hold up the ____________ .
Paul is gathering ____________ . He will build a ____________ .
Kevin is carrying a ____________ . He is going to the ____________ .
What kind of bed do campers use? Unscramble the letters to spell the answer.
LSPEEGNI GBA ___________________ ___________________
Finish the sentences.
An elephant ____________ on a ____________.
The ____________ has a big, round ____________.
The lion tamer ____________ a long, black ____________.
A ____________ jumps through a ____________.
Who is in charge of the circus acts? Use the code.
| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | 20 | 21 | 22 | 23 | 24 | 25 | 26 |
Easy Vocabulary
Finish the sentences.
galloping tractor cows pigs
munching horse plowing rolling
Three ____________ are having fun. They are ____________ in the mud.
Two ____________ are in a pasture. They are ____________ grass.
A ____________ is in a field. It is ____________.
A farmer is driving a ____________. He is ____________ a field.
Finish these sentences with your own words.
Once I saw a ____________.
It was ____________.
Finish the sentences.
The girl is ________________.
She cut her ________________.
The dog is ________________.
He is ________________ a cat.
The monkey is ________________.
It is reaching for a ________________.
The boy is ________________.
He won a ________________.
What would you do if you fell off your bike? ______________________
On the back, draw a picture of yourself showing your answer. | 1,273 | 572 | {
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Rahab
2-5 Years:
Opening Prayer to welcome the start of the session. For example:
“Dear God, we thank you for bringing us together. Help us to learn from your words and follow in your footsteps. Amen.”
Bible Story:
Tell the story of Rahab (Joshua 2, 5, and 6). You can tell the story using children’s bible or just tell the story in a way that this age group can understand it.
Discussion:
Talk about how the way that we act shows whether we believe in God or not. Emphasize that if we are mean to our friends, we are not showing that we believe in God. On the other hand, if we stop to help someone, then we are showing that we believe in God.
**Activity:**
Have the children make a card.
Need: Paper, crayons
Give the children paper. Have them make a card to give to an older person in the church. Emphasize that making these cards will brighten someone’s day and show that they believe in God and want to do something good.
**In Addition:**
You can have the children make a big picture on poster board to hang in the church. Have them draw a picture of something good they can do for the church, such as picking up trash, turning the lights off when they leave a room, giving a friend a hug on Sunday Morning, etc. Emphasize to the children that this will show the congregation that they believe in God and want to do good things.
**Activity:**
Give each child a piece of paper and some crayons. Have them draw a picture of something that they can do to show that they believe in God.
**Song:**
Sing the song R-A-H-A-B to the tune of B-I-N-G-O
There was a girl God used for good and Rahab was her name-o
R-A-H-A-B, R-A-H-A-B,
R-A-H-A-B
and Rahab was her name-o.
**Closing Prayer** to ask God for help in showing that we believe in you. For example:
“Dear God, thank you for helping us learn about you today. Thank you so much for loving us. Help us to do the thing that show that we believe in you. Amen.”
6-8 Years:
Opening Prayer to open the session. For example:
“Dear God, thank you for bringing us together to learn more about you this morning. Please help us to learn from your words and follow in your footsteps. Amen.”
Bible Story:
Tell the story of Rahab (Joshua 2, 5, and 6). You can tell the story using children’s bible or just tell the story in a way that this age group can understand it.
Drama:
Have the children act this story out.
Activity:
Play Joshua Says (like Simon Says). Have the children take turns being Joshua and the followers so that each gets a turn to be Joshua.
Discussion:
Talk about how our actions show whether we believe in God or not. Ask the children what kinds of actions would show that they believe in God.
Closing Prayer to ask God for help in showing that we believe in God. For example:
“Dear God, thank you for helping us learn more about Jesus today. Thank you so much for loving us. Please help us to show that we believe in you. Keep us safe in your care. Amen.”
9-11 Years:
Opening Prayer to open the session. For example:
“Dear God, thank you for bringing us together to learn more about your words. Please help us to follow in your footsteps and become closer to you. Amen.”
Bible Story:
Have the students read the story of Rahab from Joshua 2, 5, and 6.
Discussion:
Ask the students what kinds of things they have done in the past week that show that they believe in God. Then discuss ways they can show their belief in God this week.
Drama:
Have the students act this story out.
Activity:
Have the students build a wall to represent the wall in the story.
Need: packing peanuts, glue, red yarn
Have the students glue the peanuts across then upward to build a wall. Then glue a piece of yarn, about the size of the wall to the top, to represent the red rope.
Closing Prayer to ask God for help in showing that we believe in Him. For example:
“Thank you for our class today God. Thank you for the fun that we have had and the lesson that we learned. Please help us to show that we believe in you. Keep us safe in your care. Amen.”
12-14 Years:
Opening Prayer to open the session. For example:
“Dear God, thank you for the opportunity to meet in your presence today. Help us to learn more about you and what you have done for us. Lead us in your footsteps as we journey together. Amen.”
Discussion:
Ask the students whether their friends know that they believe in God by how they live.
Bible Reading:
Have the students take turns reading the story of Rahab from Joshua 2, 5, and 6 aloud.
Drama:
Have the students act this story out.
Discussion:
Have the students tell their neighbor five things that they can do this week to show that they believe in God. Then have each pair share three of their ideas with the rest of the class.
Closing Prayer to thank God for His and Jesus’ love and to ask for help in having faith in Him. For example:
“Thank you God for bringing us together today to learn more about you and Jesus. Please help us to show that we believe in you. Keep us safe in your care. Amen” | 1,930 | 1,166 | {
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What is a muscle spasm?
A muscle spasm is a sudden, involuntary contraction of one or more muscles. A spasm results from an abnormally sustained muscle contraction and is often painful. Various muscles may develop spasms, including the small intrinsic hand muscles of a musician to the larger “charley horse” calf muscles of a runner. Muscle spasms may involve the skeletal muscles of the limbs and spine, responsible for locomotion and upright posture, or the smooth muscles lining the hollow, tubular internal organs of our body, such as the muscles lining the colon or bladder. Skeletal and smooth muscles have different embryological origins, functions, innervations and physiologies. For the purposes of this discussion, the focus will be on skeletal muscle spasms.
What causes acute muscle spasms?
Acute skeletal muscle spasms may be the result of muscle injury or overuse. They may occur, for instance, when an athlete has not warmed up or stretched prior to vigorous anaerobic exercise, such as sprinting or jumping. They may also occur during endurance training when, for example, a marathoner has not maintained proper fluid and electrolyte balance, and muscles with increased metabolic demand are depleted of nutrients. These types of spasms resolve with rest, hydration and gentle stretching.
What causes chronic muscle spasms?
Recurrent, widespread, or chronic muscle spasms may signify a more significant underlying medical condition related to toxic-metabolic, nutritional, vascular or hormonal problems. In peripheral artery disease, for instance, there is a lack of blood supply and oxygen to affected muscles, which cause the spasms of “vascular claudication.” These spasms, or cramps, usually involve the lower extremities and become worse with exertion and better with rest. In kidney or liver disease, there may be volume depletion and/or rapid body fluid and electrolyte abnormalities responsible for chronic muscle cramps. Similarly, conditions which cause excessive vomiting, diarrhea or insufficient nutritional intake may result in skeletal muscle cramps.
When are muscle spasms cause for concern?
There may also be accompanying signs and symptoms suggestive of an underlying neurological disease. For instance, a severe muscle spasm can result from irritation or damage to nerves supplying the muscle, such as in spinal stenosis or major disc herniations, which disrupt nerve root signals from the spinal cord. In higher level brain or spinal cord injuries, there is a disruption of normal inhibiting influences from nerve connections from the brain. There are several brain regions responsible for the movement of skeletal muscles, so problems in one or several brain regions or nerve connections can result in abnormal muscle contractions. For example, abnormal, repetitive spasms are seen in conditions such as dystonias (prolonged, repetitive contractions that cause twisting/jerking movements), torticollis syndrome (“wry neck”), blepharism (involuntary blinking), or myoclonus (sudden, irregular, involuntary contractions). These more difficult conditions should be assessed and treated by a neurologist or movement disorder specialist, often with specific medications and therapy.
Tear this out and use it as a resource to educate your patients about muscle spasms
Use KnowYourBack.org for more patient information. | 1,444 | 651 | {
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The Alberta K-9 Mathematics Programs of Study is focused on ensuring that students can recall, understand and apply mathematical concepts such as number facts. Students are also expected to investigate a number of strategies and become proficient in at least one.
**Key ideas:**
- The content of the Mathematics Programs of Study is *what* students are expected to know and be able to do. The educator determines *how* students will learn the identified outcomes.
- *Alberta K-9 Mathematics Achievement Indicators* provide teachers with examples of evidence that can be used to determine whether a student has achieved a specific outcome. Teachers may use any number of the indicators listed, or choose to use other indicators. Mastery of a mathematical concept involves both recall and understanding. For example, if a student can recall the number fact but does not understand it, he or she has not achieved mastery.
- The phrase “such as” indicates that the items that follow it are provided for illustrative purposes or clarification, and are not requirements that must be addressed to meet the learning outcome.
- Specific strategies are not prescribed. The key is for students to investigate a variety of strategies and become proficient in at least one appropriate and efficient strategy that they understand.
- Number sense is understood as including the skills of counting and memorizing, as well as the situational use of algorithms.
**Questions for reflection and discussion:**
- What opportunities do you see in the K-9 Mathematics Programs of Study? Challenges?
- What could be the consequences of *not* ensuring parents fully understand the focus of the K-9 Mathematics Programs of Study? How can a dialogue among parents and educators take place? Who should be responsible for initiating that dialogue?
**For more information:**
- [Mathematics Kindergarten to Grade 9 Programs of Study](http://www.learnalberta.ca/content/myschool/curriculum/mathematics/) (Alberta Education)
- [Alberta K-9 Mathematics Achievement Indicators](http://www.learnalberta.ca/content/myschool/curriculum/mathematics/achievement_indicators/) (Alberta Education)
- [12 Step Program for Success](http://www.learnalberta.ca/content/myschool/curriculum/mathematics/12step/) with Dr. Marian Small (ERLC)
- [Administrator Guide to Support Mathematics Implementation](http://www.learnalberta.ca/content/myschool/curriculum/mathematics/administrator_guide/) (ERLC)
- [Fact Sheet for Parents: Clarification of Expectations Regarding Basic Number Facts and Strategies](http://www.learnalberta.ca/content/myschool/curriculum/mathematics/factsheet/) (Alberta Education)
- My Child’s Learning: A Parent Resource [www.learnalberta.ca/content/mychildslearning/](http://www.learnalberta.ca/content/mychildslearning/)
- Alberta School Council Association [www.albertaschoolcouncils.ca](http://www.albertaschoolcouncils.ca)
Your child’s teacher and/or principal are also a valuable source of information.
**Acknowledgement:**
This Learning Guide was developed by the Edmonton Regional Learning Consortium and funded through a grant from Alberta Education to support implementation. It is freely provided in support of improved teaching and learning under the following Creative Commons license. [CC BY-NC-SA](https://creativecommons.org/licenses/by-nc-sa/4.0/) | 1,575 | 686 | {
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The Saffir-Simpson Hurricane Scale rates storms by categories 1 through 5 based on their intensity. These categories may change as a hurricane becomes stronger or weaker during the course of the storm.
| Category | Barometric Pressure (Millibars) | Winds (MPH) | Summary |
|----------|---------------------------------|-------------|------------------------------------------------------------------------|
| | 980-994 | 74-95 | Very dangerous winds will produce some damage |
| | 965-979 | 96-110 | Extremely dangerous winds will cause extensive damage |
| | 945-964 | 111-129 | Devastating damage will occur |
| | 920-944 | 130-156 | Catastrophic damage will occur |
| | Less than 920 | 157+ | Catastrophic damage will occur |
**People, Livestock and Pets**
- Possibility of getting struck by flying or falling debris that could injure or kill
- Substantial risk of injury or death to people, livestock and pets due to flying or falling debris
- High risk of injury or death to people, livestock and pets due to flying or falling debris
- Very high risk of injury or death to people, livestock and pets due to flying or falling debris
- Very high risk of injury or death due to flying or falling debris even if indoors
**Mobile Homes**
- Older mobile homes (pre-1994) could be destroyed, especially if they are not anchored properly
- Older mobile homes (pre-1994) have a very high chance of being destroyed. Newer ones are at risk
- Nearly all older mobile homes (pre-1994) will be destroyed. Most newer mobile homes will sustain damage
- Nearly all older and newer mobile homes will be destroyed
- Almost complete destruction of mobile homes
**Frame Homes**
- Some poorly constructed homes can experience damage
- Some poorly constructed homes have a high chance of damage
- Poorly constructed homes can be destroyed by the removal of roof and exterior walls
- Poorly constructed homes’ walls can collapse and roof structures can be lost
- High percentage of homes will be destroyed
**Apartments, Shopping Centers and Buildings**
- Some buildings’ roofs and siding coverings could be removed
- Unreinforced masonry walls can collapse
- High percentage of roof and siding damage
- High percentage of damage to top floors. Steel frames can collapse
- High percentage of buildings will be destroyed
**Trees**
- Large branches of trees will snap and shallow-rooted trees can be toppled
- Many shallow-rooted trees will be snapped or uprooted
- Many shallow-rooted trees will be snapped or uprooted
- Most trees will snap or uproot and power poles will be downed
- Nearly all trees will snap or uproot and power poles will be downed
**Power and Water**
- Extensive damage to powerlines and poles. Power outages for a few days
- Near-total power loss is expected with outages that could last for days to weeks
- Electricity and water will be unavailable for days to weeks after the storm
- Power outages will last for weeks to possibly months. Most of the area will be uninhabitable for weeks
- Power outages will last for weeks to possibly months. Most of the area will be uninhabitable for weeks to months
**Example**
- Hurricane Dolly (2008)
- Hurricane Frances (2004)
- Hurricane Ivan (2004)
- Hurricane Irma (2017)
- Hurricane Andrew (1992) | 2,031 | 749 | {
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Leopard Gecko
Scientific Name: Eublepharis Macularius
Enclosure
Regardless of whether you are a hobbyist breeder or a pet owner, our advice is the same. That is to keep it simple! For pet owners, a great option for caging is a glass enclosure (aquarium or terrarium). For those keeping several geckos, a rack system may be a better option. Juvenile geckos will do well in a 5 gallon tank or shoe box style tub. While adults will require a minimum of 10 gallon tank or 28qt tub. Geckos should be housed individually with the exception of for breeding purposes.
Heating & Lighting
We believe it is best for the heat to be provided from below. In the case of a glass enclosure you can use an under tank heater, while the breeder’s best option for a rack system is heat cable or heat tape controlled by a thermostat. Because reptiles are cold-blooded and rely on their environment to control body temperature it is important that the heat source remains at 90F and is situated at one end. This will give the gecko the ability to thermo regulate by moving from the heat source to a cooler area of the enclosure ranging in the high 70’s to low 80’s. In other words do not heat the entire enclosure. Leopard geckos should be exposed to light for 10-12 hours per day but because they are nocturnal they do not require a UVB light.
Substrate
For ease of cleaning and health purposes we recommend using a paper substrate such as newspaper, butcher/packing paper or paper towel. **DO NOT** use sand, as this can cause the gecko to be impacted within their digestive track should they ever ingest it.
Food/Water/Supplements
Leopard gecko’s diet typically consists of crickets and/or mealworms. They may also readily accept silkworms, waxworms, or other insects, but these food items should only be given as a supplement as they are high in fat content. Insects should be gutloaded with either a commercial gutload or you can make your own. Food items should be dusted with calcium powder and vitamins at every second feeding. Alternatively, calcium can be left in the enclosure at all times in a shallow dish (bottle cap works well). Crickets can be put in the enclosure to roam but should be removed if your gecko does not eat them within a few hours. Mealworms can be left in a shallow dish. Provide a fresh bowl of water daily.
Humidity
General humidity of the enclosure should be kept at 30-50%.
Shelter
Leopard geckos are nocturnal so shelters within their enclosure will provide them with a peaceful retreat to sleep or hide in. These can be as elaborate as you like or can be as simple as a plastic container turned upside down with a door cut into it to allow the gecko’s passage. At least one of these hide areas should be kept moist to assist the shedding process, using damp paper towel or moss. We recommend putting at least one hide on the hot end and the cool end.
Shedding
Leopard geckos will shed their skin approximately every four weeks. Prior to each shed the gecko will start to appear dull in coloration. It is very important to ensure that the gecko has a moist area in its habitat during this period to aid the shedding process. Shedding typically takes a few hours to complete and while you may see some of the shed skin at the bottom of the cage, it is often eaten immediately by the gecko. If your gecko has any unshed skin, which can happen in areas like the toes, we suggest letting your gecko soak in a shallow container of lukewarm water for 15-30 minutes. You can then assist the process by gently removing the skin using tweezers. Alternatively to soaking in water, there is a product called “Repti Shedding Aid” that works well.
Disclaimer
The information found above is based on research and experience of Maritime Geckos. The information provided on this care sheet is what we believe is accurate and best for the reptile mentioned, and, may vary from other care sheets. The information provided is for educational purposes only. | 1,540 | 881 | {
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A CENTURY OF TOXIC RUN-OFF FROM STEEL INDUSTRY CREATED THE MOST TOXIC HAZARDOUS WASTE SITE IN NORTH AMERICA
Nearly a century of steel and coke production on Cape Breton Island, Nova Scotia, left behind over a million tonnes of contaminated soil and sediment in the Sydney Tar Ponds.
The contaminants included heavy metals, PAHs and 3.8 tonnes of polychlorinated biphenyls (PCBs). Experts called the Sydney Tar Ponds the most toxic hazardous waste site in North America. Local residents agreed, the toxic ponds lay within the boundaries of a city with 25,000 inhabitants, who had been smelling the odours and living with the health consequences.
IT WOULD BE THE MOST COMPLEX ENVIRONMENTAL CLEANUP EVER UNDERTAKEN IN CANADA
A comprehensive environmental site assessment revealed that it was too risky to move the contaminated material. An attempt at low-temperature incineration proved ineffective and costly, and was abandoned. Solidification and Stabilization (S/S) with cement was determined to be the best way to contain the contaminated material. However, the process would not be simple. It would be the most complex environmental cleanup ever undertaken in this country.
Lafarge worked with the Cement Association of Canada to help Nordlys Environmental, LP, submit the winning bid for the S/S contract for over 700,000 cubic meters of impacted sediment. Lafarge’s portland cement was selected as the binder to encapsulate and stabilize the waste. The challenges began.
**HOW DO YOU EXECUTE A MAJOR ENVIRONMENTAL CLEANUP IN THE MIDDLE OF A CITY?**
Lafarge engineers and consultants were active in the two-and-a-half years of extensive discovery, testing and optimization to develop a comprehensive plan. The logistics of undertaking a major environmental cleanup within a four kilometer radius of 25,000 people was a daunting task. The cleanup was done at a rate that kept odour low and emissions at a safe level for workers and residents.
Fourteen truckloads of Lafarge’s cement rolled onto the site every day from the cement plant at Brookfield, Nova Scotia. The relatively short haulage distance meant there was no need for on-site storage to be built on or near a toxic waste site. The cement was brought in just in time to be used in the highly orchestrated S/S process.
The two-metre deep sediment was treated using a cell-by-cell technique. Cement was blown into a 40’ bottomless container placed on the ground. The dust was knocked down before the excavator agitated the cement and soil together. The stabilized material was tested to ensure it met the performance criteria of unconfined compressive strength, permeability and leachability. The container was then lifted up and the cement matrix locked in contaminants as it hydrated. The chemical reaction between the heavy metals and the high pH level of cement immobilized pollutants by making them insoluble.
These steps were repeated on a GPS guided grid as the in-situ rehabilitation hop-scotched across the brownfield. Treated soil and sludge was covered with a clay layer engineered cap, which was layered with topsoil and seeded with grass.
**CHILDREN PLAY ON A RAINBOW STRUCTURE ABOVE WHAT WAS ONCE A TOXIC WASTE POND**
The grey tar ponds have been replaced by the green of Open Hearth Park. Children play on a rainbow structure above what was once a toxic waste pond.
Lafarge supplied over 70,000 MT of GU cement for the Sydney Tar Ponds rehabilitation. Lafarge’s experts tested and developed mixes as well as consulted in process planning and logistics.
As a result of its involvement in the Sydney Tar Ponds Project, Lafarge has become known as experts in soil S/S and have leveraged the learnings from this massive project for other brownfields remediation. | 1,727 | 793 | {
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Language Area
This month we will continue to work with the language sandbox, and spelling. For Bo Po Mo Fo (ㄅㄆㄇㄈ). We will start again with ㄅㄆㄇ and ㄈ and will spend more time with pinyin. We are learning the Chinese characters: 山、河、人、海、千、里、目、白、上 和 一。We read the Chinese poem 三字經 (San Dz Jin), and will continue working on 登鶴雀樓 (Deng Guan Chueh Lo). The English classroom will work with the sounds for Gg, Ll, Pp and Zz. Older children will be working with spelling and blending consonants fl, gl, pl and bl. The children will learn how to spell the names of four spring flowers per week.
“We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.”
-Maria Montessori
Art and Music
We are learning the song Zipity Doo Dah. We are learning 我的 好妈妈 (wo de hao ma ma) and 醉小鸭 (Tso Shiao Ya). We will work on bunny, egg and flower crafts using recycled objects. This month’s songs will be I Love My Mommy.
CALENDAR
APRIL 6: EASTER EGG HUNT 10 AM
APRIL 12: PICTURE DAY AT 8 AM
APRIL 14: IN SERVICE DAY (SCHOOL CLOSED)
April 18: MUDDY CUP
Math Area
The older children will learn about the units 100s and 1,000s, bank games, counting money, strip board, and golden beads and will focus on addition and subtraction, and solving problems. Younger children will focus on 1 to 9, work on tracing numbers and counting with the bead and spindle box.
Practical Life Area
We will learn how to use clothespin pegs, the healthiest ways to cough and sneeze and how to fold a t-shirt. We will also work with painting water on rocks, using a ladle with marbles in water, how to use facial tissue, how to wipe faces with a napkin and review how to put on and take off their shoes. We will teach the children how to open, close and prepare their easter eggs.
Science and Geography
We will learn about botanical ideas, the botany cabinet, and how to grow flowers, vegetables, and plants. We will also learn about the life cycle of a honeybee. For geography, we will study the map of the United States.
“The function of education is to teach one to think intensively and to think critically.”
- Dr Martin Luther King, Jr. | 919 | 581 | {
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A child who is read to will...
1. grow up to be more confident and social in a group setting
According to research, children who are read to regularly are more socially conscious and empathetic and get along better with others in a group.
2. gain a considerably wider vocabulary
Studies show that by the age of three, children in families that read have heard 20 million more words than children in families that don’t read. A larger vocabulary makes it easier for a child to be able to express themselves.
3. be more successful at school
A child who has become familiar with stories and rhymes already before starting school thrives and achieves more in school than a child who is not read to.
4. get a better start at life
According to research, a child’s future success in life is influenced more by how much the child is read to than by the parents’ socioeconomic background.
5. be more talkative at home
Reading aloud to your child strengthens the family relationships. Families who read many books converse more together. Through stories, daily events can be discussed, and the bigger twists and turns in life can be more easily understood and dealt with.
6. develop into a more active and goal-oriented adult
Active, curious and goal-oriented adults have been read to more than usual during their childhood and continue to read more books as adults. They are able to express their opinions more easily and achieve their goals.
The importance of the native language
The native language is the language of one’s emotions. When a parent reads in their native language to their child, it helps to create a strong connection between parent and child, and to build the vocabulary by which the child will be able to express their own feelings - an essential part of mental and emotional health.
A book is suitable for all ages
Newborns are vigilant listeners
Familiar voices of family members with their altering rhythms and tempos feed a child’s sense of language. A rich native tongue is the best possible gift for an infant.
6-month-olds first get interested in a book as a toy
A child smells, tastes and plays with a book. Simple characters and bright colors of a board book are fascinating.
1-year-olds love daily story times
Rhythmic rhymes and poems support a child’s speech development. A brief story time or a lullaby calms a child before bedtime.
2–3-year-olds catch new words
Story times become interactive when the adult asks a child what is happening in the pictures of the book. Once a child’s ability to focus has improved it’s time to move from board books to picture books.
4–5-year-olds start learning the ABCs of life from stories
Stories allow a child to safely feel fear and to empathize with various emotions. Rhymes and poems encourage a child to play with language on their own.
6-year-olds already fly on the wings of imagination
A child now has the patience to listen to a longer story. Discussions on what has been read are gratifying for the adult as well. Stories told from a parent’s own childhood can create a special story time for both parent and child.
7-year-olds are taking charge of books and letters
A child becomes interested in letters and already wants to read by themselves. Learning to read is a milestone worthy of celebration. Story times between the adult and a child still remain important to the child for a long time.
It’s never too early to start reading for your baby!
A reading session can be a relaxing quality time for the whole family!
A parent can also have a “reading” session by telling stories, either about family members, by making up stories, or by sharing traditional stories from their own childhood.
You can read for your child anytime and anywhere!
A bedtime story can be a good way to help a child wind-down before sleeping.
www.luelapselle.fi | 1,456 | 788 | {
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Let's Go Camping!
What?
1) Set up play tents (or small real ones), build a fort, or create a small shelter. Add sleeping bags/blankets, pillows, etc.
2) Ask your child what sort of camping activities they would like to do.
Some ideas:
- go fishing (twist pipe cleaners into fish shapes, attach a string and magnet {or use paperclips as a hook} to a stick for the pole, put 'fish' in bucket/pool)
- sing camp songs and tell stories
- explore nature/go on a scavenger hunt (talk about the kind of plants or animals you find in the wilderness)
-have "camping" food (here is a recipe for bannock that you can make over a campfire: https://www.appetitetoplay.com/healthy-eating/recipes/bannock)
- build a "campfire" with sticks, rocks and any red/orange tissue paper or fabric you may have; add sticks and "marshmallows {cotton balls} and enjoy!
Why?
* children will build, create and design using different materials
* develop a sense of wonder for natural environments
* be creative and expressive in a variety of ways
Story Stones
What?
1) Find some stones and paint/draw simple pictures on them (a person, a tree, a bug). Encourage your child to help, either by sharing ideas or creating their own pictures.
2) Use the stones in storytelling. You can tell a story from a book or make up your own. Allow your child to explore the stones and see what stories they can come up with.
Why?
*children will learn to communicate thoughts and feelings through creative expression
*be independent and confident as they create storylines
*express their point of view
*enhance communication and literacy skills
Watch Miss Diana tell Stone Stories in her fort: https://youtu.be/MI5RpL387fc
Heart Beat of Mother Earth
What?
1) Introduce objects in different sizes and materials that will make a variety of sounds when hit.
2) Talk about the beat of your heart – notice how it beats slow or fast – and try different drumbeats. Some Indigenous people refer to the drum as the heartbeat of Mother Earth.
3) Explore different sounds and speeds – slow, fast, hard, and soft.
Why?
*children will develop motor skills and hand-eye coordination
*express emotions and explore self-regulation
*engage in sound and word play
*experience stories and symbols of their own and other cultures
Walking on the Wild Side
What?
1) Prepare your child for an outdoor exploration! If possible, give your child a choice about where you are going to go.
2) Go for a walk and find or create different obstacles out of the natural things you come across:
- jump in/over a puddle
- roll down a hill
- toss a rock in the creek/lake
- balance along fallen trees
- find a large rock to climb on or over
- run to one tree, skip to the next, walk sideways to another
Why?
*children will feel confident and in control of their bodies
*use and develop large motor skills
*explore and learn about nature
*adapt to and enjoy experiences of change and uncertainty (become flexible)
More activities from "Let's Play!" can be found online at https://www2.gov.bc.ca/gov/content/education-training/early-learning/support/play
These activities are intended to support children and families as they learn, play and explore together! This engagement also enhances healthy social and emotional development in children.
Additional Tips:
*follow their lead, ask open ended questions, acknowledge big emotions or challenges as they happen and HAVE FUN!* | 1,416 | 774 | {
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