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Keeping children safe on-line
CHARACTERISTICS OF CHILDREN AGED 10-11:
- Children in this age group are becoming aware of their personalities by comparing their opinions to other people’s.
- They start expressing motivations based on their own points of view and not just on what their friends or families do or say.
- They are sensitive to social judgement.
- They are better able to follow rules, but they can also find reasons to break them because they have better reasoning skills.
- They often need to be alone, as they feel a growing need to decide their own path in life.
- They want to be treated like adults and often push their parents into giving them responsibilities they aren’t ready to take on.
- They do more things by themselves, such as going for a bike ride or to the park, walking to school or to a friend’s house and coming back home, or going to the mall or skateboarding.
- They can now stay home alone for short periods.
What children aged 10-11 like to do on the Internet…
- Chat over instant messaging and communicate by e-mail.
- Use search engines to find out about different topics.
- Play on-line games, keep an on-line diary, visit music websites, upload photos (using a webcam or other digital device) and create personal websites.
- Post messages and photos on social media sites.
- Watch and post videos on video sharing sites.
WHAT TO TELL YOUR CHILDREN...
- The Internet is a public place, just like a shopping mall, the corner store, the neighbourhood, the park or a friend’s house, and you need to monitor their on-line activities to keep them safe.
- People can pretend to be anyone on the Internet.
- Some people with bad intentions try to take advantage of children’s vulnerability, and the Internet allows these people to directly contact children personally and anonymously.
- They need to be careful when sharing things about their personal lives with people and avoid revealing their emotional states, as someone with bad intentions could use this information inappropriately.
- They should never respond to messages that upset them, make them afraid or disturb them and they must tell an adult they trust if they get messages like this.
- They should tell an adult they trust if they come across inappropriate content on the Internet (pornography, violent images, etc.).
- They must tell an adult about new friends they make over the Internet and they must never meet these people in person unless they go with a parent or an adult they trust.
- They must not share photos of their friends without their permission.
Recommendations
- Establish house rules for Internet use.
- Limit the time your children spend on-line.
- Know all of your children’s passwords and aliases.
- On a regular basis, check your children’s contacts and find out who they talk to.
- Help your children create on-line profiles. Ensure they use neutral aliases, i.e., that don’t reveal their interests or age and that don’t contain photos.
- Ensure your children always ask for your permission before giving personal information or agreeing to anything. Explain what personal information is and the circumstances in which they may have to provide it.
- Don’t let your children use a webcam without supervision and make sure they always ask your permission before receiving or sending someone photos.
This information was adapted (with permission) from the *Personal Safety and Health Child Development* sheet for parents of children aged 10-11, from the Kids in the Know program of the Canadian Centre for Child Protection. For more information, visit [www.kidsintheknow.ca](http://www.kidsintheknow.ca)
Author: Geneviève Gagnon, Direction de santé publique de l’Agence de Lanaudière
Page layout: Alphatek
This tool was produced thanks to funding from the Secrétariat à la jeunesse as part of the Stratégie d’action jeunesse 2009-2014. | 1,547 | 801 | {
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The Sun Bear classroom continues to hum with creative energy. During the week of December 4, we explored the theme of castles. Over several days, the children built and decorated a “Sun Bear Castle.” The first day was devoted to assembling boxes of different shapes and sizes. Miss Colleen controlled the glue, but a team of budding architects decided where the various pieces of recycled cardboard should go. The next day was painting day, and most of the children chose to transform the structure into a grayish, blackish building. The third and fourth days were for decorating, when accent paint, banners and torches were added. The last day of the week? Sun Bears got out figures of people and animals to extend their imaginary play. This project helped the children with their patience and persistence. Neither Rome nor Castles are built in a day, but it is worth a sustained effort to create something magical.
Upcoming Important Dates:
Last day of school before Winter Break: 12/19/17
First day back after Winter Break: 1/4/18
NO SCHOOL: Monday, 1/15/18, Dr. Martin Luther King, Jr. Day
During the week of December 11, Sun Bears immersed themselves in holiday projects. Each child worked hard to create and wrap a special gift for mom and dad. At the end of the week, the afternoon classes were treated to a holiday music concert, thanks to Amber’s mom and Ryan’s mom. The duet performed several favorites, including “Jingle Bells,” “Santa Claus is Coming to Town,” and “Walking in a Winter Wonderland.” The children were a great audience, listening politely and applauding after each song.
Whether Sun Bears are indoors or outside, they bring their enthusiasm, energy and unique stamp to all the activities offered. We teachers love to see a spontaneous turn that happens when children play together. It could be a sudden game of “Duck, duck, goose” with the Panda Bears and student workers. We might notice two children who haven’t yet interacted much this year suddenly build a tower together. Or a sign-making blitz after a journal write where everyone wants to wave a sign that says, “No Monsters Allowed,” followed by another wave of signs that say, “Yes Monsters Allowed.”
It’s never a dull moment in the Sun Bear class—thank you for supporting our efforts during this holiday season, and may 2018 be filled with as much creative joy as 2017!
Until next time,
Miss Katie and Miss Colleen | 947 | 513 | {
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Coronavirus Information and Advice
Prevention Tips
1. Frequently cleanse hands with soap and water or an alcohol-based hand sanitizer.
2. Cough or sneeze in a tissue and bin it.
3. If tissue is not available, cough/sneeze into your elbow not your hands.
4. Avoid close contact with people suffering from fever or cough.
5. Avoid travel if you have a fever, cough, or flu-like symptoms.
6. Avoid wearing a surgical mask unless advised by a medical professional.
Symptoms
- Coughing
- Fever
- Shortness of Breath
What Steps Should You Take?
Going to the hospital without calling ahead could expose more people to the virus. As most symptoms are mild please call the HSA hotline for advice if you should come to the hospital or if you should self-isolate in the comfort of your home.
Call the ‘Flu Hotline on 1-800-534-8600 or 345-947-3077 if you have any medical questions. Alternatively, you can email your questions to email@example.com if:
- In the last 14 days you’ve been to a country or area with a high risk of coronavirus
- You’ve been in close contact with someone with coronavirus
- You think you might have coronavirus
For the latest updates and information, please visit HSA.ky/public-health/coronavirus or gov.ky/coronavirus. For general questions and answers call the NEOC Hotline (non-medical questions) on 1-800-534-6555.
Coronavirus Information and Advice for Vulnerable People
Prevention Tips
- frequently cleanse hands with soap and water or an alcohol-based hand sanitiser
- cough or sneeze in a tissue and bin it
- if tissue is not available cough/sneeze into your elbow not hands
- avoid close contact with people suffering from fever or cough
- avoid travel if you have a fever, cough, or flu-like symptoms
- avoid wearing a surgical mask unless advised by a medical professional
Extra Steps You Can Take To Avoid Covid-19
If you have a chronic illness (e.g. respiratory disease, diabetes, heart disease, COPD, hypertension or cancer), are elderly (over 60) or have a compromised immune system, you can further protect yourself with the below extra precautionary steps in addition to the prevention tips above.
1. limit guest visits at home to a few family and friends or your district community officer during an outbreak
2. avoid guests who show signs of flu-like symptoms
3. remain 3-6 feet away unless being checked by your healthcare provider
Most importantly, remember you are supported.
Symptoms
- Coughing
- Fever
- Shortness of Breath
Call the ‘Flu Hotline on 1-800-534-8600 or 345-947-3077 if you have any medical questions. Alternatively, you can email your questions to firstname.lastname@example.org if:
- in the last 14 days you’ve been to a country or area with a high risk of coronavirus
- you’ve been in close contact with someone with coronavirus
- you think you might have coronavirus
For the latest updates and information, please visit HSA.ky/public-health/coronavirus or gov.ky/coronavirus. For general questions and answers call the NEOC Hotline (non-medical questions) on 1-800-534-6555 | 1,403 | 711 | {
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LUNCHBOX TIPS
Sandwich tips
> Cut sandwiches into quarters, so they can at least finish some
> For the little ones, use cookie cutters to cut sandwiches into shapes for fun and variety
> Wholemeal and wholegrain breads and crackers are healthier choices and keep kids feeling fuller for longer
> Try to avoid fillings that will make the bread go soggy, like thickly sliced tomato
Sparking interest
> Get your kids involved in shopping for and preparing/baking lunchbox foods
> Give food fun names like rainbow wrap, superhero salad, dinosaur broccoli trees, power pitas, princess pillows (ravioli) – whatever sparks their imagination
Packing tip
> Avoid pre-packaged varieties
> Reusable plastic boxes and zip lock bags are great for smaller portions of food such as cheese and crackers
MORE LUNCHBOX TIPS
Baking tips
> Bake and freeze small vegetable muffins, pikelets etc
> Make mini quiches in muffin tins with bread as the pastry – vary the filling
> Substitute white flour with wholemeal flour in recipes
Summer Tip
> Freeze water bottle in hot weather
Fruit & Veg tips
> Cut into small child size pieces
> Avoid dried fruit – they can be sticky, with sugars sticking to children’s teeth, contributing to dental decay
> Bananas can taint other food in a lunch box & bruise easily – consider giving at breakfast or afternoon tea instead
> If using pre-packaged fruit – make sure it’s 100% fruit and in natural juice
Dairy Tip
> Low fat dairy products are recommended for children 2 years and over
A HEALTHY LUNCHBOX IS AS EASY AS
1 + 2 + 3
AND A WATER BOTTLE!
1. PACK A SANDWICH, ROLL, WRAP OR ALTERNATIVE
**Bread varieties**
- Wholemeal, wholegrain bread, rolls, wraps, pita bread
**Filling ideas**
- salads/cheese (e.g. low fat cream cheese)
- shaved meats/tinned tuna
- falafel, tomato, lettuce, cucumber, dip
- egg, low fat mayonnaise & lettuce
- turkey, lettuce & cranberry
- Sandwich sushi – put sandwich filling on a slice of bread then roll up and cut in thirds e.g. tuna, avocado, grated carrot, low fat cream cheese
- chicken & avocado
- add hommus/pickles/chutneys/pesto
**Sandwich alternatives**
- Sushi
- Mini quiches
- Veggie/zucchini slice or fritters
- Savoury muffins e.g. Pumpkin & zucchini, cheese & corn, spinach/kale & feta
- Left over dinners (fried rice, pasta, cheese and spinach triangles, baked vegetables)
- Homemade pizza
- Salads with cold meats, hardboiled egg
- Pasta, rice, bean or noodle salads
- Tuna or lentil patties
- Lean meat balls
2. ADD VEGETABLES & FRUIT SNACK
**Vegetables, try**
- sliced or sticks of carrots, cucumber, celery, capsicum
- snowpeas, cherry tomatoes, beans
- corn on the cob (1/3 of cob)
**Fruit, try**
- fresh seasonal fruits are best
- choose small pieces of fruit
3. PICK 2-3 MORE HEALTHY SNACKS
- Pikelets (e.g. savoury vegetable)
- Scones (e.g. pumpkin or date)
- Pancakes (e.g. add grated apple)
- Low fat yoghurt
- Homemade popcorn
- Veggie sticks (carrots, celery, capsicum) with hommus/avocado dip/cheese cubes
- Fruit loaf / raisin bread
- Homemade sweet or savoury muffins (e.g. carrot & sultana, banana, sweet potato)
- Cheese and wholegrain crackers
- Salsa and rice crackers
- Tub of baked beans
- Weet-bix - scrape of butter & vegemite
- Homemade fruit crumble with low fat custard
- Berry & apple bircher muesli
+ CHOOSE WATER AS A DRINK
Include a thirst quenching water bottle with your lunchbox | 1,890 | 945 | {
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COUNTRY DESCRIPTION
Ecuador borders Colombia, Peru and the Pacific Ocean.
Population: 6.4 million people
Income per capita: 5,288 euros
Life expectancy: 76.1 years
Human Development Index: position 87
Capital: Quito
Language: the official language is Spanish; together with Quechua and Shuar, they are the official languages of intercultural relations
Currency: American dollar, which in 2000 replaced the sucre
MAIN CHALLENGES AND ANALYSIS OF THE SITUATION
After years of strong economic growth, as of 2014 there has been an economic slowdown due to the fall in the price of oil, the slowdown in growth in the region and an appreciation of the dollar that has reduced the competitiveness of exports. The evolution of the economy shows a reduction in domestic and foreign direct investment and a recession in sectors such as construction and mining. Given this economic outlook, the Ecuadorian authorities have been forced to reduce public spending in the face of falling tax revenues due to the decline in oil revenues.
Humana Pueblo a Pueblo Ecuador started its activities in 2007.
It works in the following areas:
- Agriculture and rural development
- Community Development
**Performance Indicators by Activity Sectors - 2018**
**Agriculture and rural development**
In 2018 the project reached most of the planned targets and this did result in families getting higher production and gaining more technical knowledge. The building of processing plants has for example brought value-addition to the products and better prices for the farmers.
The key targets are reached, except for the pass on system for pigs. It is now planned as 25 in 2018 and 2 times 25 in 2019, reaching the 75.
“Other project figures” show that the results are mainly achieved. As for the training in processing panela 15 families are enrolled, but new demands to the processing has delayed the start. It will be achieved in 2019. All 4 kiosks are ready with everything but the delay of the 2 is to get the lease in order. The quarterly fairs overachieved because the families had a higher production and made 2 extra fairs in the last quarter.
**Community Development**
Child Aid has reached its key targets in 2018. The political situation in Ecuador in 2018 saw some of the project’s funding municipalities change their demands to the project, and one project closed down. This resulted in only 4,000 out of planned 4,402 families were reached.
In 2019 after the elections HPP Ecuador will start new project’s and reach the missing amount of families and activities. The production with fishponds and chicken was popular and went as planned for. A lot of effort was successfully put into training the families in health and nutrition areas.
The political situation has influenced the planting of fruit trees, as most of the municipalities could not provide the trees. Establishing of Youth clubs and Saving groups did not reach the goals, due to the necessary of closing one of the projects. In 2019 Child Aid will catch up on this. The promotion of families doing vegetable gardens is going well, and the goal of 2,600 will only be reached in 2019. Both production of tilapis and chicken reach more than 100% of the goal. | 1,387 | 687 | {
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Understanding Your Rights as a Parent Concerning New Jersey's Comprehensive Health and Physical Education Curriculum for Public School Students
The New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education (CHPE) require all public school students to learn about a broad range of topics, including human relationships, mental health, social well-being, physical fitness, and sexual reproduction.
For many families, these topics are better addressed at home, at a time of the family's choosing, based on the development and readiness of the student. Fortunately, the CHPE curriculum contains an opt-out provision for students whose families do not want their child taking part in some or all of these lessons.
The New Jersey Catholic Conference has developed this guide to help Catholic families of public school students better understand their opt-out rights -- and how to effectively exercise them.
New Jersey statute currently states that:
- Any child whose parent or guardian presents to the school a signed statement that any part of instruction in health, family life education, or sex education is in conflict with his or her conscience or sincerely held moral or religious beliefs shall be excused from that portion of the course where such instruction is being given and no penalties as to credit or graduation shall result therefrom. Students excused from instruction must be provided with alternative instructional content and activities aligned with the New Jersey Student Learning Standards for CHPE and the local health education curriculum.
All parents/guardians should be notified of the excusal process by the school district. However, no specific procedures are specified, so the notification could be accomplished by letter, email, handbook reference, or website post.
If you are not notified or are unable to find instructions about the excusal process using your district's resources, it is essential that you reach out to your school to inquire because a lack of response from a parent intending to opt-out would provide the district with the assumption that you actually approve of the child attending the classes. (*You have opted-in unless you proactively opt-out.*)
For more information from the Department of Education, click [HERE](#).
Frequently Asked Questions
Question: Must the school provide a copy of the health education curriculum upon request to help me decide if I want my child enrolled in this curriculum?
Answer: Yes, the school must make available a copy of the curriculum for review upon request. Be sure to ask your child's school's principal or vice-principal, or the district's curriculum director, about textbooks, instructors notes, and other instructional materials.
Question: If our school brings in a guest speaker for an assembly to discuss a topic related to family life education, is the school required to notify me in advance?
Answer: No. However, you may ask the school in advance for plans to bring in guest speakers and the content of their presentations to help you decide if you want your child to participate.
Question: What if I have not received opt-out information from my child's school district?
Answer: If you have not received adequate information from your school district regarding opting your child out of the CHPE curriculum, please visit your school district's website, which should provide the information you are seeking. If it does not, we recommend you contact the district's curriculum director or you parish's director of religious education for assistance.
Question: If I have contacted my child's school requesting that s/he be excused from some or all of the CHPE curriculum to no avail, what should I do next?
Answer: You have several options: You may contact your district's curriculum director, superintendent, or local school board (all of whom can be found on the school/district website). Be sure to document your steps along the way, including all inquiries made by you and the responses you received. If you need more help, you may contact the State of New Jersey at:
Office of Controversies and Disputes
State of New Jersey, Department of Education
P.O. Box 500, Trenton, NJ 08625
609 - 376 - 9079
email@example.com
For more information, you may also contact:
Dr. George Corwell
Director, Office of Education
New Jersey Catholic Conference
149 N. Warren Street, Trenton, NJ 08608
firstname.lastname@example.org
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As you move through the park, use this guide to identify some of the prominent blooms you see around you. Plant locations are listed as different garden areas of The Battery, shown on the map on the next page. Once you locate and read about each plant, check it off in the box provided. Please remember to follow all social distancing guidelines while at The Battery. We hope you enjoy your visit!
Scientific Name: *Cercis canadensis*
Common Name: Eastern Redbud
Location: Bikeway, Bosque Gardens
*C. canadensis* is a hysteranthous tree, meaning its flowers bloom before leaves have appeared. This adaptation improves pollination for the tree, making the flowers easily visible and accessible to the multiple species of bees that visit the tree in early spring for some of their first forages of the warm season.
Scientific Name: *Chionodoxa forbesii*
Common Name: Glory-of-the-Snow
Location: Bikeway, SeaGlass Carousel
These small bulbous perennials, native to the mountains of Turkey, create striking swaths of flowers in early spring. The common name “Glory-of-the-Snow” celebrates the plant’s ability to bloom even through a layer of snow. Shortly after flowering, the foliage will die back as *C. forbesii* goes dormant until the following spring.
Scientific Name: *Epimedium spp.*
Common Name: Bishop’s Hat
Location: Bikeway, Bosque Gardens
Plants in the genus *Epimedium* are native to the Eurasian continent, where they grow in the moist shade of the forest floor. The elongated parts of the petals hold nectar at their tips, so bees must climb fully inside each flower to feed. The bees then brush up against the flower’s pollen, later carrying it in their hairs to other nearby flowers.
Check out our other visitor guides and more at [www.thebattery.org](http://www.thebattery.org)
Email firstname.lastname@example.org with questions or for list of image sources.
Scientific Name: *Erythronium ‘Pagoda’*
Common Name: Trout Lily, Dogtooth Violet
Location: Labyrinth / Forest Farm
Like the *Chionodoxa*, *Erythronium* are spring ephemerals, plants that bloom quickly and die back into dormancy shortly after their emergence. This life cycle adaptation allows the plants to make quick use of the spring sunshine and warm weather, before the taller trees leaf out and shade the low-growing plants.
Scientific Name: *Tulipa spp.*
Common Name: Tulip
Location: Bikeway, Bosque Gardens, Peter Minuit Plaza
The *Tulipa* genus includes more than 75 species, and even more cultivars after centuries of agricultural breeding by humans. Tulips grow best in temperate areas, with cold winters and warm summers, because they require a period of extended cold temperatures to stimulate the flowering process. | 1,145 | 605 | {
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Looking for a fun, family activity? Try out this blueberry bannock recipe from our Children and Family Services Department!
Getting everyone together to make bannock as a family is a simple way to bond with your children and teach them new skills. Reading recipes and baking together is not only a fun pastime, but also a tasty way to boost literacy skills at home. This hands-on activity allows us to practice teamwork and prepare traditional foods while also creating storytelling opportunities to teach the next generation about our vibrant Métis culture.
Here are some helpful tips and tricks to make sure your family has a ton of fun together in the kitchen!
**Get these supplies before you start**
- 1 large mixing bowl
- 1 medium sized mixing bowl
- 1 cup dry measuring cup
- ½ cup dry measuring cup
- 1 butterknife
- 1 teaspoon
- 1 liquid measuring cup
- 1 oven safe pan
- 1 whisk
- An oven
**Ingredients**
- 4 ½ cups flour
- 2 tsp baking powder
- 1 tsp salt
- 2 cups tepid water
- 1 cup melted lard
- 1 cup blueberries
**Discuss these cooking terms with your young one(s)**
Mix – Combining two or more ingredients into one.
Preheat – Heating the oven to the required temperature before cooking.
Knead – Working dough together with the heels of your hands in a pushing motion.
Make a well – Creating an open centre in the middle of your dry ingredients where you add your wet ingredients.
Activity steps and tips for baking with your young one(s)
» Read the recipe out loud to your young helper.
» Ask your helper to grab each cooking tool (bowl, pan, etc.) that you will need to make your bannock one by one and bring them to your workspace.
» Use this time to preheat your oven to 450 °F.
» Begin by reading each step of the recipe instructions out loud to your helper. Assist them in proper measuring techniques. Remember to level off your dry ingredients so you don’t add too much (or not enough)!
» Mix the first three dry ingredients of your recipe into one large bowl. Use a whisk to ensure that the three ingredients have been evenly combined.
» Have your helper create a well in the middle of the dry ingredient mixture.
» Measure the lard carefully with your helper.
» Have your young person measure out tepid (lukewarm) water in the liquid measuring cup.
» Add your lard and water into the well you made in the dry ingredients.
» Slowly begin to mix the lard and water combination into the dry ingredients. Start by mixing from the middle.
» Shake in half a cup of your frozen blueberries at a time while your young person mixes the ingredients all together from the middle. Add ½ cup of the blueberries as you mix.
» Once dough is combined, pause and have your young person sprinkle some flour to a freshly cleaned counter space where they can begin to knead the dough.
» Have your young person flatten the dough with a fork or a spoon.
» Place your dough into a lightly greased pan.
» Put it in the oven and bake for 20-30 minutes until done.
Tips for easy clean-up
» Clean as you go!
» Rinse your dishes off first before placing into the sink and/or dishwasher.
» Have your young helper assist you in rinsing dishes.
» Wash your lard bowl and utensils last. The fat may take extra effort to wash off your baking tools. Soap helps break down the fat faster!
» Ask a helper to dry and put away items that have been cleaned.
Good Luck and Happy Baking!
The MNA Children and Family Services Team
AlbertaMetis.com
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The girl and the river
Tommy Mavra
The girl lived on the banks of a mighty river with her parents. They were river people. They ate fish from the river and grew vegetables, fruits and nuts in the muddy earth next to the river. The girl loved her life.
One day the girl’s parents went out on their boat to catch some dinner. The girl stayed behind to do her chores in the vegetable garden. When she finished her chores, she climbed up her favorite tree and sat down on her favorite branch, which stretched out over the water. There she sat watching the river roll by while she waited.
After two hours had passed, she saw her parent’s boat coming up from the horizon. She watched as they got closer and closer and bigger and bigger. When they got close enough to see her, she stood up on the branch and waved her arms. They waved back and held up a big catfish.
All of a sudden the river became angry. The water around her parents boat began to bubble up and thrash. So much water was splashing that she couldn’t see her parents. When the river calmed down, her parents were gone... boat and all.
The girl didn’t know what to do. She sat on her favorite branch and cried for many days and nights. When she cried out all the tears she had, she began to think. It was just a matter of time before serious people wearing serious suits would come and take her to live in a sad place. The girl didn’t want to leave the river.
The girl couldn’t believe it. How could the river she loved so much do this to her. She was so mad she cursed and proclaimed her hate for the river. This made the river angry with her. Then the sky grew dark and a single bolt of lightening came down and struck the girl’s favorite tree.
As she sat there on the ground surrounded by the broken pieces of tree, she got an idea. She would build a raft from the wood from her favorite tree and live on the river so she could be close to her parents forever.
She built a raft and pushed it out onto the water. But, the river was still angry with the girl for the things she had said. So the river swelled then spit the girl back onto land.
The girl knew she had to build more than a simple raft to protect herself from the river. She built walls up the side of her raft to make a boat. She built a wooden shield and picked up a big stick that she could use to defend herself with. If the River wanted a fight, the river would get a fight.
Once the boat was finished, she had to find a way into the river without getting spit back out. She searched the banks for a way in. She found a tree with a branch hanging over the river. She climbed the tree, slowly walked along the branch as far as she could, got into her boat with her shield and stick and dropped into the water. The water immediately started to thrash; trying to spit her out, but she was too far from the river’s edge.
The water became calm. Everything fell silent. The girl thought she won. The silence was broken by the frogs, which let out a terrifying cry. The girl felt a force pulling her boat down. The girl took a deep breath right before she went under. She was pulled all the way down to the muddy floor. But the wood was too buoyant so the girl and her boat bounced back to the surface.
The river then called upon the water moccasins to poison the girl. One Hundred water moccasins surrounded her boat and tried to find their way into her boat. They slithered up the sides of her boat but every time they got close, the girl whacked them with her staff and the snakes fell back into the water. Eventually the snakes gave up
Next the river asked all the fish to tip the boat over so the girl would fall out. Catfish, bass, carp and gar all worked together smashing into the boat to try and tip it over. But, every time her boat rocked to one side the girl held on until it straightened out again. Eventually the fish got tired and had to quit.
The girl was not finished protecting herself from the wrath of the river. This time the river sent in the most powerful birds it has. Hawks and eagles circled the girl’s boat and took turns swooping down with their mighty talons. But, every time they did, she lifted her shield and the bird crashed into it. Eventually, the birds got tired and used the last of their strength to fly back to their nests.
The river was getting frustrated. So this time it sent out its fiercest killer: the alligator. Giant alligators came up and started chomping at her boat. But, every time a gator chomped, the wood released giant splinters into their mouth. Eventually, they all swam back to their swamps crying in pain.
The river had had enough. This time it unleashed all of its power against the girl. The water thrashed, the snakes slithered up the sides of the boat, the fish bumped and smashed against the boat, the birds swooped at the girl and the gators chomped. The girl fought as hard as she could. She held onto the boat so she would not be thrown from it. She shielded herself from the attacking birds. She swatted at the slithering snakes. The girl was growing weary. The chomping gators started to break through her boat. The moccasins started slithering in. The fish bumped her boat closer to the banks. The water swirled around her then threw her boat into the air sending her crashing onto land.
The girl stood up, surrounded by the hundreds of pieces of her shattered boat, and stepped into the shallow waters of the shore of the river. The water moccasins swam around her feet. The alligators waited poised to attack. The Hawks and eagles circled over her head. All the river creatures waited for the river’s command to devour the girl.
The girl threw her shield and staff to the ground. A crawfish crawled out of its mud hole and up onto her shoulder. The sky began to cry. The river’s command to devour the girl never came so when the girl started walking deeper into the river, the animals let her. She walked until she was at the bottom of the river.
The frogs knew the girl did not know how to breath underwater so they jumped in after her. The frogs swam up to the girl, who was now at the bottom of the river, and showed her how to take in oxygen from the water through her skin.
Once the girl learned how to breathe underwater, the fish swam up to her. They showed the girl how to swim so she could get around in the river as easily as she could on land.
After the fish, the water moccasins came to the girl to teach her how to use venom to protect herself from danger. Then the alligators showed the girl how to hunt so she would never be hungry.
The birds promised the girl to keep a watch on the river. The Diurnal birds would watch by day, nocturnal by night.
The girl continues to live in the river. She serves the river and the river serves her.
This is the way it will be. | 1,901 | 1,518 | {
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4. (v) How the power is lost in optical fibre through dispersion? Explain.
(vi) If a person was looking through a telescope at the full moon, how would the appearance of the moon be changed by covering half of the objective lens?
(vii) Why is the average velocity of the molecules in a gas zero but the average of the square of the velocities is not zero?
(viii) Specific heat of a gas at constant pressure is greater than specific heat at constant volume. Why?
(ix) Can the mechanical energy be converted completely into heat energy? If so give an example?
SECTION – II
Note: Attempt any THREE questions.
5. (a) Define elastic collisions. Show that for elastic collisions in one dimension, the velocity of approach is equal to the velocity of separation.
(b) Given that \( \vec{A} = \hat{i} - 2\hat{j} + 3\hat{k} \) and \( \vec{B} = 3\hat{i} - 4\hat{k} \), find the projection of \( \vec{A} \) on \( \vec{B} \).
6. (a) Define conservative field. Prove that the work done in the earth’s gravitational field is independent of the path followed.
(b) What should be the orbital speed to launch a satellite in a circular orbit 900 km above the surface of earth? (Take mass of the earth as \( 6.0 \times 10^{24} \) kg and its radius as 6400 km)
7. (a) Define molar specific heat and prove the relation \( C_p - C_v = R \)
(b) How large must a heating duct be if air moving with 3.0 ms\(^{-1}\) along it can replenish the air in a room of 300 m\(^3\) volume every 15 min? (Assume the air's density remains constant)
8. (a) Define and explain simple pendulum.
(b) A stationary wave is established in a string which is 120 cm long and fixed at both ends. The string vibrates in four segments, at a frequency of 120 Hz. Determine its wavelength and the fundamental frequency.
9. (a) Describe how Michelson measured the speed of light.
(b) In a double slit experiment the second order maximum occurs at \( \theta = 0.25^\circ \). The wavelength is 650 nm. Determine the slit separation.
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FREEBIE
Prewriting Writing
Color the Room FREEBIE
Learning and Teaching with Preschoolers
Learning and Teaching with Preschoolers provides booklets, packets and lesson plans that will enable children to acquire information and learn concepts through meaningful hands-on activities. All products will give children a variety of learning experiences.
While using these products teachers will have the opportunity to observe children as they participate, explore and interact with the materials. These products will help free up time so that teachers will be able to collect meaningful anecdotal notes, work samples, and other evidence that will help show each child’s skills and behaviors in order to meet all State Standards and Assessments tools.
Remember to give each child the joy of lifelong learning.
Because of the reproducible nature of Learning and Teaching with Preschoolers resources and products all sales are final.
All materials are licensed for use by only one teacher in one classroom only.
All products are formatted on PDF files and are print friendly.
If you have any question about the products, please feel free to email me at email@example.com
Happy Hands are Learning Hands
Tami
Color the Room
Skill: Children will recognize letters, letter sounds, beginning sound and learn each letter name.
Children will gain dexterity resulting in the progression of the penmanship skills.
Place letter picture cards around your classroom. You can tape them to walls or cabinets around the room.
Make copies of the letter write the room worksheet and place sheets onto clipboards.
Have children walk around the room when they find a card have them identify the picture and beginning sound. Once they have done that they can color the picture. Have them keep going until they have colored all of the pictures on the sheet.
Color the Room
A a
A a
apple
ant
alligator
astronaut
arm
Color the Room
B b
Name: _______________________
| B | bird |
|---|------|
| bunny | bee |
| bear | bucket |
Color the Room
C c
C
cow
car
camera
cupcake
cat
Write the Room
I can write my letters
| Aa | A a |
|----|-----|
| Mm | M m |
| Ss | S s |
| Pp | P p |
| Tt | T t |
A a M m
S s P p
T t
Clipart and Fonts by...
ALL FONTS
hello fonts
by Jen Jones
COMMERCIAL USE LICENSE
EduClips
Ashley Hughes
scrappin' doodles
KPM Doodles
You can also find me on
f TpT P
Learning and Teaching with Preschoolers
Where the magic begins
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Department of the Interior,
Office of Indian Affairs,
Washington, January 24, 1890.
To U. S. Indian Agents:
The 8th of February, the day upon which the "Dawes bill" was signed by the President and became a law, is worthy of being observed in all Indian schools as the possible turning point in Indian history, the point at which the Indians may strike out from tribal and reservation life and enter American citizenship and nationality.
This "Franchise Day", as it might be called, can be utilized to give Indian youth in varied and graphic ways clear ideas of what the allotment law does for them, the opportunities which it offers, the privileges it confers, the safeguards it provides, and the duties and obligations which it imposes, and can be made an occasion to inspire them to the best manhood and womanhood of which they are capable.
The observance of this day by appropriate exercises was referred to in my Circular letter of December 10th last. In these exercises the pupils should have part, through songs, recitations, tableaux, &c., and in numerous other ways which enthusiasm and ingenuity will devise; and they may be made interesting and profitable, not only to the pupils but also to their parents and friends. The day should not be a mere holiday, but a happy, intelligent celebration, by the Indians, of an event of vast importance and benefit to them.
I shall be interested to see programs of the exercises at the various schools under your charge and will thank you to forward the same to me as soon as practicable after February 8 next, with
Sept. 29th 1840
Washington Jan. 24, 1840
J. J. Morgan
Commissioner
Calling attention to observance of Feb. 8th as "Luncheon Day"
The following is an extract from an address delivered at the annual meeting of the American Institute of Arts and Sciences:
"The time has come when we must consider the question of our national character. We are a nation of immigrants, and our institutions are based on the principles of freedom and equality. We must therefore be vigilant in protecting these principles and in promoting the welfare of all our citizens."
This statement was made by the Hon. John Quincy Adams, who served as President of the United States from 1825 to 1829.
It is important that we continue to support and promote these values, as they are the foundation of our nation's greatness.
any remarks descriptive of the exercises and the way in which they were received by the Indians.
Respectfully,
J. J. Morgan
Commissioner. | 988 | 536 | {
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Brave Girls Virtual Story Time:
When Harriet Met Sojourner
by Catherine Clinton
learning guide
Part of the National Women’s History Museum’s NWHM@Home virtual programming. Visit womenshistory.org/nwhmathome for more information.
For home and educational use only. All rights reserved. Updated April 14, 2020.
EQUAL OPPORTUNITY: to be fair, treating all people similarly without creating barriers, prejudices, or preferences
FREEDOM: the ability to act or change without outside constraint
ENSLAVED: to restrict one’s freedom and make into a slave
SLAVERY: when a person is involuntarily owned as property by another as is under the owner’s control
EMANCIPATE: to free from bondage and/or oppression
UNDERGROUND RAILROAD: a network of people and hiding places that helped and hid escaping slaves
UNJUST: unfair
RESISTANCE: an organized struggle for freedom
FEDERAL ARMY: also known as the Union Army, the military land force that fought to preserve the Union of the collective states during the American Civil War
CONFEDERATES: the military land force of the Confederate States of America during the American Civil War, fighting against the federal army
KINSHIP: a feeling of being close or connected to another person
WOMEN’S RIGHTS: legal, political, and social rights for women equal to those of men
RACIAL REFORM: a proposal, decision, or action by government to change criminal justice practices in order to eliminate racial differences
Harriet and Sojourner often made great sacrifices in their bids for freedom. They left family, children, homes, and all that they knew behind. What type of attributes or characteristics did these brave girls share in order to make such difficult decisions?
“When America was young . . . It was a land of promise . . . [But] not all promises were kept,” writes Catherine Clinton. How did the brave actions of Harriet and Sojourner move America toward keeping its promise of freedom for everyone?
“She had great faith, faith she was made for bigger things,” writes the author about Harriet. Do you have similar feelings about your future? What big things do you hope to achieve?
My Favorite Part of Harriet and Sojourner’s Story is . . .
- Draw a picture;
- Journal your thoughts;
- Describe your favorite aspect of Harriet or Sojourner’s story to someone else;
- Describe Harriet and Sojourner in 3 words (here are ours!: strong, brave, and committed).
Do You Love Harriet and Sojourner’s Story? Purchase a Copy of When Harriet Met Sojourner Online from One of the NWHM’s Preferred Book Sellers!
- South: @thebookshopnashville
- Midwest: @wcfbook
- Mid-Atlantic: @eastcitybooks
- East: @bluestockings
- West: @twentystoriesla
- Southwest: @antigonebooks
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What is Down Syndrome?
Humans normally have 23 pairs of chromosomes (46 total) and these are the genetic blueprints that make us who we are. Abnormalities can affect the number and structure of chromosomes. Because chromosome abnormalities affect every cell and every organ of the body, they may cause a variety of birth defects. Down syndrome occurs when a baby has an extra copy of the 21st chromosome, resulting in a total of 47. It is the most frequent serious chromosome abnormality that is present in newborns. It is associated with mental retardation, distinctive features, and an increased risk for structural birth defects, such as heart malformations, intestinal problems, and brain abnormalities.
FACTS
1. The vast majority of babies are healthy at birth.
2. All pregnancies have a small chance (3%) for physical or mental birth defects.
3. The most common cause of mental disability is Down syndrome and trisomy 18.
Phone: 623.412.2229
First trimester screening is performed early in the pregnancy – usually between 10 ½ and 13 ½ weeks of pregnancy. The screening combines measurements from both a blood test and an ultrasound examination.
A small sample of the mother’s blood, drawn from her arm, is required for the screening. The sample is then analyzed for two pregnancy hormones (usually free beta or intact hCG and PAPP-A). Both substances are normally produced during pregnancy.
The ultrasound examination involves measuring the amount of fluid accumulated under the skin at the back of the baby’s neck. This normal accumulation of fluid is known as the nuchal translucency (or NT) measurement and it is often increased when a developing baby has Down syndrome. It is critical that this measurement be accurate, therefore it should always be performed by a physician or sonographer that has proper certification.
The ultrasound and blood results are then combined with maternal factors such as age and weight to calculate the chance of Down syndrome in the current pregnancy.
**How long do the results take?**
You can usually expect your test results to come back in approximately one week or less from the time the blood sample is obtained.
**How will the results be reported?**
You will receive an individual assessment of the chance for Down syndrome in *your* pregnancy (for example 1 in 800). While each patient will interpret their personal risk somewhat differently, in general, laboratories will choose a cut-off and any risk that is higher than the cut-off will be reported as “screen positive”. All values lower than the cut-off are reported as “screen negative”.
**How accurate are the results?**
Your individual risk based on the ultrasound examination and blood test is a very accurate reflection of the chance for your developing baby to have Down syndrome. Ninety percent of pregnancies with Down syndrome will have results in the screen positive range. This means that roughly 9 out of 10 of the pregnancies with Down syndrome will come back as ‘screen positive’. However, a ‘screen positive’ result does not mean that the baby has Down syndrome. It simply means that the risk is high enough that you should consider further evaluation of the pregnancy.
**What else can the first trimester screening tell me?**
First trimester screening can also determine whether the pregnancy has an increased chance for trisomy 18. Trisomy 18 is a chromosome change that results in severe mental retardation and multiple birth defects. First trimester screening detects approximately 90% of pregnancies with trisomy 18.
**What does it mean if my first trimester screening test result is positive for Down syndrome?**
When a laboratory calculates the chance for a developing baby to have Down syndrome the results can range from 1 in 5 (20%) to 1 in 10,000 or less (0.01%). Each laboratory establishes a cut-off risk and any risk that is over that cut-off is considered to be *screen positive*. Being told your result is screen positive does not mean that the developing baby definitely has Down syndrome; it simply means that the chance is high enough for you to be offered further testing. In fact, the majority of women with ‘screen positive’ results do *not* go on to have a baby with Down syndrome.
Screening tests are not diagnostic and do not provide definitive answers. Screening tests identify a high-risk group. | 1,881 | 879 | {
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Project: Weaving with Nature
Ages: 7 and up (or younger with adult assistance)
Featured Artist: Local artist Paula Runyon
Media: String and natural material- leaves, grass, sticks
Weave: to make (fabric, baskets, etc.) by passing threads or strips over and under each other
Fun Fact: It's believed that people used weaving to create baskets as far back as 28,000 B.C.E. They used grasses and plants. They also wove plant fibers to make shoes, hats, mats and even shelters. The clothes you have on right now may have been woven (on a loom)!
Paula says: When I am outside in nature, I enjoy looking at the many diverse plants and creatures. I like to notice how many different textures, colors and shapes there are. Sometimes you don't notice things until you look very closely, and other times, you have to look far away. There is always something interesting and beautiful to be found.
STEPS
1. Gather Supplies: Take a leisurely walk outside. Be on the lookout for a "Y" shaped stick and long strands of grass or other long plants. Leaves too. Pick up ones you are attracted to. (Keep in mind leaves of three, let them be, as these could be poison oak/poison ivy.) You will also need a bit of yarn or string.
2. Tie the yarn or string to the left 'pole' of the "Y" near where the "Y" forks. Take the yarn across to the right 'pole'. Wrap the string around the right 'pole' once all the way around. Then go over to the left 'pole' (and a little above). Wrap the string around the left pole once all the way around. Back to the right. Zig zag back and forth until you reach the top. The yarn or string needs to be taut, but not so tight that it breaks the stick. Each time, the string is a bit higher. Tie the end of the string to the stick.
3. Take one of your grasses. Start at the top and weave it over and then under the yarn. Continue going over, then under, over then under, until you reach the bottom.
4. Take a second strand. This time, start under, then go over. Continue going under, then over, until you reach the bottom. Keep weaving in strands of grass, plants or leaves.
5. The finishing touches would be to add flowers or pieces of lichen - whatever you have. Adjust the grasses and flowers until you are satisfied. | 788 | 533 | {
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Boil Your Water Before Drinking or Food Preparation to Avoid Illness
Lake of the Woods Mutual Water Company will begin connecting the new distribution lines starting May 3, 2024, the State Water Resources Control Board, Division of Drinking Water (DDW) and the Lake of the Woods Mutual Water Company Water System are advising residents of Lake of the Woods Mutual Water Company to only use boiled tap water or bottled water for drinking and cooking purposes as a safety precaution to avoid stomach or intestinal illness. This Boil Water Notice will be system wide as there are many sections that will be connected, causing intermittent water outages. We plan to complete all inter-ties by May 30, 2024.
We will be collecting bacteriological samples after completion of this work and will inform you when tests show that water is safe to drink, and you no longer need to boil your water. Please check our website for updates at www.lakeofthewoodswater.com
If you have any questions about other uses of tap water, such as bathing and dish washing, please call your water system or read this guidance: https://www.cdc.gov/healthywater/emergency/dwa-comm-toolbox/before/tools/What-to-Do-During-a-Boil-Water-Advisory.docx
Do not drink the water without boiling it first
- Boil all water for one (1) minute (rolling boil).
- Let water cool before drinking.
- Use boiled or bottled water for drinking, brushing teeth, and food preparation until further notice.
- Boiling water kills bacteria and other organisms in the water.
If you are unable to boil your water:
Household unscented liquid bleach
- For clear water, use 8 drops (1/8 tsp.) of bleach for 1 gallon of water. For cloudy water, filter through a clean cloth and use 16 drops (1/4 tsp.) of bleach for 1 gallon of water.
- Mix well. Allow to stand for 30 minutes before using.
- Water may taste or smell like chlorine. This means disinfection has occurred.
Water disinfection tablets:
- Please follow the manufacturer’s instructions.
For More Information
If you are concerned about your health or the health of a family member, contact your health care provider.
Water Utility contact: Lake of the Woods Mutual Water Company, 3534 Mt. Pinos Way, Frazier Park, Ca 93225. 661-245-1448 or 661-917-7317
State Water Resources Control Board, DDW District Office: 661-335-7315
Please share or post this information with others who drink this water, especially those who may not have received this notice directly (for example, people in apartments, nursing homes, schools, and businesses). You can do this by posting this notice in a public place or distributing copies by hand or mail. | 1,157 | 588 | {
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Luthers Rose
A monk stands in front of a large, imposing building with a red roof and numerous windows. The building has a gothic architectural style, featuring pointed arches and intricate designs. The monk is dressed in traditional monastic attire, including a brown robe and a hood. He appears to be looking up at the building, possibly contemplating or observing something. The scene is set on a grassy area, suggesting an outdoor setting.
A person in a black robe is kneeling on a small stool, gazing at a large stained glass window. The window is divided into three vertical sections, each filled with intricate patterns and colors. The floor beneath the window is covered with colorful confetti-like pieces.
A monk is drawing a stained glass window.
A man is sitting at a desk with an open book in front of him, surrounded by several books stacked to his right. He appears to be reading or studying.
- Make
- Do
- See
- Own
- Need
- Learn
- Rule
- Love
- Live
- Give
Martin Luther was a German monk who became a reformer in the 16th century. He is best known for his 95 Theses, which he posted on the door of the All Saints’ Church in Wittenberg, Germany, on October 31, 1517. These theses challenged the Catholic Church’s practices and teachings, particularly regarding indulgences. Luther’s actions sparked a movement that led to the Protestant Reformation, which resulted in the formation of new Christian denominations.
Martin Luther was a German monk who became a reformer in the 16th century. He is best known for his 95 Theses, which he posted on the door of the church in Wittenberg, Germany, in 1517. These theses challenged the Catholic Church's practices and teachings, particularly regarding indulgences. Luther's ideas led to the Protestant Reformation, which resulted in the formation of new Christian denominations.
Luther's most famous symbol is the Luther rose, which features a red heart with a black cross in the center, surrounded by green leaves. This symbol represents the love of God and the forgiveness of sins through Christ. The rose also symbolizes the beauty and purity of the Christian faith.
Luther's work had a profound impact on the development of Christianity and continues to influence many people today. His emphasis on the importance of personal faith and the Bible as the ultimate source of truth has inspired countless individuals to seek a deeper understanding of their relationship with God.
I am a monk, and I have been writing for many years. My life is dedicated to the pursuit of knowledge and the pursuit of God.
A nun is standing in a kitchen, holding a plate with a fish on it. There is a broom and a bucket next to her, and a table with various vegetables and a pot. A mouse is also present in the scene.
Martin Luther and his wife, Katharina von Bora, in front of the Luther rose. | 1,121 | 715 | {
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Civil War Era Ladies Head Wear
By Joanne Shelby
Thinking like a lady of the 1860’s is important when putting together appropriate head wear. The general rule was anytime a lady left her home, she would have some type of head covering on. As re-enactors we should try and follow the same rules. It makes sense that if you are staying in camp (or at home so to speak) near your tent or the campfire you can have your head uncovered since that is your “home” for the weekend. If you leave the 9th’s camp site (or civilian camping) to visit another camp site, the sutlers, or the battle then your head should be covered with appropriate headwear since you would be outside your home. The type of head wear you use should be determined by the type of dress you are wearing.
In general the following rules apply:
1. If you are in camp in a dress without a hoop or with a corded petticoat or are portraying a nurse, you would not wear a fancy hat or bonnet. A simple flat straw hat with little or no decoration would be appropriate. More accurate would be a slat bonnet or work bonnet that shields the face from the sun. Think of the camp dress minus a hoop as your work dress. Therefore a work type headcovering would be appropriate if you are leaving the campsite (Home). IN camp, while working, cooking or sitting around the campfire you would wear your hair confined in a period appropriate style, either with or without a simple hairnet (snood). If you are visiting the camp for the day or a time period and you are dressed in the work dress (camp dress) style a simple straw hat or slat bonnet would be appropriate.
2. If you are wearing a hoop or a crinoline then it is appropriate to wear a fancier hat or bonnet. A slat bonnet or work hat would not be appropriate. The fancier the material used in the making of the dress, then the more ornate and fancy the bonnet or hat can be. A fancier hair net would also be more appropriate in these situations.
The most commonly asked question is which is more “period correct” a hat or a bonnet? The answer is both. In general at this time, a lady would wear a bonnet, but hats were just coming into acceptable fashion and would be worn by younger women and more fashionable ladies with very updated wardrobes.
**BONNETS:** The most common type of bonnet was the SPOON BONNET. To the modern woman, the bonnet does not seem very flattering. Bonnets were intended to frame the face and cause the face to be round and full. This was the most desirable look back then. The spoon bonnet could go up very high over the head allowing space for decorating inside the bonnet and framing the face with laces, flowers (both silk and real) fringe, even spun glass crystal. The more elaborate and ornate (busy to us today), the more correct for the time.
In summer bonnets would be made of straw or lightweight fabrics and were more simply decorated. In winter you would see velvet, satin, moiré and heavier materials and would be much more lavishly decorated.
Bonnets were the one part of the ladies wardrobe that could be most easily updated. They could be taken apart, made over and redecorated much more easily than a dress. The bonnet allowed the lady to express individuality.
There were other types of bonnets as well:
- Cottage bonnet
- Carriage bonnet
- Drawn Bonnet
- Godeys bonnet
**HATS:** Hats were worn by the younger and more fashionable ladies. They were just coming into vogue during our time period. In most social circles they were considered to be informal head wear or less dressy. Even so they could be very ornate and elaborately decorated with ribbons and laces, flowers, fruits and veils.
1. A nice, wide brimmed straw hat is very nice for summer and does keep one cool and protects the skin from the sun. The key is a hat with a lower crown. Keep the decorations simple with lace and flowers or a simple ribbon. A wide ribbon may be used to tie the hat under the chin.
2. Glengarry Caps: inspired by the Military. Was usually made of wool but can be made of other sturdy material. Usually it would be worn with a zouave or other military style outfit.
3. Pillbox hat: Pillboxes of the period were worn forward on the head not on the back of the head ala Jackie Kennedy or Nancy Reagan. While they appear early on in fashion magazines, they weren’t popular here until 1863 or later (based on photographic evidence) and would have been worn by younger ladies and only the most fashionable from larger cities.
4. Riding hats: may have resembled top hats or may have been low to the head with both brims turned up and feather and netting trailing down the back. These were very fashionable hats. They are also the most fun to wear.
I hope that this inspires each of us to re-create the correct headwear and usage for our impressions. It gives us an opportunity to express our individuality and also educate the public about what was worn. | 1,791 | 1,098 | {
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If you want to improve everything from performance to the time it takes to recover from an injury, look no further than your own head. The secret is a simple thing called imagery, or imaging, and it is something that you already use all the time.
"Everyone uses imagery, just not systematically," says Eric Franklin, director of the Franklin Method Institute in Uster, Switzerland, and a member of the International Association for Dance Medicine and Science. "You cannot think or do anything without it."
Imaging is the process of mentally going through a movement, an emotional state or a future scenario. On a basic level, you do this when you recall a friend's face or think ahead to how nervous you are going to be on opening night. Research of sports and dance psychologists has shown such mental activity creates changes in the brain that are similar to those happening when a movement is actually performed, which means that effective visualization, or imaging, can help you do something you have never been able to do before.
Franklin, who is a former dancer, works with students and professional dancers around the world to help them harness this natural ability to improve their dancing. In June, he will teach an intensive course on imagery for dancers and teachers at the Royal Danish Ballet in Copenhagen.
"Dancers need to start realizing that they are not going to get better just by executing a step over and over again, but also because of what they are thinking, what they are feeling and what they are picturing while doing it," he says. "If those three things are not supporting the action, the result is not good."
Imagery is perfect for improving self-confidence and technical skill. For example, to achieve a higher extension à la seconde, begin by standing in fifth position. Next, without physically doing anything, mentally go through executing a développé à la seconde. Try to fill in as many details in your mind as you "see" the action from fifth to the completed développé. Then "see" yourself doing it again, this time taking your leg a little higher, and again higher still.
"You could even imagine there is an imaginary coach who lifts your leg up for you," says Franklin. "Or you can imagine that your hip joint is super flexible or that a string is attached to your toes, pulling your leg up." After mentally practicing your développé four or five times, Franklin guarantees that your extension in second with that leg will be better than it was before.
Note that in the example above, you are in an active state as you visualize your improved extension, rather than sitting and picturing a beautiful développé with your eyes closed. It's important to make your image as realistic as you can and to have your body at the level of activity that it would be in when doing the movement.
"To work on your technique, I wouldn't practice imaging lying down, and I would do it with the eyes open," says Franklin.
"You dance with your eyes open, so if you practice with closed eyes, then it won't be realistic."
Successful imaging requires that your image be based on an understanding of biomechanics, literally how your bones and muscles work together to accomplish a movement. Once you've developed an image that works, put it into action using an approach that sparks your imagination. In the example above, you could have imagined someone helping you lift your leg, a string pulling your toe up or a flexible hip joint. Each of these is a different kind of image; experiment to discover what approach connects the image to a physical response.
"Basically, you want a change in the way your nerve cells are organized to create movement," says Franklin. "To do that, you really do need a new feeling. Until you've done that, you haven't made a fundamental change."
The easiest and most basic kind of imaging is outer, or external, perspective, in which you see yourself from the outside, as if you are watching a movie. Dancers who are just beginning to image can use an external perspective to help themselves conquer stage fright. But remember, "You must create a reality," says Franklin, "otherwise, it is a mental fantasy, not mental preparation."
When preparing for performance, "It's a great idea to imagine seeing yourself onstage, that things are going really well and the audience is clapping," Franklin says. "But it is not ideal to think of yourself feeling parfool and everything going wonderfully, because come performance day, your heart is going to be speeding, the lights are confusing and there are strange sounds from the audience—not at all like what you imaged in preparation. Instead, imagine yourself in the real environment: The lights are a little bothersome; there are lots of distracting sounds; your heart is beating, but nevertheless, you are doing great; everything is working out even though all of these stresses are all around."
For more: www.franklin-method.com | 1,736 | 990 | {
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| Topic/Objective: | Background to The Odyssey |
|-----------------|--------------------------|
| Essential Question: | What important background information do I need to know before reading "The Odyssey"? |
### The Hero's Journey/Archetypes
**What is the journey of the hero?**
Pattern found in stories around the world. Takes the hero through trials and tests.
**What are 3 archetypes?**
- Special ability
- Mentor
- Villain
- Sidekick
- Battle
- Low point
- Hero
**Trials & tests**
**Modern day example of hero's journey**
- Ninja Turtles
- Hunger Games
- Super man
- Video game
- Thor
- Sponge Bob
### Homer
**Who is Homer?**
Blind poet and minstrel (sang stories)
**What is an Epic?**
Long story that tells the hero’s journey
- Iliad
- The Odyssey
**Why did he write the Epic?**
To teach people the lessons of heroes and learn the qualities of society
**Modern day Example**
- Homer Simpson
- Achilles
- Troy
- Hero movies
| Mythology | |
|-----------|--------------------------------|
| **Myth def.** | explain why things happen |
| **Athena** | Goddess of Wisdom & War |
| | Help Odysseus home - liked his intelligence |
| **Zeus** | God of Sky |
| | Tried to keep Odysseus from returning home |
| **Poseidon** | God of Sea |
| | Tries to keep Odysseus from returning home (his son) |
| Modern day example | Nike Saturn marathon planets |
| Historical Facts – The Trojan War | |
|----------------------------------|--------------------------------|
| **Causes** | Helen stolen by Prince of Troy |
| **Outcome** | Greeks |
| **Famous people** | Achilles |
| **Gods** | Athena Zeus Poseidon |
| **Role of Odysseus** | Came up w/ Trojan horse |
| **Modern day references** | Achilles horse college mascots Don’t look a gift horse in the mouth The face that launched a thousand ships |
| Greek Customs | |
|----------------|--------------------------------|
| **Hospitality** | give gifts & welcome guests w/ food & drink |
| | unspoken law that you give hospitality + food to guests |
| **Rituals to gods** | the gods explained things - gods relied on humans |
| | sacrifice animals - religious festivals for sacrifices |
| | gods gave gifts like rain etc. like the Olympics |
| **Funerals** | women wear black - must be buried |
| | there would be a long procession & buried w/gifts & gifts |
| **Society** | art, education and athleticism |
| | two groups free people & slaves | | 1,365 | 581 | {
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| Subject | Year | Term |
|---------|------|------|
| Spanish | 13 | 3 |
**Topic**
Set Film/Text and the Independent Research Project
**Content (Intent)**
**Prior Learning (Topic)**: Integration and Popular Movements
Students will learn about: In this term students will concentrate on reading the set play ‘La Casa de Bernarda Alba’ and watching the set film ‘Pan’s Labyrinth’. A large part of the lesson time will be dedicated to understanding plot lines and subsequent analysis of character, context and themes in the set works. Students will also dedicate a large chunk of time in this half term to the Independent Research Project.
**Future Learning (Topic)**: Undergraduate University Study
| What Knowledge and Skills will be taught (Implementation) | How will your understanding be assessed & recorded (Impact) |
|----------------------------------------------------------|-----------------------------------------------------------|
| To be able to discuss topics and themes in a set piece of work.
Knowledge of cinematic and literary terms.
Character description.
Cultural reference points.
The Spanish civil war.
The role of women in 1930’s Spain.
Film specific vocabulary | Ongoing assessment of understanding through ZigZag educational booklets specifically written for these set texts.
Ongoing past paper questions taken directly from paper 2.
Mock Speaking examination (paper 3) |
| To understand filming vocabulary and camera techniques.
Looking for visual clues.
In depth analysis of a particular point of view.
Evidencing a point with objective understanding. | A-Level formal assessment of Paper 1, 2 and 3 |
**How can parents help at home?**
At A-level, parents can play a pivotal role in checking the organisation of files and folders making sure that notes are kept in good order. Additionally parents can help by discussing current affairs with students to try to promote healthy discussion and debate on the topics covered within this half term body of work.
**Helpful further reading/discussion (including Reading and Vocabulary Lists)**
- [www.elpais.com](http://www.elpais.com)
- [www.abc.es](http://www.abc.es)
- [www.elmundo.es](http://www.elmundo.es)
- [www.euronews.com](http://www.euronews.com) (change to Spanish language)
- Set text/film study guides.
**Vocabulary Lists**
- Para Introducir...
- En Coclusión
- Para Concluir
- Por Un Lado
- Por Otro Lado
- El Argumento
- El Papel
- Protagonista
- Dramaturgo
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Avoiding the dentist impacts more than just your teeth. It can cost you more money and your health.
**BRAIN**
Harmful bacteria in your mouth can make you more susceptible to developing blood clots, increasing the chance of a stroke.\(^1\)
**WHAT’S THE COST?**
The average cost of a **stroke** is **$22,000** per hospitalization.\(^6\)
**HEART**
High levels of inflammation from periodontal disease contribute to heart conditions. Those with gum disease are twice as likely to have a heart attack.\(^3\)
**WHAT’S THE COST?**
The average cost of a **heart attack** is **$760,000**\(^7\).
**KIDNEYS**
The mouth is a gateway for bacteria. Poor oral health causes infections to progress faster, increasing the kidneys’ workload.\(^4\)
**WHAT’S THE COST?**
Chronic kidney disease costs between **$1,700 and $12,700** per year.\(^5\)
**LUNGS**
Once dental plaque is in the mouth, it can spread to the lungs and cause pneumonia and bronchitis. Maintaining good oral health can decrease respiratory infections.\(^2\)
**WHAT’S THE COST?**
The average cost of **bronchitis** is **$2,000** per year.\(^8\)
**PANCREAS**
When you’re diabetic, your pancreas doesn’t make enough insulin. Uncontrolled diabetes can lead to gingivitis and other oral health problems.\(^9\)
**WHAT’S THE COST?**
Diabetes costs **$16,752** per year on average.\(^10\)
Use **PREVENTIVE CARE** to lower your costs & health risks.
- Most dental plans **cover preventive services at 100%**. You can get cleanings and X-rays at little to no cost.
- Preventive dental care is an important part of your well-being. A **healthy smile** is important to your overall health.
---
1. [http://www.oralhealth.deltadental.com/22-HD21](http://www.oralhealth.deltadental.com/22-HD21)
2. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3786481/](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3786481/)
3. [http://www.oralhealth.deltadental.com/RelatedItems/22-20555](http://www.oralhealth.deltadental.com/RelatedItems/22-20555)
4. [http://www.cdc.gov/diabetes/complications/oral-health-issues/diabetes-connection](http://www.cdc.gov/diabetes/complications/oral-health-issues/diabetes-connection)
5. [https://www.kidney.org/atoz/content/dental-kidney-disease-connection](https://www.kidney.org/atoz/content/dental-kidney-disease-connection)
6. [https://www.ncbi.nlm.nih.gov/pubmed/23954598](https://www.ncbi.nlm.nih.gov/pubmed/23954598)
7. [http://cissexism.sfsu.edu/viewdoc/download?doi=10.11.4577366&rep=rep1&type=pdf](http://cissexism.sfsu.edu/viewdoc/download?doi=10.11.4577366&rep=rep1&type=pdf)
8. [https://www.cbsnews.com/news/how-much-would-a-heart-attack-cost-you/](https://www.cbsnews.com/news/how-much-would-a-heart-attack-cost-you/)
9. [http://www.diabetes.org/advocacy/news-events/cost-of-diabetes.html](http://www.diabetes.org/advocacy/news-events/cost-of-diabetes.html)
10. [https://aainjournals.org/content/24/3/1478](https://aainjournals.org/content/24/3/1478) | 1,729 | 843 | {
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Science Supply Lists
7th Grade
• 70 page one subject notebook (nothing fancy, whatever ruled paper you wish)
• Ruler
• Glue sticks
• Calculator (the one you use for math is fine)
• Pencils
• Assorted color pens
• A pocket folder
• Yellow highlighter
8th Grade
• 1” 3 ring binder for notes
• 3 Glue sticks
• Red pens, blue/black pens, pencils
• Composition notebook
• Loose leaf paper
• Assignment notebook
Living Environment (Biology)
• 1” 3 ring binder for notes
• Red pens, blue/black pens, pencils
• Small pack of graph paper
• Loose leaf paper
Analytical Biology
• 1” 3 ring binder
• Composition notebook (unused, 100 pages would be ideal, as we will fill the ENTIRE notebook over the course of the year)
• glue stick
• pen of a different color than what they take notes in (NOT red)
• highlighter
Earth Science
• Charged iPad
• 1” or 2” three ring binder with pockets inside
• Graph paper and lined paper for the binder
• 70 page one subject notebook
• Ruler
• Glue stick
• Calculator
• Pencils and pens
• Highlighter
Chemistry
- Three-ring binder (2-inch) and loose leaf paper
- Non-graphing, scientific calculator (Texas instruments TI-30X IIS or Casio FX300 models)
- Black/Blue pens, pencils, erasers
- Graphing paper
- Dividers labeled - Notes, Homework, labs, Tests, References
- colored pencils
- Highlighter
- Two-pocket folder to store labs
Chemistry Honors
- 1” 3 ring binder for notes
- Red pens, blue/black pens, pencils
- Small pack of graph paper
- Loose leaf paper
- Inexpensive (dollar store) scientific calculator
Physics
- Scientific calculator
- Protractor
- small metric Ruler
- Three-ring binder (2-inch) and loose leaf paper
- Graph paper
- Black/Blue pens, pencils, erasers
- Colored pencils
- Dividers labeled - Notes, Homework, labs, Tests, References
- Highlighter
- Two-pocket folder to store labs
AP Bio
- 1-1.5” Binder
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Barton Nature Area is an 83.6-acre park with wonderfully diverse natural features. Prairie, emergent marshland, wet meadows, old field (former farmland), and mesic (moist) forest areas are home to large numbers of plants, birds, butterflies and many other species.
The majority of Barton is very flat, which is one reason why it was historically used as farmland. The southern border of Barton is a circular bend in the Huron River, called an "oxbow." An oxbow is created when a river's current cuts into its outer bank over time, forming a curved shape that resembles a collar worn by oxen.
In 1912, a dam was built on the Huron River that produced electricity for the Detroit Edison company. In the mid-1960s, the City of Ann Arbor purchased the area and the dam to create Barton Nature Area, yet continued to sell the electricity to the company. Barton is the only dam in Ann Arbor still used for energy production.
**Natural Communities of Barton Nature Area**
A great diversity of natural plant communities makes Barton an ideal home for a large variety of animal species, and thus an amazing location to observe nature.
**Plants**
A number of eye-catching plant species inhabit Barton, including the locally uncommon wild senna. This large plant can be spotted easily in the wet shrubland area, standing up to six feet tall and crowned with large clusters of brilliant yellow flowers. Another unique plant is the leafy skunk cabbage, found near the southeast footbridge. Its leaves give off an unpleasant odor when crushed, and its flowers emit enough heat in the springtime to melt the snow around it. In the fall, the old field is one of the best sites in Ann Arbor for observing a variety of asters and goldenrods in bloom, as well as big bluestem grass as it reaches its peak height and color.
**Butterflies**
Barton is one of the top butterflying spots in Ann Arbor, with 62 species observed to date. A locally rare butterfly, the harvester, makes its home in the mesic forest area, where its carnivorous caterpillar eats aphids off the many alder trees. Due to the wide range of plant communities in Barton, a large number of species can be found, including the striped, banded, and coral hairstreaks; baltimores; giant swallowtails; and numerous skippers.
**Birds**
Over 80 officially recorded species make Barton an excellent place to see a variety of birds. The American Goldfinch, a year-round resident, is the most abundant species here. However, springtime brings a number of migrant swallows, warblers and sparrows as well as two species of kinglets. Yellow Warblers and Song Sparrows will stay here as some of the more common breeding species. Tree Swallows and Eastern Bluebirds often compete for the nest boxes located in the field area. If observers allow the birds a respectful distance, these boxes provide a nice view of breeding behavior. A sunset walk in early spring is also a sure way to hear the "peent" call of the American Woodcock. In the central open fields, observant walkers may also be lucky enough to catch a glimpse of this longbilled shorebird's aerial pre-nuptial display. During the winter months, a number of ducks and geese can be seen on the Huron River below Barton Dam, as it is often some of the only open water in the area. Common Mergansers, Buffleheads, and Common Golden-eye may be present, along with numerous Canada Geese and Mallards.
**Invasive Plants and Natural Area Preservation (NAP)**
"Invasive plants" are those non-native species that, when introduced into a natural community, take over the habitat and considerably disrupt the ecological balance between species already growing there. For example, the prairie and old field areas that make up most of Barton are susceptible to a few species of invasive shrubs, including buckthorn and honeysuckle.
To help control these species and prevent them from quickly overtaking the native ecosystems, NAP staff conduct ecological burns. Historically, fire occurred regularly in this area, so the native plants have adapted to it very well. While natives can recover quickly from burnings, the invasives that have never adapted to fire cannot. In this way, NAP can use natural means—fire—to help control these unwanted species.
Another way in which NAP deals with invasives is by introducing natural predators of the plants into the area. Galerucella beetles are natural predators of the invasive species purple loosestrife, feeding on it throughout the growing season. Over time, this helps to control the advance of this non-native plant in Barton’s wetlands.
For more information, contact Ann Arbor Parks at (734) 794-6230 or visit www.a2gov.org/Parks
Barton Nature Area
Parks & Recreation
CITY OF ANN ARBOR
LEGEND
F Forest
OF Old Field
P Prairie
S Shrubland
W Wetland
Trails
Park Boundaries
Railroads
Parking
Picnic Area
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Extent of land ownership symbolizes the strength of a nation and the ownership of same gives life and blood to a nation. Ceylon as a nation before gaining its Independence in 1948 had three kingdoms and in the earlier periods witnessed rule by Tamils however had their majority concentrations in the north and east with 80 to 90 percentage in these areas. The independence gained in 1948 heralded the beginning of the sinister schemes of colonization and Sinhalization, first in the east. The first prime minister of Ceylon D.S. Senanayake when inaugurating the Padawwa scheme of colonization openly and with no qualms stated the objective of the Sri Lankan government has contemptuously dismissed the calls of international community for peace and honorable political settlement for Tamils are ringing alarm bells and heaving signs of dismay and disbelief.
Today you are brought here and given a plot of land. You are men and women who will carry this island’s destiny on your shoulders. One day very soon they will look up to you as the last bastion of the Sinhala.
From this day onwards, the process of land appropriation and Sinhala colonization continued unabated with no respite until the emergence of LTTE whose military might put an end to these moves. However from 1948 to 1980, eastern province witnessed the creation of electorate Amparai and Sinhalese as majority and the Trincomalee witnessing a rise in Sinhalese population. A percentage of five in 1948 now risen to thirty-four percent in the Trincomalee district, the electorate during the periods of hostilities. The governor of Northern Province and Gotabhaya are working unaided to deny the resettlement of displaced Tamils and to pave way for subsequent Sinhalese occupation of lands proposed for appropriation by the government III.
These are lands which were owned and occupied by the Tamil civilians who were displaced round and demonstrating to protest the government’s are scheduled in Munggandi on 26th June, for which we extend and urge the support of all Tamils world wide.
The irony of this situation is the brazenness of these acts which are proceeding unchecked and unhindered. The TNA appears to be in the role of spectators without commanding a unified action and approach to the issues. TNA is standing on uneven ground trying to patch up the inside dissent, as often commented. Self-interest and self-glory dominate the Tamil politicians from the very inception and TNA is not an exception. While Sinhalese politicians never hesitate to forge unity to protect their race, language or religion, Tamil politicians never hesitates to express opinions or | 1,061 | 536 | {
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I. Answer any ONE of the following questions in not more than two pages.
1. Write a letter of complaint regarding excessive charges on mobile phone usage.
2. Prepare a CV and cover letter for the post of Assistant Branch Manager in ABC company, Trivandrum.
II. Answer any ONE of the following questions in not more than two pages.
3. Write an essay on the topic “Use and Abuse of the Internet”.
4. Write a paraphrase for the following text.
There is not much need of proving to most school boys that holidays are necessary. They are quite convinced that they are- and most desirable, too. They welcome a holiday from school with hilarious joy, and plague the head master on the least excuse to let them off their lessons. It would be more in place to try to convince them of the necessity of work and study. Yet it may be desirable to show that regular intervals of rest, recreation, or change of occupation are really necessary. Holidays at proper intervals are especially necessary for young people, and for those engaged in hard mental work, for continuous work, without a break, will injure the health, and may cause a nervous breakdown.
A short holiday, rightly used, will send us back to air work with renewed zest and vigour. But holidays may be abused. If the holiday is spent in stupid idleness, or in an exhausting round of exciting amusements, or shut up in close stuffy rooms, the person will come back to his work tired, list less and uninterested.
III. Transcribe any EIGHT of the following words. \((8 \times 1 = 8)\)
5. Synthetic
6. Mouthful
7. Careful
8. Comb
9. Magnetic
10. Breathe
11. Muffler
12. Chapel
13. Management
14. Budget
IV. Mark the primary stress in any FOUR of the words given below. Need not transcribe. \((4 \times \frac{1}{2} = 2)\)
15. Biology
16. Economic
17. Lyrical
18. Composition
19. Pronunciation
20. Suggestive
V. Answer any FOUR of the following questions in about two or three sentences. \((4 \times 1 = 4)\)
21. What are monophthongs?
22. What do you mean by Received Pronunciation?
23. What do you mean by word stress?
24. Mark the intonation for the given sentence
"He plays football, Cricket, basketball and tennis."
25. Give the weak forms of the following words:
a. Was
b. But
26. What is IPA?
VI. Answer Fourteen of the following questions according to the direction provided: \((14 \times 1 = 14)\)
27. Identify the nouns in the given sentence Billiards is my favourite game.
28. Give two examples of nouns having irregular plural forms.
29. Fill in the blanks with appropriate pronoun.
I know the house _______ he lives in.
30. Insert proper modal auxiliaries in the blanks:
Children _______ obey their parents.
31. Correct the following sentence:
The college staff are going on a picnic
32. Transform into the superlative degree.
Mumbai is richer than most other cities in India.
33. Make a sentence with a subordinating conjunction.
34. Add a suitable question tag
Gopal hasn’t passed the exam, _______?
35. Insert appropriate verb form of the word given in the bracket.
I _______ (Visit) the Joshis this evening.
36. Use the correct form of ‘be’ in the given sentence
Ten of the students _____ boys.
37. Transform the following sentence into interrogative form.
He was a villain to do such a deed.
38. Use appropriate article and fill in the blanks which is _____ longest river in India? Is it _______ Ganges?
39. Rewrite the following sentence by adding the adverb given in bracket.
He invited me to visit him (often)
40. Identify the type of adjective used in the given sentence
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The Lord said to Abram, "Go from your country and your people to the land that I will show you. I will make you into a great nation and bless you; I will make your name great, and you will be a blessing. I will bless those who bless you, and whoever curses you I will curse; and all peoples on earth will be blessed through you."
Genesis 12:1-3
Bible for Children, PO Box 3, Winnipeg, MB R3C 2G1 Canada
www.M1914.org
Manipuri Meetei Mayek
9. "I am the Lord, your God, who brought you out of Egypt, out of the land of slavery. You shall have no other gods before me."
10. "You shall not make for yourself an idol in the form of anything in heaven above or on the earth beneath or in the waters below. You shall not bow down to them or worship them; for I, the Lord your God, am a jealous God, visiting the iniquity of the fathers on the children to the third and fourth generations of those who hate me, but showing love to a thousand generations of those who love me and keep my commandments."
11. "You shall not take the name of the Lord your God in vain, for the Lord will not hold him guiltless who takes his name in vain."
12. "Remember the Sabbath day by keeping it holy. Six days you shall labor and do all your work, but the seventh day is a Sabbath to the Lord your God. On it you shall not do any work, neither you nor your son or daughter, nor your male or female servant, nor your animals, nor any foreigner residing in your towns. For in six days the Lord made the heavens and the earth, the sea, and all that is in them, but he rested on the seventh day. Therefore the Lord blessed the Sabbath day and made it holy."
13. "Honor your father and your mother, so that you may live long in the land the Lord your God is giving you."
14. "You shall not murder."
15. The king was very happy to hear this news and he said, "I will go to Bethlehem and see the baby myself."
16. When the king arrived in Bethlehem, he saw Mary and Joseph with the baby Jesus. He was amazed at how beautiful the baby was.
17. The king asked Mary and Joseph, "Where is the baby?" They told him that the baby was in a manger.
18. The king was very happy to see the baby and he gave them some gifts. He then went back to his palace.
19. The king told everyone about the baby Jesus and they all wanted to see him too. They came from far away to see the baby.
20. The baby Jesus grew up to be a great leader and he taught people to love each other. | 832 | 607 | {
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How My School Has Helped Me:
A Helping Hand
By: Kennedy Sullivan
Lenoir County Public Schools have helped many people in many ways. Lenoir County Public Schools have done projects to help our communities, contributed money, put together many fundraisers, and have worked hard to make our schools the best environment for education.
Most of all, Lenoir County Public Schools want to make the children happy. Lenoir County Public Schools are working hard to fill the children with education. The teachers are coming up with fun, but challenging ways to educate their students.
Lenoir County Public Schools have also helped my family and me in many ways. The teachers have pushed their students to do their best throughout their process of growing up and moving from elementary school to middle school, and then to high school.
The school system has had a big impact in many people's lives. All the teachers dedicate their time to help their students learn. These teachers do not just do their job for money, they want to have the pride of saying that they helped a student to be successful in life. Everyone from teachers to janitors care about their students, and their hard work means a lot to everyone.
These schools have helped me realize that life is more than just living to walk, talk, eat, and sleep. Now I realize that you have to stand up and live life to its fullest. Thanks to my wonderful teachers, principles, and everyone who works for Lenoir County Public Schools, they have shaped me into the person I am today.
I ask myself this question, if the founders of Lenoir County Public Schools would not have started these school systems want kind of person would I be today? Many people are grateful for these public schools because they have helped students learn so many things. The students can go to college and get a good job, and they help the students get ready for the real world, because most of them have not traveled out of their state. To be prepared is something major everyone should know. The teachers help their students as much as they can, so the students can be ready to get a good job, have a family, and to be able to pay taxes, and deal with adult situations.
In conclusion, Lenoir County Public Schools have helped change many peoples lives. They prepared us so we can make a difference in the world. There are so many people without proper schools and education. I am lucky that I have the best school system and best teachers and principles. I am prepared for whatever lies ahead. Nobody knows what the future holds, but the students that attend any of the Lenoir County Schools are ready for whatever lies ahead, because the Lenoir County School systems workers have dedicated a lot of time to all their students. Thanks to everyone who has helped me to be the person I am today, and thanks to everyone who has read this, and I hope you will attend Lenoir County Public Schools! | 1,028 | 595 | {
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WHY DOES IT MATTER?
Grass clippings and bits of leaves that are blown into the street after lawn maintenance can be just as bad as other forms of litter. They clog gutters and storm drains which reduces the amount of stormwater that can move through the system. Stormwater that should move quickly may begin to back up, causing high water on roads or other, more hazardous flooding situations. Remember, it is illegal to deposit anything other than rainwater down the storm drain!
What doesn’t get stuck in the storm drain ends up in the nearest stream, pond, lake or river. Nutrients derived from grass clippings, fertilizers and other natural sources fuel excessive uncontrolled growth of algae and may cause health problems, damage water quality, and negatively impacting the environment. Some types of algal blooms are toxic, making it dangerous for recreation, fish and wildlife. As algae breaks down, it uses up oxygen in the water causing fish kills and other ecological damage. Unsafe conditions may require beach closures and limit fishing and other recreational activities which can impact the local economy.
MAINTAINING YOUR LAWN
To maintain your lawn properly, mow high and mow often, so that you only take off about 1/3 of the length of the grass. This will result in an attractive, neatly trimmed lawn, and clippings will disappear when they filter down to the soil. To shade the soil, cool the roots, and block weed growth, most lawns should be mowed 2-3” high especially in summer.
Controlling watering rates will help your lawn grow at manageable levels and still stay healthy. Don’t water until the lawn is dry. If it turns blue-green or gray, or if footprints don’t spring back, it’s time to water. Provide about an inch at a time for clay soils. If managed carefully, water will soak four to six inches down, just right for building healthy root systems and greener growth. Early morning watering conserves water by preventing evaporation.
Have your soil tested and apply only organic, slow-release, or water insoluble fertilizers or compost, aerate the soil, plant native grasses, spot spray weeds with herbicides and using natural pest control methods to make an even bigger difference on your lawn and in the environment.
SO WHAT SHOULD BE DONE WITH CLIPPINGS?
Leave clippings on the lawn and sweep any that fall on paved surfaces back onto the lawn where they will naturally decompose and fertilize. You can also rake or blow clippings into a compost pile. If you use a lawn maintenance company, it is your responsibility to ensure they do not blow or dump yard wastes down the storm drain inlets.
Remember – there’s no treatment or filtering of stormwater between the drain on your street to the nearest body of water. Even though grass clippings, leaves, and soil are natural forms of debris, when they are put into the storm drain they can destroy the balance of our waterways. Storm drains are not garbage disposals! | 1,152 | 617 | {
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General Sound Discrimination Instrumental Sounds
Home Learning Challenge
As you listen to a story or rhyme, use some instruments or noise makers to add sound effects to the story. Think about how different instruments could be played to create different effects. For example, can you make a loud noise and a quiet noise using the same instrument?
Do you have any musical instruments at home? Ask an adult to show you how they are played and try making some sounds with the instrument. Take a photo or draw a picture of your instrument to share with the group. Don’t worry if you don’t have any instruments – you could always make your own instrument, like a simple shaker!
Play a listening and copying game using a small set of instruments and noise makers. Play a sound for the other person to copy. Try creating loud and quiet sounds and also some simple sound patterns.
Create a musical show to perform! Use a variety of instruments and noise makers and create a musical show for your friends or family. Try creating a musical pattern using a variety of different sounds.
Oral Blending and Segmenting
Home Learning Challenge
Listen carefully as you sound out these words: pin, sat, tap, net. How many letter sounds are in each word? Try counting on your fingers. E.g. ‘c-a-t, 1-2-3’.
Emma the Explorer has a list of things she needs to take on her next adventure but she can’t read it! Can you help Emma work out what she needs to pack in her bag? Sound out the words below and blend the sounds together to find out what she needs to take. You could draw pictures to help Emma know what she needs to take.
m-a-p
c-u-p
h-a-t
p-e-n
With a grown-up, play a listening game about a visit to a farm. ‘I went to the farm and I saw …’ – instead of saying the animal name, split the word up into its 3 letter sounds. The other person has to identify the animal by blending the sounds together. For example: ‘I went to the farm and I saw had a ‘c-a-t.’ – ‘It’s a cat!’ Try for the words; cat, dog, pig, cow, hen.
Play a listening and drawing game with a grown-up. Take it in turns to sound out a word and then the other person has to draw the item! Try the words: hat, sun, ten, pan, box.
Voice Sounds
Home Learning Challenge
Use your voice to create some sound effects. Can you make a sound like a ticking clock or a doorbell? Listen to sounds you hear around your home – can you make a sound just like them?
Teach a grown-up the song Old MacDonald had a Farm. What animals will be in your song? What noises do the animals make?
Play an animal themed guessing game. Make some sound effects for different animal noises and encourage someone to guess what animal sound you were making. You could ‘meow’ like a cat, ‘woof’ like a dog or ‘hisssss’ like a snake. What other animal sounds can you make?
Try making some different voice sounds to show different feelings and emotions e.g. ‘oh!’ when surprised, ‘mmmm’ when eating something yummy and ‘sshh’ when trying to be quiet!
Alliteration
Home Learning Challenge
Zoe the Zookeeper wanted to name some of her animals. She wants the names to start with the same letter sound as the animal. So far she has thought of Charlie Chimp and Tommy Tiger. Can you help her think of some names for her Lion, Snake and Panda?
Charlotte the Chef is making some silly sound soups! Each soup needs 3 ingredients that start with the same letter sound. She has already made the ‘t’ sound soup with toffees, tomatoes and toast! Can you think of 3 foods to put in the ‘c’ sound soup?
Go on a letter sound hunt! Look around at home or in an outside area and find things beginning with the same letter sound. Can you find 3 things beginning with ‘t’? What other letters can you choose?
n s m d i a p g t | 1,333 | 861 | {
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Do you have a personal computer at home (PC)?
12 responses
- Yes: 11 (91.7%)
- No: 1 (8.3%)
What do you use your personal computer for?
12 responses
- Games / entertainment: 5 (41.7%)
- as a part of your studies: 12 (100%)
Do you use the internet?
If you use internet, what for do you use it?
12 responses
- Games / entertainment: 5 (41.7%)
- Shopping: 10 (83.3%)
- Social networking: 8 (66.7%)
- Internet ban: 10 (83.3%)
- Education: 11 (91.7%)
- "Surfing" and browsing: 9 (75%)
Do you know how to use the control panel?
12 responses
- Yes: 10 (83.3%)
- No: 2 (16.7%)
- Partially: 0 (0%)
| Question | Responses |
|-------------------------------------------------------------------------|-----------|
| Can you send a file through e-mail? | 12 |
| Do you understand the concept of cloud storage? | 12 |
| Can you share your stored information with others? | 12 |
Responses:
- **Can you send a file through e-mail?**
- Yes: 83.3%
- No: 16.7%
- **Do you understand the concept of cloud storage?**
- Yes: 91.7%
- No: 8.3%
- **Can you share your stored information with others?**
- Yes: 91.7%
- No: 8.3%
Do you know how to compress a large file, so that you can send it via e-mail?
12 responses
- Yes: 75%
- Partially: 25%
Are you interested in music?
12 responses
- Yes: 91.7%
- No: 8.3%
At what level are you interested in music? please specify!
12 responses
- scholar
- hobby
Do you know musical notes?
12 responses
- Yes: 50%
- No: 50%
Do you understand the term "solfage"?
12 responses
- Yes: 33.3%
- No: 66.7%
| Question | Responses |
|-------------------------------------------------------------------------|-----------|
| Did you already compose a musical piece using computer SW? | 12 |
| Do you want to create your own musical piece? | 12 |
| Do you want to hear your musical piece using different instrumental versions? | 12 |
Do you want to share your musical composition with others?
12 responses
Are you interested to learn how to use a SW composition program?
12 responses | 1,456 | 582 | {
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DAV PUBLIC SCHOOL, MUNGER
SUMMER VACATION HOMEWORK-2019-20
STD V (All Section)
**Science**
1. Learn ch. - 1 & 2
2. Draw and explain types of Joint in A-4 size paper.
3. Draw and label Breathing system and stages of germination of bean seed.
**Social Science**
1. Remember and revise question / answer and other points of ch-1 and 2 including maps.
2. Remember ‘Do you know’ of all the taught chapters.
3. Pick out hard word (at least 15) of all the taught chapter and write their meaning in a separate thin copy.
4. Map Practice – Locating different states of India.
5. Draw at least five types of houses and write few lines about them in a separate thin copy.
**English Reader**
1. To learn the ques/answer and objectives of ch-1 and 2 (Monday morning and A tale of a sail).
**English Practice**
1. To revise Nouns (Abstract Nouns)
**Writing Section**
1. To learn the application.
**Maths**
1. Learn and write multiplication table 11 to 20.
2. Draw Indian and International place value chart in 2 different A4 size papers.
3. Write all factors of 20 to 80.
4. Do all words problem from taught chapters in the class.
5. Write and remember of all definition of different chapter
[Note: - Do all work in a separate thin copy]
**Computer**
## Complete your computer copy with doing all activities.
**Hindi**
1. ‘पेड़’ कविता कंठस्थ करें
2. भाषा-माधुरी पाठ 1 से 3 तक प्रश्नोत्तर पूरा करें और याद करें
3. भाषा-अभ्यास पाठ 1 से 3 तक पूरा करें
4. संज्ञा, सर्वनाम की परिभाषा लिखें और याद करें
**Sanskrit**
सुरक्षा :- पढाए गए पाठ से अभ्यास कार्य पूरा करें
व्याकरण :- पाँच फलों, सब्जियों एवं पशुओं का नाम संस्कृत में लिखें
पाठ धातु लट् लट् एवं लट् लटकर में लिखकर याद करें
‘बालक’ शब्दरूप लिखकर याद करें | 794 | 532 | {
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Jesus’ Arrest and Trial
1. After Jesus had been arrested in the Garden of Gethsemane, he was led off to the house of the High Priest Caiphas. The Sanhedrin were meeting there. They wanted to put Jesus to death, so they tried to find some people who would tell lies about him in court. At last, two men came forward and said, “This man claimed that he would tear down God’s temple and build it again in three days.”
2. The high priest stood up and asked Jesus, “Why don’t you say something in your own defence?” But Jesus did not answer. So the high priest said, “Tell us, are you the Anointed One, the Messiah, the Son of Most High God?”. Jesus answered. “I Am.” The high priest then tore his robe and cried out: “Blasphemy! This man is insulting God! We don’t need any more witnesses! You have heard what he said!” Then they spat in his face and hit him with their fists. Others slapped him and said, “You think you are the Messiah! So tell us - who hit you?!”
3. All the Sanhedrin decided that Jesus should be put to death, but they didn’t have the authority to put a man to death themselves. So early next morning, they tied Jesus up and led him away to Pontius Pilate, the Roman governor. When Jesus was brought before Pontius Pilate, Pilate asked him, “Are you the king of the Jews? Are these accusations true?” But Jesus did not say anything, and the governor was greatly amazed. He did not feel qualified to settle arguments about Messiahs and the Jewish religion, so Pilate decided to send Jesus on to King Herod, who was staying in Jerusalem that week.
4. King Herod was delighted to see Jesus, as he had heard about him, and hoped to see Jesus perform a miracle. Jesus however, remained silent before him. So King Herod gave him to his soldiers, to make fun of him. They stripped off Jesus’ clothes and put a purple robe on him. They made a crown out of thorn branches and placed it on his head, and they put a stick in his right hand. The soldiers knelt down and pretended to worship him. They made fun of him and shouted, “Hey, you, you, King of the Jews!” Then they spat on him. They took the stick from him and beat him on the head with it. And when they had finished mocking him, they sent him back to Pontius Pilate, who put him back in prison.
5.
6. Pilate still felt uncomfortable about sentencing Jesus. He remembered that there was a Passover custom, where the governor always freed a prisoner chosen by the people. At that time a well-known terrorist called Barabbas was also in jail at the same time as Jesus. So Pilate gathered the crowd outside his palace, and asked them, “Which prisoner do you want me to set free? Barabbas or Jesus?”
7.
8. But the chief priests of the Pharisees and Sadducees persuaded the crowds to ask for Barabbas to be set free and for Jesus to be killed. So when Pilate asked the crowd again, “Which of these two men do you want me to set free?” they replied: “Barabbas!”. Pilate asked them, “What am I to do with Jesus, who is called the Messiah?” They shouted, “Crucify him!” Pilate answered, “But what crime has he done?” “Crucify him!” they shouted even louder.
9. Pilate saw that there was nothing he could do so he took some water and washed his hands in front of them and said, “I won’t have anything to do with killing this man. You are the ones responsible!” He set Barabbas free and ordered Jesus to be whipped, and then to carry his own cross to Golgotha, to be crucified. | 1,246 | 827 | {
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Magnetawan Fire Department
81 Albert Street
P.O Box 70
Magnetawan
Ontario, P0A 1P0
Cell: 705-349-8477
Phone: 705-387-4442
Fax: 705-387-4875
firstname.lastname@example.org
“Fire Safety is Fire Prevention”
| Level | Description |
|-------|-------------|
| LOW | DAYTIME BURNING ALLOWED
Open Air Burning and incinerators are allowed at all times.
Only environmentally friendly products may be burned.
Piles no larger than 8’ in diameter unless approved. |
| MODERATE | NO DAYTIME BURNING ALLOWED
Open Air Burning and incinerators are allowed starting at 6pm and completely out by 10am.
Only environmentally friendly products may be burned.
Campfires are allowed for cooking and warmth only at any time. |
| HIGH | NO DAYTIME BURNING ALLOWED - Including Incinerators.
NO OPEN BURNING
Only Enclosed Camp Fires for cooking and warmth between 6pm and 10am
Enclosed fire, surrounding by brick / stones or in metal burn container / ring no bigger than 2 feet / 24 inches. |
| EXTREME | COMPLETE FIRE BAN
NO BURNING ALLOWED at anytime.
NO FIREWORKS |
Please note:
- No daytime burning permitted between 10am to 6pm from April 1st to October 31st.
- No accelerants are permitted.
- At a minimum, you are required to have a garden hose attached to a water source or 2 large pails of water, shovels, and anything that can assist in containing or extinguishing the fire should it spread from its origin.
- All fires must be under constant supervision and control from time of lighting until it is totally extinguished. Use plenty of water to extinguish the fire.
- If you have any questions with regards to fire safety or the fire rating, please do not hesitate to contact the Fire Department at the above contact details.
Frequently asked questions are on the other side.
SMOKE ALARMS & CARBON MONOXIDE ALARMS SAVES LIVES
“Don’t be at HOME, TRAILER or COTTAGE without them… IT’s THE LAW”
FREQUENTLY ASKED QUESTIONS
Q. Do I need a burn permit?
A. NO - We do not issue burn permits.
Q. Can I have a campfire while the fire rating is on HIGH?
A. YES – but for cooking and warmth only, when no other means are available.
Q. Can I burn furniture, bed mattresses, and household rubbish etc.?
A. NO – Do not burn anything that is environmentally unfriendly. Untreated and natural materials only.
Q. Can I have a campfire when the rating is at EXTREME?
A. NO – No fires are permitted – This is a total fire ban
Q. When can I set off fireworks?
A. At all times other than EXTREME
Read the manufacturers instruction prior setting fireworks. Please be responsible when setting fireworks. Though they are fun to watch, once in the air, they are unpredictable.
Q. Can I light and release Chinese lanterns?
A. NO – The Open Air Burning By-law prohibits this.
Please visit the Municipal office or website to obtain a copy of this By-Law.
Q. What size fire can I have?
A. Low and Moderate – 8’ in diameter for non-recreational burning and 2’ in diameter for campfires.
High – 2’ in diameter for cooking and warmth only.
Extreme – Absolutely no burning of any kind or fireworks
Also, if windy, do not burn.
Q. Can I have a larger fire than is permitted by the by-law?
A. YES – Contact the Fire Department BEFORE having larger fires. Approval is required to exceed the allowed size.
Always think safety before making a fire and before setting off fireworks
SMOKE ALARMS & CARBON MONOXIDE ALARMS SAVES LIVES
“Don’t be at HOME, TRAILER or COTTAGE without them… IT’s THE LAW” | 1,788 | 884 | {
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Bubbles frozen in ice.
I made this sound recording of a frozen lake in the winter of 2005/06 in the area around Berlin. Frozen lakes are known to give off most noise during major fluctuations in temperature: the ice expands or contracts, and the resulting tension in the ice causes cracks to appear. Due to the changes in temperature, the hours of morning and evening are usually the best times to hear these sounds. In my experience, thin ice is especially interesting for acoustic phenomena; it is more elastic and sounds are propagated better across the surface. Snowfall, on the other hand, has a muffling effect and the sound can only travel to a limited extent. The ice sheet acts as a huge membrane across which the cracking and popping sounds spread. Underwater microphones proved especially well-suited for these recordings: in a small hole drilled close beneath the surface of the water, the sounds emitted by the body of ice carry particularly well. The most striking thing about these recordings is the synthetic-sounding descending tones caused by the phenomenon of the dispersion of sound waves. The high
frequencies of the popping and cracking noises are transmitted faster by the ice than the deeper frequencies, which reach the listener with a time lag as glissandi sinking to almost bottomless depths.
I have used this recording in my piece *Frost Pattern*, released by the German label GRIENREKORDER in December 2010 – together with its twin composition *Fire Pattern*.
Sound recording and text by Andreas Bick (andreas-bick.de).
Photos of ice structures by Heinz Peter Kapteinat.
Layout by Daniel Knef (knef.code23.de).
FIRE AND FROST PATTERN
a voyage into the sound patterns of extreme temperatures
The artistic process here is concerned primarily with making audible the ‘secret’ sounds hidden in nature, liberating the music held in fire and ice – Götz Naleppa
The formal structure mirrored in the two pieces is the vessel into which the inventory of hot and cold sounds was poured. The aim here was to find a balance between influencing the sounds in compositional and acoustic terms, and leaving them in their original context – Andreas Bick
Fire and Frost Pattern was recorded for Deutschlandradio Kultur. Audio CD and digital edition (stereo and surround sound) released by Gruenrekorder (gruenrekorder.de).
The image shows a close-up view of a frozen surface, likely a lake or pond, with ice formations that appear to be in various stages of melting. The ice is textured and has a complex pattern of cracks and ridges, indicating movement and pressure within the ice. The colors range from light gray to dark gray, suggesting different thicknesses and densities of the ice. There are also some darker patches that could be shadows or areas where the ice is thinner. The overall appearance is one of a dynamic and ever-changing natural phenomenon. | 1,140 | 591 | {
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Intercultural competence is “the ability to function effectively across cultures, to think and act appropriately, and to communicate and work with people from different cultural backgrounds – at home or abroad”. Not only does this competence encourage one to acknowledge the diversity that exists between and within cultures (distinguishing personal, cultural and universal behaviours, traditions and beliefs), it further encourages one to relativize and decentre their own perspectives, beliefs, behaviours and values. It encourages our students and teachers to eliminate the “us and them” narrative and promotes empathy, respect, critical analysis and curiosity for better understanding the diversity of the world we live in.
Source: McKinnon, ‘What is intercultural competence?’, Glasgow Caledonian University, accessed 10/06/18 and the UNESCO ‘Intercultural Competences. Conceptual and Operational Framework’, 2013. Retrieved from Monash University Intercultural lab, What is intercultural competence?
Milton Bennett (2004) describes becoming interculturally competent as: “movement from Savoir to Savoir Faire”
★ Savoir (acceptance):
awareness and information concerning another’s culture
★ Savoir apprendre (adaptation):
observing and learning about other cultures
★ Savoir être (integration):
being able to move beyond a personal perspective to view others non-judgmentally
★ Savoir faire (Intercultural worldview):
being able to interact proficiently
This process of becoming interculturally competent can be incorporated into any classroom, focusing on its community context. Below are some examples of ways to encourage Intercultural Competence in your classrooms:
- Explore the diversity that exists within Canada and what it means to be “Canadian”. This will encourage students to question what they understand to be “Canadian” and how vastly identity and culture vary across the 13 provinces and territories of our country. Linguistic variation across Canada (in English and French) is another great way of encouraging respect for all accents and varieties of languages.
- Promoting translanguaging in the FSL classroom is an amazing way to promote respect for all languages and create a space in which everyone’s identities and life experiences are valued as equal.
Examples of how to do this can include:
❖ allowing students to translate French words and concepts into their own languages/languages that they are learning
❖ learning and employing key words/concepts in other languages that are relevant to the lives of your students or even by simply allowing students to share about their linguistic repertoires in French as a way of getting to know one another better.
❖ When making comparisons, using three or more languages rather than exclusively comparing French to English can help to avoid an “us and them” narrative.
❖ Not all classrooms will have speakers of multiple languages. However, metalinguistic awareness can still be encouraged within these contexts by encouraging students to reflect on how their language use changes depending on who they’re talking to and in which contexts.
- Utilizing French videos in the classroom is a great way to expose our students to authentic use of the language from all over la Francophonie. It further demonstrates to them how learning French can open up their world to things they’d never have access to otherwise (movies, music, tv shows, memes, literature, etc.)
Resources
- 5 Ways Teachers Can Create a Translanguaging Classroom.
- Cinefranco.
- OMLTA: Intercultural Awareness.
- The Revised Ontario French as a Second Language Curriculum (2013).
- WELCOMM: Intercultural Awareness – Interculturality.
- Monash University. 2021. What is Intercultural Competence? Monash Intercultural Lab. | 1,663 | 759 | {
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Bring Texas history to life on your own campus!
The Texian Time Machine is an interactive, hands-on program that brings the living history experience to your school! Students will rotate through a variety of stations in 20- to 30-minute segments.
**Logistics:**
• A typical program requires a grassy area approximately 100’ x 200.’
• Total program length will vary based on the number of rotations booked and the number of students present.
• Schools with more than 250 students will need a two-day program.
**Cost:**
• $12/student. Schools with fewer than 60 students are charged a $720 flat fee.
Contact Us:
firstname.lastname@example.org
281-342-6478
fortbendmuseum.org/texian-time-machine.html
The Texian Time Machine is an educational outreach program of the:
Fort Bend Museum
500 Houston Street | Richmond, Texas
www.fortbendmuseum.org | 281-342-6478
The Fort Bend Museum is a division of the Fort Bend County Museum Association.
**Texas Colonies**
**Land Grants**
Apply for citizenship and receive a land grant to settle in the Republic of Mexico in the early 1820s — and sign your name with a nib pen.
**Surveying**
Try different methods of surveying, and determine how you would like your land measured.
**Print Shop**
Explore the print-making process, the earliest form of communication and journalism in Texas.
**Textiles**
Gin and card cotton while learning how this basic fiber was planted, harvested and turned into thread and cloth.
**Games**
“Recess Time”: play games from the past, including stilts, graces and rolling hoops.
**Cooking**
Discover the joys of food preparation – tasting included! Use math skills to make a cornbread recipe.
**Cabin-Building**
Use real logs to build a cabin or fence and learn about the many tools needed to improve and maintain a homestead.
**Militia**
“Enlist” in the militia and practice a typical drill while learning about the basics of protection on the frontier.
**One-Room School**
Become a student for a day in a pioneer school—and complete a variety of lessons such as reading, writing and arithmetic!
---
**American Colonies**
**Cooking**
Discover the joys of food preparation – tasting included! Use math skills to make a gingerbread recipe.
**School**
Enter a 1770s classroom and complete a variety of lessons such as recitation, arithmetic and spelling.
**Militia**
Join the Minutemen and practice a typical military drill!
**Cash Crops**
Learn about the different crops that early American settlers grew to generate income.
**Knots**
Learn to tie different knots that were used on boats for various tasks.
**Flags**
What do colors and symbols on a flag mean? Decide on a class flag using symbolism and colors from the past.
**Construction**
How did America’s first colonists build their homes? Discover the answer with a hands-on activity centered around simple construction techniques of the early settlers.
**Games**
“Recess Time”: play games from the past, including stilts, graces and rolling hoops.
---
**HOW IT WORKS:**
1. Choose your time period.
2. Choose preferred rotations.
3. Book and relax as we bring the history to you!
---
**NOTE:** For both time periods, other enrichment stations can be offered based on specific presenter availability. These include music, frontier survival and blacksmithing. Please contact us for more information.
Questions? Contact us at email@example.com OR 281-342-6478. | 1,556 | 755 | {
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Getting more from groundwater
By 2050, around 4 billion people will be living in countries with water shortages. Innovative techniques are urgently needed to squeeze every drop from the resources available, and a team of European scientists believes it has some of the answers.
In many European countries...
By 2050, around 4 billion people will be living in countries with water shortages. Innovative techniques are urgently needed to squeeze every drop from the resources available, and a team of European scientists believes it has some of the answers.
In many European countries, drinking water comes from groundwater - this is the case for more than 80 percent of tap water in Denmark, Austria, Iceland, Italy and Switzerland. Traditionally, the water is pumped up and then filtered - just as an aquarium is filtered - to remove iron, manganese and other impurities.
The problem arises when these filters need cleaning. The process involves backwashing with water, during which up to 10 percent of potential drinking water can be lost - it is simply discharged afterwards as wastewater, explains André Reigersman, coordinator of the EU-funded project IWEC ('Increased water efficiency with ceramic membrane technology') and chief executive of Dutch SME RWB Water Services.
IWEC aims to introduce ceramic membranes into the process, and hopes to show their feasibility at a demonstration plant in the Netherlands.
"Using membranes could save up to two cubic kilometers of water every year, which is equal to the combined consumption of drinking water in the Netherlands and Sweden," says Reigersman.
Alternatives to membrane types have been investigated. But the plastic versions, which are either operated with pressure or suction, do not necessarily remove all harmful bacteria as they are prone to breakage and are relatively expensive due to a lower life expectancy, higher energy input, chemical consumption and space requirements, and lower rates of water recovery.
Once RWB Water Services had identified ceramic membranes as the way forward, they began testing them in 2009. The IWEC project, which also brings together a Dutch drinking water and Polish manufacturing company, began three years later.
Manufacturing the membranes in Poland helps keep costs down. "We need to be innovative, and our solution will not be innovative if it more expensive," explains Reigersman.
In addition to cost and health benefits, ceramic membranes have a lifespan of 15 to 25 years (compared to an average of 5 years for conventional filters). And once their filtering days are over, the membranes can also be recycled, for example in the manufacture of tiles. The team will look more in depth at the re-use of these membranes - a key element of IWEC - before the end of the project.
It has been market barriers rather than technological challenges that have so far been the biggest stumbling block. In the Netherlands, a groundwater tax was in place - although this has now been lifted. EU countries have also not yet implemented common legislation on water re-use and testing methods.
But the IWEC team remains very optimistic. "The start has been more difficult than expected, but we seem to have had some success in removing some market barriers," says Reigersman.
Assuming the demonstration is successful, Reigersman hopes to make ceramic membranes the standard water re-use solution in the Netherlands, and will then turn his attention elsewhere.
Some parts of Europe are off the agenda as water loss during distribution is already very high - in some cases up to 30 percent.
"It makes no sense to invest in something to save 5 percent when losses are so high elsewhere," explains Reigersman.
But other countries are certain to hear about IWEC's work soon. The team is already looking at the German market, and has made a market inventory covering several countries. The plan is to start in those countries where drinking water is still expensive, such as Denmark.
The IWEC project is receiving over EUR 847 000 in funding from the EU through its eco-innovation programme. It is due to end in June 2015.
Source: IWEC
**Related information**
- **Projects**
- IWEC - Increased Water Efficiency with Ceramic membrane technology
- **Countries**
- Netherlands, Poland
**Subjects**
Environmental Protection - Water resources and management
**Last updated on** 2013-09-17
**Retrieved on** 2015-06-29
**Permalink**: http://cordis.europa.eu/news/rcn/36069_en.html
© European Union, 2015 | 1,847 | 900 | {
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Getting Started
What can we gain by forgiving someone? Can we gain anything by refusing to forgive?
Forgiveness goes against our nature. When people hurt us, we naturally want to punish them for it. Perhaps even more difficult is asking for forgiveness, which hurts our pride. But forgiveness is necessary to keep any relationship going. And it is necessary for our own peace of mind. When we forgive someone, we set him free from his guilt. But what we might not realize is that we are also setting ourselves free, from the prison of bitterness and anger.
Improving Your Vocabulary
bitterness (n) - very bad feelings, usually as a result of being disappointed or hurt; constant anger
accounts (n) - records that keep track of money paid and money owed
debt (n) - something, usually money, owed to someone
choke (v) - to cut off someone’s air so that he/she cannot breathe
mercy (n) - undeserved kindness and/or forgiveness
conclude (v) - to bring to an end
condone (v) - to say someone’s actions are acceptable
Reading God's Word
Matthew 18:21-35
21 Then Peter came to Jesus and asked, “Lord, if my brother keeps on sinning against me, how many times do I have to forgive him? Seven times?” 22 “No, not seven times,” answered Jesus, “but seventy times seven,” 23 because the Kingdom of heaven is like this. Once there was a king who decided to check on his servants’ accounts. 24 He had just begun to do so when one of them was brought in who owed him millions of dollars. 25 The servant did not have enough to pay his debt, so the king ordered him to be sold as a slave, with his wife and his children and all that he had, in order to pay the debt. 26 The servant fell on his knees before the king. “Be patient with me,” he begged, “and I will pay you everything!” 27 The king felt sorry for him, so he forgave him the debt and let him go. 28 Then the man went out and met one of his fellow servants who owed him a few dollars. He grabbed him and started choking him. “Pay back what you owe me!” he said. 29 His fellow servant fell down and begged him, “Be patient with me, and I will pay you back!” 30 But he refused; instead, he had him thrown into jail until he could pay the debt. 31 When the other servants saw what had happened, they were very upset and went to the king and told him everything. 32 So he called the servant in. “You worthless slave!” he said. “I forgave you the whole amount you owed me, just because
you asked me to.” 33 You should have had mercy on your fellow servant, just as I had mercy on you.’ 34 The king was very angry, and he sent the servant to jail to be punished until he could pay back the whole amount.” 35 And Jesus concluded, “That is how my Father in heaven will treat every one of you unless you forgive your brother from your heart.”
For further study, see Hebrews 12:15; Ephesians 4:31-32; Matthew 6:14-15; Colossians 3:12-15 and 1 Peter 4:8.
Taking a Closer Look
1. How many times does Jesus say we should forgive? Does this mean on the 491st time we can stop forgiving? (18:22)
2. How much money did the first servant owe? What was the king's original judgment? (18:24, 25)
3. Why did the king change his mind? (18:27)
4. How much did the second servant owe the first? (18:28)
5. How did the first servant treat the man who owed him money? (18:28-30)
6. When the king found out, what did he do? (18:31-34)
7. Who does the king represent? Who do the servants represent?
Taking Action
1. Forgiveness is so difficult mostly because of our pride. How can we put our pride behind us and make it easier to forgive?
2. Forgiveness does not mean condoning what a person has done. How can we forgive someone, and tell them in a spirit of love how they have hurt us?
Memory Verse: 1 Corinthians 13:5
Love keeps no record of wrongs.
Review the Vocabulary
Discuss your answers with a classmate.
1. Have you ever been in debt to anyone?
2. Have you ever felt bitter about anything?
3. What are some things we should not condone?
4. Who should we have mercy on? Who has mercy on us? | 1,638 | 1,007 | {
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Working with families
These tip sheets are designed to help all professionals who work with young children to promote respect and gender equity in their work.
Supporting children to have respectful and equitable relationships when they are young can help them grow into resilient, caring and well-functioning young people and adults and is a key step towards preventing family violence and all forms of violence against women. This involves nurturing children and helping them learn the skills to acknowledge and accept difference, resolve conflict and solve problems. It is also about challenging gender stereotypes, so children of all genders grow up feeling heard, valued and respected.
Conversations with families are important
When we work with children, we also work with their families. Parents, carers and families have a strong influence on children’s identities, their view of the world and their development.
Communicating regularly with a child’s family helps you to share knowledge with them about their child’s learning and establish a partnership approach to supporting their development.
Communicating openly with families also helps create a shared understanding about what children are being taught and the kind of conversations they are having while at the service.
Having conversations with families about respectful and gender equitable relationships is not always easy, particularly if families are not used to talking about things like gender. They might also have pre-existing ideas about what their child should be learning, and this may not include respectful and equitable relationships.
Tips for talking to parents and families about respect and gender equity
• Try to focus your conversations on the child’s learning and development. Talk about how respectful and equitable relationships fit into the curriculum or service philosophy and share the ways you approach this. Focus on children’s strengths and the progress they are making. Talking about respectful relationships in this way helps families to recognise it as an area of learning and supports them to identify their child’s achievements.
• Respectful conversations are reciprocal. As well as an opportunity for you to deliver information about their child, families should have space to share their ideas. Encourage families to share their thoughts and ideas about respectful and gender equitable relationships and how the service promotes them. Support them to share their own thoughts about their child’s learning and play.
• The way in which you conduct conversations with parents is also important. Conversations should be safe, non-judgmental, supportive and culturally appropriate.
• Create an environment where families feel welcome and comfortable just dropping in for a chat. Where possible, try to communicate with families in their first language. Pay attention to who you talk to and about what. Are there some families you speak to more?
• Use a range of communication strategies that acknowledge the different preferences or needs of families. As well as one-on-one conversations, consider other ways of communicating about your service’s commitment to gender equity and respect through newsletters, email, visual displays or by sharing resource sheets, interesting articles or videos.
City of Melbourne and DVRCV wish to acknowledge Associate Professor Kylie Smith (University of Melbourne) and the educators and families at City of Melbourne run children’s centres, whose work these tip sheets are based on. You can find the other tip sheets in this series at www.partnersinprevention.org.au and www.melbourne.vic.gov.au/respectandequity | 1,375 | 644 | {
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Pemmican Island is located in the north basin of Lake Winnipegosis, approximately 175 kilometres north of Dauphin, 20 kilometres (over water) southwest of Chemawawin Cree Nation reserve land, and roughly 23 kilometres (over water and land) east of Sapotaweyak Cree Nation reserve land. Several other Indigenous communities have nearby territory or interests in the area, including Wuskwi Sipihk First Nation and Minegozilbe Anishinabe (formerly Pine Creek First Nation). The island is also located within the Métis Natural Resource Harvesting Zone. Pemmican Island was originally designated a park reserve in 2001 in order to provide interim protection to lands representing the Mid-Boreal Lowlands Ecoregion as well as important wildlife habitat.
Pemmican Island is 27.48 hectares in size. The 1.21 kilometre long island is comprised of limestone outcrops and cliffs, boulders, gravel, and sand. A long spit of limestone gravel extends southwest of the island, rising a metre out of the lake, while inland areas contain mature forest stands of American elm, Manitoba maple, and trembling aspen. Limestone cliffs on the east and south shores of the island are separated from the flat, sandy beaches by bands of trees. The limestone cliffs helped protect this area of the island from the effects of glaciation and erosion.
Pemmican Island provides habitat for a variety of colonial waterbirds. The proposed provincial park will protect the nesting grounds of double-crested cormorants, a species protected under The Wildlife Act. Several other bird species protected by federal and provincial legislation have also been detected on the island, including American white pelican, herring gull, ring-billed gull, Caspian tern and common merganser.
The History of Pemmican Island in the Provincial Park System
Pemmican Island was first designated as a park reserve in June 2001. The designation of an area as a park reserve is an interim measure that provides time for appropriate consultation to take place with Indigenous communities and stakeholders. The park reserve designation was renewed in December 2006 and 2011 to allow for continued discussions regarding designating the reserve as a provincial park. The final park reserve designation was allowed to expire in 2016, to facilitate the issuance of a Mineral Exploration Licence (MEL) on the island. Manitoba committed to re-engage with Indigenous communities and renew the process towards the permanent protection of Pemmican Island once the MEL expired. The MEL expired in 2022, and Manitoba is now prepared to designate the island as a provincial park, provided that the Indigenous communities with traditional territory in the area are supportive of the proposed designation and pending the results of the public engagement process.
Proposal
- To permanently protect the 27.48 hectares of land illustrated on the map below as Pemmican Island Provincial Park, and classify it as a natural park
- To designate the lands within the park under the backcountry land use category (LUC)
Areas designated under the backcountry LUC contribute to Manitoba’s network of protected and conserved areas by legally prohibiting commercial logging, mining, hydroelectric development, oil and gas development, exploration for or harvest of peat, and any other activity that may significantly and adversely affect habitat.
The Provincial Parks Act specifies that provincial parks are dedicated to the people of Manitoba. Provincial parks are recognized as special places that play an important role in the protection of natural lands and the quality of life for Manitobans. The rights of Indigenous peoples to access this area for hunting, trapping, fishing and other traditional pursuits would continue to be respected.
Share Your Views
We want to hear from you. Your input will help shape the future of Pemmican Island. Please visit EngageMB.ca to provide your opinion on the proposal to designate the park.
Comments may also be mailed, faxed or emailed to:
**Pemmican Island Provincial Park Proposal**
Manitoba Parks
258 Portage Ave – 4th Floor (Box 50)
Winnipeg MB R3C OB6
Email: firstname.lastname@example.org
Fax: 204-945-0012 | 1,788 | 858 | {
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he remembers the ‘cowp’ on the riverbank where people used to dump their household waste.
He isn’t sure how his parents came to have the good fortune to be allocated a house in Riverside. Maybe a combination of his father’s employment at the Ordnance Factory and his WWI service. The houses were some of the very first council houses in Scotland and were built for returning servicemen after WWI. They are Stirling’s ‘Homes for Heroes’. Mr Lamb recalls that each house, once built, had a tree planted in its garden.
Very few of these 100 year old trees still exist though some are still there to be spotted on a walk round Riverside.
Riverside Community Council is delighted to be able to plant a tree to celebrate and commemorate the building of the houses at Shiphaugh. The centenary tree will be planted near the Community Orchard and there will be an interpretation board beside it to tell the story of the Shiphaugh development.
Riverside Community Council
www.riversidecommunitycouncil.co.uk
email@example.com
Acknowledgements:
George Dixon
Alastair Lamb
Pam McNicol, Stirling Council Archives
Stirling Council Community Pride Fund
The Monument Press
1920 - 2020
1919 Planning and Construction Begins
The coming of peace at the end of the First World War in November 1918 brought a widespread demand for new houses. The government of the day passed legislation which enabled local authorities to build houses, known as ‘Homes for Heroes’. Stirling Town Council was one of the first local authorities in Scotland to build a council owned housing scheme.
The Town Council considered various sites in Stirling and eventually, in April 1919, selected Shiphbaugh, in Riverside, as the most suitable location. Plans for developing the land, mostly already owned by Cowanes’s Trust, were drawn up. The first Shiphbaugh houses were on their way.
There followed a year and more of preparation and building; laying out roads and pavements, installing water and drainage and building the houses.
By Thursday 28th October 1920 four of the new Council houses were ready for occupation. They were described in the local press as:
“of the cottage type... [they had] a living room with a range and press, scullery with gas cooker, tub and sink, washing house with gas boiler, larder and coal house and also a place for a perambulator. Upstairs there [were] two bedrooms and bathroom. The houses [were] fitted up for a supply of hot water to the bath and scullery. The cooking could either be done by range or in the scullery by gas. The houses were lit by electric light.”
Shiphbaugh Place occupants & their occupations from the Valuation Roll 1923 - 24
Recollections of Shiphbaugh from Mr Alistair Lamb
Mr Lamb was born in the front bedroom of his house in Sutherland Avenue in 1925. Apart from a spell living and working in Elgin, and his WWII service, he has lived there all his 95 years. The houses in Sutherland Avenue were some of the first to be built as part of the Shiphbaugh development after WWI and the first were ready for occupancy in 1920.
Mr Lamb’s parents moved to Sutherland Avenue in 1924. They were the second occupants of the house. He recalls that the first occupants weren’t happy as they found Riverside a bit ‘toffee nosed’. But his parents loved living here and he himself still appreciates all the benefits of living in Riverside.
Having lived here for so long Mr Lamb has seen many changes. In the early days he knew all his neighbours in Sutherland Avenue and could be certain of a welcome, a cup of tea and a bun at any house he called into. He says that, sadly, this isn’t the case nowadays though he still has friends in the area. The area was of course less built up and the houses between Sutherland Avenue and Abbey Road were built on open ground.
There were very few cars in Riverside the 1920s and 30s. In fact any cars were often calling at the Lamb household as his uncles from Glasgow had cars and would come for a run out to ‘the country’. While a car was a novelty there was a bus service, Jimmy’s Wee Bus, which ran from Riverside to Cambusbarron. There were also horse drawn carts which were mobile shops.
Riverside had a mix of light industries which Mr Lamb recalls. His father was employed at the Ordnance Depot at Forthside having been a serving soldier for 28 years prior to moving to Shiphbaugh. There was also the cooperage (now Cooperage Quay) and a linoleum factory near Abbey Road Place. The footbridge to Cambuskenneth was built in the 1930s and he recalls the small ferry which took people across the river. Less pleasantly | 1,819 | 1,023 | {
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Ideas for Revisiting Geometry Proofs in Algebra Class
André Mathurin
Bellarmine College Preparatory (San Jose, CA)
Competent algebra students know whether two lines are parallel or perpendicular by looking at the slopes, but can these students also communicate how slope values connect to geometry-based proofs of parallelism and perpendicularity? Participate in activities that offer ways for algebra students to revisit geometric concepts and proofs.
Contact & Resource Information
email@example.com
www.tinyurl.com/mathurin-NWMC
Preliminaries
★ Goals
✓ Promote Finding/Making Connections
✓ Emphasize the Importance of Justification
★ Format
✓ Identify Common Topics in Algebra & Geometry
✓ Ask an Algebra-Framed Question
✓ Seek Out a Geometric Justification
★ Disclaimers
✓ Just Say No to Analytic Geom/Trig
✓ Don’t Alert the Newspapers
✓ Your Call: Loosey-Goosey or Extreme Rigor
✓ Look for the Hidden Gem
Visualizing SQUARE ROOTS
Is it possible to make a line segment that has the length $\sqrt{n}$ for any positive integer $n$?
Can you make a segment that has length $\sqrt{2}$? Explain how to do it using Geometry.
1st Step: Draw a segment and label it $\overline{AB}$
2nd Step: Construct a line through A that is perpendicular to $\overline{AB}$
3rd Step: On the line, construct $\overline{AC}$ so that it is congruent to $\overline{AB}$
4th Step: Draw the segment $\overline{BC}$
Visualizing SQUARE ROOTS
IT IS possible to make a line segment that has the length $\sqrt{n}$ for any positive integer $n$.
Justify why the above statement is true.
Proof By Induction
We’ve shown that it can be done for up to $n=3$
Assume that we can make a line segment that has the length $\sqrt{n}$
1st Step: Draw a segment with length $\sqrt{n}$ and label it $\overline{AB}$
2nd Step: Construct a line through A that is perpendicular to $\overline{AB}$
3rd Step: On the line, construct $\overline{AC}$ so that it has length $\sqrt{1}$
4th Step: Draw the segment $\overline{BC}$
By the Pythagorean Theorem, $(\overline{AB})^2 + (\overline{AC})^2 = (\overline{BC})^2$
So $(\sqrt{n})^2 + (\sqrt{1})^2 = n + 1 = (\overline{BC})^2$
Thus $\overline{BC} = \sqrt{n+1}$
Visualizing SQUARE ROOTS
IT IS possible to make a line segment that has the length $\sqrt{n}$ for any positive integer $n$.
Now you can make an Irrational Ruler 😊
2 How do you KNOW the lines are Parallel?
Two lines with the same slope are parallel.
Why is that?
Because lines with the same slope don’t intersect.
Why?
Because if they have the same slope, they are going the same direction.
OK – but what about the same direction means are they parallel?
They are moving at the same rate, so one never catches up.
Getting to the CENTER of Things
Can a single circle be drawn through any three non-collinear points on the coordinate plane?
Before tackling the above task, let’s start with the following:
Find the center of the circle that contains the points (3, 6), (1, 1), and (5, 2)
Classifying Triangles WITHOUT Using a Protractor
Using Geometry-based reasoning, show that a triangle with sides measuring 6, 20, and 23 is an obtuse triangle.
Systems of Inequalities/Triangle Inequality Theorem & Inscribed Angles
Ideas for Revisiting Geometry Proofs in Algebra Class
4 Classifying Triangles WITHOUT Using a Protractor
Given two edges of known length, what are the lengths for a third edge that will result in the formation of an obtuse triangle?
Systems of Inequalities/Triangle Inequality Theorem & Inscribed Angles
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Gardening is a healthy activity for people of all ages. Not only does it provide exercise, it provides healthy food for people to eat when they grow fruits and vegetables with high nutritional values and no added unnatural chemicals.
One way to bring non-GMO, organic gardening to people with little to no gardening experience, limited space for a garden, and/or limited physical abilities is to use self-watering bucket containers made from inexpensive and/or recycled materials.
KPS4Parents has developed an entire online community devoted to non-GMO, organic gardening using self-watering bucket containers that supports in-person workshops and supplies educators with K-12 curricula tied to the Common Core and STEM; activities for youth organizations like Scouts, YMCA, etc. This project sheet is for community service clubs and organizations to build out container gardens as part of community service projects.
For more information about our other resources online, go to http://learn-and-grow.org.
Our website includes how-to instructions and an instructional video for building your own self-watering bucket containers (a building process we’ve gotten down to 2-1/2 minutes per container, so don’t think this is unduly time-consuming).
There are two ways to use our self-watering bucket containers as part of a container garden service project:
1. Build a container garden for a group of people with needs in common, such as:
- Seniors at an adult day program, assisted living facility, or nursing home
- Preschool students at their schools or through other enrichment programs in the community, such as a local Parks and Recreation Department
This is a PDF download from http://elearning.kps4parents.org
The PBL activities and curricula on this site are licensed under a Creative Commons Attribution 3.0 Unported License.
All other site content copyright 2013, KPS4Parents, Inc. All Rights Reserved.
Non-GMO/Organic Self-Watering Container Gardens
- Adults with disabilities in day programs, clubs, or other organizations
- A new group of people with needs in common that you help create
2. Community gardens open to members of the public to join and grow their own fruits and vegetables at a common site with their friends and neighbors - this can be a great option for people living in areas with limited available growing space, such as over-paved urban environments
If your Kiwanis Club is interested in pursuing non-GMO, organic gardening using self-watering bucket containers, please visit our website at http://learn-and-grow.org and click on the link at the top of the page for “Service & Community Groups.”
There you will find a PDF download of this project sheet as well as other useful information to support your non-GMO, organic gardening efforts using self-watering bucket containers as well as a community forum for service-oriented folks to use to communicate with each other and help each other figure out and overcome their service project challenges.
You are also always welcome to email us at email@example.com with any questions you may have about our Learn & Grow Educational Series.
KPS4Parents is a 501(c)(3) non-profit organization, tax ID # 65-1195513. Our Learn & Grow Educational Series is an important part of our charitable mission to serve the educational needs of children through parent empowerment and advocacy for improved systems of instruction.
Your donations to support our efforts are appreciated, as well as tax-deductible. | 1,484 | 700 | {
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Water safety: Simple tips for safe swimming
Water safety is as important as a suit and towel when you're swimming. Before you dive in, review these basic water-safety tips.
Swimming is a great way to relax and beat the summer heat. Before you pack your towels or slather on the sunscreen, review these basic water-safety tips. Simple precautions are the key to safe swimming.
At the pool
When you're swimming in a pool or lounging in a hot tub, common sense reigns.
- **Follow the rules.** Don't run around the pool or drink from glass containers.
- **Keep an eye on your kids.** Even strong swimmers need adult supervision. Insist on life jackets for children who can't swim. If you need to leave the pool area — even for a minute — take your children with you.
- **Make sure the water is clean.** The water should be clear and free of leaves, dead insects and other debris.
- **Stay away from drains, filters and water intakes.** Loose hair or clothing can get tangled in these structures — possibly trapping you under the water.
- **Monitor electrical power.** Keep electrical appliances — TVs, radios and disc players, for example — a safe distance from the water. Never operate an electrical appliance when you're wet.
- **Locate the emergency equipment.** Find the first-aid kit, and look for a flotation ring to throw to an exhausted swimmer and an extension pole to pull the swimmer to safety.
If you have a home pool, make sure the pool fence meets current safety standards — including a child-proof gate that's always closed. If you have a hot tub, keep it drained or securely covered when not in use.
At the lake, river or ocean
If you'll be swimming in the open water, you'll need to take a few extra precautions.
- **Stay within designated swimming areas.** These areas — which are usually marked off by ropes or buoys — are more likely to be free of weeds, rocky underwater terrain and other dangers. If you can, swim in an area that has a lifeguard.
- **Heed warnings.** Don't swim in water known to be polluted. Pay attention to warning flags for high tides and other dangers.
- **Test the water depth before you dive in.** Diving into water that's too shallow may lead to neck injuries or paralysis.
- **Know your limits.** Cold water, currents and other conditions on the open water can challenge swimmers. Start out slowly, and don't swim too far from shore.
- **Don't fight a strong current.** If you get caught in a current, swim parallel to the shore until you feel the current relax — then swim gradually toward shore.
- **Protect your feet.** Wear sandals or shoes on the beach to protect your feet from hot sand, broken glass and sharp seashells.
Steer clear of plant and animal life. Jellyfish, stingrays and other marine animals can cause painful stings or allergic reactions. Brushing up against certain types of seaweed or coral can result in painful scratches and scrapes.
**Staying cool**
There's more to water safety than precautions in the water. When you're outdoors, protect your skin with generous amounts of sunscreen. To avoid heatstroke and dehydration, drink plenty of water — even if you don't feel thirsty. Avoid drinks that contain caffeine or alcohol. If you think you've had too much sun, head indoors. Sometimes calling it a day early is the best way to make a splash.
Precautions are the key to safe swimming.
*By Mayo Clinic Staff*
May 1, 2006
© 1998-2007 Mayo Foundation for Medical Education and Research (MFMER). All rights reserved. A single copy of these materials may be reprinted for noncommercial personal use only. "Mayo," "Mayo Clinic," "MayoClinic.com," "EmbodyHealth," "Reliable tools for healthier lives," "Enhance your life," and the triple-shield Mayo Clinic logo are trademarks of Mayo Foundation for Medical Education and Research. | 1,547 | 849 | {
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History of Birth
Date: ___ /___ /___ Name of Child: _______________________________ Date of Birth: ___ /___ /___
LABOR AND DELIVERY:
What was your first sign of labor? ____________________________________________________________
How long was the labor from the first regular contraction to the birth? ________ hours
How long was the 2nd stage (the pushing phase) of the labor? ____________ hours/minutes
| Yes | No |
|-----|----|
| Hospital birth | □ | □ |
| Name of Hospital: | _______________________________ |
| Physician/Midwife: | _______________________________ |
| Home birth | □ | □ |
| Midwife: | _______________________________ |
| Birth Center birth | □ | □ |
| Name of Birth Center: | _______________________________ |
| Physician/Midwife: | _______________________________ |
| Vaginal Delivery | □ | □ |
| Planned C-section | □ | □ |
| Emergency C-section | □ | □ |
| Was Birth Induced | □ | □ |
| Pitocin: | □ | □ |
| Breaking bag of waters: | □ | □ |
| Suppository: | □ | □ |
| Forceps delivery | □ | □ |
| Vacuum extraction | □ | □ |
| Anesthesia administered | □ | □ |
| At what point during labor was anesthesia administered? | _______________________________ |
| What type of anesthesia was used? | _______________________________ |
| Fetal distress | □ | □ |
| Meconium staining | □ | □ |
| Episiotomy/Tearing | □ | □ |
| Head presentation | □ | □ |
| Face presentation | □ | □ |
| Breech presentation | □ | □ |
BABY’S CONDITION IMMEDIATELY AFTER BIRTH:
APGAR Scores: At 1 minute _____/10 At 5 minutes _____/10
Baby’s Crying: Baby Cried Immediately After Birth □ Cried Strongly □ Weak Cry □
Baby Did Not Cry for _____ minutes
Baby’s Color: Pink all over □ Blue face □ Blue Hands/Feet □ Jaundice □
Baby’s Head: Bruised □ Swollen □ Red □ Misshapen □
Baby’s Activity: Arms and legs actively moving □ Floppy baby □
Signs of Trauma: Yes □ No □
Intensive Care: Was required □ Days in Neonatal Intensive Care Unit ______
Medication given at birth (to baby): _______________________________________________________
(to mom): ____________________________________________________________________________
Vaccines administered: _________________________________________________________________
Vitamin K □ Circumcision □
Tests run: _______________________________________________________________
Birth weight: _____lbs._____oz. Birth length: _________in.
Baby home on day_______________________ Mom home on day _______________________
Breastfeeding: Latched on right away □ Difficulty feeding □ Didn’t Breastfeed □ | 1,890 | 677 | {
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INTRODUCTION
Monkeypox
• An erratic disease caused by infection with monkeypox virus
• First discovered in 1958 when two outbreaks of a pox-like disease occurred in colonies of monkeys kept for research, hence the name
• First human case was recorded in 1970 in the Democratic Republic of the Congo (DRC) during a period of intensified effort to eliminate smallpox
• Reported in people in other central and western African countries
• World Health Organization (WHO) is closely tracking cases in the United Kingdom, Spain and Portugal
CAUSE
• Caused by Monkeypox virus, which belongs to the orthopoxvirus group of viruses (which causes smallpox), vaccinia virus (used in the smallpox vaccine), and cowpox virus
• Occurs primarily in tropical rainforest areas of central and west Africa and is occasionally exported to other regions
• Transmission to humans is through close contact with an infected person or animal, or with material contaminated with the virus (lesions, body fluids, respiratory droplets and contaminated materials and surfaces)
SYMPTOMS
• Usually a self-limited disease with symptoms lasting from 2 to 4 weeks
• Incubation period: 7-14 days but can range from 5-21 days, and begins with:
o Fever
o Headache
o Swollen lymph nodes
o Muscle aches
o Backache
o Chills
o Exhaustion
• Within 1-3 days after the appearance of fever, the patient may develop a rash usually beginning on the face then spreading to the other parts of the body.
• Severe cases can occur.
Comparison of Monkeypox versus other rash related infections:
| SYMPTOMS | MONKEYPOX | CHICKENPOX | MEASLES |
|-------------------|----------------------------|---------------------------|-----------------------|
| Fever | 1-3 days before rash | 1-2 days before rash | 3-5 days before rash |
| Rash appearance | Lesions often in one stage of development (rash appears the same) | Lesions often in multiple stages of development (some rash appears the same) | Lesions often in multiple stages of development |
| Rash development | Slow | Rapid | Rapid |
| Rash distribution | More dense on face; present on palms and soles | More dense on trunk (body); absent on palms and soles | Starts on face and spreads; sometimes reaching hands and feet |
| Swelling of Lymph nodes | Present | Absent | Occasional |
| Death | Up to 10% | Rare | Varies widely |
TREATMENT
• Clinical care should be fully optimized to alleviate symptoms, manage complications and prevent long-term sequelae.
• Offer fluids and food to patients to maintain adequate nutritional status.
• Treat secondary bacterial infections.
• Use antiviral medication.
• Administer smallpox vaccination within 2 weeks of exposure to monkeypox.
PREVENTION
• Avoid contact with animals that are sick or that have been found dead in areas where monkeypox occurs that could protect the virus.
• Avoid contact with any materials, such as bedding, that have been in contact with a sick animal.
• Isolate infected patients from others who may be at risk for infection.
• Practice good hand hygiene after contact with infected animals or humans: wash your hands with soap and water or use an alcohol-based hand sanitizer.
• Use personal protective equipment (PPE) when caring for patients. | 1,873 | 747 | {
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About the Teacher
My name is Jessica Hughes. This is my third year teaching at Bartelso Elementary, and my sixteenth year teaching. I graduated from Murray State University in 2008 with a Bachelor of Science in Elementary Education. My husband, Ben, and I live in New Baden with our three kids, Harvey (7), Hailey (5), and Henry (2). We also have a yellow lab named Daisy. In our free time, we love going to the lake.
Favorite things:
Food: pizza, pasta, fruit
Restaurants: Peel, Chick-fil-A
Drink: coconut water, coffee, cherry Ski
Color: pink
Store: Target, Hobby Lobby, Home Goods, Loft
Math Topics Covered This Year
- Real Numbers
- Analyze and Solve Linear Equations
- Use Functions to Model Relationships
- Investigate Bivariate Data
- Analyze and Solve Systems of Linear Equations
- Congruence and Similarity
- Understand and Apply the Pythagorean Theorem
- Solve Problems Involving Surface Area and Volume
Supplies
- Textbook, notebook, folder
- Pencils with erasers
- Planner
- Chromebook
- Grading pen
- Silent reading book
Math Homework and Quizzes
- Students will have Math homework most nights. I typically do not assign homework over the weekend. Homework assignments are given to reinforce the lessons taught in class.
- Homework will be collected for up to three points and must be complete, in pencil, and have work shown to receive points.
- 3 points - all problems are complete and most answers are correct
- 2 points - a question was skipped or about half the answers are incorrect
- 1 point - all or almost all questions are incorrect
- Assignments should be kept in the math folder until the end of the chapter.
- Quizzes will usually be given in the middle of a topic to check for understanding.
Student Responsibilities
- Come to class prepared.
- Upon entering the classroom, get out your homework so we can go over the answers and check for understanding.
- If you are ever struggling with Math, please see me for extra help.
- If you are absent, it is your responsibility to complete and turn in your work.
Classroom Rules
- Respect others and their property
- Follow directions
- Try your best
Middle School Math Grading
- TESTS 40%
- QUIZZES & IN-CLASS ASSIGNMENTS 30%
- HOMEWORK 25%
- PARTICIPATION 5%
Other Information
- Electronic Devices: Phones and smart watches must be turned off and in a pocket or backpack to avoid distractions. If a student is using a cell phone during the day, the teacher will send the cell phone to the office where a parent can pick it up at the end of the school day.
- Extra Credit: Students can create a poster that is about the topic we are learning about. Only one poster will be accepted each semester. Extra points will be added to the test category.
Contact Info:
Mrs. Hughes
firstname.lastname@example.org
Online Materials
We will use the online features of the textbook through the website http://savvasrealize.com. Student usernames and passwords will be sent home the first week of school. We will also be using IXL for additional Math practice. The IXL website may even be used for homework practice. | 1,419 | 702 | {
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Middle School Summer Reading
OBJECTIVES:
• To promote growth in knowledge and critical thinking skills during the summer.
• To strengthen and maintain reading skills.
• To expose students to different literature types which will be studied during the year.
• To encourage a lifelong love and habit of reading.
REQUIREMENTS:
Students will select the novel from their corresponding grade, read it, complete the magazine project and when they return to school, they will take a comprehension assessment. The score will be accounted for in their 1st quarter grade. The magazine project will also be turned in on the first day of school to the English teacher.
TIPS FOR THE ASSIGNMENT:
• Read the instructions before reading the book.
• Handwrite neatly or type on a computer and print. You can only make a first impression once.
• Write all responses in complete sentences.
• Bring to class on the first day of school.
• Include your first name, last name, and grade level at the top of your assignment.
BOOK SELECTION
Incoming 6th Graders
Holes by Louis Sachar: As further evidence of his family's bad fortune, which is attributed to a curse, Stanley is sent to a terrible correctional camp in the Texas desert.
Incoming 7th Graders
The Red Umbrella by Christina Diaz: The Red Umbrella is a moving tale of a 14-year-old girl's journey from Cuba to America as part of Operation Pedro Pan—an organized exodus of more than 14,000 unaccompanied children, whose parents sent them away to escape Fidel Castro's revolution.
Incoming 8th Graders
Night by Elie Weasel: Night is a 1960 memoir by Elie Wiesel based on his Holocaust experiences with his father in the Nazi German concentration camps at Auschwitz and Buchenwald in 1944–1945, toward the end of the Second World War in Europe.
PROJECT
INSTRUCTIONS:
1. Select a main character that you would like to interview for *People Magazine*.
2. You will be creating a magazine like booklet. Your magazine should have 3-4 pages.
3. The cover page of magazine should include the name of the magazine, the name of the character that is being interviewed, a picture/drawing of the character being interviewed, and the name of the person who is doing the interviewing (you). **The cover page is not included in the 3-4 pages. Think outside the box** in your cover page creation.
4. Your interview should consist of 10-15 questions. Questions should be open ended, not closed ended. Closed ended questions are yes or no questions. *People Magazine* wants questions that require a good explanation of ideas, thoughts, motivations, actions, choices, etc.
Example of a closed-ended question: Do you like peanut butter? The question can be answered with yes or no. It is not a good question because it does not explain ideas, thoughts, motives, actions, choices, etc.
Example of a good question (open ended): Liesel, what did you think of Max Vanderburg? What were some of your experiences with Max? Why were these your favorite experiences? Why did you run away from home? What is your family life like? How did you escape from the police?
5. Your answers should be well developed and thoughtful, should make sense with the story, and should be about a paragraph long. Answers should have specific details from the story. Don’t make up information.
6. Include pictures/drawings of your character at the interview. Be creative with the pictures/drawings. Get pictures of the character at home, at work, with his/her family, and/or at places he/she likes. (at least 2 pictures).
7. Fonts for titles should be bigger than the interview font. Interview font should be 12-14 size font and must be readable.
8. Show your knowledge of the character as well as being creative with the assignment.
GRADING
Projects will be graded utilizing a rubric with 3 categories including cover page, interview questions, and pages of the magazine. There will be a four-tiered, scale ranging from 0-25 in each category designed to measure if the project components exceed expectations, meet expectations, need improvement, or are not present. | 1,684 | 873 | {
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La Merced del Manzano Common Water Concerns
Presentation by Jason Quintana, President – La Merced del Manzano
History of Our Community
- Manzano Land Grant was established by community members from the Town of Tomé Land Grant.
- Settlement in the area by our antepasados (ancestors) began in the early 1800’s.
- A land grant-merced was confirmed to our community by the Mexican Government in 1829.
While multiple small communities scattered the southeastern side of the Manzano Mountains when our land grant was being established today the two main communities recognized are Manzano and Punta de Agua.
Both communities were established based on the proximity to a good water source.
Punta de Agua’s original spring and main water source for their acequia now sits with the National Park Service property associated with Quarai.
Access for the community of Punta de Agua to that water sources has been severely hampered as a result of the Spring now being managed by the Park Service.
The main source of water for the community of Manzano was and still is two ojos (springs) located on the common lands of the land grant just west Manzano Lake.
The springs provide water for the community acequia system and for other domestic purposes for heirs.
The lake reservoir for storing spring water has been expanded and improved over the years and also sits on the common lands of the Merced.
The co-management of these common water springs and the lake has always been by locally elected officials from within the land grant including the Spring and Ditch Commission and the Land Grant Board of Trustees (Formally a Commission).
Community leaders have served on both boards, sometimes simultaneously.
Manzano Lake
Manzano Lake
Manzano Lake
Recent Lake Co-management Concerns
- Third Party Agreements for use of Lake property and Water have excluded the Merced.
- New Mexico Game and Fish for stocking the lake for recreational fishing
- USFS use of lake water to fight forest fires.
- Manzano Spring and Ditch has not held an election of officers in over 3 years, missing two election cycles.
- Lack of transparency with community about use of funds generated by use of lake or sale of water.
- We are currently working with the NM Land Grant Council who reached out to the NM Acequia Association to try and find a resolution to our concerns.
Mutual Domestic Water Consumers Associations
- The Communities of Manzano and Punta de Agua both have Mutual Domestic Water Consumer Associations.
- The Merced del Manzano is currently working serving as a fiscal agent for the expenditure of capital outlay funds appropriated to Punta De Agua for purchase of a building, equipment and improvements to their water system.
- Manzano along with the other Land Grant Communities of Torreon, Tajique and Chililí and the Town of Mountainair have been working to protect our community waters from encroachment by the Estancia, Moriarty, Willard, Torrance County Regional Water Authority.
How Land Grant Interim Committee Can Help
- Provide clear definition of land grant-merced common waters and board of trustee authority over common waters.
- Establish requirement ensuring inclusion of land grant-merced presence in third party agreements affecting water resources on our common lands.
- Continue to fund capital improvement projects in our small local communities.
- Continue fund the Land Grant Council to serve as a liaison between land grants and state and federal entities and in order to provide our land grants with direct technical assistance and access to legal and other professional services.
- Guaranteed revenue stream for land grants-mercedes. | 1,578 | 731 | {
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Secondary Targeted Self-Esteem Project
Prior to commencement of project
- CHEXS sends a pack containing all the information for the enrichments that are offered for the next academic year, including risk assessments and enrichment descriptions
- CHEXS meets organisation link/SENCO/School Teachers/Youth Worker whose targeted children/young people are to be involved in projects to collate information
- Dates set for aspirations presentation
At beginning of project
- Aspirations presentation held by CHEXS for children/young people
- Student selection forms completed by referrer
- Information and parental consent forms sent to parents
- Two copies of parental consent to be given to CHEXS prior to start of project
At end of project
- CHEXS meets referrer to complete feedback form
- CHEXS provides project evaluation for school impact and outcomes
Costings for all our services are provided on a separate flyer
Contact us at:-
07970 498 966
firstname.lastname@example.org
www.chexs.co.uk
Due to the intense nature of the enrichments and in line with the risk assessments there is a maximum number of participants for each project.
For maximum impact it is advisable for the pupils selected for the community and mentoring enrichments to have attended the referrers setting enrichment previously.
**Project 1:** Role Model Mentoring Programme within outreach setting stage 1
**Participants:** 6
**Activity:**
1. Through a creative project, such as creating willow deers, CHEXS team and young people mentor the children.
2. Protective Behaviour strategies introduced
**Outcomes:**
Link to school education – Help raise attainment, achievement, attendance, behaviour, confidence and self-esteem. Protective Behaviour strategies gained. Build support networks with school, home and community life. Enhance the appearance and encourage ownership of the local area. Aids inclusion, support and mentoring between the different age groups. Life skills developed i.e. teamwork and problem solving. The young people become motivated and engaged, gaining a sense of achievement and ownership.
**Project 2:** Community Enrichment Project
**Participants:** 12
**Activity:**
1. Young people create and manage a local area within community area.
2. Young People become mentors to children.
3. Habitat management, scrub clearance, dead hedge construction.
4. Engage with local community members to help support and steer the project.
**Outcomes:**
Build positive relationships within the local community. Link to school education – help raise attainment, achievement, attendance and behaviour. Young people become positive role models. Build support networks with school, home and community life. Enhances the appearance and encourages ownership of the local area.
**Project 3:** Progression of Role Model Mentoring Programme with an outreach setting stage 2 (new or progression students)
**Participants:** 6
**Activity:**
1. Develop creative project from stage one.
2. CHEXS team and young people mentor the children.
**Outcomes:**
Link to school education – Help raise attainment, achievement, attendance, behaviour, confidence and self-esteem. Protective Behaviour strategies gained. Build support networks with school, home and community life. Enhance the appearance and encourage ownership of the local area. Aids inclusion, support and mentoring between the different age groups. Life skills developed i.e. teamwork and problem solving. The young people become motivated and engaged, gaining a sense of achievement and ownership.
**Project 4:** My Life
**Participants:** 12
**Activity:**
A 3 day programme that educates young people about both positive and negative life choices and the consequences of their actions. Programme includes a team building activity day followed by interactive information sessions about risk taking behaviours, independent living and how to keep themselves safe.
**Outcomes:**
Young people have increased knowledge of sexual health, drugs and alcohol abuse, internet safety and financial aspects of living away from home leading to improved aspirations.
**CHEXS Team Building Residential**
Including Induction Day and 5 Day Residential for 12 Students
For more information please refer to our Team Building Residential flyer
CHEXS Awards presented at our annual community event to celebrate the achievements of the young people and children we have worked with. | 2,032 | 856 | {
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NOTICE OF HANDS, FOOT, MOUTH DISEASE
Dear Parents,
Just a note to inform you we have had a confirmed case of hand, foot, mouth disease (HFMD) in the lower grades.
What is hand–foot–and–mouth disease?
Hand–foot–and–mouth disease is an illness that causes sores in or on the mouth and on the hands, feet, and sometimes the buttocks and legs. The sores may be painful. The illness usually doesn't last more than a week or so.
Hand–foot–and–mouth disease is common in children but can also occur in adults. It can occur at any time of year but is most common in the summer and fall.
It is not the same as other diseases that have similar names: foot–and–mouth disease (sometimes called hoof–and–mouth disease) or mad cow disease. These diseases almost always occur in animals.
What causes hand–foot–and–mouth disease?
Hand–foot–and–mouth disease is caused by a virus called an enterovirus.
The virus spreads easily through coughing and sneezing. It can also spread through infected stool, such as when you change a diaper or when a young child gets stool on his or her hands and then touches objects that other children put in their mouths. Often the disease breaks out within a community.
It usually takes 3 to 6 days for a person to get symptoms of hand–foot–and–mouth disease after being exposed to the virus. This is called the incubation period.
What are the symptoms?
At first your child may feel tired, get a sore throat, or have a fever of around 101°F (38°C) to 103°F (39°C). Then in a day or two, sores or blisters may appear in or on the mouth and on the hands, feet, and sometimes the buttocks. In some cases a skin rash may appear before the blisters do. The blisters may break open and crust over.
The sores and blisters usually go away in a week or so.
In some cases there are no symptoms, or they are very mild. Parents may get the disease from their children and not even realize it.
How is hand-foot-and-mouth disease diagnosed?
A doctor can tell if your child has hand-foot-and-mouth disease by the symptoms you describe and by looking at the sores and blisters. Tests usually aren't needed.
How is it treated?
Hand-foot-and-mouth disease usually doesn't need treatment. You can use home care to help relieve your child's symptoms.
- Offer your child plenty of cool fluids to help with sore throat. Cold foods such as flavored ice pops and ice cream also may help.
- Don't give your child acidic or spicy foods and drinks, such as salsa or orange juice. These foods can make mouth sores more painful.
- For pain and fever, give your child acetaminophen (such as Tylenol) or ibuprofen (such as Advil). Do not give your child aspirin. It has been linked to Reye syndrome, a serious illness. Be safe with medicines. Read and follow all instructions on the label.
Children are most likely to spread the disease during the first week of the illness. But the virus can stay in the stool for several months and may spread to others. To help prevent the disease from spreading:
- If your child goes to day care or school, talk to the staff about when your child can return.
- Wash your hands frequently. It is especially important to wash your hands after you touch a blister or change the diaper of an infected child.
- Teach all family members to wash their hands often. It is especially important to wash your hands after you change the diaper of an infected child.
- Don't let your child share toys or give kisses while he or she is infected.
If your child is showing signs of the illness—especially fever, you should not send your child to school until symptoms subside, check with your child's doctor. You should never send a child to school that has a fever. If you have any questions please feel free to contact me at 361-256-3031.
Thank you,
Vanessa N. Carrillo, BISD Nurse, MA | 1,490 | 865 | {
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Fall cover crops provide multiple benefits to producers. These benefits include pathogen and pest protection, drought protection, weed control, reduced soil erosion, nutrient acquisition and retention, increased soil organic matter, and conservation of soil water by improvement of soil structure that increases infiltration and water holding capacity. Obvious above-ground benefits include wildlife habitat and biomass for forage.
At several east coast locations, fall cover crops were also found to increase numbers of arbuscular mycorrhizal fungi (AMF). These AMF live in the soil, but can only grow and reproduce in partnership with a host plant. AMF colonize the roots of nearly all crops (except some of the mustard family, the Brassicas). By extending the surface area of the root system by 100x – 1000x, they help the plant absorb water and nutrients. A key aspect of AMF is that they provide phosphorus and other immobile nutrients such as copper and zinc to their host plants.
Compared to natural systems, AMF are greatly reduced in most agricultural soils. The native AMF populations in cultivated soil can be increased by using agricultural practices that encourage their growth. Since AMF need a plant host to grow and reproduce, seasonal fallow reduces AMF numbers. Fall cover cropping eliminates seasonal fallow and provides living plants that can grow AMF. We conducted a study to measure this additional benefit of cover crops in our region.
We tested different fall cover crops for their ability to increase AMF numbers at three South Dakota sites. At all three sites, fall cover crops increased the number of AMF in soils by up to 3x compared to soils with no cover crop. Forage oats and cover crop mixtures containing forage oats were particularly good at increasing AMF numbers. In our region, soil and weather conditions are widely different from one year to the next, and from one field to the next. One advantage of planting cover crop mixtures is that at least one cover crop in the mix will find the conditions right for emergence and growth.
Arbuscular Mycorrhizal Fungi (AMF)
A five-way cover crop mix (winter wheat-clover-vetch-turnip-radish) significantly increased AMF.
Arbuscular Mycorrhizal Fungi (AMF)
AMF are just one of the many types of microorganisms that live in the soil. As a group, soil microbes provide multiple benefits to plants, especially nutrient recycling and pest protection. Consistent use of agricultural management practices like cover cropping can increase the numbers and diversity of beneficial soil microorganisms. Our research is showing that a healthy population of soil microbes can reduce the need for inputs like fertilizer.
Increasing the activity of native soil microorganisms takes time and the use of multiple tactics that foster soil biological processes. Other practices that tend to increase the contributions of soil microorganisms include no-till, conservation tillage, diversified rotations, lowered nutrient inputs, and organic forms of fertilizer. When using these practices, the benefits of soil biology accumulate and are realized by crops in future years, with less emphasis on the annual cycle.
The Agricultural Research Service is the chief intramural scientific research agency of the U.S. Department of Agriculture. The NCARL in Brookings, the only ARS facility in South Dakota, is one of the nation’s premier agricultural research laboratories. They develop integrated crop and pest management practices that enhance soil fertility and conservation, improve water availability and quality, increase biodiversity, and reduce insect and weed populations.
RELATED TERMS
Cover Crops, Soil Health
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QUESTIONS TO ASK YOURSELF WHEN SETTING BOUNDARIES:
How do you speak to yourself and hold yourself accountable for things?
(Ex: I will protect my peace by saying no to others.)
What are your needs for personal space and privacy? (Ex: I need you to ask permission for hugs. I need you to stand 2 feet away.)
How do you protect your emotions and opinions? (Ex: I need to be allowed to cry when I am sad. I need my feelings validated.)
How do you expect others to speak to you? (Ex: I need others to speak to me in a calm tone. There are some things I don’t want others to talk about around me.)
EVERYONE IS DIFFERENT.
What bothers me, may not be a big deal to you. What bothers you, may not be a big deal to me.
We have all had different experiences that shape how we act and think.
This is why it is so important to tell others what you need from them. They haven’t walked in your shoes. They don’t know your struggles.
It’s equally important for you to listen to the needs of others. Respect that their needs may be different -- and that’s okay!
Look for clues that others aren’t comfortable. (You may be standing too close or talking about something they don’t want to discuss.)
- They have a worried look on their face.
- They take a step or two away from you.
- They look fidgety or anxious.
Can you think of another? Explain:
How do you act when you feel uncomfortable?
HEALTHY BOUNDARIES
Boundaries include what we will and will not accept from others.
Boundaries are the guidelines, rules, and limits each person has for themselves to keep them safe, healthy and respected.
Boundaries are important because they protect your mental and physical well-being. They encourage healthy relationships. When you set boundaries, you teach others how to set them too.
QUICK TIPS:
• Be clear and up front about your needs.
• Let go of guilt (it’s not an attack on others)
• Practice saying no without excuses.
• Practice having courageous conversations when others disrespect your boundaries.
• Maintain boundaries with gentle reminders.
My boundaries:
IF YOU DON’T DEFINE YOUR BOUNDARIES, OTHERS WILL DECIDE FOR YOU.
List some fears and needs to find your boundaries. Examples:
Fears: I’m afraid of others making fun of my size.
I’m afraid of getting in water.
Needs: I need to be in charge of my personal space.
I need to plan ahead to feel safe.
Be brave enough to communicate your needs. Be clear but not bossy. Practice:
“I enjoy your stories, but right now I need:”
“You’re a good friend, but it hurts my feelings when”
FEARS:
Things that make me feel unsafe or uncomfortable:
WANTS/NEEDS:
Things I must have to feel safe and respected:
Maintaining Boundaries:
It can feel uncomfortable to set and keep boundaries.
You will have to accept
• being judged by others
• hurting someone’s feelings
• occasional conflict
• losing some friendships that aren’t healthy
“NO” IS A COMPLETE SENTENCE.
NO EXCUSES NECESSARY
It’s okay to say no to things that you don’t feel good about.
You don’t owe anyone an excuse.
Practice saying these things without adding an excuse.
NO THANKS.
NO, I’M NOT ABLE TO DO THAT.
NO, I’D RATHER NOT.
NO. | 1,377 | 728 | {
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Why Traffic Circles Are In Use
Vehicle speeds and high traffic levels on residential streets consistently rank as two of the greatest concerns expressed by Glendale residents.
As a result, Glendale’s Transportation Department is working more closely than ever with neighborhoods to study and identify possible solutions to these concerns through the city’s Neighborhood Traffic Mitigation Program. This program is successfully testing and implementing ways to address traffic speeds and levels through the use of traffic control devices such as traffic circles. These traffic circles are similar to the “roundabouts” currently used in Europe and various other countries throughout the world.
As used throughout the United States, traffic circles slow down traffic at the intersections of two streets. The use of traffic circles also helps reduce the number of accidents at intersections on residential streets.
Traffic Circles In Glendale Neighborhoods
The traffic circles are initially tested on a temporary basis by using orange construction barrels to outline the shape of the circle. This allows the neighborhood to observe and evaluate the effectiveness of the traffic circles before their permanent construction.
If it is determined that a permanent traffic circle will be installed, the circle will be built with new curb, gutter and landscaping in the middle of the intersection of two residential streets. A traffic circle forces drivers to slow down and drive around the outside of one of these islands.
Traffic circle at 57th Avenue & Larkspur Drive
By reducing vehicle speeds at residential intersections with traffic circles, the amount of accidents at these intersections have also been reduced. Speeds are not only reduced by a physical barrier, but also by the landscaping. The landscaping includes a large canopy tree that breaks up the visual continuity of the street, as shown in the picture.
How To Drive A Traffic Circle
As you approach a traffic circle there will be a Keep Right sign.
- Slow down, watch for pedestrians and bicyclists, and continue driving around the right side of the traffic circle.
- Travel around the circle until you reach the street you want to turn on, then make a right turn onto that street.
A typical left turn is completed by traveling around the right side of the traffic circle until you reach the street you want to turn on. Simply make a right turn to exit onto the street.
- Large buses or delivery vehicles that cannot make the typical turn may turn left in front of the traffic circle when it is safe to do so.
Traffic T.I.P.s
Traffic Information Program
Typical Travel Paths
Let Us Help!
If you have a concern about traffic in your neighborhood, please call the Glendale Transportation Dept.
Traffic T.I.P.s
City of Glendale
Transportation Department | 1,174 | 525 | {
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1) Students in class are wearing 5 colored shirts: blue, red, yellow, white and green. The sample space of shirt colors is b, r, y, w, g. If $P(b) = .15$, $P(r) = .17$, $P(y) = .42$ and $P(g) = .02$, what is the probability a student is wearing a white shirt?
Because the sum of all probabilities in a probability distribution must add up to 1, $Pr(w) = 1 - Pr(b) - Pr(r) - Pr(y) - Pr(g) = 1 - .15 - .17 - .42 - .02 = .24$
2) I’m planning a skiing vacation to Colorado. I’ll be spending 5 days in Aspen. If the forecast calls for a 50% chance of snow every day, what is the probability that I have 4 snowy days?
This can be calculated using the fact that the probability of an event is the number of outcomes in the event / the number of outcomes in the sample space. We need to calculate (a) the number of ways of having 4 out of 5 days snowy and (b) the total number of possible 5-day weather patterns. Because there’s an equally likely chance of snow or no-snow, this problem is akin to a coin-flipping problem.
There are $\binom{5}{4} = 5$ ways that 4 of 5 days are snowy.
Because there are 2 possibilities for weather on each day, and 5 days, there are $2^5 = 32$
So $Pr(4 \text{ snowy days}) = \frac{5}{32}$
3) Considering two events E and F, it is given that: $Pr(E) = .50$, $Pr(F) = .30$ and E and F are independent. What is $Pr((E \cup F)')$?
Because E and F are independent, $Pr(E \cap F) = Pr(E) \cdot Pr(F) = .50 \cdot .30 = .15$
Next we can use the Inclusion-Exclusion rule that $Pr(E \cup F) = Pr(E) + Pr(F) - Pr(E \cap F) = .50 + .30 - .15 = .65$
Lastly, we can use the fact that the probability of the COMPLEMENT of an event is 1 minus the probability of that event. So $Pr((E \cup F)') = 1 - Pr(E \cap F) = 1 - .65 = .35$
4) You’ve got a box with 34 screws and 13 nails. You need 2 nails. For each draw, you reach and take one out - if it is a nail you keep it on the table, if it is a screw you put it back in the box. Draw and label a tree diagram to answer the following questions:
a) Which is more likely: drawing a nail then a screw or a screw then a nail?
b) What is the probability of getting 2 nails in 2 draws?
c) What is the probability of getting 2 nails in 3 or fewer draws?
d) What is the probability that you don’t get a single nail after 3 draws?
So the answer to the first question requires us to compare $Pr(NS)$ and $Pr(SN)$.
$Pr(NS) = \frac{13}{47} \cdot \frac{34}{46} \approx .204$
$Pr(SN) = \frac{34}{47} \cdot \frac{13}{47} \approx .200$
So it’s more likely that you draw a nail THEN a screw.
As you can see from the tree, $Pr(NN) \approx .072$
Probability of 2 nails in 3 or fewer draws is the sum of $Pr(NN) + Pr(NSN) + Pr(SNN) \approx .072 + .053 + .052 = .177$
Probability of 3 screws in 3 draws is .379, as you can see from the tree. | 1,456 | 859 | {
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Ancient Greece
What do we know about Ancient Greece?
Greek Gods and Goddesses
Name some of the Gods and Goddesses that live on Mount Olympus.
Greek Gods and Goddesses
Use books to find out what these Gods and Goddesses are looking after.
Zeus -
Hera -
Poseidon -
Hades -
Aphrodite -
Apollo -
Ares -
Artemis -
Athena -
Hephaestus -
Hestia -
Hermes -
Demeter -
Dionysus -
Greek Myths and Legends
Can you name any Greek myths or legends?
Creatures
Heroes or heroines
Ancient Greek Life
What material were Greek houses made from?
What did the Ancient Greeks eat? Was their diet healthy?
What were the names of the different architecture?
What were the names of the clothes the Ancient Greeks wore?
Did the Ancient Greeks go to school?
What jobs could the Ancient Greeks do?
Did the Greeks have any wars?
Many modern English words were made by putting together two Ancient Greek words. Match the words to work out which two Ancient Greek words were used to make the names of the pictures.
| TELE | BATOS | POUS | KROKE | THERMOS | AKROS |
|------|-------|------|-------|---------|-------|
| far | to walk | foot | gravel | heat | high |
| ASTRON | DRILOS | MIKROS | HIPPOS | OKTO | POTAMUS |
|--------|--------|--------|--------|------|---------|
| star | worm | small | horse | eight | river |
| PHONE | METREIN | NAUTILUS | SKOPEIN |
|-------|---------|----------|---------|
| voice | to measure | sailor | to look |
| TELEPHONE | METREIN | NAUTILUS | SKOPEIN |
|-----------|---------|----------|---------|
| voice | to measure | sailor | to look |
Ancient Greek Alphabet
Try to write your name using these Ancient Greek letters.
| Letter | Name | Sound |
|--------|--------|-------|
| Α | alpha | a |
| Β | beta | b |
| Γ | gamma | g |
| Δ | delta | d |
| Ε | epsilon| e |
| Ζ | zeta | z |
| Η | eta | ee or ay |
| Θ | theta | th |
| Ι | iota | i |
| Κ | kappa | k |
| Λ | lambda | l |
| Μ | mu | m |
| Ν | nu | n |
| Ξ | xi | x or ks |
| Ο | omicron| o |
| Π | pi | p |
| Ρ | rho | r |
| Σ | sigma | s |
| Τ | tau | t |
| Υ | upsilon| u or oo |
| Φ | phi | f or ph |
| Χ | chi | ch |
| Ψ | psi | ps |
| Ω | omega | oh |
To make the sound 'h', use the sign with the letter. For example, is pronounced 'ha'. | 1,653 | 712 | {
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Stories from the stacks
Submitted by Library Director, Doug Whistance-Smith
You may be asking, “What are stacks?” Well, it’s a term referring to a series of shelves for storing books... what many people would call ‘a library’. But stacks sound sedentary and sterile, like piles of paper that lay unused until someone digs in like an archeologist sifting through sediment to uncover information about cultures or creatures that left their mark in the past. The layers are time capsules and the fossils in the layers tell tales of life in the past. Librarians are the archeologists who know where and how to find the best stories buried in the stacks. It’s intriguing! It’s exciting! And so are libraries!
My history with libraries goes back a long way. My father was the map curator at the University of Alberta from the early 1970s to his retirement in the late 1990s, so I literally grew up in a library. He never had the official title of ‘librarian’ only because his master’s was in meteorology, but everyone knew him as the ‘map-man’ and respected his knowledge of the collection he pulled together on a shoestring budget.
He used to joke that he had a sedimentary filing system (layer upon layer). But he knew his stacks with uncanny precision. Someone could come into his collection looking for a 19th century map of towns and villages of Yugoslavia and, after a brief conversation with the person, my father would walk to a pile on a table in a back corner, finger his way down three inches and like a magician he’d pull out exactly the right item. I watched him do this more times than I can count. It was amazing how he knew exactly where to find the ‘just-right’ item to satisfy the person’s request. Particularly when every available flat surface was used to organize and catalogue maps coming into the collection... and that’s where I came in.
I started working for my father during the summer when I was 13 years old, plotting air photos and stamping maps. I loved working for my dad during the summers, not just because he paid me (out of his own pocket and below minimum wage), but how to create an environment where people felt welcome. I learned to understand the meaning of service! It wasn’t about the item, it was about the person looking for the ‘just right’ item.
There was always music, there was always coffee and there was always time in his day to stop whatever he was working on to serve someone by giving them his undivided attention. He devoted his life to the service of others, and he impressed upon me a commitment to the same.
For those who are familiar with our October quote by James Cash Penny: “It is the service that we are not obliged to give that people value most.”
Like the map collection, our library sometimes feels claustrophobic with the stacks of books, magazines, DVDs, etcetera. But it’s the services we provide and the kindly spirit in which we provide them that impact people’s lives in the most meaningful ways. So, from the staff and board of Drayton Valley Library, we look forward to serving you in 2022.
Happy New Year! | 1,129 | 660 | {
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Chapter 12 Review/Assessment
NCTM Standards 1, 2, 6, 7, 9, 10
What is the value of the coins?
Lesson 1
1 dimes
pennies
total
2 $5 \times$ the dimes
$5 \times$ the pennies
$5 \times$ all the coins
3 $10 \times$ the dimes
$10 \times$ the pennies
$10 \times$ all the coins
4 $15 \times$ the dimes
$15 \times$ the pennies
$15 \times$ all the coins
Complete the multiplication sentences.
Lesson 4
5
| 10 | 4 |
|----|---|
| $\times$ 7 | $\times$ 7 | $\times$ 7 |
6 $37 \times 6$
Lesson 5
| 30 | 7 |
|----|---|
| 6 | |
| 30 | 7 |
|----|---|
| $\times$ 6 | $\times$ 6 | $\times$ 6 |
7. \[ \square \times 4 = 60 \] Lesson 7
\[
\begin{align*}
10 & \quad \times 4 \\
& \quad \square \\
& \quad \square \\
& \quad 60
\end{align*}
\]
8. \[ \square \times 8 = 104 \] Lesson 7
\[
\begin{align*}
& \quad \times 8 \\
& \quad \square \\
& \quad \square \\
& \quad 104
\end{align*}
\]
9. \( 14 \times 16 \) Lesson 6
\[
\begin{array}{c|c}
10 & 6 \\
\hline
10 & 100 \\
4 &
\end{array}
\]
\[
\begin{align*}
10 & \quad \times 10 \\
& \quad \square \\
& \quad \square \\
& \quad 14
\end{align*}
\]
10. \( 65 \div 5 = \square \) Lesson 8
\[
\begin{array}{c|c}
& 5 \\
\hline
65 &
\end{array}
\]
11. Kyle earns money doing yard work. He deposits two thirds of what he earns in a savings account and keeps the rest to spend. Last month he kept $36. How much did Kyle earn? Lesson 9
12. Alma found a rope in her garage. She cut off 3 pieces that were each 20 centimeters long. Then she cut the remaining rope into 2 equal pieces that were each 15 centimeters long. How long was the rope Alma found in her garage? Lesson 9 | 980 | 605 | {
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Progress and Victorian Landmark Come Face to Face
Readin', Ritin' and 'Rithmetic were drummed into many a local boy and girl here.
This week work will be begun to tear down another remnant of our Victorian age; the original Conant Street school, built in 1869, and most recently headquarters for the Veterans of Foreign Wars. In its place will be additional parking space for the Bonnie Doone Restaurant, owned by Mr. and Mrs. Manuel Cabral.
According to records in the office of Francis Alves, Civil Engineer, the land on which the school now stands was owned by Abigail and Silas Loomis, and was bought by the town of Provincetown after Mr. and Mrs. Loomis had passed on. Richard E. Nickerson, acting as attorney for their estate conveyed the land to the town in 1869, and shortly afterwards the school was constructed.
Known to many as the "baby school," because first and second graders were taught there, the Conant Street School was in existence until about 1931. Mrs. Mary Rogers, who taught there from about 1928-31, tells us that in its last years, the school held only classes for retarded pupils. There were two schoolrooms, one holding the older boys, taught first by the late Mrs. Mary O'Neill, and after she went to Boston, by Mrs. Ethel Collinson. Mrs. Rogers had the class in the other room, made up of the younger boys and the girls. Each class had from twelve to fifteen students who were taught all the regular school curriculum, adapted to their needs, as well as arts and crafts. With the closing of the Conant Street School, the retarded classes were moved over to quarters in the Bradford Street School, now the Community Center.
During the lifetime of our town, many schools have come and gone. The first school seems to have been held as far back as 1795, when the lower floor of the Masons' House, built for King Hiram's Lodge, was made into two schoolrooms. That building stood until not too long ago at 119 Bradford Street.
There seem to have been three schoolhouses before 1828, when six school districts were created in the town and three additional schools built. One was near West Vine Street, one near Atlantic Avenue, and one near the Eastern School (still standing on the corner of Howland and Commercial, and owned by the Morris Light Post, American Legion.) These six schools were ungraded and were used until 1844, when the Western, Center and Eastern schools were built. Each of these had three grades, Primary, Intermediate and Grammar.
Provincetown's first High School was established in 1849 and was held in the vestry of the old Methodist Church, who received a weekly rent of seventy-five cents from the town for the use of their building. A High School was erected on the hill in 1894, subsequently burning in a spectacular night-time fire in 1930 and rebuilt.
The Veterans of Foreign Wars sold their headquarters, the Conant Street School in May and are constructing a new home on Jerome Road. Mr. and Mrs. Cabral, who purchased the school property, which is adjacent to their Bonnie Doone Restaurant, are having the old building torn down to provide additional parking space for their customers. | 1,253 | 688 | {
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Make Your Home FIRE SAFE
Defensible Space is required by Law, and will dramatically increase the chances that you and your home will survive a wildfire!
Defensible space does NOT mean removing all vegetation from around your home. Defensible space means MODIFYING and MAINTAINING vegetation to reduce the intensity and speed of a wildfire when it reaches your home.
(1) Create a “clean” zone with few or no combustibles within 30 feet of your home.
(2) Create a fuel-reduction zone from 30’-100’ (or to your property line, if closer) to slow the spread of an approaching wildfire.
These tips will help you comply with the law, and help us protect your home when wildfire strikes:
• Space plants 10-15 feet apart, with few or no combustible plants within 30 feet of your home.
• Cut dry grass regularly within 100 feet of your home. Gas powered tools can start fires when fire danger is high, so work early in the morning on a cool, moist day if possible. Rake and remove clippings.
• Use irrigated, fire-resistant plants where possible. Rock, stone, and other materials can be used to create an attractive, fire safe landscape.
• Make decks fire-safe by clearing vegetation and combustibles like lumber and firewood from underneath. Enclose underside with fire resistant building materials if possible.
• Apply 1/4 inch mesh screen to all roof and basement vent-openings.
• Keep trees limbed up 10’ from the ground or from the tops of plants below, and cut back at least 10’ from your chimney and roof. Remove all dead limbs.
• Clean all needles and leaves from the roof, and rain gutters regularly during fire season.
• Maintain your landscaping with regular mowing, watering, weeding and dead leaf and needle removal.
• Maintain fire engine access to your home by clearing vegetation 5’ from the sides of your driveway, and 15’ vertically. Provide room for fire engines to turn around if possible.
• Make your address visible from the street in both directions, with 4” (minimum) reflective numbers on a contrasting background.
100’ DEFENSIBLE SPACE
It’s the LAW!
Contact Lake Pillsbury Fire Protection District for tips, hazard inspections, and assistance.
2008 was the most devastating fire season on record in Northern California, and experts expect drought conditions to contribute to wildfires in 2009. More than 2000 structures are destroyed by wildfire each year in California.
Lake Pillsbury is home to some of the most fire-prone landscapes on earth, and is long overdue for another destructive wildfire. Don’t become a statistic. Defensible Space will help us save you, your home, and your community!
Lake Pillsbury Fire Protection District
29501 Fuller drive, Unit B
Potter Valley, CA 95469
(707) 743-1625 | 1,197 | 594 | {
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When doing compass and ruler constructions, we are using two tools:
- a compass, and
- a straightedge (ruler).
With a *compass*, you draw circles. That means you can find all the points that are at a specified distance from some point (the circle's center point). Study carefully the following constructions, and pay attention how the compass is used!
*A straightedge* is a ruler without measurement units (such as cm or in) on it. It is simply used to draw straight lines. You can use your normal ruler as long as you don't pay attention to the measurement units on it. In the exercises of this lesson, use only a compass and a straightedge.
**Copy a Line Segment**
The task is to draw a copy of the line segment \( \overline{AB} \), or in other words to draw another line segment of the same length. The copy of the line segment can reside anywhere.
Start out by drawing a long line somewhere, and drawing one point on it (\( A' \)). Now, how can you use a compass to find where the other end point \( B' \) should be, so that \( A'B' \) is congruent to \( AB \)?
1. Copy the line segment.
2. Draw a line segment that is as long as these two line segments together.
An Isosceles Triangle
This is an easy construction, too.
Complete the drawing so you get an isosceles triangle ABC. In other words, find where the point C should go so that $\overline{AB}$ and $\overline{AC}$ are congruent (of the same length).
3. Draw any isosceles triangle.
4. Draw an isosceles triangle with two sides this long: \[ \text{---} \]
An Equilateral Triangle
An equilateral triangle has three congruent sides. In other words, its vertices are at the same distance from each other. A compass can help us find points that are at the same distance from each other!
These two points mark one of the sides of the triangle.
Draw a circle using one of the points (A) as a center point and the other (B) indicating the radius. The third vertex of the triangle MUST lie on this circle... because its distance to B is equal to AB.
Can you see what was done in this picture?
The triangle is ready!
Make sure you understand why this construction works! Many others are based on this one.
5. Draw an equilateral triangle using this line segment as the base.
6. Draw any equilateral triangle. This means you can choose how long the sides are. | 941 | 545 | {
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The Hebridean Whale and Dolphin Trust’s (HWDT) research vessel *Silurian* had a very special encounter on the 29th June. HWDT crew and volunteers were conducting a research survey between South Uist and Coll when someone spotted a large, bushy blow in the distance. As *Silurian* approached, and the engines were turned off, a humpback whale (*Megaptera novaeangliae*) surfaced within a few hundred metres of the vessel to the great delight of all onboard. Relief Science Officer, Sarah Barry, commented “The whale surfaced three or four times in a row and then dived for about five minutes, so it was most likely feeding below the surface, which is an encouraging sign for the area”. The animal, approximately 10 metres in length, seemed content surfacing alongside *Silurian* for about an hour and a half. Photographs were taken to of the humpback’s tail flukes, which have a distinctive pattern, and will be compared with other organisations photo-identification catalogues to try and identify the individual.
Humpback whale sightings are rare off the west coast of Scotland but not unheard of. In June of this year, a humpback was spotted off Gairloch and in recent years sightings have numbered one or two a year. The species is widely distributed in all oceans, making extensive migrations and ranging from their tropical wintering grounds to the edges of the polar ice zones. Unmistakable in appearance, the humpback whale’s pectoral (side) fins are long and narrow (*Megaptera* means “great wing”) and may measure as much as a third of the body length. When fully grown, humpback whales can measure up to 17 metres and weigh 40,000 kg; the female is normally slightly larger than the male. The tail fluke can measure up to five metres across, has a serrated trailing edge, and is black with distinct patterns of white on the underside; this pattern is unique to each animal and is used for identifying individuals.
HWDT conducts research surveys onboard *Silurian* throughout the spring, summer and autumn months. Volunteers are welcomed onboard to assist with vital data collection which will be analysed by HWDT scientists to provide a better understanding of cetacean distribution and abundance off the west coast of Scotland. Encounters such as this remind us that the waters off the west coast of Scotland are exceptional, playing host to a great variety of cetacean species. Reporting sightings to HWDT will contribute to the knowledge of cetacean distribution and abundance within the area. If you are lucky enough to encounter a cetacean, please report your sighting at [www.hwdt.org](http://www.hwdt.org) or by contacting the office on 01688 302620. | 1,092 | 580 | {
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Lab Report
Name: ____________________________ Date: ____________________________
Introduction:
Experimental Design
| Problem: | |
|----------|---|
| Independent Variable: | Dependent Variable: |
| Hypothesis: | |
| Constants: | Control: |
| Materials: | |
| Procedures: | Observations: |
| 1. | |
| 2. | |
| 3. | |
| 4. | |
| 5. | |
| 6. | |
| 7. | |
| 8. | |
| 9. | |
| 10. | |
Results
1. After your group has completed testing, share your research and results with the class.
i. Design a data table to record the results.
ii. On a separate sheet of paper, construct a graph to compare group results. Label each axis with the appropriate variable, including units of measure and increments.
Conclusion
1. Write a conclusion, including answers to these questions in your paragraph.
- How did the data support or invalidate your hypothesis?
- How can you explain your results? (PAUSE and THINK before you answer.)
- What sources of error were present in your experiment?
- How would you design this experiment differently a second time?
Lab Report
Name: ____________________________ Date: ____________________________
Introduction:
Experimental Design
| Problem: | |
|----------|---|
| Independent Variable: | Dependent Variable: |
| Hypothesis: | |
| Constants: | Control: |
| Materials: | |
Procedures:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Observations:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Results
1. After your group has completed testing, share your research and results with the class.
- Design a data table to record the results.
- On a separate sheet of paper, construct a graph to represent your data. Label each axis with the appropriate variable, including units of measure and increments.
Conclusion
1. Write a conclusion, including answers to these questions in your paragraph.
- How did the data support or invalidate your hypothesis?
- How can you explain your results? (PAUSE and THINK before you answer.)
- What sources of error were present in your experiment?
- How would you design this experiment differently a second time? | 1,191 | 534 | {
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Whitehill Junior School – Lower School Science Curriculum Map 2022
Year Three
Animals, including humans
- Identify that animals, including humans, need the right types and amount of nutrition, and that they cannot make their own food; they get nutrition from what they eat
- Identify that humans and some other animals have skeletons and muscles for support, protection and movement
Forces and magnets
- Compare how things move on different surfaces
- Notice that some forces need contact between two objects, but magnetic forces can act at a distance observe how magnets attract or repel each other and attract some materials and not others
- Compare and group together a variety of everyday materials on the basis of whether they are attracted to a magnet, and identify some magnetic materials
- Describe magnets as having two poles
- Predict whether two magnets will attract or repel each other, depending on which poles are facing.
Light
- Recognise that they need light in order to see things and that dark is the absence of light
- Notice that light is reflected from surfaces
- Recognise that light from the sun can be dangerous and that there are ways to protect their eyes Recognise that shadows are formed when the light from a light source is blocked by a solid object
- Find patterns in the way that the size of shadows change.
Living things and their habitat
- Recognise that living things can be grouped in a variety of ways
- Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment
- Recognise that environments can change and that this can sometimes pose dangers to living things.
Plants
- Identify and describe the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers
- Explore the requirements of plants for life and growth (air, light, water, nutrients from soil, and room to grow) and how they vary from plant to plant
- Investigate the way in which water is transported within plants
- Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal.
Year Four
Sound
- Identify how sounds are made, associating some of them with something vibrating
- Recognise that vibrations from sounds travel through a medium to the ear
- Find patterns between the pitch of a sound and features of the object that produced it
- Find patterns between the volume of a sound and the strength of the vibrations that produced it
- Recognise that sounds get fainter as the distance from the sound source increases.
Rocks
- Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties
- Describe in simple terms how fossils are formed when things that have lived are trapped within rock
- Recognise that soils are made from rocks and organic matter.
Year Five
Electricity
- Identify common appliances that run on electricity
- Construct a simple series electrical circuit, identifying and naming its basic parts, including cells, wires, bulbs, switches and buzzers
- Identify whether or not a lamp will light in a simple series circuit, based on whether or not the lamp is part of a complete loop with a battery recognise that a switch opens and closes a circuit and associate this with whether or not a lamp lights in a simple series circuit
- Recognise some common conductors and insulators, and associate metals with being good conductors.
States of matter
- Compare and group materials together, according to whether they are solids, liquids or gases
- Observe that some materials change state when they are heated or cooled, and measure or research the temperature at which this happens in degrees Celsius (°C)
- Identify the part played by evaporation and condensation in the water cycle and associate the rate of evaporation with temperature.
Animals, including humans
- Describe the simple functions of the basic parts of the digestive system in humans
- Identify the different types of teeth in humans and their simple functions
- Construct and interpret a variety of food chains, identifying producers, predators and prey. | 1,679 | 825 | {
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1.1
**Deterministic models**
- describes a mathematical model to predict the observed value of some characteristic.
\[ V = gt \] where \( g = 9.8 \text{ m/s}^2 \)
For such a model, carrying out repeated experiments under ideal conditions would result with the same velocity each time, and it is predicted by the model.
We are looking at **stochastic models**.
Random instead of deterministic
- # of particles emitted by a radioactive substance
- time until failure of a component
- game of chance
1.2 Notation & Terminology.
Experiment - process of obtaining an observed result of some phenomenon.
A performance of a experiment is a trial.
An observed outcome of a trial is called an outcome.
The set of all possible outcomes is called the sample space.
Ex: Flip a coin twice.
\[ S = \{HH, TH, HT, TT\} \]
Ex: Suppose we count the number of heads.
\[ S = \{0, 1, 2\} \]
Ex: Toss a coin repeatedly until a head shows.
\[ S = \{H, TH, TTH, TTTH, \ldots\} \]
Ex: A light bulb is tested to see how long it lasts:
\[ S = \{ t \mid 0 \leq t < \infty \} \]
A sample space is finite if it consists of a finite number of outcomes.
\[ S = \{ e_1, e_2, \ldots, e_N \}, N < \infty. \]
Countably infinite if the outcomes can be placed into a 1-1 correspondence with the natural numbers.
Def: If a sample space is either finite or countably infinite, then it is called a discrete sample space.
A set that is finite or countably infinite is said to be countable.
A sample space that involves uncountably many outcomes is called a continuous sample space.
An event is a subset of the sample space. If \( A \) is an event, \( A \) occurs if it contains the outcome that occurred.
Set Notation
Unions → "or"
Intersections → "and"
Ex: A, B sets.
$A \cap B$ → event in $A$ and in $B$
$\uparrow$ intersections
$A \cup B$ → event is in $A$ or in $B$.
$\uparrow$ Union.
$A'$ or $\overline{A}$ → complement of $A$. The event does not belong to $A$.
$A$ but not $B$ = $A \cap B'$
Exactly one of $A$ or $B$ = $(A \cap B') \cup (B \cap A')$
$A' \cap B' = (A \cup B)'$
DeMorgan's Laws
$A' \cap B' = (A \cup B)'$
$A' \cup B' = (A \cap B)'$
Relative Frequency
If \( m(A) \) represents the number of times the event \( A \) occurs in \( M \) trials, then
\[
f_A = \frac{m(A)}{M}
\]
represents the relative frequency of occurrence of \( A \) on these trials.
If, for an event \( A \), the limit of \( f_A \) as \( M \) approaches infinity exists, then one could assign probability to \( A \) by
\[
P(A) = \lim_{M \to \infty} f_A
\]
This expresses the concept of statistical regularity.
When will this limit exist?
Motivate the definition of axioms of probability.
If \( S \) is a sample space, and \( A_1, B, A_1, \ldots, A_k, \ldots \) are pairwise mutually exclusive events in \( S \), then:
Clearly \( m(A) \geq 0 \), \( m(S) = M \)
1) \( f_A \geq 0 \) \( \Rightarrow f_A \geq 0 \)
2) \( f_S = 1 \)
3) \( f_{A_1 \cup A_2 \cup \cdots \cup A_k \cup \cdots} = \sum_{i=1}^{\infty} m(A_i) \) | 1,594 | 923 | {
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No More Homeless
Have you ever walked on the sidewalk and seen tents lined up on the other side of the road? Well that’s what I see every time I come home from school. In fact, you see homeless every time you drive through Kalihi. This is a major problem in Hawaii, and this is what we can do to fix it.
Hawai’i is filled with homeless and more come every year. Hawai’i has seen a 35 percent rise in the homeless population since 2009 and a 4 percent increase over the last year, despite costly temporary fixes. Nearly one-third of the homeless are Native Hawaiians, yet they sleep in tent cities and are criminalized. The Department of Human Services Homeless Division lists that one-third of the homeless are minors, 50 percent of which are under the age of 6. Of the adults, 60 percent of the homeless are mentally ill, 47 percent without a high school education, 40 percent unsheltered, 34 percent are chronically homeless, 12 percent are veterans, and 8 percent are chronic substance abusers. The problem is that house rates inclined heavily through the years. It used to cost $150,000 to buy a decent condo in 2001. Now it costs $300,000 to buy a condo. That’s a $150,000 difference which has forced many people out of their houses and onto the streets.
This problem has solutions, but I believe that when people build shelters for the homeless, it just makes the problem more severe. If you actually think about it, building shelters just attracts more homeless to Hawai’i because when you build a shelter it goes on the news, and when the homeless on the mainland hear about free shelter and food, they find the money to get a plane ticket to Hawai’i and come and stay inside these shelters and the shelters get filled with all those mainland homeless, then even more homeless are on our streets. Recently Hawai’i
ranked number one in the United States with the number of homeless per capita, and with the numbers steadily rising the state cannot afford to make costly mistakes.
When you go on vacation, do you want to go to a place with homeless right across the street? No, but that’s what tourists experience every time they come to Hawai‘i. Think of how many more tourists would re-visit Hawai‘i if they saw less homeless? More tourists mean more money, and more money means lower house rates, which means less homeless for the state of Hawai‘i. Even when you give them food, it makes the problem more severe because why would they give up free food that people give them everyday? It just encourages them to stay homeless.
Hawai‘i has been trying to resolve this problem for decades but there is still no solution. Utah is a prime example of ending homelessness. They virtually ended chronic homelessness while reducing the annual cost from $19,000 to just under $8,000 annually per homeless individual. Providing permanent housing solutions for this underserved population has had nothing but a positive impact. Another solution is that we could have programs that teach homeless life skills and how to make a living wage for their families and give them houses in trade for labor. As the saying goes, “give a man a fish, you feed him for a day. Give him a net, you feed him for a lifetime.”
This relates to Clarence T.C. Ching because he was all about solving the problems of Hawai‘i and helping make the community a better place, and if we can fix homelessness, we will have one foot in the right direction. I believe his foundation can help solve this problem and make Hawai‘i truly a place of paradise.
All these problems dealing with homelessness has a huge impact on the entire state of Hawai‘i in all kinds of different ways. The solutions may be scarce, but I believe that all the solutions I proposed should majorly scale down the number of homeless in Hawai‘i. This
nagging problem in Hawai‘i must be addressed by the government and it must be fixed for the sake of our entire state. | 1,436 | 836 | {
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Longevity Starts With Super Foods!
Eating healthy doesn’t have to be complicated, and Keys To Better Health™ is here to help remove the guesswork. Did you know that the Okinawans in Japan have one of the world’s longest live expectancies? Are you wondering how they do it? They enjoy a low-calorie diet rich in antioxidants, low in fat and sugar, and rich in vegetables and seafood. Meat, eggs and dairy products are rarely consumed. They also practice eating only 80% of the food on their plate, leaving thousands of calories on the plate resulting in tons of pounds lost.
We would be wise to start embracing the qualities that Okinawans incorporate into their daily diet, in addition to starting some of our own healthy traditions with these delicious power foods that taste great and can add years to your life:
- Apples help prevent dementia, stroke, and diabetes, and lower cholesterol. Eat raw or fried, add to salads or baked goods. For the most fiber, eat with the skin intact.
- Kiwi supports heart health, lowers blood pressure, helps clean out toxins, and improves skin health and sleep quality. Eat raw, dried or add to fruit salads.
- Avocado helps lower the risk of cancer, reduces inflammation, and supports cardiovascular health. Eat raw or add to salads or sandwiches. However, because they contain a high amount of saturated fat, eat them in moderation.
- Carrots promote eye health, and helps prevent leukemia, lung, colorectal and prostate cancers. Eat raw, add to salads, soups, or other recipes. Carrots can be baked, steamed, boiled, or sautéed.
- Kale helps prevent cancer and coronary artery disease, can limit cancer progression, and lowers cholesterol. Eat raw, boil, steam, sauté, or add to a variety of recipes.
- Practice eating clean, which involves eating fresh, organic foods that are produced in an environmentally friendly manner, without fertilizers, genetic engineering or any other un-natural production methods. Those who eat clean embrace vegetables, fruits, whole grains and healthy proteins. Eating clean also means eliminating or greatly reducing the amount of additives and processed foods in your diet.
At every turn, Keys To Better Health™ is here to help. Throughout our store are colorful tags on the shelf edge that make it easy for you to find super foods that help lead to a longer life. Look for tags that say “Heart Healthy,” “Low Fat,” “Whole Grain,” “Low Sodium,” “Organic,” and much more! | 994 | 518 | {
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Upper KS2 History - Information for Teachers
National Curriculum objectives:
Gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
‘A study of an aspect of history or a site dating from a period beyond 1066 that is significant in the locality’.
‘A study over time tracing how several aspects of national history are reflected in the locality’.
‘A study of an aspect or theme in British history that extends pupils’ chronological knowledge beyond 1066’.
‘Children should note connections over time and develop the appropriate use of historical terms’.
‘Children should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They should understand how our knowledge of the past is constructed from a range of sources’.
Activities:
1) Mother Shipton trail – to be used as children go through the park:
* Children go through the park spotting the key landmarks and features, using the pictures to guide them.
* Booklet gives historical explanation of these landmarks in child-friendly language.
* Children answer questions about Mother Shipton and her life.
* Activity in which children have to chronologically order Mother Shipton’s prophecies.
* Children introduced to the terms ‘period’ and ‘legacy’ and complete a description of Mother Shipton and her life using the word bank to help them.
2) Upper KS2 History PowerPoint presentation – can be used as a follow-on activity back in the classroom:
* PowerPoint presentation studies in chronological order different monarchs who link to Mother Shipton and her prophecies.
* It looks at them as rulers (their key decisions and policies) and their links to Mother Shipton and Knaresborough.
These monarchs are: Henry VIII (The church of England), Elizabeth I (Spanish Armada), James I (Guy Fawkes) and Charles I (Civil war).
Children will gain a good understanding of the monarchs themselves, the religious strife of the Catholic and the Protestant churches and the key events of each period.
3) The follow up activities from the presentation give children the opportunity to explore such events further through different cross-curricular links:
* Spanish Armada - children create a poster detailing why the Spanish Armada failed.
* Guy Fawkes - children write a WANTED poster for information in connection with the gunpowder plot and Guy Fawkes.
* Civil war - children imagine themselves to be in the court of King Charles I and debate whether or not he should be beheaded.
* Tudors - children research and write a biography of King Henry VIII.
Resources needed:
- Pencils
- Rubbers
- Spanish Armada sources (provided)
- Civil War debate information (provided)
- Biography and wanted sheets (provided) | 1,268 | 564 | {
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OLD ILLAWARRA HOUSES: "NEWTON", KEMBLA GRANGE.
This house was built in 1845 for David Williamson Irving, youngest son of John Irving, of Edinburgh, who was Writer to the Signet and a schoolboy friend of Sir Walter Scott. David was the second son to come to Australia.
John, the eldest, came first. After six years as a midshipman he left the Navy to obtain experience on a sheep run, went into partnership with David Waugh at Goulburn. He afterwards selected a run at Delegate. However, in the depression of 1842 he rejoined the Navy and was appointed to H.M.S. Favourite in Sydney. In 1845 as Lieutenant he accompanied Sir John Franklin on his expedition to find the North West Passage and the North Pole, and along with the rest of the expedition perished within the Arctic Circle. More than twenty years later the remains of the expedition were found and his body identified. In 1881 his bones were buried in Edinburgh.
David, his younger brother, on arrival in Sydney was employed as Agent to William Howe Esq., of 'Glenlee', Campbelltown, and within a year he had married Jane Howe. He rented and stocked land at Terrara, on the lower Shoalhaven, from 1840-45, when he moved to Sutton Forest, but almost immediately bought land in the Illawarra area and called it Newton, after his uncle Lord Newton. On it he built the house, which still stands, and is at present owned by Dr. Maude. It came about this way. He received a letter from his father suggesting that, as John wanted to realise on his property before he sailed with Sir John Franklin, and he, John Irving the father, wished to set David up with a home and farm, Lieutenant John's property be realised on in Australia and the money used, up to £1,200, to buy a place for David while his father would pay John £1,200 before he went away.
The house, which still stains its original appearance, is built of brick, cement rendered with inside woodwork of cedar and slate roof, now replaced with tiles.
The Irving family lived in the house until the 1860s. David Irving accepted an appointment as Police Magistrate at Forbes in 1862. He had no difficulty letting the farm, but selling or letting the house was not easy. His wife wrote to him at Forbes on July 26th, 1863, that the house was still not disposed of, but that she hoped to be able to send him some news in a few months time.
From this time on the house had many different people in it until the present owner, Dr. Maude, bought it in 1947. He and his wife have restored the house and, while modernising the kitchen and bathrooms, have endeavoured not to alter its character. It is indeed one of the most beautiful of our old homes in this area. — M. M. EVANS. | 1,061 | 623 | {
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Cheetahs
Cheetah are not classed as 'big cats'. Big cats have the ability to roar - cheetahs have instead retained the ability to purr, just like your domestic cat at home.
Cheetah
The cheetah has a slender, elongated body supported on tall, thin legs with blunt semi-retractable claws and a flattened rudder-like tail that measures half of the cheetah's head and body length. Black "tear marks" run down the face from the corner of the eyes down to the mouth. It is believed that the "tear marks" aid in hunting by helping to keep the sun out of the eyes. The coat colour is tan with evenly spaced black spots. The coat is coarse and short. Adult body length 112-135cm; tail length 66-84cm; shoulder height 73-90cm; weight 34-65kg.
Habitat
Cheetahs prefer vast areas of open country, such as grassy plains or savannahs, although they can survive in a variety of different habitats including open woodlands, semi-desert, sandy plains, dense vegetation, and mountainous terrain.
Diet
Cheetahs are diurnal meaning they are active during the day. Cheetahs usually hunt in the late morning and early evening. They capture their prey by stalking until the prey is within 10-30 metres before initiating the chase. Because cheetahs store heat internally they will only chase over very short distances before they must stop and cool down. Chases usually last around 20 seconds and no longer than 1 minute. About half of all chases are successful. Cheetahs use a bite to the throat in order to suffocate their prey. Their diet consists of Thomson's and Grant's gazelles, springbok, reedbuck, waterbuck, kudu, steenbok, duiker, warthog, hare, game birds, and wildebeest. Because of their relatively small size in comparison to other large predators in Africa, cheetahs commonly lose 10-50% of their kills to lions, hyaenas and leopards. Cheetahs are well adapted to living in arid environments and are not obligate drinkers. They appear to be able to satisfy their moisture requirements from their prey's blood and urine or by eating tsama melons.
Breeding
Cheetah breed once a year. The female raises the cubs ranging from 2-8 (but usually 3 or 4) herself. They will stay with her for up to two years.
Australia Zoo Cheetah profiles
Foxtrot
Foxtrot or Foxy as he is known by his handlers, was born at the Ann Van Dyk Cheetah Centre in South Africa and arrived at Australia Zoo at six months of age with his brother Echo. He is very affectionate and enjoys constant attention. He is often found snoozing next to Echo and grooming his handlers under the shade of a tree. Foxy is always very gentle with everything he does. At times he can be our most nervous cheetah, often...
relying on Echo or his handlers for comfort and moral support. Sometimes things can be a bit overwhelming for poor old Foxy. He has a definite phobia of Bush Turkeys ever since the day he opened his eyes from an afternoon nap to see two of them having a territorial fight right in front of him.
Walks around the zoo are an exciting part of Foxy’s day. He enjoys taking a leisurely stroll around the zoo, but as soon as he catches sight of the elephants, the walk comes to a sudden halt. Foxy loves to sit and stare at the elephants. If the handlers try to move him on he will occasionally stamp his feet and squeal in protest. If it were up to Foxy he would spend all day watching the elephants.
Endangered Species!
Very low numbers are left in the wild. Cheetahs are at risk of extinction within the next ten years.
Visit us: www.australiazoo.com/our-animals/amazing-animals | 1,412 | 857 | {
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a) Circle the correct form. Tick (✓) if both are possible.
1 You should definitely catch that movie if you hadn’t seen it / haven’t seen it already.
2 I’ve been reading / I’ve read the same book for three months and I still haven’t finished it.
3 I’m not going to her wedding because I don’t have / haven’t got anything to wear.
4 The thieves are thought to escape / to have escaped after the robbery.
5 Don’t you have / Haven’t you a TV? I thought everyone had one these days.
6 Don’t give them a toaster as a present because they already have / are already having one.
7 Don’t call me after seven because I’ll be having / I’ll have dinner.
8 Once the kids were older we hadn’t got to / didn’t have to drive them to school.
9 If you want to get rid of the stain on your jacket, you’ll have to have it dry cleaned / have dry cleaned it.
10 I need to leave work early tonight. I’ve got to / I have to go to the dentist.
b) Complete the dialogue with a suitable form of the verbs in brackets.
PSYCHOLOGIST So, why ¹ have you come (come) to see me today?
PATIENT Well, I ² _____ (have) a really weird dream.
PSYCHOLOGIST I see. How long ³ _____ this _____ (go on)?
PATIENT About a month now, on and off. It’s driving me crazy!
PSYCHOLOGIST Can you describe the dream for me?
PATIENT I’m in the middle of ⁴ _____ my hair _____ (cut), and suddenly I realize that the man doing my hair isn’t Paul, my usual hairdresser...
PSYCHOLOGIST Go on...
PATIENT He’s the strangest hairdresser I ⁵ _____ (see) in my life.
PSYCHOLOGIST Can you describe him?
PATIENT Well, he’s really tall with little round glasses and he ⁶ _____ (not have) much hair.
PSYCHOLOGIST ⁷ _____ you _____ (have) any idea who this person might be?
PATIENT Yes. I ⁸ _____ (have) a horrible feeling it might be you!
c) Complete the following sentences about yourself. Compare your answers with a partner.
• I’m really proud of the fact that I’ve...
• My worst characteristic is that I have a tendency to...
• One thing I often have to do which I’d rather avoid is...
• When I really want to have fun I...
SOLUTIONS OF GRAMMAR 1B
HAVE
a)
2 I’ve been Reading
3 (right)
4 to have escaped
5 Don’t you have
6 already have
8 I’ll be having
8 didn’t have to
9 have it dry cleaned
10 (right)
b)
2 I’ve been having / I’ve had
3 has this been going on
4 having my hair cut
5 I’ve seen
6 doesn’t have / hasn’t got
7 Do you have / Have you got
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We had so much fun during our Easter egg hunt and brunch. The children worked hard and used their fine motor skills to fill their bags with the goodies that the Easter bunny left for them.
PA Early Learning Standard 10.5.PK.A- Use hands, fingers and wrists to manipulate objects.
**What We Are Learning This Month:**
Our Themes will be:
- Mother’s Day
- Flowers
- Memorial Day
- Summer
What we are reviewing:
Letters: H, I, J, and K
Numbers: 13, 14, 15, and 16
Shapes: Rectangle, Octagon, Pentagon, and Star
Colors: Blue, White, Red, and Silver
**Preschool Prep**
What Was It About? After your child watches a T.V. show, talk to him about it. What was his favorite part? Who was his favorite character? Help your child relate the story to his own life. “Did something like that ever happen to you?” “Did you feel the same way the character on the show did?” and “Did you do the same thing the character in the show did, or did you do something different?” Remember to give your child plenty of time to think about the questions. (PBS.org/parents)
**What you need to know:**
The end of the school year is approaching quickly. We usually have an ice cream social. We will be discussing if we will be having it soon. I will keep you posted.
Honey Bears ~ Ms. Gabrielle & Miss. Maggie 215-572-0862 ext 206 email@example.com
**Center Wide News:**
HAPPY MOTHER’S DAY!
We are closed on Tuesday, May 18th for the Primary Election Day. The gym is a voting site and in order to guarantee the safety of the children we feel it is best to close for the day.
We will also be closed on Monday, May 31st for Memorial Day!
Thank you to everyone for supporting our fundraisers! We hope you are enjoying your Java Joe coffee and enjoyed your donuts and pound cakes!
Staff Appreciation Day – May 11th
Let your child’s teachers know how much you appreciate all their hard work. All staff will enjoy a special luncheon!
**Monthly News/Updates:**
**What’s New?**
This month we will be looking more deeply into the stories we read. We will be answering questions related to the plot, describing pictures in great detail, and defining unknown words when reading.
**In Our Room…**
We have been exploring and learning. This month we will continue with our nature walks, tracing/writing our names, and getting ready to move to the Koala and Pooh rooms. This includes reviewing and mastering our basic skills. We will review our addresses and phone numbers. We will be learning about Cinco de Mayo, Mothers Day, and Memorial Day!
**Outside Fun**
We will be learning new games, such as “Fishies Across the Ocean” and “Mr. Fox, What Time is It”, to enhance our ability to play as part of a team and follow directions. We will also be bringing some dramatic play activities outdoors to enhance learning.
**Birthdays:**
- Lucas 26th
**Safety Reminders:**
- Parking lot speed limit is **5 mph! Slow down!**
- Please be careful in the afternoons when picking up your child. There are other programs starting in the fields by 4:30 PM.
- Keep your **Family Name Sign** visible in your front windshield when picking up. Make sure you pay attention for your child coming out of the building. Please stay off your phone and be aware for the safety of the children and the expediency of pick-up.
- Be aware of **construction and township vehicles** while the elevator is being put in and as the landscaping season starts.
Please let us know if you are **leaving for the summer**. We need your last day and date of return. **The new school year starts on 9/7/21.**
**Summer Water Play Fun** –Children will need to have a bathing suit, water shoes, and a towel for selected water play days. Your child’s teacher will let you know when they have scheduled a water play day so you know when to bring in their suits, towels, etc. We request that **all girls have a 2 piece suit** to make toileting/diaper changing easier. Please keep this in mind when shopping for bathing suits!
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Oxford Word of the Month – April: temp
adjective: exciting; trendy.
THE STORY BEHIND THE WORD OF THE MONTH
In 2018, a campaign has been run by Nova FM breakfast show hosts Ryan ‘Fitzy’ Fitzgerald and Michael ‘Wippa’ Wipfli to create a new word, or, rather, a new sense for an existing word. This word is **temp**, abbreviated from *temperature*, and used to refer to things that are exciting, trendy, or ‘cool’. It was coined by Wippa, in an attempt to find an Australian alternative to the (originally) American *cool*.
This is not the first word to be invented: this happens all the time with words that refer to new inventions or technologies, for example, and authors have often made up words that have become part of everyday vocabulary. Examples include *robot*, coined by Czech author Karel Čapek in a 1920 play, *cyberspace*, coined by science fiction writer William Gibson in 1981, and *cultural cringe*, coined by A.A. Phillips in 1950. Politicians often create new terms, sometimes unwittingly; in 2017 US President Donald Trump’s possible mistyping led to the creation of the word *covfefe*, although what it means was left to the imagination of those on social media.
Campaigns to create a new word are slightly different and can vary. In 2012, the Macquarie Dictionary was involved in a campaign to come up with a neologism for the action of snubbing someone in favour of your mobile phone – *phubbing* was the winning suggestion and it has gone on to become a word with some currency, perhaps because it was a term that described an activity that had yet to find a name.
It is trickier to have a slang term enter the broader vocabulary. Many slang terms only gain currency within small groups – for example, within a group undertaking a particular activity (such as surfing or skateboarding), or within particular youth groups. Social media has helped slang gain wider currency to some extent, although why some slang words take off and not others sometimes remains a mystery.
In trying to popularise **temp** the power of radio was harnessed, with Fitzy and Wippa promoting the word on their program and encouraging celebrities such as Chris Hemsworth and Keith Urban to use it. Social media has been another
way of popularising the word:
@fitzyandwippa @nova969 so nova has the best ever cohost @edsheeran this doesn't get better than that guys and that's a fact guys—1 million tickets sold too. Let's tune in via the application if you can't listen direct on FM tonight is going to be #temp. (Nathan Henry @DJ_NATDOG, February 28)
A legal graffiti of the word was made on a wall in Marrickville, and the word has been discussed on several television programs, including Channel Seven’s Sunrise and Channel Ten’s Studio 10.
Whether temp gains widespread and continuing usage remains to be seen, but its story provides an interesting example of one of the many ways words can find their way into our language.
The Australian National Dictionary Centre will be monitoring temp for possible future consideration for inclusion in the Australian National Dictionary. | 1,330 | 684 | {
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1) How has my percussion playing improved through this project?
My percussion playing improved because before I didn't know how to play low and high tones but then I improved and used both my low and high tone. I also improved my form because I improved my starting and stopping time.
2) What do you feel about your percussion composition? What did you enjoy about composing your group piece and what would you do differently next time?
What I enjoyed about composing my group's piece is the rhythm because my group played in unison, complementry and in dissonants in all the three pieces we made and played. What I would do different next time is practice more on my group's high and low tones.
3) Where do you see your own group on the rubric and why do you feel that way?
I see my group in a 4 in sound, we used high and low tones, we used right and left hand movement. In form, I think we get a 3 because we start together but we don’t have a clear ending. In rhythm, we get a 3.9 because my group can create unison, complementary, and dissonant. But our complementary is not clear, the audience didn’t understand it.
4) Where do you see yourself as a percussion player on the rubric? What did you do well and what are your next steps?
I see myself as a percussion player in 4 in sound, 3.8 in form, and 4 in rhythm. For sound, I can play high & low tones, on the maracas I didn’t stop with the rest of the group. And I can play unison, complementary, and dissonant.
5) If you were to teach this project to others, what changes would you make to the project?
The changes I would make are, work on the music piece longer so the groups are perfect.
Name: Gabriela Garcia Class: 5-104
*Percussion Project Reflection*
1) How has my percussion playing improved through this project?
My percussion playing improved through this project by the sounds at first my percussion with the instruments were low sounds and when I improved to making high and low sounds and using my right & left hand movement most of the time.
2) What do you feel about your percussion composition? What did you enjoy about composing your group piece and what would you do differently next time?
I feel about our percussion composition put together on a 4 because on the rhythm we created complementary and dissonant rhythms.
3) Where do you see your own group on the rubric and why do you feel that way?
I see my group at a 3.75.
I feel that way because in sound we had high and low tone and right and left hand movement. In form we all started together and end with a clear ending, but in rhythm we only played unison and dissonant.
4) Where do you see yourself as a percussion player on the rubric? What did you do well and what are your next steps?
I see my self at a 3. The thing I did well was playing high and low tones and left and right hand movement and in form I had always started and stop together. My next step is to ask more question about rhythm.
5) If you were to teach this project to others, what changes would you make to the project?
The change I would make is to explain more about dissonant, complementary, and unison, piece, also I would make them talk more about the piece and I would be little bit more clear not a lot a little.
3) Where do you see your own group on the rubric and why do you feel that way?
I would put my group on a 4 because we all did high and low tones. We can start, stop and change together.
4) Where do you see yourself as a percussion player on the rubric? What did you do well and what are your next steps?
I see myself as a percussion player on the rubric at a 3 because I didn't have a lot of hand movement by right and left. I think that to reach a 4 I have to work on the tempo and remember what unison, complementary mean.
5) If you were to teach this project to others, what changes would you make to the project?
I think we should have had more time to learn the songs, also explain more what dissonant, unison, complementary mean.
1) How has my percussion playing improved through this project?
My percussion playing has improved a lot. It has improved because in the start of the project I didn't really understand how to do the high or low sound, I have now improved.
2) What do you feel about your percussion composition? What did you enjoy about composing your group piece and what would you do differently next time?
I feel like the piece was really good. It went with all the things we learned in music. The only thing it was missing was the complementary. The form was good and the sounds and our piece was clear. I enjoyed working with people that I didn't really know and I learned how to create a piece. My next step is to ask more questions about the piece instead of saying "I don't know."
3) Where do you see your own group on the rubric and why do you feel that way?
Here I see my group on the rubric is on a 3.75 because we did use low and high tones and we did start and stop at the same time. We need to work on playing more complementary rhythms because we mostly played unison and dissonant rhythms.
4) Where do you see yourself as a percussion player on the rubric? What did you do well and what are your next steps?
Here I see myself on the rubric is a 3.75 because I play low and high tones but I didn't exactly stop at the same time my group did. I also used unison and complementary rhythms.
5) If you were to teach this project to others, what changes would you make to the project?
What I would change to the project is in the rhythm. Some kids don't play all three complimentary, dissonant and unison they usually only play 2 of them. We need to improve the rhythm. | 1,950 | 1,290 | {
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Don’t forget about all the other great resources available from the PW Library RESOURCES page:
- Learn more about technology with BrainPop Jr.
- Use PebbleGo to read about Ada Lovelace and Katherine Johnson, pioneers in STEM careers.
- Listen to a fiction book (video) on BookFlix, then read the nonfiction book (ebook) that it’s paired with.
- Checkout the newest resource Capstone Interactive, where you’ll find ebooks with audio support.
- Find out what books & ebooks are available through the Parkway Library with Follett Destiny!
Looking for something fun to do? Visit these pages on the PW Library website:
- MAKERS page – Looking for something to do? Want to challenge your brain? Visit the Makers page on the PW Library website for some fun, interactive activities!
- HOC page – The Hour of Code page provides links to many fun coding activities. Ask your child to show you how they can think like a computer scientist!
Check out what’s happening at the North Shore Public Library over Winter Break by visiting Children & Teen Events Calendar.
Winter Break Challenge
- Complete at least 10 of the 16 BookFlix activities on BINGO card.
- Return sheet to Mrs. Gallitz for a prize.
- I can’t wait to find out what your favorite BookFlix story is!
As you complete each task, record the details below.
| Task Description | Read ANY eBook you want. | Read UNDER A TREE. |
|----------------------------------------------------------------------------------|--------------------------|--------------------|
| Pick a pair to read from ANY BookFlix category. | TITLE: | DATE: |
| Ask a family member to pick a story to WATCH TOGETHER. | TITLE: | DATE: |
| Read a book that makes you LAUGH. | TITLE: | DATE: |
| Select a story in BookFlix to read and have your PARENT or CAREGIVER read the paired eBook title. Then discuss it! | TITLE: | DATE: |
| Read a book with an ANIMAL on the cover. | TITLE: | DATE: |
| Visit BookFlix for 20 minutes and test your knowledge on the PUZZLE(s). | TITLE: | DATE: |
| Read an ADVENTURE story. | TITLE: | DATE: |
| Choose your FAVORITE STORY and read it aloud to a family member. | TITLE: | DATE: |
| Share your FAVORITE PART of a book you have read to someone else. | TITLE: | DATE: |
| Read a book while EATING A SNACK. | TITLE: | DATE: |
| Pick a story to watch from the FAMILY & COMMUNITY category. | TITLE: | DATE: |
NAME: ___________________________ | 2,010 | 590 | {
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Booker T. Washington Elementary Classroom Supply List
EELP/Headstart
- 2 boxes of tissues
- 2 packs of baby wipes
- 1 towel or blanket
- 1 change of clothes
- 1 box of Ziploc bags (any sizes)
- 1 book bag
Kindergarten
- 1 bottle of hand sanitizer
- 1 box of crayons
- 1 primary notebook
- 1 – 24 pack of kindergarten pencils with NO erasers
- 4 spiral wide-ruled notebooks
- (3) 3-prong folders with pockets
- 1 box of tissues
- 1 pack of post-it notes 3x5 (no lines)
- 1 folder with pockets
- 2 glue sticks
First Grade
- 1 pack of pencils
- (1) 3 ring binder (1 inch)
- (2) 3-prong folders with pockets
- 2 spiral notebooks – wide ruled
- 1 box of tissues
- 1 bottle of hand sanitizer
- Pencil box
- 2 glue sticks
- Baby wipes
- 1 Pack of Dry Erase Markers
- 1 Pack of 3x5 Index Cards
Second Grade
- 1 pack of pencils
- (1) 3 ring binder (1 inch)
- 2 spiral 3 subject notebooks- wide rule optional
- 1 box of tissues for the class
- 1 bottle of hand sanitizer
- 1 pencil box
- 2 glue sticks
- 1 pack of baby wipes
Third Grade
- 1 backpack
- (1) 24 pack of pencils
- 2 folders- plain plastic with 3 prongs
- 2 spiral notebooks
- 1 composition notebook
- 1 pack of glue sticks
- 1 packs of notebook paper
- 1 box of tissues
- 1 bottles of hand sanitizer
- 1 container of disinfectant wipes
Fourth Grade
- 1 – 24 pack of pencils
- 2 folders – 3 prong with pockets
- 1 - 3 ring binder (1/2 inch)
- 1 box of tissues
- 1 bottle of hand sanitizer
- 2 spiral notebooks
- 2 composition books
- 2 highlighters
- 2 glue sticks
- 1 backpack
- 1 package of notebook paper
- 1 pack of posit-it notes
Fifth Grade
- (1) 12-pack pencils
- 1 glue stick
- 1 pack of post-it notes
- 1 pack of index cards
- 1 box of coloring tools (crayons, colored pencils or markers)
- 1 box of tissue
- 1 bottle of hand sanitizer
- 1 bottle of hand soap
- (1) 3-inch binder
- 1 pack of dividers
- 1 pack of notebook paper
- (4) 3-subject notebooks
- (4) 2 pocket folders
ESE – Self-contained
- 1 pack of pencils
- 1 folder-3 prong with pockets (plastic preferred)
- 1 box of tissues
- 1 bottle of hand sanitizer
- 2 glue sticks
- 1 pack of notebook paper
- 2 pearl erasers
- Pencil box
- Scissors | 1,278 | 708 | {
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Most of us have a pretty biased view of lifecycles that is shaped by our knowledge of familiar organisms. Our own lifecycles are quite simple—we come out of other humans looking like little people, grow to a larger size, and create more people. Yet many animals live more complicated lives than our own—tadpoles and caterpillars look nothing like their parents but later metamorphose into adults. This pamphlet builds on this foundation, introducing readers to a wonderful diversity of organisms and lifestyles. I chose these organisms to highlight certain features including transformations in body forms, changes in habitat, and a dependence on other organisms. As you peruse through the pamphlet, keep in mind that organisms experience many environmental problems, like how to propagate or avoid competition, and a lifecycle acts as a dynamic solution to these pressures. Enjoy!
★⇒ start reading lifecycle here
Tiger salamander (Ambystoma tigrinum)
"Typical" larva
"Cannibalistic" larva
is especially large and in a pond with many smaller unrelated larvae
mass of fertilized eggs
adults mature in lymph vessels
Filaria (Wuchereria bancrofti, a nematode)
Clogged lymph vessels lead to Elephantiasis
Blue crab
(Callinectes sapidus)
Adult
up to 23 cm
18 to 20 molts
Juvenile
Megalopa
1 mm
Zoea - 4 to 7 molts
Plankton
Burying beetle
(Nicrophorus investigator)
♂♀ pair buries the carcass and mates
parents rear larvae on carrion
search for small carcasses
pupate and emerge as adults
~10 months
after carrion is depleted, parents leave and larvae overwinter as prepupae
Samoan palolo worm
(Palola viridis, an annelid)
collected and prized as delicacy
epitokes disintegrate, releasing egg or sperm
trochophore larva
plankton
on one October or November night, mass numbers of worms release their epitokes (synchronized to lunar cycle)
worm buds swimming, gamete-filled chunk of body called epitoke
develops into adult and settles in reef
Braconid wasp
(alabagrus texanus, a parasitoid wasp)
♀ oviposits egg into baby caterpillar in late summer
caterpillar overwinters with inactive parasitoid
parasitoid larva feeds & grows in spring
adult emerges
erupts from caterpillar in summer and forms cocoon (caterpillar dies)
thanks, Noah Rose
---
Pinworm
(Enterobius vermicularis, a nematode)
♀s emerge & lay fertilized eggs around anus
eggs on hand
touch eggs
larvae in eggs mature in 4-6 hours
Larva
adults
Acorn worm
(Balanoglossus simodensis)
ASEXUAL REPRODUCTION
autotomy
elongation
autotomy
regeneration
external fertilization
SEXUAL REPRODUCTION
plankton
tornaria larva
Trichina worm
(Trichinella spiralis, another nematode)
host eventually dies
pig feeds on infected meat
form cysts in muscle
newborn larvae enter blood
adults mature in small intestine
(cannibalism)
larvae
can cross-infect and cycle through:
bear
fox
walrus
human
rat
Corpse flower
(Rafflesia arnoldii, a parasitic plant)
flower* attracts pollinators with odor of decaying flesh
flies pollinate fruit develops
true shrews feed on fruit
disperse seeds in scat
invades vine (Tetrastigma)
thread-like tissue penetrates vine & absorbs nutrients
seed
largest flower in the world
my head
Mushroom cecid
(Mycophila speyeri, a mushroom-loving fly)
adults find food (mushrooms)
adult
larva
"daughter" larvae develop asexually within "mother" larva
pupate after larvae fully consume mushroom
Check out S.J. Gould’s essay, “Organic Wisdom, or Why Should a Fly Eat Its Mother from Inside”
This pamphlet would’ve been impossible without the valuable help and guidance of Casey Dunn. Learn more about the unexpected world of biology at creaturecast.org.
Contact Manvir at firstname.lastname@example.org. | 1,868 | 943 | {
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A Couple of other things:
• **HOMEWORK**— when I am at school I use an enormous amount of my energy to keep myself safe and focused. At the end of school I am extremely tired and do not cope well with homework. Can you please think about ways to minimise homework for me and make it manageable?
• **DECISION MAKING**— FASD means that my brain has trouble thinking of lots of things at once. This makes it really hard for me to make choices and decisions. It is helpful when I have someone else to help me understand what the choices are and how they might affect me.
• **INFLEXIBILITY**— My FASD brain also means that I cannot change my thinking quickly. I think in “black and white” and have trouble with thinking outside this. If you do have to change things, please help me by preparing me first.
• **MY TALENTS**— when I can work within my talents I can show you amazing things. Please let me have regular opportunities to work in these areas.
---
I was born with FASD. That stands for Fetal Alcohol Spectrum Disorder. FASD means that my brain works differently than other peoples. It also means that there are some things that I am very good at doing and other things that are really hard for me. Everyone born with FASD has things they need help with and things they can do really well but each person has different needs and strengths. The best people to ask about me are me and my parents/ caregivers. I am pleased you have this information and I hope it helps us to work better together to find ways to help me learn.
FASD is lifelong and often it is an invisible disability. An FASD brain is a damaged brain and it cannot be repaired. A person with FASD will need support throughout each stage of their lives.
Here are some ideas that will help me to do my best at school.
*If I don’t always do the right thing it may be because I can’t, rather than I won’t!*
**Helping me remember**
- Signs with pictures that show me what to do
- Reminders written down on the board
- Written messages to take home rather than oral messages I have to remember (or email direct to home)
- A Visual timetable
- A warning a few minutes before I have to change an activity
- Frequent checking with me to ensure I know what I am doing (and checking I have the things I need for home).
- Giving me one instruction at a time
- Telling me when I do remember
**Helping me learn**
- Well explained oral and written instructions given step by step
- A model or visual example
- A quiet space where I can work by myself
- Lots of opportunities to practise new ideas
- Lots of repetition
- Clear boundaries and expectations
- Routines that are regular and easy to predict
- Giving me specific feedback
- More time to do things so I can think about things properly and not rush
- Checking with me regularly and helping me think a bit more rather than expecting me to ask questions
**Helping me to behave**
- Explain to me what you expect and how you want me to act
- If I get angry, let me calm down before talking to me about it
- Have a safe place for me to go when I am getting angry
- Having a safe adult who will help me when I need help
- Visual prompts to show me what to do
- Tell me about changes to the routine as soon as you can
- Tell my parent/caregiver before something happens so they can help me understand what is happening
- Time to relieve my stress regularly
- I do not do well when I am expected to manage myself, I do better when someone can support me.
- Tell me when I am doing things the way I should be.
- Sometimes I can be encouraged to do silly things by others. Please help me to know when others are not helpful to me.
*I cannot change the way I was born, but you can help make my environment be a place where I can achieve success.*
If I am unhappy, unfriendly or difficult this will be because I am confused, frustrated, tired or angry. Please take the time to understand me. | 1,425 | 883 | {
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1. (12 points) A coffee shop sells five sizes of coffee. How many ways are there to order 10 coffees? Make sure to clearly explain your answer.
**Solution:** This was similar to several homework problems. We can think of the five sizes of coffee as 5 distinguishable boxes and the 10 coffees we must order as indistinguishable balls. To throw a ball into a box means to order one more of that size of coffee (so every ball must go into some box). The balls are indistinguishable because all that matters is how many of each size we order and not which order we order them in. There are no restrictions on how many of each size we order, so this problem can be solved using the stars and bars method. So the solution is
\[
\binom{10 + 5 - 1}{10}
\]
2. (1 point) There are more ways to put 10 distinguishable balls into 5 indistinguishable boxes so that each box has at most one ball than there are to put 5 distinguishable balls into 5 indistinguishable boxes so that each box has at most one ball. \hspace{1cm} \bigcirc \text{True} \hspace{1cm} \checkmark \text{False}
**Solution:** There are 0 ways to put 10 balls into 5 boxes so that each box has at most one ball—it doesn’t even matter whether the balls and boxes are distinguishable or not since there are not enough boxes. This is already enough to know the answer is ‘false’ since no matter what the second number is, it can’t be less than 0. Anyway, there is 1 way to put 5 distinguishable balls into 5 indistinguishable boxes since each ball can be put into a different box and there is no way to tell apart two different ways of doing since the boxes look the same.
3. (1 point) Recall that \( S(n, k) \) is the number of ways to put \( n \) distinguishable balls into \( k \) indistinguishable boxes when every box must have at least one ball. True or false: \( S(n+1, k+1) = S(n, k+1) + kS(n, k) \). (It is not necessary to remember the formula from class to solve this problem. Try doing small examples, thinking about what each term means combinatorially, etc.)
\hspace{1cm} \bigcirc \text{True} \hspace{1cm} \checkmark \text{False}
**Solution:** The correct formula is \( S(n+1, k+1) = S(n, k) + (k+1)S(n, k+1) \). One way to see it is to think about what happens to the first of the \( n+1 \) balls: either it is in a box by itself—and there are \( S(n, k) \) ways this can happen—or it can be in a box with other balls—and there are \((k+1)S(n, k+1)\) ways this can happen.
However, it was not necessary in this case to know the right formula in order to solve the question. If you pick values of \( k \) and \( n \) small enough, it is easy to find \( S(n, k) \) by hand and then see that the identity does not hold. For instance, \( S(3, 2) = 4 \), \( S(2, 2) = 2 \), and \( S(2, 1) = 1 \) but \( 2 + 1 \cdot 1 \neq 4 \).
4. (1 point) On an exam, a question asks whether the following statement is true: “If there are 32 books on a bookshelf and 7 are marked then there must be two marked books with less than three books in between them.” The student claims that the statement is true, reasoning as follows: consider the 32 books as objects and the 7 marked books as boxes. Since \( \left\lceil \frac{32}{7} \right\rceil > 1 \), the pigeonhole principle says that there are two marked books with less than 3 books in between.
\hspace{1cm} \bigcirc \text{The statement is correct and the student’s reasoning is valid.} \hspace{1cm} \checkmark \text{The statement is correct but the student’s reasoning is not valid.}
The statement is not correct and the student’s reasoning is not valid.
Solution: The statement is incorrect because there are ways to mark 7 of the books so that no two marked books have less than three books in between them. In fact, there are many such ways. One of them is to mark the books 1, 5, 10, 15, 20, 25, and 30, but this is not the only way.
Since the statement is incorrect, the student’s reasoning had better not be valid. The problem is that the student wants to use the pigeonhole principle, but leaves out two important things: how the objects are assigned to the boxes, and how some box having more than one object in it implies that there are two marked books with less than three books between them. Without these two components, the pigeonhole principle does not tell us anything.
The lesson here is to beware of trying to apply the pigeonhole principle by simply finding two numbers in the problem and dividing them. Doing this can sometimes lead you to make false statements. | 1,820 | 1,176 | {
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Problem 18 – Clarification
Here is my best effort to clear up the question.
1. Draw an energy level diagram showing the Bohr energies for the n = 3 and n =2 states. Save room to draw the fine structure levels to the right.
2. Build a table listing each of the allowed fine structure states such as the one below.
(
)
3. Now go back to the energy level diagram and draw the fine structure levels labeled with their j's and's. The fine structure levels should be draw to scale with themselves but greatly enlarged with respect to the Bohr energies. You can get some help by looking at figure 6.9.
4. Draw the transition from the n = 3 level to the n = 2 level in the Bohr energy diagram. Now, use the selection rules to sketch the allowed transitions for the fine structure states. Draw them from lowest energy to highest energy and label them 1, 2, 3, …
5. Build a table to find the energy difference of these transitions from the Bohr value. | 390 | 872 | {
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The Rescue Cred of Gentle Giants
If you ever visit the Natural History Museum in Berne, Switzerland, consider stopping by Barry and paying your respects. In his 12 years working with the monks at the Great St. Bernard Hospice, situated in a treacherous 49-‐mile pass in the Western Alps between Italy and Switzerland, Barry saved the lives of 40 people, lost or buried in the snowy landscape dubbed "The White Death" by Napoleon's soldiers. As one of the original St. Bernard rescue dogs, Barry's body was put on exhibit at the museum in 1812 as a testament to the canine courage and service that has graced human history for as long as we have shared our lives with dogs. Big dogs especially.
The St. Bernard is one example of a range of large-‐breed dogs to whose stamina, strength, and calm disposition—along with carefully bred physical traits that make them perfect for work in certain environments, like water or snow or high altitude—we owe countless human lives. Others include dogs such as Great Pyrenees, Leonbergers, Bernese Mountain Dogs, and, since we touched on the topic of Napoleon, Newfoundlands. An unnamed Newfie is credited with saving the emperor's life when rough seas knocked him from the fishing boat in which he escaped his exile on the island of Elba. It was also a Newfie, Seaman, who famously accompanied explorers Lewis and Clark on their Corps of Discovery expedition from 1804 to 1806, saving both men repeatedly from drowning, bear attacks, stampeding buffalos, and more.
Not to be size-‐ist, of course. Each and every day dogs—small, medium, and large—perform all sorts of heroics. They warn us of snakes, save us from burning buildings, track down lost kids, alert rescuers to injured or unconscious people. The list is endless. But surely giant breeds deserve a special place in our collective heart. For centuries, long before movies and the Internet made stars of canine heroes, these gentle pony-‐sized dogs saved our lives in some of the most inhospitable and challenging surroundings on the planet. | 823 | 1,763 | {
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Name_________________________
Practice Sheet for End of Module Test – Module 1
1) The following two equations involve different quantities and use different operations yet produce the same result. Use your place value mat and words to explain why this is true.
2.74 x𝟏𝟎 𝟑
= 2,740 274,000 ÷𝟏𝟎 𝟐 = 2,740
2) A) Use an area model to explain the product of 5.4 and 3.
B) Write the product from Part A in standard form, word form, and expanded form. Standard:
Word form:
Expanded form:
3) For Mr. Provost's secret candy recipe, she mixed 11.047 grams of white sugar, 22.887 grams of flour, and 6.89 grams of brown sugar. This made 6 pieces of candy.
A. About how many grams of ingredients were used in all?
B. Estimate the amount of each ingredient by rounding them to the nearest tenth of a gram. Show all of your thinking.
C. Now total the exact number of grams of ingredients used by Mr. Provost.
D. What is the difference between your estimate and the exact amount?
E. How many grams of ingredients are used for one piece of candy?
F. Take the above weight of one piece of candy and round it to the nearest gram. Then, show how to convert that to kilograms. Show your work! | 530 | 1,155 | {
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VROOM
Goal: Collect data on the motion of YOUR car. Use that data to estimate how far to pull back the car so that it will come as close to 100 inches without going over.
1. Collect Data.
a) Set up a starting line for your car.
b) Pull back your car the indicated number of inches. Record how far it goes in the table below. Complete three trials for each initial distance.
2. Use the Desmos app on the iPad to create a scatterplot.
3. With the help of your teacher enter iny = mx + b as a starting point for a line of best fit.
4. Adjust the values of b and m to make a line of best fit.
5. Use your line to determine how far back to pull your car so that it will come as close to 100 inches without going over.
| Pull B ack d istance | Trial 1 | Trial 2 |
|---|---|---|
| 2 “ | | |
| 6” | | |
| 10” | | |
| 12” | | |
Record here how far to pull back the car:
______________________________
Be careful you will get only 1 trial to get as close as you can. | 460 | 858 | {
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Annotated Resource Set (ARS)
Content Theme:
Challenges of a New Nation
Developed by:
Debbie Cline
Contextual Paragraph for Resource Set: This is a resource set that addresses the fifth standard of the 8 th grade U.S. History I, Utah state core curriculum. The lessons are specific to the fourth objective and indicator (d) Explain the effect the Revolution had on people.; e.g., Native American Indians, slaves, European immigrants. This primary resource set will lead students to understand who was affected by the American Revolution and the impact on their daily lives.
1
Resource Set
Notes/Comments: You may need students to explore further sites to gain a better overview of the impact on all people. A great book to enhance this lesson is Everybody's Revolution by Thomas Fleming.
| http://www.loc.gov/pict ures/collection/acd/ite m/acd1996006364/PP/ | http://dbs.ohiohistory.o rg/africanam/page.cfm? ID=803&Current=P02 | http://www.loc.gov/pict ures/collection/cpbr/ite m/2004676762/ | http://www.loc.gov/pict ures/collection/cpbr/ite m/97515386/ |
|---|---|---|---|
2
Annotations
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|---|---|---|---|---|---|---|
| | | | | | | Assessment |
| | | | Content Objectives | Thinking Objectives | | Strategies |
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www.totaltkd.org
Taekwon-‐Do Theory for Yellow Tags (9 th Kup)
Please take the time to learn the following information for your grading.
1. How many movements in Pattern Chon-‐Ji?
19
2. What is the diagram of Pattern Chon-‐Ji?
3. What does Yellow belt signify?
Signifies the Earth from which a plant sprouts and takes root as the Taekwon-‐Do foundation is being laid.
4. What is the meaning of pattern Chon-‐Ji?
Chon-‐Ji literally means 'the Heaven and Earth'. In the Orient it is interpreted as the creation of the world or the beginning of human history. This pattern is played by the beginner and has two similar parts, one to represent the Heaven and the other the Earth.
5. Korean words:
Stances:
Walking Stance
Gunnun Sogi
L Stance
Nuinja Sogi
Sitting Stance
Annun Sogi
Parallel Ready Stance
Narani Junbi Sogi
Attention Stance
Charyot Sogi
Blocks:
Low Block
Najunde Makgi
Middle Block
Kaunde Makgi
Middle Punch
Kaunde Jirugi
Four Direction Punch
Saju Jirugi
Four Direction Block
Saju Makgi | 520 | 772 | {
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CLASS 5 APRIL-MAY
OUR WORLD
Namaskar,
Dear Aspiring MAPSian,
Every day is a chance to begin again. Don't focus on the failures of yesterday, start today with positive thoughts and expectations.
MONDAYS- THEME BASED LEARNING
For this Month, Our Theme will be 'OUR WORLD'. We will have a blast learning about famous Waterfalls, different Writers and their Books, Seven Wonders of the World, National Emblems and much more.
TUESDAYS- ENGAGING ENGLISH
- Word Game
- Memory Game
- Guess the word
WOW WEDNESDAY!!
Activities which will develop Creative Skills in our little stars like –
[x]Recycled Garden
[x]Thank You Card
[x]Show and Tell Activity
THURSDAY- MORAL VALUES
[x]Being Respectful
FRIDAY- CLUB PERIODS
UPCOMING EVENTS
* VAISAKHI CELEBRATION – 13th APRIL
* EARTH DAY-22nd APRIL
(Our MAPSians have to make beautiful recycled garden and share their pictures with us)
* MOTHER'S DAY- 9th MAY
Our MAPSians have to click pictures with their mother while giving a colourful and attractive thank you card to their mother.
CREATIVE CORNER
[x]Human Skeletal System creation through clay and tooth pick
[x]Roman Numerals Clock Creation.
[x]Handout expression chart creation.
WEEK 1
| ENGLISH | Reading Junction |
|---|---|
| MATHEMATICS | Reinforcing Previous knowledge |
| HINDI | ▪ मुहावरे ▪ ववलोम शब्द |
| ENVIRONMENTAL STUDIES | Lesson-1 Our Skeletal System ▪ Recall and revise previous knowledge ▪ Introduction |
| GENERAL KNOWLEDGE | Basic Geographical Terms |
WEEK 2
| ENGLISH | Chapter-1 Louisa’s story ▪ Reading and discussion |
|---|---|
| MATHEMATICS | Chapter-1 Large Numbers ▪ 6 and 7-digit number concept ▪ Indian and International system of numeration |
| HINDI | पाठ- 1नया मेहमान ▪ कहानी पठन |
| ENVIRONMENTAL STUDIES | Lesson-1 Our Skeletal System ▪ Components of skeleton ✓ Skull ✓ Vertebral column ✓ Ribcage |
WEEK 3
्य
| ENGLISH | Vocabulary junction ▪ Words that go together Writing junction ▪ My favourite writer |
|---|---|
| MATHEMATICS | Chapter-1 Large Numbers ▪ Comparing and ordering numbers ▪ Rounding off numbers |
| HINDI | पाठ- 1 नया मेहमान ▪ व्याकरण अभ्यास |
| ENVIRONMENTAL STUDIES | Lesson-1 Our Skeletal System ▪ Components of skeleton ✓ Limbs ▪ Structure of bones ▪ Reinforce the topics taught in class |
| GENERAL KNOWLEDGE | ▪ Famous officials residences ▪ The new seven wonders of the world |
WEEK 4
| ENGLISH | Grammar junction ▪ Clauses Phonics junction ▪ Silent words Reinforce all the concepts covered in the chapter |
|---|---|
| MATHEMATICS | Chapter-1 Large Numbers ▪ Roman numerals ▪ Reinforce the concepts covered in the chapter |
| HINDI | पाठ- 2 (कविता) गड़बड़झाला |
| ENVIRONMENTAL STUDIES | Lesson-1 Our Skeletal System ▪ Joints ▪ Hinge Joints ▪ Ball And Socket ▪ Pivot Joints ▪ Gliding Joints ▪ Reinforce the topics taught in class | | 1,684 | 819 | {
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All About Google Meet
For Students and PArents
HAGA CLIC PARA ESPAÑOL
Google Meet is a virtual tool that allows teachers and students to collaborate in real time using the built-in features (camera and microphone) of a Chromebook, iPad, or other device. Teachers can teach lessons, pose a question for discussion, or set up a virtual class activity through the camera or screen sharing, and students can respond and participate using the video, audio, and/or online chat feature of Google Meet. Cameras can be turned off so that only voice participation is active, and microphones can be muted when needed. Teachers will also have the option to record the session.
Watch this 2 minute video tutorial.
Directions to Share with Students:
Step 1: Open the Google Meet link on your calendar invite or the Google Meet link posted in Canvas or your Google Classroom.
Step 2: Turn your camera off and make sure your microphone is muted.
Step 3: Click "Join Now."
Google Meet/Hangout Etiquette Guide for Students and Parents
1. When you enter the Meet/Hangout, mute yourself (if you are not already muted).
2. When you have a question, type in the textbox and wait for your teacher to call on you.
3. When you have something to contribute to the class discussion or activity underway, but it is not your turn to speak, use the chat feature in the right-hand corner to share your response in writing.
4. Wait for the teacher to call on you before you unmute yourself and begin speaking.
5. Only one student should contribute/talk at a time.
6. Look into the camera when you are speaking.
7. Stay alert and attentive. Pay attention to your teacher or other students who are speaking so that you can follow the discussion or activity and contribute when it is appropriate.
Important Note for Parents/Guardians
In order for virtual learning to be successful, we must work together so that all students are learning, happy and supported by the adults around them. Please remember to be sensitive and considerate of all children in the group. Commenting on other students' behaviors or learning needs is unacceptable. Our teachers will manage student behaviors and interactions as they normally do in the classroom on a daily basis. All students have different learning needs, and learning online can be easy for some but challenging for others. We have absolute trust in our teachers' ability to manage their new online classrooms and only ask that parents/guardians assist by supporting the needs of their own child. If you have any questions or concerns, please contact your child's teacher via email.
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Johnston Community School District Standards & Benchmarks
Yearbook High School
1.0 The student applies different skills and strategies when reading.
1.1 Reads and analyzes other students' writing in peer revision groups.
2.0 The student understands the meaning of what is read.
2.1 Applies knowledge of First Amendment rights and unprotected speech to real-‐ life situations.
3.0 The student reads different materials for a variety of purposes.
3.1 Analyzes the effectiveness of writing techniques in accomplishing an author's purpose.
4.0 The student writes clearly and effectively.
4.1 Writes questions that will evoke useful information from sources.
4.2 Uses meaningful direct quotes, paraphrased material, and background research in copy.
4.3 Writes captions that develop the concept of the photograph.
4.4 Writes headlines that summarize and entice the audience to read the story.
4.5 Revises material based on feedback from editors, other staff members, and the adviser and for copy fitting purposes.
4.6 Edits and proofreads copy in preparation for publication.
5.0 The student writes in a variety of forms for different audiences and purposes.
5.1 Writes copy that records history and is of interest to the audience.
6.0 The student communicates effectively through authentic speaking experiences.
6.1 Cooperates with other staff members in developing a publication that represents the student body.
6.2 Develops an ad sales campaign that will help finance the publication.
6.3 Develops a book sales campaign that will help finance the publication.
6.4 Conducts interviews that result in applicable information.
7.0 The student uses a variety of resources to research topics and interests.
7.1 Understands how to handle a camera and takes well-‐composed, focused photographs that tell a story.
7.2 Understands graphic enhancement and organizes content in a logical manner to
give the publication a planned, readable look.
7.3 Uses computer programs in the production of the publication.
7.4 Uses info graphs to relay additional information to the audience.
7.5 Uses surveys in a reliable manner.
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Middle School STEM Science Lab/Activity Planner
California Science Standard(s): (please copy and paste standards taught during this lesson)
4.c Students will know how to use astronomical units and lights years as measures of distance
From the framework:
Distances between astronomical objects are enormous. Astronomers use the Astronomical Unit (AU) which is equal to the average distance from Earth to the sun: 1 AU = 1.496 x 10 11 meters Astronomers also use light years. A light year is equal to 1 LY = 9.462 x 10 15 meters
Learning Objective/Goal:
* Astronomical unit (AU) measures distances within solar system based on the Earth-‐Sun distance as 1 AU
* Light year (LY) measures distances between stars – not time.
* Use scientific notation to compare relative distances within solar system using millions of miles
Language Objective/Goal: (based on California Common Core Standards)
Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression
Practice citation of images using URL and MLA format
Materials & Resources:
"Powers of Ten" video showing scientific notation and distance calculators
Whiteboards computer (at least 1)
MLA format sheet
Alignment in science unit: (Brief description of lessons taughtpriorthis lab/activity):
Create a scale model of the solar system, marking the position from the sun of each planet, dwarf planets, asteroid belt, heliopause (farthest point the sun throws its particles). Some suggestions:
1. Adding machine tape "Pocket Solar System" http://www.astro.ucla.edu/~outreach/PocketSolarSystem.pdf
2. "Solar System on a String"
http://www.jpl.nasa.gov/education/index.cfm?page=101
3. "Schoolyard Solar System" http://nssdc.gsfc.nasa.gov/planetary/education/schoolyard_ss/
Brief description of lessons taught after this lab/activity:
* Webquest: Add images to solar system model. Cite image source in MLA format: text, book, URL
* WebQuest Writing Prompt: What is the diameter of the solar system? (Voyager, Pluto)
* WebQuest: What is gravity's role in solar system formation? How well does accretion theory predict the content and structure of our solar system?
* Writing Prompt: Answer 1 question. Provide evidence from the text, class notes, web research.
o When do scientists know there is nothing more to learn?
o Is it necessary to agree on one right answer during a discussion?
o How do scientists deal with uncertainty and accuracy?
o When is it OK for a scientist to say, "I don't know?"
Lab/Activity adapted from:
Formative Assessment adapted from:
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Art Kindergarten
1.0 Understanding and applying media, techniques, and processes.
1.1 Solves problems with a variety of art materials and art processes.
1.2 Explore the use of art materials to express ideas, experiences, and stories.
1.3 Practice drawing and cutting basic shapes
1.4 Handle art materials in a safe and responsible manner
1.5 Clean and put back in order art making areas after use.
1.6 Respect other students' artworks as well as one's own.
1.7 Develop skill in the use of basic art tools and materials.
1.8 Demonstrate the use of a horizon line.
2.0 Using knowledge of structures and functions.
2.1 Analyze and reflect on the elements in works of art.
2.2 Recognize basic colors in artworks.
2.3 Apply the elements in the creation of artworks.
3.0 Choosing and evaluating a range of subject matter, symbols and ideas.
3.1 Explore possible content in art prints or works of art.
3.2 Choose symbols, ideas and subject mater for one's own art.
3.3 Create art that describes stories or experiences.
4.0 Understanding the visual arts in relation to history and cultures.
4.1 Discover cultures by looking at works of art.
4.2 Recognize the connections of visual arts to their world. | 546 | 929 | {
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Boxes for Katje
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Recommended for Grades K-3
Book Summary: Boxes for Katje
1945. Katje lives in the Dutch town of Olst where the people live with little food and no new clothes. One day she receives a box from America and begins a friendship with the sender, Rosie, who sends her food and clothing. As Katje shares the presents with those around her and writes Rosie to thank her, Rosie tells her family and then her community who send her enough for the whole town.
Through the winter the boxes keep coming for Katje. Katje wants to return the favor so she and the community of Olst send Rosie a box of tulip bulbs.
Author Biography: Candace Fleming
Candace Fleming was born May 24, 1962 in Michigan City, Indiana. From an early age, she loved words and telling stories. In college, she discovered her love of history. She has worked as a teacher, writer and speaker. She turned to writing children's books when she enjoyed reading them so much to her children. Her first book, Professor Fergus Fahrenheit and his Wonderful Weather Machine, was written in 1994. Since then, she has published more than twenty books and won several awards including the Boston-Horn Book Award and the Golden Kite Award.
She lives with her husband, Scott Fleming, and children in Mount Prospect, Illinois.
Boxes for Katje
Recommended for Grades K-3
Discussion Questions: Boxes for Katje
1. Katje receives the box of gifts from America and shares the chocolate bar in it. Would you have shared your gift if you were Rosie? Do you think things are better when shared with others? Why or why not?
2. What do you think life would be like in a place like Olst with very little food and clothes? Why would a small gift of soap and chocolate be so significant? What do you think you would want most if you were Katje?
3. How is living in Holland like living in America? How is it different?
4. How did Katje's kindness affect her neighbors? Do you think Rosie would still have sent the boxes if Katje hadn't written the thank you letters? Why or why not?
5. Which gift do you think Katje was most excited to receive? Why? Which gift would you have been most excited to receive?
6. Why do you think so many people were eager to help Katje's community? Have you ever sent supplies to other people in need?
7. Near the end of the book is a split picture where one page shows Rosie's friends gathering supplies and the other page shows Katje's community receiving the supplies. Why was this picture effective? How did it help to illustrate the story?
8. In return for her kindness, Katje sends Rosie a box of tulip bulbs. Why do you think she chose to send tulips? What would you have sent if you were Katje?
9. What do you think will happen after the story with Katje and Rosie's friendship? Do you think it will last? Why or why not?
10. On the last page, a note is included on the true story the book was based upon. How does knowing this story change how you feel about the book? How was the real account of events different than how it was portrayed in the story? Were these good differences? Why or why not?
11. The story of Katje and Rosie takes place in 1945. Do you think something like this would happen today? How might it be different? | 1,202 | 727 | {
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Notes compiled in 2012 by former Whitehaven Museum Curator Mr Harry Fancy
Beilby produced several "Royal" goblets, of which seven are known to survive. They all bear the arms of George 3 rd on the obverse (hence "Royal") and six have the Prince of Wales feathers and his motto on the reverse. They were almost certainly produced to commemorate the birth on 12th August 1762, or the christening of the future George 4 th .
The Whitehaven specimen is unique, being a little taller than the others, and instead of the Prince of Wales feathers, it features a painting of a sailing ship and the legend "Success to the African Trade of Whitehaven". This can only refer to the custom-built slave ship "King George", launched in the following year – 1763. The goblet would almost certainly have been used by the owners and officers of the ship to drink to the success of the venture before the start of her maiden voyage. Normally a porcelain or earthenware "ship's bowl" would have been used for this purpose, punch being ladled from it into drinking glasses, but it seems probable that the goblet would have been passed around like a chalice. The Third Mate of this ship was none other than John Paul, destined to support America in the War of Independence. Adding Jones to his name, he is renowned as "The Father of the American Navy". Having been trained as a seaman in Whitehaven, he was to raid the port in what remains the last invasion of the English mainland by an enemy power.
No other case is known of a very expensive glass goblet being used before the commencement of a maiden voyage – so how did it come about that a glass decorator in Newcastle was commissioned to produce a unique item for a ceremony in Whitehaven? The answer seems to be because of a direct connection between the Lowther family, owners of the Whitehaven estate, and the Beilby family: William Beilby's great-great grandfather had married Dorothy Lowther, daughter of Sir John Lowther, one of the richest men in the country.
The slave-ship King George was the second of only two actually built at Whitehaven for this odious trade. A number of other Whitehaven vessels participated in the slave trade, but these were simply collier brigs modified for the purpose.
The Slave-trade goblet was auctioned at Christies, London on 4 th June 1985. Knowing that the auction price would be astronomical, the curator of Whitehaven Museum Harry Fancy had undertaken an epic fund-raising exercise in advance. Copeland refused to add anything to the museum's miniscule purchase fund, so every conceivable grant-making body was approached, and the curator, through an agent, was able to bid up to £40,000. However the Corning Museum of America, the world's leading museum of historic glass, eventually purchased the goblet for the world record price of £59,000.
Whitehaven museum launched an objection to the exportation the goblet on the grounds that it is not merely a local history specimen but a superb item of national significance - arguably the finest piece of English enamelled glass in existence. Our objection was upheld and if we could raise a sum equal to the American bid, it would be allocated to Whitehaven. Taking into account Buyers Premium and other charges the total cost was £62,462 – considerably more than the £40,000 we had already secured. Fund-raising was resumed and dozens of letters were sent to possible donors. Knowing that the Queen Mother was then President of the Museums Association, and that she had previously contributed towards the purchase of other "Royal Commemoratives" we invited her to support our cause. She did so, but we were never to reveal the actual amount of her gift.
Within six months of the date of the auction we were able to purchase the goblet – a quirk of the British Law had allowed us to deprive the Corning Museum of an outstanding exhibit.
Copeland Borough Council agreed to Harry Fancy's suggestion that we loan the goblet to the Corning Museum for one year – invaluable publicity for Whitehaven. On the day it returned to London Harry met the courier at Heathrow airport, then took a taxi to the British Museum and was allowed to place it in a showcase as a prize exhibit in an exhibition called "Treasures for the Nation". This was staged by the National Heritage Memorial Fund, one of the many grant-making bodies who had helped us to purchase the goblet. A photograph of the goblet formed the frontispiece of the lavish half-inch thick exhibition catalogue. | 1,779 | 949 | {
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PARENT CONNECTION
The Promise of Gwinnett. We are the future.
by Karen Kaul Additions by Mary Tiedeman
Giving Children the Best Mathematical Start
1. Don't think you have to be "good at math" to encourage your children to think or to help them with his math, especially their thinking skill.
1a. It is good for your child to see his responsible adult as a capable helper.
2. Don't tell math horror stories or brag about being bad at math.
2a. Let your child know how important math is to your job and daily life.
3. Do show that you are willing to learn and try new things. 3a. Let your child know that you face new tasks and challenges at work also.
4. Do ask your child to explain the math assignment to you. 4a. Encourage your child to teach the math lesson to you daily. This will increase his or her understanding and keep you in step with what is being taught.
5. Don't rule out trial and error as a problem-solving technique.
5a. Perseverance is a great trait to develop.
6. Do remember that getting stuck is frequently part of the process and is okay.
6a. Getting stuck is great because it gives us problems to tackle in class. Encourage your child to ask questions. Ask your child the next night how we solved the problem in class.
Encourage children to play math puzzles and games.
Always be encouraging.
Never associate math with speed.
Don't share the idea that you were bad at or dislike mathematics.
Encourage number sense.
Encourage a growth mindset.
Read more on the ways to support Mathematical Development at http://tinyurl.com/zn89wt4
Are you still trying to understand the instructional practices in the math classroom? Check out these videos from Graham Fletcher on the progression of our AKS.
The Progression of Addition & Subtraction https://vimeo.com/157768846
The Progression of Multiplication https://vimeo.com/149428217
The Progression of Division https://vimeo.com/153668928
Digging into the Curriculum and Instruction
AKS
The Gwinnett County Public Schools website provides virtual copies of the AKS documents, instructional resources used, and information on the eClass platform. www.gwinnett.k12.ga.us
Check out these resources:
Digital Tools to use at Home:
- Math Word Problems: http://www.mathplayground.com/wordproblems.html
- Math Puzzles and Problems: http://mathpickle.com/
- Algebra in the Real World: http://www.thirteen.org/get-the-math/
Khan Academy: https://www.khanacademy.org/
Math Levels: 3rd-12th
Key Pieces: Videos to support instructional practices. Free
LearnZillion: https://learnzillion.com
Math Levels: K-8th
Key Pieces: Videos and practices to support math concepts. Free | 1,233 | 644 | {
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The Tale of Despereaux
Recommended for Grades 4-7
Book Summary: The Tale of Despereaux
Despereaux is a very small mouse with very large ears. He is considered an oddity among other mice because he is not frightened of humans and doesn't want to scavenge for crumbs the way other mice do. Instead, he spends his time discovering music, light, and fairy tales.
When the Mouse Council hears that Despereaux revealed himself to a human, they decide to send him to the dungeon. This would normally be a terrible thing because the dungeon is full of dangerous rats. However, Despereaux is lucky that the dungeon keeper decides to put Despereaux under his care and protection.
Chiaroscuro (Roscuro) is a rat who doesn't want to have to hid in the darkness. He want to be in the light. But when he accidentally causes the death of the queen, he finds himself in big trouble. The king is so upset, that he bans rats from the kingdom. This leads Roscuro to kidnap the princess with the help of a maid. They place Princess Pea in the dungeon.
[SPOILER] Despereaux rescues Princess Pea, who forgives Roscuro and allows him to live in the lighted castle if he wishes. Despereaux is considered a hero and becomes Princess Pea's good friend.
Author Biography: Kate DiCamillo
Kate DiCamillo was born on March 25, 1964 in Philadelphia. As a young child, she suffered from chronic pneumonia, causing her family to move to Florida when she was five years old. She attended the University of Florida, where she majored in English. Kate moved to Minnesota after graduation. She worked in a book warehouse for several years before publishing her first book, Because of Winn-Dixie (2000). She presently lives and works in Minneapolis, Minnesota, where she faithfully writes two pages a day.
The Tale of Despereaux
Recommended for Grades 4-7
Discussion Questions
1. Why do you think the fairy tale book inspires Despereaux so much? Do you have any favorite books that inspire you?
2. Despereaux shows great courage, even though he is small, weak, and afraid. Do you know anyone else – either in this book or elsewhere – who shows or has shown great courage?
3. In what ways are Despereaux and Roscuro similar? What makes them different from each other?
4. Despereaux and Roscuro both love light. However, Roscuro tries to take the light for himself, while Despereaux sees light as a gift. What are the results of their actions? Who did the right thing?
5. Despereaux's family treats him terribly... They basically lead him to his death. Do you think Despereaux is right to forgive them? Why or why not? Would you be able to forgive someone who did something that terrible to you?
6. Why does the king ban soup and spoons? Do you think this is the right reaction? Why or why not?
7. Do you think Miggory Sow is a bad person? Why or why not?
8. Princess Pea manages to get Miggory Sow to change her mind about keeping her in the dungeon by asking her what she wants. Why is this such a powerful question? Could this work in real life?
9. Princess Pea forgives Roscuro. Do you think he should have been forgiven? Why or why not? Can he ever be trusted again?
10. In this story, we are told that 'Stories are light'. What do you think this means? Why is light important? | 1,290 | 807 | {
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FEINA D'ESTIU 2017. Estudiar tot aquest temari.
HAVE TO
I have to tidy my bedroom.
You have to tidy your room.
I have to go to school.
She has to go to school.
I have to do an exam.
He has to do an exam.
I have to make the bed.
They have to make the bed.
AND – i
I eat cookies AND I drink coffee.
BUT- però
I have got a book, BUT I haven't got a pencil.
BECAUSE – perquè I am tired BECAUSE today is Monday
WITH – amb
I go to the park WITH my friend.
TO – (anar) a
She goes TO the pizza restaurant.
IN – en castellà "en" We are IN my house.
OUT- fora
En el tenis: in/out
A/AN – un / una She buys A pencil./ She buys AN apple.
THE – el/la/els/les We are THE champions.
POSICIÓ DELS ADJECTIUS
This is a big classroom.
You are an English teacher.
POSSESSIUS
This is Xavi's notebook.
This is Fran's jacket.
everybody- tothom everything- tot
somebody- algú
something- qualque cosa nobody- ningú
nothing- res every day- cada dia
Everybody needs somebody- Tothom necessita algú.
Don't worry, be happy!- No te preocupis, siguès feliç!
QUESTION WORDS
WHY- per què?
Why are you here?
WHAT- què?
What time is it?
WHO /ju/- qui?
Who is in the class? / Who is your best friend?
WHERE- on?
Where is your sister?
WHEN – quan?
When is your birthday?
HOW – com?
How are you? I'm fine, thank you, and you? Very well, thanks
HOW MUCH – quant?
How much is it? (Què val?)
PRESENT CONTINUOS
What are you doing?
What is he doing?
I'm studying for the exam
He is studying for the exam
I am opening the window
Jaume is opening the window
I am running
Xavier is running
I am writing the exercices
Aaron is writing the exercices
Això és el quadern de'n Xavi.
TO BE
CAN
permís
Can I speak English?
Yes, you can / No, you can't
Can I ride a bike?
Can I go to the park?
Can I play football?
Can I go to the toilet?
habilitat
Rubén can play football En Rubén sap jugar a futbol
Jaume can ride the bike
Youssef can drive a car
MUST
obligació
I must go to school
Jo he d'anar a escola
I must tidy my room
He d'ordenar la meva habitació
I must buy the bread
I must study
MUSTN'T
prohibició
You mustn't smoke at the school
You mustn't eat in the class
You mustn't speak arab in the class
PASSAR DE PRESENT SIMPLE A PRESENT CONTINU
I read a book
I am reading a book / I'm reading a book
They live in Cas Concos
They are living in Cas Concos
I study English
I am studying English
We jump
We are jumping
PASSAR DE PRESENT CONTINU A PRESENT SIMPLE
I am cooking dinner
I cook.
They are running in the park
They run in the park.
We are studying
We study. | 1,349 | 768 | {
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GARDEN ESSENTIALS City Girl Gardener Need a Plan?
Check the Internet to determine what USDA zone you live in. Choosing the plants that will thrive in your garden will determine the amount of work it will require to grow healthy produce. http://www.usna.usda.gov/Hardzone/index.htm For example, Zone 9 during the Spring/Summer consists of but is not limited to: tomatoes, okra, cucumbers, eggplant, yellow and zucchini squash, green beans, purple hull peas, bell pepper, hot peppers, onions with green tops, Water melons, red potatoes, corn, pears, blackberries.
Grow vegetables that you like to eat and will provide the nourishment your body's needs.
Buy seeds or plants that have been rated "organic." No chemically fertilized and pesticides plants or seed. Read, ask questions, and buy from local farmers markets and/or organic stores.
Organic Material Review Institute (OMRI) – If the product has this seal on it, OMRI listed, then it has been approved as an organic product.
Location, Location, Location
The garden needs 6 to 8 hours of sun daily. Note: Are there trees nearby that will create shade later? If so, don't plant in that spot.
Backyard gardeners, ensure the garden is near the entrance of your home.
o If the garden is in the pathway between your home and garage, the easier it will be to stop by and spend time in the garden.
o A small garden will require at least 1 hour of attention per day when you first start the garden. But after you have planted, you will need to invest at least a ½ hour every 2 days.
o Access to water is extremely important, position your garden where the water supply can be accessed conveniently or extend your sprinkler system into the garden. Invest in a watering system. Go to the Home Depot ad on my site, http://www.citygirlgardener.com/index.html and purchase a garden watering kit (about $25). The instructions are great. Or e-mail us if you have problems installing it and we will help you through it.
Consider moisture requirements, drainage, height and width of the plants you would like to grow.
Prepare the Garden Soil
Have your soil tested by your local Agricultural Extension Office or purchase a soil test kit. http://www.csrees.usda.gov/Extension/
The soil test results will provide a complete breakdown of the PH and nutrient properties of the soil. If the test indicates an imbalance, then amend the soil based on the test results.
You can also invest in a PH soil tester from $8 to $25. A good investment.
Amend your garden soil organically; do not use synthetic fertilizers or pesticides. Use products that are labeled organic and come from reliable sources. The soil amendment should include a mix of compost and manure (manure from local livestock that has been organically fed), or, go to the kitchen, try Molasses, Epson Salt, Corn Meal, (see "From the Kitchen" garden tips on the page titled "Gardening 101" left bottom side of the page)
PLANT
Mound your rows, so that the water drains properly.
Sprinkle a little root starter in your planting hole (I get mine from Milliesbarn at email@example.com
)
Insert your plants according to the directions from your vendor. I recommend Botanical Gardens for seeds and Home Depot for plants. Go to their web site from my site and make your purchases.
Water
Then, be patient, they will normally grow as indicated on the instructions.
Tools
In my career, the right tools saved time and money, produced a better product, and reduced injury. The same applies to gardening.
We recommend basic tools consisting of: a towel, hand fork, hand pruners, hand shove and a pair of gloves (shameful plug, buy them from me). A water hose is essential, as well as a pail or bag for debris. If you are a country girl living in the city like me, you will need a straw broom, straw hat and a good old fashioned hoe.
Shop from my site, so that I can continue to bring you good, free, information on healthy living.
http://www.citygirlgardener.com/Gardening-101.html
My first successful garden started with this area and 4 inches of organic compost from Milliesbarn.
firstname.lastname@example.org
I tried herbs first, Rosemary, Sage, Basil, Cilantro, Lemon Balm, Peppers. I thought I would try to season my organic food that I was purchasing, from the organic store, with herbs and accessories that I grew. (I was still cute, a real City Girl; straight leg jeans, garden boots, jewelry)
Then I became we, my husband and daughter came on board. We decided; let's take this a little further. We planted the food that we were buying from the organic grocery store ($100 every time we went to the store), tomatoes, cucumbers, spinach, lettuce, carrots, onions, parsley, you know, a salad. Now, we are growing vegetables and herbs that we like to eat, in our summer and winter backyard gardens.
Loving it!
Love Ya!
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February Gardening To-Do
* Pore through catalogs, garden books, web sites, and magazines to plan for spring. Put your ideas into a garden notebook, make from a three-ring notebook, with pages for notes and photos, pocket folders for articles and notes and a zip pocket to hold spring receipts and plant labels.
* Make on-line and mail-order purchases early. Supplies of the most popular items tend to start running out in March or so, especially this year when vegetable gardening promises to be popular once again.
* Take inventory. Look over your supplies fertilizers, potting soil, soil amendments, and other garden materials and stockpile now. You'll be ready to go once the spring rush hits.
* Sharpen and repair hand tools as needed.
* Wash up pots. Use hot soapy water and rinse so the pots are set for spring planting.
* Tidy your tool area. Now is a good time to clean up and organize your garden tools and any tool shed or potting area you have.
* Start seeds of parsley, onions, perennials, and other slowgrowing plants. Don't start other seeds too early (follow label directions or read on up on them on line). If you do, they'll languish indoors too long without the powerful natural sun and get leggy and diseased. The vast majority of seeds should be started 6 to 8 weeks before your region's last average frost date. For Iowa, that means starting seeds in March.
* If houseplants are struggling, it's probably time to pitch them and replace. Otherwise, give them a good rinse, trim off brown or problem parts, and top off the soil with fresh potting soil.
* Avoid fertilizing houseplants this month. With less daylight, their need for food is less.
* If you've forced bulbs, they're probably ready to take out into light and warmth now. Once the bulbs have sent up shoots a half to one inch high, take them out and put them in the sunniest, brightest spot possible.
Notes
February Gardening To-Do — Continued
* Inspect any stored bulbs or corms. If you dug up any last fall to store over the winter. They should be firm and healthy looking. If they're shriveled or mildewed, toss them.
* Force branches. Once spring-blooming branches start to develop tiny buds, cut them and bring them indoors for forcing. These include forsythia, redbud, pussy willow, crabapple, and more. Just soak the branches in a tub of cold water for a few hours. Then arrange in a vase and watch them open over the next several days.
* Consider building a cold frame. Come March, it's a great way to get a head start on sowing lettuces, spinaches, radishes, and more.
* Start pruning. If you're having mild weather and want to work off some cabin fever, get out there and prune trees and shrubs.
* When shoveling snow, as long as it doesn't have salt in it and isn't slushy, don't worry about tossing it onto perennials and small shrubs. Fluffy snow is called white mulch and actually insulates against weather extremes.
* Feed the birds! February is National Bird Feeding Month. And for good reason—they really need our help this time of year.
* How's your mower? If you didn't get it tuned up last fall and the blade sharpened, take it in now before the spring rush.
* Same for any shears or other sharp cutting or slicing objects, including spades and hoes. If you haven't already, invest a few bucks in a sharpening stone. It makes all the difference. Or take them in to a place that sharpens scissors and other tools.
Notes | 1,301 | 783 | {
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Luke 8:4-15 Parable of the Sower
While a large crowd was gathering and people were coming to Jesus from 4 town after town, he told this parable: "A farmer went out to sow his seed. As he 5 was scattering the seed, some fell along the path; it was trampled on, and the birds of the air ate it up. Some fell on rock, and when it came up, the plants withered 6 because they had no moisture. Other seed fell among thorns, which grew up with 7 it and choked the plants. Still other seed fell on good soil. It came up and yielded 8 a crop, a hundred times more than was sown."
When he said this, he called out, "He who has ears to hear, let him hear."
His disciples asked him what this parable meant. He said, "The knowledge 9 10 of the secrets of the kingdom of God has been given to you, but to others I speak in parables, so that,
" 'though seeing, they may not see; though hearing, they may not understand.'[a]
"This is the meaning of the parable: The seed is the word of God. Those 11 12 along the path are the ones who hear, and then the devil comes and takes away the word from their hearts, so that they may not believe and be saved. Those on the 13 rock are the ones who receive the word with joy when they hear it, but they have no root. They believe for a while, but in the time of testing they fall away. The 14 seed that fell among thorns stands for those who hear, but as they go on their way they are choked by life's worries, riches and pleasures, and they do not mature. 15 But the seed on good soil stands for those with a noble and good heart, who hear the word, retain it, and by persevering produce a crop.
a. Isaiah 6:9
New International Version (NIV)
Luke 8:4-15
1. In what areas of your life have you had to persevere?
2. Why would a farmer allow precious seed to land on the path, or rocks, or among thorns? Is he an irresponsible farmer scattering seeds at random?
3. What happened to each group of seeds?
4. How did Jesus conclude his parable? (8:8)
5. How much of the parable did the people understand? How much did the disciples understand? (8:9-10)
6. Why didn't the people or the disciples understand this parable?
7. Did Jesus design his parables to have trick meanings, hidden meanings, or more than one basic interpretation? Why do some listeners discover the truth in a parable and others do not?
8. Why do you suppose that this was among the first parables that Jesus told?
9. What kind of people today might be represented by the seed that fell on the path? (8:12)
10. Why couldn't those who received the word with joy stay faithful? (8:13)
11. What choked those who were represented by the seed that fell among the thorns? What other things (or people) might the thorns represent?
12. Why is perseverance necessary for all who receive the Word?
13. What kind of soil do you most resemble right now? What worries or temptations have hindered your growth as a Christian recently?
14. What will most help you be responsive to God in your study of the Bible? | 1,080 | 737 | {
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CLDFL10
Work with families who find services difficult to access
Overview
This standard is about working with families who may experience difficulty accessing services. It could also involve working with families with complex needs due to physical, emotional or intellectual factors that may make it harder for them to respond to and access services.
CLDFL10
Work with families who find services difficult to access
Work with families who find services difficult to access
Performance criteria
You must be able to:
enable participants to identify and talk about their needs 1.
respond to the identified needs of the participants either by appropriate signposting or referral 2.
provide learning that is accessible in terms of level, form, content, structure, delivery and assessment 3.
support participants in identifying and overcoming barriers to accessing learning 4.
provide participants with information about available services and sources of support 5.
Work with families who find services difficult to access
CLDFL10
Work with families who find services difficult to access
Knowledge and understanding
You need to know and understand:
the theories of how adults and children learn and how these can be applied to Family Learning 1.
the range of learning and development opportunities that may be available in your area and how to access them 2.
the nature and causes of barriers to learning and ways to address these 3.
the cultural, linguistic, social, economic, emotional, physical and educational factors which impact on learning experience throughout life 4.
the different learning strategies which may be appropriate for adults and children and how to help people to recognise them 5.
the implications of learning strategies for the way in which adults and children learn 6.
other organisations which exist to support families with complex needs 7.
the other organisations with which participants may be involved 8.
ways of sharing information, as agreed with participants, with other organisations 9.
the importance of gaining permission from participants to access any relevant information held by other organisations 10.
how to work collaboratively with other organisations involved with participants 11.
the importance of taking steps to safeguard and protect children and adults who are at risk of harm 12.
when it is appropriate to make referrals, with agreement, to organisations who provide support 13.
Work with families who find services difficult to access
CLDFL10
CLDFL10
Work with families who find services difficult to access
Glossary
Family
Family includes any person who has parental responsibility for a child and any other person with whom the child has been living. Each family is unique and can include parents, carers, guardians, grandparents, other relatives, chosen family and of course, children and young people.
CLDFL10
Work with families who find services difficult to access
CLDFL10
Work with families who find services difficult to access
CLDFL10
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