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Week 2 March 16th Form Drills for all 30M
Skip with arm circles forward
Skip arm circles backwards
Skip with hugs
Skip backwards
Sideways jacks with arm swings
Leg swings to the side at the fence-be up on the toe of the leg on the ground
Leg swings forward and back-be up on the toe of the leg on the ground
Grapevine
Sprinters/Hurdlers/Jumpers/Any distance that jump
Daily (6 days a week) Specific drills:
All 30M
-Walk A step: Remember toe-up/knee-up/step over the opposite knee without breaking at the hips.
-Skip the A-Step
-Butt kick: Heels to butt/gluts...make sure to come down almost in the same place.
-Fast-leg: Same as A-Step except you are stepping over the opposite mid-calf (not as high as the knee). Remember to bring the foot down almost in the same place.
Series: Fast leg R leg only x 20M
Fast leg L leg only x 20M
Alternate: R step-step L step-step R step-step L step-step etc
Fast leg 3 R / step-step/ 3 L step-step etc
-Dead Leg Drill: If you have cones at home. A reminder this drill has the up leg going over the cones and the down leg-keeping a peg-leg position slightly behind.
-Wicket Drills: Pretend you have wickets (little hurdles) you are going over. Think how you felt doing them on the track. Go about 10 to 15 seconds x 2
400 Work-out
Monday: Drills above then 15 minute jog then
-if you can get to a track, or measure out 400m on the road- do a timed 400 and let me know your time. Rest 15 minutes and repeat. Then mile cool-down
-if you can't do this then run 75 seconds hard. Rest 15 minutes and repeat. Then mile cool-down
Tuesday: Go to the distance work-outs if you are distance oriented. If you are more sprinter/jumper oriented do an easy day
400 Work-out
Wednesday: Drills above then mile warm-up then- 6 x 300 @ 80% of your 400 time.Rest between each is 5 minutes then 2-mile cool down
If I get a 400 time from you I can work this out...if not use your internal pacing calculator-figure 20% less effort than full out running.
Thursday: As Tuesday
Friday: Drills above then mile warm-up then 6 x 200M hills…..so find a steeper hill you can run up about 40 seconds. Then 2-mile cooldown
Saturday: As Tuesday | 1,108 | 611 | {
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BHC Explorers Guide for Lives 1 st Families
The Order of the Creation, Organic Families, and Our Sacred Inheritances
Below are the first three Hebrew words of Genesis 1:1. (The Hebrew words are read from right to left. The English transliterations are read from left to right.)
The BHC Hebrew-English Transliterator is an Exploring Tool we use a lot. It is a great tool beginners can use to become familiar with the Hebrew alphabet and other symbols. It is free and on the BHC Study Tools Page on our website (CLICK HERE).
The transliteration of the first Hebrew word is B e R E / Sh I Y T.
1. Notice that it took 3 English words to translate one Hebrew word.
2. The first Hebrew letter (transliterated "B") is a prefix.
3. The last two Hebrew letters (transliterated "YT") are a suffix.
4. Between the prefix and suffix are the letters of the root word "R / Sh." They are the letters for the word "ROSH" which means "head" or "first."
The ancient scribes placed this word first for a specific reason. It signals that this is "the head of the story." By placing Elohim as the third word, they highlighted the importance of understanding the "order of things" in this story. It is divided into three sections.
Section One (Places)
1. Above the Surface of the Deep Water
2. Skies
3. Dry Ground & Seas
Section Two (Hosts)
4. Grasses, Plants, and Fruit Trees are on the Dry Ground.
5. Sun, Moon, and Stars are in the Skies.
BHC Explorers Guide for Lives 1 st Families
6. Large Water Creatures, Small Water Creatures, and Winged Flying Creatures are in the Seas or on the Dry Ground.
7. Large Animals, Small Animals, Wild Animals, and the ADAM (a Human Family) are on the Dry Ground.
Section Three (Time)
8. Shabbat (Day Seven)
Nature
Numbers 1 through 7 are what people usually call "nature." The Human Family (ADAM) is part of nature.
1. Humans are creatures that are dependent on the Dry Ground for survival – just like the animals.
2. The animals are blessed and told to "be fruitful and multiply."
3. The humans are blessed and told to "be fruitful and multiply." Being fruitful and multiplying requires one male and one female human.
In today's confused and polarized political environment, I will call "the Family" in this story an "Organic Family." "Organic" means this is a family with two humans who have the reproductive functions to create a new human life. In the context of this ancient scroll called "the Torah," "creating new human lives and raising them to maturity to become functioning members of their own Families," is so important that it is a sacred obligation placed on all humans by Elohim.
As I said in my previous email, "The problem is that "we are HUMANS!!! An entire nation of humans cooperating? What are the odds?"
1. The odds are 100% that humans will always have problems. Elohim created them with the power to create solutions to those problems. But humans must be taught by other humans how to use the power to create.
2. The odds are 100% that humans will have conflicts with each other. Elohim created them with the power to repair their relationships with each other. Once again, humans must be taught by other humans how to transform conflicts into opportunities to create or strengthen their relationships.
3. The odds are 100% that every week Shabbat will arrive. Humans must be taught how to gather, retell their sacred stories, and share their life experiences on Shabbat.
BHC Explorers Guide for Lives 1
st Families
4. Each home is the designated place for a father and mother to teach and mentor each child about their "Sacred Inheritances" which they have received from Elohim and their ancestors.
The Challenges
* The first major challenge for many parents, grandparents, and great grandparents will be learning how to be the type of parent described in these sacred stories – before they can function as that kind of parent.
* The second major challenge is that anyone with a computer or smartphone in America is literally "living in an Infosphere war zone." "Their minds" are relentlessly being targeted by dangerous predators, plus thousands of corporations and other groups who are spreading misinformation, propaganda, and brain hacking weapons constantly online!
* Using the Tov Standard of Elohim, the third major challenge is America's institutions – government, economic, educational, and religious – have proven to be incapable of protecting American families. The change must begin in individual families that connect and network to take Lives 1 st actions. This must become a top priority backed by our individual commitment to our own families!
Shalom, Jim Myers, President Biblical Heritage Center, Inc.
Visit the BHC Family Page on Our Website
Click Here to Subscribe to Free BHC Educational Emails
Click Here to Donate and Help Us Do This Work. | 2,010 | 1,063 | {
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Design and Technology Cycle A - KS1
Throughout the year the children will cover a variety of aspects of the design and technology curriculum to ensure all children:
- develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world
-
build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users
- critique, evaluate and test their ideas and products and the work of others
- understand and apply the principles of nutrition and learn how to cook.
Autumn 2
Spring 2
Summer 1
* Research Mars landers – the features of the real Mars landers- why did one fail and why was one successful?
* Learn to draw a Mars lander
* Learn about strong structures and strong materials
* Design own space lander
* Make it
* Evaluate it
Food and Nutrition- Preparing fruit and vegetables Make a snack for a Rainforest Orangutan that is on the move
* Research fruits from the Rainforest
* Explore fruits- taste and texture of the fruits
* Research what monkeys eat
* Research and explore snacks and healthy trail mix
* Design their snack (think about being on the move test moving over obstacles)
* Teach peeling, cutting and chopping skills
* Evaluate it
* Make their snack, test it on the move
observation, drawing and modelling.
Understand how to identify a target group for what they intend to design and make based on a design criterion.
Develop their ideas through talk and drawings and label parts. Working with tools, equipment, materials and components to make quality products
Build structures, exploring how they can be made stronger, stiffer and more stable.
With help measure, cut and score with some accuracy.
Start to assemble, join and combine materials in order to make a product.
Start to choose and use appropriate finishing techniques based on own ideas.
Evaluating processes and products
Evaluate their work against their design criteria.
Start to evaluate their products as they are developed, identifying strengths and possible changes they might make. With confidence talk about their ideas, saying what they like and dislike about them.
Food and Nutrition
To begin to understand where food comes from.
Understand how to name and sort foods into the 5 groups. 'Eat well plate'
Know that everyone should eat 5 portions of fruit and veg a day. Demonstrate how to prepare simple dishes safely and hygienically.
Demonstrate how to cut and peel.
Working safely and hygienically with equipment and ingredients
Begin to select equipment and ingredients; use correct vocabulary to name and describe them.
With help peel and cut.
Evaluating processes and products
Start to evaluate their work against their design criteria. With confidence talk about their ideas, saying what they like and dislike about them. | 1,209 | 581 | {
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North America’s Railroad
CN conducts safety blitzes across Canada to raise awareness about safety at highway/railway crossings
CN Police today announced it will conduct safety blitz operations at highway/railway crossings in more than 70 locations across Canada during Rail Safety Week, from April 25 to May 1, 2005. As an ongoing part of the company's All Aboard for Safety community education program, CN Police officers will make motorists and pedestrians aware of the importance of rail safety during the blitzes.
CN Police Chief Serge Meloche, said: "Thanks to our constant focus on safety and the work of other community safety organizations, injuries and fatalities at highway/railway crossings have dropped to their lowest level in a decade." According to Transportation Safety Board of Canada statistics, railway crossing collisions in Canada declined to 237 in 2004 from 391 in 1994.
Meloche added: "While CN is encouraged by this improvement, we will not be satisfied until the number of injuries and fatalities is zero. Fifty-two weeks a year, CN Police officers work closely with local, provincial and federal law enforcement agencies, firefighters, and emergency medical service providers to educate adults and children about safety at railway crossings and about the dangers of walking on tracks and trespassing on and near our property."
For more than 20 years, CN has promoted railway safety through its newly named All Aboard for Safety program to help educate adults and children. The objective of the program is to help prevent injuries and fatalities and to form partnerships with community groups.
Meloche said: "Part of the strength of CN's All Aboard for Safety program is the collaborative relationship with our major community safety partners: Operation Lifesaver, a public education program about rail safety; Safe Communities Foundation, an organization that helps communities implement safety programs; SMARTRISK, an organization dedicated to preventing injury and saving lives; Safe Kids Canada, an injury-prevention program for children; and Mothers Against Drunk Driving (MADD Canada)."
Every year, CN Police officers make All Aboard for Safety presentations to more than 100,000 students in more than 700 schools in North America. They also speak to more than 125,000 adults and children at community events and conduct dramatic, high-impact simulations of train-vehicle collisions to demonstrate the potentially dire consequences of being careless and/or drinking and driving, especially at highway/railway crossings. To help prevent injuries on the job, CN also invests more than $10 million annually in safety training for its own employees.
Canadian National Railway Company spans Canada and mid-America, from the Atlantic and Pacific oceans to the Gulf of Mexico, serving the ports of Vancouver, Prince Rupert, B.C., Montreal, Halifax, New Orleans, and Mobile, Ala., and the key cities of Toronto, Buffalo, Chicago, Detroit, Duluth, Minn./Superior, Wis., Green Bay, Wis., Minneapolis/St. Paul, Memphis, St. Louis, and Jackson, Miss., with connections to all points in North America.
- 30 -
For additional information, please contact:
Media contacts:
Brockville, Prescott, Mallorytown
Tawnya Boileau, RN, BScN, Public Health Nurse 613-345-5685
Rebecca Kavanagh, RN, BScN, Public Health Nurse 613-283-2740
Susan Healey, BA, Communications Co-ordinator 613-345-5685
10 tips to save your life
! Walking or playing on train tracks is dangerous and illegal
! Be prepared to stop at crossings
! Cross train tracks at designated highway/railway crossings
! Look for the crossbuck sign, lights or gates at crossings
! Listen for warning bells and whistles
! Obey the signals
! If one train passes, make sure that a second train isn't approaching on another track in the same or opposite direction
! Obey the directions of a police officer or member of a train crew directing traffic at a crossing
! Cross the tracks in low gear; do not change gears while crossing
! If your vehicle stalls on the tracks, get out quickly and away from the vehicle and tracks
Safety blitz locations – corrected times
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Spring 1
Happy New Year!
This half term we have lots of exciting fun learning activities planned, starting with a walk around the local area on Wednesday (don't forget to send your consent forms in). Our topic is called Street Detectives. This way or that? Where should we go? Up to the local shops or down to the playing fields? Let's learn about our local community, looking at our houses old and new and finding out how our streets have changed since our mums and dad were young. Perhaps your granny or grandpa went to our school or maybe they worked in one of the local shops?
Make maps and plans of the streets around us, planning our routes. What can you see? What can we find? Whereabouts do you live? Do you know your address?
Find out how to write instructions, directions, adverts and learn rhymes all about our community from different times.
When the Mayor writes and asks us to make our streets a better place, it's time to get your thinking caps on and paint brushes at the ready.
If any parents or grandparents would like to share their knowledge about the history of the school or Edenthorpe please contact Ms Windmill. She would love to hear from you.
Maths
- Compare and order numbers from 0 up to 100; use < > and = signs.
- Compare & order volume/capacity & record the results using >, < and =.
- Identify 2D shapes on the surface of 3D shapes.
- Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
- Solve simple problems in a practical context involving addition and subtraction of money of the same unit, including giving change.
- Calculate the mathematical statements for multiplication and division within the multiplication tables and write them using the x ÷ = signs.
- Show that multiplication of two numbers can be one in any order (commutative) and division of one number by another cannot.
We will be practicing our times tables and will have a weekly test.
English
This half terms English is based around the Yorkshire Wildlife Park and the Zoo. We will begin by reading Zoo by Anthony Browne and draw on the children's experiences of visiting the YWP and zoos. We will explore the book in detail, discussing the feelings of the characters. An imagined zoo visit will take place and the children will write a recount of this. They will learn how to use different words to join their sentences and how to extend them. They will focus on their favourite animal and write a fact file about it. They will draw and annotate a map of their zoo and create information to display. The children will design their own zoo and give guided tours around the zoo. They will read, learn, recite and enjoys poems about zoo animals, and put on a whole class performance of a group poems that they have written.
The children are also expected to read on a daily basis. Please record in the reading records when you listen to your child read. Thank you.
One of our guided reading texts this half term is The Tunnel by Anthony Browne.
The children will have a daily spelling lesson and will have weekly spelling rules to learn.
Many thanks for your continuing support.
Ms Windmill | 1,200 | 677 | {
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Review
4
A. Add words under the headings. Answers will vary.
These are Andrea Field's regrets about her life. Rewrite them using
B.
I wish.
1. I didn't work hard enough in school.
I wish I had worked harder in school.
2. I argued with my mom constantly.
I wish I hadn't argued with my mom constantly.
I didn't fulfill my ambition and become a standup comedian.
3.
I wish I had fulfilled my ambition and become a standup comedian.
4. I spent too much time chatting online.
I wish I hadn't spent so much time chatting online.
5. I broke up with my boyfriend Rafe.
I wish I hadn't broken up with my boyfriend Rafe.
6. I didn't travel to other countries.
I wish I had traveled to other countries.
C. Complete the second sentence so that it means the same as the first. Use the third conditional.
1. I missed the plane because my car broke down. I wouldn't have . missed the plane if my car hadn't broken down
2. Jane worked hard so she was able to buy a new car. If Jane hadn't worked hard, she wouldn't have been able to buy a new car.
3. We didn't buy you a present because we didn't have any money. We would have . bought you a present if we had had some money
4. Christopher took English lessons so he got the job. If Christopher hadn't . taken English lessons, he wouldn't have gotten the job
5. Danny hasn't taken care of himself. He's sick now. If Danny had . taken care of himself, he wouldn't be sick now
6. They didn't meet the actor because they arrived late. They would have . met the actor if they had arrived early
D. Circle the best way to complete the sentences.
1. Your skills on the soccer field were bad / badly this afternoon, Roger. I've never seen a team member play so bad / badly.
3. You're a good / well French speaker. Where did you learn to speak French so good / so well?
2. The heavy / heavily truck traveled slow / slowly up the hill.
4. We were both anxious / anxiously before seeing the principal. We looked anxious / anxiously at each other when the secretary called our names.
5. I have some very sad / sadly news, Stanley. Sad / Sadly Barbara left you nothing in her will.
6. The cheerful / cheerfully children worked hard in class. They never complained and approached each task cheerful / cheerfully.
8. The hurricane moved fast / fastly and violent / violently across the countryside.
7. I spoke angry / angrily to my litte brother this morning. I am really sorry now that I was so angry / angrily.
E. Unscramble the sentences. Underline the relative clauses.
1. were / we / apricots / The / that / ripe / bought / too The apricots that we bought were too ripe.
2. caviar / ate / we / expensive / very / was / that / The The caviar that we ate was very expensive.
3. bed / slept / in / very / uncomfortable / The / that / I / was The bed that I slept in was very uncomfortable.
4. pages / The / he / me / lent / that / had / book / missing The book that he lent me had missing pages.
5. cookies / that / The / away / have / will / to / thrown / don't / sell / be / we The cookies that we don't sell will have to be thrown away.
6. views / hotel / we / The / fantastic / had / that / our / window / from / were The view that we had from our hotel window were fantastic.
F. Complete the sentences using the -ing form of the participle or the past participle of the verbs in parentheses.
1. The vase (break) during the party belonged to my aunt. broken
3. A helicopter (carry) six passengers landed on the building roof. carrying
2. The slides (show) at the conference presentation were blurry. shown
4. Who's the man (wear) the red shirt? wearing
6. The boy (ride) the blue bicycle is my little brother. riding
5. The students (celebrate) their graduation partied all night. celebrating
7. The car (park) on the drive belongs to my cousin. parked
8. The song (choose) for the movie soundtrack is one of my favorites. chosen
G. Circle the correct answer.
1. Since / Although you refuse to clean your bedroom, you can't go out tonight.
3. Susie hasn't won any competitions but acts as / like a star!
2. Because / In spite of her difficult behavior, designers want to work with the model.
4. Even though / Despite we were best friends at school, we don't see each other now.
6. I saw the most beautiful girl in the world while / at I was waiting for the bus.
5. I spoke to Michael while / during the game.
7. The man looked although / as though he had been in an accident.
8. Because of / Because the storm, the roads were flooded.
H. Vocabulary Builder
Complete the following proverbs with a word or words. Use reference books or the Internet if you need help.
1. Practice perfect. makes
2. speak louder than words. Actions
3. A friend in need is a indeed. friend
4. Opportunity seldom knocks . twice
5. You can't judge a by its cover. book
6. If a job's worth doing, it's worth well. doing
I. Write a sentence to explain the meaning of each proverb in Exercise H. Make guesses. Then use reference books or the web to check your answers. Answers will vary.
1.
2.
3.
4.
5.
.
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7 April
1 Let's pause for a moment to remind ourselves that we are in God's presence…
(pause…)
2 John Baptist De La Salle is the patron saint of teachers, and today is the anniversary of his death. 300 years ago he wrote these words for teachers:
3 "Take even more care of the young people entrusted to you than if they were the children of a king."
4 His words remind all of us of whatever age to respect one another's dignity as unique individuals.
5 A few years ago, a black South African teacher talked of working with black South African schoolchildren. He had spoken to one lad who looked miserable, and said to him:
"You are created in the image of God. Don't walk round with your eyes cast down."
It has been said that the job of a Christian school is not to make people into something that they are not, but to convince them of who they already are.
6 "Respect" is about treating others in the same way that we would like to be treated. Let's each of us focus on one way today of showing respect for others in school.
For example,
- using the person's name when speaking to them;
- holding the door open for whoever is behind us;
- saying "thanks" whenever someone gives us a book or a piece of paper, and when we get our meal in the dining room.
7 Let's pause for a moment and think of one practical way today of showing our respect for others…
(pause…)
8 Let us pray:
Lord Jesus, you invite each of us by name and you call us "friends". Lead us to show as much respect and care for others as we would like them to show for us. Help us to look for and bring out the best in all who share our lives this day. Amen.
John Baptist De La Salle was born in Rheims, France, 30/4/1651, and died on 7/4/1719. He was declared the Patron Saint of teachers in 1950. Some details about his life and inspiration may be obtained by writing to the author.
See also 15 May..
This is an excerpt from the page of this date in 'Praying Each Day of the Year', a 3-volume book
by Nicholas Hutchinson, FSC.
For details:
http://www.matthew-james.co.uk/
Could make use of a search engine to research this topic further.
This material is part of the prayer and education website of the De La Salle Brothers in Great Britain: www.prayingeachday.org | 868 | 526 | {
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Red House Academy Long Term Scheme of work
Subject: Musical Theatre
Key Stage: KS3
Year: 7
| | Autumn 1 Half Term |
|---|---|
| Unit 1 Night and Day (performing/listening/composing) | |
| Unit 2 | |
| Unit 3 | |
| | Spring 1 Half Term |
| Unit 1 Rhythm and Pulse (performing/listening/composing) | |
| Unit 2 | |
| Unit 3 | |
| | Summer 1 Half Term |
| Unit 1 Instruments of the Orchestra (performing/listening) | |
| Unit 2 | |
| Unit 3 | |
Note: the number of units of work will vary; it should not be assumed that a unit wi l l l a s t for 1 h al f - t er m
Red House Academy Long Term Scheme of work
Subject: Musical Theatre
Key Stage: KS3
Year: 8
| | Autumn 1 Half Term |
|---|---|
| Unit 1 African Music (performing/listening/composing) | |
| Unit 2 | |
| Unit 3 | |
| | Spring 1 Half Term |
| Unit 1 Offbeat (performing/listening) | |
| Unit 2 | |
| Unit 3 | |
| | Summer 1 Half Term |
| Unit 1 Jazz Improvisation (composing/listening) | |
| Unit 2 | |
| Unit 3 | |
Note: the number of units of work will vary; it should not be assumed that a unit will last for 1 half-term
Red House Academy Long Term Scheme of work
Subject: Musical Theatre
Key Stage: KS3
Year: 9
| | Autumn 1 Half Term |
|---|---|
| Unit 1 Musicals (performing/ listening) | |
| Unit 2 | |
| Unit 3 | |
| | Spring 1 Half Term |
| Unit 1 Film Soundtracks (performing/composing/listening) | |
| Unit 2 | |
| Unit 3 | |
| | Summer 1 Half Term |
| Unit 1 Popular Music (performing/ istening) | |
| Unit 2 | |
| Unit 3 | |
Note: the number of units of work will vary; it should not be assumed that a unit will last for 1 half-term
Red House Academy Long Term Scheme of work
Subject: GCSE Music Key Stage: KS4
Year: 11
| Autumn 1 Half Term | | |
|---|---|---|
| Component 3: Free Composition – draft and completion. Include 2 days of Controlled Assessment. | | |
| Component 1: Western Classical Tradition 1650-1910 +listening test. Continued study of set work: Clock Symphony. | | |
| Component 2: Performance of Rolling in the Deep – exam. Instrumental/vocal technique + ensemble performance | | |
| | Spring 1 Half Term | Spring 2 Half Term |
| Component 3: Free composition – draft and completion . Include 2 days of Controlled Assessment. | | |
| Component 1: Popular Music. Continued study of set work: Sgt Pepper. | | |
| Component 2: Work on solo performance. Exam. | | |
| Summer 1 Half Term | | |
| Component 3: Should be complete. | | |
| Component 1: Revisit all genres. Plus continued work on set works. | | |
Note: the number of units of work will vary; it should not be assumed that a unit will last for 1 half-term | 1,600 | 859 | {
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Animals (dead) and animal parts
Student safety sheets.
See also CLEAPSS Student Safety Sheet 71: Sharps
| Animals (whole) (fresh or recently- defrosted from frozen), eg whole rats, mice, fish and organs such as eyes, hearts, kidneys, lungs, and chicken’s feet/legs and bones. | BIOHAZARD | Whole animals obtained from a reputable biological supplier should be safe to use; but road kill, for example, might be infected. Items intended for human consumption, available from butchers, abattoirs and fishmongers, should also be safe. Because of the risk of BSE it would only be legal to supply cattle eyes (or brain tissue) from animals slaughtered at less than 12 months or eyes of sheep and goats from animals slaughtered at less than 12 months or with at least one erupted incisor. If only bones are to be studied, and especially if they are to be kept, use a knife to remove as much flesh as possible. Place the bones in a saucepan of water to which sodium carbonate is added and simmer until the remaining flesh can easily be removed, using an old brush. Return to the pan for more simmering until the bones are cleaned. Some people have cultural or religious objections to handling particular species. Some people object to killing animals, whether for food, medical research or dissection in schools. Fewer people object to the use of material intended for human consumption available from butchers, abattoirs and fishmongers. |
|---|---|---|
| Animal parts (preserved) | HEALTH HAZARD HARMFUL | In the past, specimens were preserved in 1.3 M (4%) methanal solution (formalin) (see CLEAPSS Student Safety Sheet 67). Formalin-free preservatives are mostly used now, but formalin will still have been used professionally as a fixing agent. Sometimes 70% ethanol or propanol solutions are used (see CLEAPSS Student Safety Sheets 60 and 66). Preservative should always be rinsed off before use, preferably soaking for an hour in water. However, preservative may still remain in body cavities, which must be rinsed as soon as they are exposed. |
Typical control measures to reduce risk
* Use material from reliable sources.
* Wash preserved material prior to dissection and rinse it if body cavities are exposed during dissection.
* Wear eye protection when cutting bone or cartilage, using preserved material or changing scalpel blades.
* Count sharps at the beginning and end of the lesson and carry around in a safe manner.
Assessing the risks
* What are the details of the activity to be undertaken? What are the hazards?
* What is the chance of something going wrong?
* How serious would it be if something did go wrong?
* How can the risk(s) be controlled for this activity?
eg, can it be done safely? Does the procedure need to be altered?
Emergency action
Flood the eye with gently-running tap water for 10 minutes. If discomfort persists, consult a medic.
* Animal material in the eye | 1,249 | 657 | {
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The Intergeo Project
M. Fioravanti, T. Recio
Department of Mathematics, Statistics and Computer Science University of Cantabria Spain email@example.com , firstname.lastname@example.org
Workshop Proposal for the ACDCA strand
ABSTRACT
Dynamic geometry software allows one to construct geometrical figures where some objects (free points, lines, etc.) may be dragged with the mouse, while some relations, such as perpendicularity, for instance, are defined to hold. Thus, one can observe and deduce properties that may be found at each of the diverse placements of the same construction. In this way each construction is not just one figure but a potentially infinite number of figures. Therefore, interactive geometry software is a powerful tool for teaching mathematics, far beyond a mere technological compass and ruler transposition.
Interactive geometry programmes have been available for more than twenty years. In spite of the large and diverse amount of constructions and teaching materials for interactive geometry available from different sites, the use of interactive geometry in the classrooms is far from desirable.
Intergeo (http://i2geo.net) is an EU-co-funded econtentplus project, with the participation of academic institutions and software developers from six European countries, which gives access to more than 2000 existing resources related to Dynamic Geometry, and it helps users to create new ones. Of special relevance in the project is the creation of an Internet portal Intergeo, in ten languages, which collects all the information related to it, and makes it available to the user. Resources are suitably classified and the portal has a search engine which allows the fast finding of good quality material related to a particular classroom theme. The materials are created using programs such as Cinderella, Cabri, GeoGebra, Geonext, Geoplane/Geospace, TracenPoche, Wiris, and the like. All of the explicitly mentioned programs –some of them are open source, some are commercial-- are members of the Intergeo consortium. The quality of the resources is voluntarily evaluated by the education community. This has a twofold purpose: to provide teachers with information about the resources, so that they can be used in their classrooms with reliability, and to suggest the authors the possible ways to improve the resources.
The aim of the workshop is to present the Intergeo project, comment on its objectives, and to explain the audience how to become active users of the Intergeo web portal, how to submit new resources, how to search for content and how to collaborate in the quality testing of the available resources. Those attending the workshop will be able to practice searching and evaluation of resources with real cases.
Keywords
Interactive geometry, dynamic geometry, teaching resources. | 1,159 | 555 | {
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Prom: Frequently Asked Questions
1) How do I talk to them about alcohol and drugs?
Look for opportunities to start the conversation in current events, social media postings or news articles.
* Know the facts
* Ask about concerns, worries or questions
* Plan the main points you want to discuss
* Respect youth are experts in their own culture and listen to their opinion
* Focus on facts rather than emotions
* Recognize that experimentation and mistakes happen
* Watch 3 rd video of Have That Talk series www.youtube.com/haveTHATtalk
2) Am I liable if there is underage drinking at my house?
This is true, parents could be held responsible for allowing underage drinking in their home or on their property. There's a possibility that they may be investigated or even charged for criminal negligence. There's also the risk that they may be liable for civil action if there is injury or even death to a minor stemming from alcohol or drug use on their property. Parents need to remember that it is illegal in Ontario for youth under the age of 19 to purchase, possess, consume, or handle alcohol.
3) If they've taken alcohol or drugs, can they consent to sexual activity? The law states that the person has to be ABLE to give consent. This means that they have to be awake, conscious and sober enough to make a clear decision.
- You can only consent for yourself
- People in positions of trust, power or authority can't abuse their position to get sexual activity.
- If you imply no through your words or behaviors that's just as good as saying "NO".
- You have the right to change your mind and stop anytime for any reason during sexual activity
4) How do I talk about the risks of being in a car with a driver who's under the influence?
Youth often believe that cannabis makes them a better driver; and that it is safer than driving drunk.
- Cannabis has the same effect as alcohol on reflexes, coordination, judgement and concentration.
- It is illegal to drive under the influence of cannabis.
- Discuss having an "exit strategy" with them. This means making an agreement that they can call or text you at any time that evening if they need to be picked up - no questions asked.
- Make sure your youth has a plan to get home if they're going to a party
- You may have heard of the "x-plan": youth text the letter X to someone they trust (parents, siblings, family members) and that person will call to say "something has come up and I need to come get you right now". This allows for the youth to leave the situation with a valid excuse
5) Is my teen's school involved in the prom or not? How do I find that out?
- Have a discussion with your teen and their school. Schools who are involved with organizing prom will likely send home forms and information
- Check the school website and call or email the school for information
- The school's involvement will vary depending on the school. Some schools won't be involved at all; while other schools will have the school staff help organize a prom dinner and dance. After proms may be planned by an outside company or by students and volunteers
6) Did you know that most proms go from 6:30pm-10pm? Have you talked to your teen about the plans for before and after prom?
- Your teen will likely have a prom dinner and dance. These events usually run from 6:30pm-10:00pm at a specific venue
- Your teen and family members may also be invited to a before prom event. These may be referred to as "garden parties" or "pre prom". This is usually held at someone's house who has offered to host
- Your teen may also be attending an after prom party. The location for these parties will vary
- Talk to your teen about their plans. Ask how they will be getting to and from the different parties and venues. Remind them that attending an event while under the influence of drugs and/or alcohol may result in being denied entry. Prom happens once in a lifetime, remind them to make it memorable for the right reasons!
7) What are the risks with mixing alcohol and drugs?
- Alcohol and drugs changes the way someone thinks, acts and feels. People may take more risks and do things that they normally wouldn't do. This could lead to bad decisions and regret
- Mixing alcohol and other drugs could intensify the effects and the person could become severely intoxicated
- Mixing alcohol with other drugs puts the person at higher risk of overdose
- For more information: http://www.ottawapublichealth.ca/en/public-healthtopics/drugs.aspx
8) What are the most common police interventions that happen around prom?
- When intoxicating substances are used around prom the big concern and incidents that can occur are overdose, non-consensual sex and violent offences such as assault and threats. | 1,874 | 1,007 | {
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NEWS FROM THE UNIVERSITY OF MARYLAND CENTER FOR ENVIRONMENTAL SCIENCE
Climate of North American cities will shift hundreds of miles in one generation
In one generation, the climate experienced in many North American cities is projected to change to that of locations hundreds of miles away--or to a new climate unlike any found in North America today. A new study and interactive web application aim to help the public understand how climate change will impact our lives. These new climate analyses match the expected future climate in each city with the current climate of another location, providing a relatable comparison of what is likely in store.
"Within the lifetime of children living today, the climate of many regions is projected to change from the familiar to conditions unlike those experienced in the same place by their parents or grandparents," said Matt Fitzpatrick.
MORE
Horn Point sturgeon move to New York Aquarium
After years of living at the Horn Point Laboratory, five fabulous fish from Maryland DNR's sturgeon program now reside at the New York Aquarium. An endangered species, the BIG wild sturgeon traveled to Brooklyn in November and went on display two weeks ago. Check out their new environment!
MORE
Women in science share stories of inspiration
According to the National Science Foundation, nearly 11,000 women held doctoral degrees in science and engineering in 1973, compared to more than 100,000 in 2010. For Women's History Month, eight UMCES scientists share stories about the people who inspired them in their careers.
MORE
UPCOMING EVENTS
Science for Citizens: Diversifying the Geosciences March 26, 7 p.m.
Chesapeake Biological Laboratory, FREE
Despite efforts to increase recruitment, the geosciences lag behind other STEM fields in gender and minority representation. Lora Harris will present an overview of this challenge along with her efforts to tackle the problem. MORE
Science After Hours: eDNA sampling with Louis Plough March 25, 5:30 P.M.
Talbot County Free Library, Easton branch, FREE
Louis Plough, who uses genetic and genomic tools to understand what is in our waters, will give a talk titled "What's in your water? Understanding what is in our waters using environmental DNA, or eDNA. MORE
Next Generation: Ana Sosa on microorganisms and plastics in Chesapeake Bay
"I'm a microbial ecologist. This means that I study where and how microorganisms live, including bacteria and microalgae. I'm currently working on a project involving the microbial communities that live on small pieces of plastic in the Chesapeake Bay. I have been
identifying the microorganisms found on plastics to characterize how they affect their surroundings. By identifying types of microbial communities present in the bay, I can work to understand how they are affecting their environment."
MORE
UMCES IN THE NEWS
Want to know what your city will feel like in 2080? Look 500 miles south
(National Geographic)
What does that parking lot puddle have to do with climate change?(Science Friday)
"Winters without a lot of snow, much more rainfall" - How Baltimore will experience future climate change (WJZ-TV)
Is the world's largest animal too reliant on the past? (The Atlantic)
Blue-sky floods take a rising toll for businesses (BNN Bloomberg)
Climate change might actually help blue crabs thrive in Chesapeake Bay (The
Virginian-Pilot)
Hoping this is the final straw (The Enterprise)
Septic frustrations boil, state and local changes proposed (Salisbury Times)
SUPPORT SCIENCE
Your tax-deductible gift will help us continue to foster a more healthy and prosperous environment through unbiased scientific research and the education of the next generation of science leaders. GIVE
Appalachian Laboratory - Chesapeake Biological Laboratory Horn Point Laboratory - Institute of Marine and Environmental Technology Integration and Application Network - Maryland Sea Grant
AN INSTITUTION OF THE UNIVERSITY SYSTEM OF MARYLAND
SUBSCRIBE TO NEWSLETTER | 1,880 | 812 | {
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Christian Values for our SchoolSeptember 2021-2023
Dear Parents,
Here at Little Houghton we feel strongly that we have the ability to equip our children with a set of values which will make an impact on their future happiness and well-being, as well as that of
society in general. We also know that our values determine the kind of person we are.
With this in mind, we have run a successful programme of Christian values over the last two years. Now we are looking to review and change these values in order to build on this work and deepen the children's understanding of our current Christian values
As part of our partnership with parents, we would like to consult with you and take your thoughts and views into account. So please do let us know what you think via the response sheet below. These new values will epitomise the way we behave in our school so they must be 'owned' and modelled by us all. Detailed below is a summary of each of the chosen values.
RegardsCarolyn Fairbrother
Friendship
This value is a good value to start the school year with, as children will begin to make new friendships or rekindle old friendships. Christians believe they can call God their friend because of the relationship made possible through Jesus.
Creativity
New Year – see the bigger picture Christians believe all life is a 'gift', entrusted by a loving creator God to humankind for a purpose. This purpose is glimpsed as the creative spirit within each person as they learn to value and explore, celebrate and enjoy this world in all its mystery and diversity. With this gift comes a mutual responsibility to ensure the creation is not spoiled, but rather sustained and shared by all.
Peace
This value moves us towards Christmas. Peace-making actions can range from helping to resolving conflict to creating space for stillness. Peace, in the sense of total wellbeing, is God's intention for the whole of creation, and is a promise that awaits ultimate fulfilment.
Forgiveness
This value moves us towards Easter. Forgiveness is the means by which damaged relationships are restored. It is an act of the will, motivated by love. For Christians, Jesus' death on the cross is the ultimate revelation of God's forgiving love, and his sacrifice stands as a source of inspiration to forgive others, no matter what the cost.
Perseverance
SATs and Assessment time!
Jesus frequently encouraged his disciples to "endure patiently" the difficulties and obstacles they encountered and to persevere in the face of adversity. He himself trusted in God even when his enemies tried to stop his work and plotted his death.
So in our school we believe that:
We are part of a Christian community
We should show friendship and forgiveness towards one another
We should be peaceful in our dealings with each other and trust that God will show wisdom in how he guides us.
We should be creative and develop perseverance in our love and kindness towards each other
God is a source of strength for us all
Please respond on the slip below, detach and return to the school office if you wish to comment on the values detailed above:
My comments on this new programme of Christian values:
___________________________________________________________________
Thank you.
Moving on, moving up!
Christians believe true wisdom comes from God. As a believer grows in faith, so wisdom will increase. In the Bible, wisdom is seen both as a gift from God and as a characteristic of God. In his parables Jesus taught that placing trust in God and recognising what is of value in life brings fulfilment. | 1,441 | 739 | {
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Exam Board: Edexcel
Entry requirements: Grade 6 in GCSE Drama
Intent
Structure
Throughout the course, students will explore relevant practitioners, playwrights and skills relating to a range of scripts from a range of time periods, including Greek theatre and modern day. Students' will respond to these examples through practical and written activities that demonstrate their understanding of different genres and types of theatre.
Throughout the A-Level Course students will explore;
* Knowledge and understanding of drama and theatre
* Study of two set plays
* Analysis and evaluation of the work of live theatre makers
* Process of creating devised drama
* Performance of devised drama
* Practical exploration and interpretation of one group piece and either a monologue or a duologue
Implementation
Content & Sequencing
In A Level Drama student are challenged to think more critically about theatre as whole, diving deeper into their knowledge of practitioners, theories and skills. Students are encouraged to go and see as much live theatre as they possible can to be able to pick apart artistic intentions and director's concepts for them to get better at creating their own. There will be opportunities to engage with practitioners and examples of both current and historical. This is taught to the students through practical and theory lessons by the teacher, visiting workshops/practitioners and organised theatre trips.
Students are encouraged to become independent practitioners in their own right and given the opportunity to assist and direct other in school projects. Each student will be supported by 1-2-1 tutorials and feedback and group sessions with peer feedback.
Assessment Methods
The A-Level is made of 3 components
* Component 1- Devise an original performance piece, AO1, AO2 and AO4 are assessed. There are two parts 1) a portfolio (60 marks, 40 marks assessing AO1 and 20 marks assessing AO4) and 2) the devised performance/design realisation (20 marks, assessing AO2) Overall out of 80 marks and worth 40%
* Component 2 – Scripted piece, AO2 is assessed by an external examiner. This is one whole group piece and one monologue or duologue and is marked out of 60 and is worth 20%
* Component 3 - 2 hour and 30-minute written exam broken up into 3 sections. Section A: Live Theatre Evaluation marked out of 20, assessing AO4. Section B: Page to Stage: Realising a Performance Text marked
out of 36, assessing AO3 and Section C: Interpreting a Performance Text Marked out of 24, assessing AO3. This is overall out of 80 and weighted 40% of the final grade.
AO1 - Create and develop ideas to communicate meaning as part of the theatre-making process, making connections between dramatic theory and practice AO2 - Apply theatrical skills to realise artistic intentions in live performance
AO3 - Demonstrate knowledge and understanding of how drama and theatre is developed and performed
AO4 - Analyse and evaluate their own work and the work of others
Impact
Onward Progression
An A level in Drama provides opportunities to develop skills demanded by employers. Students can opt for further education pathways such a Foundation course and BA Hons degree's at universities and at drama schools. Support is provided for students with compiling performers CV's, Monologues for audition pieces and UCAS applications and interview practice.
Many students who have studied Drama at A-level have gone to work professionally in the industry but have also taken other paths in life that Drama has benefited them. These range from police officers to politicians.
Further information contact
Ms Lesley Graney - Curriculum Lead for Drama email@example.com | 1,623 | 751 | {
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Course
Outline
Course
Objective:
Upon
successful
completion
of
this
course,
students
will
be
able
to:
personalize
your
email; organize
Outlook
items;
manage
Outlook
data
files;
work
with
contacts;
save
and
archive email
messages;
create
a
custom
form
and
work
offline
and
remotely.
Target
Student:
This
course
is
for
persons
with
an
intermediate
understanding
of
Outlook
and
who
need
to use
Outlook
to
personalize
and
organize
their
email,
Outlook
items,
manage
Outlook
data files,
share
and
link
contacts,
create
forms,
and
work
offline
and
remotely.
Prerequisites:
This
course
assumes
that
you
are
able
to
use
Windows
to
manage
information
on
your computer
and
that
you
have
an
intermediate
knowledge
of
Outlook.
Course
Content
1. Personalizing
Your
Email
Apply
Stationery
and
Themes
Create
a
Custom
Theme
Create
Signatures
Modify
Signatures
Configure
Email
Message
Security
Settings
2. Organizing
Outlook
Items
Group
Items
Create
Search
Folders
Apply
Conditional
Formatting
3. Managing
Outlook
Data
Files
Create
a
Data
File
Add
Outlook
Data
Files
to
a
Mail
Profile
Change
Data
File
Settings
Working
with
Contacts
Forward
Contacts
Edit
an
Electronic
Business
Card
Export
Contacts
Perform
a
Mail
Merge
Link
Items
to
Business
Contact
Manager
5. Saving
and
Archiving
Email
Save
Messages
in
Alternate
Formats
Archive
Messages
Protect
Personal
Folders
6. Creating
a
Custom
Form
Add
Form
Fields
Save
a
Form
as
a
Template
Test
a
Form
7. Working
Offline
and
Remotely
Make
Folders
Available
Offline
Configure
RPC
Over
HTTP
Download
Selected
Messages
Publish
Calendar
Information
to
Office Online
Phone:
(250)
704‐4398
Email:
wendy@hawthorntrainingcom
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March/April 2021
TALKING WITH YOUR KIDS Cheltenham Communities That Care
ABOUT VAPING
How do I start the conversation with my kids?
Talk to your child about peer pressure and how it can intimidate people into making unhealthy decisions. There are reliable websites and apps that can help you and your child practice examples of dealing with peer pressure.
Learn the rules in your child's school regarding substance use. Advocate for clear and easily accessible information that you review and discuss with your significant other and child.
Don't wait until a problem arises or be fooled into thinking it could never happen to your child. Remember, the prime goal is to prevent problems before they start.
Start talking with your child about vaping and tobacco at an early age, such as kindergarten. Consult resources for age-appropriate and proven methods for starting conversations.
Acquire the facts about various vaping and smoking devices, substances, health risks, and addiction concerns. Consult your child's pediatrician and other reliable sources. Include your child in the dialogue.
If your child uses vapes or is involved in substance use, find out why. Make understanding a priority over punishment. You might even learn if there are underlying problems that need to be addressed.
Listen to what your child has to say. Acknowledge all points of view, especially your child's, even if you disagree. Engage your child, rather than talk at your child. Try not to dictate or lecture, because after a few minutes, you might be the only one listening.
What can I do as a parent to help?
Assist your child in finding outlets other than vaping to relieve stress, boredom, anxiety, or other emotions. Also, be accepting and encouraging of professional counseling. You can even assist in this process.
Set aside and schedule time every day to talk with your child. Utilize opportunities during car rides, meals, or walks together. Establishing a healthy relationship may make the difficult conversations easier to share.
Be honest. If you also smoke, discuss how you can work together and be supportive of one another. Chances are your child wants you to quit as much as you want your child to quit.
Be a role model. If you don't want your child using vaping devices, then don't use them yourself. At the very least, do not smoke in front of your child.
Designate your home as a smoke free zone. Other substances can also be added. Let your kids know the rules apply to everyone who lives in the house as well as visits.
Be patient and don't rush the process. It will take time to establish trust and open up about the difficult topics. Continue to work at it so that your child may feel comfortable turning to you for advice and support.
Resources
MONTGOMERY COUNTY ANTI-VAPING RESOURCES as of January 2021
Talk With Your Teen About E-cigarettes A Tip Sheet For Parents PDF
If you use tobacco, it's never too late to quit. For free help, visit smokefree.gov or call 1-800-QUIT-NOW. For Teens: Teen.smokefree.gov
E-cigarettes and Youth: Toolkit for Partners pdf
Talk. They Hear You (samhsa.gov)
SAMHSA—Understanding Addiction
Truth Initiative's This is Quitting Program
CATCH My Breath
Electronic Cigarettes, CDC
Reducing Vaping Among Youth and Young Adults PDF | 1,348 | 691 | {
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ACTIVITY OBJECTIVE:
Kids will be able to get their hands on slime in new ways by trying out a new recipe they might not have the resources to do at home.
MATERIALS/SETUP:
*Ingredients are safe, but be cautious, especially if using Borax or laundry soap, which can irritate skin or cause allergic reactions. Keep ingredients away from eyes, mouth, and nose.
Portable speaker and device to play the episode
Reusable containers or bags for storage of slime (for the kids to take it home)
Measuring cups
Mixing bowl
Spoon, spatula or craft sticks
For magnetic slime:
Washable white school glue (½ cup)
Water (½ cup)
Black iron oxide powder (red iron oxide will not work, but iron filings are an alternative) (½ cup)
Neodymium (rare earth) magnets (other magnets will not work)
Liquid starch (½ cup) (borax can be substituted, 1 tsp mixed into the water
For glow-in-the-dark
Clear, washable, PVA school glue (½ cup)
Water (½ cup)
Baking soda (for firmness, ½ tsp)
Glow-in-the-dark pigment powder (½ Tbsp) (Glow-in-the-dark paint is an alternative)
Saline solution (with sodium borate and boric acid) (1 Tbsp)
For color-changing
Add photochromic pigment powder to basic slime recipe
INSTRUCTIONS:
(Consider doing the activities while listening to the podcast.)
Magnetic slime:
1. Add black iron oxide powder to the glue and water mixture. Adults should supervise the mixing as it is messy.
2. Add the liquid starch. Stir until it easily pulls away from the bowl.
3. Use a neodymium magnet to play with the slime, including allowing the slime to "devour" the magnet or making mini volcano peaks.
Glow-in-the-dark slime:
1. Add baking soda to glue and water mixture.
2. Add glow powder and mix well.
3. Add saline solution. Stir until it easily pulls away from the bowl.
4. "Charge" the slime with a bright light. Bring it to a dark space to see it glow.
Color-changing UV-activated slime:
1. Measure and add the photochromic pigment powder into your glue and water mixture. Adults should supervise the measuring and mixing as it is messy. Stir well.
CURIOSITY KIT: SCIENCE OF SLIME
2. Add the activator (saline, starch, or borax). Stir until it easily pulls away from the bowl.
* ●Give washable markers to the kids to write on white slime.
3. Bring into the light to see the colors change.
QUESTIONS ADULTS CAN ASK:
(Don't forget to keep your hands off the project!)
* ●Is slime a liquid or a solid?
* ●Are some slimes stickier than others? Can you test the stickiness? How?
* ●How do you make slime more stretchy?
* ●For magnetic slime: Why doesn't the magnet pull out the iron oxide powder?
* ●For glow-in-the-dark slime: What makes it glow?
* ●For color-changing slime: Does the color change for all of the slime? If not, why is the inside still the original color in sunlight?
* ●Would you wear clothes made out of slime? (Learn more about Hagfish Slime! https://www.youtube.com/ watch?v=t8sw8BN-Xq0)
ADAPTATIONS ADULTS CAN OFFER:
* ●Fluffy slime, clear "glass" slime, heatsensitive slime, erupting slime, literacy slime (with abc beads added), edible slime, crunchy slime, and more…
* ●Take a time-lapse video of the creation of the slime. If doing the magnetic slime, take slow-motion video of it hopping to the magnet.
ADDITIONAL RESOURCES:
WEBSITES:
https://littlebinsforlittlehands.com/howmake-slime-chemistry-kids/
https://www.steampoweredfamily.com/ac tivities/slime-stem-activities-learning-withslime-stem-and-fun/
https://www.stevespanglerscience.com/lab/ experiments/magnetic-slime/
BOOKS:
Ultimate Slime: DIY Tutorials for Crunchy Slime, Fluffy Slime, Fishbowl Slime, and More Than 100 Other Oddly Satisfying Recipes and Projects—Totally Borax Free! by Alyssa Jagan
Germs: Fact and Fiction, Friends and Foes by Lesa Cline-Ransome | 1,867 | 950 | {
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City of Orillia Pedestrian Charter
Walking is the most ancient and universal form of travel. It is also an important form of exercise and recreation. Every personal trip involves walking, alone or in combination with taking public transit, driving or cycling.
A pedestrian is a person moving from place to place, either by foot or by using an assistive mobility device. Pedestrians include residents and visitors to the city of all ages and abilities, from babies in strollers to seniors in their nineties. In order to travel safely, conveniently, directly and comfortably, they require an urban environment and infrastructure designed to meet their travel needs.
An urban environment that encourages and facilitates walking supports community health, vitality and safety. It will increase use of public transit; decrease car dependence; reduce conflict between vehicles and pedestrians; lead to cleaner air; green public space; and support green tourism. Such an environment creates opportunities for the informal social interaction that is one of the main attributes of a vibrant, livable city.
To support walking as a safe, comfortable and convenient mode of urban travel, the City of Orillia respects the following principles:
To create an urban environment in all parts of the city that encourages and supports walking, the City of Orillia:
* upholds the right of pedestrians of all ages and abilities to safe, convenient, direct and comfortable walking conditions;
* provides a walking environment within the public right-of-way and in public parks that encourages people to walk for purpose, exercise and recreation in all seasons;
* supports and encourages the planning, design and development of a walking environment in public and private spaces (both exterior and interior) that meets the mobility and accessibility needs of pedestrians;
* provides and maintains infrastructure that gives pedestrians safe and convenient passage while walking along and crossing streets;
* supports that resident access to basic community amenities and services does not depend on car ownership or public transit use;
* sets policies that reduce conflict between pedestrians and other users of the public right-of-way;
* creates walkable communities by giving high planning priority to compact, human-scale and mixed land use;
* encourages research and education on the social, economic, environmental and health benefits of walking as a form of travel, exercise and recreation;
* promotes laws and regulations that respect pedestrians' particular needs;
* advocates for improving the provincial and federal regulatory and funding frameworks that affect the City's ability to improve the pedestrian environment; and
* works with individual citizens, community groups and agencies, businesses and other levels of government to achieve these goals.
Adopted by the Council of the Corporation of the City of Orillia on October 1, 2018. | 1,216 | 534 | {
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Treasure Game Starter Activity Part 2
In this activity you will add obstacles and moving enemies to your treasure game.
1. Open project file "treasure game Your Name.sltng" OR "treasure game starter 2.sltng".
If you opened the "treasure game starter 2.sltng" file, go to File Save project As Name the file "treasure 2 Name the file "treasure 2 Your Name".
2. Go to Spaceland and click on setup, then run. So far, you should be able to move a player agent with keyboard arrow keys and collect treasure agents for points. If you want, click on Edit Breeds ( ) to change the shapes for the Player and the Treasure.
Challenge #1: Find the setup block on the setup page and add "reset clock" and "show clock." (Look in Setup and Run drawer.)
Go to Spaceland and click on setup. You should have both the Score and the Clock showing.
Click on the run button and play the game. The game will automatically stop when the Clock reaches 45. What score did you get?
Challenge #2: Click "Edit Breeds" and make a new breed called "obstacle" and give it a shape.
Challenge #3: Go to the setup block on the setup page and figure out how to create 25 obstacle agents. Scatter the obstacle agents.
Challenge #4: Go to My Blocks and find the Collision block between Player and Obstacle. Put it on the Collision page. You are going to program what happens when the Player bumps into an Obstacle. The Player will decrease the score by 1 and the Obstacle will die.
Challenge #5: Assemble the following blocks in the Collision block (look in the Setup and Run drawer). These blocks decreases the score by 1.
Challenge #6: Go back to the Collision block. Make the treasure "die" in the Collision block. (Look in Logic drawer).
In Spaceland, click setup and run to play your game. When you bump into an obstacle agent, the treasure should die and your score should go down.
Challenge #7: Click "Edit Breeds" and make a new breed called "enemy" and give it a shape.
Challenge #8: Go to the setup block on the setup page and figure out how to create 10 enemy agents. Scatter the enemy agents.
Challenge #9: Go to the run block on the Runtime page and put forward 1 in the Enemy section:
Challenge #10: Go to My Blocks and find the Collision block between Player and Enemy. Put it on the Collision page. You are going to program what happens when the Player bumps into an Enemy. Make the Player "die".
In Spaceland, click setup and run to play your game. Check to make sure that when you bump into an enemy agent, the player agent should die (screen goes dark and the player agent is deleted).
Challenge #11: Adjust how hard or easy your game is by changing the number of treasures, obstacles and enemies. Test by going to Spaceland and clicking setup and run to play your game.
Challenge #12: Set a goal for your game based on the difficulty. Since the "run" block only goes for 45 seconds, what's a reasonable yet challenging score for the player to achieve during this time? Once you've decided and tested it, use a "set status" block + abc block to tell the Player what his or her goal is. (Look in the Text drawer.) Put these blocks in the Setup block that's already on the Setup page. Click on the abc block to highlight it and then type in the text you want – something like "You have 45 seconds to get 30 points! Good luck!"
In Spaceland, click setup. You should see the status message here: | 1,367 | 796 | {
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Capturing heat wasted in solar panels for use in distilling clean drinking water
10 July 2019, by Bob Yirka saltwater using distillation. The boxes comprise a three-stage distillation unit. Waste heat from the solar panel falls through to the first box, which uses the heat to warm saltwater—as it evaporates, it passes through a membrane and then condenses, yielding clean drinking water. Heat generated from the first box is passed on to the second box, which undergoes the same process to produce clean drinking water. And heat from the second box is passed on to the third, where more water is processed.
The outlook of future PV farm: not just generating electricity, but also producing fresh water. Credit: Wenbin Wang
A team of researchers at King Abdullah University of Science and Technology has developed a way to use waste heat from solar panels to distill clean drinking water. In their paper published in the journal Nature Communications, the researchers describe how they modified traditional solar panels to allow for purifying saltwater.
Millions of people, mostly in developing countries, struggle to obtain drinking water. To address this problem, scientists have been looking for ways to capture water from the air, or to clean water that is not fit for consumption. In this new effort, the researchers have modified existing solar panel technology to allow for simultaneous purification of saltwater for drinking.
The work involved adding boxed layers beneath a traditional solar panel—they were used to purify
Testing of the modified solar panels showed them capable of purifying ordinary saltwater and seawater. In addition to removing dirt and other particles, the distillation process also removes dangerous heavy metals. Testing also showed the modified panels were able to purify up to three times as much as conventional solar stills. The researchers note also that the additions below the solar panels did not reduce their efficiency—they were still approximately 11 percent efficient.
Heat from a solar panel (upper surface) drives water vapor from seawater channels (dark blue) across porous membranes (orange) into freshwater receiver channels (light blue). Credit: Wenbin Wang 2019
The researchers suggest their modified solar panels could be used in places where people have
1 / 2
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easy access to saltwater, such as the ocean, to provide clean drinking water. They further suggest that if future solar panels included distillation capabilities, it is possible that they could produce up to 10 percent of the water consumed in the world.
More information: Wenbin Wang et al. Simultaneous production of fresh water and electricity via multistage solar photovoltaic membrane distillation, Nature Communications (2019). DOI: 10.1038/s41467-019-10817-6
Press release
© 2019 Science X Network
APA citation: Capturing heat wasted in solar panels for use in distilling clean drinking water (2019, July 10) retrieved 1 December 2021 from https://techxplore.com/news/2019-07-capturing-solar-panelsdistilling.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Linear Inequalities
Objective 1: Writing Interval and Set-builder Notation
There are different ways to writing a solution to an inequality.
Given the inequality: 𝑥> 2
We can graph the solutions on a real number line:
We can use interval notation: (2, ∞)
We can also use set-builder notation: {𝑥 | 𝑥> 2}
This is read “The set of all x such that x is greater than two.”
Here is a quick chart to help you distinguish between the 3 types of writing the solutions to the inequality.
| Inequality | Graph | Interval Notation |
|---|---|---|
| x a | a | a , |
| x a | | a , |
| x a | a | ,a |
| x a | a | ,a |
Note: Always use a parenthesis when you use ∞ or −∞.
Example: Graph the inequality and then write the solutions in interval notation and in set-builder notation.
x 4
Graph:
Interval notation:
Notice when you include the endpoint in interval notation, you use a bracket.
Set-builder notation:
Example: Graph the inequality and then write the solutions in interval notation and in set-builder notation.
𝑥> 5
Graph:
Interval notation:
When you write the interval notation that does NOT include the endpoint, use parentheses.
Set-builder notation:
Exercises
Given the inequality, write the correct set-builder and interval notation that represents the solution.
1. 12 < 𝑥
2. 𝑥≥−5
3. 𝑥< 0
4. 𝑥≤−11
Objective 2: Solving Linear Inequalities with Variables on One Side
When finding the solutions to an inequality, solve for the variable like you would as if it were an equation.
Just remember when you divide or multiply by a negative number, you need to the inequality.
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
2𝑥−8 > −4
Graph:
Interval notation:
Set-builder notation:
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
$$−3𝑝−4𝑝≥28$$
Graph:
Interval notation:
Set-builder notation:
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
−18 < 5𝑘+ 4𝑘
Graph:
Interval notation:
Set-builder notation:
Exercises
For each problem, graph the solution and write the solution using interval and set-builder notation.
1. 4𝑥−7 ≥7
2. 9𝑥−1 + 3𝑥< 8 −3
$$3. 𝑥−1 −5𝑥> −7 4. −7 −3 ≤2𝑥−14𝑥+ 2$$
Objective 3: Solving Linear Inequalities with Variables on Both Sides
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
−5𝑥−3 > 2𝑥+ 1
Graph:
Interval notation:
Set-builder notation:
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
Graph:
Interval notation:
Set-builder notation:
Exercises
For each problem, graph the solution and write the solution using interval and set-builder notation.
Objective 4: Solving Linear Inequalities by Using the Distributive Property
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
$$5(7 + 2𝑥) ≥8 −𝑥$$
Graph:
Interval notation:
Set-builder notation:
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
$$8 −(4𝑥−2) < −5(𝑥+ 1) −5$$
Graph:
Interval notation:
Set-builder notation:
Example: Solve, graph the solution set, and write the solution in interval and set-builder notation.
Graph:
Interval notation:
Set-builder notation:
Exercises
For each problem, graph the solution and write the solution using interval and set-builder notation. | 1,706 | 971 | {
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Milk Plate Coolers
The basics
Milk has to be reduced in temperature from 37°C to 4°C and the bulk tank refrigeration equipment does most of the work. Many farmers reduce the load on the bulk tank by using a plate heat exchanger with mains or borehole water to pre-cool the milk. Plate heat exchangers can reduce milk cooling costs by as much as 50%. Savings in energy have to be weighed against the capital cost of installation and the cost of water if taken from the mains. Water cost savings can be made by re-use in drinking systems or for washing.
In practice
Using water to cool milk involves the use of a plate heat exchanger, a device which passes water and milk either side of heat conducting plates to allow the water to partially cool the milk. To be effective the plate area needs to be maximised and the ratio of water to milk flow
CASE STUDY
Gwyndaf Davies, of Trefwtial Fawr Farm Tremaen, near Cardigan who milks 230 cows and averages 6,900 litres of milk per day, uses a plate heat exchanger supplied with well water to pre-cool his milk.
"The plate cooler does a really good job and takes the milk temperature down to 17°C in the winter. The run time of the tank is longer in the summer months when we have less water available."
It is estimated that the plate cooler has saved him £1,224 worth of electricity per year since installation on milk cooling costs. Additional water from a planned borehole would give further savings of £1,000 per annum.
needs to be as high as possible. A water-milk ratio greater than 1:1 and ideally 2:1 is required. So, for example, a 200 cow herd producing 4,000 litres of milk per day would need between 4m 3 to 8m 3 of cooling water per day.
www.ddc-wales.co.uk
To conserve water and obtain the best energy performance, the water flow needs to be controlled by a solenoid valve connected to the milk pump control. When the pump starts the solenoid allows the water to flow. When the milk pump stops, the water should continue to flow for between 10 and 20 seconds to ensure that the milk left in the exchanger is adequately cooled.
To enhance the performance of the plate cooler milk flow should be minimised and water flow maximised. A partially closed valve fitted in the milk line can be used to slow the throughput of milk. A better solution to this is a variable speed milk pump.
Partially closed ball valve
Water flow can be maximised by ensuring that the water delivery and drain pipes are well sized and the water delivery pressure is high. A separate pump set can be used to boost pressure if natural water pressure is low.
To check performance, measure the temperature of the milk entering the tank, following its passage through the cooler. A milk temperature drop of at least 10°C and ideally close to 20°C should take place.
Potential savings
For a 200 cow herd which produces 1.6 million litres of milk per year and has a an ice bank cooling system, a plate cooler reducing milk temperature by 15°C will save approximately 20,600 kWh of electricity. This equates to an annual saving of approximately £1,850.
For more information on plate coolers for milk pre-cooling please contact:
Dairy Development Centre,
Gelli Aur,
Carmarthen,
Carmarthenshire,
SA32 8NJ.
Telephone: 01554 748570
E-mail: email@example.com
Table indicating potential milk cooling costs
| Type of bulk tank | Milk Cooling Cost (pence per 100 litres of milk cooled) | | |
|---|---|---|---|
| | No Plate Cooler | 10°C cooling from Plate Cooler | 15°C cooling from Plate Cooler |
| Ice bank tank without E7 control | 26.5 | 17.4 | 12.9 |
| Ice bank tank with E7 control | 18.3 | 10.4 | 7.9 |
| DX tank | 16.6 | 10.5 | 8.3 | | 1,666 | 907 | {
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Cod Liver Oil 1/4 tsp. fed 1 to 2 times a week, is a good source of vitamin A and D.
Raw Eggs fed 2 to 3 times a week, a great source of alternate protein, vitamin D, vitamin B12, vitamin K and biotin.
Vitamin E 200IU given 1 to 2 times a week, acts as an antioxidant of fats and oil, synthesized in plants. Meat will provide some but only a minimal amount.
You can also supplement with alternate meat sources like rabbit, venison, lamb, pork, quail, and ostrich depending on what is available in your area. Another way to add variety is with fish either canned salmon, mackerel, sardines or tuna, or raw although it is best to freeze first especially for salmon. A note of caution with fish, cats can become addicted to the taste and a diet of only fish can lead to vitamin deficiencies. So fish should only be fed once a week at most.
For more information you can check out our website or call us at 1-866-769-3663. You can also check out Pottenger's Cats: A Study in Nutrition by Francis M. Pottenger, Jr.,MD, Natural Nutrition for Dogs and Cats by Kymythy Schultz, and Food Pet's Die For by Ann Martin.
Feeding Cats
Cats have evolved to get their required energy from protein and fats. They're not designed to eat sugars, grains, soy, or starches. If your cat's diet contains these types of food it can lead to poor health and obesity. This means that foods like rice, pasta, bread, cereal, potatoes; soy products and even most commercial cat foods should not fed to cats. Commercial cat foods especially the dry ones contain high qualities of grains, starches and sugar. They also use chemical preservatives and unknown quality and quantity of meat.
Cats are carnivores and therefore thrive on a diet based on meat, bones, and other animal products such as liver, hearts and kidneys. You can feed cats raw meaty bones from chickens, turkeys, ducks or rabbit. This includes wings, backs, necks and whole carcasses.
Cats that hunt eat the stomach and small intestinal contents of their prey. This is their main source of fiber and nutrients like vitamin E. A way to recreate this for your cat is to give them cat grass and occasionally give them vitamin E.
It has been established that cats do better on a protein and fat based diet. But should we be cooking their meals? In the wild cats eat their food as they catch it, raw. Our cats are the same they are intended to eat raw food. Cooking depletes the food of natural nutrients such as vitamins, minerals and amino acids. Feeding raw will insure your pet gets these essential nutrients. Mountain dog food produces two varieties raw cat food based on these principles for your cat to enjoy.
Our Cat Formulas
Our cat formula comes in turkey and chicken. The turkey is ground turkey and turkey hearts and livers. The chicken is chicken necks and liver. You can also feed our other formulas occasionally for variety. When switching your cat to a raw food diet remember that cats can be fussy eaters. Things like temperature (room temperature is preferred) and freshness might effect your cats' appetite. Also remember safe food handling when feeding MDF, meaning wash hands and all utensils used in hot soapy water, and store and thaw in the refrigerator. If your cat does not eat it after 15 to 20 minutes put food back in the fridge.
How much should you feed?
Adult Cats(over 1 yr): 5-8% of their body weight depending on their activity level divided into 2 or 3 meals.
Kittens:(10wks-12mths):8-10% of their body weight, weigh them weekly and adjust as they grow. Their food should be divided into 3 to 4 meals. As they apporach 12 months you should begin to tamper off to the adult amount.
This meant to act as a rough guide and you should adjust accordingly if you see that your cat is under or overweight.
What can I supplement my cat's basic diet with?
Raw Bones
Chicken Necks and Backs, can be fed as a meal 2 to 3 times a week and is great for their teeth and gums.
Organ Meat
Liver, Kidney, Heart or Tripe
Fish Body Oil
Salmon oil, Tuna oil or Arctic vigor 1/4 tsp.
3 to 4 times a week.
Kelp
Cats under 10 lbs. 1/8 tsp., cats over 10 lbs. 1/4 tsp. added to their food 3 to 4 times a week. Kelp is a source of essential vitamins and minerals. | 1,750 | 1,001 | {
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This month's Book Nook topic is...
Introducing Rare Vocabulary with What's Inside a Flower?
Growing your child's vocabulary is key to helping her develop emergent literacy skills – the building blocks for learning to read and write. This is because the more words your child knows and understands, the easier it will be for her to understand the stories she hears (and eventually read on her own). In this Book Nook, we'll look at some helpful strategies to introduce and explain rare words to your child.
What are rare words?
Rare words are specialized words that are associated with specific subject areas. For example, if you were learning about clouds, you might come across rare words like "nimbus" or "cumulus", and if you were learning about animals, you may come across "herbivore" and "carnivore". These words don't usually come up in daily conversations but are often found in information books. These words help expand your child's general knowledge.
The Book:
What's Inside a Flower? Written and illustrated by Rachel Ignotofsky
Why we picked it
This beautifully illustrated non-fiction book contains many rare words about flowers and plant development. If you have a child who is interested in how flowers grow, she is sure to love this book.
Many of the rare words in the book are accompanied by simple explanations which is helpful when you're trying to introduce new words and concepts. For example, the author writes "Plants turn sunlight into food in a process called photosynthesis." She also includes whimsical illustrations that help bring the ideas to life.
The strategy: Shoot for the SStaRS
At The Hanen Centre, we talk about making new words "sparkle", or stand out, by using a strategy called "Shoot for the SSTaRS". It's an acronym that stands for: Stress, Show, Tell and Relate, and Say it again. When you use each part of Shoot for the SSTaRS, you deepen your child's understanding of new words and make it more likely she will remember them and use them on her own when she is ready.
Let's shoot for the SSTaRS with "photosynthesis."
Stress
Make photosynthesis stand out from the other words by saying it louder and slower than the rest of the text. You can also pause before and after saying the word.
Show
You can show what a word means in a variety of ways – the easiest of which is using the illustrations in the book. For example, you can show photosynthesis by pointing to the picture in the book where the sun is beaming down on the leaf.
Tell
Give your child a short definition of the word photosynthesis. You could say, "Photosynthesis is when a plant turns sunlight into food."
Relate
Relating the new word to other ideas or experiences is extremely important. This will help your child associate the word with other situations and will make the word much more relevant to her. Relate this word to other experiences by saying things like, "You know how we eat food so our bodies have energy to grow big and strong? Well, instead of eating, plants use photosynthesis, and instead of food, plants use sunshine, water and minerals to grow."
Say it again...!
This is an essential step you can't forget! It's very important to repeat the word again, in two ways:
* Re-reading the book – What's Inside a Flower has so many so many interesting facts about plants that your child will likely want to read it again and again, giving her many opportunities to hear the word again.
* Saying the word again in other situations – For example, if you are out on a walk on a sunny day and see a plant in bloom, you could say, "That flower is using photosynthesis to turn all of this sunshine into food."
The first time you read the book
Introduce new vocabulary words by Stressing, Showing, and Telling the words. Try to keep your explanations short so that you don't interrupt the flow of the book
The second time you read the book
Continue to emphasize the vocabulary that you introduced the first time you read the book, only this time, offer more explanation about the concept of photosynthesis. You can also use the second reading to relate this word to your child's knowledge and past experiences
The third time you read the book
Now that your child has an understanding of photosynthesis, consider shooting for the SSTaRS with other rare vocabulary words in the book.
Try to make a point of using photosynthesis (and other new vocabulary words) during everyday conversations. You may be surprised to hear your child use the rare vocabulary word on his own!
Happy reading! | 1,617 | 956 | {
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M.M.25Ch. Statistics class IXTime 1hour
Section A 1 mark each
1. Define primary data.
2. Find range of following data 5, 7, 11, 19, 0, 3, 4, 6 and 25
3. Find mode of 2, 3, 4, 2, 5, 6, 2, 7, 8, 2, and 10.
Section B 2 marks each
4. 7 people were asked about the time in a week they spend in doing social work in their community. They said 10, 7, 13, 20, 30, 8 and 15 hours, respectively. Find the mean (or average) time in a week devoted by them for social work.
5. The heights (in cm) of 12 students of a class are as follows: 155 160 145 149 150 147 152 144 148, 150,155, 95 Find the median of this data.
Section C 3 marks each
6. The marks obtained by 40 students in mathematics out of 40 are given below 5, 3, 10, 20, 25, 11, 1, 3, 7, 12, 31, 19, 10, 12, 17, 18, 11, 32, 17, 16, 2, 7, 9, 7, 8, 3, 5, 12, 15, 1, 12, 14, 2, 9, 6, 15, 15, 7, 6, 12 Construct a grouped frequency distribution table. Find (a) no. of students passing if pass percent is 40.. (b)No. of students getting above 80
7. Draw a bar graph from the following data
Section D 6 marks each
8. Draw a histogram from following data
Class Intervals 0 - 10 10 - 20 20 - 30
9. Draw a frequency polygon from following data
Class Intervals 0 - 10 10 - 20 20 - 30 30 - 40 40 - 50
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30 - 40 40 - 50 | 895 | 586 | {
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Living upside-down shapes spiders for energy saving
March 26 2008
An interdisciplinary team of researchers from Spain and Croatia led an investigation into the peculiar lifestyle of numerous spider species, which live, feed, breed and 'walk' in an upside-down hanging position. According to their results, such 'unconventional' enterprise drives a shape in spiders that confers high energy efficiency, as in oscillatory pendulums. These results will appear in this week's issue of PLoS ONE.
The great majority of land animals evolved to use the ground as the main support for their motion. Accordingly, they evolved legs capable of supporting the weight of their whole bodies, enabling them to move around with their heads above their feet. However, many spider species found it more convenient to literally turn their world upside down. They spend most of their lives hanging suspended by their legs, and 'walk' by swinging under the influence of gravity.
Intrigued by this evolutionary phenomenon, a team of biologists from the Estación Experimental de Zonas Áridas (CSIC, Almería) in Spain, joined by an astrophysicist from the University of Split, Croatia, conducted an inquiry into biological advantages and caveats of such a peculiar lifestyle by studying over a hundred spider species. One of their focal questions was the evolutionary importance of 'bridging' – the technique many spiders use to move between remote plants by building their own silk bridges, which they cross by 'walking' suspended upsidedown from them. Earlier research by other authors indicated that for monkeys this suspensory way of locomotion might be a more energetically efficient way of transportation than 'regular' walking on the
1/3
ground. To this end, the authors took several spider species into the laboratory and compared how they handle two different types of movement - walking on the ground and bridging from branch to branch.
"We discovered that spiders that live upside-down have evolved disproportionately longer legs relative to 'normal' spiders, which enables them to move faster while bridging than while 'normally walking' on the ground. Particularly 'clumsy' walkers are larger spiders, because their long legs – otherwise so convenient for bridging – do not allow an easy lifting of their relatively large body mass" says Dr. Jordi Moya-Laraño from Spain, the principal investigator on this project.
For Dr. Dejan Vinković, astrophysicist from Croatia, this research is more than a biology study. "As a physicist, I was particularly interested in the energetics of upside-down locomotion" he says. "With this research we finally proved that the energetic efficiency of such motion stems from the same physical principle used to run the grandfather's clock – motion of a pendulum under the influence of gravity."
Dr. Eulalia Moreno, co-author of the study, adds: "We started this collaboration with Dr. Moya-Laraño because I had studied the form and function of legs in tits, birds that, similarly to spiders, hang upside-down while foraging. Now, we have a much better understanding of how an animal shape should evolve when animals spent most of their lifetime hanging upside-down"
These results have implications for the evolution and ecology of spiders. For example, small spiders that hang from their webs should be able to leave their webs in search for prey by walking on the ground, as found in some tiny spiders, something that large spiders will be unable to do efficiently.
Citation: Moya-Laraño J, Vinković D, De Mas E, Corcobado G, Moreno
2/3
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E (2008) Morphological Evolution of Spiders Predicted by Pendulum Mechanics. PLoS ONE 3(3): e1841. doi:10.1371/journal.pone.0001841
Source: Public Library of Science
Citation: Living upside-down shapes spiders for energy saving (2008, March 26) retrieved 9 August 2024 from https://phys.org/news/2008-03-upside-down-spiders-energy.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
3/3 | 1,765 | 891 | {
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NUTRITION FOR ATHLETES
Train your nutrition for optimal performance, customized to you. There is no "one-size fits all."
Always combine proteins, fats and carbs for sustainable energy. Choose real, whole foods (think foods without labels, as close to their original state). Avoid refined processed foods (think foods in boxes, bags or frozen).
How Much to Eat
Carbs
Fruits
Vegetables
Whole grains beans)
(rice, quinoa,
Fats
Avocado
Real butter
Olive oil
Coconut Oil
Proteins
Pork
Chicken
Eggs
Grass-fed beef
Sweet potatoes
Olives
Dairy
Yams
Nuts & Seeds
Full fat dairy
Turkey
Whey
Meal idea: 4 oz grilled salmon, 4 cups salad greens, 1 cup of quinoa, all mixed with 1 tsp olive oil
Snack idea: 1 cup plain yogurt (full fat), 1 Tbsp raw honey, 1/2 cup berries
Proteins: Repair structure and function of muscle, soft tissue and hormones. Timing is important. Digestion slows during and after activity so choose easily digested proteins (eggs, fish, poultry, etc.)
Water: Balances systemic pH, protects, deliver nutrients, flushes toxins, regulates body temp, delivers oxygen to tissues and improves digestion.
When to Eat
| | 2-3 hrs pre-game/ practice | During event >2 hrs. Every 1 hour | 30-60 min. Post-game/ practice |
|---|---|---|---|
| Carbs | 15-30g | 15-30g | 15-30g |
| Fats | 1 tsp | 1 tsp | 1 tsp |
| Protein | < 1oz | < 1oz | < 1oz |
Why Athletes Need More Nutrition
To keep up with high demands from athletic performance, school/work, family, and stress.
Carbs: Energy production, metabolic regulation for use of fats and proteins
Fats: Maintains and repairs cellular integrity, provide long burning energy after glycogen stores are used up, balances hormones (i.e., adrenalin), and critical in managing inflammation. Helps regulate absorption of carbs and proteins to avoid blood sugar spikes and crashes.
NUTRITION FOR ATHLETES
Trouble Shooting
Constantly eating well through training will optimize performance. Focusing on just before or after your event is not enough.
Digestive issues: Before, during or after activity consider decreasing quantity of food and/or eating more than 2-3 hours before.
Bloating or gassy: Some raw vegetables, fruits and beans may cause athletes to feel this way. Allow more time for digestive system to get used to them, decrease quantity and avoid pre-event. Cook these foods to help aid in digestion.
Sluggish, low energy, grumpy, agitated or depressed: Consider adding more carbohydrates in the form of fruits, veggies and complex starchy carbs and eliminating processed foods.
Insomnia (can't sleep): Make sure you're getting enough quality fats and carbs daily. Consider adding a snack of carbs and fats closer to bedtime to stabilize blood sugar and reduce anxiety.
Poor recovery after event: Consider electrolyte infused water post event. Make sure you're getting enough protein between 2 to 6 hours post-event in snack or meal portions. Consider easily digested proteins (eggs or fish). Avoid processed foods and sugars.
Read your food labels to determine if foods contain ingredients you should try to be avoiding. Protein powders and bars, sports drinks, juices and anything with a label!
Nothing working? Stay well hydrated and get adequate sleep, at least 7 to 9 hours per night. Ask for help. | 1,551 | 790 | {
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Tigges Farm
Find one of the items or both that are listed on each line. No prizes, just want you to have some fun while visiting the farm.
Scavenger Hunt 1
Tractor(what color was your
favorite)__________________________________
Pig or Bull (circle the ones you find)
Red Barn or Silo
5 Barn Quilts
(which one is your favorite)
__________________________________________
Covered Wagon
Flamingo (how many did you
find) _________
Chicken
or Duck or Pheasant
(circle the ones you find)
Potato Digger
Church or Safeway
Store (circle the ones you find)
Milk Can (how many did you find)
_________
Tigges Farm
Find one of the items or both that are listed on each line. No prizes, just want you to have some fun while visiting the farm.
Scavenger Hunt 2
Red Barn or Silo
Chicken or Duck or
Milk Can (how many did you find)
_________
Covered Wagon
Flamingo find) _________
(how many did you
Pheasant (circle the ones you find)
Potato Digger
Church or Safeway
Store (circle the ones you find)
Pig or Bull (circle the ones you find)
5 Barn Quilts (which one is
your favorite)_____________________________
Tractor(what color was your
favorite)__________________________________
your favorite)_____________________________
Tractor(what color was your
favorite)__________________________________
Tigges Farm
Find one of the items or both that are listed on each line. No prizes, just want you to have some fun while visiting the farm.
Scavenger Hunt 3
Covered Wagon
Flamingo (how many did you find) _________
Chicken or Duck or Pheasant (circle the ones you find)
Potato Digger
Church or Safeway
Store (circle the ones you find)
Pig or Bull (circle the ones you find)
5 Barn Quilts (which one is your favorite)_____________________________
Tractor(what color was your favorite)__________________________________
Red Barn or Silo
Milk Can (how many did you find)
_________
Tigges Farm
Find one of the items or both that are listed on each line. No prizes, just want you to have some fun while visiting the farm.
Scavenger Hunt 4
Potato Digger
Church or Safeway
Store (circle the ones you find)
Pig or Bull (circle the ones you find)
5 Barn Quilts (which one is
your favorite)_____________________________
Tractor(what color was your favorite)__________________________________
Red Barn or Silo
Milk Can (how many did you find)
_________
Covered Wagon
Flamingo (how many did you find) _________
Chicken or Duck or
Pheasant (circle the ones you find) | 1,415 | 682 | {
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Fishing and conservation
Turtle power
Feb 20th 2003 | DENVER From The Economist print edition
"Bycatch" from fishing is a bigger problem than was realised
Get article background
LEATHERBACK turtles swam with the plesiosaurs. They survived the catastrophe 65m years ago that wiped out not only all the other marine reptiles around, but also the dinosaurs. They faced down competition from mammals that took to the sea. But now they may have met their match. Over the past two decades, the number of Pacific leatherbacks has dropped by more than 95%.
Leatherbacks are high-profile victims of a phenomenon known as bycatching—in other words, the wrong species ending up in the net or on the hook. Bycatching threatens species other than turtles. In the north-west Atlantic, for example, the scalloped hammerhead shark has declined by 89% since 1986. It is also wasteful. Daniel Pauly, a fisheries scientist at the University of British Columbia, told the AAAS meeting that he estimates the global total of discarded fish to be between 18m and 40m tonnes a year. The upper bound of this estimate of what gets thrown back is equivalent to almost half the amount of fish that is actually landed.
Some of that bycatch is caused by regulations governing what individual boats may land. A codfish caught by a boat with a cod quota may be landed legally. A boat without a quota has to throw it back, even though it will probably die anyway. But even economically useless species taken as bycatch are being removed from the food chain, to the ultimate detriment of fisheries.
Whether the quota regulations could be changed in ways that would help, rather than hinder, the objective of preserving stocks is dubious. Legitimising the landing of accidental catches of valuable species would probably just lead to more "accidents". But the true effect of bycatching certainly needs to be built into models of marine ecology.
For the leatherbacks, though, there may be two possibilities. The reptiles are mostly the victims of long-line fishing for prey such as swordfish and tuna. (Ironically, environmentalists pushed this method on tuna fishermen, to stop the bycatching of dolphins in nets.) Lines as long as 40km, bearing baited and buoyed hooks at regular intervals, are reeled out across the ocean. Occasionally, a turtle snaps at the bait. Larry Crowder, of Duke University Marine Laboratory, in North Carolina, who has been studying the problem, is trying to design a hook that will catch fish but not turtles. Even if that works, though, it will take time to introduce. So, if people are really concerned about turtle bycatch, he suggests that they boycott swordfish. It worked for dolphins. The question is, are turtles sufficiently charismatic?
http://www.economist.com/science/PrinterFriendly.cfm?Story_ID=1591961
24/07/2003
Copyright © 2003 The Economist Newspaper and The Economist Group. All rights reserved.
http://www.economist.com/science/PrinterFriendly.cfm?Story_ID=1591961
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Health and wellness tips for your work, home and life—brought to you by the insurance professionals at Butler Byers Insurance Ltd
CHILDREN'S HEALTH: DENTAL HYGIENE
Just because primary teeth fall out doesn't mean children can go without dental care until their permanent teeth come in.
According to the Canadian Dental Association, children should see a dentist when their first tooth appears and no later than their first birthday. Babies with dental problems due to trauma, disease or a developmental abnormality should see a dentist immediately.
How can I care for my child's teeth at home?
A child's first 20 primary teeth come in between the ages of 6 months and 3 years old. During this time it is important to start building good habits.
- Start brushing your child's teeth as soon as they come in. Brush his or her teeth for the first 4 to 5 years or until he or she seems able to do it alone.
- If your local water supply does not contain sufficient fluoride, your child may need fluoride supplements. Discuss this with your dentist.
- Do not put an infant or small child to bed with a bottle of juice or milk. The sugar and acids in these liquids can cause tooth decay.
- Start flossing your child's teeth as soon as he or she has two teeth that touch each other. Most likely you will need to assist your child with flossing until age 6 or 7.
This article is for informational purposes only and is not intended as medical advice. For further information, please consult a medical professional. © 2008, 2010, 2014, 2018 Zywave, Inc. All rights reserved.
- Children who are prone to cavities may start using a mouthwash that contains fluoride when they are around 6 years old. Refrain from giving children mouthwash that contains alcohol. Also, make sure it is never swallowed.
What is the best way to brush my child's teeth?
- When your child's primary teeth begin to come in, brush them with a child-sized toothbrush and water.
- Once the child is 2 years old, you can begin brushing his or her teeth with a pea-sized amount of toothpaste. Be sure they spit out the toothpaste and rinses with water so none is accidentally swallowed. Remember that some kinds of toothpaste are not recommended for children, so read the manufacturer's label before purchasing.
- Begin teaching your child how to brush his or her own teeth around age 2 or 3. You may still need to supervise or assist until they are around 6 or 7 years old to ensure that they are brushing effectively.
- Be sure to replace your child's toothbrush every 3 to 4 months—sooner if it appears
CHILDREN'S HEALTH: DENTAL HYGIENE
worn.
If you ever have questions about your child's dental care, be sure to consult with your dentist. | 1,117 | 600 | {
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Introduction
Dating is a major part of high school social life. It should be a positive and enriching experience that will prepare teens for real life. But, too often dating has a darker side.This program covers the dangers and potential negative aspects of dating. Students learn about the harm caused from gossip and some of the common forms of pressure student's face on and off a date.The program also emphasizes the importance of standing up for yourself in high school. It shows why "no" means "no!"and how to make your desires clear.
This program also covers the danger and risks of drugs and alcohol on a date and why these substances can ruin a teen's life. Finally, the program discusses the issue of teen intimacy and sex and how students can make the right choices for their own morality. This program is an essential survival guide to today's teens.
Learning Objectives
After completing the program the student will have a better understanding of dating and how it can effect a teens life.
The program should help students have a better understanding of the positive and negative aspects of dating.
Discussion Topics/Questions
1) What is gossip?
2) Why is gossip harmful?
3) Why is group dating often safer for first dates?
4) What part does pressure play in teen dating?
5) How can you make dating a positive experience?
6) What does it mean to say: "no means no?"
7) Why are drugs and alcohol dangerous on a date?
8) What are the risks of sexual intimacy and dating?
Presenting the Program
To prepare a lesson plan for the presentation of each program, review the suggested outline below.
1) Before Students View The Program:
Collect as many recommended books as possible to help generate class interest and participation. Preview each program and become familiar with the concepts that are presented in it.
2) Students View The Program:
The first viewing if possible should be uninterrupted.
3) After The First Viewing:
Elicit discussion of what the students have seen and heard. The next viewing will be enriched by this general discussion.
4) Second Viewing:
The program may be viewed again, this time with attention to detail. The teacher should feel free to stop and question students regarding:
1) What is happening in a visual?
2) The major concepts.
5) Post Activities and Discussion:
Discussion questions for this program may be used to stimulate further interest, reinforce concepts and evaluate student comprehension.
6) Companion Program:
The program has a recommended companion title:
Lessons of Love.
For a free complete catalog of educational videos contact:
TMW MEDIA GROUP
2321 Abbot Kinney Blvd., Venice, CA 90291 (310) 577-8581 Fax (310) 574-0886 Email: email@example.com Web: www.tmwmedia.com
Producers & Distributors of Quality Educational Media
©2002 TMW Media Group
The Real Life
Series
Teens
The Dark Side Of Dating
TEACHER'S GUIDE
Q345
This program is designed for a general high school audience, grades 8-12. | 1,347 | 624 | {
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Name ____________________________________________ Date ___________________________
ELA Block – Entering Grade 8 in the fall
TAKE A BREAK AND READ!!!! SUMMER READING ASSIGNMENT – 2016
All students entering Grade 8 in the fall are required to purchase and read the following two novels:
- The Great Fire by Jim Murphy
- America Street: A Multicultural Anthology of Stories Edited by Anne Mazer
As we have done in class many times, you are to annotate as you read.
- Be an active reader!
- Make a connection between what the author says and your own personal experiences.
- Identify new vocabulary.
- What literary devices and figurative language does the author use?
o Imagery, dialogue, tone, suspense, characterization, protagonist, simile, personification, onomatopoeia, allusion, symbolism, irony
SUMMER READING ASSIGNMENT
Because you will be completing the TACHS preparation book during the summer, NO FORMAL WRITTEN ASSIGNMENT IS BEING GIVEN. There will, however, be a written assignment AND/OR test on each of the assigned books/stories when you return to school in September.
ONCE THE TACHS REVIEW BOOKS HAVE BEEN RECEIVED, BE SURE TO COMPLETE THE ASSIGNMENTS AS INDICATED ON THE ASSIGNMENT SHEET GIVEN OUT WITH THE BOOKS. IF YOU HAVE ANY QUESTIONS OR PROBLEMS AS YOU WORK THROUGH THIS BOOK, WE CAN ADDRESS THEM WHEN YOU RETURN TO SCHOOL IN SEPTEMBER. KEEP A RECORD OF WHAT YOU DO NOT UNDERSTAND.
BE SURE TO SET A PLAN FOR YOURSELF THIS SUMMER. VACATION IS A BREAK FROM THE ROUTINE OF SCHOOL; IT IS NOT A BREAK FROM THE ROUTINE OF EDUCATING YOURSELF!!!! SCHEDULE TIME EACH DAY TO READ AND COMPLETE THE TACHS BOOK. THAT'S THE BEST WAY TO BENEFIT FROM THE MATERIAL!
Junior high teachers will hold TACHS review classes at SAS beginning at the end of September - free of charge. More information to follow when school begins in the fall. Only those students who have completed their TACHS assignments will be permitted to stay.
FYI - These are the same books that the present eighth grade was required to read during the summer last year. If you know of anyone who is in the eighth grade, why not ask him/her if you can use his/her books? Perhaps you can either borrow them or offer to pay a reduced price to purchase the book from him/her? Several students have donated their books to my classroom, which I am more than willing to lend to anyone who is unable to purchase his/her own copies. | 1,481 | 549 | {
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Thanks to
Council Rock School District for sharing this!!
Audacity Interface
Creating you first Audio File – Testing you Equipment
ALWAYS test your equipment before you start recording the real thing!!
1. Plug you headset or microphone into the tablet/laptop.
2. Open the Audacity Program
3. Click the Audacity Record Button
4. Count 1 2 3 4 5 (You should see a meter indicator bar rise and fall in the microphone area)
5. Click the Audacity Stop Button
6. Do you have an Audio Track with a Wave Form in the Audacity Track Window?
Selection Tool is used to play a part of the audio track.
1. Click on the Selection Tool
a. Left Click/hold and drag you mouse across the section of the audio track that you would like to play.
b. Click play to play just this section
Delete a Selected area
1. Click on the Selection Tool
a. Left Click/hold and drag you mouse across the section of the audio track that you would like to delete.
b. Click the Delete Key on your keyboard.
Section Deleted
How do I Delete a Track?
1. Click on the "X" for the track that you want to delete.
How do I use the other effects?
1. Click on the Selection Tool
a. Left Click/hold and drag you mouse across the section of the audio track on which you are applying the effect.
b. Click on the Effect menu item at the top of the screen and select an effect. I will select Amplify.
Before Amplification
After Amplification
Repeat the effect you just used
Importing an Audio Track
Working with Audio Tracks.
Every time you click the record button or import an audio file, Audacity will create a new audio track.
1. All audio tracks will start at "0".
2. To move an audio track, Click the Time Shift Tool, and move the audio track right or left.
Time Shifted Audio Track
Music will play and then the speaking part will play. The speaking part will end and the music will play.
MUSIC
Speaking Part
Click the Mute Button to mute a track or tracks. Click the Solo Button to hear only that track.
The Envelope Tool – Used to lower the amplitude (volume) of a section of the track.
Example: We want to lower the amplification or volume of the music track while the speaker is speaking.
1. Click on the Envelope Tool in the Tool Box.
2. Left Click with the Envelope Tool on the track where you want to lower the volume.
a. A 'Control Point" will indicate where you left clicked.
Click a little to the left of where you want to begin to lower the volume and then right where the volume need to be lowered. (See Below) Do the same thing where the volume is to be raised
Control Points
Control Points
Use the Envelope Tool to begin lowering the volume
1. Place the Envelope Tool over the second Control Point from the left and Left Click hold and drag down
2. Continue Clicking and dragging the other Control Points down with the Envelope Tool. You can create as many Control Pints as you want. Control Points can also be moved right and left with the mouse.
3. Play the file by clicking the Play Button and keep adjusting the Control Points with the Envelope Tool, until you are satisfied.
Saving the Audio Project
1. Always save as an Audacity Project first. You will be able to open a project and make changes.
a. Click on the File Menu and choose "Save Project As"
b. Give the project a name and save the file.
Saving the Project as an MP3 file
1. Click on the File Menu and choose "Export as MP3
2. A warning window will open telling you that Audacity will mix your tracks down to two tracks.
3. Click OK
4. If this is your first time using Audacity to save an MP3 file, Audacity will ask you to Browse to the "lame_enc.dll" file. Browse to this file and click on it. Audacity now knows where the file is located and will not ask you this question again.
5. Give the MP3 file a name and save the file.
What can I do with an MP3 File?
1. Link the file to your classroom website
2. E-mail the file to someone else
3. Download the file to an MP3 player
How can I make a Stereo Track into a Mono Track?
1. Import your stereo track into Audacity.
2. The stereo track will appear as one track, but with a right and left channel.
3. First you must split the track.
a. Click on the down triangle to open the track menu.
i. Choose "Split Stereo Track"
ii. You now have separate Right and Left Tracks
iii. Click on the "X" of the track that you want to delete.
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Sharing Your Diagnosis
Receiving an ALS diagnosis can be overwhelming. You may need time to process and absorb everything that is going on before you feel ready to tell others. And you may want to take this time to figure out the best way to tell your family and friends. If you are working, you will also want to understand when the best time may be to let your employer know about your diagnosis.
How should I tell family and friends?
Deciding how you will tell family and friends is very individual and will depend on you and your relationships. You may want to think ahead of time about what you want to say and how you want to say it. There is no one right way to do this. Keep in mind that people's reactions may vary.
Telling family and friends may open the door for love and support that can help you through this difficult time. If you are unsure or worried about how to tell people about your diagnosis, talk with your ALS clinic social worker or your local ALS Network care manager representative for guidance.
How should I tell my child or teenager?
You know your child best, so you will know the best way to deliver the news. That said, it is important to plan what you will say and how you will say it.
What you say should be honest and age appropriate. For young children, you may want to speak in simpler terms about what is happening now and may not need to go into much detail yet about the future. Older kids and teenagers will need more information and will likely have follow-up questions. They may also go online to learn more, so it's best for them to get clear, straightforward answers from you first.
You might find it helpful to learn more about ALS ahead of time so you can answer questions about the disease. To calm some potential fears, you may want to cover some basic facts up front, such as the fact that ALS is not contagious.
Be clear that you are always available to answer questions and talk more about it. Also let them know that it is fine if they want to talk to someone other than you, such as another adult in their lives or a child counselor or psychologist.
There are also children's support groups and good online resources created by ALS organizations that can help young people cope after a family member is diagnosed. Remember to inform your children's teachers about your diagnosis and discuss ways the school can help provide support.
As the disease progresses, keep in mind that your children may welcome opportunities to help by providing care and support and assuming more responsibilities around the house.
What should I tell my employer?
This will likely depend on the progression of your symptoms and your type of work. If your symptoms are apparent or are affecting your ability to do your job, you may need to talk with your employer sooner. Before talking with your employer, you may want to strategize with the social worker at your ALS clinic or your local ALS Network care manager.
If you want to continue working for financial, professional, social, or other reasons, your employer may be able to make workplace accommodations that will help you work as long as possible.
Keep in mind that once you stop working, you can apply for Social Security Disability Insurance. If you qualify, it will provide you with a monthly income as well as health insurance through Medicare. You should begin receiving your benefits soon after applying.
Get Local Support
Learn More
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For additional information on this topic, including video clips with experts, scan the QR code or visit our website at:
www.youralsguide.com/sharing-yourals-diagnosis
ALS Guide
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Grade 5 - Science – Year at a Glance
CScope Order of Units for 2015-2016
| First Semester | |
|---|---|
| | 1st Six Weeks 29 days |
| Unit 01: Science Safety and Notebooking (3 days for the entire unit) 5.1A, 5.1B, 5.2F, 5.4A, 5.4B Unit 02: Physical Properties of Matter (21 days for the entire unit) 5.1A, 5.1B, 5.2A, 5.2D, 5.2F, 5.2G, 5.4A, 5.4B, 5.5A, 5.5B, 5.5C, 5.5D | |
| | 2nd Six Weeks 30 days |
| Unit 03: Forces (7 days for the entire unit) 5.1A, 5.2A, 5.2B, 5.2C, 5.2D, 5.2E, 5.2F, 5.2G, 5.4A, 5.6D Unit 04: Light and Electrical Energy (14 days for the entire unit) 5.1A, 5.2B, 5.2D, 5.2F, 5.3C, 5.4A, 5.6A, 5.6B, 5.6C Unit 05: Energy Resources (8 days for the entire unit) 5.1B, 5.2D, 5.2F, 5.3B, 5.4A, 5.7A, 5.7C | |
| | 3rd Six Weeks 23 days |
| Unit 05: Energy Resources (continued) (8 days for the entire unit) 5.1B, 5.2D, 5.2F, 5.3B, 5.4A, 5.7A, 5.7C Unit 06: Earth’s Changes (10 days for the entire unit) 5.2A, 5.2C, 5.2D, 5.3A, 5.3C, 5.4A, 5.7B, 5.7D Unit 07: Sun, Earth, and Moon Systems (15 days for the entire unit) 5.2C, 5.2D, 5.2G, 5.3C, 5.4A, 5.8C, 5.8D | |
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FOREWORD
The book is composed for the 3 rd year students of Political Science studying the English language. The main purpose of the course is to develop the students' skills in EAP and ESP. The main focus of the book is on reading, although it also covers vocabulary and some areas of grammar. The questions that follow each text not only check understanding but also encourage students to express and support their personal views on the issue, thus providing material for developing speaking and writing skills.
The articles which have been selected for the students to read come from leading modern American political science journals and reference books and are written by both native and non-native speakers of English. They are grouped into three sections, Challenges in Modern Politics, Political Communication and The History of Political Science. The course thus starts with more inspiring 'hot' everyday issues and ends with more challenging and abstract topics. The tasks are also introduced basing on the previous sections, so it is advicable to study the sections as they are organized in the book. However, the order may be broken and the texts may be studied separately if this is required by the teacher's / students' goals.
The original texts have been shortened and divided into parts followed by tasks. This is done to facilitate reading and in-class work. The tasks may require skimming, scanning or close reading, so the time of working with each part will vary. Some parts are to be read for subsequent pair- and group-work. The full versions of the texts are recommended for reading at home to prepare summaries and presentations and/or use the information in discussions and debates in class, as well as the students' course essays.
Special attention is given to the structure and style of an academic article. The students will analyze the typical parts of an article: Introduction, Methods, Results, Discussion and Conclusion. The Abstract, its role, contents and structure are also discussed. The tasks cover the ways of presenting a point of view in an academic text, expressing certainty / uncertainty, persuading the reader, referencing and other important functions. It is desirable that after reading a certain passage students should practice doing the same in their own writing.
Vocabulary section at the end of the book revises the central terms of each article, so this section should be consulted regularly. The vocabulary lists can later be used for testing and self-testing. The section also provides the list of linkers from the articles for the students to learn. It is important that students should try to practise using the vocabulary in their own communication, both oral and written.
1. CHALLENGES IN MODERN POLITICS
1.1 Corruption
Text 1
(Adapted from: Dahlström, C., Lapuente, V., and Teorell, J. (2012) The Merit of Meritocratization: Politics, Bureaucracy, and the Institutional Deterrents of Corruption Political Research Quarterly, 65(3), 656-668).
1.1.1 Read the abstract of the article "The Merit of Meritocratization: Politics, Bureaucracy, and the Institutional Deterrents of Corruption."
Abstract
Comparative studies of corruption focus on the selection and incentives of policymakers. With few exceptions, actors who are in charge of implementing policies have been neglected. This article analyzes an original data set on the bureaucratic features and its effects on corruption in fifty-two countries. Two empirical findings challenge the conventional wisdom in literature. First, certain bureaucratic factors, particularly meritocratic recruitment, reduce corruption, even when controlling for a large set of alternative explanations. Second, the analysis shows that other allegedly relevant bureaucratic factors, such as public employees' competitive salaries, career stability, or internal promotion, do not have a significant impact.
Keywords
Corruption, Bureaucracy, Meritocratic recruitment, Public administration
1) What will the article be about? What is the object / the aim of the scholars?
2) What is the main result of the research and what is new about it?
3) Define the keywords.
1.1.2 Read the first part of the article.
Jesus Gil, the mayor of Marbella, Spain, from 1991 to 2003, replaced a professional bureaucracy with political appointees. The result of this absence of bureaucratic checks of elected officials' activities was a corruption network in which some individuals accumulated hundreds of millions of euro. By contrast, during the summer of 2009 the politically appointed county governor in Gotland,
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The Pembroke Stormwater Times
PROPER DISPOSAL OF GRASS CLIPPINGS
As summer rolls on, homeowners and renters with lawns find themselves mowing throughout the season. When the clippings from cutting grass are picked up by storm water runoff they are carried directly into our local rivers, lakes, and various waterbodies. Grass clippings contribute nutrients such as nitrogen and phosphorus, which the EPA states as one of the most troublesome pollutants in storm water runoff, and is considered the primary cause of water quality problems in our waterbodies. Grass clippings that are not disposed of properly cause unwanted growth of algae and aquatic weeds in waterways, leading to algae blooms or "scums" on lakes on ponds. Too much algae can harm a lake system, blocking sunlight from getting to aquatic plants, and taking oxygen that fish need to live. Read more to find out how you can properly dispose of your grass clippings.
Did you know?
13,000 pounds of yard waste are produced per acre annually.
Yard waste accounts for 20% of all waste material in the United States.
DISPOSE IT PROPERLY!
Improper disposal can do serious damage!
Human Health
* Degrades quality of water bodies and aquifers which supply your water.
Aquatic Life
* Nutrients from grass clippings increase algal blooms, killing fish and aquatic plants.
Wildlife
* Decaying grass kills wildlife in all waterbodies.
Vegetation
* Grass clippings can smother natural vegetation on stream banks.
www.ThinkBlueSuncook.org
Why Does it Matter
Grass Clippings can be a good resource, or a source of water pollution. How they are handled determines the outcome.
As a Good Resource:
→ Grass clippings on your lawn add valuable nutrients and organic matter. This can decrease the need for fertilizer and water and limit evaporation.
→ Composting leaves save money. Use compost as a top dressing on your lawn or garden to reduce or eliminate the need for mulch.
As a Source of Water Pollution:
→ Grass clippings on stream banks can smother natural vegetation.
→ Grass clippings dumped near streams is against the law.
→ Grass clippings dumped near water drainage can clog and cause expensive repairs.
Tips for Proper Disposal of Grass Clippings
* Start backyard composting.
* NEVER dispose of leaves in or near storm drains, drainage channels, wetlands, or waterbodies.
* Keep all lawn clippings on top of your lawn, or properly disposed. Do not leave lawn clippings in the street or driveway, or any other surface that may lead to stormwater drainage.
* Steps should be taken to reduce any type of pollution into stormwater runoff.
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PSHE/RHE Parents meeting
28 th September 2023
Objectives
* To ensure the education of the whole child (spiritual, physical, intellectual, moral, social, cultural and emotional)
* To help prepare pupils for the opportunities, responsibilities and experiences of adult life.
* To raise pupils' self-esteem, help them to grow in knowledge and understanding, recognise the value of all persons and develop caring and sensitive attitudes.
* To provide children and young people with a 'positive and prudent sexual education' which is compatible with their physical, cognitive, psychological and spiritual maturity, and rooted in a Catholic vision of education and the human person.
Parents are the primary educators
* As a school we provide the principal means by which the Church assists parents and carers in educating their children.
* All parents will have access to the school's RSHE programme (Life to the Full), through an online Parent Portal which provides parents with:
* Access to resources;
* Suggestions for further activity at home.
* Parents continue to have the right to withdraw their children from non-statutory sex education except in those elements which are required by the National Curriculum.
Nursery
Topics in 'Life to the Full' include:
* Feelings and relationships
* My healthy body including physical health and fitness, healthy eating and drugs, alcohol and tobacco.
* Lifestyles and culture
* Growing up including the changing adolescent body
* Being Safe including health and prevention, basic first aid
* Online relationships including internet safety and harms
* Mental wellbeing
* Economic Wellbeing – Aspirations, Work and career
* Economic Wellbeing - Money
Sensitive areas of the curriculum
Following parental consultation and consultation with governors, coverage of certain non-statutory areas of the curriculum have been recommended.
* Genitalia
* In the Early Years Foundation Stage private parts are merely referred to as 'privates'.
* In year 1 we discuss the difference between boys and girls. Non-physical differences between boys and girls at this age are small and difficult to define. By linking gender to biological sex it helps children to understand the difference, equality and complementarity of boys and girls. The names of genitalia is introduced children in Years 1 and 2
* Safeguarding - if young children are better able to confidently articulate about private body parts, they are better equipped to identify experiences of feeling uncomfortable if any form of abuse takes place.
* Puberty
* The NHS Website states that "it is completely normal for puberty to begin at any point from the ages of 8 to 14. The process can take up to 4 years"
* In Year 4 Children will:
* Learn what the term 'puberty' means.
* Learn when they can expect puberty to take place.
* Understand that puberty is part of God's plan for our bodies.
Sensitive areas of the curriculum
* Life Cycles
* DfE guidance: "Primary schools should ensure that both boys and girls are prepared for the changes that adolescence brings and – drawing on knowledge of the human life cycle set out in the national curriculum for science – how a baby is conceived and born"
* In Year 4, children will learn:
* That they were handmade by God with the help of their parents.
* How a baby grows and develops in its mother's womb including, scientifically, the uniqueness of the moment of conception.
* How conception and life in the womb fits into the cycle of life.
* Talking about seeing explicit images and videos online (pornography)
* Talking about sex including Journey In Love
Journey In Love
* At the heart of the Journey In Love is our belief that we are made in the image and likeness of God and, consequently, gender and sexuality are God's gift, reflecting his beauty and sharing in divine creativity.
* In order that children may grow and flourish healthily and holistically towards an understanding of their gender and its implications for successful relationships, they must be at ease with themselves and deepen their selfknowledge.
* An aspect of the mystery of love is treated in each year group; children and young people are encouraged to marvel at the wonder and beauty of God's creative love. This links with the provision within Life to the Full.
* Early Years - The wonder of being special and unique
* Year One - We meet God's love in our family
* Year Two - We meet God's love in the community
* Year Three - How we live in hope
* Year Four - God loves us in our differences
* Year Five - God loves us in our changing and developing
* Year Six - The wonder of God's love in creating new life
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CANINE DIARRHEA
What causes diarrhea?
Diarrhea is not a disease but a symptom of many different diseases. Many mild cases of diarrhea can be resolved quickly with simple treatments. Others are the result of fatal illnesses such as cancer. Even diarrhea caused by mild illnesses may become fatal if treatment is not begun early enough to prevent severe fluid and nutrient losses.
How serious is diarrhea in dogs?
We attempt to determine how sick the dog has become as a consequence of the diarrhea. When the dog is systemically ill (when more than one body system is involved), some of the following may be noted:
(a) Vomiting
(b) Dehydration
(c) Loss of appetite
(d) Abdominal pain
(e) Fever
(f) Lethargy
(g) Bloody and/or watery diarrhea
What types of tests are performed to find the cause?
If diarrhea is associated with several of the above signs, we perform a series of tests in order to make a diagnosis. This permits specific disease treatment. Diagnostic tests may include radiography (x-rays) with or without barium, blood tests, stool cultures, biopsies of the intestinal tract, video endoscopy, ultrasound and exploratory abdominal surgery. Once the diagnosis is known, treatment may include special medications, diets, or surgery.
If your dog does not appear systemically ill from diarrhea, the cause may be less serious. Some of the minor causes of diarrhea include stomach or intestinal viruses, intestinal parasites, and dietary indiscretions (such as a change in diet or eating garbage or other offensive or irritating materials). A minimum number of tests are performed to rule out certain parasites and infections. These cases may be treated with drugs to control the motility of the intestinal tract, drugs that relieve inflammation in the intestinal tract, and, often, a special diet for a few days. This approach allows the body's healing mechanisms to correct the problem. If your pet is not improving within two to four days, a change in medication or further tests are done to better understand the problem. Please keep us informed of your pet's condition so that we may manage the situation properly.
DIARRHEA QUESTIONNAIRE
1. How long has the diarrhea been present?
2. Is the diarrhea more severe now than a few days ago?
3. Circle the letter of each item that applies:
Consistency
(a) Watery stool
(b) Stool is the thickness of pancake batter
Blood
(c) Very bloody stool
(d) Only sporadic blood present
(e) Blood not present in stool
(f) Bright red blood present
(g) Dark, tarry blood present
Degree/Frequency
(h) Entire stool is soft or watery
(i) Only portions of the stool are soft or watery
(j) Diarrhea with each bowel movement
(k) Diarrhea is sporadic (some bowel movements are normal)
(l) Only 1 or 2 bowel movements per day
(m) More than 4 bowel movements per day
Amount
(n) Increased, large amount of stool
(o) Decreased or normal, small amounts of stool
Color
(p) Stool is dark brown in color
(q) Stool is very pale in color
(r) Stool is black and tarry in appearance
Miscellaneous
(s) Thick mucus or pieces of tissue present in stool
(t) Loss of bowel control (defecates in the house on the floor)
(u) Severe straining when having a bowel movement
Is your dog's appetite normal? If not, is it eating at all?
What have you been feeding your dog during the last week? Include dog or cat foods, treats, table foods, milk, and anything else that you have fed your pet. Also state what percentage of the diet is each item or category.
Does your dog have access to foods other than what you feed it? If so, what?
Has there been a diet change in the last few weeks? If so, does that correspond with the onset of the diarrhea?
Is your dog as active as normal?
Describe any change in water consumption. (increased or decreased)
Has your pet vomited? If so, how frequently and for how long?
Does your dog go outside your house?
Does your dog go outside your yard?
Does your dog have access to garbage cans, either within your house or yard or outside your yard?
Does your dog have toys that it plays with that it could have swallowed?
Does your dog have access to sewing materials, such as thread or needles, rubber bands, or string?
Do you have other dogs or cats that live with this one? If so, does the other pet have diarrhea?
Do any of the members of your family currently have a diarrhea problem?
Is there a phone number where we can reach you or your spouse today if we need further information?
This client information sheet is based on material written by Ernest E. Ward Jr., DVM.
© Copyright 2002 Lifelearn Inc. Used with permission under license. March 5, 2016. | 2,000 | 1,042 | {
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ЕГЭ Английский язык
Задание №R1_15
Установите соответствие между заголовками 1–8 и текстами A–G. Занесите свои ответы в таблицу. Исп о льзуйте каждую цифру только один раз. В задании один заголовок лишний .
1. Supercomputer
5. Intelligent machines in our life
2. Human intelligence test
3. Man against computer
6. Computer intelligence test
7. Computers change human brains
4. Robotic industry
8 Electronic film stars
A. Artificial intelligence is the art of making machines that are able to 'think'. We often don't notice it, but artificial intelligence is all around us. It is present in computer games, in the cruise control in our cars and the servers that direct our e-mail. Some scientists believe that the most powerful computers could have the power of the human brain. Machines have always been excellent at tasks like calculation. But now they are better than humans in many spheres, from chess to mixing music.
B. The world's most powerful computer is ASCI Purple, made by IBM in 2004. It can carry out 100 trillion operations per second and has the size of two basketball courts. A computer with double power is expected in the next two years. A spokesman for IBM said that ASCI Purple is near the power of the human brain. But some scientists believe our brains can carry out almost 10,000 trillion operations per second.
C. The possible dangers of intelligent machines became the stories of many science fiction films. In The Terminator (1984), a computer network uses nuclear weapons against the human race in order to rule the world. This network then makes intelligent robots called 'Terminators' which it programs to kill all the humans. In The Matrix (1999) and The Matrix Reloaded (2003), a machine dominates humanity, using people as batteries to power itself.
D. In 1997, then the world chess champion Garry Kasparov played against IBM's Deep Blue supercomputer – and lost. After six games, the world-famous Kasparov lost 2.5 to 3.5 to the computer. In February 2003, Kasparov restored human reputation by finishing equal against the Israeli-built supercomputer Deep Junior. Kasparov ended the game with the score 2-2 against US company X3D Technologies' supercomputer X3D Fritz in November 2003, proving that the human brain can keep up with the latest developments in computing (at least in chess).
E. There are a number of different methods which try to measure intelligence, the most famous of which is perhaps the IQ, or 'Intelligence Quotient' test. This test was first used in early 20th century Paris. The modern day IQ test measures a variety of different types of ability such as memory for words and figures and others. Whether IQ tests actually test general intelligence is disputable. Some argue that they just show how good the individual is at IQ tests!
F. Analysis shows that human intelligence is changing. We are gaining abilities in some areas of intelligence, while losing them in others, such as memory. So this generation may not remember the great number of poems, their abilities are greater in other areas. It has been discovered that wide use of video games improves reaction time. But we could only dream of computing without calculators as fast as our grandparents did.
G. In 1950, mathematician Alan Turing invented a test to check machine intelligence. In the Turing Test, two people (A and B) sit in a closed room, a third person (C), who asks questions, sits outside. Person A tries to answer the questions so that person C doesn't guess who they are: men or women, while person B tries to help him (C) in their identification. Turing suggested a machine take the place of person A. If the machine fooled the human, it was likely to be intelligent.
Ответ:
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LifeMode Group: Upscale Avenues Enterprising Professionals 2D
US Households:
1,737,200
Average Household Size:
2.48
Median Age:
35.3
$86,600
Median Household Income:
WHO ARE WE?
Enterprising Professionals residents are well educated and climbing the ladder in STEM (science, technology, engineering, and mathematics) occupations. They change jobs often and therefore choose to live in condos, town homes, or apartments; many still rent their homes. The market is fast-growing, located in lower density neighborhoods of large metro areas. Enterprising Professionals residents are diverse, with Asians making up over one-fifth of the population. This young market makes over one and a half times more income than the US median, supplementing their income with high-risk investments. At home, they enjoy the Internet and TV on high-speed connections with premier channels and services.
OUR NEIGHBORHOOD
* Housing is a mixture of suburban single-family homes, row homes, and larger multiunit structures.
* Almost half of households are married couples, and 29% are single person households.
* Close to three quarters of the homes were built after 1980; 25% are newer, built after 2000.
* Renters make up nearly half of all households.
SOCIOECONOMIC TRAITS
* Over half hold a bachelor's degree or higher.
* Median household income one and a half times that of the US.
* Early adopters of new technology in hopes of impressing peers with new gadgets.
* Half have smartphones and use them for news, accessing search engines, and maps.
* Enjoy talking about and giving advice on technology.
* Work long hours in front of a computer.
* Buy name brands and trendy clothes online.
* Strive to stay youthful and healthy, eat organic and natural foods, run and do yoga.
LifeMode Group: Upscale Avenues Enterprising Professionals 2D
AGE BY SEX (Esri data)
RACE AND ETHNICITY (Esri data)
Median Age: 35.3 US: 38.2
Indicates US
INCOME AND NET WORTH
Net worth measures total household assets (homes, vehicles, investments, etc.) less any debts, secured (e.g., mortgages) or unsecured (credit cards). Household income and net worth are estimated by Esri.
Median Household Income
Median Net Worth
The Diversity Index summarizes racial and ethnic diversity. The index shows the likelihood that two persons, chosen at random from the same area, belong to different race or ethnic groups. The index ranges from 0 (no diversity) to 100 (complete diversity).
HOUSING
Median home value is displayed for markets that are primarily owner occupied; average rent is shown for renter-occupied markets. Tenure and home value are estimated by Esri. Housing type and average rent are from the Census Bureau's American Community Survey.
Typical Housing: Multiunits; Single Family
Median Value:
$340,200
AVERAGE HOUSEHOLD BUDGET INDEX
The index compares the average amount spent in this market's household budgets for housing, food, apparel, etc., to the average amount spent by all US households. An index of 100 is average. An index of 120 shows that average spending by consumers in this market is 20 percent above the national average. Consumer expenditures are estimated by Esri.
LifeMode Group: Upscale Avenues Enterprising Professionals 2D
Market Profile
* Frequent the dry cleaner.
* Buy digital books for tablet reading, along with magazines and newspapers.
* Travel to foreign and domestic destinations common.
* Convenience is key—shop at Amazon.com and pick up drugs at the Target pharmacy.
* Watch movies and TV with video-on-demand and HDTV over a high-speed connection.
* Eat out at The Cheesecake Factory, Chipotle Mexican, and Panera Bread; drop by Starbucks for coffee.
* Have health insurance and a 401(k) through work.
* Leisure activities include gambling, trips to museums and the beach.
OCCUPATION BY EARNINGS
The five occupations with the highest number of workers in the market are displayed by median earnings. Data from the Census Bureau's American Community Survey.
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Book
of
books used
External assessment 2021
LUI
School code
School name
Given name/s
Family name
Attach your barcode ID label here
Question and response book
Chinese SEE
SEE 2
Time allowed
* Perusal time — 15 minutes
* Working time — 120 minutes
General instructions
* Answer all questions in this question and response book.
* Write using black or blue pen.
* Respond in paragraphs consisting of full sentences.
* Planning paper will not be marked.
Section 1 (23 marks)
* 3 short response questions
* Respond in Chinese
Section 2 (16 marks)
* 4 short response questions
* Respond in English
Section 3 (21 marks)
* 1 extended response question
* Respond in Chinese
DO NOT WRITE ON THIS PAGE
THIS PAGE WILL NOT BE MARKED
Section 1
Instructions
* Listen to Stimulus 1, which is an audio text. You may play the stimulus as often as required.
* If you need more space for a response, use the additional pages at the back of this book.
– On the additional pages, write the question number you are responding to.
– Cancel any incorrect response by ruling a single diagonal line through your work.
– Write the page number of your alternative/additional response, i.e. See page …
– If you do not do this, your original response will be marked.
* This section has three questions and is worth 23 marks.
* Respond in Chinese.
QUESTION 1 (7 marks)
What is the purpose of the conversation in Stimulus 1? Justify your answer with two examples from the stimulus.
Do not write outside this box.
Analyse how significant the decision is for Li Yi Fei and Charlie to wear traditional outfits to the event. Justify your answer with three examples from the stimulus.
Do not write outside this box.
What does the tone of the conversation in Stimulus 1 reveal about the relationship between the two speakers? Justify your response with two examples from the stimulus.
Do not write outside this box.
Section 2
Instructions
* This section has four questions and is worth 16 marks.
* Respond in English.
QUESTION 4 (4 marks)
Identify a likely audience for Stimulus 2. Justify your response with three examples from the stimulus.
Do not write outside this box.
Does the writer believe the initiative will be successful? Justify your response with three examples from the stimulus.
Do not write outside this box.
What is the context of Stimulus 3? Justify your response with two examples from the stimulus.
Do not write outside this box.
How well do you think Isabella has prepared herself? Justify your response with four examples from the stimulus.
Do not write outside this box.
Section 3
Instructions
* This section has one question and is worth 21 marks.
* Respond in 200–300 characters.
* Respond in Chinese.
QUESTION 8 (21 marks)
You have been asked to give a speech at a virtual assembly to Year 11 students from Beijing Di Er Zhong Xue. The purpose is to encourage the students to apply for leadership positions next year. Write a script for a speech addressing the following:
* 分享你如何展现你的领导能力的经验
* 描述你认为对2022年十二年级同学来说，最重要的责任是什么
* 解释这样的生活经历如何会丰富你未来的生活
Do not write outside this box.
Do not write outside this box.
END OF PAPER
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
Do not write outside this box.
10of 13
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
Do not write outside this box.
of 13
11
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
Do not write outside this box.
12of 13
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
Do not write outside this box.
13of 13
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence.| Attribution: © State of Queensland (QCAA) 2021 | 1,908 | 920 | {
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Astronomers scan 11,680 nearby stars for signals from advanced civilizations
August 15 2023, by Carolyn Collins Petersen
The Green Bank Telescope is the world's largest, fully-steerable telescope. A team from UCLA used it to search for possible extraterrestrial signals from advanced civilizations "out there." Credit: NRAO/AUI/NSF
The hunt for alien life and its radio signals from beyond our solar system
is still coming up dry. But, it's not for lack of looking for possible advanced civilizations.
A recent search led by Jean-Luc Margot of UCLA's Earth, Planetary, & Space Sciences Department scanned stars within a few hundred lightyears of Earth. Margot and his team looked for radio signatures of advanced civilizations in a sampling of "TESS Objects of Interest." TESS is the Transiting Exoplanet Survey Satellite doing an all-sky survey of nearby stars and their possible planets. The paper is published on the arXiv preprint server.
Margot is founder of UCLA SETI's "Are We Alone in the Universe?" project. It looks for evidence of other civilizations in the universe and pulls information from radio emissions that might identify them. From 2020 to 2023, Margot's team pointed the Green Bank Telescope toward the TESS objects to capture radio emissions coming from a specific region of space. The team used the L-band receiver on the scope, which scans a region of the spectrum between 1.15 and 1.73 GHz. That's a narrowband "window" where they suggest it might be possible to detect alien signals if they exist.
It would be exciting to find a "wow!" signal from another civilization. But, that didn't happen this time. The team wrote a paper detailing their work, and concluded, "Based on our observations, we found that there is a high probability (94.0%–98.7%) that fewer than ~0.014% of stars earlier than M8 within 100 pc host a transmitter that is detectable in our search." That's a rather definitive conclusion that nearby stars aren't sending cosmic "hello" greetings in our direction.
What would advanced civilizations use to communicate across space?
The hunt for extraterrestrial signatures from advanced civilizations is a relatively young science. The first searches began in the mid-20th century. Since then, SETI astronomers have figured out search strategies using available radio telescopes. But, it still faces some physical realities.
It's no surprise that communications across the gulfs of space are difficult. There's a time lag, of course. A signal we send to Proxima Centauri saying "Howdy" would take just over four years to get there at the speed of light. If anybody exists there, they'd sent a "Hi neighbor" back to us—again at the speed of light. Of course, it takes another four years or so to travel between us. That's eight years to establish a connection.
Consider also that signals have to pass through whatever "stuff" exists in space, like gas and dust. Those absorb some forms of radiation. However, radio signals get through pretty well, which makes them a good choice for an interstellar greeting. Next, you have to consider what frequencies to use. It turns out those between 1 and 10 GHz are quite useful because they avoid the galaxy's "hum" at lower frequencies. At higher frequencies, our own atmosphere (and probably those of other planets) can drown out any signals.
So, astronomers assume that another technologically advanced civilization might use that range, too. Of course, there are also language differences and cultural assumptions, which would shape any messages. But, at least having a frequency range helps get the hunt going.
The "microwave window" as seen from Earth. This is the frequency range through which we might be able to detect technosignatures from distant advanced civilizations. Credit: NASA
What the team did
In their SETI search, Margot's team reasoned that they'd need to sample for emissions made by technologically savvy beings. They wrote, "The search for technosignatures provides an opportunity to obtain robust detections with unambiguous interpretations. An example of such a technosignature is a narrowband (say,
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Nature Conservation - Frequently Asked Questions (FAQs)
Q: What action is needed to protect species when carrying out building work, including extensions/patios, works to trees or clearing the garden?
A: Some species are protected by law making it illegal to kill, injure or disturb them or their habitats. In Leicester the most common protected species are bats, badgers, birds during the nesting season (March to September) and great crested newts. A survey for protected species may be needed to support a planning application and a licence to move species or clear the area they live in. Please check our Planning application requirements pages for more information.
Further information is also available from the following organisations:
* The Badger Trust
* The Bat Conservation Trust
* Amphibian and Reptile Conservation Trust (frogs, toads, newts, snakes and lizards)
* Natural England
Q: My pond is drying out, what can I do?
A: Many of our ponds in Leicester have suffered in recent years from drying out during the summer. In most cases, this is a natural cycle and wildlife has learnt to adapt by visiting the ponds in spring when full of water to enable breeding, and leaving as the ponds dry out. Topping-up ponds should only be done in an environmentally sensitive way, by collecting water in rain butts or drained off roofs and directed carefully into the ponds. Topping-up should not be done directly from a tap as it is bad for wildlife.
Q: My pond has too much frogspawn, what should I do?
A: The amount of frogspawn in ponds can vary year on year. There is no such thing as too much frogspawn in a pond and the amount is likely to balance out naturally. Please do not remove or transfer frogspawn to another water body as you may unknowingly transfer different diseases and plants.
Q: I have problems with foxes and badgers in my garden, what can I do?
A: Foxes and badgers are common in gardens in Leicester. There are various methods of discouraging foxes from domestic gardens. Please check our Environmental health pages for more information. There are methods to discourage badgers from an area, however it is always recommended to seek advice before taking any action and as it can be illegal to restrict the movements of badgers or to damage their setts. Please contact the Local Badger Group for more information.
Q: I have Japanese knotweed in my garden, what should I do?
A: Japanese Knotweed is now a serious threat to many natural habitats, especially watercourses and wetlands, because of its vigorous growth that smothers less vigorous native flora. It can also cause structural damage to buildings and other hard surfaces. It has to be removed and disposed of carefully to comply with legislation and to stop it spreading into other areas. Please see our Japanese knotweed pages for more information.
Q: Where is the nearest local nature reserve?
A: Please see our pages onLocal nature reserves
Q: Where can I see wildlife and natural green space in the city?
A: There are a variety of fantastic Parks and green spaces in Leicester, managed and maintained by the city council. The River Soar provides a corridor for wildlife to disperse; Watermead Country Park South and Aylestone Meadows are two of the biggest nature reserves and have a large variety of wildlife and are easily accessible. Other nature reserves to visit are at Knighton Park, The Orchards and Kirby Frith. | 1,359 | 708 | {
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Ionized Water The Heart Truth about
Most people associate water with thirst, and occasionally detoxification. However, there is a lot more truth in water being beneficial for the cardiovascular system than just reducing heart attacks. Find out how alkaline ionized water solves problems of the heart.
The heart is a key organ of our body. Likewise, water is of paramount importance to the body. Yet, most people do not commonly relate both of these elements together. The reality, however, is the two organs are much closer to each other than we think. Hence, the type of water that one consumes has a significant impact on his heart as well.
organisations such as the National Academy of Sciences in the United States also suggested to drink water that has approximately 170 mg/L of hardness. They concluded that "there is a definite relationship with TDS (total dissolved solids) and heart disease mortality. Higher levels of TDS results in less heart disease." 2
Heart Truths and 'Hard' Truths
Based on a World Health Organization (WHO) study conducted in the 1970s, it was found that there was a strong correlation between the incidence of high blood pressure, arrhythmia and stroke, and whether the water had sufficient minerals in them, or more commonly known as the hardness or softness of water. One theory suggests that softer water could lead to a hardening of blood vessels in the heart and hence result in the increase of the above mentioned health complications.
This was important and serious enough for the WHO to issue a statement declaring that "The use of demineralized and/or desalinated water in a given area should be approached cautiously." 1 Other
24 LiveWell| may.june '15 vol 61
Alkaline Water to the Rescue
doctors in Japan also reported using ionized water to treat high blood pressure and heart disease successfully. Professor Kuninaka Hironage, Head of Kuninaka Hospital said, "By drinking ionized water for a period of 2 to 3 months, the blood pressure should slowly drop, because the ionized water is a good solvent, which dissolves the cholesterol in the blood vessels."
With that in mind, it is essential to note that alkaline ionized water is mineral rich and its total hardness is above the minimal recommended range of 170 mg/L. A quick check with a local leading brand of water ionizer showed that its TDS was above 200 mg/L. Furthermore, the mineral presence exists in ionic form that makes it much easier for the body to absorb. All these indicate that the quality of alkaline ionized water is suitable and beneficial for long term consumption.
Take Your Pick
In addition, several studies in Japan and Korea have indicated that use of alkaline ionized water has beneficial properties to the heart. From as early as 2008, scientific testing using alkaline ionized water demonstrated positive responses towards heart conditions. Several
While all the evidence points to alkaline ionized water being of value in helping one's heart issues, it is essential for a consumer to select the correct water ionizer. Always choose a system that is from Japan and Korea with a factory medical approval number. Also feel free to check with the company on the level of hardness that the alkaline ionized water is able to achieve and lastly, ensure that the company has a strong track record. Ultimately, it is in your best interest to choose a water ionizer that serves its purpose. When in doubt, just ask. After all, it's a matter of your heart.
1. http://www.who.int/water_sanitation_ health/dwq/nuthardness.pdf
2. http://iosrjournals.org/iosr-jpbs/papers/ vol1-issue1/B0110720.pdf | 1,486 | 776 | {
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Ways to exercise when you're stuck at home.
The current situation we are in is strange, stressful and emotionally exhausting. Moving our bodies doesn't just help you keep fit, it can also help your mental well being. Regular exercise can help us de stress and boost our mood as well as keeping our fitness levels up and maintaining our health.
Few of us are lucky enough to have an exercise bike or treadmill at home. But, fortunately, there are plenty of simple exercises that you can do around the house or with household objects that will work instead:
For example, when cleaning the house….
Many of us don't really consider the fitness benefits of cleaning, but you can actually make it a real workout. Some sources estimate that you can burn a few 100 calories doing routine things like sweeping mopping and cleaning the windows, but you'll have to make a few small adjustments to your cleaning routine. For example doing lunges with the vacuum cleaner or squatting when making the bed.
Using household objects as weights
Most of us don't have our own dumbbells or weights at home but there are many surprising substitutes you can use instead. Bags of rice, tins of beans and bottled water can all be used as alternatives. For example you could do arm exercises even when you're sitting down.
Here are some simple exercises you can do at home:
*Single step ups on the stairs
*Sit to standing position from a sturdy chair
*Squats
*Lunges
Gardening
If you've got a garden then carrying out maintenance also counts as a workout during lockdown. Bending down whilst weeding and planting will strengthen your muscles. Even carrying your watering can and various tools will tone your arms and, in the springtime, mowing the lawn is a really healthy workout.
Taking a walk
Remember, unless you are vulnerable or are self isolating, you are still allowed outside for daily exercise. You can't beat a good walk - even wrapped up warm if it's freezing cold!
It's scientifically proven that nature and green spaces are essential for our health.
Exercise classes on TV and social media
There are so many free exercise classes available both on TV such as Joe Wicks, fitness instructor, and online - such as yoga and dance classes to suit your mood and catering for all abilities
Have a look on YouTube or look at the many apps available - many are currently free of charge due to the pandemic.
Try to make it part of your daily routine even if it's just a few minutes a day.
Safety during exercise outside
Regular walking running or cycling outside is a great way to stay active and healthy during the lockdown although it is important to keep your distance and staying more than two metres away from others.
Try planning your route when you're thinking of heading out. You could maybe time yourself and have targets. If possible try to choose roads, neighbourhoods and parks that will be quieter, safer, and less congested. Maybe choose a quieter time of day.
Did you know?
- Exercise can improve mental health by helping the brain cope better with stress. In one study, researchers found that those who got regular exercise were 25 percent less likely to develop depression or an anxiety disorder over the next five years
- Physical exercise lowers the risk of heart disease by over 20%.
- Regular exercise can help to enhance your memory.
- There are reports of a 30% decrease in dementia risk among those who exercise regularly.
Remember
* Exercising during lockdown may not seem
like the easiest thing to do, but it is possible. Do try out some of the ideas we've mentioned if you can.
* Do try to fit exercise into your routine whilst you are stuck indoors – your physical and mental health will thank you! | 1,384 | 760 | {
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Why Backyard Fruit Trees May Not Be for Everyone!
Integrated Pest Management (IPM) for home orchards The pros and cons to homeowners planting tree fruit in their backyards
The Yakima Valley, Wenatchee Valley and Columbia Basin Regions of Washington State are considered the deciduous "tree fruit baskets" of the United States. Our dry weather, warm springs, hot summer days combined with cool autumn nights are ideal for the commercial production of the largest and besttasting tree fruits in the nation. According to the USDA National Agricultural Statistics Service, Washington State is the leading producer of apples, pears, and sweet cherries in the USA. Washington is a leading producer of plums, prunes, peaches, nectarines, tart cherries and apricots. Tree fruit can be produced on the west side of the state as well, but precipitation patterns and plant disease management can make fruit production more of a challenge.
As a Washington resident, you might be tempted to grow your own fruit trees and capitalize on these weather conditions and you can! The objective of this website is to provide you with the information that you need to be your own fruit provider and enjoy the beauty of tree fruits at flower bloom and at fruit harvest.
Be forewarned, backyard fruit trees may not be for everyone, especially Washington residents who live in the major fruit producing areas. With all the fruit trees in our area, the incidence of fruit pests is quite high and they will find your fruit trees.
producing areas, it is far easier and cheaper to drive to a local fruit stand or farmer's market than deal with wormy fruit or handle pesticides
Red areas reflect the distribution of tree fruit orchards in Washington State.
Homeowners who plant apples, pears or cherries will discover that they need to protect their fruit from the ravages of insects and this often necessitates pesticide use each and every year. If these insect pests are not controlled, they will infest nearly every fruit on the tree and they will spread from your tree to your neighbor's tree or a commercial orchard. For those of us lucky enough to live in these fruit- every year.
CONTACT
WSU Extension Yakima County
104 North First St., Suite 204 Yakima, WA 98901 509-574-1600 firstname.lastname@example.org
WSU Extension Benton County
5600 E West canal Drive Kennewick, WA 99336 509-735-3551 email@example.com | 1,004 | 516 | {
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Learning to fly in Design Technology
These are the skills and habits which outstanding students of D&T develop. Do as many of these as possible to become completely independent in the subject and to develop the skills and knowledge needed to attain 8/9 at GCSE and A* at A Level. Remember that just doing what your teacher tells you - in your lessons and beyond - is not enough to develop your full potential in the subject.
In your lessons
Designing and Developing Ideas:
- Research intensely! Consider the moral, cultural, historical and environmental links between sources and describe relevant issues
- Develop your knowledge of the properties of materials and processes to be able to apply them with confidence when designing
- Work on communication skills, draw from observation, illustrate in 3D and design using 2D, Photoshop and Inventor
- Be creative, think outside the box, be sure to include a range of processes and never accept the simplest design!
Planning and Making:
- Be iterative, model ideas, test and trial all techniques, be critical and then develop designs
- Use your Maths knowledge to calculate sizes, thicknesses circumference etc. and Science understanding to predict the behaviour of a material.
- Produce a presentation final design drawing with a cutting list and a manufacturing plan that considers quality control, health and safety and builds in time contingencies.
- Use the correct tools for the job, don't waste material, measure twice cut once, seek assistance, solve problems and be prepared to start again to achieve a quality product.
Evaluating:
- Reflect on designing and making processes and describe how you solved problems.
- Evaluate how well the product meets the user's needs, Brief and Specification.
- Use the conditional tense to evaluate alternative approaches.
Theory:
- Make links between theory & making. Ask questions to extend knowledge and understanding.
Between your lessons
- Update and extend DT coursework on a regular basis and attend the many lunchtime, after school and holiday catch up workshops.
- Regularly use AfL packs, checklists, mark schemes, exemplars to reflect on how to achieve the highest grades.
- Consolidate learning of terminology, revise theory and sit practice papers.
- Keep informed on new technology and materials, trends in design and manufacture, global issues, exhibitions etc. Use the DT Blog, Apps, watch TV programmes Sewing Bee, Master Chef, Dragons Den etc.
Beyond your lessons
- Design and make at home and go shopping for equipment and materials. Charity shops are an excellent resource for affordable books and artefacts.
- Recognise the materials and manufacturing techniques used in existing products.
- Practice CAD drawings using tutorials and help sheets.
- Find out about progression routes and careers in the design industry.
Of course we recognise that students have busy lives and that this level of engagement is not always possible- but this is what you should aim for if you want to reach the highest level in the subject. You don't need to do ALL of these things to improve - just doing one or two of them will have an impact. Decide on two or three to focus on to improve your skills. | 1,355 | 624 | {
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Your Baby at 9 Months
Child's Name
Child's Age Today's Date
Milestones matter! How your child plays, learns, speaks, acts, and moves offers important clues about his or her development. Check the milestones your child has reached by 9 months. Take this with you and talk with your child's doctor at every well-child visit about the milestones your child has reached and what to expect next.
What Most Babies Do by this Age:
You Know Your Child Best.
Social/Emotional
o May be afraid of strangers
o May be clingy with familiar adults
o Has favorite toys
Language/Communication
o Understands "no"
o Makes a lot of different sounds like "mamamama" and "bababababa"
o Copies sounds and gestures of others
o Uses fingers to point at things
Cognitive (learning, thinking, problem-solving)
o Watches the path of something as it falls
o Looks for things he sees you hide
o Plays peek-a-boo
o Puts things in her mouth
o Moves things smoothly from one hand to the other
o Picks up things like cereal o's between thumb and index finger
Movement/Physical Development
o Stands, holding on
o Can get into sitting position
o Sits without support
o Pulls to stand
o Crawls
Act early if you have concerns about the way your child plays, learns, speaks, acts, or moves, or if your child:
o Is missing milestones
o Doesn't bear weight on legs with support
o Doesn't sit with help
o Doesn't babble ("mama", "baba", "dada")
o Doesn't play any games involving back-and-forth play
o Doesn't respond to own name
o Doesn't seem to recognize familiar people
o Doesn't look where you point
o Doesn't transfer toys from one hand to the other
Tell your child's doctor or nurse if you notice any of these signs of possible developmental delay and ask for a developmental screening.
If you or the doctor is still concerned
1. Ask for a referral to a specialist and,
2. Call your state or territory's early intervention program to find out if your child can get services to help. Learn more and find the number at cdc.gov/FindEI.
For more information, go to cdc.gov/Concerned.
DON'T WAIT. Acting early can make a real difference!
It's time for developmental screening!
At 9 months, your child is due for general developmental screening, as recommended for all children by the American Academy of Pediatrics. Ask the doctor about your child's developmental screening.
www.cdc.gov/ActEarly 1-800-CDC-INFO (1-800-232-4636)
Learn the Signs. Act Early.
Help Your Baby Learn and Grow
You can help your baby learn and grow. Talk, read, sing, and play together every day. Below are some activities to enjoy with your 9-month-old baby today.
What You Can Do for Your 9-Month-Old:
o Pay attention to the way he reacts to new situations and people; try to continue to do things that make your baby happy and comfortable.
o As she moves around more, stay close so she knows that you are near.
o Continue with routines; they are especially important now.
o Play games with “my turn, your turn.”
o Say what you think your baby is feeling. For example, say, “You are so sad, let’s see if we can make you feel better.”
o Describe what your baby is looking at; for example, “red, round ball.”
o Talk about what your baby wants when he points at something.
o Copy your baby’s sounds and words.
o Ask for behaviors that you want. For example, instead of saying “don’t stand,” say “time to sit.”
o Teach cause-and-effect by rolling balls back and forth, pushing toy cars and trucks, and putting blocks in and out of a container.
o Play peek-a-boo and hide-and-seek.
o Read and talk to your baby.
o Provide lots of room for your baby to move and explore in a safe area.
o Put your baby close to things that she can pull up on safely.
Milestones adapted from CARING FOR YOUR BABY AND YOUNG CHILD: BIRTH TO AGE 5, Fifth Edition, edited by Steven Shelov and Tanya Remer Altmann © 1991, 1993, 1998, 2004, 2009 by the American Academy of Pediatrics and BRIGHT FUTURES: GUIDELINES FOR HEALTH SUPERVISION OF INFANTS, CHILDREN, AND ADOLESCENTS, Third Edition, edited by Joseph Hagan, Jr., Judith S. Shaw, and Paula M. Duncan, 2008, Elk Grove Village, IL: American Academy of Pediatrics.
This milestone checklist is not a substitute for a standardized, validated developmental screening tool.
|1-800-CDC-INFO (1-800-232-4636) | 1,957 | 1,049 | {
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Attachment Disorder
What is it?
Attachment disorder is a mental and emotional condition predominantly found within young children, occasionally in school children and if allowed to develop can even be found in adults. Attachment is the deep and lasting bond established between a child and caregiver in the first few years of life, if the connection is lacking the following disorder could be caused.
Early experiences of neglect or abuse in babies causes attachment disorder in which the child will lose trust of others and will shy away from making a serious connection with acquaintances or family, sometimes even causing excessive friendliness and inappropriate approaches to strangers in older children.
Understanding the types, causes and warnings signs of attachment disorders, as well as how they are diagnosed and treated, should help parents and other adults care for children suffering from such a condition.
How to identify?
The warning signs of attachment disorders can be specific to the young children, but there are also warning signs that may be apparent from their parents or other primary caregivers. Very often children who suffer from attachment disorders have:
- A lack of eye contact with others.
- No desire to gaze at others when they move around rooms.
- Poor impulse control.
- A sad or listless appearance with infrequent smiles or laughter.
- No interest in interactive games.
- Consistent self-soothing behaviours, often used instead of seeking soothing from others.
- Abnormally social, though superficial, behaviours.
- Hostile, angry, defensive and/or neglectful parents or primary caregivers.
Effective strategies to help?
Make some rewards absolute and not contingent on anything. This effectively subverts AD children's strong tendency to sabotage them and thereby prove to the adults that they can't "make them succeed". (Example: AD child participates in a "fun Friday" activity regardless of their behaviour, barring any safety concerns). This approach puts the child's succeeding under the complete control of the teacher.
Drilling in the concept of "choice". Choice is an idea that is often absent in AD children's thinking. It is not simply that they refuse to accept responsibility- the ideas of people making choices and having responsibility literally makes no sense to AD children. They need to have it pointed out to them, matter-of-factly, over and over, that they are making choices all the time. Then discussion can begin to move towards making better vs. worse choices.
Approach AD children with a matter-of-fact, firm, no nonsense, not hostile, tone of voice. Directions should be phrased as directions, not questions (Example: "Do." vs. "Would you...").
Four questions never to ask AD children:
Did you...? Why did you...? Do you remember...? What did you say?
Useful link
http://www.attachmenttraumanetwork.org/understanding-attachment/attachment-disorders/ Attachment and Trauma Network http://www.kidsbehaviour.co.uk/attachment-disorders-child r en . h tm l - Kids Behaviour
https://www.theguardian.com/society/2012/feb/14/children-attachment-disorder-strugglecontrol - Article in the Guardian | 1,328 | 623 | {
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article, Autumn, 2010 Issue
Candida Overgrowth
Candidiasis is a condition in which Candida albicans (a fungal form of yeast) grows out of control and causes infection. Although there are over 20 strains of candida, candida albicans is the most common digestive yeast, and can become problematic in the body when they proliferate.
tions, sinus problems, sugar cravings and itchy rashes.
Contributing Factors
Systemic candidiasis can occur when the balance between yeast and beneficial bacteria in the digestive tract is upset and Candida gains the upper hand. This condition often develops as a result of an imbalance in the gut where the ratio of beneficial bacteria is overrun by harmful bacteria. An overly acidic pH can also contribute to candidiasis, as this condition allows for overgrowth of harmful bacteria, parasites, and candida.
Other drivers to Candida infection include heavy metal toxicity, certain medications (such as birth control pills, antibiotics, nonsteroidal antiinflammatory drugs – NSAIDs, stress, a weakened immune system and consuming too many refined carbohydrates and sugars.
Signs and Symptoms
An overgrowth of candida can cause increased intestinal permeability. Undigested food particles can then leak into the bloodstream (a disorder known as leaky gut syndrome), triggering an immune response – allergies. Once leaky gut occurs, the toxins produced by Candida are carried by the bloodstream to other organs of the body such as the brain, nervous system, joints, and skin. The liver can also become over loaded with stored toxins, which greatly impairs its ability to work as a detoxifier, which can lead to many other health concerns.
Natural Therapies that Combat Candidiasis:
- Increase healthy intestinal flora with high quality Probiotics.
- Increase fiber intake.
- Change your diet to avoid alcohol, caffeine, chocolate, dairy, sugar and highly refined or acid-forming foods.
- Detoxify metals. IMPORTANT: Do not undertake a heavy metal detox without the supervision of your practitioner.
There are numerous signs and symptoms associated with Candida overgrowth. Some of these include bad breath, brain fog, chemical sensitivity, depression, fatigue, food sensitivities and allergies, persistent gas and bloating, recurrent bladder infec-
- Homeopathic Therapy.
- Drink plenty of water (1/3 to 1/2 of your body weight in ounces daily. Example: weight is 150 lbs, drink 50-75 ounces per day).
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John Hope: A Critique of the Atlanta Compromise (1896)
Many younger African American activists criticized Washington's accommodationist strategy and advocated a more comprehensive effort to gain civil rights and social equality for all blacks. In a speech to the Colored Debating Society, John Hope (1868-1936), a young professor at Roger Williams University in Nashville, Tennessee, rejected Washington's emphasis on vocational education and called for more militant efforts to improve the status and opportunities ofAfrican Americans. Hope was the son of a white father and black mother. He graduated from Brown University in Rhode Island and later would become president of Morehouse College and Atlanta University, the first graduate university for blacks.
From Ridgely Torrence, The Story of John Hope (New York: Macmillan, 1948), pp. 114-115.
If we are not striving for equality, in heaven's name for what are we living? I regard it as cowardly and dishonest for any of our colored men to tell white people or colored people that we are not struggling for equality. If money, education, and honesty will not bring to me as much privilege, as much equality as they bring to any American citizens, then they are to me a curse, and not a blessing. God forbid that we should get the implements with which to fashion our freedom, and then be too lazy or pusillanimous to fashion it. Let us not fool ourselves nor be fooled by others. If we cannot do what other freemen do, then we are not free. Yes, my friends, I want equality. Nothing less. I want all that my Godgiven powers will enable me to get, then why not equality? Now, catch your breath, for I am going to use an adjective: I am going to say we demand social equality. In this republic we shall be less than freemen, if we have a whit less than that which thrift, education, and honor afford other freemen. If equality, political, economic, and social, is the boon of other men in this great country of ours, then equality, political, economic, and social, is what we demand. Why build a wall to keep me out? I am no wild beast, nor am I an unclean thing.
Rise, Brothers! Come let us possess this land. Never say: "Let well enough alone:' Cease to console yourselves with adages that numb the moral sense. Be discontented. Be dissatisfied. "Sweat and grunt" under present conditions. Be as restless as the tempestuous billows on the boundless sea. Let your discontent break mountain-high against the wall of prejudice, and swamp it to the very foundation. Then we shall not have to plead for justice nor on bended knee crave for mercy; for we shall be men. Then and not until then will liberty in its highest sense be the boast of our Republic.
REVIEW QUESTIONS
1. How would Booker T. Washington have responded to Hope's arguments?
2. In what ways does Hope suggest that the lack of social equality would impede the progress of African Americans?
3. If you were a black person living at the turn of the century, whose arguments, Hope's or Washington's, would you find more appealing? Why? | 1,236 | 669 | {
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Messier 73 Asterism in Constellation Aquarius
Messier 73 (M73, also known as NGC 6994) is an asterism of four stars in the constellation of Aquarius. An asterism is composed of physically unconnected stars that appear close to each other in the sky as seen from Earth. Aquarius also contains M2 and M72.
OBSERVATION DATA (J2000 EPOCH) Constellation Aquarius Right ascension 20h 58m 54s Declination -12° 38' Distance approx. 2,500 ly (approx. 770 pc) Apparent magnitude (V) 9.0m Apparent dimensions (V) 2.8'
HISTORY
M73 was discovered by Charles Messier on October 4, 1780, who originally described the object as a cluster of four stars with some nebulosity. Subsequent observations by John Herschel, however, failed to
reveal any nebulosity. Moreover, Herschel noted that the designation of M73 as a cluster was questionable. Nonetheless, Herschel included M73 in his General Catalogue of clusters, nebulae, and galaxies, and John Dreyer included M73 when he compiled the New General Catalogue. M73 was once treated as a potential sparsely populated open cluster, which consists of stars that are physically associated in space as well as on the sky. The question of whether the stars were an asterism or an open cluster generated a small, interesting debate.
In 2000, L. P. Bassino, S. Waldhausen, and R. E. Martinez published an analysis of the colors and luminosities of the stars in and around M73. They concluded that the four bright central stars and some other nearby stars followed the color-luminosity relation that is also followed by stars in open clusters (as seen in a Hertzsprung-Russell diagram). Their conclusion was that M73 was an old open cluster that was 9 arcmin wide. G. Carraro, however, published results in 2000 based on a similar analysis and concluded that the stars did not follow any color-luminosity relation. Carraro's conclusion was that M73 was an asterism. Adding to the controversy, E. Bica and collaborators concluded that the chance alignment of the four bright stars seen in the center of M73 as well as one other nearby star was highly unlikely, so M73 was probably a sparse open cluster. The controversy was solved in 2002, when M. Odenkirchen and C. Soubiran published an analysis of the high resolution spectra of the six brightest stars within 6 arcmin of the central position of M73.
Odenkirchen and Soubiran demonstrated that the distances from the Earth to the six stars were very different from each other, and the stars were moving in different directions. Therefore, they concluded that the stars were only an asterism.
Although M73 was determined to be only a chance alignment of stars, further analysis of asterisms is still important for the
Aquarius identified as "The Great One" in the Babylonian star catalogues. It represents the god Ea himself, who is commonly depicted holding an overflowing vase.
Aquarius contains three deep sky objects in the Messier catalog: the globular clusters Messier 2, Messier 72, and the open cluster Messier 73.
identification of sparsely populated open clusters. Such clusters can be important for demonstrating how open clusters are ripped apart by the gravitational forces in the Milky Way.
AK, with EarthSky and Wikipedia Notes | 1,392 | 746 | {
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HPPS Weekly Home Learning 2020 – 2021
Please use the links below to help you learn at home. You can do this work on the computer or in your Home Learning book and upload it onto Seesaw. It is important to complete all the work to ensure you keep up with the learning we are doing in school.
Division revisited
Big Cat Book
Focus: Class text: How to Find Gold: Focus: alternative spelling of n Focus: Art – understanding mood
Numbers up to 30
sound (kn)
in Artwork
Understanding story sequence https://app.seesaw.me/#/activities/li
o
Imitate the work to create brary?my_library
your own painting
o o
Identify the end sound
Look at a portrait by Henri Matisse.
Record words to describe
Discus what you would like to know.
| F ri d a y | Number bonds revisited Exceptionally able – x2/x5 table HA – Bonds to 20 MA – Bonds to 10/20 LA – Pre bonds to 5/Bonds to 10 | Big Cat Book | Focus: high frequency word work Read the words and use them in a sentence. Work with a partner to check that the words have been spelt correctly and the sentence makes sense. Use a conjunction to extend the sentences. Modified Writing area – independent LI: To write sentences that makes sense. Practise reading and spelling high frequency words. Use the read/cover/write sheets to support. Creative area – independent Look at the pictures and identify the words. Choose the correct letters/sounds to complete the spelling of the words. Activities accessible on seesaw: https://app.seesaw.me/#/activities/li brary?my_library | Focus: recap weekly sounds Phase 5 group Access the website below: Review of all sounds. https://www.phonicsplay.co.uk/reso urces/phase/5/flashcards-speed-trials Practise using the words: their and going, in sentences. Sort the words: https://wordwall.net/resource/4175 395/phonics/kn-gn-wr-mb-mn-gh-gu Phase 2/3 group Complete Phase 2 flashcards sounds recall on https://www.phonicsplay.co.uk/reso urces/phase/2/flashcards-speed- trials Read the real and nonsense words: https://wordwall.net/resour ce/11648030/phonics/phase -3-real-nonsense-words Complete the reading and spelling activity on purple mash: https://wordwall.net/resour ce/11648030/phonics/phase -3-real-nonsense-words |
|---|---|---|---|---|
| | Daily Activities Daily Raving Reading: Read for at least 15 minutes and record it in your home reading record. Remember there is a reward if you read and record every day Daily Maths: Login and practise times tables Rockstars ( https://ttrockstars.com/ ) | | | | | 1,213 | 643 | {
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CERTIFICATES OF COMPETENCY IN THE MERCHANT NAVY – MARINE ENGINEER OFFICER
EXAMINATIONS ADMINISTERED BY THE SCOTTISH QUALIFICATIONS AUTHORITY ON BEHALF OF THE MARITIME AND COASTGUARD AGENCY
STCW 78 as amended MANAGEMENT ENGINEER REG. III/2 (UNLIMITED)
040-35 – MATHEMATICS
THURSDAY, 19 JULY 2018
1315 - 1615 hrs
Examination paper inserts:
Notes for the guidance of candidates:
Materials to be supplied by examination centres:
Candidate's examination workbook
1. Non-programmable calculators may be used.
2. All formulae used must be stated and the method of working and ALL intermediate steps must be made clear in the answer.
MATHEMATICS
Attempt SIX questions only
All questions carry equal marks
Marks for each part question are shown in brackets
1. (a) Given z = x + jy, where x and y are real, solve the following equation for x and
y.
(b) Givenz
1
= 520° ,z
2
= 430° andz
3
= 215°,
2. (a) Calculate the mass of a metal containing 55% nickel which would be required to combine with 10 mg of pure nickel to form an alloy containing 85% nickel. (6)
(b) Solve EACH of the following equations for x:
3. Solve for x in EACH of the following equations:
4. (a) Solve the following system of equations for a, b and c:
(b) The sag, y metres, in a cable of length L metres stretched between two supports, x metres apart, as illustrated in Fig Q4(b), is given by the formula:
Calculate the distance x when L is 75 m and y is 2.4 m.
5. Variables P and V are thought to be related by a law of the form:
PV n = C where n and C are constants.
Observations of P and V are recorded in Table Q5.
(a) Draw a straight line graph to verify this relationship.
Table Q5
horizontal axis
Suggested scales:
2 cm = 0.1
vertical axis 2 cm = 0.1
(b) Use the graph drawn in Q5(a) to estimate the values of n and C.
(6)
(10)
(6)
6. In the diagram shown in Fig Q6, B and D represent the centres of two gear wheels.
C
An idler is to be placed at.
Calculate the values of x and y
7. (a) The rate R, in tonnes per hour, at which a particular vessel consumes fuel is given by:
R
3
00048.0
15
V
, whereVis the speed of the vessel in knots.
Determine EACH of the following for this vessel when it embarks on a passage of 500 nautical miles:
(i) the speed of the vessel which minimises the amount of fuel consumed; (10)
8. (a) The work done during an adiabatic expansion follows the law PV n = C, where C and n are constants, as the volume increases from V1 to V2.
The work done can be represented by the shaded area in Fig Q8(a).
An amount of steam expands so as to satisfy the law PV 1.13 = C.
Calculate the work done, in Joules, when the steam expands from a volume of 0.2 m 3 at a pressure of 850 kN/m 2 to a volume of 0.5 m 3 . (12) | 1,517 | 785 | {
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Starlings have been enjoying the book – The Matchbox Diary by Paul Fleischman
The story is about a grandad who moved to America from Italy as a young boy and put items into matchboxes to remember things. This week, we have been writing a biography about the man's life and here are some quotes from the work the children have completed.
Introduction
This is a book about the life of a man in the 1500s. Life was hard for the man and his family in Italy so they moved to America for a better life. (Emelia and Annie)
Childhood
In Italy, life was hard for Harry since his family were very poor. He would lie on the windowsill all day as his floor was just gravel and earth. It was very cold in the winter, all that kept him warm was the fire under the cooking pot. If he was hungry, his mother would give him an olive stone to suck on that tricked his brain into thinking he had food, after all his family didn't have enough food. (Holly)
The Journey to America
When I got onto the boat, I looked up and saw the most richest people, they were wearing frilly dresses and big hats with flowers on them. The waves crashed and thumped as the boat tilted side to side. 'Quick, hold on tight!' the captain shouted. The journey took 19 days. (Annabella and Ava)
Arrival at Ellis Island
When Harry and his family came close to Ellis island, they could see the Statue of Liberty. Harry had been crying so much, his eyes were red and puffy, they wouldn't let him in until a doctor came and checked his eyes. The doctor said, 'It's just because he has been crying, he can come past.' (Hope)
Life in America
The family found their father and Harry checked it was him by smelling his moustache. They went on a horse-drawn carriage. Everywhere they went, there was work to be done. One day, Harry went to a baseball game with his father and that is where he found the other matchboxes. Harry got a bit older and he had some coal to write with. As quick as a flash, 'He should learn to write his name,' said mum with a worried voice because he might not be able to. It was a relief when he learnt to write his name, Harry. 26 year passed and Harry got an excellent job, he became a printer for the rest of his life. (Ellis) | 749 | 528 | {
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Telling Great Stories | Josiah's Story
Lesson #1 | Josiah's Story by Tom Rinaldi (E60)
* Required
1. Your Name (First, Last) *
2. What are some of the elements of Josiah's Story that make it so compelling (writing, cinematography, sound, reporting style, etc.)? *
3. We have learned about "Golden Nuggets" and this compelling storytelling style where a story is filled with "surprises" as it unfolds. Talk about one of the surprises that helped you stay connected with Josiah's Story. *
https://docs.google.com/forms/d/1Jxf9cirCcrWcz23YP1CTt0MJ4l_212Di4k715TNMFXw/edit
1/3
4. The best stories incorporate "moments of quiet." The story is allowed to breathe, giving the viewer a moment to think about what is going on. Find one of those moments in Josiah's Story and note the timecode in your answer. Why was it important for the story to breathe at this particular point in the segment? https://youtu.be/IffZ2UyofZA *
5. We need to care about the character in the story- this is where we make a human connection with the subject of the story. Why has this piece been so successful in connecting the audience to Josiah and his struggles and triumphs? *
6. What do you think about Tom Rinaldi's reporting style (interviewing Josiah at eye level, drawing him out, interviewing family members, etc.?) *
https://docs.google.com/forms/d/1Jxf9cirCcrWcz23YP1CTt0MJ4l_212Di4k715TNMFXw/edit
2/3
7. Whether to use music (or not) is always a subject of debate in storytelling. Music can set a powerful mood and add cinematic value to a story. Music is not acceptable in news stories and in some cases not allowed by TV networks in feature stories. Music can "influence" the audience to feel a certain way. What are your thoughts on how sound was used in Josiah's Story? Did it enhance (or detract) from the story? *
This content is neither created nor endorsed by Google.
Forms https://docs.google.com/forms/d/1Jxf9cirCcrWcz23YP1CTt0MJ4l_212Di4k715TNMFXw/edit
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Blackwater PSHE Strategy 2021 - 2022
Statement of Intent
Our PSHE programme of study – SCARF (Safety, Caring, Achievement, Resilience, Friendship) aims to equip our pupils with the knowledge, understanding, skills and strategies required to become healthy, independent and responsible members of society.
Our curriculum intends to develop the whole child through carefully planned and resourced lessons that foster pupils' knowledge and skills necessary to grow personally and socially, to protect and enhance their wellbeing, to stay safe and healthy, build and maintain successful relationships and become active citizens, who are able to responsibly contribute to our diverse society.
SCARF promotes a deep understanding of British Values, developing appreciation of others and their value in society, as well as build positive views of themselves, so as to develop their self-worth, a strong sense of identity and become confident citizens by playing a positive role in contributing to school life and the wider community. All the topics support social, moral, spiritual and cultural development and provide all pupils with appropriate and essential safeguarding knowledge to enable them to know they can ask for help.
The SCARF programme of study is fully in line with the learning outcomes and core themes of the PSHE Association scheme of work. It covers all the required objectives and follows the three core areas of Health and Wellbeing, Relationships and Living in the Wider World. It also fulfils the requirements of the 2020 Statutory Relationship and Health Education which enables all pupils to build good, safe and healthy relationships now and in their future lives.
Statement of Implementation
At Blackwater Community Primary School we have a clear and comprehensive programme of study for PSHE – SCARF. This is a high-quality, inspiring curriculum with excellent enrichment experiences to enable pupils to develop essential life skills. It is designed to be taught in thematic units with a spiral approach, ensuring themes can be revisited and pupils can recall and build upon previous learning, exploring the underlying principles of PSHE education regularly at a depth that is appropriate for the age and stage of their education. All lessons include supporting materials, including building a rich bank of vocabulary.
SCARF links well with our clear and comprehensive RSE scheme of work. We aim to deliver our PSHE curriculum in a creative way by using strategies such as role play, music, singing, discussion, debate, games, etc. These strategies enable pupils to build upon our Learning Behaviours such as confidence, resilience, curiosity, and responsibility. PSHE is an important part of our school assemblies where pupil's spiritual, moral, social and cultural curiosity is stimulated, challenged and nurtured. Pupils work is recorded in Floor Books. The curriculum also provides supportive resources to extend their learning at home.
Assessment for learning opportunities are built into each unit, which enables self-evaluation, reflective learning, allowing teachers to evaluate and assess progress. It also offers a tool for summative assessment, creating opportunities to record and track achievement.
Statement of Impact
The SCARF programme of study provides our school with an effective framework for pupils' wellbeing. Pupils are enabled to develop the vocabulary, confidence and resilience to clearly articulate their thoughts and feelings within an environment that encourage openness, trust and respect and know when and how they can seek the support of others. They will apply their understanding of society to their everyday interactions, from the classroom and the school to the wider community they are part of. SCARF actively supports our school which prioritises physical and mental health, providing pupils with the skills to evaluate their own wellbeing needs, practice self-care and contribute positively to the wellbeing of those around them.
Our PSHE provision has a positive impact on the whole child, including their attainment and progress, by mitigating any social and emotional barriers to learning and build on their selfesteem. In our school we use SCARF as a tool to promote wellbeing, safeguarding and SMSC outcomes. We believe that through the effective delivery of the SCARF curriculum we enable pupils to develop the knowledge, skills and attributes they need to succeed at school and in the wider world. | 1,825 | 832 | {
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PRIMARY SOURCE from The Seneca Falls "Declaration of Sentiments"
Section 3
At the first women's rights convention, Elizabeth Cady Stanton and Lucretia Mott issued this statement modeled on the Declaration of Independence. What grievances did the women express in this portion of their Declaration?
W hen, in the course of human events, it becomes necessary for one portion of the family of man to assume among the people of the earth a position different from that which they have hitherto occupied, but one to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes that impel them to such a course.
tion, to whom the guardianship of the children shall be given, as to be wholly regardless of the happiness of women—the law, in all cases, going upon a false supposition of the supremacy of man, and giving all power into his hands.
We hold these truths to be self-evident: that all men and women are created equal; that they are endowed by their Creator with certain inalienable rights; that among these are life, liberty, and the pursuit of happiness. . . .
The history of mankind is a history of repeated injuries and usurpations on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.
He has never permitted her to exercise her inalienable right to the elective franchise.
He has compelled her to submit to laws, in the formation of which she had no voice.
He has withheld from her rights which are given to the most ignorant and degraded men— both natives and foreigners.
Having deprived her of this first right of a citizen, the elective franchise, thereby leaving her without representation in the halls of legislation, he has oppressed her on all sides.
He has made her, if married, in the eye of the law, civilly dead.
He has taken away from her all right in property, even to the wages she earns.
He has made her, morally, an irresponsible being, as she can commit many crimes with impunity, provided they be done in the presence of her husband. In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming to all intents and purposes, her master—the law giving him power to deprive her of her liberty, and to administer chastisement.
He has so framed the laws of divorce, as to what shall be the proper causes, and in case of separa-
After depriving her of all rights as a married woman, if single, and the owner of property, has taxed her to support a government which recognizes her only when her property can be made profitable to it.
He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration. He closes against her all the avenues to wealth and distinction which he considers most honorable to himself. As a teacher of theology, medicine, or law, she is not known.
He has denied her the facilities for obtaining a thorough education, all colleges being closed against her. . . .
He has endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect and to make her willing to lead a dependent and abject life.
Now, in view of this entire disenfranchisement of one-half the people of this country, their social and religious degradation—in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States. . . .
from Elizabeth Cady Stanton, Susan B. Anthony, and Matilda Joslyn Gage, eds., History of Woman Suffrage, Vol. I (1881).
Activity Options
1. Working with a partner, analyze the declaration and list the rights women have gained since 1848.
2. Write a paragraph in which you compare the purpose and language of the "Declaration of Sentiments" and the Declaration of Independence. | 1,575 | 877 | {
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Chapter-10
Worksheet-2
Choose the correct option:
1. The most famous Buddhist monastery Nalanda is located at___________.
a. Bihar
b. Jharkhand
c. Chhattisgarh d. Uttar Pradesh 2. Who was the famous ruler of a dynasty known as Guptas? a. Chandragupta b. Samudragupta c. Ashoka d. Sidhartha 3. To which language does the term 'Prashasti' belong? a. English b. Hindi c. Sanskrit d. Tamil 4. What was the meaning of Kumar-amatya? a. Minister b. Chief banker c. Scribe d. Judicial officer
5. Who wrote the biography of Harshavardhana?
a. Surender Sharma
b. Amir Khusro
c. Banbhatta
d. None of these
6. Who tried to cross Narmada to march into Deccan?
a. Harshavardhana
b. Banbhatta
c. Sidhartha
d. Ashoka
7. Which was the capital of Pallavas and Chalukyas?
a. Kanchipurm
b. Delhi
c. Agra
d. Lucknow
8. Who was the best ruler of Chalukyas?
a. Pulakeshin I
b. Pulakeshin II
c. Pulakeshin III d. None of these 9. Who composed Prayag Prashasti? a. Ravikirti b. Harisena c. Kalidasa d. None of these 10. What was the Indian name given to Greeks and Romans? a. Yadavs b. Yavanas c. Javas d. All of these Answer the following Questions. 11. Who was Samudragupta? What is main source of history about him? 12. Mention the names of two main historical sources of Harshavardhana's rule. 13. Discuss about genealogies of the Guptas. Write some sentences of Chandragupta II of the Gupta dynasty. 14. Describe in short about Harshavardhana and the Harshacharita. 15. Write a short note on the 'Assemblies in the Southern Kingdoms'. 16. Give an account of Samudragupta as a warrior.
17. Who was Pulakeshin II? Mention his main achievements, as described in his prashasti.
18. How were the kingdoms of the northern India administered during the ages of the Guptas?
19. How were the kingdoms of the northern India administered during the ages of the Harshavardhana?
20. Write important historical happenings or events against the following important dates:
1. About 1700 years ago
2. About 1400 years ago. | 965 | 594 | {
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The 12 Days of Holiday Food Safety
'Tis the season for home cooked meals enjoyed in the company of family and friends. Yet, even exceptional holiday feasts are vulnerable to foodborne germs if food safety guidelines are not followed. A cooked dish not heated to the proper internal temperature or left out too long on the buffet table can produce germs, such as E. coli or Salmonella, that make you and your guests sick. Additionally, sharing meals in close quarters with large groups of people enhances the risk of picking up and passing bacterial infections.
Learn how to pass the figgy pudding – not food poisoning – by following along as we share 12 seasonal tips for #HolidayFoodSafety.
Day 1: Prepping Your Kitchen
* Use hot water and soap to clean the sink, countertops, cutting boards, pans and cooking utensils.
* Sanitize your food thermometer and calibrate it if necessary.
* Have plenty of clean towels on hand for the meal preparation and clean-up.
* Set the refrigerator temperature to 40 °F or below.
Source: FightBac.org
Day 2: Grocery Shopping
* Keep meat separate from other items in your shopping basket.
* Refrigerate perishable food within 2 hours—1 hour when the temperature is above 90 °F.
* Pick up perishable items, like meat and produce, after non-perishables.
Source: USDA.gov
Day 3: Cooking a Holiday Meal
* Thaw turkey in the refrigerator, in a sink of cold water that is changed every 30 minutes, or in the microwave.
* Do not eat raw dough or batter made with flour or eggs.
* Be sure to cook foods thoroughly to safe minimum internal temperatures.
Source: Foodsafety.gov
Day 4: Hosting a Holiday Party
* Always serve food in clean dishes and with clean, dedicated serving ware to avoid cross-contamination.
* Keep hot foods HOT (140 °F or warmer) and cold foods COLD (40 °F or colder).
* Practice safe food handling to prevent foodborne bacteria. Have hand sanitizer on hand for guests if soap and running water are not readily available.
Source: USDA.gov
Day 5: Attending a Holiday Party
* Wash your hands before and after handling food—for yourself, as well as those coming after you in the buffet line.
* Avoid foods that have been sitting at room temperature for two hours or more.
* If you go back for seconds, ask for a new plate rather than adding fresh food to a plate that already has had food on it.
Source: USDA.gov
Day 6: Pregnant Around the Holidays
* Avoid raw or unpasteurized milk and products made with it, such as soft cheeses.
* Do not eat refrigerated smoked seafood unless it is in a cooked dish, such as a casserole, or it is canned or shelf-stable.
* Watch out for alcohol-containing holiday punches and eggnogs.
Source: Foodsafety.gov
Day 7: Practice Safe Hygiene
* Always wash your hands before and after handling food.
* If soap and water are not available, use an alcohol-based hand sanitizer that contains at least 60% alcohol.
* Cover your mouth and nose with a tissue (or your upper sleeve or elbow) when you cough or sneeze.
Source: CDC.gov
Day 8: Drinking Responsibly
* If you do have an alcoholic drink, have it with food. Alcohol can lower blood sugar and interact with diabetes medicines.
* Beware of alcoholic content in punches, egg nog, and other mixed beverages (especially if pregnant).
* Designate a nondrinking driver before any party or celebration begins.
Source: CDC.gov
Day 9: Preventing Home Fires
* Never leave the stove unattended, even for a few minutes – and turn off the burner if you leave the kitchen.
* Keep pot holders, wooden utensils, food packaging, and towels away from the stove.
* Install a smoke alarm on every level of your home—following this precaution cuts your risk of dying in a fire by half.
Source: CDC.gov
Day 10: Building a Gingerbread House
* Wash hands with warm water and soap for 20 seconds before and after constructing.
* Use non-perishable building materials if your house is left sitting out for more than two hours.
* Keep your house away from possible sources of contamination, including pets and pet hair, pests and dirt.
Source: USDA.gov
Day 11: Enjoying Holiday Leftovers
* Keep track of how long foods have been sitting on the buffet table and discard anything left out for two hours or more.
* Put food in shallow containers and immediately into the fridge for cooling.
* Reheat hot foods to 165 °F.
* Use cooked leftovers within four days.
Source: USDA.gov
Day 12: Healthy Holiday Recipe
* Egg nog or homemade ice cream
o Use pasteurized eggs or egg products, or a cooked egg-milk mixture.
o To make a cooked egg-milk mixture, heat it gently and use a food thermometer to ensure that it reaches 160°.
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According to the Bureau of Labor Statistics, more than one million workers suffer back injuries each year, and back injuries account for one of every five workplace injuries or illnesses. Further, one-fourth of all compensation indemnity claims involve back injuries, costing employers billions of dollars. These figures do not begin to reflect the pain and suffering employees experience as a result of their injuries. Back injuries are exceedingly painful. They are difficult to heal, and they have an effect upon everything a person does. If you have ever experienced a back injury, you already know this. What you may not know is that after you have experienced one back injury, a person is much more likely to experience another one sometime during your lifetime. It is important to learn techniques and procedures that may help you prevent a reoccurrence.
If, on the other hand, someone is lucky enough to have never injured your back, he can do himself a big favor by learning how to prevent one in the future. By learning proper lifting techniques and the basics of back safety, a person may be able to save himself a lot of pain.... and a lifetime of back problems.
BACK EXRCISES…
Back exercises strengthen the back and help protect from accidental injury.
Pelvic Tilt…
* Lie on your back with knees bent and feet flat on the floor.
* Slowly tighten your stomach and buttocks as you press your lower back onto the floor.
* Hold for 10 seconds and relax.
Bent-Knee Sit-Ups
* Lie on your back with knees bent, feet flat and your lower back pressed into the floor (pelvic tilt).
* Cross your arms across your chest (or lace your fingers behind your head).
* Tighten your stomach muscles and slowly raise your shoulders off the floor. Do not curl head forward.
* Hold for 10 seconds, then return to your starting position.
* Repeat five to 10 times.
Hamstring Stretch
* Lie on your back with one leg straight in front of you and the other bent.
* Press your lower back into the floor.
* Pull the knee of the bent leg as far into your chest as you can.
* Holding the ankle of the bent leg, slowly try to straighten the leg.
* Hold for 10 seconds and relax.
* Repeat five to 10 times.
* Repeat the sequence with the other leg.
Leg Lift
* Lie on your back with one leg straight in front of you and the other bent.
* Press your lower back into the floor.
* Slowly raise the straight leg as far as you can.
* Hold for 10 seconds and relax.
* Repeat five to 10 times.
* Repeat the sequence with the other leg.
Steps to follow when lifting
BEND YOUR KNEES
HUG THE LOAD
AVOID TWISTING
The Forces Involved
The amount of force placed on your back under certain conditions can be surprising. Anytime you bend or lean over to pick something up, you put tremendous pressure on your lower back.
To demonstrate this, think of your back as a lever. With the fulcrum in the center of the lever, how many pounds would it take to lift a ten pound object?
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Cryptosporidiosis
What is Cryptosporidiosis?
Cryptosporidiosis is a illness caused by a germ called cryptosporidium. The germ causes an infection to the bowel.
What are the Symptoms?
The illness may start between 1 to 12 days of becoming infected with the germs. The symptoms for Cryptosporidiosis are the following: -
* Diarrhoea (profuse and watery)
* Stomach pains
* Flu-like Fever
* Aching muscles
* Weight loss
How long does it last?
Cryptosporidiosis, for most people will last for up to 2 to 3 weeks, but for those with reduced immunity it can be extremely serious.
How can I catch it?
The illness can be caught from/by the following: --
* From somebody already suffering from the illness (the illness is much easily spread in children as they are less likely to practice good hygiene).
* From farm animals (especially sheep and cows) and from pets. You must always wash your hands after handling any animal.
* From drinking unpasteurised milk (green top).
* From drinking contaminated water ( mostly water from streams, rivers, lakes etc).
* By eating undercooked meats.
Can I give it to someone else?
Yes,
The germ causing the illness can be spread between people whom live or work together.
The infection appears in your faeces (stool) and can be spread by direct contact on unwashed hands.
How is it treated?
There is no treatment specifically for Cryptosporidiosis and most recover without any form of treatment. Although its main symptoms, Diarrhoea and vomiting lead to dehydration so it is important to drink plenty.
How can I prevent myself from catching or spreading the illness?
You can avoid spreading or catching the illness by: -
* regularly washing your hands (especially when preparing or eating foods, changing nappies, using the toilet or contact with animals)
* avoiding swallowing water when doing water sports,
* not drinking untreated water.(untreated water should be boiled for at least 3 minutes before drinking)
* by regular cleaning of toilet seats, handles, and taps with hot soapy water of disinfectant.
* Have individual towels.
* Wash clothes in the highest possible water.
* Do not use public swimming, plunge or spa pools whilst ill.
When can I return to school or work?
People suffering from the illness shouldn't return to school/work for at least 48 hours after the diarrhoea has stopped. | 953 | 515 | {
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Warrior Codes
Unit: Warriors/Soldiers (High School)
Lewis and Clark: Across the Divide excerpt By Carolyn Gilman (chapter 6)
Men who go to war together share a bond of brotherhood, and both Plains Indian tribes and Euro-Americans sought ways to formalize such bonds in social organizations. Agricultural and hunting tribes had elaborate systems of societies, each with its own ceremonies, regalia, and duties. In Mandan and Hidatsa villages, every man who reached a particular age was expected to join his generation in purchasing the appropriate society's rites and songs from the older men above them. In Lakota bands, societies were more independent; the members might choose new men to induct, or a man might earn the right to join through visions or deeds.
One famous Lakota society of the nineteenth century was the tokala, or Kit Fox Society. Its members were "Brave young men of good repute." They were named for the kit fox because they emulated that animal in activity and cunning. Symbolic objects (a pipe, lances, whips, and drum) and ceremonial regalia (fox skins, feathers, and a fox jaw on otter skin) were the signs of membership. According to Thomas Tyon and John Blunt Horn, who had been society members in their youth, the Kit Fox initiation rite "taught that one should be brave before friends and foes alike and undergo hardship and punishment with fortitude. . . . That one should search for the poor, weak, or friendless and give such all the aid one could. They inculcated that a Fox should not steal, except from the enemy, should not lie, except to the enemy, and should set an example by complying with the recognized rules of the hunt and camp. That if a fellow Fox were in trouble of any kind he should help him." In short, the principles of the Kit Fox Society were "bravery, generosity, chivalry, morality, and fraternity."
Both Lewis and Clark belonged to a society as well—the Freemasons. This was not specifically a warrior society, but it was widespread among the officer corps of the U.S. Army, and membership was practically a prerequisite for anyone holding public office between 1780 and 1820. Masonry functioned like an Ivy League college degree today—a network among the powerful and prominent. Lewis was the more committed Mason; he joined the Door of Virtue Lodge in Albemarle County in 1797 and received the Royal Arch degree in Staunton, Virginia, two years later. After the expedition, he founded a lodge in Missouri and persuaded Clark to join. Like the Kit Fox, the Freemasons performed rites and rituals using ceremonial regalia such as painted aprons and certificates of initiation. Masonry inculcated spiritual values and high ideals. A Masonic text from the 1770s listed the central tenets as brotherly love, relief of the distressed, and truth. Their cardinal virtues were temperance ("to govern our passions and to check our unruly desires"), fortitude ("to resist temptations and to encounter dangers with spirit and resolution"), prudence ("to regulate our conduct by the dictates of reason"), and justice ("the principles of equity"). Their symbolic objects were the gauge, gavel, plumb, square, compass, level, and trowel. There were many levels of initiation, all of which Lewis achieved. The masculine ideals of Masonry remained important to him until the end. When he died, he was still carrying his Masonic apron, which was found "soiled only by the life-blood of its owner." | 1,395 | 744 | {
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Art restoration
Click to edit project description Run tests on different paints to learn about art restoration.
#chemistry #materials #art
Click to edit project description
Art restoration
Every major art gallery has a scientific department, or easy access to scientific knowledge. There are many modern scientific techniques to find out about the sorts of materials and methods artists used – when we look at a painting now it's not always the same as when the artist painted it many years ago, lots of materials change over the years because of chemical changes caused by interaction with light or oxygen for example. For this project, you will carry out different tests on various types of paints you could even make some paints yourself.
Getting Started
Things to think about
Start by researching the history of paint in art.
What did early artists use? How did they colour their paints? What pigments were available to them?
What are 'lake' pigments?
What different oils are used to make oil-based paints? What are the advantages and disadvantages of oilbased paints?
There are numerous different sorts of test you can carry out:
Environmental changes: Changes due to environmental conditions are unlikely to occur during the time span of your project, after all, paints are designed not to deteriorate within a few years. Try accelerating the ageing process by using high intensity artificial lights (including UV, maybe), high temperature and/or humidity, or temperature/humidity cycling, etc.
Suitable solvents: Quite often the reason old paintings darken is because of deterioration of the varnish. Carry out investigations to find suitable solvents to remove varnish but keep the painting intact.
Loss of gloss: Another common problem with paint is the loss of 'gloss'. Devise a method of measuring the proportion of light reflected, then refine the method to measure the amount of light scattered at various angles. Remember, angle of reflection = angle of incidence.
Making paint: All the tests you carry out should be conducted on different types of paint. As well as the variety of commercially available paint, you could try making your own. Try making your own pigments and 'lakes' (hopefully your earlier research will have unearthed an explanation of this – if not, search again!). Then make paints by mixing pigments with various binders - for example egg, for tempera, or oils such as linseed or poppy seed. You can buy pigments as well as making your own.
Click to edit project description
As well as the variety of commercially available paint, you could try making your own. Try making your own pigments and 'lakes' (hopefully your earlier research will have unearthed an explanation of this – if not, search again!). Then make paints by mixing pigments with various binders - for example egg, for tempera, or oils such as linseed or poppy seed. You can buy pigments as well as making your own.
Useful Resources
You can also look at different ways of restoring old paintings. You could try contacting an analytical chemist from an art gallery, or a university department specialising in art conservation and restoration for help.
Health and Safety
Science project work is both dynamic and exciting but can also carry some risk. To avoid any accidents, make sure you stick to the following health and safety guidelines before getting started:
[x] find out if any of the materials, equipment or methods are hazardous;
[x] assess the risks (think about what could go wrong and how serious it might be);
[x] decide what you need to do to reduce any risks (such as wearing personal protective equipment, knowing how to deal with emergencies and so on);
[x] make sure your teacher agrees with your plan and risk assessment.
Remember - some pigments are toxic. Artists in the past did not realize this.
Careful – many solvents are hazardous.
Click to edit project description
Remember!
Science isn't just about data. The most successful projects will demonstrate good communication skills and show original ideas that address a real-world problem.
Look at the world around you and consider all the innovative ways that you could address the challenge. Even if things go wrong, use this to show what you have learned. Don't forget to use the student profile form to help structure your project. | 1,712 | 854 | {
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Down Syndrome
What causes Down syndrome?
Down syndrome is caused by a duplication of all or part of chromosome 21, making three copies of the chromosome rather than the usual two copies. Down syndrome is called Ttrisomy 21trisomy 21TTrisomy 21. The extra genetic material leads to certain physical changes in persons with Down syndrome.
How common is Down syndrome?
The frequency of Down syndrome is approximately 1 in every 800 births, the rate is increased in older mothers. one of the most common chromosomal abnormalities in liveborn children.It is one of the most common chromosomal abnormalities in liveborn children. The improved quality of medical care and educational resources have allowed for a more productive life and a longer life expectancy.
Do children with Down syndrome have eye problems?
Individuals with Down syndrome are at increased risk for a variety of eye and vision disorders. Fortunately, many of these eye problems can be treated, especially if discovered at an early age. The quality of life can be further enhanced by the proper assessment and correction of eye problems. The most common eye findings include:
* Refractive errors - Children with Down syndrome are more likely to need glasses than are other children. This may be due to myopia (near-sightedness), hyperopia (farsightedness), and/or astigmatism. Refractive error may develop early in life or later on.
* Strabismus - Between 20% and 60% of individuals with Down syndrome have eyes that are misaligned (strabismus). Esotropia (eyes that drift in) is most common while exotropia (eyes that drift out) occurs less frequently. Strabismus may be treated with glasses, patching and/or eye muscle surgery.
* Keratoconus - A cone shaped distortion of the cornea (front layer of the eye), occurs in up to 30% of those with Down syndrome. Keratoconus is usually diagnosed around puberty and should be monitored regularly. Blurred vision, corneal thinning, or corneal haze may result from keratoconus. Keratoconus is worsened by eye rubbing; therefore, eye rubbing should be discouraged.
* Cataracts - There is an increased incidence of congenital cataracts (present at birth) as well as acquired cataracts (develop later). The cataracts may progress slowly and should be monitored regularly, with surgical treatment performed when appropriate.
* Glaucoma- There is an increased risk of infantile glaucoma (elevated pressure within the eye).
* Blepharitis - Inflammation of the eyelids with redness at the edge of the lids and crusting around the lashes may occur and cause a feeling of dryness or burning. Treatment is with eyelid hygiene and topical antibiotics.
* Tearing - Excessive tears or watering of the eyes may occur because the drainage channels are blocked or narrow (nasolacrimal duct obstruction). This may require surgical intervention.
* Nystagmus - This is an involuntary "back-and-forth "movement or shaking of the eyes. It can affect vision to a mild or severe degree.
When should children with Down syndrome receive an eye exam?
The American Academy of Pediatrics recommends that children with Down syndrome be examined by a pediatric ophthalmologist or an ophthalmologist who is familiar with the examination of infants with disabilities. The initial exam should be done by six months of age with follow up exams once per year or more if needed.
Where can I find more information regarding Down Syndrome?
* National Down Syndrome Society
* Downs Syndrome Association
Updated 07/2017 | 1,550 | 742 | {
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Glacial environments
Lesson 4: What landforms of erosion will disappearing ice reveal?
Key idea:
A range of erosional landforms is revealed in upland areas when ice melts. Ice plays a role in creating these landforms.
Starter activity:
What is the difference between erosion and weathering? Pupils should understand the difference between weathering (material broken down on site) and erosion (where the broken material is additionally carried away by a moving force). A starter activity could involve the grouping together of examples of weathering (images of blockfields, scree slopes or granite tors) and erosion (images of moving water, ice or abrasional sand storms). Alternatively, the Word document 'Erosion and Weathering' can be studied.
Main activity:
How does ice erosion (and other forms of physical erosion) work? Continuing from the Starter activity, the word document 'Erosion and Weathering' contains additional details facts about how erosion and weathering work. It also outlines the key processes of ice erosion, and a series of activities are suggested which that are designed to get students thinking about how physical processes work in different environments.
What are the main landforms of glacial erosion?
The PowerPoint presentation 'Glacial landforms' introduces students to a range of landforms created through glacial erosion, illustrated through images from the Himalayas and the Andes. Landforms shown include U-shaped valleys, corries, Arêtes and pyramidal peaks. It may also be possible to cover further examples, such as hanging valleys and truncated spurs, if time allows. The importance of abrasion, plucking, scouring and freezethaw in the creation of these landforms should be highlighted – see fact sheet for further details.
The 'Glacier card sort' activity allows students to test their knowledge and understanding of a range of key terms relating to glaciers and erosional landforms. The correct matching for the exercise is as follows:
| Ice Age | A period of Earth’s history when temperatures are colder and glaciers grow colder |
|---|---|
| Abrasion | The ‘sandpaper’ erosion effect that a glacier has on the rock beneath it |
| Snout | The front end of a glacier |
| Highland | An upland area where glaciers may be found and erosion landforms like pyramidal peaks may be visible |
| Pyramidal peak | A sharply pointed mountain found in glaciated highland areas |
| Arête | A sharp ridge in a glaciated highland area, often leading to a |
| | pyramidal peak |
|---|---|
| Meltwater lake | A large body of meltwater that has collected in a hollow or depression close to a glacier |
| Plucking | An erosion process that involves glaciers tearing chunks of rocks away from the land beneath |
| Corrie | A deep hollow on the side of a mountain where ice collects, often located below an arête |
| Lowland | An area closer to sea level which glacial meltwater rivers flow into and where river deposition occurs |
| U-shaped valley | A wide, deep and steep-sided landform that runs through an area that has been eroded by glaciers |
Plenary
Where did the roche moutonnée get its name?
- What language is this written in?
The lesson can end with a PowerPoint presentation ('Roche moutonnée') about this interestingly-named erosional landform found on the floor of glaciated valleys. Ask your students:
- What might it mean when translated?
- What does it have to do with glaciers?
- What landform does it describe?
The photograph shows a roche moutonnée in the Ogwen Valley. Wales was one of the most southerly points in the UK to experience the ice age.
Further research
Teachers can research erosion landforms and processes as preparation for the lesson at: www.uwsp.edu/geo/faculty/ritter/geog101/textbook/glacial_systems/title_page.html
Excellent online images showing erosional landforms (especially corries) revealed by melting ice:
www.swisseduc.ch/glaciers/morteratsch/comparison/bernina-summit-en.html www.swisseduc.ch/glaciers/earth_icy_planet/glaciers02-en.html?id=10
To see ice moving (and to grasp the 'sandpaper' effect of abrasion), watch: www.youtube.com/watch?v=njTjfJcAsBg | 1,823 | 931 | {
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GOD IS FAITHFUL
OUR FAITHFUL SAVIOR
LESSON POINTS
DISCUSSION QUESTIONS
Bible Story | Rahab and the Spies – Joshua 2:1-21; 6:22-25
* Jericho, where Rahab lived, was about to be destroyed by God's people.
* Rahab hid God's people when they came to spy on the city.
* She asked the spies to save her and her family when they came back to destroy the city.
* God told the spies to tell Rahab how she could be saved.
* Rahab was to tie a red rope in her window.
* When God's people came back and defeated Jericho, everyone in Jericho was killed except Rahab and her family.
* God was faithful and told Rahab what to do to be saved.
MINISTRY IDEA
Personal Prayer
Provide time in the large or small group time where children have the chance to personally ask God and/ or they receive prayer from a leader for protection from anything they may be worried or fearful about.
LESSON OBJECTIVE
Children will learn that God is Faithful and protects those who seek after Him.
1. Why do you think Rahab wanted to help God's people?
2. Why do you think God saved Rahab and her family?
3. What do you think would have happened if Rahab hadn't obeyed God?
4. Tell about a time when God protected you from being hurt.
DRAMA SYNOPSIS #6
Jet reveals to Vurn how she became terrified of thunder storms. Vurn helps her understand God's faithfulness.
ACTIVITY IDEAS
Red Ropes
Give each child several long pieces of red yarn. Help them tie a knot at the end of their yarn and pin or tape the knot down to a stable surface. Show them how to braid the yarn to make one long red rope. Explain to your kids that this rope is very similar to the rope that Rahab used.
Following Instructions
Give your kids a set of instructions to follow, such as how to find something you have hidden or how to put something together. Make sure your kids follow them exactly, and reward them when they have accomplished their task.
LIFE APPLICATION
MEMORY VERSE
Through learning that God is Faithful, children will learn that God protects them.
He is like a rock, what He does is perfect, and He is always fair. He is a faithful God who does no wrong, who is right and fair. Deuteronomy 32:4 | 908 | 521 | {
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GOD IS OUR STRENGTH
WHEN THINGS ARE IMPOSSIBLE
LESSON POINTS
DISCUSSION QUESTIONS
Bible Story – Samson Kills a Thousand Men with a Bone – Judges 15:9-17
* The Philistines wanted to arrest Samson.
* Samson's own men turned on him.
* They tied Samson up and were going to turn him over to the Philistines.
* When they were about to give Samson to the Philistines, the Spirit of God came on Samson.
* Samson broke free.
* God gave Samson supernatural strength.
* Samson found the jawbone of a donkey and used it to kill a thousand of the men.
* God was Samson's Strength in an impossible situation.
MINISTRY IDEA
God Has Everything in His Hands
Have children spend a few minutes in one-on-one prayer time with God. Challenge children to share with God something that they may be worried about, and then listen to what He tells them.
LESSON OBJECTIVE
Children will learn that God is our Strength, and He strengthens us in impossible situations.
1. How do you think Samson felt when he was tied up and surrounded by a thousand men?
2. Where did Samson get his strength?
3. Tell of a time when you were in an impossible or scary situation and God helped you out.
4. Why do you think God gives us strength?
DRAMA SYNOPSIS #41
Luke is attempting to beat the Stay Awake record. Chance, Speezmaker, and Piper are trying everything they know of to keep him awake. Through God's strength Luke sets the record.
ACTIVITY IDEAS
Breaking Free
The children can take turns wrapping each other up in toilet paper. Then once the child has become wrapped up, he can break out of his bonds just like Samson.
The Strength of the Spirit of God
Have the children draw a picture of Samson tied up on the ground with all of his enemies around him. Then have the children draw a picture of what Samson looked like after the Spirit of God gave him strength. Reiterate the importance of relying upon God for our strength.
LIFE APPLICATION
MEMORY VERSE
Through learning that God is our Strength, children will know God will help give us that strength even in impossible situations.
The LORD protects my life. So why should I be afraid?
Psalms 27:1b copyright “©Trinity Fellowship Church, Amarillo, TX 79118” | 985 | 519 | {
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OES LOVE G
David: Brave Boy
LESSON POINTS
DISCUSSION QUESTIONS
Bible Story: 1 Samuel 17:1-53
1. Why were King Saul and his army afraid of Goliath?
* David's older brothers were in King Saul's army. They were in a stand off with the Philistines.
* Jesse, David's father, sent him to find his brothers to give them some food and supplies.
* When David arrived at the war, he saw a Philistine giant named Goliath who was 9' 9" tall.
* Goliath yelled mean things about the Israelites and God. King Saul and the soldiers were scared of Goliath.
* What Goliath was saying about God made David mad. He said, "I will fight Goliath."
* Nobody believed that he could do it – he was just a boy! David convinced King Saul to let him fight Goliath.
* David found 5 smooth round stones for his slingshot. Goliath laughed when he saw David.
* David yelled out to Goliath and the Philistines that his God was bigger than them, and they would be beat!
* David put a stone in his slingshot, swung it, let it fly and it struck Goliath right in the head.
* Goliath fell to the ground, and David ran up took Goliath's sword and killed him.
* David's love for God made him brave and able to stand up for God when He was being made fun of by Goliath.
2. Why did David get mad at Goliath?
3. How did David show God that he loved Him?
4. What should you do when people say mean things about God?
5. How can you show God that you love Him?
MINISTRY IDEA
Provide time in the large or small group time where children have the chance to receive prayer from a leader.
Drama Script 5
Flossie's fear of bugs is revealed, but she discovers through hearing how brave David was that God's love is so great that there is no room for fear to hang around.
ACTIVITY IDEAS
Rock Smiley Faces
Cut circles out of paper in the shape of rocks, one for each child. Ask a child what they are scared of. On the back of one of the rocks, write a word of encouragement that will help the child see that God is bigger than anything that they may be afraid of. Give the paper rock to the child and have them draw a smiley face on their rock. Repeat until each child has a rock with a smiley face on it.
Memory Verse Activity – Heart Rock
Prior preparation: Draw a heart on a small flat rock for each child. Give each child a rock and have them color in the heart with a marker. Have children say the memory verse as they hold up their rock.
Through learning how David loved God, children see that they can show God how much they love Him by what they do and how they worship Him. "I love God, so I
n
Children will learn how David loved God greatly. It showed in how he lived his life, and God blessed him because of his love.
_________."
er
Love the Lord your God with all your heart, all your soul, all your mind, and all your strength. Mark 12:30 | 1,085 | 699 | {
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Prosper
Tutors
Sound in Poetry
The importance of imagery
Many students are familiar with Visual Imagery in the literary field as well as in everyday con versation. You may remember a quote like Wordsworth's description of the daffodils:
'I wondered lonely as a cloud' and 'They stretched in never ending line... along the margins of a bay'.
Don't you love Wordsworth and the directness of the appeal of these images?
Likewise, Geoffrey Chaucer starts his 'Prologue to the Canterbury Tales' with:
'When that Aprille with his showers soote Hath pierced the droughte of March to the roote.'
The next category of imagery is Sound Imagery. The effect that the sound of a word has is dependent on CONTEXT. In general, long vowels tend to evoke peacefulness, slowness or solemnity. For example:
'Cool moonlight' sounds restful and still, and the idea of moving slowly.
On the other hand, combinations of VOWELS tend to give an impression of langorous or uni fied movement. Examples of this are:
'... Across the hill field, mushroom brown in
'As though on small wheels.'
'The sun, the mass of the sheep trundle
G. MacBeth (Poem for Breathing).
SHORT VOWELS tend to give an impression of quick movement or lightness. Note the efficacy of speed in the anonymous author of Sir Gawayn and the Green Knighte':
'Gawayn grips his great axe and gathers to the swing, Puts his left foot forward, on the floor for balance, Lets it swing swiftly down.'
Here the short 'i's convey the fastness of the knight's arm in bringing down the weapon. Simi larly we may note the freshness and the briskness of the short 'I' sounds in: 'It was a high day, a crisp day, The clearest kind of Autumn day With brisk intoxicating air, a Little wind that frisked...'
'The long day wanes: the slow moon climbs' which gives the effect of time
Worksheet
4
Prosper
Tutors
Sound in Poetry
Effects associated with particular letters:
Certain effects can be produced by the repetition of certain sounds. For example: 'b' and 'p' create explosive sounds, which may suggest quickness, movement, violence and contempt.
Examples of this are:
There is contempt evoked in:
'That I may rise, and stand, o'erthrow me, and bend
Your force, to break, blow, burn and make me new.'
'I then. All smarting with my wounds being cold, To be so pester'd with a popinjay...'
Also in:
Hath turned his balls to gunstones...'
'And tell the pleasant prince this mock of his
(Shakespeare: Henry V)
The letters 'm','n' and sound 'ng' create various effects of humming, singing, music and are occasionally sinister.
An example is the droning sound evoked in Tennyson's:
'The moan of doves in immemorial elms And murmuring of innumerable bees'.
'Swiftly glides the silken crest Upon the waters, dire and dressed.'
Liquid 'l' sound, as you might expect, suggests liquids in motion such as streams, waterfalls and birds such as swans moving on the water.
'k','g','st','ts' and 'ch' suggest harshness, violence, cruelty, movement, discomfort, noise and conflict.
'Here are cool mosses deep,
's' and 'sh' evoke hissing, softness, smoothness and quiet peacefulness:
And through the moss the ivies creep,
'f' and 'w' (and to a lesser extent 'v') suggest wind, wings and easy motion:
And in the streams the longleaved flowers weep, And from the craggy ledge the poppy hangs in sleep.'
't' and 'd' are like 'k' and 'g' but less emphatic and are much used in contexts where short actions are described.
'r' tends to depend on the sounds near it, but is generally found in the contexts of movement and noise. 'th' tends to be quiet and 'soothing'.
Look at this example from the Solitary Reeper by William Wordsworth and make a comment.
Is overflowing with sound.'
'O listen! For the Vale profound
Worksheet
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Preserving the Norwegian Lundehund for the future
The most important action for preserving the Lundehund is to ensure that the breed is large and thriving. Future dog owners may contribute by acquiring a Lundehund if they are considering a smaller dog for companion. The Norwegian Lundehund Association participates in the work of the Norwegian Gene Resource Centre in establishing a gene bank with frozen semen for long term storage. The aim is to store up to ten years old semen from ten dogs of each of the seven Norwegian dog breeds for use in case of an acute crises or a need of "historic" material for breeding purposes.
The Norwegian Lundehund Association
Would you like more information about Norwegian Lundehund?
The Norwegian Lundehund Association:
www.lundehund.no
Norsk Kennel Klub: www.nkk.no
Norsk Landbruksmuseum: www.umb.no/?avd=48
NORWEGIAN LUNDEHUND
Norwegian lundehund is an old breed of dogs, which was used for hunting puffin (lundefugl) and other seabirds along most of the Norwegian coastline. The exact age of the breed is unknown. However, there exist over 400 year old written accounts of puffinhunting with dogs.
www.lundehund.no
The Norwegian Puffin Dog - Lundehund - is an old breed of dogs, used for hunting puffin (lundefugl) and other sea birds along most of the Norwegian coastline. The age of the breed is unknown. However, there exist 400 years old written accounts of puffin hunting with dogs. The Lundehund has been an important element in the livelihood of people, especially on the coast of northern Norway.
The dog retrieved live puffins from nests located in narrow passages in cliffs and screes. The meat of the birds was used for food, the down and feathers for featherbeds or exported to southern parts of the country. Around 1850 bird hunting with nets took over, making the traditional puffin hunting with dogs less common. This, together with a decline of the population along the Norwegian coast reduced the need for the Lundehund. However, in a small fishing settlement on the remote island of Værøy in Lofoten, where the connections with the outside world were extremely poor, the old hunting method with dogs was maintained. From this location the Christie family at Hamar, southern Norway, obtained a few dogs in 1930 and thereafter bred a substantial number of them. Unfortunately, almost all the dogs on Værøy died of canine distemper during the second world war. They were later to be replaced by dogs of the Christies` breeding. Later the decease swept even over Hamar, and by the end of the 1950s the Lundehund was almost extinct - but again, in 1960 five dogs were sent from Værøy to Eleanor Christie who made an immense effort to preserve the race. This time she got help from other breeders, and this exceptional breed was saved..
Photo: Gunn Tove Ormset
Exterior
The Lundehund is a small spitz type dog with an ideal shoulder height of 32-38 cm. The males are a little larger than the females. The body should be rectangular. The colour of the coat is red to fawn with white patches and sprinkled with black tipped hairs. The hairs are of medium length, dense and rough, with a soft undercoat.
Special anatomic features
The special anatomic features of the Lundehund make the preservation of the breed particularly interesting. The best known characteristic is that the dog has six toes on each foot. The extra toes are endowed with a muscular system that gives them a practical functionality. The outer ear may be folded, closing the auditory passage and thereby protecting it from dirt when the dog works in narrow cliff passages. Extraordinary flexibility of body is demonstrated at the shoulders, enabling the forelegs to strech out 90 degrees to the side, and in the neck allowing the dog to bend its head onto its back.
Ref: Den norske hundeboka, Ulvund tekst & forlag.
Lundehund after successful blood tracking
Perfect mates for outdoor life | 1,591 | 877 | {
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4
"Was" and "were"
STEPHANIE SHELLABEAR presents basic grammar.
This month: using "was" and "were" to talk about the past.
The past simple forms of the verb "be" are was and were. The past simple is used when talking (or thinking) about a point of time in the past:
* We were happy to hear from you.
* I was ill yesterday.
* It was very cold last night.
To make the negative form, "not" is added. When speaking, the short form is used:
singular
plural
* The boys weren't at school last week.
* I wasn't late for the meeting yesterday.
* The meal wasn't good.
To form a question, the verb needs to be placed at the beginning of the sentence:
* Was Marion happy?
Underline the correct verb form in the following sentences.
a) This book wasn't / weren't very interesting.
b) Was / Were your friends at the party?
c) My last job was / were in Scotland.
d) We was / were in New Zealand last summer.
* Were you there?
* Were your parents at home?
When somebody asks you a question, a short answer is often given:
* Were you at home all day?
— Yes, we were. /
— No, we weren't.
* Was the film good?
e) No, it wasn't / weren't my idea.
Spotlight
3|14
— Yes, it was. / No, it wasn't.
Answers
a) wasn't; b) Were; c) was; d) were; e) wasn't
What's new?
Andrew comes home from work to find Donna in the kitchen.
By DAGMAR TAYLOR
Donna: Hello, love! Did you have a good day at work?
Andrew: Not bad. How about you?
Donna: Fine, thanks. I spoke to both of our children — so that was nice.
Andrew:
Did you call them, or did they call you?
Donna: Well, I called Paula, and about five minutes later, Stephen called me.
Andrew: And? Are they both OK? Any news?
Donna: Yes. Stephen got that job he applied for.
Andrew: Oh, brilliant! Is he happy?
Donna: Yes. He certainly sounded pleased And Paula is engaged!
.
Andrew:
Oh! To Matt?
Donna: Yes, of course to Matt.
Andrew: Well, good! When's the wedding, then?
* If someone asks you how you are or how your day was, you can say: not bad (ifml.), which means "quite good".
Tips
* It's polite (höflich) to ask the other person how he or she is as well. You can say: How about you?
* Both of is used with plural nouns and means "the two of". It is also possible to leave out "of" and say: "I spoke to both our children."
* Fresh information about something that has happened recently is news. Remember that "news" is uncountable (unzählbar). Don't say: "That's a good news", but instead: "That's good news!"
* Another way of saying "very good" is brilliant (UK ifml.).
* If you sound pleased , it's possible to tell from your voice (Stimme) that you are happy about something.
Underline the correct word to complete the sentences below.
a) Did you have a good day at / in work?
b) Donna spoke to / with both of her children.
c) Stephen applied for / to a job.
d) Paula is engaged to / with Matt.
Listen to the dialogue at www.spotlight-online.de/products/green-light
Answers: a) at; b) to; c) for; d) to | 1,330 | 800 | {
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Many soils around the world are contaminated with heavy metals, such as lead, arsenic, and mercury. These can be toxic and don't degrade, so they can remain in the soil for decades, so food grown in such soils may be toxic as well, or the metals can leach into water supplies.
Bioremediation, using living organisms to clean up the soils, is the most effective and least expensive method at this point. Usually plants are chosen, because they grow and take up metals and can then be harvested and disposed of, but plants are only effective to a certain extent. Recent studies have suggested that pairing plants with beneficial bacteria, called rhizoremediation, could increase plants' effectiveness.
Now, scientists publishing in the Journal of Hazardous Materials this past July have investigated the effects that specific bacteria have on the uptake of specific metals by specific plants.
They used bacteria that they had previously isolated from a copper-contaminated lake, that were resistant to copper, a metal that is usually deadly to microbes. They tested these bacteria, all members of the genus Pseudomonas, for resistance to other heavy metals: zinc, lead, cesium, arsenic, and mercury. Each of their eight isolates were quite resistant to all six of these metals. The bacteria were also somewhat resistant to some antibiotics, but also susceptible to various others.
In order to see whether the bacteria were beneficial for plants that could be used for bioremediation, the researchers tested the isolates' abilities to produce a plant hormone that promotes growth, and the bacteria's ability to make phosphate, a nutrient that plants need, more bioavailable. Each of the isolates produced the plant hormone from a precursor, and they could all solubilize phosphate, though some could do more than others. However, lead and mercury inhibited plant hormone production, and copper, zinc, and mercury inhibited phosphate solubilization, though arsenic increased it.
Siderophores are molecules that many bacteria produce that take up iron in the environment that bacteria need to grow. They might be useful for taking up other metals as well. In this case, copper and arsenic increased bacterial siderophore production, while zinc and lead decreased it.
The scientists tested to see whether the isolates were actually taking up the metals, and found that the bacteria accumulated a lot of copper, zinc, and lead, but not much arsenic or mercury. No surprise there. Some strains did better than others with different metals.
Finally, they tested whether the bacteria, when grown with maize and sunflower, helped the plants take up more metals. The best isolate helped the plants take up 2-3 times more copper than they took up on their own. Sunflower grew better and took up more metal than maize.
So in summary, what the researchers found were bacteria that were resistant to contaminating heavy metals that helped plants grow better and take up more of the metals: just what we needed.
Using such a combination of bacteria and plants, we could recover contaminated soils and make them useable as cropland again, or at least keep people or animals from being sickened by the metals in them. The scientists are now looking into pairing these bacteria with red fescue, a kind of grass that grows well in cold climates, which might be a better choice for northern climates than corn and sunflowers.
Plants, people, and bacteria all share a dislike for certain heavy metals in certain forms, but bacteria are often skilled at developing resistance to many kinds of environmental stresses, so it is not too surprising that they could be useful in cleaning up contamination.
What is also interesting is that resistance to certain antibiotics correlated with the isolates' resistance to metals. They are probably making use of proteins called efflux pumps that pump out harmful substances, as these could work for resisting both metals and antibiotics. Bacteria are versatile! | 1,481 | 784 | {
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FOR IMMEDIATE RELEASE
April 2, 2018
Contact: Hannah Peterson
M: 732-881-1209
E: firstname.lastname@example.org
Jersey City Launches Year of Energy to Promote Use of Renewable Energy and Sustainability Throughout 2018
Yearlong Initiative will Further Increase Public Education Around Clean Energy and Strategies to Reduce Jersey City's Carbon Footprint
JERSEY CITY – Mayor Steven M. Fulop has announced 2018 as the Year of Energy for Jersey City, which will include a variety of initiatives, events, and programming designed to increase use of renewable energy, reduce carbon and other emissions from energy production, improve the energy efficiency of City operations, and help residents conserve energy and reduce their carbon footprint. The initiatives will work across City departments to mainstream sustainability across all City operations and decision-making.
"At a time of federal inaction to fight climate change, it is vital for cities to take the lead on sustainability, and Jersey City is no exception," said Mayor Fulop. "Finding bold new ways to reduce our carbon footprint and reduce energy usage is key to moving our city forward."
The Year of Energy initiatives will support the entire Jersey City community in understanding where the City's energy comes from and what individuals can do to make their energy choices more sustainable. As part of this effort, the City is undertaking a greenhouse gas emissions inventory and fleet inventory in partnership with Sustainable Jersey and the PSEG Institute for Sustainable Studies at Montclair State University. The City has also launched a new website: www.makeitgreen.org, which will house information about the City's sustainability initiatives as well as educational information about sustainability issues such as energy.
The Year of Energy is building on the success of the City's 2017 Year of Water campaign, which raised awareness around water infrastructure and conservation. Year of Water initiatives helped the Jersey City community better understand how the city's stormwater system operates, what green infrastructure is, and what individuals can do to help improve stormwater management throughout the city. Some of these initiatives included the green infrastructure demonstrations around City Hall, the adopt-a-catch-basin program, and the Imagine a Day Without Water event.
The Year of Energy effort will be led by the City's new Office of Sustainability, which is dedicated to finding ways to improve the sustainability of the City's operations, raise public awareness of sustainable practices and issues relevant to Jersey City, and implement sustainable policies. The office will be working on areas such as water, energy, transit, and development that will improve the City's long-term sustainability in environmental, economic, and social terms.
Throughout the year, the City will roll out various initiatives as part of the Year of Energy. If you would like to find out more and get involved, please visit www.makeitgreen.org.
Year of Energy is part of a multi-year strategic sustainability effort, preceded by 2017: Year of Water and to be followed by 2019: Year of Sustainable Neighborhoods.
All media inquiries should be directed to Hannah Peterson at email@example.com or 732-881-1209. | 1,415 | 634 | {
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Writing
Narrative
Write stories with imaginary settings.
Write stories and plays that use the language of fairy tales and traditional tales.
Write stories that mimic significant authors.
Non-fiction
Write instructions.
Poetry
Write nonsense and humorous poems and limericks.
Reading
Listen to traditional tales.
Listen to a range of texts.
Learn some poems by heart.
Become familiar with a wide range of texts of different lengths.
Discuss books.
Build up a repertoire of poems to recite.
Use the class and school libraries.
Listen to short novels over time.
Communication
Engage in meaningful discussions in all areas of the curriculum.
Listen to and learn a wide range of subject specific vocabulary.
Through reading identify vocabulary that enriches and enlivens stories.
Speak to small and larger audiences at frequent intervals.
Practise and rehearse sentences and stories, gaining feedback on the overall effect and the use of standard English.
Listen to and tell stories often so as to internalise the structure.
Mathematics
Count and calculate in a range of practical contexts.
Use and apply mathematics in everyday activities and across the curriculum.
Repeat key concepts in many different practical ways to secure retention.
Add and subtract using mental and formal written methods in practical contexts.
Mill Lane C.P School
Multiply and divide using mental and formal written methods in practical contexts.
Use and apply in practical contexts a range of measures, including time.
Science
Chemistry
Materials
Identify, name, describe, classify, compare properties and changes.
Art & Design
Use experiences and ideas as the inspiration for artwork.
Share ideas using drawing, painting and sculpture.
Learn about the work of a range of artists, artisans and designers.
Computing
Understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following a sequence of instructions.
Communicate safely and respectfully online, keeping personal information private and recognise common uses of information technology beyond school.
Design & Technology
Design
Design purposeful, functional, appealing products for themselves and other users based on design criteria.
Generate develop, model and communicate their ideas through talking, drawing, templates, mock-ups and, where appropriate, information and communication technology.
Make
Select from and use a range of tools and equipment to perform practical tasks such as cutting, shaping, joining and finishing.
Evaluate
Explore and evaluate a range of existing products.
Geography
Investigate the world's continents and oceans.
Use world maps, atlases and globes.
Use simple compass directions.
1
Music
Use their voices expressively by singing songs and speaking chants and rhymes.
Listen with concentration and understanding to a range of high-quality live and recorded music.
Personal Development
Discuss and learn techniques to improve in the eight areas of success.
Study role models who have achieved success.
Physical Education
Perform dances using simple movement patterns.
Religious Education
Study the main stories of Christianity.
Study at least one other religion. Choose from Buddhism, Hinduism, Islam, Judaism or Sikhism.
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FOR IMMEDIATE RELEASE
January 15, 2019
2019 Education Outreach Session Set to Begin
MACKINAW CITY, MICH. — Mackinac State Historic Parks closed for the 2018 season in early October and will not reopen until early May for 2019. However, that doesn't mean MSHP has stopped interpreting its history to the youth of Michigan.
Each year, historic interpreters from Mackinac State Historic Parks visit hundreds of students throughout Michigan with its Education Outreach program. 2019 marks the 31st year of Historic Mackinac on Tour, an overview of Michigan history through the lens of Mackinac, and the 26th year of Water, Woods and Wildlife, a natural history program led by MSHP Curator of Natural History Jeff Dykehouse.
"While Mackinac State Historic Parks sites are closed for the winter, our costumed interpreters go to schools across the entire state of Michigan to engage students all year long," said Steve Brisson, Mackinac State Historic Parks Deputy Director. "Students experience the Great Lakes watershed, the fur trade, and, one classroom at a time, students learn the cultural and natural history of Michigan that makes our state great."
Historic Mackinac on Tour began in 1988. Two historical interpreters - one British redcoat and one civilian - engage students in Michigan history using Mackinac as the common theme. Students learn about the Native Americans who called Mackinac home, the fur trade, and the British military presence up to the American Revolution.
Water, Woods and Wildlife has been presented since 1993. Students learn about the natural history of Michigan, including the Straits of Mackinac and its location in the Great Lakes Watershed, the
CONTACT: Dominick Miller firstname.lastname@example.org Mackinac State Historic Parks Phone: (231) 436-4100 www.mackinacparks.com
variety of wildlife, and the habitat required for the survival of that wildlife. This program runs in both fall and winter/spring.
The outreach programs are presented throughout northern Michigan. Distance programs for 2019 include stops in Marquette, Grand Rapids, Cadillac and Southeast Michigan. On average, about 130 programs are presented each year reaching nearly 8,000 students.
Mackinac State Historic Parks' education outreach programs are made possible, in part, by the generosity of Mackinac Associates, the friends group to MSHP.
Mackinac State Historic Parks, a family of living history museums and parks in northern Michigan's Straits of Mackinac, is an agency within the Michigan Department of Natural Resources. Its sites—which are accredited by the American Alliance of Museums—include Fort Mackinac, Historic Downtown Mackinac, The Richard and Jane Manoogian Mackinac Art Museum, and Mackinac Island State Park on Mackinac Island, and Colonial Michilimackinac, Old Mackinac Point Lighthouse, and Historic Mill Creek Discovery Park in Mackinaw City. Mackinac State Historic Parks is governed by the Mackinac Island State Park Commission, established in 1895 to protect, preserve and present the parks' rich historic and natural resources for the education and recreation of future generations. Visitor information is available at (231) 436-4100 or on the web at www.mackinacparks.com. | 1,502 | 695 | {
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Copyright
© School Curriculum and Standards Authority, 2018
This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non-commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority's moral rights are not infringed.
Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners.
Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence.
Disclaimer
Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their teaching and learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the learning area syllabus.
Time allocation on which the sample teaching and learning outline is based
One hour of teaching per week for one school term (10 weeks)
Drama key concepts embedded
- Ideas
- Skills
- Performance
- Response
Prior knowledge
In previous years, students have begun to refine and experiment with the elements of drama to communicate improvised, devised and scripted drama, whilst being exposed to selected drama forms and styles. They have developed techniques in the use of voice, movement, role, situation, space, character, time, relationships and mood in order to create dramatic action.
Students have prior knowledge on creating drama based on scripts.
Students have developed skills to collaboratively work together during the rehearsal process and have gained experience in both the roles of performers and audience members.
As an audience member, they have demonstrated an understanding of giving and receiving feedback, to improve drama and to engage an intended audience. They have the opportunity to experience drama from a range of cultures, times and locations.
Drama Skills
Students refine and experiment with the elements of drama and selected drama forms and styles, considering how feedback can be used to enhance improvised, devised and scripted drama. Students are introduced to script formatting and conventions.
Students experience drama as performers and audience members. They develop their performance skills to establish connections and build trust with the audience.
As they make and respond to drama, students explore how dramatic narratives and mood communicate meaning. They examine the factors that influence drama in different cultures, times and contexts.
Across the year, different skills are emphasised in:
- Making (M)
- Responding (R)
Suggested assessments are provided throughout the outline for teachers to select the timing, type and number of assessments in line with the school assessment policy.
Focus
Focus
Focus
Focus | 1,346 | 594 | {
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Migration Away From Rural Minnesota
As the census gets closer, rural communities are struggling. People are moving out of rural communities to more metropolitan areas, and this has many wondering what rural representation and financial decisions will look like. Lack of academic and economic opportunities as well as shifting industries are two of the primary reasons for this migration from rural areas. Although there are some policies in place to encourage movement into rural communities, increased efforts are needed in order to change this pattern.
The debate about moving the census responses to the internet poses a serious problem to the rural communities with limited or no internet access. People in rural communities are twice as likely not to use the internet as urban or suburban Americans. If the census changes to internet responses, could the rural population be underrepresented? A policy needs to be put into place to provide a wider internet outreach to rural communities. It would be best if the cost was equal to that of a city, so families do not have to worry about financial repercussions. An online census could allow the census to have a higher response rate, but only if people from rural areas are easily able to access the survey. This would also result in better representation of rural information.
Throughout the United States, there are over 300 federally-funded programs that rely on census data to distribute
over $90 billion to states and local communities. Many of these programs target rural communities. We need policies in place to provide incentives for young adults and families to stay in rural areas. Some ways to do this would be to fund rural outreach programs such as local radio stations, health clinics or 4-H Clubs. Providing financial support for school systems in the rural areas is another important option. Good schools would allow and encourage families with kids to feel more comfortable and secure with the decision to stay in a more rural area.
In many rural communities, agriculture is a key industry. Farming is a big source of income for many families. Farming, especially small farms, are struggling to stay afloat financially. Over the last decade, the United States has lost over 17,000 dairy farms. In 2018, the agriculture industry was negatively impacted by a 21% federal budget cut. These cuts have had huge effects all over the country, and the cuts are expected to keep coming. Increasing the agriculture budget again would not only help the industry as a whole, but would allow families to keep their farms, continue to earn a living, and stay in the rural areas. Census representation from rural areas would help underscore the importance of these programs and funding.
Overall, there are many important reasons regarding the importance of rural representation and responses within the census. I have presented just a couple of those reasons to keep people in rural areas and help them feel good about the decision to do so. | 1,142 | 557 | {
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Hovercraft 2017-2018
Names: _________________________________________________________________
Score: __________ / 44
Show all equations and work. Point values are shown in parentheses at the end of the question. Assume g=9.8 m/s/s for all calculations. Include units in your answer.
1. An athlete trains by dragging a heavy load across a rough horizontal surface.
The athlete exerts a force of magnitude F on the load at an angle of 25° to the horizontal.
a) Once the load is moving at a steady speed, the average horizontal frictional force acting on the load is 470 N. What is the average value of F that will enable the load to move at constant speed? (1)
b) The load is moved a horizontal distance of 2.5km in 1.2 hours. Calculate:
i. The work done on the load by the force F (2)
ii. The minimum average power required to move the load (2)
2. A cylinder has a radius of 0.920 cm and is 25.0 cm long. How far will it sink into a mixture with a density of 865 kg/m 3 if the cylinder has a mass of 37.5 grams, assuming it is weighted so it floats vertically? (5)
3. A railway engine is travelling along a horizontal track at a constant velocity.
a) Explain, with reference to Newton's laws of motion, why the velocity of the railway engine is constant. (2)
b) The power driving the railway engine is switched off. A total horizontal resistive force of 76 kN acts on the railway engine. The railway engine stops, from its speed of 16 m/s, without braking, in a distance of 1.1km. A student hypothesizes that the horizontal resistive force is constant.
Based on this hypothesis, calculate the mass of the railway engine. (2)
4. A ball is projected horizontally at 5.0 m/s from a vertical cliff of height 110m. Assume that air resistance is negligible and g = 10m/s/s.
a) What is the magnitude of the horizontal component of acceleration of the ball after it leaves the cliff? (1)
b) What is the time taken for the ball to reach the ground? (2)
c) What is the horizontal distance travelled by the ball when it reaches the ground? (2)
5. A railway truck on a level, straight track is initially at rest. The truck is given a quick, horizontal push by an engine so that it now rolls along the track.
The initial speed of the truck after the push is 4.3 m/s. The mass of the truck is 2.2 * 10 3 kg.
a) After contact with the engine, the truck moves a distance 15m along the track. After travelling this distance the speed of the truck is 2.8m/s. Assuming a uniform acceleration, calculate the time it takes the truck to travel 15m. (2)
b) What is the average rate at which the kinetic energy of the truck is dissipated as it moves along the track? (2)
c) When the speed of the truck is 2.8 m/s it collides with a stationary truck of mass 3 * 10 3 kg. The two trucks move off together with a speed V. What is the speed V? (2)
6. A large swinging ball is used to drive a horizontal iron spike into a vertical wall. The center of the ball falls through a vertical height of 1.6m before striking the spike in the position shown.
The mass of the ball is 3.5 kg and the mass of the spike is 0.80kg. Immediately after striking the spike, the ball and spike move together.
a) What is the speed of the ball on striking the spike? (2)
b) What is the energy dissipated as a result of the collision? (4)
7. A hydraulic jack has an input piston diameter of 0.85cm and an output piston diameter of 4.50cm. What force must you exert on the input piston to lift a 1210kg car? (2)
8. A uniform solid block of mass M=0.50 kg is released from rest, slides down a 1.0m long inclined plane, and is launched horizontally from a horizontal table of height 0.75m. The inclined plane makes an angle of 30° with the horizontal. The block lands on the floor a distance D away from the edge of the table. There is a smooth transition from the inclined plane to the horizontal table, and the motion occurs with no frictional energy losses.
a) What is the kinetic energy of the block as it reaches the horizontal table? (2)
b) What is the horizontal distance D? (3)
9. Water flows left to right through the section of pipe shown below, which decreases in diameter and increases in elevation. The pipe ends on the right, where the water exits vertically. At point A the water is known to have a speed of 0.50 m/s and a pressure of 2.0 * 10 5 Pa. The density of water is 1000 kg/m 3 .
a) What is the speed of the water at point B? (2)
b) The water pressure at point B compared to point A is: (1)
____ Greater than at point A
____ Equal to point A
Justify your answer. (2)
c) What is the pressure in the pipe at point B? (1)
____ Less than at point A | 2,031 | 1,164 | {
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Student Handout
Scenario: School Run
The start and end of the school day is a well-recognised time of increased congestion on our roads. The majority of school run pick-up and drop-off is by car, leading to an increase in traffic and driver frustration, particularly around school zones, as well as an increase to safety concern, noise pollution and air pollution.
Local Councils are looking at ways to reduce the impact of the school run. A viable alternative is to encourage more students to cycle to school. Cycling has numerous benefits, including reduction of car congestion, noise pollution and air pollution. Cycling also provides daily exercise which has been proven to improve physical health and mental wellbeing.
The local Councils and schools have decided to partner and are planning to start a month-long initiative "Cycle to School" at the beginning of the next school year. Your group has been asked to help the Councils measure the environmental impact of the proposed initiative at your school over the full school year.
There are many ways to approach this problem but a good place to start is to consider the number of students in your school, the average distance they are travelling from and the amount of fuel needed to drive these students to school every day.
Key points the Councils have asked you to address are:
- How much fuel is used to do the school run for your school every year?
- What is the associated carbon footprint of these yearly car journeys?
- How would this figure change if 20% of students who go to school by car decided to participate in the Cycle to School month and then 5% went on to take this up for the whole year?
Page 1 of 2
Maths Modelling Challenge: Years 7 - 12
Student Handout
Scenario: School Run
Useful Resources
There are many ways to approach this problem and many sources for reference. Below is a list of useful links and hints that provide some background reading and may aid in your approach to the problem. These can all be access without special licenses to journals.
A great link that explains why cycling to school is good for you and the environment.
https://bq.org.au/resources/why-ride-to-school/
Video link of Daniel O'Doherty, 2008 'Action Against Climate Change' Eureka Schools Prize winner, as he determines his hypothesis then designs and conducts a study about carbon emissions. His simple formula may help you design your approach but there are many more factors that you can consider. (Begins at 13:20)
https://www.abc.net.au/catalyst/giant-cuttlefish--daniel-odoherty---sea-urchins/11011536? jwsource=cl
A great study on the social cost of carbon is given here.
http://www.cobham-erc.eu/wp-content/ uploads/2019/04/
preprint_Ricke2018_country_level_scc.pdf
You may already know the number of students, catchment area and number of school days in a year but if not you can always ask your teacher. However, the following are some useful links to estimate catchment area and fuel consumption.
Catchment area
https://www.qgso.qld.gov.au/maps/edmap/
Fuel consumption https://co2.myclimate.org/en/car_calculators/new
Page 2 of 2
Index
Carbon absorption rate of trees: a process whereby carbon is removed from the atmosphere and stored long-term in trees, roots and soil.
Catchment area: is the area in which a state school's core intake of students must live.
Fuel consumption: is the amount of fuel used per unit distance travelled; for example, litres per 100 kilometres (L/100 km). This can be converted into CO2 emissions using online calculators.
Greenhouse gas emission: the release of harmful gases into our environment from transport.
Planetary health:the health of human civilization and the natural systems, such as the environment, on which it depends. | 1,648 | 814 | {
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Shinn Family Contributions to the Community
by Jill M. Singleton
Pioneer agriculturalists and nursery owners, in 1856 James and Lucy Shinn were at the forefront of Alameda County early settlement after California statehood, before Niles the railroad town even existed. In 1867, President Andrew Johnson personally signed the deed of 150 acres of land to the Shinns.
Their first home was the Sim Cottage located near the gravel banks of Alameda Creek, not far from where Shinn Pond is today in Niles Community Park. These gravels supplied the new transcontinental railroad track bed and the construction of the new University of California at Berkeley. As the gravel extraction expanded, the Sim Cottage was moved to what is Shinn Avenue today.
Their children Charles Howard Shinn and Millicent Washburn Shinn grew up to be some of the first graduates of this new university and became famous for their pioneering publications in environmental and psychology fields respectively. Millicent was editor and Charles a journalist on agricultural topics for the San Francisco based journal "The Overland Monthly'. Mount Shinn commemorates Charles Howard Shinn, recognizing his role as environmentalist alongside John Muir and as the first superintendent of Yosemite Park.
In 1890 the youngest son, Joseph Clark Shinn returned to the Shinn Ranch to take over the pear orchards and gravel pits from his father, the nursery having sold its stock in 1888 after almost two decades of supplying local orchards with plant stock. The legacy of the nursery years are evident in the exotic arboretum planted around the 1876 'Big House' or Shinn House as we know it today.
Joseph Clark Shinn was a pioneer for his generation, helping to shape the state legislation that allowed the creation of water districts, and then creating the first one in the state in 1913. He remained on the Alameda County Water District Board of Directors for over 27 years, a key force behind consolidating local water rights. He was also on the board for Washington Union High School for 10 years, president of the Alameda County Farm Bureau and trustee for the Niles Congregational Church.
He and his wife were proud to be trustees of the Niles Library Association; the 1928 Niles Library building itself a donation by the Ford family, an adjoining gravel operator. Joseph's wife, Florence Mayhew Shinn was active in starting health clinics, which later became Washington Hospital, was a founder of the Washington Township Historical Society and the Toyon Branch of the Oakland Children's Hospital.
As the surviving Shinn siblings, Joseph Clark Shinn and Millicent Washburn Shinn donated the land for the 1930 Veteran's Memorial Building in Niles. In 1930, pear orchards stretched all the way between the California Nursery Company holdings and the Niles Grammar School across the street. The school was also built on land previously owned by the Shinn family.
In 1962, Florence Mayhew Shinn donated the Shinn family home and surrounding gardens and farm buildings with the surrounding four and a half acres of land to the City of Fremont for a historical park. Shinn House opened in 1976, a Bicentennial Year accomplishment for the Mission Peak Heritage Foundation.
The Shinn family descendants continue to be involved in their Fremont heritage, including the recent support for maintenance of the arboretum and an exhibit area commemorating the accomplishments of Admiral Allen Mayhew Shinn, son of Joseph and Florence Shinn.
Winifred Bendel, writing about the 'Shinn Gift' in the 1962 News Register Publisher's Column, described the Shinn family's 'heritage of community love and service' and that 'always the Shinn hospitality was wide and gracious'. | 1,591 | 767 | {
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Joliet Township High School Strategic Plan 2015-2021 Empowering students to compete and contribute
Our Mission
The mission of Joliet Township High School, a historically rich, unified and innovative learning community, is to empower every student to compete and contribute positively to our community and global society by providing a rigorous and personalized education through an academy environment.
Our Beliefs Our mission statement was built on these beliefs:
* Every human being possesses inherent worth.
* Individuals are responsible for their own actions.
* Diversity strengthens and enriches society.
* Life-long learning is necessary to thrive in a continuously changing world.
* People learn at different rates, in different ways, and in a variety of settings.
* High expectations positively influence performance.
* Motivation, perseverance, hard work, and a positive attitude strengthen the ability of an individual to reach potential.
* The family environment has a strong influence on the development of each of its members.
* Education is a shared responsibility among students, family, staff, and the community.
* An educated public sustains our democracy.
* Empathy, honesty, integrity and respect are essential in building and maintaining mutual trust.
* A safe environment is essential for every individual.
* High quality schools are essential to the quality of life for the whole community.
* All people can learn.
2016 Strategic Planning Team
Objectives Where We Are Headed:
* Every student will meet or exceed annual growth targets as measured by classroom, district and standardized assessments.
* The graduation rate will be 90 percent or higher.
* By the year 2018, every student will develop and implement a challenging Individual Career Plan (ICP) to prepare for a successful transition to further education and a career endeavor of choice.
* All students will consistently demonstrate the character attributes of Confidence, Compassion, Responsibility, Tolerance, Respect, Integrity and Perseverance.
Strategies How We Will Get There:
1. We will use data to personalize instruction and support in order to motivate and engage students to achieve identified growth targets, complete their Individual Career Plan (ICP) and graduate. (Nine Action Plans)
2. We will ensure all JTHS personnel use effective internal and external communication to create a welcoming environment that develops positive relationships and engages all stakeholders in improving student achievement. (Five Action Plans)
3. We will identify, model, reinforce, and measure the character attributes needed to compete and contribute as respectful, responsible and productive citizens. (One Action Plan)
4. We will ensure our curriculum and assessments strengthen the implementation of the academy structure so that all students are college and career ready. (Five Action Plans)
5. We will secure and leverage our physical, technological and human resources to effectively support our students' education. (Six Action Plans)
6. We will, in partnership with families and community, develop and implement plans to deliver a culturally responsive educational experience and expand the diversity of our faculty and admin istration in order to close the achievement gap. (Five Action Plans)
Parameters The Ground Rules:
* We will capitalize on the benefits of our diversity to enrich and strengthen our educational programs.
* We will always use data, effective instruction, and a continuum of academic support to improve student achievement.
* We will always maintain a safe and secure environment.
* We will not tolerate behavior which demeans the self-worth or dignity of any individual or group.
* No new program or service will be accepted unless it is consistent with the strategic plan, its benefits clearly justify the cost, and provisions are made for staff development with sufficient time for effective implementation and program evaluation.
* No program will be retained unless the benefits continue to justify the costs, and the program makes an optimal contribution to the mission.
* We will always work in collaboration with our sender school districts to provide a cohesive, rigorous educational program to ensure all students are college and career ready.
* School and District Improvement Plans must always be consistent with the strategic direction of the district.
* We will establish scheduling priorities that support student academic achievement within an academy environment. | 1,972 | 815 | {
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FACULTY CONTINUING EDUCATION
"PREPARING TO TEACH MULTICULTURALLY"
10 HOURS 1.0 CEUs
What is Multicultural Education?
Multicultural Education is "an educational strategy in which student's cultures are used to develop effective classroom instruction and school environments" (Gollnick and Chinn, 2013).
Multicultural Education must support and extend the concepts of culture, diversity, equality, social justice, and democracy into the school setting. Through this brief Continuing Education Unit, educators will be able to examine these concepts and their applications in the classroom and in their institution.
Know Yourself and Others
One of the more important traits of multicultural educators is to be able to know their own cultural identity. In addition to knowing themselves, educators need to learn about groups other than their own. Suggested activities to become more aware of other groups may include attending ethnic movies, participating in ethnic celebrations and activities and interacting with members of different groups in a variety of settings.
Educators should make an effort to interact with people who are culturally different. According to Gollnick and Chinn (2013), long term cultural experiences are the most effective way of overcoming fear and misconceptions about different groups. Additionally, educators should not generalize about an entire group on the basis of the characteristics and behaviors of a few individuals.
In direct contacts with different groups, educators are able to learn to be open to traditions and cultural characteristics that enables them to learn and identify themselves with others. Educators' must learn to understand, empathize with, and participate in a second culture, in order to be able to create multicultural classroom experiences.
Reflect on Your Practice
To provide multicultural education, educators need to reflect on their practice in the classroom, such as:
- Ensure that the content of textbooks accurately portray diversity.
- Recognize racism, sexism, homophobia, and confront students and colleagues who are not treating others with respect.
- Correct their own behavior when they learn that their prejudices are showing.
- Think about ways to use students' cultures to help them learn the course content and skills.
- Continuously improve teaching methods to make sure to include all students.
- Promote positive student relationships that support academic achievement, regardless of gender, ethnicity, age, religion, language, socio-economic status, sexual orientation or exceptionality.
Activities:
Please answer the following questions in complete paragraphs. Make sure to include a references page and make the appropriate citations.
1. How can you incorporate student cultures into your curriculum/course content?
2. How will you know if you have higher expectations for students in your classroom from specific groups?
3. What practices in schools could support and promote multiculturalism?
4. Describe your cultural identity and the factors that have influenced it.
5. Define "culturally responsive teaching" | 1,343 | 568 | {
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Healthy Weight Control Tips For People with PKU:
- ALWAYS drink your formula FIRST before eating a meal. This will help to control your hunger so you are not tempted to overeat!
- Keep your food portions small and eat slowly. A sample meal should look as follows: Fill 2/3 of your plate with your favourite vegetables and fruits. The remaining 1/3 of the plate should be a grain or low protein food.
- Remember to count the higher PHE vegetables as a regular starch or grain. These include corn, sweet potato, peas, spinach, and potato.
- Limit fats, sauces, and spreads (butter, oil, margarine, gravy, regular salad dressings, cream sauces) to 2 tbsp a day. A little goes along way!! 1 tbsp adds 100 calories!
- You can make your favourite recipes lower in calories by replacing the fat with the following :
- Calorie wise salad dressing (light Italian for stir frying, sautéing, browning etc.)
- Seafood cocktail sauce
- Sweet 'n' sour sauce
- Tomato sauce or salsa
- BBQ sauce
- 1 cube bouillon
- A-1 or Lea Perrins steak sauce
- Light margarine
- Light miracle whip
- Experiment with herbs, spices, fruit zests, lemon, vinegar and flavour extracts to add extra flavour without calories.
- Replace high calorie fruit juices and drinks with lower calorie alternatives such as:
- Club soda or tonic water with lemon or lime juice
- Ocean spray cocktail with club soda
- Herbal tea- hot or cold
- Diet orange crush with Splenda
- Don't eat if you are not hungry. Get busy instead. Phone a friend, go for a walk, do some house cleaning or gardening, or start a project you have been putting off.
- Get enough sleep if you are tired.
- Drink 6-8 glasses of water each day.
- Be active doing something you enjoy. Try to do at least 30 minutes of moderate exercise each day. Start slowly and gradually over time.
- Exercise with a friend
- Try to take the stairs and walk to wherever you are going whenever possible
- Still hungry? Here are some snack ideas that are under 100 calories and less than 50 mg of PHE per serving.
- Raw veggies with ¼ cup of salsa
- 1 fruit roll up
- 2 cups low fat microwave popcorn
- 1 small bag of baked apple chips
- 1 fruit ice bar or Popsicle
- Aproten cracker toast with 1 tbsp of light cream cheese
- 6 mini rice cakes (caramel, apple or cinnamon)
- 2 ginger snaps or 3-4 Arrowroot cookies
- 12 Teddy grahams
- ½ cup Lipton cup-a-soup (chicken broth or onion/mushrooms)
Other snack ideas that are less than 100 calories:
- 1 medium fresh fruit (e.g. banana, pear, apple or orange)
- 250mL (1 cup) fresh/frozen/canned cantaloupe, berries (e.g. cherries, blueberries, strawberries, raspberries) or grapes
- 250mL (1 cup) mixed green salad with 1 Tbsp low fat salad dressing
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World Water Day - 'Water and Sustainable Development'
Water - a colourless, odourless, tasteless liquid - so simply described, yet so valuable. It covers three- quarters of Earth yet most of it (97 percent) is found in oceans and therefore salty and unsuitable for humans to drink. Just a mere 3 percent of Earth's water is suitable for humans to use to drink, cook, bathe and water our crops.
Despite differences in our language, cultural beliefs or location, people all over the world agree that water is a vital
resource both for human life and that of plants and other species of animals. Water performs important functions in our bodies and that of other animals and plants, for example, it serves as a medium for the circulation of nutrients to tissues and the removal of wastes from them.
Goods are transported across oceans from where they are grown or manufactured to far-off countries. Water still remains the cheapest form of transportation allowing people to access goods at an affordable price. Water is also vital to the manufacture of modern-day food, equipment and even medicine and cosmetics.
Despite the importance of water to our lives, few of us have knowledge about water issues facing the world today. More often than not we take water and its convenience for granted. Yet water – this vital resource faces serious threats that are both natural and man-made. Water is increasingly under threat from environmental pollution, urbanization and industrialization. Climate change compounds the situation as frequent occurrences of drought and floods compromise the quality of water in rivers and lakes. A World Health Organization Study done in 2004 found that 1.1 billion people still lack access to safe drinking water and globally - one in six people have no alternative but to consume unsafe water. The Study predicts that in the face of increasing global water stress, the difficulties associated with assuring access to clean drinking water will only escalate. The study
further concludes that by 2050 it is estimated that twothirds of the global population will be living in water scarce countries with 1.8 million people living in areas of absolute water scarcity.
Though Guyana is a "land of many waters", it is not exempted from the alarming statistics of the WHO Study. The time is now to change attitudes and inculcate best practice methods in the next generation. Another publication by the WHO further convinces us of this need from a health perspective as it points out that poor water quality accounted for more than 1/3 of deaths which are in children under the age of five as a result of communicable diseases in the Caribbean and Latin America region alone.
Facts
750 million people around the world lack access to safe water; approximately one in six people. 2
More than twice the population of the United States live without access to safe water. 2,3
Diarrhea caused by inadequate drinking water, sanitation, and hand hygiene kills an estimated 842,000 people every year.
1 in 9 people worldwide do not have access to safe and clean drinking water.
In developing countries, as much as 80% of illnesses are linked to poor water and sanitation conditions.
Half of the world's hospital beds are filled with people suffering from a water-related disease.
Over half of the developing world's primary schools don't have access to water and sanitation facilities. Without toilets, girls often drop out at puberty.
Nearly 1 out of every 5 deaths under the age of 5 worldwide is due to a water-related disease.
Source: World Health Organization
About the Day
World Water Day is marked on 22 March every year. It's a day to celebrate water. It's a day to make a difference for the members of the global population who suffer from water related issues. It's a day to prepare for how we manage water in the future.
In 1993, the United Nations General Assembly designated 22 March as the first World Water Day. 22 years later, World Water Day is celebrated around the world shining the spotlight on a different issue every year. In 2015, the theme for World Water Day is 'Water and Sustainable Development'. It's about how water links to all areas we need to consider creating the future we want.
The Environmental Protection Agency in recognizing the importance and need for awareness, encourages all to be mindful of the need to conserve water in our homes, factories and fields. In this age of information, resources are available on ways to conserve this precious resource both in terms of quantity and quality. In the words of former United Nations Secretary General Kofi Annan in his World Water Day Message in 2001:"Access to safe water is a fundamental human need and therefore a basic human right, contaminated water jeopardizes both the physical and social health of all people."
Share your ideas and questions by sending letters to: "Our Earth, Our Environment", C/O EIT Division, Environmental Protection Agency, Ganges Street, Sophia, GEORGETOWN, or email us at: firstname.lastname@example.org | 2,022 | 1,046 | {
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Homily for All Saints
(children)
Today we celebrate the feast of all saints. During weekdays throughout the year, the church celebrates and remembers special saints who are now in Heaven. Can we name a few of them? These people have been declared by the church to be saints because everyone knew that when they were alive they lived very good lives and were special friends of Jesus. If they did anything naughty they would always say sorry to Jesus. Jesus would always forgive them.
This is not to say that these special people are the only ones who are in Heaven. On the contrary, St. Paul, in many of his letters in the Bible calls the 'ordinary' Christians, like ourselves, 'saints. So in the early church anyone who believed in Jesus and tried their best to live and love like Him was automatically called a saint. It was only much later that the church began to apply the term 'Saint' solely to those who had died but who lived especially good lives while they lived. To use football terms they are in the Premier Division whereas most of the rest of us end up in the First Division or even Second as far as Sainthood is concerned. But God wants all of us to be saints whatever division we're in.
Today we remember with joy all those who have entered Heaven before us – many, I'm sure from our own families. You might remember say a nan-nan or a grand dad or great grandparents whom you have fond memories of who have passed away but who were very good to you while they were alive and you still miss them very much. You cried a lot when they died. They are surely in Heaven. Therefore we live in hope that all our ancestors are in Heaven through the goodness of God. We have no reason to fear them for they love us and wish us well in everything we do. If they were especially close to us while on Earth they are even closer to us in Heaven. We should ask them to help us and to pray to God for us. We should look forward to the day when we will meet them again in Heaven just as they look forward to meeting us. What a happy meeting that will be.
HALLOWEEN
The day before All Saints is called Halloween - the Eve of All Saints, but that is the only Christian element in it. All the rest that accompanies Halloween is of pagan origin so it goes back to the time before Christianity. It was a pagan Celtic feast. They believed that after sunset on Halloween, the spirits of the dead and evil spirits roamed the skies seeking to harm humans, especially if the dead had been harmed by them. For protection people disguised themselves by dressing up in costumes and carried lights inside in turnips. In order to counteract the Pagan feast, the Catholic Church placed the feast of All Saints on November 1 st .
Children have fun on Halloween now but it would be a pity if children did not know the Christian element of this feast - the feast of All Saints. So if your children are celebrating Halloween and know nothing about All Saints, please explain All Saints to them. I don't think it's right on Halloween to send out our children as Devils or Vampires. That would be resurrecting its pagan origins. For those who don't value the saints the Eve has become hollow rather than hallow. We are Christians, so let us not celebrate as pagans. The Church has tried to turn a pagan celebration into a Christian celebration. Is the reverse happening today? As believers, it's up to us to make sure it doesn't. | 1,213 | 729 | {
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Séminaires de l'unité de recherche éducationnelle en mathématiques
Mathematics Educational Research Unit Seminars
Hi! My name is Vicki Zack, and on April 17 I will be speaking with you during one of your MERU sessions. I wanted to tell you a little about myself and the work I have been doing over the past few years so as to set the context. At the end of my "blurb" I have appended points which briefly summarize some of the ideas I would like to explore with you. I would love to know from you if there are questions you have which I could deal with when we meet. (See below the section titled: Possible ideas for exploration.)
I will use as a title for our session a header I used in a paper I wrote recently:
What's a literature person like you doing . . ., teaching and researching in elementary level mathematics?
I will be speaking to you about the research I did, as a teacher researcher, in my fifth-grade elementary classroom for twelve years (1989-2001). I retired recently but am still thinking and writing about the work. For me, researching from the 'inside' has been transformative and generative. There have been so many instances in which I have learned something significant about the mathematics due to the children's questions and this has changed my understanding in fundamental ways. I learned more about the children as they do the mathematics work, and more about the mathematics from the way the children solved the nonroutine problems. Some insist that teacher research is about change, that as educators we must be committed to improving our practice, and that of course is important. However, it might just as likely involve a deliberate attempt to make more visible what is going on (Cochran Smith & Lytle, 1993). As I tried to make more visible what was going on, I came to better understand the mathematics and the children's thinking, and this in turn affected my practice. It has been a stimulating journey for me, whose identity has been tied into literature and language arts for the first half of my lifespan, to engage with mathematics and to learn to love it with a passion.
My main overarching goal has been to study how learning is interactively accomplished, namely: How is mathematical meaning made, and shared? My focus when I began was on explanations -- children' explanations to their peers-and I then extended my search to explore arguments, and the children's notions of convincing and proving. I gathered a great deal of material each year, and so what did I select to study more closely? I have always chosen incidents or ideas which made me pause and wonder.
To establish the context, I will tell you briefly about my background, and the school and classroom environment in the private school in Montreal in which I
Séminaires de l'unité de recherche éducationnelle en mathématiques
Mathematics Educational Research Unit Seminars
taught. I returned to the elementary classroom in 1989 after completing my doctoral work, and after working at the university level in a faculty of education for a number of years, in order to research from the inside, in the changing ecologies of reform-oriented classrooms (literature-based approaches in reading and problem-solving approaches in mathematics). The school in which I worked is a problem-solving culture in which the students are expected to support their positions and present arguments for their point of view in most areas of the curriculum. In my fifth grade classroom (10 - 11 year-olds) we used an inquirybased approach in which we-- students and teacher alike-- often pursued questions of interest to us; we pursued inquiries in the literature and social studies areas, as well as in the mathematics area.
For our session:
There is one task I would like you to do prior to our session (see below) which you can do alone or with others, and there is one short paper which I would like you to read after you do the task. I have attached the paper. The task and paper will give us a jumping off point from which we might discuss some of the ideas. You will not be questioned, tested, or otherwise put on the spot (as if I would ever do that!) if you have not had a chance to do the task or read the paper!!!
The Count the Squares Task:
Find all the squares in the figure on the left. Can you prove that you have found them all?
Referenced Paper:
Zack, V. (1997). "You have to prove us wrong": Proof at the elementary school level. In E. Pehkonen (Ed.), Proceedings of the Twenty-First Conference of the International Group for the Psychology of Mathematics Education (PME 21) (Vol. 4, pp. 291-298), Lahti, Finland, July 14-19, 1997.
Séminaires de l'unité de recherche éducationnelle en mathématiques
Mathematics Educational Research Unit Seminars
Possible ideas for exploration:
- Learning from learners
- Nitty-gritty questions such as:
- One mathematical task and how the ensuing inquiry evolved
How do you set up 2 (sometimes 6) videotape recording devices & microphones, do observation notes, do follow-up interviews when necessary, etc.
Please e-mail your ideas and questions to me: firstname.lastname@example.org | 2,046 | 1,101 | {
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But younger students struggled in language arts, reading on state exam
Cedar Grove-Belgium middle and high school students, especially eighth-graders, scored well above the state average on the Wisconsin Knowledge and Concepts Exam (WKCE), but elementary students were closer to the state average and below it in one instance.
Students in third, fifth, sixth, seventh and 10th grades were tested in reading and math. Fourth and eighth-graders were tested in six areas — reading, language arts, math, science, social studies and a writing component.
Math was a strong point for all students, who scored well above the state average for the number of students in advanced and proficient levels.
Principals were scheduled to present the results to the School Board Wednesday, May 9.
Eighth-graders at Cedar Grove-Belgium Middle School excelled in the exam, with more than 94% performing at the advanced or proficient levels in reading, math, science and social studies, and 80%, compared to 63% statewide, achieving those levels in language arts.
On the writing test, eighth-graders scored slightly above the state average. Four eighth-graders scored 8 out of 9 points onthe writing task. Eighth-graders met the annual measurable objectives in reading and math as defined by the state.
Fourth-graders scored below the state average (74% compared to 77%) in language arts, struggling with finding the best ways to combine sentences in a story, finding the sentence that best completes the story and research-related questions.
Fourth-graders did very well in reading, math and science, were at the state average in social studies and above average in the writing task.
Third-graders did well in math with 83% at advanced or proficient levels compared to 77% statewide, but only slightly above the state average (80.3% to 79.7%) in reading.
"All areas represent growth needs," Elementary Principal Craig Gunderson said in his report. "Scores have been trending as a decline since 2002."
Work on common core standards in the curriculum will be done over the summer, he said, in addition to next school year when early release days on the third Wednesdays of each month will be devoted to curriculum work at all grade levels.
Elementary teachers will also schedule what they call PIE (prevention, intervention and enrichment) time for all students of 30 to 50 minutes, with students receiving help or challenges according to their skill levels.
"Instructional aides and intervention specialists will partner with grade-level teachers to
1 / 2
Eighth-graders excel in WKCE tests
Written by CAROL POMEDAY Wednesday, 09 May 2012 15:58
provide smaller group sizes and intensive support to all students," Gunderson said in his report.
In the middle school, fifth, sixth and seventh-graders were well above the state average with 85% to 95% scoring in the advanced or proficient levels in math and reading compared to 78% to 85% statewide.
Sophomores also excelled, with 90%, compared to 77% statewide, scoring at advanced and proficient levels in reading and 84% achieving those levels in math compared to 71% statewide.
On the writing task, the average score was also above the state average.
Although pleased with her students' scores, Middle School Principal Jeanne Courneene said in her report that "language arts continues to have fewer students in the advanced and proficient performance levels in comparison to other content areas," something her staff is working on.
At the April School Board meeting, Sara Ketterhagen explained the intervention she does with fifth-graders and her desire to expand that to more grades.
Courneene reported that 25 students for whom English is not their primary language, took the Access test for English language learners (ELL). They were tested on listening, speaking, reading and writing skills. Last year, 14 students took the test.
"Seven of the 14 showed growth in comparison to last year and five students took the next grade level tests," Courneene said in her report.
Two students achieved a composite score of 6, the highest proficiency level for ELL students and will take the regular WKCE test next year.
Courneene praised Dori Schmitt, ELL coordinator, for the work she does with all students learning English.
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Norovirus
What is Norovirus?
Norovirus illness is often referred to as the "stomach flu", 24-hour flu, and the "cruise ship" virus.
There are many types of noroviruses and you can get it more than once.
Norovirus spreads very quickly! Outbreaks of norovirus have happened in nursing homes, child care centers, schools, restaurants, at catered events, and camps to name a few.
What are the symptoms?
Symptoms begin 12-48 hours after coming into contact with norovirus. The illness is usually brief lasting 12-60 hours. Symptoms can include:
- Nausea
- Diarrhea (not bloody)
- Vomiting
- Stomach pain and cramping
- Low-grade fever
- Headache
- Severe dehydration is rare but can be serious.
How do I get Norovirus?
You become infected with norovirus by accidently getting poop or vomit from others who are sick with norovirus in your mouth. This usually happens when:
- A person sick with norovirus doesn't wash their hands thoroughly after using the restroom or changing a diaper and then touch food or objects that others will put in their mouths (e.g. toys).
- A person sick with norovirus vomits nearby. The viral particles in the vomit eventually fall onto surfaces that are then touched by others.
Am I contagious?
People are most contagious from the moment they begin feeling ill until at least 48 hours after diarrhea and/or vomiting resolves. However, the virus can stay in the poop of infected people for two weeks or more after symptoms resolve.
- Some people may carry and spread norovirus without having symptoms.
How can I prevent illness?
- Wash your hands before preparing food, eating or handling dishes or baby toys.
- Always wash your hands after using the restroom, diaper changing or toilet training.
- Persons with norovirus should not prepare food or medical care for others.
- Clean up diarrhea and/or vomit with soap and water. Disinfect afterwards using 1 cup of chlorine bleach per gallon of water. (see next page)
- Sick persons should use a separate bathroom from others.
(over)
Telephone: 303-220-9200
-Fax: 303-220-9208
Website: www.tchd.org
Health tip:
Hand washing steps:
- Use soap and warm running water.
- Scrub hands for at least 20 seconds; use a nail brush.
- Wash all surfaces:
- Between fingers
- Under fingernails
- Wrists
- Rinse well and dry hands with a clean paper towel.
- Hand sanitizers should not be used in place of hand washing!
Treatment of norovirus
- There is no medication for treatment, nor is there a vaccine to prevent the illness.
- Most symptoms will go away on their own in a few days. If symptoms persist or are severe, see your health care provider. It is important to prevent dehydration by drinking fluids such as juice and water.
Cleaning for norovirus
- When cleaning up vomit and diarrhea, it is best to wear disposable gloves and a simple face mask.
- Use a solution of chlorine bleach (one cup of bleach per sixteen cups of water) to disinfect areas up to 25 feet where diarrhea and/or vomiting occurs. Spray the solution directly onto the vomit or fecal material and let sit for 10 minutes. Use towels to pick up any visible waste and place in a trash bag. Repeat until all visible waste has been removed. Again, spray the bleach solution on the area and let sit for 1 minute before finally rising off with water.
- Disinfect an area of 25 feet around the vomit or diarrhea.
- Be careful when using this solution, it is strong enough to bleach clothing and carpets.
- Hands need to be washed immediately after using the solution.
- Soiled linens and clothing should be washed immediately and handled as little as possible. Any linens or clothing soiled with diarrhea and/or vomit should be laundered separately in a hot water cycle.
If you think you have norovirus
- Do not prepare food for others.
- If your job includes food handling, working in healthcare or with children, do not go to work and see your healthcare provider.
- Children and adults who have norovirus or are suspected of being infected should not go to child-care settings, especially if they are currently sick with diarrhea and/or vomiting. | 1,746 | 939 | {
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based on simplicity and a calming design. All plants are drought tolerant and low-water-use. Follow the seven principles of Xeriscape™ when planning and designing your landscape. (For photos of the plants, see the Chelan County PUD Xeriscape brochure or visit the PUD's Web site at www.chelanpud.org.)
For the first year, all plants need regular water while they establish a root system. Water can be decreased the second year. Watch your plants for indications of stress because their water needs also will depend on your soil type. This design
The planting area can be mounded with good topsoil and further set off with heavy mulch or bark. The plants can be placed sparsely or densely. Remember that the plants will be small the first year. By the second year they will fill in.
A tree that can be pruned can be made to look like a bonsai. For examples,
A tree that can be pruned can be made to look like a bonsai represents a starting point for your landscape.
browse the Internet or look for books at the public library.
Substitute pea gravel for sand if you are likely to have cats in your yard.
Hardscape in the form of rocks, boulders, driftwood, benches and concrete can be placed throughout the landscape. Place a water feature, statue or birdbath in a location visible from inside the house.
The path can be concrete pavers, stone or wood.
You can make a special area for a chair, lounge, and table by placing additional pavers in any location.
A hardscape is made up of the non-growing structures in your yard
Use a rake to produce designs in the sand or gravel.
Drip irrigation to each plant will help keep weeds down and use a minimal amount of water.
This design represents a starting point for your landscape. Your yard and driveway will probably vary in its shape from the diagram. Arrange the plants and hardscape to suit your site. Depending upon the orientation of your yard and the sun and shade patterns, different plants may have to be used.
To learn more about the principles of Xeriscape and water conservation, call Chelan County PUD at (509) 661-8008 or visit this Web site: www.chelanpud.org.
1. Hollywood juniper: Juniperus chinensis 'Torulosa'
12 ft. high, sun/shade, slow growing, prunable, evergreen
2. Mock orange: Philadelphus lewisii
4. Big-leaf periwinkle: Vinca major
8-12 ft. high, sun/shade, fragrant white spring flowers, can be pruned
8 in. high, shade, blue/violet late spring flowers
4 ft. high, sun, white spring to fall flowers
18-24 in. high, sun/shade, white late spring flowers
6. Catmint: Nepeta varieties
18 in. high, sun/shade, purple spring & summer flowers 3 ft. high, sun, purple summer flowers
3. Apache plume: Falugia paradoxa
5. Prairie snow potentilla: Potentilla fruticosa var. davurica
7. Russian sage: Perovskia atriplicifolia
Creeping thyme and/or speedwell make wonderful low-growing ground covers among rocks, pavers, boulders and trees. Many varieties tolerate heavy traffic and use little water. | 1,218 | 716 | {
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5 Minute Fillers
Simple activities for any section – adapt the instructions to suit your section…
Here are some quick activities that will help you fill a little bit of time at a meeting, and have a hidden message…
5 Minute Filler – Chinese Dragon Chase
5 Minute Filler – Hidden Numbers
Sit the group in a semi-circle facing you.
Place a shoestring on the floor and lay out a number, the group then has to guess the number it represents between 1 and 10.
When the group have all guessed wrongly, re-lay the shoestring and keep them guessing, until one by one they realise the number relates to your fingers.
Once you have laid the shoestring on the ground, put you hands on your thighs, and ask the group, one at a time, what number it represents, the catch is you must show a number with your fingers (not relating to the shoestring) and this is the number you want them to guess. The more fuss you make laying out the shoestring to distract them, the better!
Hidden Message – sometimes in life, we cannot see what is right infront of our eyes, because of distractions.
5 Minute Filler – Tadpole to Superman
Everyone in the group starts as a tadpole, in order to move through the ranking, each tadpole must challenge another tadpole to a game of "rock, paper, scissors". The winner moves up the ranking and becomes a chicken (now they must move around the room making clucking sounds and flapping their wings). Chickens can challenge other chickens to "rock, paper, scissors", then winner becomes a monkey (now they must move around the room like a monkey and make monkey sounds) the loser goes back to be a tadpole.
Monkeys can challenge other monkeys to a game of "rock, paper, scissors" the winner becomes superman and exits the game like superman, the loser goes back to be a chicken. Game play continues until a set number of players have become superman.
Hidden Message – sometimes we have different roles to play in order to succeed – but what is always important is how we play the game.
#NorfolkScouts#SkillsForLife
Split the group into two smaller groups. Each group forms a line, one behind the other, facing the same way and placing their hands on the waist of the person in front of them, forming a Chinese Dragon. The Dragons face each other and the last person in each Dragon has a scarf tucked in to the waistband of their trousers. The object is for the front person of each Dragon to grab the scarf from the tail of the other Dragon without the chain letting go – if the chain breaks the Dragon is the loser.
Hidden Message – sometimes the person in the lead needs to work at the same pace as the slowest in the team in order to win the game.
5 Minute Filler – I went to camp and packed…
The players sit in a circle. The first person to start has to say, 'I went on camp and I packed my anorak'. The second person has to say 'I went on camp and I packed my anorak and my baseball cap'. The third person has to say, 'I went on camp and I packed my anorak, my baseball cap and my camp blanket'. This continues through the alphabet, however for the older sections every item must be suitable to take to camp or the rest of the group can send the player home!
Hidden Message – its always important to listen to others especially when living together at camp.
5 Minute Filler – Fizz Buzz
The group stand in a circle and have to count clockwise around the circle, taking a number each.
Whenever a number contains two, they have to say 'fizz' and whenever it contains a four, they have to say 'buzz'. To make it more complicated the leader can substitute more words for numbers as the game goes on. Hidden Message – sometimes in life things get complex - you just have to roll with it and play the game.
Whatever game you play – have Fun !
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Introduction September 25, 2010
What Scientific and Engineering Projects Are
What the Goals Are
How to Conduct Research
What is a Good Outcome and How Best to Achieve It
Tips and Techniques
Building a skyscraper
Designing a new smartphone
Finding a more effective lung cancer treatment
Designing a car that meets new fuel efficiency requirements
Determining the relative effectiveness of a new weight loss program
SCIENTIFIC
Discover new principles, properties, relationships
Conduct Experiments
Collect Data
Reach conclusions
Employs the Scientific Method
ENGINEERING
Create a product or service
Requirements
Testing
Iterative process
Employs the Engineering Method*
* Our terminology
Follow an appropriate process (Scientific Method, Engineering Method)
Keep extensive and accurate documentation (Notes, experimental data, test results, etc.)
Address important questions:
[x] What was accomplished?
[x] Why is it significant?
[x] What are the next steps?
Choose a Project
Background Research
"The Meat" of the Project
Documentation
Presentation
Note: Many projects may be a combination of these
SCIENTIFIC
Propose a Hypothesis
Design an Experiment
Conduct Experiment
Analyze Data
Accept/Reject Hypothesis
ENGINEERING
Determine Requirements
Create Preliminary Design
Build Product/Service
Test Product/Service Against Requirements
Refine Design
Test Redesigned Product/Service
Repeat design/test cycle until requirements are met
Start Early
Begin writing your final report now
[x] Well, not now, but as you're doing your background research
Keep a project notebook
Talk with others about your project and your ideas
Start Early
Start Early
Craven, Jackie, "The New World Trade Center: South Elevation of Freedom Tower", About.com: Architecture http://architecture.about.com/od/worldtradecenter/ig/ World-Trade-Center-Plans/Freedom-Tower-ModelSouth.htm (Freedom Tower Picture)
Miller, G.E., "Who Keeps Killing the Electric Car?", 20 Something Finance, May 29, 2008, http://20somethingfinance.com/who-keeps-killing-theelectric-car/ (Electric Car Picture)
Craig, Barbara, "Just Barbara's Blog", February 7, 2007, http://justbarbara.wordpress.com/2010/02/07/ (Wake-up Picture) | 1,225 | 586 | {
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Aims of homework:
* Consolidate and extend learning
* Practise skills
* Rehearsal
* Preparation
* Positive parent/ child time
Holiday tasks
Homework will not be set during the school holidays. The exception to this is the Easter holidays where tasks will be set for Years 2 and 6 to prepare for their upcoming SATs tests.
Summer Reading Challenge We invite all children to participate in the summer reading challenge.
Oakdale Primary School Homework Policy 2019
We believe homework is a key aspect of learning and helps children improve important skills. We believe that homework is a valuable opportunity for children to share with their parents/ carers things they have been doing at school.
Through our policy we aim to:
*Ensure a consistent approach across the school
*Ensure progression towards independence and individual responsibility
*Extend and support learning
*Provide opportunities for parents/carers and children to work in partnership and enjoy Learning experiences
English and Maths skills across the curriculum
Key skills are essential for a child to be able to access the wider world as well as the full curriculum. We listened to parental feedback on homework and this policy was created to allow pupils to embed the key skills at home.
Spelling
We use a set of progressive spelling sheets throughout school to support a personalised spelling programme, related to 2014 year group expectations. This begins each new academic year with a diagnostic spelling test to ensure your child's spellings are set at the right level. You may find that some spellings are easier than others: this scheme regularly reviews prior learning to revisit key words across both key stages.
Literacy
Grammar tasks will be used to consolidate class learning and support pupils ability to embed their new learning within their writing whilst also using accurate terminology.
Short comprehension tasks support the understanding of texts and develop inference and retrival skills.
Numeracy
Maths will be set to develop arithmetic skills and calculation methods. It will also consolidate skills taught in class. Parents can support their child to develop fast recall of number bonds to 10 and 20, then 100, and then tables to 12 x. By Year 4 children are expected to be able to recall all their tables. It is also valuable to develop skills in real life contexts so children make links with their learning e.g. cooking to develop maths skills relating to weight, using time tables for trains and buses, telling the time, finding focussed sight words in books/ magazines/ newspapers.
Tracking and rewards
Pupils are rewarded for completing their tasks weekly. They are expected to place their name on a house colour display and each week they will receive a House Point . This is aimed to promote responsibility and develop a sense of achievement and pride in the completion of the tasks.
This is also acknowledged in the home/school reading diaries in the form of a weekly stamp.
At the end of the term, those who have completed all weekly tasks will be entered into a prize draw.
Oakdale Primary School Homework Policy 2019
We recommend that pupils spend an hour a week on homework tasks, spellings and number skills. Reading should be in addition to this. | 1,325 | 636 | {
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Our teachers
Ms Card 1SC Ms Rhodes 1R
Special visits and visitors this term
Thursday 14 th March – visit in school from the Fire Service.
Thursday 21 st March – 1DE visit to Bath Fire Station. Friday 29 th March – 1R visit to Bath Fire Station.
Requests for help
If you are able to support with:
- Daily readers
- Weekly cooking slot for a small group
Please contact us for further details of timings; your support would be gratefully received.
Learning in Year 1 Term 4 2018/19
The start of the school day
All pupils need to be in the classroom by 8:50am and can come in from 8:45am.
Parents and carers should wait outside the classroom with their child until this time.
If for any reason you are late bringing your child to school, please proceed to the office and sign them in.
If your child is ill, please contact the office on each day of absence.
Remember that if someone else is collecting your child, this must be recorded in the 'Going Home Book'.
Equipment your child needs every day
A filled water bottle
Book bag, r
e
ading book and Reading Record
PE Kit
A coat
Uniform in line with the school code of dress and named A packed lunch, if your child usually has one
Our Teaching Assistants
Mrs Holmes
Mrs Morgan
Upcoming dates
Tuesday 5 th March – Y1 Phonics Information Meeting, 2.45 pm, Lower School Hall.
Requests for resources
Please find a link to the National Curriculum
English
- Daily phonics
- Revision of previously learnt sounds and phase 5 sounds
- Planning and writing simple information sentences, instructions and descriptions
- Reading simple stories and answering comprehension questions
- Daily handwriting
History
- Identify similarities and differences between ways of life in different periods – compare old and modern fire appliances
Art
- Collage – Fire
- Mother's Day Art
- Spring painting
Physical Education
- Real PE scheme – Unit 4 Creative Skills – ball skills and counter balance
- Dance – Monkey Puzzle
Curriculum support
- Phonics is taught in groups to support need
- Daily readers list for identified children
Learning in Year 1 Term 4 2018/19
Science
- Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals
- describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals, including pets)
Computing
-
E Safety
- Multimedia –drawing/paint
Religious Education
- Why is the world special?
PSHE
- Jigsaw – Healthy Me
Our Newbridge Journey
Our enquiry is:
How do we stay safe?
This means we will be learning about ways to keep ourselves safe indoors, when we are outside and when we use computers
The Key Skills we will be developing are:
I can take risks and keep myself healthy and safe, including online
I can be a responsible member of my class community
I can tell someone what I have learnt
Mathematics
- Mass/Weight and Volume
- Addition and Subtraction within 20 (and beyond)
- Place Value within 50 (and beyond)
Geography
- Not covered in this topic
Music
- Music Express: Exploring pitch
- Singing simple songs from memory
Design Technology
- Cookery
- Easter Cards
Home Learning
- Daily reading
- Practise spellings
- Counting in twos, fives and tens
British Values
- School councillors (democracy)
- Tolerance of other faiths and beliefs
- Responsibility and respect | 1,604 | 771 | {
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WEEK ONE
WEEK THREE
What Is the Bible?
GENESIS 6 -8
PSALM 119:105
SAY THIS:
When you learn about God, it's easier to follow Him.
WEEK TWO
GENESIS 3:1-24
The Fall
SAY THIS:
Trust and obey even when you think your way is better.
OBEDIENCE:
TRUSTING WHO'S IN CHARGE BY DOING WHAT YOU'RE ASKED TO DO
Noah
SAY THIS:
Trust and obey even when others don't.
WEEK FOUR
GENESIS 12-21
Abraham to Isaac
SAY THIS:
Trust and obey even if you don't know how it will work out.
REMEMBERTHIS:
"The way we show our love is to obey God's commands. He commands you to lead a life of love. That's what you have heard from the beginning." 2 JOHN 6, NIrV
WEEK ONE
WEEK THREE
What Is the Bible?
GENESIS 6 -8
PSALM 119:105
SAY THIS:
When you learn about God, it's easier to follow Him.
WEEK TWO
GENESIS 3:1-24 The Fall
SAY THIS:
Trust and obey even when you think your way is better.
OBEDIENCE:
TRUSTING WHO'S IN CHARGE BY DOING WHAT YOU'RE ASKED TO DO
Noah
SAY THIS:
Trust and obey even when others don't.
WEEK FOUR
GENESIS 12-21
Abraham to Isaac
SAY THIS:
Trust and obey even if you don't know how it will work out.
REMEMBERTHIS:
2 JOHN 6, NIrV
"The way we show our love is to obey God's commands. He commands you to lead a life of love. That's what you have heard from the beginning."
DO THIS:
MORNING TIME
As you greet your child in the morning, remind them, "You can learn more about God by doing your GodTimes or reading your Bible. When you learn more about God it's easier to follow Him."
DRIVE TIME
While in the car ask your child if there has ever been a time when it was hard to trust and obey. What happens when you don't obey or trust a leader in charge? How do you trust and obey others?
MEAL TIME
Q & A for kids: If you were in charge at home, what would your house rules be?
Q & A for parents: Do you think it was harder to obey as a kid, or is it harder as an adult?
BED TIME
Share about a time when it seemed that no one else was listening to the person in charge. Did you choose to obey anyway? It's extra hard to obey when you're the only one, but God can give you the strength to do it. Noah followed through on what God told him to do for many, many years. Pray together, that God will help you listen to and obey the people in charge this week, even when others don't.
DO THIS:
MORNING TIME
As you greet your child in the morning, remind them, "You can learn more about God by doing your GodTimes or reading your Bible. When you learn more about God it's easier to follow Him."
DRIVE TIME
While in the car ask your child if there has ever been a time when it was hard to trust and obey. What happens when you don't obey or trust a leader in charge? How do you trust and obey others?
MEAL TIME
Q & A for kids: If you were in charge at home, what would your house rules be?
Q & A for parents: Do you think it was harder to obey as a kid, or is it harder as an adult?
BED TIME
Share about a time when it seemed that no one else was listening to the person in charge. Did you choose to obey anyway? It's extra hard to obey when you're the only one, but God can give you the strength to do it. Noah followed through on what God told him to do for many, many years. Pray together, that God will help you listen to and obey the people in charge this week, even when others don't. | 1,564 | 907 | {
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Sir Roger Manwood's School
Curriculum Policy 2018-2019
Date of Approval: June 2018
Date of Next Review: June 2019
Curriculum Policy
At Sir Roger Manwood's School we aim to provide a curriculum that develops inquisitive thinkers with a love of learning who cherish independent thought.
We understand that the curriculum, both within taught lessons and beyond them, should create an environment where questioning, divergent thinking and the freedom to learn from mistakes are all encouraged.
We seek to provide an education which is suited to the needs of each individual, enabling each to discover and develop their full potential.
We also aim to prepare pupils for the opportunities, responsibilities and experiences of adult life.
AIMS
Through the curriculum the school aims to:
1) maintain and develop lively, enquiring minds in its pupils and to promote the ability to question and argue;
2) foster attitudes which will instil self-confidence in pupils, creating in them a sense of personal excellence and helping them to acquire knowledge and skills relevant to life and work in a fast changing world;
3) emphasise the importance of language and number, the aesthetic and physical areas of learning, and to develop competence in them;
4) help pupils to develop personal, spiritual and moral values, an understanding of religions and beliefs, a tolerance of others and their ways of life;
5) help pupils to understand the world in which they live and the interdependence of individuals, groups and nations;
6) develop in pupils the ability to critically appreciate human achievements and aspirations;
7) understand the complex human interaction with, and dependence upon, the local and global environment, and develop a caring and responsible attitude towards the environment;
8) promote academic excellence;
9)
foster students' creativity;
2
10) develop skills that are essential for higher education and employment e.g. independent working, research, presentations
11) promote a healthy lifestyle;
12) actively promote fundamental British values and to prevent students becoming radicalised (see the Preventing Extremism and Radicalisation Policy);
13) inspire students to a commitment to learning which will last a lifetime.
It is the duty and responsibility of all staff to promote the aims of the school, not only in the teaching context but also in every aspect of dealings with pupils and each other. We should seek to provide a caring community which encourages concern and respect for the welfare of others.
The school seeks to achieve these aims by providing:
1) a broad curriculum which is balanced, relevant, enjoyable and challenging to pupils;
2) effective teaching and management of learning;
3) a wide range of extra-curricular activities;
4) an environment which supports pupils' learning and their emotional and physical growth;
5) effective careers guidance, including work experience;
6) good internal and external communication.
In addition the school will: -
1) uphold the principle of equal opportunity and ensure that each member of the school is held in the proper esteem;
2) establish close links with the local community, feeder schools, higher education and those areas of life beyond the school;
3) ensure that the school is able to respond in a positive way to the challenge of rapid change in a modern world.
3
SRMS Curriculum 2018-19
Table shows the number of lessons per fortnight. Each lesson is one hour long. The teaching week is 24 periods a week, 48 periods a fortnight plus morning registration time of 20 minutes.
Y12: study 3 or 4 subjects, 8 periods for each; 2 tutorials; 2 EPQ periods; 4 enrichment periods
Y13: study 3 or 4 subjects, 9 periods for each; 2 tutorials; 2 EPQ periods
4 | 1,670 | 761 | {
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Cloud Physics Lab
LAB 11: Growth of Ice Crystals II Growth by Aggregation
Introduction:
Diffusional growth of ice crystals is faster than diffusional growth of water droplets. Unlike diffusional growth of water droplets, diffusional growth of ice crystals can explain how very small precipitation consisting of single crystals (the frozen equivalent of drizzle) can form. In order to get larger precipitation such as snowflakes or graupel, additional processes such as aggregation or accretion are still required. In this lab, student will explore the growth of ice crystal by aggregation.
Objective:
a) Plot and study the growth of ice crystal aggregation for different ice contents.
b) Plot and study the growth of ice crystal aggregation for different collection efficiencies.
c) Plot and study the growth of ice crystal aggregation for various differences between speeds of large and small crystals.
Theory:
Aggregation is the frozen equivalent of collision-coalescence. Larger crystals fall and overtake smaller crystal, which then stick to the larger crystal. This can be described by an equation similar to that, for collision-coalescence,
where m is the mass of the ice crystal, over bar E is the average collection efficiency, Mice is the mass of ice contained in the small crystal, R is the effective radius of large crystal, uL is the fall speed of the large crystal, and us is the fall speed of the small crystal.
Assuming a spherical snowflake, so that:
From equations (1) and (2) it can be shown that:
Integrating equation (3) results in:
Materials and Procedures:
1. Run the Matlab script Lab11a.m to plot the growth of ice crystal by aggregation for different ice contents.
2. Run the Matlab script Lab11b.m to plot the growth of ice crystal by aggregation for collection efficiencies.
3. Run the Matlab script Lab11c.m to plot the growth of ice crystal by aggregation for various differences between speeds of large and small crystals.
Analysis and Conclusions:
1. Use figure 1 to describe how the ice content can affect the crystal growth by aggregation.
2. Use figure 2 to describe how the collection efficiency can affect the crystal growth by aggregation.
3. Use figure 3 to describe how the differences between speeds of large and small crystals can affect the crystal growth by aggregation.
Questions:
1. By completing this Lab, what did you learn about the growth of ice crystal by a aggregation?
2. Explain why the results you obtained show that the crystal growth by aggregation is always linear.
3. From your results can you determine the most effective parameter in the crystal growth by aggregation
4. Derive equation (4). | 1,150 | 546 | {
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BBC LEARNING ENGLISH
Media English 媒体英语
Liquid water 'lake' revealed on Mars
科学家在火星上发现液态水体
研究人员们发现了火星上存在液态水体的证据。这片被科学家认作是湖的水体位于该 行星南极冰盖下方，横跨约二十公里（十二英里）。
Since Nasa's Viking Mission tested Martian soil samples back in the 1970s, we've known the surface of Mars to be a desert – inhospitable to life as we know it. But as missions to Mars focussed on what lies beneath the surface, a different picture has started to emerge.
自美国航空航天局（Nasa）在1970 年代检测了由维京号探测器从火星带回的土壤样本 以来，火星表面是一片荒芜，而且不适于生命生存这一道理就已为人熟知。但当火星 勘探任务的重点转向地表之下的时候，另一番景象就已开始浮出了水面。
This discovery of water beneath the planet's South Pole is the result of radar echoes that were picked up by an instrument on a spacecraft that's been orbiting Mars for 15 years. To stay liquid beneath the long-frozen surface of Mars, the researchers say this sub-glacial lake must have huge amounts of salts dissolved in it.
科学家之所以在该行星南极冰盖下发现了水是因为有一艘宇宙飞船在环行火星十五年 后，其舱内仪器检测到了来自该水体的雷达回拨。这些研究人员说，能在长期处于冰 冻状态的火星表面下保持液态，这片冰下湖泊内一定溶有大量盐分。
Its extreme cold and saltiness would make it a very harsh environment for any living thing. But the lead researcher, Professor Roberto Orosei from the Italian National Institute for Astrophysics, said the existence of organisms there, was not impossible.
极度的低温和极高的盐分使任何生命都难以在这片严酷的环境中生存。但来自意大利 国家天体物理研究所的首席研究员罗伯托·奥罗赛说，这里存在有机体并非完全不可 能的事。
To search for life in this newly discovered lake though, scientists will need to send a robot that's able to drill through the mile of ice encapsulating it. But at least the teams looking for life on the Red Planet will now know where to start their search.
不过，为了在这片新发现的湖泊里寻找生命，科学家们需要派出一个机器人，它要能 钻入水体上方厚一英里（1.6 公里）的冰盖。但是对于这些在这颗红色星球上寻找生命 的研究团队来说，他们现在已经知道应从哪里开始他们的搜索。
1. 词汇表
2. 阅读理解：请在读完上文后，回答下列问题 。（答案见下页）
1. How have missions to Mars changed over time?
2. How has this newly-discovered underground lake been able to stay liquid for so long?
3. What would a robot need to be able to do in order to see if life exists in the lake?
4. True or false? It has taken 15 years for a spacecraft to identify this water on Mars.
3. 答案
1. How have missions to Mars changed over time?
Missions to Mars have started to focus on what lies beneath the surface.
2. How has this newly-discovered underground lake been able to stay liquid for so long?
Researchers believe it must have huge amounts of salt dissolved in it.
3. What would a robot need to be able to do in order to see if life exists in the lake? A robot would need to drill through a mile of ice encapsulating the lake.
4. True or false? It has taken 15 years for a spacecraft to identify this water on Mars. True. A spacecraft that's been orbiting Mars for 15 years has only just discovered water beneath the planet's South Pole. | 927 | 902 | {
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Nosebleed
What is a nosebleed?
A nosebleed is bleeding out of the front of your nose.
What is the cause?
The most common causes of nosebleed are:
* Irritation of the lining of the nose. This can be triggered by dry air or probing, bumping, picking, or rubbing your nose. Blowing your nose forcefully can also cause a nosebleed, especially if the nasal lining is already inflamed because of allergies or an infection, such as a sinus infection.
* Injury to the face or nose
* High altitude
* Drug abuse involving the nose, such as cocaine snorting or glue sniffing
* High blood pressure
* Medicine that makes it harder for your blood to clot
* Medical problems that prevent your blood from clotting normally, such as liver disease
Nosebleeds are common during pregnancy. Pregnant women have more blood flow to all mucous membranes in the body including the linings inside the nose. Because of the increased blood flow inside the nose, the blood vessels can become fragile and bleed easily.
If you have a nosebleed after a head injury, it could mean you have a fractured skull. You should go to the hospital right away.
What are the symptoms?
The blood may flow from one or both nostrils. It may flow down your throat.
How is it diagnosed?
If you see your healthcare provider when you have a nosebleed, your healthcare provider will ask about your symptoms, medical history, and medicines you are taking and examine you. You may have blood tests.
How is it treated?
Most nosebleeds are minor and respond to first aid. If your nose is bleeding:
* Sit up and lean forward to keep blood from passing into your throat. Try not to swallow any blood. Blood in your throat could make you cough or choke.
* Pinch the soft part of your nose just below the nasal bones gently but firmly between your thumb and index finger and hold it for 5 to 10 minutes. Breathe through your mouth.
* After the bleeding stops, use a saline nasal spray or saline nose drops to keep the nose moist. Try not to blow your nose for several hours after the bleeding stops.
Usually a nosebleed stops after you have put pressure on it by pinching it. If a nosebleed lasts more than 20 minutes in spite of first aid, see your healthcare provider.
If you go to your healthcare provider with a nosebleed, it can be treated in different ways.
* Your provider may put a cotton ball soaked with medicine on the site of the bleeding for 5 to 10 minutes.
* If your nose is still bleeding, your provider may apply a cotton ball soaked in stronger medicine for 5 minutes to numb and temporarily reduce the blood supply to the nasal lining.
* Your healthcare provider may pack your nose with gauze coated with petroleum jelly or put a special balloon in your nose to put pressure on the bleeding blood vessel. Don't remove any packing yourself. Your provider must be the one to remove the packing to be sure the bleeding has stopped and does not start again when the packing is removed. Removing the packing yourself can start the bleeding again and be dangerous if the bleeding is heavy.
* Your healthcare provider might use a procedure called cauterization to make the blood clot at the bleeding site. After numbing the area inside the nose, your provider will use a swab to put silver nitrate on the area that is bleeding. Or your provider may apply a tiny amount of electricity on the bleeding area. This will help keep it from bleeding again.
Treatment may sometimes include staying at the hospital.
How can I take care of myself?
* Follow the treatment prescribed by your healthcare provider.
* Use a humidifier or vaporizer to add moisture to the air.
* Use a saline nose spray or drops.
* Check with your provider about any medicines you are using. For example, nosebleeds may be more severe or you may have them more often if you are taking aspirin.
* Don't use cocaine.
* Don't smoke.
* Avoid bending over, straining, lifting heavy objects, and exercising vigorously for a few days after a nosebleed.
* If you have heavy nosebleeds or more than 3 nosebleeds in a week, see your healthcare provider.
How can I help prevent a nosebleed?
Some causes of nosebleeds can be prevented as follows:
* To prevent dryness, keep the lining of your nose moist. Gently put a light coating of petroleum jelly inside your nose or use a saline nose spray twice a day.
* Avoid injuring the nasal lining with nose picking, rubbing, or forceful nose-blowing.
* Keep your home humidified.
Developed by RelayHealth.
This content is reviewed periodically and is subject to change as new health information becomes available. The information is intended to inform and educate and is not a replacement for medical evaluation, advice, diagnosis or treatment by a healthcare professional. | 1,832 | 1,017 | {
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