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BBC LEARNING ENGLISH
Take Away English 随身英语
Why take a gap year?
为什么选择间隔年？
Vocabulary: employment and education 词汇：就业和教育
When you've finished your studies at school and college, do you feel like a wellearned rest? If you're about to embark on a course at university, you'll want to recharge your batteries, let your hair down and have some fun. But how long should you do that for? Now the idea of taking a year off before you move into further education seems to be the thing to do.
A year off – also called a gap year – is not a new concept, but there's now a focus on making the most of this break from academic life. Long gone are the days of just hanging out on a beach or backpacking round the world. While that is still an option, a gap year is now more about gaining skills that will help you in later life. The BBC's Smart Consumer podcast spoke to a student called Meg, who said "I just always had in the back of my mind I'd spend a year doing something productive and something that would just be good fun."
Doing something productive is exactly what students are being encouraged to do because doing more purposeful things like work experience or charity work helps them acquire skills to use when competing for a place at university. It looks good on their CV and ultimately makes them more employable. Chris Rea is a Higher Education Services Manager from organisation, Prospects. He told the BBC that he thinks "the experience of the gap year has become actually much more practical, partly to do with university participation increasing, but also because of the demands on developing skills, specifically employability skills."
While the benefits of taking a gap year are clear to see, some students worry they can't afford it. Another student, Tom, told the BBC that to him, a gap year was an 'alien concept'. He said "it would have been far too expensive and it's not something that I would have been able to rely on my parents or family members for." But some experts say that it needn't burn a hole in your pocket; you don't need to travel far and you can even earn money by doing paid work.
For those who do have the funds, a combination of working, volunteering and travelling is undoubtedly an amazing opportunity. It increases confidence and independence, gives you a chance to learn new crafts, and gives you time to contemplate whether university is right for you.
词汇表
recharge your batteries
测验与练习
1. 阅读课文并回答问题。
1. What does taking a gap year usually involve having a break from?
2. Give an example of something in the article that might make you more employable.
3. Why might taking a gap year not necessarily cost you a lot of money?
4. True or false: You can choose not to go to university after taking a gap year.
5. How new is the idea of taking a gap year?
2.请在不参考课文的情况下完成下列练习。选择一个意思合适的单词填入句子的空格 处。
1. Grace has been very ________ today and completed all her tasks on the rota.
practical
productive
confident
employable
2. Getting out of bed before six o'clock in the morning is an ________ to me! alien concepts alien conception alien concept concept alien
3. I'm ________ giving up work next year and going backpacking round the world with my boyfriend.
purposeful
volunteering
contemplating confidence
4. We've worked hard this term but now it's over, it's time to ________.
burn a hole in your pocket
let our hair down
further education
recharging your batteries
5. His ability to multi-task and use all the software made him very ________.
employable
employed
employing
employee
1. 阅读课文并回答问题。
1. What does taking a gap year usually involve having a break from?
A gap year usually involves taking a break from academic life – often, but not always between college and starting university.
2. Give an example of something in the article that might make you more employable.
Doing work experience, volunteering or charity work can teach you skills that will make you more employable.
3. Why might taking a gap year not necessarily cost you a lot of money?
Some experts say taking a gap year needn't burn a hole in your pocket; you don't need travel far and you can even earn money by doing paid work.
4. True or false: You can choose not to go to university after taking a gap year.
True. Taking a year out gives you time to contemplate whether university is right for you.
5. How new is the idea of taking a gap year?
A year off – also called a gap year – is not a new concept but there's now a focus on making the most of this break from academic life.
2.请在不参考课文的情况下完成下列练习。选择一个意思合适的单词填入句子的空格 处。
1. Grace has been very productive today and completed all her tasks on the rota.
2. Getting out of bed before six o'clock in the morning is an alien concept to me!
3. I'm contemplating giving up work next year and going backpacking round the world with my boyfriend.
4. We've worked hard this term but now it's over, it's time to let our hair down.
5. His ability to multi-task and use all the software made him very employable. | 1,905 | 1,169 | {
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Cardiac Rehabilitation
What is cardiac rehabilitation?
Cardiac rehabilitation, also called cardiac rehab, is a plan of exercise and education for you when you have a heart problem. Cardiac rehab helps you get back to normal activities slowly and safely. A rehab program usually lasts from 4 to 12 weeks.
Who needs cardiac rehab?
Most rehab programs are designed to help people who:
* Have had a heart attack
* Are recovering from heart surgery or coronary angioplasty
* Have other heart problems, such as angina (chest pain) or heart failure
Some programs help healthy people who are out of shape and at risk for heart disease.
What is a typical cardiac rehab program?
Phase 1
Phase 1 usually begins in the hospital. You start getting exercise to help you recover from a heart attack or heart surgery. This usually means short walks and stretching exercises. Nurses will watch you and check your blood pressure and pulse rate before and after the exercises. You will learn about your heart disease and what you can do to stay healthy. You may need to take an exercise treadmill test before you go home from the hospital. The results of the treadmill test are used to plan your activity for Phase 2.
Phase 2
Phase 2 starts after you are home. It lasts about 12 weeks and averages 3 sessions a week. The amount of exercise is slowly increased. During this phase, it is common for you to start to feel more confident that you can go back to work or do other normal daily activities.
Learning about your disease is almost as important as exercise. During the stay in the hospital, most people are anxious and stressed. Both patients and their families have a hard time remembering what they have been told about the disease. During Phase 2 you will learn:
* About the disease
*
How to take care of yourself
* How to avoid problems in the future
This phase may have classes to help you learn about a healthy diet or how to stop smoking. Support groups may help you and your family deal with your illness and the lifestyle changes you need to make.
Phase 3
Phase 1 and Phase 2 give you information on being healthier, including exercising and eating right. Phase 3 is the long-term maintenance phase. This phase helps you develop habits for a lifetime of heart health.
What are the benefits?
Cardiac rehabilitation can:
* Increase your chances of surviving a heart attack or other heart problem
* Increase your ability to be active and exercise
* Help you return to work sooner
* Help you get back to a normal lifestyle
The program's support can help you and your family during this difficult time.
Perhaps one of the most valuable benefits of cardiac rehab is the improved quality of life. You might find that you feel healthier and happier than you did before you knew you had a heart problem.
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. | 1,212 | 624 | {
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Gagne's Nine Events of Instruction
Enhance
Retention
and Transfer
Assess
Performance
Provide
Feedback
Elicit
Performance
Provide
Guidance
Present
Information
Stimulate
Recall of
Prior
Information
Inform Learner
of Objective
Gain Attention
Remember
when you
learned how
to...
Here is
something to
help you
understand
This is how you
could improve…
Here is how to
remember this
and apply it
Here is
something new
Demonstrate
your
understanding
for me by…
This is how well
you did
Today we are
going to…
Hey You!
Gain Attention
In order for learning to occur, you must get the attention of your students. Get to know your students and figure out what will work for them. Sometimes a short video, demonstration or an interesting story about your topic will pique their interest.
Inform Learner of Objective
Letting the students know what you expect of them is a great way for the students to focus their learning. Well prepared learning objectives lay the groundwork for assessing student performance.
Stimulate Recall of Prior Information
Each time you learn something new, you are associating that new information with something that you already know. You may not even realize you're doing it. But, to help students succeed, consider what prior learning will help them make associations with your new material.
Present Information
The new content should be arranged in logical steps and chunked into "digestible" sizes in order to optimize student success. Remember that your students represent a variety of learning styles. Try to present your material in a variety of ways to help each learning style make sense of the content. (For more information on learning styles visit http://www.vark-learn.com)
Provide Guidance
Guidance for your students can come in many forms. You could use analogies to help your students perform associations with previously learned material. You could use study aides like graphics or pneumonics to help students remember facts. You can show demonstrations or present case studies to help give real-life examples.
Elicit Performance
Give your students a chance to demonstrate if they are learning the new material. Eliciting performance most often takes the form of homework. However, inclass work may provide the best chance for instructors to provide feedback in an immediate and more relevant way.
Provide Feedback
What is the most important thing you wish to receive when you've just tried something for the first time? Feedback. "How did I do, Was that okay? What could I have done better?" Your students have that same expectation when you elicit their performance through homework or in-class work. They want to know how they did. They want to see where they were right and where they were wrong. Most importantly, where they are wrong, they want to know how to get it right next time. Students may not always be happy to receive this kind of feedback, but when it is done right it provides a great learning opportunity and will allow the students to learn in a much deeper way.
Assess Performance
If eliciting performance is represented by homework, assessing performance can be represented by quizzes or tests. As mentioned above, if you've constructed your learning objectives well, your assessments are much easier to create. Assessing performance lets students know how well they have been able to achieve the learning objectives.
Enhance Retention and Transfer
According to Benjamin Bloom (Bloom's Taxonomy), the goal of instruction is to help students move from away from the basic level of knowledge or remembering to higher levels of learning like applying and transferring the knowledge to new situations. Although each subject has different ways to aide retention and transfer, repetition is often used as a way to help information retention. Transfer of learning once the students have a thorough understanding of what they have learned and can find situations where this new information can be applied outside of the current lesson or outside the classroom. The most effective retention occurs when students often are presented with the opportunity to apply the new information.
This document has been adapted from information provided by: http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html http://www.ieee.org/publications_standards/publications/subscriptions/prod/mdl/gagnes_nine_events.html http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm | 1,771 | 920 | {
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Explorations in Projective Geometry
Recall that R 2 is defined as the set of all ordered pairs (x, y), where x and y are real numbers, while R 3 is defined as the set of all ordered triples (x, y, z), where each coordinate is a real number. The xy-plane in R 3 is the set of all points whose z coordinate is 0. It is sometimes convenient to think of the "usual" xy-plane, i.e. R 2 , as being the same as this set. Similarly we may talk about the xz-plane and the yz-plane.
Also recall that last time we discussed perspectivities, which are mappings from one plane to another determined by using the erspective of one's eye to match up points on the two planes. A composition of perspectivities is called a projectivity.
1. Perspective drawings typically only look correct when viewed from exactly the artist's viewpoint. Typically, however, only slight errors result, unless the picture is viewed from an extreme angle. Anamorphosis is an artistic style where a drawing only looks correct from an extreme angle. Here are some examples: 1
Explain why these examples show that the composition of two perspectivities is not in general another perspectivity.
1John Stillwell, Mathematics and Its History, Springer.
2. A projection from one line to another
(a) Give an explicit example to show that projection from one line to another does not preserve distances.
(b) Show that any three points on a line can be projected onto any other three points. Thus any property of three points can not be preserved under such a projection.
(c*) Show that the cross ratio of four points is preserved under a projection.
3. Suppose we place our eye at the point (0, −4, 4) ∈ R 3 .
(a) If a line passes through our eye and a point on the xy-plane with coordinates (x, y, 0), show that it meets the xz-plane at a point (X, 0, Z) whose coordinates satisfy
(b) If we begin with the curve y = x 2 , and project each point onto the xz-plane from our perspective, what is the equation of the resulting curve in terms of X, Z?
4. If our eye is at the origin (0,0,0), and we consider the curve of points on the set z = 1 whose (x, y) coordiantes satisfy the equation y = x 3 , what equation is satisfied by the (x, z) coordinates of the projected curve on the set where y = 1? | 930 | 554 | {
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WORKSHEET A
Task A (GW)
Step 1
Which words do you spontaneously associate with "critical thinking"? You can work using mind maps.
Critical thinking
Elaborate a shared definition of critical thinking and discuss the implications for language education.
Explain through which procedures the integration of critical thinking into education might be carried out.
Step 2
Read the extract from the CEFR (1.2, p.4) below to find in what sense they are applied and they promote critical thinking, and why:
A principle
"To promote methods of modern language teaching which will strengthen independence of thought, judgement and action, combined with social skills and responsibility."
Task B ()
Step 1
Take it in turns to try and define the notion of norm in language and language use.
Step 2
Read the two extracts below and continue your discussion of norm:
"Sociolinguistic competences refer to the sociocultural conditions of language use. Through its sensitivity to social conventions (rules of politeness, norms governing relations between generations, sexes, classes and social groups, linguistic codification of certain fundamental rituals in the functioning of a community), the sociolinguistic
component strictly affects all language communication between representatives of different cultures, even though participants may often be unaware of its influence." (CEFR, 2.1.2, p.13)
"No complete, exhaustive description of any language as a formal system for the expression of meaning has ever been produced. Language systems are of great complexity and the language of a large, diversified, advanced society is never completely mastered by any of its users. Nor could it be, since every language is in continuous evolution in response to the exigencies of its use in communication. Most nation states have attempted to establish a standard form of the language, though never in exhaustive detail. For its presentation, the model of linguistic description in use for teaching the corpus is still the same model as was employed for the long-dead classical languages. This 'traditional' model was, however, repudiated over 100 years ago by most professional linguists, who insisted that languages should be described as they exist in use rather than as some authority thinks they should be […]" (CEFR, 5.2.1, pp.108-109)
Step 3
Relate the notion of "norm" to that of "critical thinking". Make a "SWOT"-type analysis (Strengths, Weakness, Opportunities and Threats).
Task C
Step 1 ()
Think about situations you have experienced in intercultural contexts and self-reflect in order to answer the following questions :
- When and how I have had to change my ways of doing and seeing?
- When and how I have learnt to cooperate?
- When and how dialogue has allowed me to progress in a positive way?
You can use the ELP and the Autobiography of Intercultural Exchanges.
Step 2 ()
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Hawaii State Department of Health
Disease Investigation Branch
Oahu 586-4586, Maui 984-8213, Hilo 933-0912, Kona 322-4877, Kauai 241-3563
Ringworm
(athlete's foot, tinea, dermatomycosis, dermatophytosis)
What is ringworm?
Ringworm is a term used to describe an infection of the skin caused by different types of microscopic fungi. These fungi commonly affect the scalp, skin, nails, and hair. When the fungus affects the feet, the infection is commonly known as athlete's foot. Fungal growth on the skin can produce distinctive ring-like patches with raised borders thought by some to resemble worms; there are no "worms" in ringworm infection, however.
How do you get it?
You can get ringworm by direct skin-to-skin contact with people or pets that are infected. You can also get it indirectly from the backs of theater seats or by sharing personal items such as combs, hairbrushes, hair clippers, or hats contaminated with the fungi. In the case of athlete's foot, you can get it by exposure to floors, shower stalls, or clothing (such as socks) contaminated by an infected person. Anyone can get ringworm, but children under the age of 12 years seem to get it more often (especially ringworm of the scalp).
What are the symptoms?
Ringworm of the scalp commonly begins with small bumps on the head that grow in size and spread out in a circular pattern. The hairs at the site may become brittle and break off, leaving hairless, scaly patches.
Ringworm of the nails is characterized by nails that may become thicker, discolored, brittle, and broken.
Ringworm of the body commonly appears as flat, scaly areas with reddish borders. The lesions may take on a dry and scaly, or sometimes, moist and crusted appearance.
Ringworm of the feet, also known as athlete's foot, usually involves inflammation with cracking of the skin that is especially noticeable in the area between the toes. Occasionally, blisters containing a thin watery fluid appear in infected areas.
When do symptoms start?
Ringworm of the scalp commonly appears 10 to 14 days after exposure to the fungus, whereas ringworm of the body generally appears 4 to 10 days after exposure. The incubation period for ringworm of the feet is unknown.
For how long is a person contagious?
A person with ringworm is contagious as long as the infection is still active or for as long as the fungus remains on contaminated materials.
What is the treatment for ringworm? A doctor can prescribe medications to treat the fungal infection.
Should a person with ringworm infection be excluded from work or school?
No exclusion is needed after effective treatment is started.
How can you keep from getting it?
Avoid sharing personal grooming items (i.e., combs, hairbrushes, hair clippers) or clothing and hats.
Wash towels and clothing with hot water and fungicidal agents. Use fungicidal agents to disinfect floors shared with infected individuals.
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WORKSHEET A
Task A
Step 1
(
puis
)
Read following quotation:
"Acts of communication with one or more interlocutors are generally undertaken by a language user in pursuance of his or her needs in a given situation. In the personal domain, the intention may be to entertain a visitor by exchanging information on families, friends, likes and dislikes… In the public domain, it will usually be to transact business, say to buy clothes of good quality at a reasonable price. In the occupational domain it may be to understand new regulations and their implications for a client. In the educational domain it may be to contribute to a role-play or a seminar, or write a paper on a specialised topic for a conference or for publication, etc." (CEFR, 4.3.1 Needs)
nguage users in different domains. Compare then your ideas with other groups. Starting from the quotation and the mind map above write down the needs that characterize la
Step 2 ()
what types of learning and communicative activities would e suitable for the listed needs. Choose one domain and discuss b
Step 3 ()
ompare and discuss your ideas with other groups. C
ask B T
tep 1 ( S
)
Read the questions below from the introduction to Chapter 4 and consider possible answers:
situations which hey have to play? "Can I predict the domains in which my learners will operate and the they will have to deal with? If so, what roles will t
- What sort of people will they have to deal with?
- What objects will they need to refer to?
al relations in what institutional frameworks? What will be their personal or profession
? What tasks will they have to accomplish
nderstanding? Will they have to speak, or simply listen and read with u
- What themes will they need to handle?
reading? What sort of things will they be listening to or
- What knowledge of the world or of another culture will they need to call on?"
- Under what conditions will they have to act?
tep 2 () S
the different learners' needs according to domains, tasks and themes they will andle. Compare h
ask C (puis) T
the competences and strategies they need to develop/build up in order to do so." According to CEFR (6.1.1) "Statements of the aims and objectives of language learning and teaching should be based on an appreciation of the needs of learners and of society, on the tasks, activities and processes that the learners need to carry out in order to satisfy those needs, and on learning aims and objectives? Which factors do you deal with? Discuss with our colleagues. How do you build y
Pathways through assessing, learning and teaching in the CEFR Parcours d'évaluation, d'apprentissage et d'enseignement à travers le CECR http://ecep.ecml.at | 1,088 | 650 | {
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Music 2019 v1.2
Unit 1 sample assessment instrument
August 2018
Performance
This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings.
Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
Assessment objectives
This assessment instrument is used to determine student achievement in the following objectives:
1. demonstrate technical skills in performance specific to the instrument or sound source
2. explain the use of music elements and concepts to communicate meaning through the performance choices made
6. apply literacy skills using music terminology relevant to genre/style and language conventions to communicate music ideas in their own work
7. interpret music elements and concepts in performance of music specific to style and genre
9. realise music ideas to communicate meaning in performance.
Note: Objectives 3, 4, 5, 8 and 10 are not assessed in this instrument.
171705
Context
In this unit, you have been exploring music elements and concepts to gain greater familiarity with the way music is designed. You will perform to an audience of your family and peers at the classroom music performance evening.
Task
Perform a piece, using an instrument or sound source, in a style or genre of your choice that explores the use of music elements and concepts. Complete a performance statement that explains the use of music elements and concepts to communicate meaning through the performance choices made.
Your performance will be audiovisually recorded to substantiate teacher judgments.
To complete this task, you must:
* demonstrate technical skills specific to your instrument or sound source
* interpret music elements and concepts in performance of music specific to style and genre
* realise music ideas to communicate meaning in performance
* explain the use of music elements and concepts to communicate the performance choices made
* apply literacy skills using music terminology relevant to genre/style and language conventions to communicate music ideas in their performance.
Unit 1 sample assessment instrument
Page
2
of 3
Stimulus
Music works that explore music elements and concepts that have been studied in class.
Checkpoints
☐ 2 hours: Individual consultation to discuss chosen repertoire
☐ 8 hours: Discussion and viewing with feedback provided
☐ 12 hours: Discussion and viewing with feedback provided
Feedback
Authentication strategies
* The teacher will provide class time for task completion.
* The teacher will conduct interviews or consultations with each student as they develop the response.
Scaffolding
You will:
* consider repertoire commensurate with your technique and skill
* consider control, dexterity, fluency, security and coordination. You will also display an understanding of your role as a soloist or ensemble member (communicating with the accompanist or other members), considering balance, blend and intonation
* consider melodic, rhythmic and harmonic accuracy, with appropriate tempo, idiomatic tone quality, phrasing patterns, articulation patterns and dynamic levels to show your understanding of style to refine your performance
* maintain stylistic integrity of the repertoire, and consider whether the repertoire is to be accompanied or unaccompanied
* develop your own rehearsal strategies and performance goals that are appropriate for your instrument or sound source
* observe and absorb the attributes and subtleties of the performance of others playing your instrument type (sourced from recordings, live performance), such as phrasing, tone, articulation and style-specific
conventions
* employ self-evaluation strategies (recording rehearsal, practice journal for self-reflection)
* consider stage etiquette, feedback and self-evaluation when refining and polishing performance
* consider connection of technical approaches to the performance, communication of meaning and expression of music ideas.
Unit 1 sample assessment instrument
Page
3
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Before reading
* Look at the cover and read the title.
* Possible discussion questions: "What are Danny and Abby doing? Have you ever played tag?"
Danny and Abby Play Tag
Level E / 76 words / fiction
High frequency words:
are, come, now, of, she, when, you
* Literal comprehension: The answers are in the text. Ask, "Whose idea is it to play tag? Who gets tagged first? Who gets tagged second? Who is the last one tagged?" Have students read the pages that support their answers.
Look through all the pictures
* Using the language in the story, discuss each photograph in the book. Notice details in the pictures and use that information to better understand the text.
* Help the children find any tricky words in the text: mowing, shouts, and making. Discuss meaning, word structure, and sounds you expect to hear in those words. Have children clap and count the syllables.
Reading the text
* Have the children read the text independently. While they're reading, listen to each student and prompt them to use meaning, structure, and visual information to monitor and self-correct reading.
* Children should be able to read without using their finger to track words, except at point of difficulty.
After reading
* Discuss the meaning, structure, and letter cues that you notice students using correctly.
FUN FACT
Did you know that gorillas play tag? Researchers have found that apes sneak up on their rivals, hit them on the head, and then run away as fast as they can. The 'hit and run' attacks often lead to full-scale games of tag, in which the animals take turns chasing each other (www.dailymail.co.uk).
* Inferential comprehension: The answers are in your head. Ask, "Why do you think Dad wanted Danny and Abby to play tag? How does it feel to be it?"
Word work
* Have the students locate the high-frequency words in the text and practice writing them.
* Help the students locate the words with the -ing suffix: making, mowing, and resting.
* Point out the apostrophe in the word let's. Briefly explain that an apostrophe is used to create the contraction for let us.
Rereading for fluency
* Have the child(ren) read the story again aloud, listening for phrased, fluent oral reading that includes appropriate pausing and intonation.
* Reread to solve words or think about ideas, then resume a good rate of reading.
Writing activity
* Have each student copy and complete the sentence: "Danny is it. He tags ________." Then have them draw a picture that corresponds to what they have written. Encourage the use of punctuation and independent attempts to spell words correctly.
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Teacher
Given name/s
School name
Class
Family name
Common internal assessment 2020 — Phase 1
Question and response book
Section 1
* 1 short response question
Section 2
* 1 short response question
Essential English
Time allowed
* Planning time — 15 minutes
* Working time — 90 minutes
General instructions
* Answer all questions in this question and response book.
* Write using black or blue pen.
* Respond in full sentences, which may include bullet points.
* Planning paper will not be marked.
Section 1
Instructions
* 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 one question.
THIS PAGE WILL NOT BE MARKED
QUESTION 1
Explain how the local council leader in Stimulus 1 creates two representations of group resilience in the transcript of his speech.
For each representation, explain a belief about group resilience and how a language feature and a text structure communicate this.
Section 2
Instructions
* Select either Stimulus 2 or Stimulus 3 from the stimulus book.
* Indicate the stimulus you have selected by filling in the bubble on the next page completely.
* If you change your mind or make a mistake, draw a cross through the bubble you wish to change and fill in the new bubble completely.
Example:
* This section has one question.
THIS PAGE WILL NOT BE MARKED
Fill in the bubble to indicate the stimulus you have selected.
Stimulus 2
Stimulus 3
QUESTION 2
How are audiences positioned to view the concept of group resilience in your chosen stimulus? Support each response below with evidence from the stimulus.
a) Explain two points of view about group resilience.
b) Explain two cultural assumptions, attitudes, values or beliefs (choose two in any combination).
c) Explain two language features.
d) Explain two text structures.
END OF PAPER
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
ADDITIONAL PAGE FOR STUDENT RESPONSES
Write the question number you are responding to.
DO NOT WRITE ON THIS PAGE
THIS PAGE WILL NOT BE MARKED
© State of Queensland (QCAA) 2020
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright
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Essential English 2019 v1.1
Unit 1 sample assessment instrument
January 2020
Extended response — spoken/signed
This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings.
Schools develop internal assessments for each senior subject, based on the learning described in Units 1 and 2 of the subject syllabus. Each unit objective must be assessed at least once.
Assessment objectives
This assessment instrument is used to determine student achievement in the following objectives:
1. use patterns and conventions of a persuasive speech to suit work-related purposes and audiences
2. use appropriate roles and relationships with audiences
3. construct representations of identities, places, events and concepts in work-related texts
4. make use of the ways cultural assumptions, attitudes, values and beliefs underpin workrelated texts and influence meaning
6. select and use subject matter from work-related texts to support perspectives
7. sequence subject matter and use mode-appropriate cohesive devices to construct a coherent multimodal text
8. make mode-appropriate language choices according to the register variables informed by purpose, audience and context
9. use language features to achieve particular purposes across modes.
Note: Objective 5 is not assessed in this instrument.
190974
Context
Your local community is holding a careers and employment expo. The event aims to connect jobseekers and those who are looking for career changes with organisations who provide guidance, clarity and opportunities in relation to career options.
Task
Persuasive speech (supported by visual aids, e.g. slideshow slides)
Genre:
Purpose: To inform and promote
Audience: Jobseekers at a careers expo
Create and deliver a persuasive speech for the upcoming careers and employment expo. Your purpose is to promote your family's expanding company and two or three different types of employee roles currently available.
To complete this task, you must:
* use language features to position your audience to view your family's company positively
* use persuasive language and cohesive devices
* select and sequence subject matter to emphasise the benefits of employment in this workplace by using images of workspaces and other key aspects of working life at your company.
Stimulus
—
Unit 1 sample assessment instrument
Page of 3
2
January 2020
Checkpoints
☐ dd/mm/yy: Consult with your teacher about ideas for your speech.
☐ dd/mm/yy: Complete your written script for your speech.
☐ dd/mm/yy: Present your speech to your teacher for feedback on your spoken delivery — in addition, submit your written script and a copy of your slideshow.
☐ dd/mm/yy: Submit your final written script with a handout of your slideshow to your teacher and deliver your speech.
Criterion
Grade
Knowledge application
Assessment objectives 3, 4, 5
Organisation and development
Assessment objectives 1, 2, 6, 7
Textual features
Assessment objectives 8, 9
Feedback
Authentication strategies
* Students will provide documentation of their progress at indicated checkpoints.
* Students must acknowledge all sources.
Scaffolding
—
Unit 1 sample assessment instrument
Page of 3
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Treasure Island - Learning Resources
Bringing historical characters to life
This lesson introduces some of the ways that theatre can give information to an audience about a character. It en courages pupils to closely understand how Treasure Island portrays some of its characters through costume, props, dialogue and physicality, and asks them to use these skills to invent a way of portraying a real historical character on stage.
Who is it for?
This learning resource is for pupils at Key Stage 2. It can be used to deepen a class' understanding of the History cur riculum through introducing some fundamental concepts of Drama and Art.
Learning outcomes
Learners will:
* Be introduced to the way theatre communicates ideas through costume, props, and performance styles.
* Discuss how a specific character has been brought to life through these techniques.
* Re-examine what they know about a historical character.
* Create a way of bringing that historical character to life through theatrical techniques.
You will need
* Access to Treasure Island in the On Demand player
* The names of a small number of popular figures from history who your class will be familiar with
Activities
1.
Watch the scene "Meet the crew" from Treasure Island using the On Demand player. (26:05 - 28:10, 2 minutes and 5 seconds). In this scene, several characters are introduced for the first time. PLEASE NOTE: This scene contains one instance of bad language. If you would prefer not to use this scene as the basis for the lesson, it can be adapted to work with another scene of your choice.
2.
Assign every pupil a character from this scene – give one to pairs or groups of three if you're working with a larger class. The characters who appear in the scene are: Jim Hawkins, Dr Livesey, Squire Trelawney, Captain Smollett, Red Ruth, Lucky Mickey, Job Anderson and Silent Sue.
1
Treasure Island - Learning Resources
3.
Watch the scene again, and ask everyone to watch their character closely and write down what they learn about the character from that scene – and what feelings they have about that character. For example, are they strong? Brave? Shy? Silly? Scary? Do we know what their job is? Or something they particularly like?
4.
Share these ideas with the class and ask other groups to offer additional suggestions so that everyone has at least three things noted down about their character.
5.
Ask the class to suggest ways that the play might be informing them about their character – collect these suggestions together on the board. These should be things like what is said about them, how they speak, how their body moves, the clothes they wear, any props they carry, or even the lighting or music that's used.
6.
Ask each group to write the name of their character at the top of a piece of paper, and divide the rest of the page into six boxes: three on the left and three on the right. Above the first pair of boxes, ask them to write "costume and props", above the second write "how do they move" and over the third, "how do they speak".
7.
Watch the scene again and ask the class to make notes about their characters in each of those six boxes. In the left hand boxes, they should describe what they see - what costume and props the character is wearing, how they move, and how they speak. Then, in the right hand boxes, they should explain what those things tell them about the character.
8.
Ask each group to share what they've learned about their character and how it was communicated to them through the play. There aren't any right or wrong answers – even subtle suggestions or subjective thoughts, like "I thought he was scary", are fine – as long as the pupils can explain why they noticed them.
9.
Now give each group, or individual pupil, the name of a historical figure they will be familiar with. If they need it, you can ask the class to find out more about their assigned character as a homework assignment focusing particularly on what kind of person they were: what work they did, how they lived, who they knew, and what kind of personality they had.
10.
Ask each group to come up with ways of presenting that character on stage using the theatrical elements they've already been observing. Drawing a new table like the one they made before, ask them to write down ideas for their character's costume, how they would physically behave, and one line that they might say.
11.
Ask members of the class to share their decisions about their historical figure with the rest of the class, and explain their choices.
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Maths:
Division
We will be learning about division as the inverse operation of multiplication and solving division problems.
Fractions
recognise, find, name and write fractions ½ ¼ ¾ of a length, shape, set of objects or quantity and finding the fraction of a number e.g ½ of 10
Time
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times know the number of minutes in an hour and the number of hours in a day
Statistics
Ask and answer questions about combining and comparing categorical data.
Design and Technology:
Can I make a habitat for the insects of Wyke ?
Design purposeful, functional, appealing products for themselves and other users based on a set design criteria.
Select from and use a range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing.
As design and technology experts we will be exploring and evaluating a range of existing products against a set design criteria.
Geography:
Where in the world do animals live?
As geographers we will be using our locational knowledge to name and locate the world's seven continents and five oceans. This will include naming, locating and identifying the characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas. We will learn to use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features.
PE:
Basketball
We will be having 2 PE lessons a week on a Tuesday and a Thursday. Our goal is to learn the skills to enable us to undertake a team game of basketball.
English:
Persuasive writing - The Slightly Annoying Elephant leading to children writing persuasive letters to various recipients.
Non-chronological reports – Meerkat mail - The adventures of Sunny the meerkat as he travels the world. Children will be working on producing a non-chronological report of an animal of their choice.
Handwriting:We will be continuing our ' Handwriting with Mrs Sloss' videos.
Jigsaw/PHSE:
Jigsaw Puzzle Piece 1: Being me in my world and becoming part of our own team.
Islam
RE:
We will be learning about the Islamic faith and comparing it to other faiths such as Christianity. We will be finding out where Muslims go to practice their faith and exploring Islamic art.
Special Events:
WE are hoping to arrange a walk to a local allotment to study what plants need to grow. We are examining the Covid regulations to ensure we are safe to do so.
Science:
What do animals need to survive?
We will be exploring and comparing the differences between things that are living, dead, and things that have never been alive. As scientists we will be identifying that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants. We will also be examining how they depend on each other and identifying and naming a variety of plants and animals in their habitats, including microhabitats. We will be investigating how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Art and Design:
Different painting techniques used by famous artists – pointillism, cave paintings and the work of Matisse.
Music:
Singing: Learning a variety of songs – focus on reggae
Instruments: Using our mouths and bodies to make sounds to accompany music.
Computing:
Computer Art: choosing and accessing appropriate programmes, switching between tools to produce different techniques, learning different techniques, manipulating shapes to re-create famous works of art.
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Hamlet – Learning Resources
Rewriting Ophelia's Soliloquy (up to 60 mins)
This learning resource is designed to help students closely examine the themes and language of Ophelia's soliloquy by asking them to re-write it in their own words.
These activities ask students of literature to analyse Shakespeare's use of language, structure and form, in order to explore how meanings are created, and will be a useful way in to discussion of soliloquies. Students of drama will be able to apply theatrical skills to this task.
Who is it for?
This resource is designed for GCSE or A-Level students of English Literature and Drama who are studying Shakespearean language. It is not necessary for them to be familiar with the story of Hamlet, but it may be of particular interest to those who are.
Learning outcomes
Learners will:
* Take part in a close reading of Ophelia's soliloquy in Act III, Scene 1.
* Rewrite the soliloquy in their own words.
* Explore how Shakespeare's linguistic choices evoke themes and emotions in the speech.
* Perform their soliloquy and discuss the choices they have made.
You will need
* Access to the film Voice work on 'O what a noble mind…' in the 'On Demand' player.
* Access to the clip 'O what a noble mind…' in the 'On Demand' player.
Activities
1.
Hand out copies of Ophelia's soliloquy from Act III, Scene 1, provided below with a brief synopsis explaining its position and significance within the play.
2.
Read through the speech as a class.
3.
Show the film Voice work on 'O what a noble mind…' using the 'On Demand' player. The film features Jeannette Nelson, the National Theatre's Head of Voice, working on the speech with actor Ellie Turner. Voice coaches regularly work with actors in this way, to help them connect to the meaning of their speeches by analysing language.
1
Hamlet – Learning Resources
4.
Lead a discussion about the meaning of the speech using some of the following questions as prompts:
* This speech is the only time Ophelia is alone on stage. Why might that be significant?
* What evidence does Ophelia give that Hamlet has gone mad?
* Ophelia lists the qualities Hamlet has lost in his madness. What are they?
* In Elizabethan times, madness was thought of as a lack of reason. Is our understanding of it any different?
* Where does Ophelia use imagery to do with the senses in this speech? What effect does this have?
* What evidence can you find in this speech about Ophelia's state of mind?
5.
Show the clip of this speech being performed by actor Ruth Negga during the National Theatre's production, labelled 'O what a noble mind...' in the 'On Demand' player.
6.
Invite each member of the class to translate this soliloquy into modern English. The meaning should be as close as possible to the original, but it should be rewritten in language they would use today.
7.
Invite each member of the class to perform their soliloquy, and explain the choices they have made.
2
Hamlet – Learning Resources
Extract from Hamlet, Act III, Scene 2
OPHELIA
O, what a noble mind is here o'erthrown! The courtier's, soldier's, scholar's eye, tongue, sword, Th'expectation and rose of the fair state, The glass of fashion and the mould of form, Th'observed of all observers, quite, quite down. And I, of ladies most deject and wretched, That sucked the honey of his musicked vows, Now see what noble and most sovereign reason Like sweet bells jangled out of time and harsh – That unmatched form and stature of blown youth Blasted with ecstacy. O woe is me T'have seen what I have seen, see what I see.
Synopsis
This soliloquy occurs during Act III, Scene 1. Earlier in the scene, Polonius and Claudius decide to test whether Hamlet's apparent madness is caused by him being lovesick for Ophelia. To do this, they send Ophelia to talk to Hamlet while they eavesdrop nearby. Ophelia has been instructed to be polite to Hamlet, but he is rude and aggressive towards her, denying that he ever loved her and decrying the deceitful behaviour of all women. He exits, leaving her alone on stage to deliver this soliloquy, before Claudius and Polonius reappear to discuss what they have overheard.
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Peter Pan - Learning Resources
(Two to three 60 minute lessons)
The debate: Childhood vs Adulthood
In this series of lessons, pupils will stage a debate to discuss the merits of childhood and adulthood. They will research their topic by speaking to friends and family members, and work to structure their arguments carefully and use rhetorical devices in order to present them in the best way.
Who is it for?
This learning resource is for students studying Literacy, including Speaking and Listening, at Key Stage 2 (years 5 & 6).
Learning outcomes
Learners will:
* Acquire a vocabulary and understanding of grammar for spoken language
* Use discussion in order to learn by elaborating on and explaining their own ideas, and listening to others'
* Develop confidence in public speaking
* Adopt and maintain a role
* Improvise, devise and rehearse their presentation in order to share it with others
You will need
* Access to the production of 'Peter Pan' in the On Demand player.
Activities
1.
Divide the class into pairs. Ask everyone in the class to think about (but not discuss, yet) what they think is the best part of being a child. Ask everyone to individually write down what they think. Once they have done so, have each pair discuss their choices and try to explain why to their partner.
2.
Have every pair share their thoughts so you can collect them together onto the board.
3.
Ask each pair to again consider what they think the best thing would be about being a grown-up. Just as before, have them consider and write down their thoughts before discussing it with their partner. As before, collect these new thoughts together onto the board, so that you have two separate columns.
4.
Tell the children that you will be having a debate about whether or not it is better to be a child or an adult. Explain that a debate is a structured discussion between two sides representing different viewpoints. It is also a kind of contest, with the side presenting the most persuasive argument being declared the winner. In order to provide the most persuasive argument, explain to the class that it is best to research their topic, and
1
Peter Pan - Learning Resources
gather as many viewpoints as possible.
5.
Set the class the challenge of gathering as many different perspectives on childhood and adult as they can. Ask them to go home and speak to family members and friends about whether they think it is better to be an adult or a child. Recommend that they speak to these people separately, in order to get different opinions. Encourage them to speak to a vairety of ages - grandparents, siblings, children and adults - but always people they know and trust. Have them record the questions they asked each person and the answers they were given in a workbook, so that they have a clear record.
6.
When they are back in class, ask them to review the results of their interviews and select the perspectives they found most interesting.
7.
Now, divide the class into two groups, and explain that they will be debating the following statement: "This house believes that it is better to stay a child forever". Explain that one side will be arguing FOR the motion, and the the others will be arguing AGAINST the motion.
8. Have each group take about five minutes to identify around 5 key arguments they plan to make - and then
split into smaller groups, or as individuals, taking one argument each. You may need to help them with this if you are working with a particularly large group.
9.
Give the class time to prepare their arguments. They should prepare a short speech, and be preapred to respond to questions from the other side - so suggest that they try to think through any challenges they might receive, and how they might respond to them. You can introduce the following concepts for them to include to help make their argument more persuasive:
* Repetition: syaing the same words or ideas more than once helps to emphasise them
* Alliteration: using similar words or sounds makes them more memorable (e.g "Face the fire at free -dom's front")
* Rhetorical questions: ask the audience a question to which you don't expect an answer encourages them to think more deeply about your point.
* Make eye contact with your audience.
* Speak slowly and clearly - often when we're nervous we speak quickly or quietly.
* Finish by summarising your point, to make it absolutely clear to everyone.
10.
Stage the debate by having someone from each side take turns at presenting their viewpoint, and decide a winner.
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Visiting a Swimming Pool
Activity 2
View the 'Visiting a Swimming Pool' VR tour at https://lsv.com.au/vr/
Key Learning
The standard dimensions of an Olympic swimming pool are 50m x 25m x 2m. During this lesson, students will revise the concepts of area, perimeter and capacity. They will then apply this knowledge to design different shaped pools with the same capacity.
Resources
* Smartboard
* Appendix A: Grid paper
Engage
* Ask students if they know the dimensions of an Olympic sized swimming pool (50m x 25m).
* Ask them to calculate the surface area and perimeter in their workbooks. Allow them to use whatever strategy they choose. Revise the formulas for calculating area (length x width) and perimeter (2 x length + 2 x width) if necessary.
Answer:
* Perimeter = 150m
* Area = 1250m 2
LEVELS 5 & 6
Curriculum
Mathematics – Measurement and Geometry
Using units of measurements Level 5
* Choose appropriate units of measurement for length, area, volume, capacity and mass (VCMMG195)
* Calculate the perimeter and area of rectangles and the volume and capacity of prisms using familiar metric units (VCMMG196)
Level 6
* Convert between common metric units of length, mass and capacity (VCMMG223)
* Solve problems involving the comparison of lengths and areas using appropriate units (VCMMG224)
* Connect volume and capacity and their units of measurement (VCMMG225)
* Give students a copy of Appendix A: Grid paper and explain that one grid square represents 1m 2 .
* Ask students to design another pool with the same area as an Olympic swimming pool. Students may choose to use compound shapes or circles or triangles if they already know the formulas for calculating these areas.
Explain
* Watch video 'Measuring volume as area times length' to revise calculating the volume of a rectangular prism. Model using this formula to calculate the volume of an Olympic sized swimming pool.
Answer:
* Volume
= Length x Width x Depth
= 50 x 25 x 2
= 2500m 3
Elaborate
* Ask students to work in pairs to design a pool with the same volume as an Olympic pool. For a greater challenge they might like to create a compound shape by putting two different rectangular prisms together.
Evaluate
* Ask pairs to swap their designs with another pair and check each other's calculations. Choose a few pairs with interesting designs to share with the whole group.
References
Khan Academy. Volume and surface area, https://www.khanacademy.org/math/basic-geo/basic-geo-volume-sa [viewed 30 March 2021]
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Life on the Murray River
Activity 2
View the 'Life on the Murray River' VR tour at www.lsv.com.au/vr
Key Learning
During this activity, students will learn about traditional uses for various native Australian plants, identify some plants found in their local area and investigate their uses.
Resources
* Smartboard or projector
* Computer access for students
* Appendix A: Versatile Vegetation (One copy per student)
Engage
Watch Bush Food as a whole class. Discuss:
* Which bush foods were mentioned?
* Which bush medicines were discussed?
* Why do you think it was important for these kids to have this experience?
* Give students a copy of Appendix A: Versatile Vegetation. Students are to research some plants (not already mentioned in the video) that were traditionally used for food, medicine or other purposes and complete the table. Students may utilise the following resource from the Australian National Botanic Gardens:
https://parksaustralia.gov.au/botanicgardens/pub/anbg_educationresources_aboriginalplant use_150802.pdf
1
LEVELS 3 & 4
Curriculum
History – Historical Knowledge
Community, remembrance and celebrations Levels 3 & 4
* A significant example of change and a significant example of continuity over time in the local community, region or state/territory (VCHHK073)
Geography – Geographical Knowledge
Diversity and significance of places and environments
Levels 3 & 4
* Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082)
Explain
As a whole class discuss:
* How would you describe the relationship between Aboriginal and Torres Strait Islander people and the environment?
* What are some plants that were traditionally used by Aboriginal and Torres Strait Islander poeple? What were they used for?
* How did people know which plants were edible or could be used for medicine? How was this knowledge passed along?
* What could be challenging about using plants for such a range of purposes? What are the advantages?
Elaborate
* Now challenge students to find out about three types of plants that are found in their own local environment, including possible uses, and complete the bottom section of Appendix A: Versatile Vegetation. Use the The Atlas of Living Australia to assist.
Evaluate
Invite some students to share what they discovered about the plants in their local area. Discuss:
* Where does the food we eat come from? What about medicine/tools/clothing etc?
* Could we use any plants in our local area for another purpose?
* What would be the challenges/benefits?
* How would you describe our relationship with the environment today?
References
Behind the News, 2013. Bush Food. [online video] Available at: http://www.abc.net.au/btn/story/s3775984 [Accessed 2 September 2020]
Australian National Botanic Gardens. Aboriginal Plant Use in south-eastern Australia, https://parksaustralia.gov.au/botanic-gardens/pub/anbg_educationresources_aboriginalplantuse_150802.pdf [viewed 2 September 2020]
Atlas of Living Australia. Atlas of Living Australia, https://www.ala.org.au/ [viewed 2 September 2020]
2
Appendix A Versatile Vegetation
Aboriginal and Torres Strait Islander people have used plants for a variety of purposes (including food, medicine, tools and shelter) for thousands of years. Fill in the chart below as you investigate some interesting plants and their uses.
Find out about some plants in your local area:
Name:
Picture:
Uses:
Name:
Picture:
Uses:
Name:
Picture:
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CANADIAN RELOCATION SYSTEMS, MOVING ADVICE FOR KIDS AND TEENS
Hi Kids & Teens! I know that the idea of going to a new home and school can be very hard, and it's only natural if you are concerned about leaving your friends. To keep in touch with them, plan to exchange letters and talk to your parents about being able to periodically call a friend or two on weekends.
Be sure to talk to your parents about the way you feel about the move. Sometimes when we feel lonely we want to keep all our feelings inside, but please don't do this. The best idea is to talk to your mother or father about your concerns and then plan ways together that will make the move become a nice experience for the whole family.
A fun activity that will help you be a little more excited about the move is to plan your new bedroom. If you know the measurements of your new room, with the aid of your parents you can make a practice layout of the room and pencil in your bedroom furniture. You can also think about the colors you want to use and easy ways to decorate your room.
When you get to your new school, you will make friends there just as you did at your old school. It may take some time to feel comfortable with new people, but teachers are used to lots of new students and are usually willing and able to help you settle in.
Remember that students who move are more sensitive to the needs of other outsiders, having been one themselves. Therefore, be sure to "be there" for other new kids coming into your school. You can make a list of school activities and sports at your new school that you think you'll want to take part in.
Preparing for Your Move
Ask your parents what you can do to help with the packing and other chores that moving requires. Write down the chores you can do.
One chore our children often took charge of was the care of our cat and dog. If you have a pet, consider that moving is hard on animals as well. You can do a lot to reassure your pet during the moving process. There is a checklist in Chapter Four for the items that pets need for a trip.
You can also help your parents on moving day by offering to take charge of your pet and keep him or her safe while the movers are packing. Movers leave doors open while loading furniture, and animals can wander outside and be harmed or lost. So keep your pet in a confined area or on a leash to avoid an accident. Make a list of things to do for your pet.
Survival Boxes
Each time my family moved, my children would put together what we called Survival Boxes. What were these? Well, they were a small box, bag or backpack containing whatever each child felt he or she needed during the travel to our new city or at our new house before all their stuff was unpacked. The size of the Survival Box depended on whether we were driving or flying to our new home (since it took us longer to drive, for instance, and they needed more things to keep them occupied during the travel, the container was bigger).
When my children were very small, their boxes usually held a favorite stuffed toy or game that they wanted to take with them to the new house. As they grew older, and especially if school was due to start as soon as we arrived, the box contained school supplies, report cards and anything required for the first day of school. Why don't you make a list of all the things you want to put in your survival box in these spaces. You might consider books or magazines, stationery so you can write your friends and tell them all about your trip to the new city, a portable cassette player and a favorite tape or two (don't forget the headphones) or a must-have security blanket or pillow.
Visit our bookstore at: http://www.relocatecanada.com/bookstore/kids.html for litterature dealing with parents, kids and teens moving.
Travel Activities
When you plan the activities for the trip to your new home, bring games that have few pieces or ones that will be easy to play in a moving car or on an airplane. Board games with magnetic pieces make good travel games. A few other fun pastimes for travel are:
Car Games
Find the car with a certain description.
Examples of things you can look for are: 1) a luggage rack on top of the car; 2) a convertible top; 3) one, two or three passengers; 4) cars of a certain color; or 5) license plates from your new state. Use your imagination for other car descriptions.
Count Moving Company Trucks
See who can find the most moving company trucks traveling the same way (or the opposite way) that you are traveling. See who can find a truck like the one that moved your family.
Airplane Activities
Take paper and pen with you and use your travel time to write to your friends. A deck of playing cards is manageable on an airplane, or take along a book about your new city to read.
Safety Tips
* These tips are to assure that your experience within your new city is a safe and positive one. The following points will be very important for you to know and remember.
* Whenever you travel into any new area, know your complete name and both your parent's full names as well. When exploring the city, it is always important to stay very close to your parents and family, especially in crowded areas.
* If you will be temporarily staying in a hotel, know the name and telephone number of your hotel. A good idea is to carry a hotel brochure with you or a map that has the hotel circled on it.
* Keeping a list of phone numbers is very important, especially if you should ever get lost or separated from your family. Write down family names, telephone numbers and addresses as well as the new office telephone numbers for your parents.
* Know your new school bus number and the exact location of the bus stop. It is a very good idea to do several practice runs from your new home to your bus stop and back before the first day of school. This way you'll remember your new route. | 1,998 | 1,253 | {
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New Zealand cops nab penguin prowlers in sushi stall
17 July 2019
"We do get a few calls about them nesting under people's houses. That's quite a common one," he told TVNZ.
"But certainly the busiest railway station in Wellington is an unusual one."
The persistent penguins would have crossed a busy highway to reach the train station, although Mace said they may have reached the sushi stand through freshwater pipes.
Little blue penguins are the smallest species of the flightless seabirds, standing 25 centimetres (10 inches) tall and weighing about one kilogram (2.2 pounds).
Little blue penguins, also known as fairy penguins, are native to New Zealand but are listed as at-risk as development encroaches upon their environment
A pair of New Zealand penguins that broke into a sushi stall at Wellington's busiest railway station have been returned to their natural habitat.
Police said they initially received a report about a little blue penguin in the city centre over the weekend and released the animal back into the harbour.
But it returned on Tuesday with an accomplice and officers said the "waddling vagrants" started building a nest beneath a sushi stall at Wellington Railway Station, in the heart of the city.
After luring them out with salmon, the police again sent the seabirds back to the water, while wildlife officers sealed up the sushi stall's nooks and crannies to prevent any re-offending.
Department of Conservation manager Jack Mace said the birds were about to enter their breeding season and were searching for a safe spot "to set up shop to lay eggs later on".
Also known as fairy penguins, they are native to New Zealand but are listed as at-risk as development encroaches upon their environment, with dogs considered the main threat.
They are relatively common in Wellington but usually base themselves in colonies hidden away in rugged areas of coastline or on Matiu Island in the capital's harbour.
© 2019 AFP
1 / 2
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English
Who is Traction Man? Who is Scrubbing Brush? All will be revealed through a fantastic trilogy of books! Our class mascot likes to be a hero wherever he goes, especially when he goes on holiday to stay with your family.
We will read stories related to the ocean and read lots about the great ocean giants such as the Titanic, whales and sharks. We will write letters, recounts, diary entries, information texts, questions and stories.
We will complete shared reading, as a whole class each day and the children will read to an adult independently each week. Also guided group reading will begin later this term. Phonics will take place daily, where children will practise skills of reading, spelling and handwriting. Spelling, punctuation and
Maths
In Mathematics our learning will cover counting, ordering and writing numbers, adding and subtracting (both written and mental methods). Later in the term we will focus on 2d shapes and name and their properties. Symmetry will be explored as part of Maths and Art.
We will start to practise time tables in class and we encourage this at home, starting with the 10's, then 2's, 5's, 3's etc.
Each week there will be a Maths problem that the children will have a go at. Mathletics will be encouraged as part of weekly Home Learning. This learning will be specific to your child and will be tracked weekly.
Autumn Term One Class Two
Topic Name
OCEAN GIANTS
Class Books Flotsam The Boat The Traction Man trilogy Alba the hundred year old fish A range of information texts about the Titanic
Topic
We will discover the countries and capitals of the UK. Then we will find out about the world's continents and oceans We will develop our orienteering skills using the school grounds. Then we'll work on map skills using compass points. This work will be linked to the Traction Man adventures and history work about the Titanic where possible.
In History lessons we will learn about the tragedy of the Titanic sinking. We will consider a range of questions; What was so special about the Titanic and what was life on board like? Why and how did the 'unsinkable' Titanic sink? Why weren't more people saved from the Titanic? How did they stop a disaster like the Titanic happening again?
Science
In Science the topic is 'Habitats'. We will start off by thinking about the life processes of a living thing. We will sort animals, plants and objects into living, dead and never lived. Using the school environment, we will sort animals and plants into different habitats and think carefully about the features that help them to survive there. Then we will think about habitats from around the world focusing in on the amazing ocean habitat. We will look at the impact of plastics in our oceans. We will work creatively to invent a new sea creature that would be able to survive in the ocean.
RE
In R.E. we will learn about how people celebrate events in their lives and the importance of belonging to different groups. We will study baptism and grammar with be taught through English and Phonics sessions.
Art and D&T
Colour mixing is a focus this half term. We will learn to use shades, tints and tones and produce a range of pieces linked to our topics including Shape in Maths.
We will also create some lovely seascapes using our new knowledge and skills. We will explore silk painting – an exciting way to paint!
Music
Hands, feet and heart! We will explore keeping a steady pulse with our bodies and instruments to a new African song and a range of other music. We will appreciate works by different classical musicians and develop our singing voices in simple rounds. Musical dynamics will be worked upon through the use of symbols.
Computing
In Computing the focus will be programming and the children will be implementing a series of algorithms to control objects on and off screen.
Online safety will be explored including keeping personal information private and asking for adult help and permission when online.
PSHE
In P.S.H.E we will think about 'Rights and Responsibilities', our school core values, developing a growth mindset and our different learning styles. Please come and look at our 'Learning Dip' display. We will work upon overcoming learning challenges using our learning toolkit.
We will also think about why we are unique and special.
christenings and we will look at the Jewish faith and how Bar Mitzvah's are special coming of age ceremonies. We will express our ideas through art work and drama.
PE
P.E. will be on a Monday and Friday where the children will practise the fundamental skills of balance, co-ordination and agility. This will include working on sending and receiving techniques and skills and we will apply the skills through a range of games. They will need both indoor and outdoor kits with plimsolls.
We will have a showcase of work near the end of the term. We hope you will come and see how busy we have been! | 1,823 | 1,021 | {
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Questions
1. What, according to the first paragraph, is going to happen before Ruby Redfort makes it back to the ranch?
(1 mark)
2. What TWO landmarks can Ruby Redfort see, according to the first paragraph?
* ●
(2 marks)
3. Decide whether the following statements are true or false. Only tick one box for each statement.
True False
A. Ruby Redfort is a quick thinker
B. Ruby Redfort is bitten on the leg by a snake as she travels back to the ranch
C. Ruby Redfort's green bicycle is carried
away by the tornado
(3 marks)
4. Using information from the paragraph beginning "Suddenly everything became hyper real," explain two things which Ruby Redford does after being bitten by the snake.
(2 marks)
5. Look at the paragraph beginning, "She let go of her bike and abandoned it right there." Write down TWO other phrases that tell us that Ruby Redfort is determined to reach her place of safety.
*
*
(2 marks)
6. Re-read the following paragraph, which describes the moments immediately after Ruby Redfort has been bitten:
She turned to look it in the eyes. Black eyes set in an arrow-shaped head, dark diamonds running down its brown back. She looked at it, unblinking, as it slowly wound itself back into the shadows.
Give TWO reasons why the writer has described Ruby Redfort as "unblinking" as she looks at the snake at this moment.
*
*
(2 marks)
7. Write down the meaning of the following words from the passage. They are underlined in the passage.
Relentless (line 4)
Coarse (line 12)
Jutting (line 22)
(3 marks)
8. Paragraph 4, beginning "She didn't notice the hissing thing" (line 17) describes the snake as a very dangerous creature.
Write down TWO words or phrases from paragraph 4 which make the snake sound dangerous AND explain how these words or phrases make the snake sound dangerous.
Word or phrase
How this word or phrase makes the snake sounds dangerous
1.)
2.)
(4 marks)
9. What have you learned about the character of Ruby Redfort from this passage?
You must use at least two appropriate adjectives (describing words) and choose words or phrases from the passage to support your ideas.
Adjective
Word or phrase from the passage which shows this
1.)
2.)
10. After reading the passage would you like to read the rest of the story, 'Pick Your Poison'? Give specific reasons in your answer. (2 marks)
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'Discovering life in all its fullness.' ⚫ Hesed ⚫ Hamdah ⚫ Honesty⚫ Horizons⚫
Geography
Overview
Lindridge St Lawrence CE VA Primary School will inspire in children a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth's key physical and human processes. As children progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth's features at different scales are shaped, interconnected and change over time.
Intent
At Lindridge St Lawrence CE VA Primary School we will ensure that all children will:
- develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics.
- understand the processes that give rise to key physical and human geographical features of the world.
- are competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork.
- interpret a range of sources of geographical information
- communicate geographical information in a variety of ways.
Implementation
Geography is taught as part of our topic work, with at least one half termly topic with a geographical emphasis per term. Children are taught through a range of stimulating lessons which will include fieldwork in our amazing locality and use of maps, atlases, aerial views and computer generated information. Children will be taught the skills of geographical analysis and research and be able to apply them across a range of topics. Children will be encouraged to think critically and ask questions about the world around them with a particular emphasis on how we as humans can best look after our local environment and our planet.
Impact
Children at Lindridge St Lawrence CE VA Primary School are very lucky to be able to live and go to school in such a rich geographical area. We plan that they will be able to link their learning back to our local area as much as is possible. The children will be able to use geographical skills learnt locally to apply to other contexts. The children will have a love for, and an appreciation of, the natural world around them. Children at Lindridge will be good stewards of the local area and will think carefully about what they can do to look after our wider world based on their geographical skills and knowledge.
Discovering life in all its fullness.'
'
⚫
⚫
Hesed
Hamdah
⚫
Honesty
⚫
Horizons
⚫ | 1,208 | 583 | {
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CULVER CITY UNIFIED SCHOOL DISTRICT
CLASS TITLE: TARGET LANGUAGE SUPPORT PROVIDER
BASIC FUNCTION:
Under the direction of an assigned supervisor, assist a certificated teacher by serving as a model of the target language to the children in order to enhance their language acquisition and providing target language support to the students upon the teachers' direction.
REPRESENTATIVE DUTIES:
ESSENTIAL DUTIES:
* Support instruction in all content areas in the target language.
* Provide target language support to the students upon the teachers' direction.
* Speak the target language in the classroom as a target language role model, and abstain from speaking English.
* Read target language lesson plans and instructions quickly and provide target language support in collaboration with the teacher.
* Demonstrate a positive attitude in the target language
* Work with small groups of four to six students to provide individualized target language support to those students.
* Provide frequent positive reinforcement and demonstrate patience with students.
* Assist students with target language, vocabulary, pronunciation, spelling, grammar, etc..
* Read to students in the target language.
* Assist students in answering questions, providing proper examples, a friendly attitude and general guidance.
* Attend meetings and in-services as assigned.
OTHER DUTIES:
* Perform related duties as assigned.
KNOWLEDGE AND ABILITIES:
Knowledge of:
* Child guidance principles and practices.
* Correct oral and written usage of the designated target language.
* Basic subjects taught in schools, including arithmetic, grammar, spelling, language and reading.
* Oral and written communication skills in the target language.
* Safe practices in classroom and playground activities.
* Interpersonal skills using tact, patience and courtesy.
Ability to:
* Reinforce target language to individual or small groups of students as directed by the teacher.
* Assist with small groups in a classroom or assigned learning environment.
* Understand and follow oral and written directions.
* Communicate effectively both orally and in writing.
* Establish and maintain cooperative and effective working relationships with others.
* Monitor, observe and report student behavior and progress according to approved policies and procedures.
* Observe health and safety regulations.
EDUCATION AND EXPERIENCE
EDUCATION/REQUIREMENTS:
* High School Diploma or equivalent.
* Demonstrated proficiency in the target language.
EXPERIENCE:
* One year of paid or volunteer experience working with school-age children desired.
WORKING CONDITIONS:
ENVIRONMENT:
* Classroom and playground environment
PHYSICAL DEMANDS:
* Sitting or standing for extended periods of time.
* Bending at the waist, kneeling or crouching to assist students
* Seeing to read a variety of materials and monitor student activities.
* Hearing and speaking to exchange information. | 1,483 | 546 | {
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An Overview of Web Browsing Security
We use our web browsers to communicate, shop, get directions, research, and ask questions we are too embarrassed to ask a person. It's no wonder that "How do I protect my web browsing?" is one of the most common questions people ask when they start learning about digital security. The various methods for protecting your browser security can be confusing, and can work together in counterintuitive ways. Here we'll go over a few common, effective ways to protect your web browsing information, including their respective pros, cons, and differences.
HTTPS vs. HTTP
There are two ways for a website to get to your browser: HTTP and HTTPS. The difference is that "S," which stands for "secure."
When you see "https" and a little green lock next to the web page address in the top of your browser, that means you are using a secure connection. You have probably seen this when shopping online or entering credit card information. For a long time, website owners only offered HTTPS on pages that requested sensitive information like usernames and passwords or credit card numbers.
Now, however, the web is in the middle of a large shift to using HTTPS for all webpages. This is because HTTP lacks any meaningful security, and HTTPS comes secure by default. Webpages that come to you over HTTP are vulnerable to eavesdropping, content injection, cookie and credentials stealing, targeted censorship, and other problems.
If someone is spying on the network and trying to see what websites users are visiting, an HTTP connection offers no protection. An HTTPS connection, on the other hand, hides which specific page on a website you navigate to—that is, everything "after the slash." For example, if you are using HTTPS to connect to www.eff.org/ssd, an eavesdropper can only see "www.eff.org". With HTTPS, an eavesdropper cannot see what part of a website you're visiting.
VPNs
Virtual Private Networks (or VPNs) hide your Internet traffic all the way from your local computer to whatever VPN service provider you choose. Instead of traveling over your Internet service provider's (ISP's) connection, your traffic will pass through your VPN provider's servers. If someone is spying on your local network and trying to see what websites users are visiting, they will be able to see that you're connecting to a VPN, but will not be able to see what websites you are ultimately visiting.
Using a VPN essentially shifts your trust from your ISP to the VPN, so it's important to make sure you trust your VPN provider to protect your privacy.
1/2
While using a VPN hides your traffic from your ISP, it also exposes all your traffic to the VPN provider itself. The VPN provider will be able to see, store, and modify your traffic. Using a VPN essentially shifts your trust from your ISP to the VPN, so it's important to make sure you trust your VPN provider to protect your privacy.
Although it's a common question at security trainings, recommending VPNs is a tricky task. It's generally better to explain how VPNs work and share key questions to ask rather than make a one-and-done tool recommendation. That's because VPN services are changing all the time, and it is hard to guarantee any privacy promises they make. Different VPNs also offer different pros and cons for different threat models, making it hard to choose the right VPN for a particular audience or individual. If you do share the name of a particular VPN, be sure to explain why you trust them. Has it been around a long time? Does it have a good reputation, and with whom? What makes you believe it will stick to the privacy promises it makes? What do you use it for—privacy protection, censorship circumvention, or something else?
Additional resources to learn about VPNs include That One Privacy Site's guide and TorrentFreak's 2018 VPN review.
Tor Browser
Tor Browser is an anonymous browser designed to protect your identity and location while browsing the web. Instead of connecting you directly to the website you want to visit, Tor will bounce you around a network of volunteer computers (called "nodes") on your way to your final destination. This bouncing around masks who you are and where you are connecting from. This makes it harder for people monitoring you to know what you are doing online, and harder for people monitoring certain sites to know who is using them and where they are connecting from.
It's important to remember that Tor will protect your privacy and anonymity only for activities inside Tor. Having Tor installed on your computer does not make other things you do on your device, like web browsing on another browser like Chrome or Firefox, more private or anonymous. It also does not hide the fact that you're using Tor. Your web navigation may be anonymous, but it will be clear that you're using the Tor software.
Tor also does not encrypt your web traffic—you'll need HTTPS for that. That's why it's key to visit websites that support HTTPS within Tor, so that the two can work together to give you both security and anonymity while you browse. This infographic demonstrates what kinds of information HTTPS and Tor protect separately, and what kinds information they protect when used together.
2/2 | 2,025 | 1,061 | {
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Hort Short
Snohomish County Master Gardener Cucumbers
Issue#
Cucumbers, a versatile vegetable
Cucumbers are easy to grow in the home garden and there are many varieties to choose from depending on how you will use them.
Types of Cucumbers
* Pickling cucumbers
* Slicing and eating fresh cucumbers
o Generally picked between 3-6 inches long
o Can be eaten, though it is best to peel them first.
* Most cucumbers mature within 50-70 days. Western Washington gardeners should select the plants with shorter growing season.
* Novelty cucumbers exist, including round lemon, foot-long Asian, yellow and Mexican sour.
Planting Site for Cucumbers
Sun
* Cucumbers need 8 hours full sun exposure daily
Soil
* Cucumbers need well-drained, fertile soil.
o A soil test is the only way to be sure your soil has sufficient nutrients.
* Soil should contain high levels of organic material.
Water
* Naturally, more water is consumed during hot dry spells.
* Cucumbers have moderate to high water needs.
* Observation is the key. Check plants and soil daily.
Space
* Cucumbers grow between 3 to 5 feet in a season so they need space to spread.
* Air circulation is imperative to reduce diseases.
* Cucumbers grow well on trellises, which saves space, aids airflow, and makes harvesting easier.
* Plant 4-5 seeds in hills spaced 4-5 apart.
Seeds
* Seeds may be started indoors 4-5 weeks before planting outside.
* Purchase seeds from catalogs and garden centers.
o This gives the plants a head start.
* Plant seeds directly outdoors when soil temperature reaches 55 degrees.
o This method is easy to do as long as the temperature permits.
* Seedlings and plants grow the best when daytime temperatures are between 70 and 95 degrees.
Maintenance during Growing
Blooming plants need to be observed for signs there might be problems.
* Leaf wilting is the most common sign of stress in the plants. Causes:
o Too much water
o Too little water
o Check the root zone; it should be moist and pliable, not dripping.
* Stunted leaves or yellowing leaves.
o Sign of low soil fertility.
* Failure to produce flowers or fruit
o Sign of low soil fertility.
o Female blossom receives pollen and produces blooms (look for round growth at the base of the flower).
o Male blossom provides pollen only. These drop off without producing flowers.
Integrated Pest Management
Most insect infestations and diseases can be prevented or limited by using observation and easy gardening practices.
* Limit overhead watering to reduce disease.
* Water regularly. Water-stressed plants invite insects.
* Keep the area clean of decaying leaf matter.
* Check plants regularly to help recognize when a problem is beginning.
* Remember, these plants rely on pollinators so use caution when using insecticides.
* Check WSU Hortsense for pests and their solutions.
Resources
Soil Temperature Guide for Washington. https://weather.wsu.edu/?p=89750
Vegetables: Growing Cucumbers in the Home Garden. Washington State University Extension Factsheet FS069E. https://pubs.extension.wsu.edu/growing-cucumbers-in-home-gardens-homegarden-series
Washington State University Hortsense. Factsheets for Cucumbers, Pumpkins, and Squash. http://hortsense.cahnrs.wsu.edu/Search/MainMenuWithFactSheet.aspx?CategoryId=5&PlantDefId=55 | 1,499 | 759 | {
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Weekly Newsletter
26th February 2021
NOTE FROM HEAD TEACHER
As-salaamu alaikom
Dear Parents / Guardians / Carers,
I hope that everyone managed to get some rest during the holidays and I am welcoming everyone back to school - remotely, from afar, of course!
So dear parents, make the most of the last week of remote learning. You'll have to put away your teacher's hat soon and I hope that this won't be too devastating for you! Who knows, you may even get the chance to have a relaxed cuppa instead of logging in or fretting over a lost internet connection.
Some exciting news this week, Al hamdu'lillah; we are very much looking forward to welcoming all our pupils back on 8th March, insha'Allah. I can't wait to, once again, see all our classrooms filled with pupils… and teachers of course.
Have a great weekend! Wasalaam
Key Stage 1
In Islamic Studies Year 1 learnt the story of Prophet Yunus(as) and the whale.
Science Corner
HADITH OF THE WEEK
The Prophet said, "The one who sincerely wishes to love Allah and the Messenger...should always speak the truth when he speaks.'
The Right of the Fortnight
Article 16: Every child has the right to privacy. The law should protect the child's private, family and home life.
PARTICIPATION AWARDS
And the award for the best online attendance this week goes to…...
1st: Year 4 98%
2nd: Year 1 95%
3rd: Year 3 90%
NASA's Perseverance Mars Rover touched down on the Red Planet after a sevenmonth flight from Earth. To celebrate, Year 5 children have been busy working on making their own Rovers at home. Look at this excellent model by Eesa Khan Y5.
Zaina
Year 6 explored the circulatory system in Science and wrote explanation texts in English to explain how blood travels around the body.
Fatima
Weekly Newsletter
26th February 2021
Pupil Voice
Meeting my friends in school. Haris, Year 5
I would like to go on holiday . Cady, Year 6
Seeing all my friends, family and teachers again! Fatima A, Year 6
I am looking forward to doing P.E. with my friends. Fatima , Reception
I can't wait to go shopping. Rabia , Year 5
FOLLOW US ON:
CERTIFICATES
Y1: Noor Aishah , Isra Akhlaq
Y2: Ayat Waris & Nusaibah Munir
Y3: Aaliyah Akhlaq
Y4: Ezekiel Afzal & Haniya Dar
Y5: Eesa Khan
Y6: Ismah Bhuta
HIGHLIGHTS
A great workshop on Positive Parenting strategies for KS2 parents took place on Weds 24th Feb.
World Book Day takes place on Thursday 4th March. Look out for more info next week!
Meeting all my friends because I haven't seen them in a while and going to all the shops when they open. Zaina , Year 6
I want to visit Karachi, the beach and go camping. Irtaza , Year 2
Going to London to visit my Grandma. Ibrahim C . Year 2
What am I looking forward to after lockdown?
I can't wait to play in the park with my cousins. Ibrahim F., Year 5
Going on holiday. Maishaa, Year 2
Going places on my birthday and playing with my cousin when he comes to England. Sara, Year 3
mmps1993
I am looking forward to playing with my friends in the playground. Amina , Reception
@muslimprepschool | 1,393 | 806 | {
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3 rd - 5 th Grade – Animal Adaptations within Georgia Regions
Teacher Guide
Goal: Students will be able to make connections between animal habitats and animal adaptations within the regions of Georgia.
GSE Connections: S3L1B: Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
Background Information: From the mountains to the ocean, the state of Georgia is defined by unique landscapes and topography and a diversity of wildlife. There are five main regions in Georgia with plants and animals that are adapted to live in each of the regions. Each region is further defined by distinct characteristics and habitats. The Blue Ridge Mountains are home to Georgia's highest mountains and have high plant and animal biodiversity. The Piedmont region encompasses one-third of the state, bridging the mountains with the coastal plain. The Coastal Plain is made up of barrier islands, beaches and wetlands. The Valley and Ridge region is known for its mountains and fastmoving streams. The Appalachian Plateau is the smallest region of Georgia and is characterized by steep, forested hills. Some animals may only be found in one region, while others may be able to live in multiple regions. Regardless, all have specialized adaptations that allow them to survive and thrive.
Vocabulary:
Habitat - the physical characteristics (internal and external) and behaviors that animals have in order to survive
Adaptation – the natural home or environment around an organism
Activity: Spend a few minutes reviewing the five regions of Georgia with your students. Discuss different characteristics of each region. Ask students to think about animals that live in each of the regions and what makes those animals well suited to live there. Revisit the term adaptation. Hand out Student Explore Sheets and explain to the students that they will visit Georgia eXtremes at Scaly Slimy Spectacular to make observations of Georgia reptiles and amphibians regarding their adaptations and external features. Using the information that they gather about each animal, students can predict what region(s) they think the reptile and/or amphibian lives in.
Species
: Green Tree Frog
Adaptations/External Features: Lives near wetlands; colors vary from bright yellow to lime green; webbed toes
Region of GA: Found in all five regions of GA
3 rd - 5 th Grade – Animal Adaptations within Georgia Regions
Student Explore Sheet
Student Review:
Use the map in Georgia eXtremes to identify the five Georgia regions and list their characteristics.
Visit Georgia eXtremes in Scaly Slimy Spectacular and draw 4 reptiles or amphibians that live in Georgia. Explain their adaptations/external features. Based on what you learn, what region(s) do you think they live in?
Species:
Species:
Adaptations/External Features:
Region(s) of GA:
Species:
Adaptations/External Features:
Region(s) of GA:
Adaptations/External Features:
Region(s) of GA:
Species:
Adaptations/External Features:
Region(s) of GA: | 1,400 | 629 | {
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Proposed - Safe Water in Schools Act
It is hereby enacted by the General Assembly of the State of Vermont:
SEC. 1. FINDINGS
The General Assembly finds that:
(1) Lead is a highly toxic metal that can cause serious and permanent health problems.
(2) Children and pregnant women are especially vulnerable to lead poisoning.
(3) Lead in the body can damage the brain, kidneys and nervous system. Lead can slow down growth, development, learning, and cause behavior problems among children. The effects of lead poisoning are irreversible, yet preventable.
(4) Lead normally enters drinking water from contact with lead pipes, plumbing fixtures, and solder, which all could contain various levels of lead. Lead can dissolve into water, especially if the water is corrosive.
(5) A 2017-2018 pilot program to test all fixtures that provide water for drinking or cooking in 16 Vermont schools conducted by the Vermont Department of Health and the Vermont Agency of Natural Resources found elevated lead levels (greater than or equal to 15 ppb) in at least one tap at five of the participating 16 schools.
(6) Unless every tap is tested, there is no way to know if lead is present in drinking water; lead in water is colorless, odorless, and tasteless.
(7) It is necessary that all schools test every fixture that provides water for drinking or cooking to guard against Vermont children consuming water with elevated lead levels.
(8) In light of the State's role in education and public health protection, the State must take a programmatic and financial leadership role in identifying and addressing lead contamination in schools.
Sec. 2. 18 V.S.A. chapter 23 is amended to read:
Chapter 23, Water Pollution
Subchapter 1, Lead Contamination in Schools
§ 1231. DEFINITIONS
As used in this subchapter, unless the context requires otherwise:
(1) "Outlet" means a potable water fixture currently or potentially used for drinking or cooking purposes, including but not limited to a bubbler, drinking fountain, or faucets.
(2) "School" means a public or independent kindergarten, elementary, or secondary school as defined by 16 V.S.A. § 11.
§ 1232. SCHOOL WATER TESTING FOR LEAD
(a) On or before June 30, 2020, all schools shall test all outlets for lead.
(b) Testing. Testing shall be done in accordance with protocols published by the Department, created in consultation with the Agency of Natural Resources and the Agency of Education.
(c) Any laboratory used for testing shall be certified by the Department pursuant to 18 V.S.A. § 501b.
(d) Re-testing. The Department shall adopt rules that prescribe how frequently a school is required to retest outlets.
(e) Exemption. Schools that have tested every outlet since July 1, 2016, in a manner consistent with the Department's protocol are exempt from the first round of testing.
§ 1233. REMEDIATION OF LEAD IN SCHOOLS
(a) The State's objective is to minimize exposure to lead in schools. Schools are required to achieve lead levels that are below the action levels established by the Vermont Water Supply Rule. The Department shall provide technical assistance to schools in achieving the lowest feasible level.
(b) Any outlet for which a test result is found to be equal to or greater than the action level shall be discontinued in its use until such time as the outlet tests below the action level.
§ 1234. INFORMATION
(a) Distribution. Each school shall provide the information on the results of the testing directly to the parent or guardian of any student attending that school within 10 days of receiving the results. Such information shall also be made publicly available on the school's website or other means.
(b) Content. Notice to parents and guardians shall include testing results using a standardized form that shall be created by the Department.
(c) Remediation Steps. If any outlet tests above the action level, the school will inform the parent or guardian of any student of the steps that have or will be taken to remediate the presence of lead in the drinking water.
§ 1235. RULEMAKING
The Commissioner, after consultation with the Secretary of Natural Resources and Secretary of Education, may adopt rules as necessary for the purposes of implementing, administering, or enforcing the requirements of this chapter. | 1,913 | 903 | {
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Backgrounds/Overlays Used in this Story
SKM
R
Figures Used in This Story
Background: After leaving Jericho, Jesus made his way to Bethany, just outside of Jerusalem. Bethany was the hometown of Jesus' friends Martha and Mary. Jesus had recently raised their brother Lazarus from the dead after he had been in the tomb for four days.
The following day Jesus rode into Jerusalem, seated on a donkey His disciples had brought to Him. The Jewish multitude that had seen His miracles in Galilee spread their cloaks on the road and waving palm branches, they began crying out "blessed is the King who comes in the name of the Lord!" Then the Jews who had seen Lazarus raised from the dead and others joined in the celebration. The Messianic shouts continued as Jesus entered the city and came into the temple. This infuriated the Jewish leaders, but they were powerless to stop it.
Following a week of constant challenges and attempts to trap Jesus in His words, the hatred of the Jewish leadership for Jesus finally found a tragic partner in the person of Judas Iscariot—one of Jesus own disciples. We will never know what turned Judas against his Master—but for thirty pieces of silver he agreed to betray Jesus and lead a Jewish mob to their secret hideout in the garden of Gethsemane.
After a night of constant beatings and a mock trial, the High Priest and the other Jewish leaders accused Jesus of blasphemy and condemned Him to death. However, only Pilate, the Roman governor had the authority to crucify Jesus. Pilate examined Jesus repeatedly but could not find any reason to condemn Him. Finally, in an effort to satisfy the Jews thirst for blood, he had his soldiers whip Jesus nearly to death. However, even this would not satisfy the Jews hatred and they continued to scream for Jesus crucifixion. In the end, Pilate called for a basin of water—washed his guilty hands and sent Jesus to the cross.
So the plan to redeem mankind that God hinted at in the Garden of Eden and demonstrated in the near sacrifice of Isaac on Mount Moriah was finally carried out. Only now, the mountains of Moriah hold a city—Jerusalem, the city of David.
God stopped Abraham from sacrificing Isaac, his one and only son. However, there was no one to stop God from sacrificing His Son. But, the Deceiver was deceived and Satan's greatest triumph resulted in his crushing defeat! But Jesus was not the only one crucified that day. Listen to the words of this story—conversations from the cross! Here is the story.
Copyright © 2019 By Design Ministries International
Note: The first slide is the title slide. Each arrow indicates advancing to the next slide. Two arrows indicate a scene change.
(SKM, R, S25) Then the soldiers led Jesus out to be crucified, along with two criminals. (S20)
When they came to the place called Calvary, (S17) the soldiers crucified Him along with the two criminals (S18) —one on Jesus right (S19) —the other on Jesus left.
Then Jesus said, "Father, forgive them—they do not know what they are doing!"
(S23) While the people watched, the soldiers divided Jesus clothes between them by casting lots.
(S24) But the Jewish leaders in the crowd mocked Jesus saying, "He saved others—let Him save Himself, if He really is the Christ—the chosen One of God!" (S22)
The soldiers also mocked Him. (S21) They came and offered Him sour wine saying, "If you are the King of the Jews—save Yourself!
For there was an inscription above Jesus—written in Greek, Latin, and Hebrew letters—which read "THIS IS THE KING OF THE JEWS."
Then one of the criminals crucified beside Jesus blasphemed Him, saying, "If You really are the Christ—save Yourself—save us!"
But the other criminal answered—rebuking him. "Do you not fear even God? You are under the same sentence of death—which we rightly deserve—because of what we did? This man has done nothing wrong!"
Then the second criminal said to Jesus, "Lord, when You come into Your kingdom—remember me!" Jesus answered him, "I tell you—today—you will be with Me in Paradise! I promise!"
Copyright © 2019 By Design Ministries International | 1,669 | 920 | {
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Story 11. God Stops the Tower of Babel
Genesis 11:1-9
Backgrounds/Overlays (For scene one)
Many, many years have now passed since the devastation of the flood. And the sons of Noah have increased and multiplied on the earth just as God commanded. In fact, just before the events of this narrative the genealogies of Ham, Shem and Japheth are listed for multiple generations. Traveling as a unified people group, the families move to an area in what is probably modern Iraq and decide to settle there. However their plans to build a city are interrupted when they include the building of a tower commonly known as a ziggurat that becomes the center of false worship.
After the events of this story, God has Moses record a more detailed genealogy of Noah's son Shem ending with a man named Terah. Terah becomes the father of three sons—the oldest is named Abram. The remaining stories in the Genesis Series revolve around God's dealings with Abram and his family. But first we have this story…
Now everyone on the whole earth spoke just one language and used the same words.
And it came about,
that as people journeyed from the east, that they found a plain in the land of Shinar; and they
settled there.
And the people said to each other, "Let's go make bricks and thoroughly fire those bricks." And they
used the brick for stone, and tar for mortar. And the people said, "Let's build ourselves a city and a tower, whose top will reach to heaven. And let's make ourselves a name, so we won't be scattered across the face of
the whole earth." (Remove)
And the LORD came down to see the city and the tower which the children of men had built.
Copyright © 2015 By Design Ministries International
And the LORD said, "Look now, the people are united and they all have the same language, and this is only the beginning of what they are doing. Now nothing will be restrained from them, which they have imagined that they will do.
Now let us go down there, and confuse their language, so that they will not understand one another's speech."
(Remove)
(Add)
So the LORD scattered the people all over from that place to all over the face of all the earth
—and the
people gave up building the city. Because of that event, the name of that place is called Babel,
(Remove)
because there the LORD confused the language of all the earth: (Remove)
and from there the LORD scattered the people all over the face of all the earth.
Copyright © 2015 By Design Ministries International | 994 | 568 | {
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Home Learning Pack Nursery
Monday 20 th April 2020
Hello Nursery,
I hope you've all had a lovely Easter and are all adjusting to the new way of learning by now. Here are today's activities (see activity sheet below). Please notice there is a recommended time each activity should take. Please do not go over this time. Also do take a break between the activities rather than trying to complete one after the other.
(15 mins) Literacy
(10 mins) Phonics
(10 mins) Maths
(10 mins) Reading
Please read each day (or at least three times per week). Share and read stories with an adult or older sibling. There are some links to websites where you can read eBooks too (see activities below). Login details have been sent out to Parents for MyOn online library. (www.myon.co.uk). you are unsure of your login please contact your teacher.
If
Challenges – There are challenge in the daily activities. These are more challenging than the suggested activities, however, please note that they are optional activities.
Literacy: Goldilocks and the Three Bears
1. Listen to the story Goldilocks and The Three Bears on YouTube
https://www.youtube.com/watch?v=0oUP2PFeOi8
2. Once the story has finished, talk about the story. Did you like the story? Why? Why not?
Challenge (optional): Draw a picture of your favourite part of the story and explain what you have drawn.
- Label your drawing e.g. by writing 'G' the initial sounds for Goldilocks or 'B' for Baby Bear.
Use the phonics sound mat below to help. For additional help, use: https://www.youtube.com/watch?v=-ksblMiliA8. This website will help parents know how to say all the sounds)
Maths: Number recognition
1. Watch a counting song on YouTube https://www.youtube.com/watch?v=0VLxWIHRD4E
2. Parents – write numbers 1-7 on some paper. Point to the numbers and encourage your child to say the numbers as they are pointed to.
3. Can you find any of these numbers in your home? (Keep the number cards for later in the week)
Challenge (optional): Parents – write the numbers 6-12. Point to the numbers and encourage your child to identify the numbers as they are pointed to. Go on a number hunt and find some of these numbers too.
Phonics: Rhythm and Rhyme
1. Sing along to the song Hickory Dickory Dock. https://www.youtube.com/watch?v=yaDBUrfHJfY
2. In that song there are some words that rhyme with clock? Can your think of what words they are? If your stuck – here is a clue: is it clock and tock? Or clock and mouse that rhyme?
Challenge (Optional): Use the rhyming word sheet below to identify some rhyming pairs.
Expressive Art and Design
Talk about the story Goldilocks and the Three Bears. Who were the characters in the story? Can you draw a picture Goldilocks? If you have paint at home, you could even paint a picture.
Encourage your child to talk about what they have drawn/painted once they have fi.
Challenge (optional): Can you write a label for your picture? E.g. "Goldilocks." To do this, encourage your child to identify the first sound in Goldilocks (G). Once they have identified that Goldilocks starts with a 'G', show them the picture goat and the orange on the sound mat. Which one is "G"?
Name writing (optional)
Parents – model writing your child's name (one letter at a time, talk about the formation of the letters). After you have written each letter, encourage your child to write the same letter.
Reading: Read daily with your child. You could read books that you have at home or you could have a look at some of the online reading materials
1.
Oxford Owl:
https://www.oxfordowl.co.uk/
2
Myon:
https://www myon co uk/
Rhyming words
Name all the pictures below. Can you find the words that rhyme with car, cat and frog? Use the pictures on the right hand side to help you! | 1,593 | 901 | {
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-
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-
-
-
-
-
Rivers
What should I already know?
The seven continents
, five oceans
and surrounding seas
of the United Kingdom.
A physical feature is natural.
A human feature is something which is man-made.
Rivers - what are they? How are they formed?
Rivers are natural streams of fresh water that flow into
seas,
oceans and
Rivers usually begin in lakes.
upland areas, when rain falls on high ground and begins to
flow downhill
. They always flow downhill because of gravity.
They then flow across the land - meandering
- or going around objects such as hills or large rocks. They flow until they reach another body of water.
Geographical Skills and Fieldwork
Use the index in atlases
to find oceans, seas
and rivers.
-
Label maps to show where oceans, seas, lakes
and rivers
- Complete a table to show the length of different rivers.
- Describe the life of a river using the correct terminology.
- Go on a tour of the River Stour - can you notice the different features of a river? Sketch the river including the features you can see.
- Investigate the effects of climate change and plastic pollution on oceans, seas and rivers. Use your knowledge of the bodies of water to create a campaign to limit plastic pollution.
- Explain how the vegetation and animal life changes in the different layers of the ocean.
- Describe how oxbow lakes are formed because of erosion and deposition.
Geography Knowledge Organiser
- Explain how erosion and deposition have an effect on meanders and deltas.
Diagrams
The Water Cycle
tributary
estuary
Features of a
river
source/spring
waterfall
stream
meander
mouth
delta
Erosion and Deposition
can be located.
Yr 2/3
The arrows show the direction of the river current which causes erosion over time.
Sometimes, two meanders can join together to form a 'shortcut'. Water will flow down the shorter route, deposition will block off the old route and this will create an oxbow lake.
Question 1:
Rivers
What is a river?
Start of
Yr 3
End of unit:
unit:
Geography Knowledge Organiser
Main Foci: Human and Physical Geography
Question 4:
Can you name some key rivers from around the world?
Question 5:
Can you name some key
rivers from the UK?
Start of
End of unit:
Start of unit:
End of unit:
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The Rhineland Chicken
History
Rhineland chickens are part of the rural Rhinish heritage. They are a local breed, recognised by the German Federal Association of Poultry Breeders and were developed by Dr. Rudolf von Langen in Euskirchen (near Bonn) in 1893. Dr. Langen was co-founder of Pfeiffer & Langen sugar enterprises with its base at Euskirchen-Kuchenheim, which still exists as one of Europe's leading sugar producers; still with its base in Kuchenheim.
While setting up sugar beet production contracts with farmers in the Eiffel region, Dr. Langen noticed the lack of a high performing chicken for the rather poor peasants. What was required, was a chicken that could withstand the harsh climatic conditions of that region.
Dr. Langen hybridised the Rhineland chicken from the "Eifeler Landhuhn" with strains of the French breed "Le Mans". His selective breeding focused on three aspects: cold tolerance, meat yield and high egg production.
In 1907 the new breed was first displayed at a poultry exhibition at Berlin-Lichterfelde. The "Sonderverein der Züchter des Rheinlandhuhnes" was founded on the 14 May 1908; today members come from all over Europe. In 2008 the Federal Association of Poultry Breeders declared the Rhineland Chicken as "Breed of the Year".
The German Federal Agency for Agriculture and Food (BLE) lists the Rhineland Chicken in Category IV of their Red List of rare and endangered breeds".
It is our intention to conserve a piece of our valuable cultural heritage by keeping Rhineland chickens; thereby we hope to inspire others with these beautiful birds.
Download information (2.1 MiB)
Characteristics
Rhineland chickens are characterised by their triangular shape due to the long back bone. The crown is reduced and the large white ear blotches are prominent. The German standard description recognises eight different colours: black, white, blue speckled, black-white colombia, partridge coloured, blue-grey, silver, blue-partridge. They are available as dwarfs.
Laying between 200-280 eggs p.a. the Rhineland chickens are characterised as high performers amongst the other traditional breeds. The eggs weigh between 50 – 65g and are white shelled. Rhinelander's are rather shy and not as tame as other breeds.
The Rhineland
The Rhineland is a historic region in the west of the Federal Republic of Germany. Towards the west it stretches along the borders of Luxembourg, Netherlands and Belgium. Its eastern boundaries are the Siegerland, Bergisches Land and the Ruhr Area. The Rhineland is roughly defined as the area between the cities of Aachen to Siegen and Krefeld to Koblenz. The traditional Rhineland refers to the area west of the river Rhine (West Bank of the River Rhine). It includes the cities of Cologne and Bonn. The hilly mountainous Eiffel with its vast National Park is part of this region.
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ASEAN+6 Population Forecast: Global Share, Aging and Dependency Ratio
Based on the World Population data prepared by United Nations Population Division, the population of ASEAN will increase from 633 million people in 2015 to 717 million in 2030 and 741 million people in 2035, a rate of 0.85% per annum.
In 2030, three countries in ASEAN will a population of over 100 million people: Indonesia (284 million); Philippines (127 million) and Viet Nam (103 million).
Population growth in ASEAN is slightly lower than the global growth (0.98%). Hence, the share of ASEAN population in the world will reduce from 8.55% in 2015 to 8.37% in 2035.
Population Forecast for ASEAN+6
Source: The World Population Prospect: The Revision 2010, UN Population Division
The population of India is growing at 1.08% per annum as China grows at only 0.16%. By 2025, India will overtake Chain as the world's most populous country.
By 2035, the ASEAN+6 or members of the ASEAN Regional Economic Partnership (RCEP) will have a combined population of 4 billion, roughly 45% of global population.
Aging Population and Higher Dependency
As the population growth rate slows down in most countries in Asia in the next two decades, the portion of the young population will decrease over time while improved healthcare services and medical technologies extend the Asia's life expectancy. Consequently, the proportion of aging population (over 65 years old) will grow larger.
In ASEAN, the proportion of the aging population nearly doubled over two decades, from 7.73% in 2015 to 15.49% in 2035 (equal to the global average). The two countries with the largest portion of aging population are Singapore with 31.74% and Thailand with 23.39% and the two countries with the lowest proportion of aging population are Lao PDR (8.38%) and the Philippines (8.72%). In the case of the Philippines, the high birth rates increased the total number of population, which keeps the proportion of aging population low.
The most important change is in China, Japan and Korea where the proportion of aging population will increase from 12.87% to 24.88%, i.e., about a quarter of the population will be elderly. This will have implications on the demand for healthcare services and social organization.
Table 2: Proportion of Aging Population
Source: The World Population Prospect: The Revision 2010, U.N. Population Division
Dependency Ratio
Another implication of a growing aging population is increasing burden on the working population. The dependency ratio measures the amount of people one working individual can support. In ASEAN, this ratio will increase from 0.48 to 0.59. The highest will be in Singapore, where one working person will have to support 0.83 persons in 2035.
It is interesting to note that there are three countries where the Dependency Ratio is decreasing, i.e., the burden of the working population is declining – Cambodia, Lao PDR and the Philippines.
The dependency ratio is declining in India due to high population growth rates. Meanwhile, the ratio is increasing for China because of low population growth.
Table 3: Dependency Ratio
Source: The World Population Prospect: The Revision 2010, U.N. Population Division | 1,495 | 723 | {
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4-Day Deep Amazon Jungle by Shiripuno River
(Waorani region, traditional nomadic hunter-gatherers)
Tremendous variety of birds and wildlife by the Shiripuno River. Flight or drive from the Quito city to the Amazon Rainforest. Very close to the Yasuni Biosphere Reserve. Explore a pristine forest, searching for monkeys, toucans, macaws and bizarre creatures at night. Perfect tour to do birdwatching, wildlife photography, nature explorations, educational activities.
Receives a shocking message from the Waorani "Wao mimo" to protect the jungle. Perhaps, touristic activities may not cover their needs. However, they will be a wakeup call in order to protect and preserve their territory, which is becoming smaller every day due to the advance of oil companies and settlers. "The jungle is not for sale"
Itinerary:
DAY 1: Jumps up from the Andes to the Amazon.
Pick up from the hotel in Quito to be transferred to the airport. Take a flight to the City of Coca (Flight ticket is not included). From Coca airport 90-km / 55 miles travel to Yasuní Biosphere Reserve southern area and the Waorani Reserve, in local transportation to the Shiripuno River 2 and a half hours of travelling.
Then, we will navigate 65 km / 40 miles river down in a motorized canoe to reach the Eco-Lodge, our canoe trip will take approximately 4 hours depending on the water levels. It will become your first experience with the great diversity of wildlife in the Amazon rainforest. Accommodation at the Eco-Lodge. The accommodation is not fancy but comfortable.
Meals: Box lunch and dinner
Overnight at the Eco-Lodge
DAY 2: Hiking day in the Jungle
We'll navigate to start our morning 3 to 4-hour hike. Get into pristine Rainforest along the Mirador Trail; the aim of this trail is to share with you scenic view of the Amazon Basin and show you millions of reason to preserve the Rainforest for future generations. The Waorani and the naturalist Guides will provide you information and explanations about the biodiversity of the Rainforest; and the medicinal plants use by indigenous people. This hike requires good physical condition. In the afternoon catchand-release Piranha Fishing along the Shiripuno River.
Meals: Breakfast, lunch and dinner
Overnight at the Eco-Lodge
DAY 3: Wildlife experience
After breakfast, we'll descend the Shiripuno River and listen the Rainforest, birds and mammals getting up!! Breakfast. Then we'll go to a back-door trail to explore different type of forest and increase our chance to find more animals.
In the afternoon, we will take the motor canoe and make an excursion into one of the small oxbow lake where it is possible to see different kinds of plants and animals such as; the bizarre bird Hoatzins. We will explore the Rainforest at night searching for nocturnal fauna.
Meals: Breakfast, lunch and dinner Overnight at the Eco-Lodge
DAY 4: Cultural experience and return to the Andes
Receives a shocking message from the Waorani to protect the jungle. Responsible tourism brings revenues to all the families at different levels by selling handicrafts, canoe drivers, native guides, housekeeping, kitchen assistants and others activities. Perhaps, these activities may not cover their needs. However, they will be a wake-up call in order to protect and preserve their territory, which is becoming smaller every day due to the advance of oil companies and settlers. "The jungle is not for sale"
We'll continue the navigation upstream to the bridge where we are going to take the bus back to Coca airport.
Meals: Breakfast
The tour includes:
- Naturalist Certified Guide (English/Spanish-speaking)
- Local and Waorani Guides
- Ground and Navigable transportation
- Activities and meals according to the program
The tour does not include:
- Travel/Medical insurance
- Flight from Quito – Coca - Quito
- Personal expenses and tips
- Optionals
What to bring?
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7 Healthy Facts about Eating Iowa Fish
From the Iowa Department of Natural Resources and the Iowa Department of Public Health
1. Fish Are Part of a Healthy Diet.
Fish are low in saturated fat and contain protein, calcium, iron, zinc and many vitamins. Eating fish can contribute to a healthy heart, the prevention of diseases and a child's proper growth. The Iowa Dept. of Public Health recommends eating two meals of fish per week.
2. Iowa-Caught Fish Are Safe to Eat, In Almost All Cases.
Some people have concerns about whether fish are safe to eat because of chemicals that may be present. Chemicals in the water can occur naturally or because of human impacts such as industrial pollution. The vast majority of Iowa's streams, rivers and lakes offer safe and high-quality fish that pose little or no threat to human health if consumed.
3. Iowa DNR Tests for Chemicals Regularly.
The Iowa Dept. of Natural Resources (DNR), in cooperation with U.S. EPA, annually tests for chemicals in samples of fish from selected lakes and rivers in Iowa. In the rare cases when chemical levels are found to be elevated, fish consumption advisories are issued according to protocol developed by the Iowa Dept. of Public Health.
4. Advisories Are Limited to Specific Water Bodies.
Of the thousands of miles of rivers/streams, along with hundreds of lakes in Iowa, only a small handful currently has consumption advisories. Advisories are printed in the DNR annual fishing regulations, or can be viewed at the DNR website.
5. Advisories Suggest Limits, Not Elimination.
Even where safety advisories occur, it does not mean all fish should be avoided. Instead, advisories will either recommend limiting fish consumption to one meal per week, or to avoid eating certain types of fish from that specific location. Despite these warnings, the Dept. of Public Health recommends eating fish from a variety of sources to achieve the most health benefits. In fact, Iowa's safety advisories offer stricter consumption guidelines than those placed on fish purchased from grocery stores and restaurants.
6. Pan Fish are Different from Predator and Bottom-Feeding Fish.
Chemical concentrations, if present, tend to be higher in bottom-feeding fish such as catfish or carp. Mercury, if present, tends to be higher in predator fish such as walleye, bass and northern pike. Consumption advisories typically focus on these species. Pan fish such as crappie and bluegill carry virtually no risk.
7. If You Are Pregnant, Planning to Become Pregnant, Nursing, or Under Age 12, Special Cautions Apply.
For Iowa-caught fish, people in these categories should limit their consumption of predator fish (walleye, bass, etc.) to one meal per week. They should also limit or eliminate the consumption of several grocery-store fish offerings such as tuna, shark and swordfish. | 1,245 | 588 | {
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Nouns. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-6
Object Pronouns.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Pronoun Review.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Adjectives.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58-59
60-61
62-63
Fragments
A sentence tells a complete thought. It has a subject and a predicate.
Not a sentence: Elephants.
Not a sentence: Live in Africa and Asia.
Sentence: Elephants live in Africa and Asia.
Cross out each group of words below that is not a sentence. In each sentence, circle the subject and put a line under the predicate.
1. Elephants are the largest land animals.
2. Their long trunks lift up to 600 pounds.
3. Eat 16 hours.
4. Skin an inch thick.
5. Elephants drink about 50 gallons of water a day.
6. Able to run 25 miles an hour.
7.
A herd has 10 to 50 elephants.
8. Mothers and children.
9. Asian elephants can be trained by people.
10. For work and shows.
© The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.
Subject Pronouns
Subject pronouns take the place of nouns used as subjects.
I you he she it we they
Write a pronoun from above to take the place of the word or words in ( ) under each sentence.
© The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.
Synonyms
Synonyms are words that have the same, or almost the same, meaning.
automobile
car
Write a synonym from the box for each word in ( ) to complete the sentences below.
© The Continental Press, Inc. DUPLICATING THIS MATERIAL IS ILLEGAL.
Writing Paragraphs
All the sentences in a paragraph should be about one thing or idea.
I just ordered a three-dip ice cream cone. I asked for chocolate, strawberry, and banana. They serve ice cream at baseball games. I hope I have time to eat it all before it melts.
Cross out the two sentences that do not belong in each paragraph below.
1. Toads have rough, bumpy skin. I have a jumping frog for a pet. They use their skin in a special way. American Indians used deer skin to make clothes. When a toad is thirsty, it just lets water soak through its skin into its body.
2. The red cedar is an important tree. It has many uses. What kinds of trees do you like? Some trees are huge. Wood from the red cedar is used for everything from closets and chests to fence posts and pencils.
3. Thousands of years ago people painted the walls of their caves. Today we're still painting our walls. Picasso was a famous painter. Take a look around any city. Cities are crowded places. More and more walls of buildings are being decorated with art.
4. People stay healthy by eating well and exercising. My favorite sport is swimming. They should eat fruits and vegetables every day. They should also walk, ride bikes, run, or participate in a sport. My dog's name is Charlie.
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TOOLBOX TALKS
Topic: Overhead Powerline Safety
How to Stay Safe When Working Near Overhead Power Lines
You'd think that people who work on overhead power lines would be the ones who most often suffer high-voltage electrocutions. But the statistics show otherwise. In fact, electricity is a leading cause of injuries on the job in many other professions, including painting, construction, and agriculture. Electrical utility workers are highly trained and recognize the dangers they face every day, unlike other workers whose projects only occasionally bring them near an overhead power line. And that's why it's important that everyone be aware of the hazards of overhead power lines and learn some safety precautions for working around them.
It's Not Just the Electricity that Can Kill You
The four main types of injuries related to working around electricity include electrocution (which is fatal), electric shock, burns, and falls. For example, three workers were installing new roof gutters on an apartment building when the top end of the gutter contacted the inboard conductor of a high-voltage circuit. One of the workers, who was on a ladder, fell almost seven meters (22 feet) onto a concrete patio. He later died of his injuries.
10 Rules to Follow
Here are some basic rules to follow when your work takes you near energized overhead power lines:
1. Assume overhead power lines are energized.
2. Know what the recommended distances are in your jurisdiction. It varies from region to region, so contact your local utility provider and find out how far away they require you to be from the power lines.
3. Whether you're cleaning windows, pruning trees, or operating mobile equipment, before starting any work, look up and locate the power lines—especially when working around trees where power lines may not be clearly visible.
4. Post warning signs about the power lines in the work area.
5. Designate a signaler who will watch to make sure you stay a safe distance away from the power lines.
6. Check the height of your vehicle's load and make sure there is adequate clearance.
7. Keep ladders, scaffolds, pipes, and other tools and materials at least three meters (10 feet) away from lines.
8. Be mindful that sometimes conditions affect your ability to determine distance, such as looking at something peripherally or without a contrast. When it comes to power lines, err on the side of caution.
9. When working in the vicinity of power lines, choose non-conductive wood or fiberglass ladders. Aluminum ladders and extensions will act as conductors of electricity if they contact overhead power lines.
10. Carry all ladders horizontally, not vertically, and be careful when placing them.
The information presented herein has been compiled from various sources believed to be reliable; however, it cannot be assumed that all acceptable safety measures are contained in this publication or that other additional measures may not be required under particular or exceptional circumstances. While every effort is made to ensure that information and recommendations contained within this publication are the best current opinions on the subject, no guarantee or warranty is made by Health Safety and You as to the absolute correctness or sufficiency of any representation contained in this publication herewith.
TOOLBOX TALKS
One Final Warning
If you are in a vehicle and it comes in contact with a downed power line, STAY in your vehicle. Wait until the utility service personnel tell you that it is safe to leave your vehicle. If you must leave your vehicle (because it's on fire, for example) do not touch the vehicle and the ground at the same time. Keep your feet, legs, and arms as close to your body as possible and try to jump at least a little more than half a meter (about two feet away) from your vehicle. Still keeping your feet together, shuffle away from your vehicle at least 10 meters (32 feet) away before taking a normal step.
Conclusion
Remember: You do not need to touch a power line for it to hurt you. Respect the power and stay away.
Quiz:
1. More electrical utility workers are electrocuted than workers in any other profession.
True or False
2. A ladder can be safely placed on a building within two feet from an overhead power line.
True or False
3. It is easy to tell at a glance whether an overhead power line is energized or not.
True or False
4. You need to be in direct contact with a power line in order to sustain an injury.
True or False
5. When working in the vicinity of power lines, you should use non-conductive wood or fiberglass ladders.
True or False
Answers:
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Tasks
1. Group the following statements into the categories on p.3.
2. Use this information to conduct a SWOT (strengths, weaknesses, opportunities, threats) analysis of the position of Black Americans after the 13 th Amendment.
1. Freedom was guaranteed by presidential proclamation, by law and constitutional amendments.
2. The traditional attitude of many Southern whites remained that black people were inferior and always would be.
3. Slaves had been refused education by most of their owners before emancipation and were consequently still disadvantaged.
4. Ex-slaves gained the right to travel and to find and choose work.
7. There was increasing competition for unskilled work between freedmen and white labourers.
5. There was no redistribution of confiscated Southern lands so most freedmen had no economic autonomy, and many could only work as paid labourers or sharecroppers.
8. Ex-slaves gained the benefits of work, including being paid and using the money earned freely.
6. Ex-slaves acquired legal rights as equal citizens.
9. Violence and intimidation through groups like the KKK remained or increased.
10. Abolition was thought to be morally right by most of the USA.
13. The social structure in the South still valued land ownership above the artisan, the entrepreneur and the industrialist.
16. Marriages between freed people allowed the creation of socially acceptable family groups with, for the first time, their own surnames and identity.
19. Political power through suffrage resulted in large numbers of black people in some Southern states being willing to elect black congressmen and senators.
11. The implementation of new laws was difficult for the small, federal government bureaucracy.
14. The Christian Church continued to be a source of strength for black communities.
17. Entrenched attitudes about white supremacy and stereotypical images of lazy, 'childlike' blacks prevented the value of black Americans being recognised
20. Military rule was necessary in the rebel Southern states.
12. The traumatic experience of Civil War and the speed of abolition hampered the development of equality.
15. The solidarity of AfroAmerican culture, through the blending of different African ethnic groups and languages, continued after emancipation.
18. Due to economic recession, people in the North were more focused on their immediate problems than the racial integration problems of the South.
21. The Bureau of Refugees, Freedmen and Abandoned Lands provided support by setting up schools, supplying work, clothes and food.
Political
Religious
Social/cultural
Economic
Strengths
Opportunities
Weaknesses
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The DfE have recently reinforced the need 'to create and enforce a clear and rigorous expectation on all schools to promote the fundamental British values of democracy, the rule of law, individual liberty, mutual respect and tolerance of those with different faiths and beliefs.'
The government set out its definition of British values in the 2011 Prevent Strategy, and these values have been reiterated by the Prime Minister this year. At Church Langton these values are reinforced regularly and in the following ways.
Democracy is promoted within the school. Pupils have the opportunity to have their voices heard through our School Council, Eco Reps and Pupil questionnaires. Each teacher has different ways in which the pupils make their voices heard in their classroom e.g. through circle time, discussions, decisions over class rules. We also regularly hold visits to Parliament for the Year 6 so that they can encounter the heart of British Democracy and learn more about how the systems work. We have also established a debating club which teaches the children the skills needed for a true debate and the importance of allowing others to have their say as well as believing in their own right to voice their opinions. We try to challenge injustice through our curriculum and look at people and movements such as the Suffragettes and Hilter.
The importance of laws, whether they be those that govern the class, school or country, are consistently reinforced throughout regular school days and through school assemblies. The children are taught right from wrong. Pupils are taught the value and reason behind laws; that they govern and protect us, the responsibilities that this involves and the consequences when laws are broken. Visits from authorities such as the Police; Fire Service; Magistrates Courts etc. are regular parts of our calendar and help reinforce this message. Each family signs the Whole School Agreement which includes the Code of Conduct as well as other linking themes. Work in RE on Codes for living in different religions and the significance of religious rules for people allow children to discuss the importance of this vale.
Within school, pupils are actively encouraged to make choices, knowing that they are in a safe and supportive environment. As a school we educate and provide boundaries for pupils to make choices safely, through the provision of a safe environment and empowering education. Pupils are encouraged to know, understand and exercise their rights and personal freedoms and advice how to exercise these safely, for example through our E-Safety and PSHE lessons. Whether it be through choice of challenge, of how they record, of participation in our numerous extra-curricular clubs, pupils are given the freedom to make choices. All classes work towards incentives such as Golden Time where their choices affect outcomes for themselves personally as well as the class. We also try to give ownership of learning to the children and promote a personal investigative approach.
Our school ethos, and behaviour policy revolves around our core Christian values such as respect, and pupils have been part of discussions and assemblies related to what this means and how it is shown. Our learning rules as well as our Rewards and Sanctions Policy helps to reinforce the importance of this and promote respect for all around the school. Our equality and Inclusion policy reflects this core value and we support events such as 'Anti Bullying Week'.
We promote respect through our circle times and enrichment days e.g. Talking Rhythms, Buddhist centre visits, as well as supporting charities where they promote respect and tolerance e.g. Jeans for Genes day.
This is achieved through enhancing pupils understanding of their place in a culturally diverse society and by giving them opportunities to experience such diversity. We celebrate festivals throughout the year from all the world religions. As part of our RE curriculum we visit places of worship e.g. churches, mandirs, temples, mosques, synagogues and Gurdwaras, as well as inviting in people of other faiths and beliefs to speak with our pupils. As a school we are working towards the International Schools Award which incorporates our work with schools in China and the enhanced curriculum which is promoted through Global Learning. | 1,688 | 807 | {
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Introduction to differentiation
Differentiation is way of finding the gradient of a curve / function, but it is also a way of finding the 'rate' at which something changes. These notes focus on the gradient aspect, and we will come to the idea of rate of change later.
Let's explore what you have learned so far about gradient.
You might think of it as the in the formula , or m x y = m + c perhaps you think of the formula for calculating the gradient from two points.
You might remember this as "change in y over change in x" .
This is OK for straight lines, but how do you find the gradient for a curved line, if such a thing even exists?
The crucial thing about straight lines is that the gradient is the same between any two points on the line, as can be seen from this diagram:
It doesn't matter how or where you calculate the gradient of this line: it will always be ½.
Now, this might seem a bit odd, but although we calculate the gradient between two points, it also makes sense to say that the gradient at any point is ½.
We could say the gradient at is ½, the gradient at is ½. It makes sense to say that the gradient is ½ at x = 2 0 x = 1 any point on this line.
But this is not true for a curve, such as . y = x 2
For a curve, the gradient is different at different points on the curve. For example, the gradient of is negative y = x 2 when , but positive when . So it matters where we take the gradient. x < 0 x > 0
Secondly, the curve is not straight. So does it still make sense to use the formula ? x −x 2 1 y −y 2 1
The short answer is no. Look at the picture on the right, in which I have attempted to use the formula to find the gradient between the points and . 1, ) ( 1 2, ) ( 4
What does this tell us about the gradient of at y = x 2 ? Or ? x = 1 x = 2
The gradient can’t be 3 at both points, because the curve is steeper at than . x = 2 x = 1
So what do we mean by finding the gradient at each point, and how do we do it?
Firstly, we need the bring back the idea of a tangent. We have encountered tangents in our work with circles. A tangent is a straight line that just touches a curve.
If I draw a tangent to the curve at , it might be y = x 2 x = 1 obvious to you that the tangent has the same gradient as the curve at the point . x = 1
If we look at this tangent, it has gradient 2, and we say that the curve has gradient 2 at the point . y = x 2 x = 1
So one way of finding the gradient of a curve at any point could be to draw a tangent, but this is not a very accurate way.
There is a better way, but don't forget this tangent idea as we will come back to it later.
Fortunately, two mathematicians called Newton and Leibniz came up with the idea of differentiation for calculating the gradient of a curve at any point.
Before we learn about why differentiation works, we are going to find out how to do it, check it makes sense, and look at the theory afterwards.
Differentiation is quite simple, although you might get asked to differentiate complex looking functions, and solve some tricky problems using it. Basically, there are only two types of function you will be asked to differentiate:
So, for example, differentiates to . In words, you might say: "If you differentiate , you get ." Or you might x 2 x 2 x 2 x 2 say: " is the derivative of ." x 2 x 2
What has all this got to do with finding the gradients of curves? Well, the derivative of a function is also (!) called the gradient function. So, the gradient function of is . x 2 x 2
Now, it turns out that if we substitute the value of for which we want the gradient into the gradient function, x we get the gradient at that point!
So, in our example, if we wanted the gradient of at , we just substitute into the gradient function x 2 x = 1 x = 1 x 2 which gives a gradient of . This is the same gradient as our tangent above! 2 × 1 = 2,
We could find the gradient of for any value of , just by substituting the value for into the gradient function y = x 2 x x . For example, the gradient of at is , or at is . You can check these sort of x 2 y = x 2 x = 2 2 × 2 = 4 − x = 3 − − 2 × 3 = 6 make sense by looking at the graph above.
So, to summarise: We can find the gradient of any curve at any point by differentiating. This gives us the gradient function. We can substitute any value for into this gradient function to find the gradient at this x point.
A last word on notation. If we are talking about curves, such as , then we use the notation for the derivative. y = x 2 dx dy So if , the derivative (or gradient function) is . y = x 2 x dx dy = 2
But if we are talking about functions, such as , then we use the notation for the derivative. So if (x) f = x 2 (x) f ′ , the derivative, or gradient function, is . This notation has the advantage of saying that if we want (x) f = x 2 (x) x f ′ = 2 the gradient at (say) , then we can state this as , which we saw above is 2. x = 1 (1) f ′
Now we need to do lots of practice differentiating and finding gradients of curves, then solving problems involving these, before talking about rates of change, or finding out why it all works. In fact, you will not be examined on the why, but it might be useful to know where all of this comes from. | 2,037 | 1,364 | {
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Task sheet
Activity one
Sort the statements (p.3) into the table (p.4) to explain the reasons behind, and the significance of the religious settlement.
Activity two
How do the sources on p.4 compare in how they see Elizabeth's religious settlement?
Activity three
Read the impact statements on p.5.
a. Would the following be happy or unhappy? Why?
- Puritans (strict protestants)
- Catholics
- Spain and France
- Privy Council
b. Had Elizabeth achieved what she wanted?
Extension task
It was said that Elizabeth had claimed 'she had no wish to make windows on men's souls'. What do you think was meant? Did she achieve this?
| Act of Supremacy 1559 |
|---|
| Act of Uniformity 1559 |
| Royal injunctions 1559 |
| Thirty-nine Articles of Religion 1563 |
Statements
a To restore the royal supremacy in the Church, which had been removed in Queen Mary's reign
b It restored the legal position of the Crown in relation to the church, which had been first established in the reign of Henry VIII. It gave legislative authority for the crown to act in matters relating to the church
c To restore a single form of worship
d It provided for the issue of a new Book of Common Prayer. It required churches to use a communion table rather than the altar.
e To make provision for the implementation of the Act of Uniformity at the level of the individual parish church.
f It required local officials to adopt a 'Protestant' view of forms of worship and practice in parish churches.
g To defend the faith of the Elizabethan Church
h Article 17 emphasised the importance of predestination, thereby linking the church of England with the doctrines associated with John Calvin.
Source A: Sir John Neale's traditional view of the settlement:
The Queen, knowing the precarious international situation wanted confirmation of royal supremacy & delayed significant change.
Source B: Historian Winthrop-Hudson in 1980:
Elizabeth and ministers always intended the settlement be Protestant but appearances had to be maintained to keep House of Lords on side.
Impact statements
All members of the Church had to take the oath of supremacy if they wished to keep their posts. 8,000 of the clergy did so.
Many Extreme Protestants, known as Puritans felt the reforms hadn't gone far enough and pressed for further change through church movements and parliament.
Despite consistent challenge from both Catholics and Puritans Elizabeth made no further religious change
Some individuals refused to conform and attend church. They were known as Recusants. There were various punishments for recusants; the most common was a fine of £20.
Only one Bishop agreed to take the oath. The others all were forced to step down and Elizabeth appointed 27 new bishops.
Elizabeth only faced one religious rebellion during her reign of 45 years. | 1,243 | 607 | {
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Pediatric Dental Group
Bullying and Your Smile
How do I deal with any social challenges that come with dental treatment?
Bullying is in our schools, playgrounds and where children congregate together. Unfortunately, our children are often afraid to tell us if they're being bullied, and are generally not equipped to handle the situation.
To learn that your child is being bullied, over their braces or dental treatment, is worrisome. As a parent, you've made the financial investment and time commitment to look after your child's oral health, so they grow up with a healthy bite and attractive smile.
Despite braces being popular, some bullies target children wearing braces. As parents, the experts tell us to focus on equipping ourselves and our children with the means to deal with bullying. This means education and the resources where to turn for help.
Everyone Has a Role to Play in Erasing Bullying.
Report Bullying BC [www.EraseBullying.ca] through the BC Ministry of Education has an online reporting tool for a student to report being bullied and to find out what a student can do.
Students can also report if they have witnessed bullying and learn what they can do to help. Bullying is serious and can come in many different forms:
* Physical
* Verbal
* Social and emotional
* Cyber
But how do you know if your child is being bullied?
As a parent, you notice the slightest change in your child's behaviour or emotions. Some of the signs to look for include:
* Not wanting to go to school.
* Drop in grades.
* Makes negative comments about him/herself.
* Unhappy and irritable.
* Complains regularly of stomach aches, headaches, and other physical symptoms.
Pediatric Dental Group
At www.EraseBullying.ca parents will find information on topics such as:
* Tips for talking with schools, if your child is being bullied.
* Parent's guide to internet slang.
* What you need to know about cyber bullying.
Self Esteem After Dental Treatment
Every parent experiences the joy and anguish as our child progresses through each stage in life and onto the next. Thinking back to the stubborn toddler who vexed you at every turn in potty training, and wondering if your child will catch on, you're reminded that - they do. Similarly, many studies following up with children who had braces or restored teeth report not only improved oral health but significant enhancement of an individual's self-esteem.
"One of the most important things we can teach our children is to teach them to care about everyone and everything around them. we need to teach them to be responsive to what happens in their world, and not to be passive." | 1,023 | 550 | {
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Princeville sits just off U.S. Highway 64 in North Carolina, where the Tar River meanders through cotton fields and strands of loblolly pines. The town of about 2,000 residents appears unremarkable at first glance – bungalow-like homes, some empty farmland, and no grocery or courthouse or central business district to anchor it. Many drive through and do not realize they are passing history.
This 1.5 square mile town was the first Black town to incorporate in the United States. It did so in 1885, just 20 years after a group of formerly enslaved Black families settled in the area they first called Freedom Hill. Even now, more than 150 years after the Civil War, the United States can boast many towns with large Black populations but few incorporated Black towns. Maryland has only three: Highland Beach in Anne Arundel County and North Brentwood and Eagle Harbor in Prince George's.
What incorporation gives a town is the ability to control its own destiny. An incorporated town elects its own officials, collects its own taxes, crafts its own zoning laws. Its leaders can decide what areas become developed, what must remain in green space, where to put the elementary school, and what aspects of the town to highlight for visitors. Incorporated communities can lobby the state legislature for bond funds and nonprofits for grants. They can control the look, feel and survival of the community. When Princeville's founders won incorporation, they inherited a gift they passed on to their children. It has been the gift of survival.
Like many Black communities, Princeville only got the soil it sits on because no one else wanted it. The land is low, about 40 feet below the highway that traverses it, and far lower than its sister town across the river, the much wealthier Tar-Boro, which is the Edgecombe County seat. And so, the community floods – a lot, more than a dozen times between the time it was founded and 1967, when the U.S. Army Corps of Engineers built a three-mile earthen levee. The levee held pretty well until 1999, when Hurricane Floyd inundated Princeville and nearly wiped it off the map.
State officials hoped to relocate Princeville two miles up the road on higher ground, but the community voted to stay. Since then, the residents and leadership have been looking at ways to fortify the town. Expanding the levee would be a great solution, but with the Corps not quite sure what route they are taking community leaders are doing what remains in their control. Because of incorporation, that's quite a bit. They've secured grants to build rain gardens, plan for a commercial district on land outside the floodplain, reinforce the town hall and lift some buildings. They have Black leadership team and a town historian who is helping apply for grants to honor the town's story. They have entered into partnerships with North Carolina State University to help with resiliency. A mobile museum tells the Princeville story with just a few pictures and quotes, but it is powerful.
EJJI was invited to tour Princeville with state officials from North Carolina earlier this month. After that, we were on a panel with leaders from town to talk about ways the North Carolina Department of Environmental Quality can be more inclusive in their outreach and their regulations. Among the ideas we shared: hold meetings whenever possible in communities, in the evenings, and not on Wednesday nights (a popular Bible study evening). Also, matching grants for funds exclude communities that can't raise that money, and favor the wealthier white communities that can. We also spoke about land-conservation programs that favor large tracts on higher ground that are threatened by development, which many Black families couldn't buy. Maybe look at a provision for historical and cultural assets?
The trip was a reminder of something EJJI tries to reinforce: environmental injustices take many forms, and they are all rooted in the history of systems designed to oppress religious, ethnic, and racial minority populations and keep them marginalized. Sometimes it's obvious, such as an incinerator in a Black community; sometimes it's not, such as the lack of incorporated Black towns in the United States. But without control of your destiny, you cannot preserve your culture, and you would be unwise to leave those decisions in the hands of those who never honored that culture to begin with. As the Washington Post's excellent DeNeen Brown points out in this article from 2015, no archive exists of all the nation's Black towns. White historical societies simply didn't think to hold on to the records, and the people making history were often too busy trying to live under oppression to write everything down themselves. Thus, the histories of Blackdom, New Mexico; Rentiesville, Oklahoma; and Nicodemus, Kansas, are not complete.
But Princeville's is, and we can thank the ancestors for that. For more about the "town that defied white supremacy, check out the town's history here.
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TEACHING CHILDREN ABOUT DIVERSITY January 2022 | By Katie McDonough, MSW, LCSW
As children learn and grow, they naturally begin spotting differences in others. They notice differences in hair color, skin color, height or clothing. They may pick up on differences in behavior or abilities. However, it is society that teaches children to assign biases to these differences. Unfortunately, these biases or lack of understanding can result in exclusion of peers, bullying, harassment, or discrimination- all of which can leave lasting emotional scars on children and deepen feelings of inadequacy. Even small comments or unintentional actions by peers, over time, may become ingrained memories that affect one's self worth. So, how do parents teach our kids about the beauty of diversity and acceptance from a young age?
Begin with basic concepts. From a young age, begin by explaining diversity in simple terms that your child will understand. Explain that so many things on Earth are diverse: types of plants (small bushes, huge oak trees, types of flowers), breeds of dogs (short-haired, long-haired, big Great Danes or small Chihuahuas), or candy (chewy, hard, sour or sweet). Discuss how boring life would be if every plant we saw, dog we owned, or type of candy at the grocery store were completely identical. Diversity adds excitement and uniqueness to life. 1.
Branch out to more complex ideas. As your child starts to understand the idea of diversity, begin to incorporate the idea that humans are also diverse. Point out physical differences -- that some have to wear glasses, use an inhaler, may get burnt more easily in the sun, have different color skin or an accent. Make sure to circle back to the idea that these differences are an appreciated part of life, and that no difference makes someone less-than. 2.
Teach inner differences in creative ways. When your child has learned the basic idea of physical diversity, introduce the idea of inner diversity. During the holidays, take time to explain to your children about holidays other children around the world celebrate. Make art projects, cook food, read books or watch movies that represent different cultures and discuss them with your children. Open up WindowSwap or Google Maps and explore a different region of the globe with your child. Volunteer at an organization together. Strive to incorporate a variety of experiences and material into your child's life that exposes them to individuals different from themselves. 3.
Discuss racism, discrimination and social justice. Unfortunately for many minority groups, having these conversations with your children may be inevitable from a young age due to the fact that ongoing discrimination and racism is prevalent in society. These may be conversations that are essential for your child's safety and survival. Every child, from any background, will benefit from education on acceptance and understanding of those around them from different cultures, race, socioeconomic status or mental/physical abilities. We must also teach our children about ways to stand up for others when we see discriminatory behavior taking place. Instilling in your child the mindset that differences should be accepted and appreciated as they grow will allow them to carry this into their interactions with others as they continue relationships throughout their lives. 4.
As always, your School Partnership Program (SPP) Therapist is in your corner if you need extra support!
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Beyond Rubrics Teacher Guide
Transform yout frustration into inspiration
Stuck Station
Overview
Evidence Collection
Stuck Station is a standalone video recording station students can visit to explore strategies to get "unstuck" by recording a video the moment. Stuck Station provides an opportunity for students to step away from their projects and groups when they are frustrated, stumped, or stuck with a technical or collaboration problem. Students are given an opportunity to explore a card deck of strategies to get unstuck and talk through the problem they are experiencing. This encourages (and builds students capacity) to troubleshoot, tinker, or work through struggles with peers. At the end of the class session, students revisit their "stuck" moment, and write down how they worked through the issue, if their attempts were successful, and what they will do next on a Stuck Slip (exit ticket). These slips (as well as the recorded video) become evidence to be added to a portfolio or Field Guide.
Qualitative
Quantitative
In the moment
After
For Single Class
Over Multiple Sessions
For Individuals
For Groups
Teacher Collected Student Collected
Well Suited For
* Groups working on a project where students may get "stuck" with group work or collaboration.
* Projects that have opportunities for students to make design decisions and take risks, with options not entirely pre-determined.
Before Class
* Preparation Time: 10-60 minutes
* Materials: Video Capture Device (Chromebook, tablet, etc.), Reflection Prompt, Unstuck Card Deck, Stuck Slips (exit ticket)
1. Laser or hand cut the Stuck Station tablet stand (optional).
2. Print, cut, and optionally laminate Unstuck Card Deck. Sort out any cards which may not be relevant to the project.
3. Adapt and print Reflection Prompt.
4. Print enough copies of exit ticket so all students who record a video can have one.
5. Set up Station in corner of room.
During Class
1. Introduce how to use the tool at the beginning of class when using for the first time. Here are some tips to get you started:
* Emphasize that the experience of getting stuck is a chance to learn.
* Read several of the "Unstuck Deck" cards, ask students how they might try one of the strategies.
* Walk through the prompt for the video response. Model what a student may say in their video. It can be helpful to give a time limit (30-60 seconds).
2. Circulate around the room as you usually do. Keep an eye out for students who seem to be struggling. Encourage students to take a moment and reflect on why they are stuck.
3. At the end of the class period, have students fill out a Stuck Slip (exit ticket) to reflect on what happened after they were stuck.
Extend, Adapt, Remix!
This guide is just the start! We encourage you to adapt the tool to your context: use your own assessment constructs, adapt for your classroom routines and procedures, or co-design new versions with your students!
Here are a couple of ideas we've seen to get you thinking:
* Incorporate Stuck Station into your daily classroom routines and procedures. Similar to having a "Mindfulness Corner," have the Stuck Station to encourage students to troubleshoot challenges they are facing.
* Find a way for students who are stuck and find a solution to share their insights with the class. Celebrate mistakes and failures that lead to learning and better projects!
* Stuck Station can also be used intentionally to help students reflect on the Maker Elements. Instead of asking them to record the moment of stuck, tweak the prompt to support students to reflect on the particular Maker Moment.
* Use the video recordings and Stuck Slips as a conversation material for a student-teacher conference.
Note: Unstuck Strategies Deck is adapted from The Creative Computing Lab at the Harvard Graduate School of Education's Getting Unstuck project, and shared under a Creative Commons By-SA-NC 4.0 license.
We want to hear from you!
The Beyond Rubrics tools are a work in progress that we want to improve. If you try out a tool and you love it, please let us know! If you try it out and you find it frustrating, design a better version, or have specific feedback, let us know that, too!
For more information, visit the website or reach out!
Project Website: makered.org/beyondrubrics
On Twitter: @MakerEdOrg & @playfulMIT | 1,804 | 928 | {
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September: Teacher's Guide
Transportation Disruptions
Putting on the Brakes! What to Do When Transportation Shuts Down
Public transportation makes our lives easier. Most of the time we don't have to fight traffic, find a parking place, or figure out an alternate route. However, public transportation sometimes shuts down due to severe weather, track maintenance, a sick pas senger, police investigations, a school bus strike, or an accident.
Discuss with your students when and why this happens, what to do if a transportation disruption occurs suddenly, and what to do if they must switch modes of transportation unexpectedly.
Let's get ready and stay safe even if public transit is a no-go!
Safety Tips for Riding on the Subway
Review these tips with your students, courtesy of the New York City Department of Education.
* Stand back away from the platform.
* Never jump onto the tracks for ANY reason.
* Do not attempt to get on the train once it has started moving.
* If there are no seats, find a pole to hold onto.
* If the train is stuck in between stations or must stop for any other reason, stay calm, listen for instructions, and remain on the train. Do not pull the emergency brake.
Department of Education
Emergency Management
Safety tips for riding a bus
Review these tips with your students, courtesy of the New York City Department of Education.
* Get to the bus stop at least five minutes early.
* When you are waiting for the bus, stand at least six feet away from the curb.
* If you have to cross the street in front of the bus, walk on the sidewalk or along the side of the road six feet ahead of the bus. Be sure that you can see the bus driver and he or she can see you.
* Never walk behind the bus.
* If you drop something near the bus, tell the driver. Never try to pick it up because the driver may not be able to see you.
* Always walk in groups.
* Board and leave the bus one at a time.
* Stay seated on the bus at all times, with a seat belt fastened.
* Act responsibly and follow the driver's instructions.
* Speak quietly. Do not speak to the driver when the bus is in motion.
* Keep heads and hands inside the bus at all times. Never throw anything inside the bus or out the window.
* If the bus breaks down or must make an emergency stop, listen carefully to the driver's instructions.
* Take school bus drills seriously.
©2013 Ad Council and New York City Emergency Management.
Text and design by The Education Center, LLC
Reinforce the message of safety during transportation disruptions and build skills across the curriculum with these simple activities:
Language Arts
Social Studies
Create a board game called Transportation Aggrava tion. Model for students how to draw a grid or path on the board. Label spaces with different transportation challenges: "Hurricane headed our way, all transporta tion has shut down. Move back three spaces." or "Good news! Today you're taking a field trip on the Staten Island Ferry. Move ahead two spaces." Invite younger students to play.
Math
What careers are associated with the business of trans portation? Create a list and investigate the background and education needed for each.
Science
Ask the students to conduct a survey of their classmates. Record on the board how each student arrives at school in the morning (bus, train, walking, car) and how far he or she travels. Have each child use the information to create a word problem that addresses your current math unit.
What color do you think is the safest? Many people think the color red gets our attention first, but scientific studies have shown that yellow grabs our attention the best. Yellow is easier to see in your peripheral vision and in the dark. Investigate these studies and design your own class experiments with color. Then make a list of objects—including school buses—that are yellow.
NYC Emergency Management, www.NYC.gov/emergencymanagement NYC Emergency Management on Facebook, www.facebook.com/NYCemergencymanagement NYC Emergency Management on Twitter, @nycemergencymgt Notify NYC: Register for emergency notifications by visiting NYC.gov/notifynyc , calling 311, or following @NotifyNYC on Twitter MTA safety information, www.mta.info/nyct/safety
©2013 Ad Council and New York City Emergency Management. Text and design by The Education Center, LLC | 1,807 | 906 | {
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October 2016 Music Month in Review
"Ba de da, say do you remember. Ba de day, school starts in September". PS 11 musicians started the year singing "September", a song by Earth, Wind and Fire. We talked about the song and the style of music and how it is a "feel good" song that makes you want to dance, which, we did!
Some classes sang welcome to and welcome back to school songs. K's sang songs introducing themselves to learn each others names.
"The leaves on the trees turn orange and red, orange and red, orange and red. The leaves on the trees turn orange and red, all through the town". We celebrated the beginning of fall with songs and talks about things that happen in the fall. We discussed apple picking, which led to talks about Johnny Appleseed and sang some songs about apples…"Do you know the apple man, the apple man, the apple man".
Kindergartner's talked about how we sing, using our diaphragms, than our hearts (to give every song a little love and feeling) vocal boxes, vocal cords and vibration. We looked at and listened to vibration using our voice and several instruments (triangles and guitars).
Ask K children about having Ants In Their Pants!
All classes are learning interesting vocal "warm-ups" in music class. Ask your child to sing one for you. Most of them are tongue twisters and they're a lot of fun. K's sang "Apes Ate All Eight Apples"…other classes sang "Crisp Crusts Crunch Crunchily" and "Gertie's Great Grandma Grew Aghast at Gertie's Grammar"…such fun!
Kindergartners have started their Music and the Brain piano work. We talked about keyboards, headphones, and how to treat the keyboards respectfully. We discussed Red Right, Lemon Left and fingers 1, 2, 3, 4, and 5. We learned about quarter notes and rests and played Swimming Down and Up. We're also doing a nursery rhyme unit featuring rhymes such as Jack and Jill, Baa, Baa, Black Sheep and Hot Cross Buns (which they will soon be playing on keyboard).
First graders are studying various note and rest values...quarter notes, half notes, whole notes, and equivalent rests. We've gone to the keyboards and have reviewed their work in Piano Book I and are getting ready to move on in the book. I've sent home a scanned copy of Piano Book I in case you have lost or misplaced it.
2nd grade classes are continuing in Piano Book I, using two hands to play, and will shortly be moving onto Book II. I've sent home Piano Book II with each child. Please keep it in a safe place.
3rd graders have begun work on their 3rd grade performance, "A Time to Give Thanks" which will be on Wednesday, November 23rd, 2016. I sent the lyrics home with each child. These lyrics can stay home so the children can practice. I have also uploaded the lyrics and the music onto my website (ps11music.com) and the school website (ps11chelsea.org). I have a set of lyrics in my classroom for our work together. Please help your child learn the words.
5th graders who have joined the production of "High School Musical Jr." have started their 8AM Wednesday morning rehearsals, and each child who came to rehearsal received a CD with guided vocals and accompaniment tracks. All the songs are on the PS 11 website. I'm excited about starting rehearsals.
A big thank you to the parents who sent in blank CDs. I can always use more, especially blank CDs.
**I can use headphones for the keyboards…the kind you get in the dollar store (24th between 7th and 8th Avenues).**
I have a lot of games on my website…please have your kids go to http://ps11music.com/notereadinggames.html and play some of them.
If you have any questions or just want to say hi, stop by room 514 or e-mail me at firstname.lastname@example.org.
Keep a song in your heart! Sharon Golub http://www.ps11music.com | 1,510 | 904 | {
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Year Round Gardening
Expand the repertoire, with fall planted shallots
Fredricka Bogardus, Colorado Master Gardener
Last autumn on a whim I ordered some French grey shallots to plant for summer harvest. I have grown fall planted garlic for many years with success and thought adding shallots might be fun. Shallots, like garlic are in the Allium genus, which also includes onions and chives. They are true bulbs, and can be planted in autumn for early summer harvest. They can also be planted in the spring for a summer harvest.
True bulbs like onions can grow in two different ways. Onions grow by increasing the size of the single bulb planted. Shallots are like garlic in that when you plant a clove, it grows by forming multiple cloves, each with a papery wrapper. However, unlike garlic there is no papery cover that creates a 'head'. The cloves form a cluster. Shallots have a mild onion flavor, with a bit of garlic pungency. They are a good addition to your pantry. If kept in a cool, dry environment they will last several months.
Purchase the initial shallot bulbs for planting at a garden center if possible. Grocery store shallots have probably been treated to deter sprouting, and they may not grow. If you must use grocery store cloves, try to purchase organic shallots to increase the chance they will sprout. Planting should be done 4-6 weeks before a hard frost. In the Pikes Peak region that will be early to midOctober, about the same time you would plant daffodils and tulips. In future years, you can replant your shallots from the prior year harvest.
Before planting make sure your bed is weed free and well cultivated. Shallots prefer slightly acidic, rich in organic matter, well-drained soil. Raised beds are a good choice in our region.
Full sun exposure is optimum, while they may grow in part sun, bulb size will likely be reduced with less sun. I do not think that deer will eat these plants, however I had a very persistent rabbit try to nest amongst my shallots. I had to install a rabbit barrier (a buried hardware cloth perimeter) to stop the hole digging and filling wars. So be aware that critters might find this nice, soft soil appealing for their maternity wards and you may need to protect your crop with a physical barrier.
To plant, gently separate the cloves from the cluster, it is not necessary to peel the cloves. Plant each clove pointy side up 1-2" deep and 6-8" apart. The tip should be almost at the surface of the soil. The cloves should be covered with soil, then mulched with leaves, wood chips (avoid aspen or poplar leaves) or straw. Keep the area moist even through the winter (if there is snow on the bed that is sufficient.) The bulbs will probably sprout in the fall, that is not a problem they should still survive the winter. In spring when the bulbs have started growing, fertilize regularly and keep the area weed free. The bulbs will be harvested in early July when the foliage starts to dry out or falls over. When harvesting be careful to lift clusters carefully so bulbs are not damaged during harvest. Damaged bulbs may not be usable after drying.
After harvesting, dry or cure the shallots in a warm, dry, well-ventilated location, such as a shed or garage. Spread out the shallots in a single layer on a clean, dry surface. Cure the shallots for two to three weeks until the tops and necks are thoroughly dry. Once cured move them to a cool, preferably dark environment for storage. Enjoy this unique vegetable all autumn and winter.
When you have questions, Colorado State University Extension has research-based answers. Get answers to your horticulture questions by visiting ask.extension.org any time day or night. You can also call 719-520-7684 or email email@example.com.
Want more information on growing shallots?
Go to http://www.gardening.cornell.edu/homegardening/scene83de.html | 1,510 | 848 | {
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VETERINARY IRELAND PRESS RELEASES
World Rabies Day 2008: Awareness is the Best Defense against Rabies
The world is again joining together on September 28th to raise awareness and understanding about the importance of rabies prevention. Led by the Alliance for Rabies Control and supported by numerous human and animal health organizations worldwide, World Rabies Day is a unique campaign that brings together hundreds of thousands of people across the world to reinforce the message that rabies is a preventable disease, yet kills 55,000 people needlessly each year, half of which are children under the age of 15.
Veterinary Ireland's Companion Animal Society (VICAS) – the representative body for companion animal (pet) vets in Ireland - is supporting this initiative.
"Thankfully, we don't have rabies in Ireland and all our efforts should continue to be directed towards maintaining this position", according to VICAS chairperson and veterinarian Alan Rossiter. "The main risk of rabies getting into Ireland would appear to be illegal importation of pet dogs and cats from mainland Europe on ferries. We have stringent regulations regarding importation of such animals that are effective and we believe there should be no change to these regulations that have kept us rabies free up to now", continues Mr. Rossiter. "Our island status combined with the fact that our neighboring island Britain is also rabies free affords us a great comfort that we all naturally take for granted. A nip from a dog here, whilst traumatic, does not lead to the same grave concerns that would arise in countries where rabies occurs. Let's all do what is required to keep it this way."
Rabies, the oldest and deadliest disease known to mankind, is a viral disease that can be transmitted to animals and humans. The disease is transmitted mainly by bite, but exposure may also occur through contamination of broken skin or mucous membranes with saliva from an infected animal. Once neurological symptoms of the disease develop, rabies is always fatal to both animals and humans. The good news is that rabies is easily preventable. "Vaccination prior to possible exposure is a crucial part of health management of domestic animals, and is the single most important factor in rabies prevention", continues Mr. Rossiter. "Many countries in mainland Europe require mandatory rabies vaccination for pet dogs and cats. Whilst thankfully we don't need to do this here there is a 'Pet Passport' system in place to allow pet dogs and cats to travel to Europe on holidays with their owners and back again without going through quarantine. To get a pet passport a pet has to be microchipped, vaccinated against rabies and undergo a blood test to ensure the vaccine has worked. This can all be done by your local pet vet and the cost will be no more than a few weeks in boarding kennels".
"When traveling in countries where rabies exists prevention of infection starts by ensuring one avoids stray animals and wildlife and in particular ensuring children know how important it is to stay away from animals but also inform you if they have been nipped or even scratched. If you are bitten, wash bite wounds with soap and water and seek medical attention immediately. If your pet is bitten, consult a vet immediately. Prompt and appropriate treatment after being bitten and before the disease develops can stop rabies infection and/or prevent the disease in humans and animals and save the life of the person or animal that has been bitten. ", Mr.Rossiter concluded. | 1,401 | 707 | {
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Notation II
Cautionary accidentals
The accidentals in the following piece apply only in the particular voice at the given pitch on the same staff for the remainder of the bar, unless they are followed by a cancelling accidental in the same bar. Add cautionary accidentals in the following places:
bar 5, bottom voice, 2nd-last note (f)
bar 6, top voice, 4th-last note (b')
bar 7, top voice, 1st note (d")
bar 7, middle voice, 6th note (d')
bar 8, middle voice, 3rd note (g")
bar 14, top voice, top voice, 1st note (b")
bar 14, top voice, last note (g")
bar 17, middle voice, 4th note (g')
Triplets
Mark as many of these as are necessary without overcrowding the score. Your attention is drawn to the middle voice at bar 17.
Articulation marks
This piece is a fugue in which there are fifteen entries of the subject. Slur the first three notes, and add an accent to the fourth note, of each entry.
Add an accent to the second b" in the top voice in bar 8.
Add tenuto marks to the second, third and fourth notes of the top voice in bar 15.
Tempo indications
Add the following in Italian:
the tempo indication 'very slow' at the beginning
a broadening out of the tempo from the second minim of bar 14
a return to the established tempo at the third minim of bar 15
a slight holding back from the last crotchet of bar 17
Write fermatas on the chord preceding the rest in bar 15 and on the final chord of the piece.
Dynamics
Add Italian instructions/abbreviations in the following places:
bar 1, soft; bar 5, second beat, slight increase in volume; bar 6, top voice, quite loud;
bar 7, bottom voice, loud; bar 8, loud, expressively; bar 9, second crotchet, quite soft;
bar 11, second crotchet, soft, gradually getting louder; bar 12, third beat, always getting louder;
bar 14, very loud, passionately; bar 15, very soft, sustained; bar 18, dying away.
Add signs in the following places:
bar 7 third beat, increase in volume bar 8, last beat, decrease in volume
bar 10, last crotchet, decrease in volume.
Fuga sopra un soggetto telefonico*
32
* 4973145
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| | EDUCATIONAL ACHIEVEMENT UNIT/LEARNING RESULTS UNIT | | | |
|---|---|---|---|---|
| Name of Field/ Qualification | Name of Field/ | 82 – 41 – M/02 Photography and New Media | Level EQF | 4 |
| | Qualification | | | |
| | Name of Unit of | Photography of architecture - interior Task: Create a set of photos of the interior of the building Goal: Create a file of 5–10 photos of the given interior Implementation schedule: 1. Assignment of the exercise – clarification of the intention 2. Preparation – lights, technology 3. Realization – photography 4. Post-production 5. Submission of digital outputs (submission digitally on USB, saving to disk) 6. Photo presentation, defence | | |
| | Learning | | | |
| | Outcomes/Outcomes | | | |
| | of Learning | | | |
| | Explanatory Notes: | | | |
| | Learning outcome/outcome of | | | |
| | learning = a complex part of the | | | |
| | qualification comprising of a set of | | | |
| | learning outcomes, each being | | | |
| | “acquirable” and assessable on its own | | | |
| Anticipated duration of execution: | | • 8 lessons (2 days) – theoretical preparation, practice and verification of acquired knowledge, skills and competences Explanations: The suggested number of hours and days is only indicative, the timetable can be adapted to the current needs of the students and the possibilities of the school. | | |
Knowledge
(Knowledge acquired in the course of education, learning or experience, acquired and comprehended information (facts, theories, procedures, etc.), general or professional (factual).)
Student knows:
* Basic principles of image composition
* Technical possibilities of the used technology
* Principles of photography of architecture
* Post-production
Skills
(The motor/intellectual ability of an individual to apply knowledge, materials, means and tools in practice (e.g. when performing a certain specific activity.)
Student is able to:
* Find a suitable angle of view for the best description of the space / interior
* Set the technique for a sharp and brilliant shot
* Work with artificial lamp / flash lighting
* use Adobe Photoshop, align converging lines
Competences / level of independence and responsibility and social skills
(Such mental/sensory/motor qualities/characteristics of an individual as are a necessary prerequisite for the use of acquired knowledge and skills for the good performance of the required activity in a certain environment (work, study, personal) and under certain circumstances, e.g. interaction with people.) https://www.narodnikvalifikace.cz
Student demonstrates/masters:
* photographic and lighting technology
* edit and complete work in postproduction
* proficient in Adobe Photoshop
* independently selects cameras and lenses for the specified shot
* is able to choose the most suitable time for a quality shot
* correctly describes individual shots
Explanatory notes: Level of achievement:
E - elementary
I – intermediate
H – high
Expected results of the learning/education – knowledge, skills, competences/level of independence and responsibility:
Mobility participant will be able to:
* chooses a suitable time of day for photographing the given interior
* prepares the equipment – camera, suitable lenses, tripod
* photographs the interiors in such a way that the photographs present the given interior as best as possible (use for a real estate offoce, an
architect´s presentation, advertising purposes)
* edited in Adobe Photoshop
Verification of unit learning outcomes/outcomes of learning:
Presentation of the set of photos, submission in digital form and their defense. Oral verification.
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Counselor's Corner
October 2022
Study Skills & Homework Help
Few students love homework, but it does serve several purposes:
− Reinforce what they've learned during the day.
− Prepare for their classes.
− Build study habits that are essential in school.
− Get a sense of progress.
Homework is one of the first places many students fall behind. Help your children get the most out of homework by teaching them to talk to their teachers and counselors. Encourage them and let them know that it is okay to ask questions if the assignment is unclear and to ask for help if needed.
Homework takes organization. You can help your child learn to:
− Check Skyward and CANVAS daily for updates.
− Keep a "homework notebook" with all assignments and deadlines.
− Make a quiet space and time for homework.
− Turn in completed assignments on time.
− Gather materials needed for the homework task.
Homework also requires focus, persistence, and determination. You can help your children problem-solve what gets in the way and remind them to take a short break when frustrated.
Homework demands time management. You can help your child learn to prioritize homework tasks by importance and deadline.
When students put their attention and effort to homework, they
Did You Know?
When students improve their attendance rates, they improve their academic prospects and chances for graduating.
School Contact Information:
Counselors:
Loren Childers (A-K) email@example.com
(360)563-4532
Erica Fortune (L-Z) firstname.lastname@example.org (360)563-4533
Registrar:
Wendy Floyd email@example.com (360)563-4528
Myth Buster
MYTH: Students only attend community college because they can't get into a fouryear university.
REALITY: There are many reasons students attend community colleges instead of fouryear colleges.
Cost is one of the biggest incentives, since community college is usually more affordable. Many students choose to take core classes at a community college and then transfer to a fouryear university. Also, many students choose to live at home to save money on housing costs. Class schedules can be more flexible, as well, so students can work more hours.
Notes from your School Counselors
− Mindful Mondays: Every Monday during Patriot Period, students will work on Social Emotional Learning. So far this year, we have used Character Strong https://characterstrong.com/middle-school-selcurriculum/
− CMS Guidance CANVAS Page: Students have access to resources and lessons for Social Emotional guidance, Coping skills, Career guidance, and Study skills.
− Career Planner: 7 th and 8 th grade students will explore Careers based on their skills and interests. 7 th grade meets during Technology, and 8 th grade during Health. Career Planner can be found on Hello ID.
Student Checklist
Have a daily plan for homework. Check CANVAS & Skyward and write down due dates.
Turn your interests into careers. List your hobbies and talents. Then match up the things on your list with different opportunities.
Family Checklist
Check in with your student. Check Skyward Family Access once per week. Check CANVAS daily.
Assist your student in asking for help if they need it. Teacher's contact information can be found on their CANVAS pages.
It is important to consider support services, graduation rates, and costs and costs to determine which school is the best fit. Do your research.
Continue learning about college readiness and the benefits of college. Keep reading these newsletters, attend events at the school, and check out online resources like www.bigfuture.collegeboard.org and www.knowhow2go.com, which have information specifically for parents. | 1,613 | 783 | {
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WORLD'S FIRST HYDROGEN CARGO BIKE
MOBILITY & TRANSPORT
A cargo bike powered by innovative hydrogen batteries may represent the future of pedal-powered transport
Spotted:According to theNew York Times , e-bikes are everywhere. In the U.S. alone, the pandemic boosted sales of e-bikes 145 percent between 2019 and 2020, and industry experts say Americans bought around half a million e-bikes in that time. This is compared to 231,000 all-electric cars in the same period. But while great for getting you to work without breaking a sweat, e-bikes have not done much to reduce CO2 from deliveries – until now.
Home hydrogen company LAVO has partnered with design studio StudioMOM to develop the world's first hydrogen-battery cargo bike. In the past, the weight of lithium-ion batteries has held back the development of e-cargo bikes. But the LAVO bike takes advantage of the higher energyto-weight ratio offered by hydrogen fuel cells.
The bike incorporates LAVO's hybrid hydrogen battery, which uses solar energy to power electrolysis that splits water into its constituent parts – hydrogen and oxygen. The hydrogen is then absorbed into a patented metal hydride, which converts it into battery power. The bike only requires around ten minutes of charging, enough to run the bike for about 150km. The bike can also accommodate a hydrogen storage tank.
The StudioMOM design team chose to create a cargo bike in order to optimise the advantages offered by the lighter-weight hydrogen system. The studio notes, "Long-range cargo solutions, in particular, require a lot of energy. Then an extra hydrogen tank of 1.2 kg is surely preferable to an extra battery that weighs 6 kg."
Electric vehicles of all types have been growing in popularity. But the pandemic, alongside the growing realisation that cycling is both health-friendly and environmentally-friendly, has given e-bikes a big boost. This has also sped up the pace of innovation. We have already seen such unusual ebikes as anadaptive e-mountain biketo help those with special needs experience the thrill of trail riding, and a super-sustainablewooden e-bike.
Written By: Lisa Magloff
17th November 2021
Website: lavo.com.au
Contact: info.lavo.com.au/contact-us
Download PDF
Takeaway:
Although the LAVO hydrogen bike is not yet on the market, it could be made available in the future. LAVO has so far focused on developing hydrogen batteries for home use, but hopes to launch a range of lifestyle products using the hybrid hydrogen battery. Hydrogen fuel cells are not yet efficient enough for use in larger vehicles, like cars, the extraction of hydrogen can take more energy than is gained from the hydrogen itself. However, it may prove more efficient in small vehicles like bikes, where solar power can be used to provide enough energy for the smaller amount of electrolysis needed. | 1,300 | 662 | {
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The Living Roofs are part of a planned initiative to convert all 479 bus shelters in Leicester to eco-friendly alternatives | Photo source Clear Channel
Innovation > Sustainability > Roofs on bus stops designed to attract pollinating bees
ROOFS ON BUS STOPS DESIGNED TO ATTRACT POLLINATING BEES
SUSTAINABILITY
Leicester city has added green rooftops to its bus shelters to attract bees and other wildlife
Spotted:There is evidence that populations of bees and other pollinators are not only decreasing in abundance, but they are also becoming less healthy. Air pollution, pesticides and global warming are all taking their toll. Now, the city of Leicester is doing its part to help the pollinators recover by installing Bee Bus Stopes — green roofs on bus shelters designed to attract pollinators.
The Living Roofs have been designed in conjunction with outdoor advertising site owner Clear Channel and currently 30 bus stops are planned to be installed around the city. They are planted in a mix of wildflowers and Sedum plants — a favourite amongst pollinating insects. The Living Roofs are part of a planned initiative to convert all 479 bus shelters in Leicester to eco-friendly alternatives, at no cost to the city council. As part of this, the stops will also be fitted with solar panels, wherever possible, to provide lighting to the bus shelters below.
In addition to improving biodiversity in the city, the Bee Bus Stops will also absorb rainwater, decreasing runoff. The greenery will not only add life to the concrete cityscape, but will also help mitigate the urban heat island effect by absorbing some of the heat during the summer months, and filtering out air pollutants.
According toClear Channel, "As well as supporting Leicester's critters, the thoughtfully-designed shelters will positively contribute towards biodiversity and climate resilience, absorb rainwater falling on the roof, help to reduce the 'Urban Heat Island Effect', capture particulates from the air, and help make the city a greener and happier place".
Green or living rooftops are on the rise, being incorporated into many different types of buildings and are an important component of some passive heating and cooling systems. Springwise has recently explored the use of living roofs oncorporate headquartersbuildings andfloating offices.
Written By: Lisa Magloff
Explore more: Sustainability Innovations | Mobility & Transport Innovations
15th July 2021
Website: clearchannel.co.uk
Contact: clearchannel.co.uk/contact
Download PDF
Takeaway:
Like many cities around the world, Leicester is working towards becoming carbon neutral by 2030. The Bee Stops are a small but very visible part of this plan, and are designed as a complement to the city's new, carbon neutral bus station at St Margaret's. They may also provide inspiration for those who want to add small green roofs to outdoor structures like sheds or chicken coops. The roofs are already popular, according to Leicester Deputy City Mayor Cllr Adam Clarke. He reports that the city is getting, "fantastic feedback from people who are as excited as we are to see this bee and butterfly friendly revamp of bus shelters taking shape." | 1,409 | 723 | {
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Sharing Elliot
by Stacey Herncane, March 2023
For the ninth time, students from my classroom will be standing in front of their peers speaking on behalf of my son, Elliot. This tradition started in March of 2015 with an amazing group of students. That first presentation will be one of my most memorable days as an educator.
decided to share with them about what made Elliot unique.
It began with a new group of students and me returning to my first full year of school since becoming a mom to Elliot. Initially, I had decided not to share Elliot's diagnosis with my students. How would I explain it to third graders? I instead shared Elliot with my students as any other proud firsttime mother would. I plastered my walls with his pictures. I shared his milestones and antics. And they adored him, despite never actually meeting him. They bought him presents for his first birthday as well as Christmas. They made pictures to hang in his room. They asked nearly every day what he was up to and how he had made me laugh recently.
They were truly an amazing, generous group of children. And an idea started to grow–maybe I could tell them about what made Elliot special. Maybe they could see past the diagnosis and just see the adorable, fun, amazing boy behind it. I
I will never forget the day I sat down with them, picture book in hand, and explained that Elliot was just a little different. I read them the book, which included an explanation about Down syndrome. When I finished, they asked thoughtful, curious questions–did I know Elliot would have Down syndrome? Why is it called "Down" when there is something extra? What is it like to grow up with Down syndrome?
Their natural curiosity led to a whole research project, including scientific articles about Down syndrome, videos about amazing success stories, and ending with a writing project telling what they learned. They couldn't get enough– some students even researched on their own at home!
And it didn't stop there. They were eager to share their knowledge with their peers. We decided to create a presentation to be shared in the auditorium, complete with speeches, videos, and inspirational stories. We practiced until the students could practically perform in their sleep. They were excited, passionate, and eager to share with their classmates. We chose March 21st, World Down Syndrome Day, to host a 3rd grade crazy sock day and share our message. They were excited and nervous. As it turned out, mother nature had other plans for us. March 21, 2015 hit our area with several inches of snow, and school was canceled that day.
My students were not deterred, though. We rescheduled our big moment for the next school day. A day that I will never forget. Then 18-month-old Elliot surprised them by showing up to their show. He was treated like a rock star. The kids could hardly settle down in time for our big presentation.
My students spoke clearly and fluently. My tech team ran the show entirely themselves. They were so proud to share everything they learned. Our presentation ended with the song "Happy" by Pharrell, and my students danced up and down the aisles, high fiving their friends. It was an incredible celebration. We've repeated it every year since.
There is so much significance to that day for me. It opened doors and conversations with future students about Down syndrome, Elliot, and accepting differences. It's given me faith in children and their ability to do amazing, kind things. It set the tone for my role as Elliot's mom who happens to be a teacher. I cherish the open, honest conversations we have about life, disability, and accepting others, and I truly believe that the students appreciate it as well.
That day also showed me that Down syndrome is something that can be celebrated. Seeing the dancing, smiling, and joy on the students' faces – it may have been the first time in the eighteen months since Down syndrome came into my life that I knew everything would be okay. I knew Elliot would have a joyous life and that he would be loved. I owe that to a very special group of children, who are now juniors in high school. Year after year, a new group enters and steps up to give Elliot a voice, and though some things have changed (I've since moved on to teaching 4th grade, we've incorporated technology to create videos, and we do fundraisers), the message remains the same. For our school, World Down Syndrome Day is a day of acceptance, love, and celebration of differences–everything that I could ever hope for, for my son. g | 1,567 | 953 | {
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Anatomy Test
Submitted by Callie Parr and used in cooperation with the University of Illinois at Urbana-‐Champaign.
The materials that appear in this document may be freely reproduced for educational/training activities. There is no requirement to obtain special permission for such uses. We do, however, ask that the following statement appear on all reproductions:
ANATOMY TEST, by CALLIE PARR
Materials produced for classroom use in conjunction with permission from the University of Illinois Agricultural Education Program.
This permission statement is limited to the reproduction of material for educational/training events. Systematic or large-‐scale reproduction or distribution (more than one hundred copies per year)—or inclusion of items in publications for sale—may be done only with prior written permission. Also, reproduction on computer disk or by any other electronic means requires prior written permission. Contact the University of Illinois Agricultural Education Program to obtain special permission.
The University of Illinois and its affiliated entities, in addition to the individual submitting the materials, assumes no liability to original work or activities therein.
_____ 1. Cells that work together to perform tasks.
_____ 2. Organs that work together to complete processes.
_____ 3. The most basic structures of life.
_____ 4. The study of how tissues function within an animal.
_____ 5. The study of the microscopic parts and structures of living things.
_____ 6. The study of the visible parts and structures of living things.
_____ 7. Tissues that work together to complete jobs.
A. Cells
B. Gross Anatomy
C. Microscopic Anatomy
D. Organ systems
E. Organs
F. Physiology
G. Tissues
8. Label the bone at right with the words fat, minerals, protein, and water so that the areas represent the fraction of material in the bone.
_____ 9. The end of a bone
_____ 10. The inner middle of a bone
_____ 11. The outer covering on a bone
_____ 12. A shoulder or hip joint
_____ 13. The part of a bone that is
extremely hard
_____ 14. The part of the bone between
the ends
_____ 15. The joints in the skull
_____ 16. The tissues that cushion
where two bones meet
_____ 17. The tissues that hold a joint together
_____ 18. An elbow or knee joint
_____ 19. The joints of the spine
A. Articular Cartilage
B. Ball and Socket
C. Compact Bone
D. Diaphysis
E. Endosteum
F. Epiphysis
G. Fibrous Suture
H. Hinge
I. Ligament
J. Periosteum
K. Symphysis
20. The stretchy tissues that attach muscle to bone are called ________________.
21. A muscle that can be consciously controlled is called a _______________.
22. The heart muscle is an __________________ muscle because it cannot be consciously controlled.
23. ________________ muscles such as those found in the digestive tract are also involuntary.
24. The main purpose of muscles is for ________________.
25. Muscle is composed almost entirely of ________________.
26. The _____________ controls voluntary movement and thought.
27. The cerebellum coordinates the _________________ of an animal.
28. The ___________________ controls the life functions such as heartbeat and respiration.
29. The nervous system uses ______________ _____________ to control the body’s functions.
30. | 1,631 | 1,344 | {
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Colonial Heads of State and Colonial Wars
There aren't any in Colebrook, but in eastern Connecticut, eastern Massachusetts and Rhode Island, the graves of veterans of the so-called Colonial Wars are decorated with the symbol of a fleur-des-lis. Most able bodied males were obliged to serve in the militia from about the age of 16 until 55 or thereabouts, and few were not veterans of at least one episode of Colonial struggles, more often than not the result of European wars that spilled over across the Atlantic. Sometimes we look at the conditions that Washington's men not only endured, but survived quite well; almost to a man, they had known privation and struggles for survival most of their adult lives, and were thus able to shrug off what no doubt would have been the death of us moderns.
Here is a list of British heads of state from early Colonial times until the present, followed by the Colonial wars the colonists fought in:
William III, who ruled from 1689 - 1702
Queen Anne's War1702 – 1713
1707, siege of Port Royal (failed)
1710, French province captured, Acadia became Nova Scotia
Port Royal became Annapolis Royal
4,000 colonists under Francis Nicholson captured Port Royal
1711, combined sea – land expedition against Canada planned. Naval set-back caused
Nicholson to give up campaign against Montreal.
King George's War 1743 – 1748
```
(This is the American phase of the War of the Austrian Succession.) 1755, Sept. 8, battle of Lake George. 1756, August 9, Fort William Henry destroyed. 1759, Sept. 18, Quebec City fell. 1760, Sept. 8, Montreal surrenders and all of Canada becomes British.
```
American War of Independence
1770, March 5, Boston massacre
1773, December 16, Boston Tea Party
1775, April 19, Battle of Lexington and Concord
1775, May 10, Fort Ticonderoga falls to Ethan Allen.
1775, May 31, the troops before Boston were adopted as a Continental Army
1775, June 15, George Washington appointed commander-in-chief.
1783, Peace treaty between England and the United States signed in Paris.
Wars fought by the United States
1786, Shay's rebellion.
1812 – 1814, War of 1812 against England.
1846 – 1848, War with Mexico
1861 – 1865, Civil War
1898, Spanish – American War
1917, April 6, War declared against Germany, WWI
1818, Armistice, November 11.
1941 – 1945 WWII
1950 – 1953, Korean War
1965 – 1973, Viet Nam War
1983, U.S. invades Granada
1986, U.S. bombs Libya
1991, First Gulf War
2001, World Trade Center destroyed, beginning of War Against Terrorism.
2003 Iraq War | 1,325 | 643 | {
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A career in marine biology
What do marine biologists do? How can school students plan for a career in this desirable field? Paul Greer explains.
Marine biology is the study of all aspects of life in the sea and the environment on which it depends. The main aims are to improve our understanding of the marine world and to understand and predict changes in ecosystems affected by human and natural disturbances.
or data and developing ideas for further investigations. At universities, they may have teaching responsibilities, perhaps instructing newcomers to the subject, or (with experience) supervising graduate research students. They also inform and learn from other professionals and scientists, such as geologists, physicists and biochemists.
Marine biologists share a fascination for marine animals
The capacity for fine and accurate observation, and care in gathering and presenting data, are important. So are patience in unfavourable conditions or when progress seems slow, physical fitness for collecting samples, and a disposition sociable enough to work and live with others (sometimes for quite long periods) on, for instance, a ship or remote research base. A high level of IT and communication
Research scientists study ocean systems at scales from molecules to ecosystems, and their relationships to people and changing environmental conditions. They also study basic biology (often using marine organisms as 'models' —see pages 11 and 28) and develop ways to solve problems. Areas of concern right now are climate change, ocean acidification, overfishing, degradation of habitats and invasive non-native species.
and plants and a desire to spend a large proportion of their lives close to the coast or on the open ocean. Many are motivated by a desire to ensure that future generations enjoy healthy and productive seas. The popular image is of wetsuit-clad figures swimming past tropical fish to examine coral reefs. This is a narrow view. In fact, marine biologists work in many areas including policy, industry, communications and media, research, education, conservation and recreation (e.g. ecotourism).
A typical project may last between 6 months and 3 years, and focus on specific processes related to how organisms function and interact with each other and the environment.
First (undergraduate) 3–4 year degree courses in marine biology are offered at about 16 British universities, all by (or very near) the sea (see www.mba.ac.uk/marinebiologist/ issue-3-career-in-marine-biology for a list, and the article below about studying marine biology). Alternatively, a relevant but broader subject (e.g. biological science) may be followed by a second, higher degree such as MSc (Master's) or Phd (Doctorate). The second route allows anyone hesitant about committing to marine biology as a career more time to decide, as well as providing the level of qualification typically required for research posts.
Once established, findings will be disseminated through papers in scientific journals, reports or articles in the mass media, and presentations to academics, government, industry and environmental pressure groups.
Operational stages will probably include gathering samples, examining these to acquire relevant data and using specialist equipment or computer models for analysis.
Many marine biologists work exclusively in laboratories and offices for a research organization, consultancy, government agency or university, analysing observations skills are needed, too. Good GCSE passes in English and maths, plus high grades in sciences (notably biology and chemistry), provide a sound base. Geography, too, is useful, though rarely compulsory. A-level choices should include biology and (preferably) chemistry. Applicants to university with other qualifications (such as BTEC) should consult institutions first, as competition for places is strong. Open days are good sources of information, too.
A first degree is sufficient for many non-research jobs, and GCSE/A-levels may be enough for technician posts. Though often hard to obtain, work experience in marine biology is important, and 'ways in' might be found through university departments, marine laboratories, research institutes and government bodies.
If you would be interested in finding out more about careers in marine biology at an MBA event, please contact Jack Sewell firstname.lastname@example.org
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Science
Plants
English
Art
- Seeds need the right conditions to
Drawing–To use water colours to paint real
Project Title: Snapshot on the
world
Overarching Question: Can we
change the future?
Year 4
germinate. Seeds contain a food
store for the first stages of growth.
Growing shoots of plants always grow
towards the light and roots always
grow downwards.
Plants have roots to provide support
and to draw moisture from the soil
and sometimes stems to take water to
the rest of the plant.
Habitats
Living things are adapted to survive in
different habitats.
Nutrients made by plants move to
primary consumers then to secondary
consumers through food chains.
Decomposers, some of them micro-
organisms, recycle waste and dead
organisms.
Different food chains occur in different
habitats.
ICT / computing
Internet Safety and Research
To research information about a country
ready for presentation but understand
that digital content belongs to someone
else. To appreciate how search results
are collected.
Powerpoint
– Present information
with increasing independence about
countries using presentation software and
use Google Earth to help research.
PDL / RE
Changing emotions
– To explore the
changing emotions of the characters in
the Easter story over the course of holy
weeks
Devolution
– To explore the concept of
devolution with links to Hindu festival of
Maha Shivratri
Information texts
(ICT link) – Country
Persuasive letters
– about the
environment
Window narrative
– stories which raise
issues
Explanation text
– volcanoes
and earthquakes
Maths
Linked to plants and the study of energy
Number
– place value, addition and
subtraction, multiplication and division,
fractions (including decimals),
Measurement
Geometry
– properties of shape, position
and direction
Statistics
Geography
We Are What We Do
-
A study of the human impact on the
environment and our personal
carbon footprint. The children study
how the world’s natural resources
are distributed and used, with a
particular focus on energy
conservation.
plants.
Famous artist – Georgia O’Keefe
DT
Moving books
The emphasis of this topic is on the
exploration of levers and linkages. For this
unit, give the pupils pictures of the
objects/people that need to be ‘moved’
by the
mechanisms.
Pupils working as a pair within a larger group
to create a moving book
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Friday 08.09.2022
St James the Great Catholic Primary School
Dear Parents and Carers,
We hope that you had a lovely summer holiday. We'd like to welcome you all to Nursery and our topic for this half term is 'People Who Help Us'. We will be exploring people who help us in our home, school and community and there is an exciting visit to Peckham Fire Station and a visit by a local Police Officer to look forward to. We will provide more information about this in due course.
Early Reading and Phonics
On Mondays and Fridays, your child can choose a book from our reading corner with you to take home and share together. The Nursery classroom will be open at 8:40 a.m. for you to choose a book with your child. Please remain with your child during this session and write the title of the book, sign it, and draw a smiley face next to it in their reading diary.
One of the ways children learn to read and write is by teaching phonics. The children will be undertaking listening and communication activities such as listening walks and playing sound games. They will be developing awareness of sounds made with instruments and noise makers as well as singing songs and joining in rhyming activities as part of the daily routine in small-group time sessions as this supports the development of key phonic skills.
Collecting your child
We understand that it may be necessary for someone different from your family to collect your child at the end of the day. Please make sure you let us know at the beginning of the nursery session or later if it is an emergency by contacting the office so that we know who will be collecting your child and the connection between the child and the person collecting them. We are unable to let children go home with anyone who has not been named in advance or is not an adult.
Junk modelling
Junk modelling play provides children with the opportunity to explore inventions, innovation and problem-solving through a sense of wonder. As this involves using everyday objects around the house, please could you bring in recyclable materials such as cardboard boxes, yoghurt pots, tubes (kitchen towels), egg cartons.
Spare clothes
As the children undertake messy play, please bring in a bag of spare clothes including underwear for them to change into should they get wet, etc… during their play. This bag will remain in school on their peg unless it needs to be cleaned and replaced.
If there is anything important that you need to discuss with a member of the Nursery Early Years Team then please do not hesitate to speak to us.
Thank you for your support.
The Early Years Team
Personal, Social & Emotional Development
- Talk about people who help us in our everyday life. Ask questions such as, what do they do to make our life better? How they help us? How they look after us?
- Ask children if they can think of anyone who helps them and make a thank you card.
- Encourage children to think how we can help others.
- Ask children how can we play safely so that we do not need to call emergency service.
- Play together in a collaborative way.
Communication & Language
- Develop everyday vocabulary to communicate their needs and wants (hello, good morning, thank you, please, sorry, I am hungry/thirsty)
- Discuss how to stay safe in the home and when out, stranger danger and car safety.
- Talk about the different emergency services and what their roles are and how we can get them to help us.
- Role play areas – hospital and play situations such as using a toy phone to make emergency calls.
Physical Development
- Developing our GROSS MOTOR SKILLS in our everyday lives – putting on clothing and footwear with support, climbing stairs.
- Using playground equipment safely and correctly Fine Motor Skills
- Developing our FINE MOTOR SKILLS such as mark making using tools (pencils, scissors, tongs, paintbrushes, tuning pages in a book)
Understanding The World
- Identify people who help us in our home, school and community.
- Visit to the Peckham fire station and visit by a local Police to our class.
- Developing awareness of passing of time using the visual timetable
- Exploring the changing seasons through local walks
- Role-play areas – home area and hospital
Maths
- Exploring shapes and pattern through play
- Use number names and number language in play (one train, two tigers, three bananas.)
- Sorting different objects into groups.
- Learning a sequence of events with cooking school (first, then…)
- Developing mathematical vocabulary related to measure – size, capacity, time, length, height
Literacy
Expressive Art & Design
- Encourage reading for pleasure (carpet time, library, at home with parents).
Singing songs and action rhymes.
- Giving meaning to marks as we draw and, paint.
-
- Begin to recognise our first names.
- Developing phonics skills by discerning sounds such as listening walks and playing sound games.
- Making 'thank you' cards to someone who has helped us.
- Dancing and singing with percussion instruments.
- Painting and drawing such as people who help us, animals in the stories that we have read
- Junk modelling .
- Role-play of people who can help us.
- Making displays related to Jackson Pollock – exploring splatter painting | 2,039 | 1,090 | {
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Total Words
By Achieve Psychology For Learning
Research Projects Comprehension Activities
Curriculum Readers: 800 - 1300 Total Words
Victorians
1. Measles: Victorian Style
Personal Achievement Goal: to show that I can ask good questions to find out more information.
What topic would you like to know more about?
Measles: Victorian Style
H. Projects With My Friends
1. We asked three people what they knew about measles and how to treat it, and what we found out was…
2. We told three people about this story and asked them what they would have been most worried about if they had been living at that time; they said…
3. We found out about measles and diphtheria and why they are not common diseases any more.
4. We found out about other treatments for diseases that were common in Victorian times.
Measles: Victorian Style
2. Pollution: Victorian Style
Personal Achievement Goal: to show that I can ask good questions to find out more information.
What topic would you like to know more about?
Choose one topic. List the questions you'd like to ask:
- -
- -
Pollution: Victorian Style
H. Projects With My Friends
1. We asked three people what they knew about air pollution in London in Victorian times, and what they said was…
2. We asked three people about pollution now and pollution in Victorian times and which they thought was worse, and what we found out was…
3. We found out how the Victorians built tunnels and made sewers in their towns and cities.
4. We found out about the chemicals that are in the air nowadays from cars, buses and factories.
Pollution: Victorian Style
3. Bert the Bus Driver
Personal Achievement Goal: to show that I can ask good questions to find out more information.
What topic would you like to know more about?
Street entertainers
Building underground railways
Taking care of working horses
The history of buses and bus design
Choose one topic. List the questions you'd like to ask:
Bert the Bus Driver
H. Projects With My Friends
1. We asked three people to name as many different types of sellers or entertainers who would have been on the streets of Victorian London as they could and what they said was…
2. We told three people what it was like to be a bus driver in Victorian times and then asked them what they thought was the most interesting detail; what we found out was…
3. We wrote to Bert and told him what his job would be like now.
4. We found out about museums where old buses are on display and how people restore old buses.
Bert the Bus Driver
4. Our Great Expedition to the Great Exhibition
Our Great Expedition to the Great Exhibition
H. Projects With My Friends
1. We told three people about the sort of exhibits that were at the Great Exhibition and asked what they thought about the products. What they said was…
2. We asked people what they knew about precision engineering and why it was such an important invention. They said…
3. We found out what happened to the Crystal Palace.
4. We found out more about ice cream and how it was made before refrigerators or freezers had been invented.
Our Great Expedition to the Great Exhibition
5. A Day at the Seaside: Victorian Style
Personal Achievement Goal: to show that I can ask good questions to find out more information.
What topic would you like to know more about?
Famous English seaside towns
Punch and Judy shows
Entertainers at the beach
Choose one topic. List the questions you'd like to ask:
- -
-
A Day at the Seaside: Victorian Style
The history of swimsuit designs
H. Projects With My Friends
1. We told three people about a Victorian trip to the seaside and asked them what they thought about it. They said…
2. We asked three people whether they would prefer to go on a Victorian seaside trip or a seaside trip today, and why and they said…
3. We pretended to be a film crew interviewing a sword swallower (in between swallowing his sword) and asked him about his life working on Brighton Pier.
4. We made a collage picture of all the things happening on the
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LADYBIRD MONTESSORI FIRE PROCEDURE
It is important that all adults and children know what to do in case of a fire on the premises, to be able to act calmly and exit the building.
The person who discovers the fire should ring the fire bell breaking the glass. Everyone will stop what they are doing, stand still and listen for instructions.
1. The person in charge will tell the children to move towards the door and line up with a teacher. The children are counted out of the door and grouped together under the football covered area.
2. The person in charge will be last to leave the building ensuring all staff and children have left the building first.
3. The person in charge will collect the register, red box and phone and emergency medicine.
4. The person in charge will join the other children and staff and call the register to ensure that all the children are present. A teacher will call the Fire brigade.
5. No one will re-enter the building until it is declared safe.
6. Teachers will answer children's questions and reassure children who may be disturbed by the fire.
LADYBIRD MONTESSORI FIRE PRACTICE
1. As part of ensuring adults and children know what to do in case of a fire on the premises, a fire drill will take place at least once each term. A record will be kept of the date and time of all fire practices and this will be checked by the nursery manager.
2. Prior to the practice the teacher in charge will talk to the children to explain about the fire drill and that the adults and children need to listen for the sound of the whistle.
3. Blow the whistle.
4. Everyone will stop what they are doing, stand still and listen for instructions.
5. The person in charge will tell the children to move towards the door and line up with a teacher. The children are counted out of the door and grouped together under the football covered area.
6. The person in charge will be last to leave the building ensuring all staff and children have left the building first.
7. The person in charge will collect the register, red box and phone.
8. The person in charge will join the other children and staff and call the register to ensure that all the children are present.
9. This is an appropriate time to talk about what the next stage would be if there really was a fire. (In the event of a real fire children and staff would walk around to the Bosham Primary school so children can be safely looked after.)
10. After a few minutes everyone will return to the Nursery. Teachers will answer children's questions and reassure children who may be disturbed by the procedure.
11. Policies reviewed and updated 01/02/2023 | 917 | 558 | {
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LEADER PREP
DISCUSSION GUIDE
GOAL OF SMALL GROUP
To help students realize that their friends determine the direction of their life and that God wants us to choose our friends wisely.
MAIN POINT
Your friends can make or break you.
MAIN SCRIPTURE
1 Kings 12:3-11 + 16 NLT
THINK ABOUT THIS
Friendships most likely feel like the center of most of your students' worlds right now, so it can be a scary thing to really look at their friendships honestly – especially if your students feel like they may be led to make some changes on which friendships are the most important in their lives. The need for acceptance can drive all us, teenagers and adults, to make bad decisions. Remind your students of God's acceptance of them, their identity in Him, and your acceptance of them – no matter what. This may help them take a more real and honest look at their friendships.
This guide is a suggestion, not a formula. Adjust the questions and activities as needed, and don't feel like you need to do, or ask, everything you see here. Let the students and the Holy Spirit guide the conversation, too.
GET THEM TALKING
* What are some qualities that make a good friend?
* How was everyone's week? Share Highs & Lows.
* Someone recap the main point of the message in your own words.
INTO THE WORD
READ 1 Kings 12:3-11 + 16 and answer the following questions:
1. Whose advice did King Rehoboam listen too?
2. How did that work out for the king?
3. Have you ever gotten conflicting advice from people: maybe one set of advice from your parents and one from friends? How do you decide whose advice to listen too?
4. How can our friends influence us in good ways?
5. How can our friends influence us in bad ways?
6. Do you have godly friends in your life who
influence you into a deeper relationship with God? 7. How can we grow our friendships with others who encourage us in our faith?
8. What should we do if we notice our friends are negatively influencing us?
NEXT STEP
(1) Who are the people in your life whom it is wise to say "no" to?
(2) Who are the people in your life whom it is wise to say "yes" to?
Spend time in prayer asking God to reveal that to you. Talk to a friend or mentor if you have questions about how to do that.
PRAYER GUIDE
We are going to close in prayer. Anyone have any prayer requests?
MAIN SCRIPTURE
Scripture is provided for convenience, but we prefer you and your students open your Bibles to read the Scripture. This helps your students learn how to find Scripture in their Bibles and where these verses are in the larger context of God's Word.
1 Kings 12:3-11 + 16 NLT
3 The leaders of Israel summoned him, and Jeroboam and the whole assembly of Israel went to speak with Rehoboam. 4 "Your father was a hard master," they said. "Lighten the harsh labor demands and heavy taxes that your father imposed on us. Then we will be your loyal subjects."
5 Rehoboam replied, "Give me three days to think this over. Then come back for my answer." So the people went away.
6 Then King Rehoboam discussed the matter with the older men who had counseled his father, Solomon. "What is your advice?" he asked. "How should I answer these people?"
7 The older counselors replied, "If you are willing to be a servant to these people today and give them a favorable answer, they will always be your loyal subjects."
8 But Rehoboam rejected the advice of the older men and instead asked the opinion of the young men who had grown up with him and were now his advisers. 9 "What is your advice?" he asked them. "How should I answer these people who want me to lighten the burdens imposed by my father?"
10 The young men replied, "This is what you should tell those complainers who want a lighter burden: 'My little finger is thicker than my father's waist! 11 Yes, my father laid heavy burdens on you, but I'm going to make them even heavier! My father beat you with whips, but I will beat you with scorpions!'"……
16 When all Israel realized that the king had refused to listen to them, they responded,
"Down with the dynasty of David!
We have no interest in the son of Jesse.
Back to your homes, O Israel!
Look out for your own house, O David!"
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School Self-Guided Visits
Visit Orleans House Gallery with your class and explore our exhibitions and site in your own time with our Self-Guided Visits designed by artist Abigail Hunt.
Looking Differently (Suitable for Key Stage 1)
This tour includes practical and discussion-based activities to encourage exploring Orleans House Gallery both inside and outside. Students will engage with all their senses to place themselves within the different spaces, looking differently and thinking about how artworks make them feel or think.
Learning Objectives and Key Concepts
In this tour, students will:
- Develop ideas for their own artworks, being inspired by the things they see and recording their observations to use later
- Build confidence in looking at and talking about artworks and sharing their ideas with others, whilst listening to the opinions of others
- Make observational drawings using basic materials
- Use their experiences to develop thinking and ideas for their own art making
Curriculum Links
In this tour students will make direct links to the Art and Design National Curriculum through:
- Exploring their ideas whilst recording their observations and experiences
- Evaluating and analysing the creative works of other artists using the language of art and make links to their own artwork
- Experimenting with drawing techniques
Change and Contrast (Suitable for Key Stages 2 and 3)
Look closely at Orleans House Gallery with your students and consider its histories, its future, and its present. Students will use this visit to reflect on how they are connected to the gallery and find inspiration in the building and the natural environment surrounding it.
Learning Objectives and Key Concepts
In this tour, students will:
- Develop ideas for their own artworks, being inspired by the things they see and recording their observations to use later
- Reflect on the past and make historical links, making them relevant to themselves today and using them to expand their own ideas
- Build confidence in looking at and talking about artworks and sharing their ideas with others, whilst listening to the opinions of others
- Make observational drawings using basic materials
- Use their experiences to develop thinking and ideas for their own art making
Curriculum Links
In this tour students will make direct links to the Art and Design National Curriculum through:
- Exploring their ideas whilst recording their observations and experiences
- Evaluating and analysing the creative works of other artists using the language of art and make links to their own artwork
- Experimenting with drawing techniques
The tour also makes links to curriculum skills in History, Geography, Literacy and RSE
Place, Space and Materiality (suitable for Key Stages 2 and 3)
Looking at the different spaces within Orleans House Gallery this tour encourages students to think about placing themselves as unique individuals within this fascinating location. Ideas for practical and discussion-based activities will encourage your students to take notice of the details within the architecture and the outside spaces as well as exploring the exhibitions.
Learning Objectives and Key Concepts
In this tour, students will:
- Develop ideas for their own artworks by taking time to look and think differently, exploring the details around them and recording their observations
- Build confidence in looking at and talking about artworks and sharing their ideas with others
- Listen to others and build skills in understanding and considering options and thoughts different to their own
- Experiment with mark making and observational drawing using basic materials
- Reflect on their own experiences and use them to develop thinking and ideas for their own future art making
Curriculum Links
Students will make direct links to the Art and Design National Curriculum through:
- Exploring their ideas whilst recording their observations and experiences
- Evaluating and analysing the creative works of other artists using the language of art and make links to their own artwork
- Experimenting with drawing techniques
The tour also makes links to curriculum skills in Literacy and RSE.
What resources do you need?
The activities only need simple drawing materials – paper (loose or a sketchbook) and pencils and something to lean on. Orleans House Gallery can provide paper and clipboards. Wet materials (marker pens/paint/charcoal) are not allowed in the galleries. Photography is allowed throughout (with the occasional exception of some temporary exhibitions, please check with a member of staff if you are unsure).
Where do the self-guided visits take place?
Each activity suggests a location in or around Orleans House Gallery, however all activities are adaptable to take place anywhere either in the galleries or outside.
How do I book?
The self-guided visits and trails are free to use, though booking is essential as we have limited slots. Book through the link on our website here. | 1,953 | 930 | {
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Amanda Mulbay-Harries
Kacy Leiner
Back to History Lesson Plan – 2009
Instructional Unit: Immigration and Ohio
Title of Lesson: Areas of Ohio Settlement – cultural patterns
Grade Level: 5 th grade students (Review of 4 th grade standards)
Description: Students will identify the areas and reasons for immigrant settlement in
Ohio.
Standards:
4 th Grade Standards
1. Describe the cultural practices and products of various groups who have settled in Ohio over time:
c. European immigrants
3. Explain the reasons people came to Ohio including:
a. Opportunities in mining, agriculture, and manufacturing
b. Family ties
c. Freedom from political and religious oppression
5 th Grade Standards
10. Use or construct maps of colonization to explain European influence in North America.
Duration:
3 – 45 minute classroom sessions
Materials and Resources:
* •
Profile Ohio magazine published by The Secretary of State (article, page 15) Thinking Hats (cut outs of different colored hats with descriptions)
* •
KWL Charts for each student
PowerPoint reviewing immigrant groups in Ohio
Primary Source Materials:
*
Various photographs of immigrant groups. Retrieved from www.ohiohistorycentral.org
*These are included in attached PowerPoint
Warm Up:
*Group students in groups of 4-6
* •
Give each student a thinking hat (this can be differentiated depending upon each student's level of thinking)
Give each student a copy of
Profile Ohio and have them read short immigration
article on page 15
*Have students discuss article using their respective thinking hat
Instructional Strategies:
* • • •
Thinking Hats KWL Whole class discussion Cooperative learning
Homework and Practice:
*Provide each student with their own KWL chart
*
Have them fill out the chart with what they know and what they want to know about Ohio immigrant groups.
Assessment Question (4 pt. extended response):
Identify and describe with detail two reasons various groups of people settled in Ohio.
| 1 | 2 | 3 |
|---|---|---|
| Provided one reason and no supporting details for why people settled in Ohio. | Provided either two reasons and no supporting details or one reason and one supporting detail for why people settled in Ohio. | Provided either two reasons and one supporting detail or two supporting details and one reason why people settled in Ohio. |
Acceptable Reasons:
1. Opportunities in:
a. Mining
b. Agriculture
c. Manufacturing
2. Family ties
3. Freedom from religious or political oppression
Re-teach Activity:
* •
Show PowerPoint and discuss as a class Take questions and review material as a class
Extension Activity:
Option One
* •
Students can choose one major culture discussed (or their own culture) Have students create a collage including various aspects of their chosen culture
o Food
o Clothing
o Traditions
o Religion
*Have students share their collage and discuss as a class.
Option Two
*
Have students research another immigrant group that came to Ohio o www.ohiohistorycentral.org
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Dog paddling across the Bluegrass
written by Leigh Anne Florence and illustrated by Chris Ware
"I didn't see any oars in the boat," I said, frustrated I hadn't thought of it earlier.
"Can't steer a canoe without any oars," Frankie said, scratching his chin, "I like you, Woody. You folks have nice manners and you make me laugh. I'll give you a set of oars."
"You're awesome," I said, hugging Mr. Frankie. Mom, Dad, and Chloe thanked him too. Fif een minutes later, the four of us were in the boat, ready to catch a mess of fi sh.
"Chloe and I can paddle," I said, once Dad had pushed the boat away from the dock. "I'll take this oar. Chloe, you can take the other." Af er several minutes, we'd made four complete circles.
"These guys must be professionals," Chloe said, pointing to a canoe coming our way. There was a guy and girl in the boat. Unlike us, they were moving forward in a straight line.
"Feeling dizzy?" The guy in the canoe laughed.
"How'd you know?" I asked, realizing I was a bit woozy.
"You're going in a circle. I'm Sam and this is Amy. Want some advice?"
"Sure!" we said.
"You have to coordinate your rowing," Sam instructed.
"Otherwise, you'll keep going in circles. Who's the bowman?" Chloe and I looked at each other.
"If two people, or pups, are steering a canoe, the person in front is the bowman. The bowman sets the pace and watches for obstacles. The one in back is the sternman. Their purpose is to steer. The bowman and sternman paddle on opposite sides."
"Since you're in the front, you want to be the bow-pupgirl," I asked, giggling.
"Sure, Woody."
We worked hard, paddling in an alternating pattern. Finally, we moved forward.
"That's what I call dog-paddling," Dad praised. "How 'bout we stop and wet a line?"
We put our oars down and grabbed our poles and bait. "How do I put the crawdad on the hook?" I asked. "Like this," Chloe said as she took the crawdad out of the bucket and put the hook through its tail. Then she cast her line in the water. Bugs scared some girls, but they didn't scare Chloe. I baited my hook and cast my line in the water.
"You're quite the angler," Sam said, praising Chloe's skills.
answered. "The water that collects on top of the ground is called surface water. Some will go in the lakes and rivers. Animals and insects will drink some and the rest will go to the nearest watershed. Then the water cycle starts over again."
"Angler?" Chloe replied.
"Yes," Sam answered. "It's a person who fi shes with a hook and a line."
"Thanks," Chloe answered. "My brother entered a fi shing tournament in Western Kentucky," Chloe continued. "We're going to stop at lakes and rivers along the way and practice boating and fi shing." DRIP!
DRIP!
PLOP!
"It's starting to rain," I said, feeling defeated.
"It's just a shower," Dad answered. "If it were thundering or lightning we’d have to leave, but a rain
shower won't cause any harm."
"Won't the lake fl ood?" Chloe asked.
"It'd have to rain cats and dogs," Dad answered. "This light shower will be over soon."
"Where does all the rainwater go when it hits the ground?" I asked.
"Let me tell you what happens before it hits the ground. Water on the earth's surface evaporates – meaning the sun heats it up and turns it into a gas. The water
Mom must have known I was going to ask what a watershed was because she started explaining. "A watershed is an area where all the water drains. It may start out in a small watershed like a ditch or a creek, go to a larger watershed like a river, and eventually will go to an even bigger watershed – the
ocean. To answer your question Woody, this water will go to the Levisa Fork, then the Big Sandy River, then to the Ohio River, then the Mississippi River, then the Gulf of Mexico."
I was trying to understand when Mom spoke.
"That's why it's important to keep our land and streams clean and free from garbage and pollution." That was information I could easily understand.
As I listened, I realized my rod and reel had gotten heavy.
"You got a bite," Dad exclaimed. "Reel it in, son!"
"How?"
"Lif your rod and start reeling."
I bet over to get a better grip on my rod and reel and felt myself start to fall…
collects as a vapor and makes clouds. The water in the clouds gets colds and forms condensation – or becomes liquid again. The liquid falls from the sky as rain or sleet or hail. It's called precipitation. Now to answer your original question, some of that precipitation will soak in the ground and move through the soil. We call that groundwater. It irrigates our crops and feeds our springs," Mom | 1,647 | 1,104 | {
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Teaching about Gemstones in the EFL Classroom
by Anthony Torbert (Kobe Gakuin University, Japan)
Gems are an attractive commodity for teaching purposes for a number of reasons. First and foremost is that most are assigned an economic value by the market, but have no intrinsic value aside from being attractive to the eye. This allows the instructor to open the class with the question "What is the most valuable or expensive thing you possess, and why is it valuable or expensive?"
Having students define how value is different from monetary cost is a worthwhile exercise in itself, and helps to get students considering the topic in a broader fashion. Although most students may not have the financial wherewithal to afford them, they no doubt have family members, friends or significant others who possess precious and semi-precious stones. Another way to approach this is to hold up a ring with a gemstone and ask students how much it is worth.
A quick survey of the typical classroom will show that few students know the origin of most gemstones, and fewer still know the background or history of the market. Many may be familiar with diamonds, but their knowledge is generally limited. They may mention that diamonds come from Africa. If so, a good follow-up brainstorming activity would be to ask them questions such as "Why are so many people in diamond-producing countries so poor?"
After more warm-up questions, I have students read the comprehension questions, then read the passage silently (page 13). While they read, I have them highlight any challenging vocabulary which
[x] Conflict Diamonds (Amnesty article)
www.amnestyusa.org/our-work/issues/business-an d-human-rights/oil-gas-and-mining-industries/con flict-diamonds
[x] Global Witness Info on Conflict Diamonds www.globalwitness.org/campaigns/conflict/ conflict-diamonds
[x] Synthetic Gems (explained in detail) www.gia.edu/gem-synthetic
[x] Jewelry and Gems (website for children) http://gemkids.gia.edu/jewelry
[x] Amnesty study guide (with detailed teaching points for the Hollywood film Blood Diamond) www.amnestyusa.org/sites/ default/files/bd_curriculumguide_0.pdf
makes it easier for me to know which are the most problematic items that deserve specific attention.
After reading the passage, I have them work with a partner on vocabulary, then read the article aloud to work on pronunciation and reading fluency. After reading the passage twice, they then read to answer the comprehension questions.
Depending on time, I give a 5-10 minute mini-lecture using powerpoint slides that contain maps, famous gems and industry-related problems. I also show short 1 - 3 minute Youtube videos of mining operations (see below) to give them a better feel for what mining is really about.
Class homework can range from having students create more comprehension questions, quiz a partner in the next class or create a report on a particular gem of their choice.
A good option is to show the Leonardo DiCaprio movie Blood Diamond, which focuses on the illegal diamond business in Sierra Leone. If showing the entire movie is too much, it's still worthwhile to choose a few 5-minute excerpts that illustrate the hardships of forced recruitment of soldiers and workers, especially the end of the movie which describes the 2003 Kimberly Process of diamond certification.
Anthony Torbert
Kobe Gakuin University, Kobe, Japan
E-mail: <email@example.com>
[x]
Diamonds in Sierra Leone www.youtube.com/watch?v=2TT3NfoeDrc
[x] Pictures of huge mine in Russia www.youtube.com/watch?v=0v1RqSOPezo
[x] Gemstone business in Pakistan http://video.xin.msn.com/watch/video/pakistans-gemsto ne-industry-hit-hard-by-unrest/yqpdiff4?preview=true& sf=Relevancy
[x] Gem mining in Sri Lanka www.youtube.com/watch?v=IMVgHrUPpI0
Blood Diamond (2006)
Blood Diamond is a powerful Hollywood film about conflict gems set in Sierra Leone which stars Leonardo DiCaprio and Djimoun Hounsou. | 1,780 | 866 | {
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Short Talk
(SHT166)
Giving and Getting
© Jane Hulme 2019
SHORT TALK: "Giving and Getting"
Aim of Short talk:
To encourage people to give to people that they wouldn’t normally give to, without expecting to get anything in return.
Use of Short talk:
This is a short All Age talk picking out one issue from the Lectionary Gospel reading of the Sunday main service. The talk stands alone and assumes that the Gospel Bible reading may not yet have been read to the congregation. It could be used for example, for the whole congregation before the children go out to their age specific groups, leaving the adults with a full sermon later.
Main themes:
Giving, Rewards
Biblical references:
Luke 14:1, 7-14
Lectionary:
Year C – 11 th Sunday after Trinity
Props:
You need a table on which you place:
* A bag of sweets
* A school book
* A present wrapped up
* A birthday invitation
……………………………………………………………………………………………………
I wonder how often we give to people, expecting to get back something in return.
* Let me show you what I mean.
I might have a bag of sweets one day. (Pick up bag of sweets and open them)
* You don't have any sweets and you ask me for one, so I give you one. (Share sweets with one or two people)
Another day, you have a bag of sweets and I don't.
* When I ask you for one, I expect to get one. (Put down bag of sweets)
One day you might be stuck on your homework (Pick up school book) and you ask for my help, so I give it to you.
* Another day when I am stuck on my homework and I ask you for help, I expect to get it. (Put down school book)
At Christmas I give you a present (Pick up present) and I expect to get one back from you.
* On my birthday I give you an invitation to my party (Pick up invitation) and I expect to get one back from you when it is your birthday.
Many times, when we give to people, we can be tempted to expect to get something back from them.
One day Jesus was having a meal with one of the Jewish leaders. Jesus said this to the man:
* "When you give a luncheon or dinner, do not invite your friends, your brothers or sisters, your relatives, or your rich neighbours; if you do, they may invite you back and so you will be repaid. But when you give a banquet, invite the poor, the crippled, the lame, the blind, and you will be blessed. Although they cannot repay you, you will be repaid at the resurrection of the righteous." (Luke 14:12-14)
Now Jesus wasn't saying that we shouldn't invite our friends and family round for a meal.
* What He was saying was that as children of the King, we are to give to people who cannot give us back anything in return,
* people who others tend to ignore because they are poor or needy in some way.
* We are to give, and not expect to get back anything.
So when you have a party, (Pick up invitation) think about inviting someone who never gets invited because their family cannot afford to put on parties for them.
When you buy Christmas presents, (Pick up present) think about buying something for someone who won't get a present…..
* maybe someone you see living on the streets.
When you have time to help other people, (Pick up school book) think about helping someone who cannot pay you back.
When you have a bag of sweets, (Pick up sweets) think about giving some to another child who you know doesn't have pocket money to buy sweets.
If we do these things, Jesus says that we will be blessed and one day Father God will reward us.
* Who can you give to this week who cannot pay you back? | 1,304 | 820 | {
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Personal Safety Nets® News
Is Your Family Ready to Help You When the Scorpions are Out?
IN THIS ISSUE
Dear Linda,
Scorpion Free Zone
Tip: Think Ahead
Q&A: My homebound hubby watches TV all day and ends up afraid to go out. How can I help him?
This fall we've had too much information coming our way.
* The Election
* The Economy
* The War
Find a class on building your own Personal Safety Net
* Our own Struggles- seen and unseen
Life can feel overwhelming and scary at tmes. This month we share a story from a family that figured out how to deal with a truly scary situation for one of their kids.
SCORPION-FREE ZONE
Tom and Kathy took their kids, Joey (15), Katie (13) and Tommy (10) on vacation to the Grand Canyon. The family hiked to the bottom of the canyon to Phantom Ranch where they planned to enjoy park ranger talks and sleeping under the stars; no cabins for this group!
On the first night, under those shining stars, they listened to Ranger Becky talk about the canyon. It was great -- until she came to the part about SCORPIONS! Tom said "at once, my daughter Katie was ablaze with questions:
* How do they find food?
* How many scorpions are there?
* Where, exactly, are they?
* What happens to you if you get stung? ... clearly she was scared!"
* How often are people stung?
Ranger Becky handed out infrared lights, and the assembled guests went out to find LOTS of SCORPIONS! And Tom's daughter, Katie, was more definite that she would NOT, could NOT sleep out.
Well, the family talked and came up with an ingenious plan that allowed them all to sleep under the stars after all. They created A SCORPION- FREE ZONE! The two boys & parents arranged their sleeping bags in a square, with sister in the middle. The space inside their square was deemed a
SCORPION-FREE ZONE -- a term that is now used whenever one of the family can call the others for help when they are stumped or scared.
In the face of too much information it's important to stay focused on your Safety Net®
THINK AHEAD
Tip: Think ahead of time about whom you'll turn to if you are stumped or scared. Let them know you value and count on them. If there's too much information in front of you or there are too many demands coming your way, it's just like having too many scorpions. So create your own Scorpion-Free Zone. Then, when that time does come - because it will:
* Identify the issue as clearly as possible
* Call upon your Personal Safety Net of people
* Use the power of Collective IQ to come up with possibilities
* Acknowledge, use, and appreciate the skills of each member
* Keep reaching out to each other
And create your own Scorpion-Free Zone!
Anna W from Seattle asks:
Q: My husband is now homebound with early onset dementia. He sits in front of the TV all day, watching one news show after another, and ends up afraid to go out. How can I help him?
A: Your hubby's not unusual. When most of what comes into his mind is fearful, it's no wonder that he gets scared.
Can you call on other family members, his friends, and his church community, for instance, to think about ways to enlarge his world?
- Get him involved in a project that turns the TV off.
- Offer a subscription to YES! magazine, favorite activity or hobby.
- Employ the Parental control option with your TV to limit the shows that can be watched.
- Get him a membership with Netflix or a different service that will deliver uplifting videos to him at home.
If Anna's approach widens her husband's view, and he begins to think of positive ways people can interact with each other; he'll be more inclined to go out.
UPCOMING EVENTS OPEN TO THE PUBLIC
You'll find all our upcoming events on our Website. You'll note that Judy is leading a short, affordable event next Saturday, Nov. 15th.
AAUW - Bringing Order to Your Life
Join Judy as she shares solid advice, tips and proven research on organizing your life. Nov. 15th, 9:30-12, $15 includes breakfast, open to the public.
Bringing Order Into Your Life
Join Judy for a 3-session 2009 program at the UW Women's Center. Starts Jan. 13, 20 & 27, 2009 Open to the public, $60 (+ $40 materials fee paid to instructor). Register by phone, 206-685-1090
Contact us to schedule your own event or presentation.
QUICK LINKS
Table of Contents
Order the book
Although the newspapers, on-line news and evening news are full of worries and fears, there is a way to find calm in the chaos. Turn off the TV, call upon the people in your Personal Safety Net and go forth in your community.
Useful links and resource list
Judy, John, Linda and Nate Personal Safety Nets | 1,933 | 1,082 | {
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The Invitation
James and Ken were long time coworkers. They often went out for fairly standard fare at a local restaurant for lunch. This time they decided to ask their new coworker Bo to join them. Bo was a new immigrant. Being a newcomer in the workplace, he was happy to be invited along.
Bo asked them if they had ever tried food from his home country. The men admitted they never had. Bo suggested they go to a restaurant where he could introduce them to some specialties from his native cuisine. James and Ken thought it sounded intriguing, so they agreed. Bo chose the most traditional dishes and both men thought they were delicious. Bo was happy the lunch had been such a success.
When the bill came, Bo reached for it immediately and said, "Iʼll get this." James smiled warmly and said, "Oh, no, letʼs just go dutch." Bo answered, "Donʼt worry about it. Itʼs my treat." Ken said awkwardly, "If anyone should pay, itʼs us. We are the ones who invited you." Bo quickly replied, "No, really, I insist. Itʼs on me." James and Ken thanked Bo politely, but felt very uncomfortable. Bo was surprised that James and Ken let him pay so easily.
Questions About The Invitation
_____________________________________________________________
2. What kind of food do James and Ken normally go out for?
_____________________________________________________________
3. Why was Bo so happy to be invited along?
_____________________________________________________________
4. What kind of food did Bo order?
_____________________________________________________________
5. How did James and Ken feel about the food Bo ordered?
_____________________________________________________________
6. Who thought that everyone should pay an equal share?
_____________________________________________________________
7. Who did Ken really think should have paid?
_____________________________________________________________
8. How many times did James try to pay?
_____________________________________________________________
9. How many times did Ken try to pay?
_____________________________________________________________
1. Who issued the lunch invitation?
(continued on the next page)
Questions About The Invitation (continued)
10. How many times did Bo try to pay?
_____________________________________________________________
11. How did Bo feel when James and Ken let him pay? Why?
_____________________________________________________________
12. How did James and Ken feel when Bo paid?
_____________________________________________________________
13. Why did James and Ken let Bo pay?
_____________________________________________________________
14. Where do you think Bo is probably from?
_____________________________________________________________
15. Who do you think normally pays the bill between coworkers North America?
_____________________________________________________________
16. Who do you think normally pays the bill when between coworkers in Boʼs home country?
_____________________________________________________________
17. Who do you think should pay when coworkers go to lunch together?
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Friends
1. Choose the answer!
Are you a good friend? Choose the answer that's true for you.
1. Your friend hasn't done their homework. What do you do?
a. promise not to tell b. help your friend do it quickly c. tell the teacher
2. It's your friend's birthday. Do you …
a. give them a present ? b. say 'Happy Birthday'? c. forget?
3. Your friend has forgotten their lunch. What do you do?
a. share yours b. eat yours in front of them c. lend them money
4. Your friend calls you while you are watching your favourite TV programme. Do you …
a. ignore them? b. chat to them? c. ask them to call later?
5. You get a very good mark in a school test and your friend gets a bad mark. Do you …
a. help them next time? b. call your friend 'stupid'? c. say 'oh dear'?
6. You are playing football and your friend falls over. What do you do?
a. run on and score a goal b. stop and help c. kick the ball out
7. You borrow money from a friend. Do you …
a. forget to pay it back? b. wait for them to ask? c. give it back soon?
8. Your best friend is on holiday for three weeks. Do you …
a. text/email every day? b. text/email once? c. find another friend?
9. Your friend looks sad. What do you do?
a. ignore them b. ask them what's wrong c. make a joke
10. Your friend tells you a really interesting secret. Do you …
a. tell your mum? b. tell no one? c. tell everyone?
2. Find your score!
Now calculate your score and find out how good a friend you are!
7 points or less:
8–15 points:
16 points or more:
Oh dear! You don't think about your friends much at all! Next time your friend is in need, try to help them whatever the situation!
You're a pretty good friend most of the time, but sometimes you need to think more about others and less about yourself!
Wow! What a great friend you are! You always help a friend in need! Are your friends this good to you too?
3. Write and draw!
Draw a picture of your best friend and write about them.
………………..........................................................................
………………..........................................................................
………………..........................................................................
………………..........................................................................
www.britishcouncil.org/learnenglishkids © The British Council, 2016 The United Kingdom's international organisation for educational opportunities and cultural relations. We are registered in England as a charity. | 1,153 | 585 | {
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About The Berkshire and South Buckinghamshire Bat Group
The Berkshire and South Buckinghamshire Bat Group is one of over 100 local volunteer bat groups in the UK which work to help protect and conserve Britain's bats. We are a Partner Group of the Bat Conservation Trust (BCT).
Our main aims are:
* To promote and further the conservation of bats and their habitats.
* To raise awareness of bats and their conservation status.
Bats eat a wide variety of small, flying insects including mosquitoes and moths.
Get involved…
Whether you want to become more involved or just follow our various activities we are always pleased to have new members no matter what your level of experience.
Membership of the bat group only costs £10 per year. Members receive a quarterly newsletter, will be invited to join our newsgroup and will be eligible to join in all the group's activities.
For more information email us at: firstname.lastname@example.org www.berksbats.org.uk
Your local bat group
What we do…
The Bat Group undertake a variety of activities in the area, including:
* Providing bat walks and talks.
* Surveying, monitoring and recording local bat populations.
* Running a bat care helpline which provides advice to roost owners and members of the public who have found bats.
* Organising working parties to undertake habitat and roost enhancements.
* Assisting Natural England by visiting bat roosts.
The Pipistrelle is the smallest British bat measuring 3 – 5cm (head and body).
Did you know…
Bats have undergone a severe population decline in the last 20 years primarily due to loss of foraging habitat and roosting sites caused by modern land use changes.
Bats and their roosts are protected by law.
Bats are the only true flying mammals.
All British bats are nocturnal and use echolocation, along with sight and sound, to navigate and catch their prey which consists predominantly of insects.
The Brown Long Eared Bat can hear ladybirds walking across leaves.
The oldest bat ever recorded was 48 years of age.
If you find an injured bat…
* Always wear gloves when handling bats. This is because bats can carry a rabies virus known as European Bat Lyssavirus (EBLV).
* Place the bat in a secure container (shoe box or ice cream tub sized) with air holes no bigger than 0.5cm. Hang an old cloth or kitchen roll on the inside of the box. Place a very shallow container (e.g. milk bottle top) of water in one corner so the bat can drink.
* If you find a bat please contact the bat helpline on 0345 1300 228. You will be put in contact with an experienced bat handler who will care for the bat with the aim of releasing it back into the wild.
The phrase 'blind as a bat' is not true as they actually have good eyesight. | 1,158 | 598 | {
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Planting Lilies
If you own LET'S GROW LILIES then just use Chapter 4. Instructions excerpted from LET'S GROW LILIES.
RULES:
1. Good drainage. Lilies hate wet feet. Raised planters are the ideal. Slopes and hill sides are good. Do NOT plant in dips and hollows where water can sit.
2. Where to plant. Most lilies do well in sun or partial sun. Usually the more sun the better. Martagons like the dappled shade but do tolerate full sun, try to keep their feet shaded.
3. Lilies love Humus. Mix it up to 12-18 inch depth. Recipe; 1 part humus (compost or peat moss), 2 parts soil, 1 part sharp sand or vermiculite. This part is especially important if you have clay soil. How much humus? Never too much!
4. Plant promptly. The sooner your lily starts rooting into its new home the better it will survive the winter. The best for any lily bulb is to get it back into dirt as soon as possible. This rule is important with martagons as they are an early lily.
5. How deep? We hear this a lot. Except for that Madonna Lily (Easter Lily) that you planted out in the garden with no more than one inch of soil coverage, lilies like 3- 4 inches coverage for small bulbs (make an O with your forefinger and thumb- that size) and 4 – 6 inches coverage for larger bulbs (make a fistyou should be that lucky to get one that big). Basically cover with dirt to the depth of 3 x the size of the bulb. Lily bulbs will actually shift up or down a bit to their happy spot in your soil. Orienpet varieties are more intolerant to the cold winter here so plant them deeper, about 10 inches of soil cover and mulch heavily.
6. Spacing. Holes are usually dug 6 inches deep for the average bulb. To allow room of the inevitable bulb division over time (3- 5 Years for Asiatics and LA's) place bulbs 4 -18 inches apart depending on size and how prolific the variety (if you know). Place in grouping of 3 for a splendid display. Spread out the roots along the bottom of the hole.
7. Feeding? Water Immediately. Even if it is raining they need moisture now. As you pour water on them repeat this prayer 'Come on… GROW'. Soak them good, this ensures that the bulbs can re-root and be ready for that long cold winter in good shape. The well drained spot you put them in will ensure they do not rot. Fertilize with 2-14-0 or any good bulb slow release fertilizer, remember the numbers mean leavesflowers-roots so select accordingly. A good time to fertilize is in spring. For Martagons water in with luke warm water (not cold tap water) this seems to help hold off transplant shock and they may not "sulk".
8. Mark where you put them. Label them with their name. You can show a lily with a name and have the satisfaction of being able to talk about your babies by name instead of trying to describe the colour and markings. Be especially vigilant with pets etc as they can rearrange your lily bed and tags, a safe bet is to create a little plan of where you put bulbs and list the names next to the x's that way if your bulb has not moved you can retag without headaches. Lost tags have been everyone's problem at sometime.
Martagons especially need to be marked as they sometimes "sulk" or suffer from transplant shock. They really do not like to be moved so pick a spot you know you want them to be for a long long time. If they do not show above ground it is because they are busy strengthening up undergroundwait for it. You will have a good sized blooming stem.
9. Mulch. This keeps the bulbs insulated in winter the weeds down in summer and the lily roots cool too. The moisture also sticks around longer under the mulch so you don't have to water as often. Especially winter mulch Orienpets.
10. Extra diligence. Some gardeners worry about pests and disease ARLS tries to provide clean dirt free bulbs to avoid pests like the lily beetle. To ensure cleanliness soak for 20 minutes in a 10% bleach solution before planting and sprinkle with bulb dust during planting. | 1,493 | 939 | {
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7 Memory-Boosting Foods
A well-balanced diet rich in fruit, veggies, whole grains and healthy fats (think: olive oil and nuts) isn't just good for your heart, it's also good for you.
Some foods are better at boosting your brain than others. Here are a few of our favourite foods for thought (literally!):
1. Leafy Greens
Leafy greens are high in folate, a B vitamin that helps your cells protect and repair their DNA. Folate also plays a key role in helping your body neutralize a harmful protein called homocysteine. High levels of homocysteine are linked to loss of cerebral grey matter and a decline in brain function. Thankfully there are lots of leafy greens to choose from.
Romaine lettuce, spinach and collard greens are just a few.
For a new leafy-green favourite, try Spinach Salad with Shrimp and Balsamic Vinaigrette.
2. Walnuts
They're not just brain-shaped, walnuts are good brain food. They contain healthy polyunsaturated fats, vitamin E and polyphenols. These nutrients help decrease inflammation, which can stress out the brain and other bodily systems. You don't need to overload on walnuts to reap the benefits either. Eat them as a snack or in salads and sides.
For a great take on walnuts, try Creamy Grape Salad with Candied Walnuts.
3. Legumes
Like leafy greens, legumes are a good source of folic acid and they're a good source of the other B vitamins, too. The B vitamins are important for brain health because they're used to create neurotransmitters, the chemicals that help brain cells communicate with one another. Choose from a variety of legumes including beans, lentils, peas and peanuts.
For new ways to love legumes, try Very Green Lentil Soup or White Bean and Tomato Antipasti.
4. Olive Oil
Of all the oils on the market, olive oil certainly has the brightest health glow. Experts recommend it to help us fight heart disease, but did you know olive oil is also good for your brain? A randomized controlled trial of 447 adults found that those who received a supplement of olive oil and mixed nuts over a period of six years saw an improvement on their cognitive tests. It's easy to get a daily dose of olive oil — make it your main fat for cooking!
For a delicious meal with olive oil, try Avocado Mint Pesto Pasta.
5. Fatty Fish
Fatty fish (think: salmon, herring, tuna, sardines and trout) are good sources of DHA, a type of omega-3 fat. DHA plays a special role in learning and memory — it gets incorporated into the cell membranes of neurons. A deficiency of DHA can lead to learning deficits, and it has been shown that low consumption of this essential fat is a risk factor for Alzheimer's and other forms of dementia. Make fatty fish a regular part of your diet by eating two three-ounce servings of cooked fish every week.
6. Berries
Blueberries, raspberries and blackberries are rich in antioxidants, which can protect your brain from inflammation and oxidative damage. Load up on berries as a yogurt topping, blend berries into a fresh smoothie or sprinkle them onto your breakfast.
For a berry boost, try Almond Pumpkin Pancakes with Berries.
7. Green or Black Tea
Sipping a hot mug of tea isn't just comforting, it can also keep you more mentally alert. A study following 957 elderly people found that those who drank tea regularly (about one to three cups per day) had a lower risk for neurocognitive disorders. Tea contains a host of antioxidants as well as caffeine, which help you feel more mentally alert.
For a new way to enjoy tea, try a Good Green Tea Smoothie. | 1,460 | 793 | {
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Make Your Own Tiny Battery: Short-on-time Inquiry Lab
Overview
Assemble your very own handheld, tiny battery with this student lab kit! Batteries have tremendous impacts in our everyday lives. Delve into galvanic and electrolytic cells—how are these types of cells related to batteries? Start making connections. A few simple materials are provided in order to successfully complete the lab and the procedure guides you to ensure success. Enjoy this fun learning experience and take pride in your tiny battery creation!
Focus on Science Practices
SEP 1 Asking Questions and Defining Problems
SEP 2 Developing and Using Models
Materials Per Group
* Copper(II) sulfate solution, CuSO4 1.0 M, 5 mL
* Paper towels
* Sodium sulfate solution, Na2SO4, 1.0 M, 5 mL
* Pipet
* Copper foil conductive adhesive, Cu, 2 cm piece, 2
* Ruler
* Deionized or distilled water
* Sandpaper
* Filter paper, 1
* Scissors
* Graduated cylinder, 10-mL, 1
* Tweezers
* LEDs, clear, red, 2
* Weigh boats, medium, 2
* Magnesium ribbon, Mg, 2 cm piece, 2
Safety
The copper(II) sulfate solution is harmful if swallowed and causes serious skin and eye irritation. The sodium sulfate solution may be harmful if in contact with skin. Magnesium ribbon is a flammable solid. Wear chemical splash goggles, chemical-resistant gloves and a chemical-resistant apron. Wash hands thoroughly with soap and water before leaving the laboratory. Please follow all laboratory safety guidelines.
,
Procedure
Part I. Battery Materials Preparation
1. Gently polish both negative and positive terminals on the LEDs with the sandpaper (see Figure 1).
Figure 1
2. Make sure the copper conductive adhesive tape pieces and magnesium metal pieces are 2 cm in length. Cut the pieces with scissors if necessary.
3. Cover the positive terminal of each LED (Figure 3) with the 2 cm piece of the adhesive conductive tape. Sticky side should come in contact with positive terminal.
4. Cut square-shaped filter paper in the sizes below:
a. Cut 2 pieces of the blue copper(II) sulfate filter paper in about ½ cm 2 in size.
b. Cut 2 pieces of the white sodium sulfate filter paper in about 1 cm 2 in size.
Part II. Battery Assembly
5. Place all of the materials on the lab bench top. Materials include: prepped LEDs, magnesium metal pieces, and 2 each of copper(II) sulfate and sodium sulfate filter paper squares.
6. Arrange the parts according to the diagram below (Figure 3).
7. Squeeze the positive and negative lead with your thumb and index finger to create a "sandwich".
8. Add one drop of water to the filter papers and watch the LED illuminate red.
Analyze and Interpret
1. SEP Define Problems Define the terms oxidation and reduction and identify the oxidation reaction and the reduction reaction below.
3. SEP Identify Unknowns What type of cell did you build? Galvanic or electrolytic? Explain.
4. SEP Make Observations What reaction is occurring at the cathode? At the anode?
2. SEP Identify Knowns Describe the similarities and differences between galvanic cells and electrolytic cells. | 1,454 | 708 | {
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Name:
The grid below contains the triangles ABC, DEF and line J. Determine if each statement is true or false based on the information in the coordinate plane.
Answer Key
Answers
1.
true
1-10 90 80 70 60 50 40 30 20 10
2.
true
3.
false
4.
false
5.
false
6.
true
7.
true
8.
false
9.
false
10.
true
A
B C
D
E
F
1) The slope of AD is equal to the slope of CF.
2) The slope of AC is equal to the slope of line J.
3) The slope of AD is equal to the slope of BC.
4) The slope of AB is equal to the slope of line J.
5) The slope of AC is equal to the slope of DE.
6) The slope of line J is equal to AB ⁄ BC
7) The slope of AF is equal to the slope of CD.
8) The slope of line J is equal to EF ⁄ DE
9) The slope of AF is equal to the slope of EF.
10) The slope of AF is equal to the slope of line J.
Math www.CommonCoreSheets.com
1
0
Name:
The grid below contains the triangles ABC, DEF and line J. Determine if each statement is true or false based on the information in the coordinate plane.
Answer Key
Answers
1.
true
2.
3.
4.
5.
6.
7.
8.
9.
true false
false false
true true
false false
10.
true
1) The slope of AD is equal to the slope of CF.
2) The slope of AC is equal to the slope of line J.
3) The slope of AD is equal to the slope of BC.
4) The slope of AB is equal to the slope of line J.
5) The slope of AC is equal to the slope of DE.
6) The slope of line J is equal to AB/BC
7) The slope of AF is equal to the slope of CD.
8) The slope of line J is equal to EF/DE
9) The slope of AF is equal to the slope of EF.
10) The slope of AF is equal to the slope of line J.
Math www.CommonCoreSheets.com
1
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Asking you about Energy Drinks Healthy Food Environment
An easy read consultation
Hello
Being healthy is about making the right choices:
* eating healthy food
* drinking enough water
* being active.
All three are important for your physical, emotional, and mental well-being.
The problem:
Sometimes it's hard to make the right choices. What you see around you, what's available, the advertising, and promotions you see can all make a difference to what you end up eating and drinking.
The Welsh Government wants to help people make healthy choices and be active. So, we have a 10-year plan called Healthy Weight: Healthy Wales.
We want to make changes to the law to improve children's health. We want to make the healthy choice the easy choice.
We want to know what you think about these changes.
As you go through this booklet, you can answer the questions online: smartsurvey.co.uk or as you go!
2
What are energy drinks?
Energy drinks have lots of sugar and caffeine.
Sugar
Some have more sugar than the total recommended daily amount for an adult.
Some can have
21
teaspoons of sugar
Up to 1/3 of children in the UK drink energy drinks each week.
Caffeine
Laws
There are laws that mean these drinks must be labelled as:
* 'High caffeine content'
* not for children.
Some larger supermarkets don't sell these drinks to under-16s. But many shops and smaller supermarkets do. That includes shops close to schools.
The UK Government is planning to ban energy drinks being sold to children under 16 in England soon.
Marketing
Drinks companies connect themselves to outdoor activities and other things that are attractive, so people buy their drinks.
Some have more caffeine than 3 cups of coffee. Too much caffeine can cause problems like:
* nervousness
* upset stomach
* headaches
* trouble concentrating
* trouble sleeping.
3
Proposal:
We want to ban the sales of energy drinks to under 16s in Wales.
Do you think it's a good idea to ban the sale of energy drinks to children under 16?
Yes
No – the age limit should be 18
No – there should be no age restrictions
Don't know
Why?
What drinks would this affect?
Any soft drinks that have the label "High caffeine content" would be part of the ban.This would not affect tea or coffee.
Should the ban be widened to consider other drinks high in caffeine like tea and coffee?
Yes No Don't know
Why?
Which Shops and businesses would this affect?
It would affect all shops and businesses, no matter how small they are. It would also affect online shopping and vending machines.
Do you agree that the ban should include all shops, including online shops and vending machines?
Yes No Don't know
Why?
4
One last thing
Do you have any other ideas or comments about energy drinks?
Thanks for reading this and for your comments.
Please tell us what you think by:
September 2022.
You can respond to this consultation here:
smartsurvey.co.uk
Or please send it to:
Healthy and Active Branch Welsh Government Cathays Park Cardiff CF10 3NQ.
firstname.lastname@example.org
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What you need to know: Osteoporosis
What is osteoporosis?
Osteoporosis is a condition characterized by the loss of normal bone density, resulting in fragile bone. The result of this illness is an increase in the risk of breaking bones (bone fracture).
Patients with osteoporosis can break a bone with a relatively minor incident, such as lifting a gallon of milk or sneezing hard. The truth about osteoporotic fractures of the spine is that 60% of spine (vertebral) fractures occur without the patient knowing that anything has happened.
Osteoporosis Facts
The National Osteoporosis Foundation has estimated that more than 10 million Americans have osteoporosis, 20% of whom are men. About one out of every two white women will have an osteoporosis-related fracture at some time in her life. Osteoporosis is found less often in the AfricanAmerican population, but those with osteoporosis have the same fracture risk as white women. Men are at risk for developing osteoporosis, but later in life.
What are the symptoms?
Similar to high blood pressure, diabetes and high cholesterol, osteoporosis has no symptoms. "Symptoms" of osteoporosis are actually due to the pain associated with a fracture. If these fractures occur in the spine, progressive deforming curvature can develop, which can compromise the function of vital organs.
Life threatening complications of fractures are the development of pneumonia, pressure ulcers, blood clots and heart attacks.
217.528.7541
*
800.444.7541
How is osteoporosis diagnosed?
The best tool for diagnosing osteoporosis is a bone density measurement or BMD. The National Osteoporosis Foundation recommends getting a BMD if you're a woman past menopause with at least one risk factor. All women over age 65 and men over 70 should get a scan regardless of risk factors.
What are the risk factors for developing osteoporosis?
* History of low-impact fractures among immediate family members
* Being post-menopausal i.e., low sex hormone levels in men or women
* Thin build
* Smoking
* Chronic medical illness, such as rheumatoid arthritis or inflammatory bowel disease
* Use of oral corticosteroids (prednisone) for more than three months
* Not enough physical activity
* Low lifetime calcium intake and/or low vitamin D
* Excessive alcohol consumption (more than two drinks per day)
* Age 65 or over
What are my treatment options if I'm diagnosed?
Your doctor may prescribe medication or decide to treat your osteoporosis with calcium and vitamin D supplements and moderate exercise.
www.SpringfieldClinic.com
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Christianity
How is someone welcomed into
Christianity?
Secondary
Curriculum Pathway
School
Christianity
RE
Is faith always the
What is worship? What
Why do Christians celebrate Christmas?
Christianity
Thematic
Why is Jesus'
Thematic
Why are the
8
Christianity
Being special
Thematic
is it for?
Sikhism
Belonging to the Sikh family
LKS2
Year 3
KS1
Year 1
EYFS
UKS2
Year 5
Thematic
From life to death,
what role does
religion play?
Gospel accounts
different?
Christianity
Why is Easter a Spring
festival?
Islam
Food and drink: What
are religious rules for?
Christianity
What actually
happened at Easter?
Buddhism
Do all Buddhists believe
ad celebrate the same
thing?
Islam
What is a Mosque for?
Christianity
Why did the monks copy
the Gospels by hand?
Islam
Ramadan and Eid
Islam
Why is the Qur’an a
sacred book?
Sikhism
The Guru Granth Sahib: a living
guru.
Guru Nanak: An extraordinary
life.
Judaism
The Torah: God’s law for
the Jews.
Christianity
Stories and symbols
Christianity
What do Christians
remember at Easter?
Christianity
Why do Christians give
gifts at Christmas?
Islam
Belonging to the
Muslim family.
Christianity
Why do Christians celebrate
the last supper?
Christianity
Christianity
What did Jesus leave
behind?
Islam
What is Eid?
Christianity
Why is Christmas a
winter festival?
Judaism
Judaism: Believing
and Belonging.
Christianity
What is the ‘Big story’ of
Christmas?
Hinduism / Sikhism
Diwali: the festival
of light.
Islam
Muslims in Britain and around the
world.
Christianity
Who is responsible for Jesus’
death?
Sikhism
The Gurdwara
Christianity
Is Christmas too
commercial?
same?
death seen as a
victory?
What does art tell us?
Islam
A Muslim home
Christianity
Christmas
Christianity
Easter
KS1
Year 2
LKS2
Year4
UKS2
Year 6
Islam
A man called
Muhammad. | 1,003 | 515 | {
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Algebra II and the TI-83+
By Kim Clark (firstname.lastname@example.org)
This session will examine how the TI-83+ can be used to improve instruction in Algebra II classes. We will look at different objectives from the Algebra II curriculum and examine several ways that calculators can improve student performance.
Logarithms and Exponentials
Evaluating logs can be done using the LOG or the LN keys. To find the value of Log 34 simply press the LOG key and then type in the number and hit enter.
The same is true of LN.
In order to emphasis the meaning of logarithms, let students then raise the value of the log to the base power.
To evaluate at different bases, use the change of base formula.
When investigating the meaning of logs, let students look at the graphs and trace to investigate for answers.
Example: pH = x log is the formula for the pH of a solution where x is the concentration of hydrogen ions in the solution in moles per liter. When will the pH be 1.5? Shown below are the screens used.
Many of the same ideas can be used for exponentials.
Ex: Soup is taken from the stove and placed in a room. The temperature, T of the soup after t minutes is given by, t e T 051 .0 120 75 . Trace to find the temperature of the soup when it was first taken form the oven, when will it be 85 ? Will it ever be 60 ?
Factoring
Factoring problems can be checked on the TI83+. The calculator will not check for common factors, but students can gain confidence by checking answers.
Ex. Factor 14 17 6 2 x x . Is the answer ) 7 2 )( 2 3 ( x x ?
Have students type the problem into 1 Y and the answer into 2 Y , then darken the line for the solution as shown.
Notice that the second line is darkened by entering with the cursor located to the left of Y=. If the two graphs line up the answer is correct. This can also be used for rational expressions.
Circles, ellipses, parabolas, and hyperbolas
These can be addressed by using an APP.
To access this APP hit the APP key. Cursor down to Conics, and choose the one you want to graph. Below are a few examples. You may have to hit quit to get out of the app.
Graph 25 ) 4 ( ) 3 ( 2 2 y x.
Notice that the calculator reinforces the ideas about graphing the circle because students must know which sign to take for h and k and also to square root in order to get the radius.
Ex: Graph 2 6 4 2 2 y y x x
Now try graphing these problems yourself.
1. 25 2 2 y x
2. 6 2 2 y x
3. 6 4 2 2 2 x x y
4. 1 16 ) 5 ( 4 ) 4 ( 2 2 x y
5. y x x 4 2
Notice that students still need to be able to recognize the different types of equations.
Function notation
Function notation is most easily addressed through the equation editor, or y=. It is possible evaluate functions and compositions of functions.
Ex. 6 3 ) ( x x f . 2 ) ( x x g . Find ) 4 ( f . Find )) 3 ( ( f g.
To examine a function and its inverse, graph both and then press zoom square. Look at the table, and finally evaluate the composition.
Example: Are 1 3 x y and 3 1 x y inverses?
Note that one function contains (1,2) and the other contains (2,1).
Compositions can be used to check for inverses. | 1,439 | 945 | {
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St Margaret's at Cliffe Curriculum Overview for Year 3 Term 1 2023-2024
English
Mathematics
- Use knowledge to read 'exception' words and spell high frequency words.
- Read range of fiction and non-fiction and use dictionaries to check meaning.
- Check own understanding of reading.
- Draw inference & make predictions.
- Use a range of conjunctions.
- Use perfect tense.
- Use time connectives.
- Use range of nouns and pronouns.
- Know language of clauses.
- Use handwriting joins appropriately.
- Write simple dictated sentences.
- Plan to write based in familiar forms.
- Rehearse sentences orally for writing.
- Use rich vocabulary.
- Create simple settings & plot.
- Access effectiveness of own and other's writing.
- Give structured descriptions.
- Participate actively in conversation.
- Consider and evaluate different viewpoints.
- Write in various genres including instructions and narrative.
Music
Physical Education
Listening and Appraising
- To tell a story from a piece of music through movement.
- To create a soundscape using percussion instruments.
- To create a range of sounds to accompany a story.
- To compose and perform a rhythm to accompany a story.
- To compose and notate a short melody to accompany a story.
Invasion Games – Football/Tag Rugby
- Begin to develop ball skills, to include, dribbling, passing and kicking.
- Throw and catch with control to keep possession and score goals.
- To build skills into practise games.
Re-visit and consolidate Year 2 maths.
NUMBER
- Learn 3 & 4 times tables.
- Mentally add & subtract units, tens or hundreds to numbers of up to 3 digits.
- Solve number problems.
- Count in 50s.
PLACE VALUE
- Secure place value to 100.
- Represent and partition numbers to 100 and 1,000.
- Estimate on a number line up to 100 and 1,000.
- Order numbers to 1,000.
ADDITION AND SUBTRACTION
- Apply number bonds within 10.
- Add and subtract 1s, 10s and 100s.
- Written column addition & subtraction, including with exchanging.
- Inverse operations.
Computing
E-Safety
- Use internet safely and appropriately.
Combining Text and Graphics
- Create different effects with different technological tools, demonstrating some control.
- Insert a picture/text from the internet or a personal file.
RE
What do different people believe about God?
- Describe some of the ways in which Christians Hindus and/or Muslims describe God.
- Ask questions and suggest some of their own responses to ideas about God.
- Suggest why having a faith or belief in something can be hard.
- Identify how and say why it makes a difference in people's lives to believe in God.
Geography
Not taught this term.
Design and Technology
Not taught this term
Modern Languages
French – 'Getting to Know You'
- Listen and engage.
- Show understanding of words and phrases.
- Ask and answer questions.
- Speak in short sentences using familiar vocabulary.
PSHE
Art and Design
Drawings
- Using line and tone to represent things seen, remembered or observed.
- Exploring shading and using different media.
- Exploring the work of Leonardo DaVinci.
Collage work
- Developing awareness of contrasts in texture and colour.
Science
Being Me In My World
- To recognise our worth and identify positive things about ourselves.
- To set personal goals.
- Make responsible choices.
- Understand why rules are needed.
- Understand that our actions affect others and ourselves.
- To try to see things from others point of view.
Rocks and Fossils
- Compare and group together different kinds of rocks on the basis of their appearance and simple physical properties.
- Describe in simple terms how fossils are formed when things that have lived are trapped within rock.
- Recognise that soils are made from rocks and organic matter.
History
The Stone Age
- Use a timeline to place historical events in chronological order.
- Use evidence from sources to describe the past.
- Use evidence to discuss continuity and change in the past. | 1,863 | 851 | {
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Carry everything out
managing human waste on the Main Range
The back country of Kosciuszko is one of the most beautiful places in Australia. It provides wonderful experiences for remote hiking, skiing and camping. The values of this sensitive alpine environment are at risk from human waste. You can help protect Kosciuszko's unique environment. Part of enjoying this area is caring for it by removing all your waste.
Some remote areas in the alpine zone are covered in snow for many months of the year. Faeces left in the snow will either show up during the spring melt or will remain for decades or longer if the snow is permanent. Even when there isn't snow, the combination of low temperatures and shallow, nutrient poor soils limits decomposition and faeces can remain for long periods. Where there are shallow rocky soils, burying creates disturbance and is not possible so carrying out your waste is the best option.
alpine zone - main range
The Main Range in Kosciuszko National Park attracts many visitors because of the remote, wilderness experience. Human waste management has been a problem in the area for a long time. The increased number of remote campers, hikers and skiers has increased the problem of managing human waste appropriately. The past practices of burying human waste in the snow is not acceptable as it does not dispose of it. It simply freezes and when the snow melts the waste is visible and remains as a pollutant that is unhealthy and unsightly for other visitors.
CARRY OUT YOUR WASTE
Do not bury your waste in the snow. Once the snow melts, your waste is an unhealthy and unsightly affront to everyone's wilderness exprience.
Care for the environment by carrying our your rubbish including human waste.
Purchase a commercial product or check for a home-made option on the internet.
Please dispose of bagged waste appropriately in bins, do not place in flushing or pit toilets.
Part of enjoying the alpine environment is protecting it. You can reduce your impact on the environment by removing your waste and disposing of it responsibly in rubbish bins, once you're out of the back country. Please do not place bagged waste down flushing or pit toilets.
Proper disposal of human waste is important to protect the environment. Please leave no trace and care for Kosciuszko.
CARRY EVERYTHING OUT
Pack out your waste entirely, including your faeces. Sounds fun? Don't worry, it's really easy, entirely sanitary and helps you protect Kosciuszko's unique environment.
Carrying everything out from your wilderness experience needn't be a problem, you just need to plan ahead. There are commercial products available to assist in waste removal or search for homemade solutions on the internet.
Carrying out personal waste is not a new concept. Hikers, climbers and campers in remote areas of parks in other countries have been doing so for many years with mandatory 'carry-everything out' programs. So if you are planning to visit the Main Range, get yourself mentally prepared to not only bring along the right equipment, but to carry out your bagged waste to the appropriate disposal site such as a rubbish bin, once you are out of the back country.
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Happy Nutrition Month!
Eating together, safely, during COVID-19
Eating is a social activity; it's a way to celebrate and also comfort ourselves in times of stress or emotion. It's a way to share culture and new foods with others, a way to connect and build relationships. To this end, Melissa Murray, a Registered Dietitian in St. Joseph's Urban Family Health Team, shares her tips to do this as safely as possible during a pandemic.
Involve your kids
Involve family members in the planning and preparation of meals and snacks (assuming that everyone involved is healthy). With kids home from school, now is a perfect time to involve them in choosing what vegetable they want for dinner, have them pull food from the fridge or stir ingredients together. It's a great way to instill cooking skills and habits that can last a lifetime and can help with picky eating!
When cooking or eating together, ensure everyone involved practices good hand washing, surfaces are cleaned frequently and safe food handling is practiced. If tasting during cooking/baking, ensure this utensil is not re-used. Avoid serving family-style or finishing your kids' leftovers. When having snacks, pre-portion them, avoid sharing bowls or double dipping. Pre-portioning snacks also helps with portion control!
Start a Conversation
For many people, sharing meals is a favourite time of day to interact with family and friends. It allows people to connect, share traditions, learn, communicate and listen. If you are new to family meals, here are some tips to keep in mind:
1. Do give everyone at the table a chance to speak.
2. Don't use it as a time to scold or discipline picky eaters.
3. Do ask questions that require more than a "yes" or "no" answer.
4. Focus on the food, by asking what everyone's favourite aspect is or what sensations they notice as they eat.
What benefits may I see?
Children who eat with their family often have more nutritious diets, better academic performance, a lower risk of becoming overweight or of developing eating disorders. Adults tend to have a more nutritious diet and healthier body weights, and older adults have improved nutrient intake and lower rates of malnutrition.
What if I live alone?
Eating meals alone can increase feelings of loneliness, increasingly so with today's isolation policies. This can contribute to both over and under eating, depending on the person. Try sharing a "virtual" meal with a friend or family far away through Facetime or Skype, phoning an elderly neighbour or starting a recipe club where you share new/favourite recipes with friends/family.
Looking to try something new? Check out this Mexican Squash & Bean Salad and other great recipes @cookspiration!
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Augmented Intelligence
How Large Language Models Could Level the Playing Field for Individuals with Learning Disabilities
By Faisal Awartani
I
trauma experienced by Palestinian children have negatively affected their ability to learn and succeed academically. Children in the West Bank and Gaza have experienced school closures, destruction of school buildings, and limited access to educational resources due to the ongoing Israeli occupation. In addition, the conflict has created economic instability and poverty, which can also impede access to education and hinder academic performance. The combination of these factors has led to lower literacy rates, higher dropout rates, and a decrease in opportunities for children in the region.
ndividuals with learning disabilities often face significant challenges that make it difficult for them to reach their full potential. These challenges can be caused by a range of factors, including genetics, trauma, or socioeconomic status. In marginalized areas, such as Gaza refugee camps, sociopolitical determinants like the Israeli occupation have had a significant impact on the learning outcomes of children living there. The prolonged violence, displacement, and
However, initiatives such as the use of large language models like ChatGPT can provide innovative solutions to support the learning outcomes of children in Palestine and the region. The concept of augmented intelligence refers to the use of technology to enhance
62 THIS WEEK IN PALESTINE
human cognitive abilities. In the context of large language models, augmented intelligence means that individuals who face challenges due to genetic, environmental, or socioeconomic factors can use ChatGPT to augment their own cognitive abilities. For example, individuals with dyslexia, who may struggle with reading and writing, can use ChatGPT to dictate their thoughts and ideas, making it easier for them to communicate effectively.
Similarly, individuals with autism or other neurodivergent conditions may struggle with social interactions, making it difficult for them to communicate effectively with others. By using ChatGPT as a communication tool, these individuals can overcome some of the challenges associated with social interactions, allowing them to participate more fully in society. Language models like ChatGPT can also provide support for individuals with learning disabilities or other cognitive challenges. By using ChatGPT to assist with reading comprehension, spelling, and grammar, these individuals can improve their writing skills and communicate more effectively.
The Palestine Data Science Forum's inaugural conference, which will gather researchers in artificial intelligence (AI) and data science from Palestine and the diaspora, will introduce a project that aims to promote statistics and AI literacy in the Palestinian context. One of the conference themes will focus on innovative ways to leverage large language models like ChatGPT to enhance learning outcomes for children residing in marginalized
Innovation and the Entrepreneurship Ecosystem
areas, such as Gaza refugee camps. The project seeks to promote the use of AI and statistics as a public good in Palestine.
While the use of large language models to provide augmented intelligence may seem like an obvious solution, it raises a number of ethical considerations. One of the most significant concerns is the potential for these technologies to exacerbate existing inequalities. For example, individuals who cannot afford access to these technologies may be left behind, creating a new class of digital have-nots.
Another concern is the potential for large language models to replace human interaction altogether. While these technologies can provide valuable support for individuals who face cognitive challenges, they should not be seen as a substitute for human interaction. We must continue to prioritize human interaction and recognize its importance in building relationships and fostering empathy.
In conclusion, large language models, such as ChatGPT, have the potential to level the playing field for individuals who face cognitive challenges due to genetic factors. By providing augmented intelligence, these technologies can help individuals communicate more effectively and participate more fully in society. However, we must also be mindful of the ethical considerations that arise from the use of these technologies and work to ensure that they do not exacerbate existing inequalities or replace human interaction altogether.
Dr. Faisal Awartani is CEO of Insights for Research Polling and Training (www. insights.ps).
SCAN TO SHARE
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Write your name on the cover of the test booklet and nowhere else. Enclose this sheet with the booklet. Failure to follow these directions will cost you 1 point. The test has 100 points (to be scaled up to 160 points) and is scheduled to take 50 minutes. Therefore, expect to spend 1 minute for every 2 points. For example, a 12-point question should take 6 minutes. I cannot give extra time because some students have a class after your class.
1) (10 points) For EITHER the event in Part A OR the event in Part B, tell me how much GDP is changed. If part of the transaction is not included, explain why it is not included. If part of the transaction is included, tell me which part of GDP it is and why you chose that.
A) You buy an $200 Samsung TV made in Mexico. The importer paid Samsung $120 for it.
B) You buy $2000 used car which cost the dealer $1200.
2) (12 points) Answer EITHER Part A OR Part B.
A) When we calculate PI from NI, we take NI and add or subtract a few items. What are three of these items? Briefly explain why we add or subtract that particular item.
B) What are the four parts of GDP? Given an example of each part and briefly explain why it fits that definition.
3) (14 points) Answer EITHER Part A OR Part B.
A) What do economists feel is the unemployment rate at full employment in the USA? What type(s) of unemployment exist then? Explain your logic.
B) Suppose a country has 1000 people of working age. 540 of those people have jobs. 60 people do not have jobs and are looking for jobs. 350 people are stay at home parents. 20 people are in jail. 30 people do not have a job, would like to be working, but are not looking for a job. Calculate the labor force participation rate and the unemployment rate. BRIEFLY state why you included or excluded each group of people.
4) (14 points) For EITHER creative destruction OR limiting protectionism, state what that means and how it helps an economy to grow.
5) (14 points) Answer EITHER Part A OR Part B.
A) What is the biggest negative effect caused by faster economic growth? Explain how economic growth causes that problem and why you feel that is a big problem.
B) Why is people saving money important for economic growth? Explain how that leads to faster economic growth in the long run.
6) (16 points) Answer EITHER Part A OR Part B.
A) Suppose that at the start of the year the CPI was 600 and people expected the inflation rate to be 5%. If at the end of the year the CPI was 618, then what was the inflation rate and who was hurt by it? Show all calculations and explain your logic.
B) Suppose the nominal interest rate is 21% and the inflation rate is 10%. What is the real interest rate? Show all work. Why isn't the nominal interest rate equal to the sum of the inflation rate and the real interest rate?
7) (20 points) Answer EITHER Part A OR Part B.
A) What is the problem facing Social Security? What are the two big causes of this problem? One proposal for reducing the problem is to increase the return on the Social Security lock box. How would that be done? How would this reduce the problem? Would you do that? Explain your logic.
B) What is the problem facing Social Security? What are the two big causes of this problem? One proposal for reducing the problem is to do a means test on the Social Security benefits. How would this reduce the problem? Would you do that? Explain your logic. | 1,474 | 817 | {
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Write your name on the cover of the test booklet and nowhere else. Enclose this sheet with the booklet. Failure to follow these directions will cost you 1 point. The test has 100 points (to be scaled up to 150 points) and is scheduled to take 50 minutes. Therefore, expect to spend 1 minute for every 2 points. For example, a 12-point question should take 6 minutes. I cannot give extra time because some students have a class after your class.
1) (10 points) Answer EITHER Part A OR Part B.
A) We discussed four keys to development. Which of them is being discussed by Liam Gallagher (lead singer of Oasis) in the video he recently made and posted on YouTube? Explain your logic. He said, "In the '90s I had about four people doing it [making tea] … Now you got to do it yourself these days, y'know what I mean? 'Cause these little smartarses download fuckin' tunes for nish. And they wonder why there's no real rock 'n' roll stars around—'cause this is the shit you got us doing, fuckers." (Quotation copied from Spin Magazine https://www.spin.com/2017/09/liam-gallagher-making-tea-video/)
B) President Trump wants to pull the USA out of NAFTA (a free-trade area) and has stopped us from joining the TPP (another free-trade area). Will these actions help or hurt our economy? Explain your logic.
2) (12 points) For EITHER the event in Part A Or the event in Part B, determine how much GDP increases. Explain how you reached your conclusion. Which part of GDP increases? Explain your logic.
A) You buy $1000 worth of stock in Ford and pay $10 commissions.
B) You buy a used car for $4000, which cost the dealer $2500.
3) (12 points) Answer EITHER Part A OR Part B.
A) Use terminology and logic from this course to explain why rich people don't clip coupons but poor people do.
B) Two hundred years ago, most things you bought required negotiating the prices. Now, almost nothing requires negotiating. Use terminology and logic from this course to explain why the economy changed.
4) (16 points) Answer EITHER Part A OR Part B.
A) What is the big problem with Social Security? What are the two long-term trends that mean the problem will get worse for the next decade at least? One proposal to reduce the problem with Social Security is to raise the retirement age for those more than a decade away from retirement. How would that reduce the problem? Would you include that as part of your package to save Social Security? Explain your reasoning.
B) Suppose a person earns $50,000. Using the table to the right, what is her marginal tax rate, total taxes paid, and average tax rate? Show all work. If there is no work, state how you got the answer.
5) (16 points) Answer EITHER Part A OR Part B.
| Bracket | Rate |
|---|---|
| $0 - $20,000 | 10% |
| $20,000 - $40,000 | 20% |
| $40,000 - $100,000 | 30% |
| >$100,000 | 40% |
A) Draw the supply and demand for coffee. Currently, some coffee is harvested by children. Illustrate the effects of stopping children from harvesting coffee. Explain why the curve(s) moved as drawn. What happens to the price and quantity of coffee? B) Draw the supply and demand for riding lawnmowers. Illustrate the effects of the price of motorcycles going up. Explain why the curve(s) moved as drawn. What happens to the price of lawnmowers and the number of lawnmowers sold?
6) (16 points) Answer EITHER Part A OR Part B.
A) Draw a supply and demand diagram for a good which has a price ceiling on it. Prove that the consumers are hurt.
B) Draw the PPF for shirts and telephones. Illustrate the effects of a large number of people killed by hurricanes. Explain why the curve moved as drawn.
7) (18 points) Answer EITHER Part A OR Part B.
A) Use the MS/MD diagram to prove the Fed cannot control both the money supply and interest rates.
B) Show a Keynesian liquidity trap on the MS/MD diagram. Explain why that could mean monetary policy won't work. | 1,834 | 973 | {
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My name is Alicia Cohen and I'm the mother of two children (15 and one 11) both born and raised in Oregon. Before they were born I thought only occasionally about chemicals in the products around me. I bought organic food as much as I could afford and I'd always been somewhat sensitive to perfumes and "chemical" or "toxic" smells. But it was having children that clarified for me up the profound and unethical negligence in regards to toxics which is endemic to consumer products. To some degree, companies are to blame for making toxic products but the lack of government regulation that would create a safe and fair playing field for everyone, both businesses and consumers alike, is the real problem here.
The light bulb moment for me was on my oldest child's first birthday. Her grandparents gave her a doll play set. The package once opened filled our living room with a toxic chemical smell. I wondered. "Is that ok for her to be playing with?" She was already mouthing the doll's head. I thought to myself, "certainly they wouldn't make kids' toys that were toxic for children?" That day I started doing research on the topic and I'm still discovering more everyday, fifteen years later. I never cease to be shocked by the incredible amount of toxics we and our kids are exposed to everyday. I've read books, talked to our doctors, listened to lectures by researchers, joined toxics advocacy groups, and have written letters calling for a safe, nontoxic consumer environment.
After discovering how dangerous many of the chemicals commonly found in kids' products were, I became strict about what I'd let into our home. I vetted each toy and tossed many, many gifts, and variously acquired treasures directly in the trash. Throwing away toxic toys was right for my kids but I felt horrible for the species and ecosystems downstream that would certainly be impacted by my consumer trash.
I felt like I was my family's own personal, private EPA. I'm not a scientist or public health professional so it was hard, confusing and frustrating work. It is hard enough to be a parent without the stress and anxiety of constantly worrying and never being able to answer the basic, simple question, what-in-the world is that made of? And It broke my heart to know that I was the exception to the rule. That most kids were exposed day and night to toxics, to literal poisons, in their most intimate and dear environments. I also struggled because there was no way to "really" protect my kids since these toxics are so ubiquitous and we are social creatures. They play at friends' houses, at school, at camp. Everywhere they go, our kids are regularly exposed -- pointlessly, unnecessarily -to multiple and serious toxics. It doesn't have to be this way. We know how steep the cost is for not having solid regulations. It is a cost paid by our whole society but first and foremost by our most vulnerable and precious citizens, our little ones. They pay for it in days of school lost to illness, in feeling less-than-well, in sleep disruption, and in cognitive impacts. Sometimes they even pay with their lives through deadly diseases caused or exacerbated by toxics, particularly cancers. We don't have to live like this. We can immeasurably improve the quality of life for all Oregonians by making sure children's toys are safe and non toxic. We provide give parents and caregivers safe consumer choices. I can't imagine how much time, stress, depression and worry I would have been spared if I could have raised my kids in a safer, more informed, less toxic world. It is a world we can win and it is a world we must fight for. | 1,275 | 756 | {
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Fifth Grade Dual Immersion Journeys (2014)
Scope and Sequence At-A-Glance
2017-18
| Dates | AUG 23-OCT 6 | OCT 9-NOV 17 | NOV 20-JAN 12 | JAN 17-FEB 23 | FEB 26-APR 13 |
|---|---|---|---|---|---|
| Instructional Days | 32 days | 26 days | 30 days | 27 days | 28 days |
| Unit | Unit 1 | Unit 2 | Unit 3 | Unit 4 | Unit 5 |
| Anchor Texts | Lesson 1: A Package for Mrs. Jewis Lesson 3: Off and Running Lesson 4: Double Dutch | Lesson 6: Quest for the Tree Kangaroo Lesson 7: Old Yeller Lesson 10: Cougars | Lesson 11: Dangerous Crossing Lesson 13: They Called Her Molly Pitcher Lesson 15: We Were There, Too! | Lesson 17: LAFFF Lesson 18: The Dog Newspaper Lesson 19: Darnell Rock Reporting | Lesson 22: The Birchbark House Lesson 23: Vaqueros: America’s First Cowboys Lesson 25: Lewis and Clark |
| Comprehension Skills and Strategies | • Story Structure; Summarize • Compare and Contrast; Infer/Predict • Sequence of Events; Monitor/Clarify | • Cause and Effect; Question • Understanding Characters; Visualize • Main Ideas and Details; Monitor/Clarify | • Cause and Effect; Visualize • Conclusions and Generalizations; Analyze/Evaluate • Compare and Contrast Actions; Monitor/Clarify | • Story Structure; Infer/Predict • Fact and Opinion; Analyze/Evaluate • Author’s Purpose; Summarize | • Theme; Infer/Predict • Text and Graphic Features; Summarize • Main Ideas and Details; Monitor/Clarify |
| Phonics/Word Study | • VCV Syllable Pattern • Vowel Sounds in VCV Syllable Patterns • VCCV Pattern • Digraphs in Multisyllable Words • Stressed and Unstressed Syllables | • Common Beginning Syllables • Vowel + /r/ Sounds • Homophones • Compound Words • Recognizing Schwa + /r/ Sounds | • Vowel Sounds in Stressed Syllables • Open and Closed Syllables: VCV Pattern • Recognizing Initial and Medial Digraphs • VV Syllable Pattern • Vowel + /l/ Sounds in Unstressed Final Syllabes | • Word Parts and Inflectional Endings • Recognizing Common Word Parts • Recognizing Suffixes • More Common Suffixes • Stress in Three- Syllable Words | • Common Final Syllables • More Final Syllables • Unstressed Syllables • Simple Prefixes • Consonant Alternations |
*Dates should be adjusted according to your specific district yearly calendar. | 1,360 | 632 | {
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During the summer, all incoming sixth-grade students are required to read at least one book. Please find a book from one of the lists below:
*Grades 6-8:
http://www.ala.org/alsc/sites/ala.org.alsc/files/content/compubs/booklists/summer/2016_ALSC_Sum merReadingList_Grade6_Grade8.pdf
*Grades 3-5:
http://www.ala.org/alsc/sites/ala.org.alsc/files/content/compubs/booklists/summer/170426_ALSC_Su mmerReading17_3-5.pdf
The following books will be read as class novels during 6th grade: Call It Courage , The Phantom Tollbooth , The Adventures of Ulysses and Tuck Everlasting . Please do not choose these titles for your summer reading.
After reading one book, you will then need to complete a book report outline. (The form can be accessed from the St. Anne website.) Specifically, you will be responsible for the main character, setting (time period and location), plot timeline, best parts, book criticism, and a personal recommendation. The book report outline is due the first week of school. Don't wait until mid-August to do it. Remember, punctuality is your friend.
Summer is time for math, too! We want you to practice fifth-grade skills in order to be prepared for new sixth-grade ideas,. This summer, log into khanacademy.org . (If you are a new student, you'll need your parents' assistance because you are under 13 years of age). If you've forgotten your log-in information, your parents will need to retrieve it from their account. There may be a new version to download if you haven't checked lately. You can explore many subjects at Khan Academy, but make sure you include the 5th grade math curriculum .
Next, visit khanacademy.org/coaches and select the "Coaches" tab in your profile. In the "Add a coach" field, enter the class code. If you are in 6-1 use JVHUPYVM. 6-2 students will use KQTXEX5M. (There's no need to sign in for both classes). Now select "Home" to start learning. There are many skills from 5th grade to review so you should plan on visiting Khan Academy often during the summer. Hints are available for all the questions--take advantage of the extra help if you need it. Your homepage displays your progress as well as videos to watch and practice activities to complete. Your teachers can see your progress, so stay active. Print your final report showing your percent of completion and bring it to school with your reading outline. Get a head start so you'll begin sixth grade well!
All information is available at our school's website: www.stanne.com Have a wonderful summer!
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FECHA: mayo de 2018
PERIODO: Dos
GRADO: Noveno
DOCENTE: Leidy Sánchez P., Sebastián Zapata Ossa
NOMBRE DEL ESTUDIANTE: _______________________________________
- LOGRO O LOGROS NO ALCANZADOS DURANTE EL PERÍODO:
- Comprensión de lectura con preguntas de selección múltiple
- Identificación de pronombres reflexivos
- Aplicación del posesivo sajón en contexto
- Identificación y uso de pronombres relativos
- PRESENTACIÓN DEL TRABAJO
El taller debe entregarse en las fechas establecidas, en hojas de block (limpio y ordenado), a mano y prepararse para la socialización o sustentación en forma oral o escrita según fechas asignadas. Se calificara de la siguiente manera:
Presentación: 30%
Sustentación: 70%
- TALLER A DESARROLLAR:
1. Reading comprehension, lee el siguiente texto y contesta las preguntas:
The town of Clarkson
Clarkson is a large town. It has more than fifty thousand people living there. It sits next to a large river, the Clark River. Every day, people take the ferry from North Clarkson to South Clarkson to go to work.
Most people live in North Clarkson. There are many trees and the streets are very broad. When the sun shines and the children run and play in the safe streets, North Clarkson is a wonderful place to live.
South Clarkson has a lot of shops and factories. People don't live there, but they come in the morning to work. There is also a big stadium where the Clarkson Tigers play. On Sundays, many people go to watch their favorite team.
At the weekend, the people from Clarkson enjoy walking along the bank of the Clark River. They also sail small boats on the water and if there is a little wind, they fly kites in the large park.
Every year, Clarkson grows in size because a lot of people come to live there. The government builds more houses and the streets get busier. Maybe in the future, if the town continues to grow, it will become a city!
1. What is there near Clarkson?
A. mountains
B. sea
C. river
D. valley
2. What is there in North Clarkson?
A. wide streets
B. factories
C. offices
D. building
3. Where is the stadium?
A. outside the town
B. near the river
C. South Clarkson
D. near the shops
4. What do people in Clarkson do at the weekend?
A. go for walks
B. have barbecues
C. swim in the river
D. do exercise
5. Which statement is true?
A. Clarkson is a city
B. Clarkson is a bad place to live
C. Clarkson is a popular town
D. Clarkson is a square
2. Pronombres reflexivos, selecciona el correcto en cada caso: myself, yourself, himself, herself, itself, ourselves, yourselves, theimselves. Luego traducelas al español.
1. We don’t trust builders. We always do building wo rk and painting.
2. My wife is a wonderful cook. She does everything.
3. Our oven is a 'self-cleaning' oven. This means you press a button and it cleans.
4. Her children are over six years old, and they still ca n’t feed . Their mother has to feed them.
5. If we can’t find people to help us, we’ll have to do it.
6. I felt very old when I looked at in the mirror this morning.
7. My brother is good with his hands. He always fixes his car .
8. Don't copy his work, do it by!
3. Pronombres relativos
4. Forma frases con las palabras entre paréntesis y pon ' s ' / 'of ' según convenga.
I like Philip's car. ( the car - Philip ) I cried at the end of the film. ( the film - the end )
1- Do you like ? ( Anne -the coat )
2- Put his name at
(The end - the page ).
3- I hate ( the car - Bob ).
4- The bar opens at ( the end - the winter ).
5- What is ? (the first day - the month)
6- What was
? ( the price - the flat ).
7-Which is
? ( the bag - Craig ).
8-
is not very interesting. ( the Church - the Holy Grail).
En la plataforma Duolingo complete cada una de las siguientes unidades dejándolas doradas. Ésta actividad será la condición para entregar el taller completo. | 1,788 | 1,001 | {
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OBJECTIVE
TIP
Panel
A podium discussion at scientific conferences is also referred to as a panel. In these discussions, experts exchange their positions on a specific topic.
First, imagine a timeline. The timeline begins with fertilization and ends at birth. Stand at the position you represent. Describe your position and why you represent it. TASK
Send four representatives with different positions to a panel. Possible positions may be:
Position 1: From fertilization
Position 2: At implantation in the uterus
Position 3: The embryo becomes worthier of protection with time
Position 4: Only after it is viable outside the womb
The four panel participants debate for 10 minutes. The public may then ask questions.
In addition to the Panel material sheets, you can also use the Poster
A material sheets to give your position a legal basis.
CC-BY-SA Schering Stiftung + German Stem Cell Network, 2020
4
Poster
CC-BY-SA Schering Stiftung + German Stem Cell Network, 2020
5
Pitch
A pitch is a short presentation advertising a project. Scientific pitching of research projects to find support for your research proposal.
Work in two groups. TASK
One group prepares a pitch on a research project. The project aims to produce induced pluripotent stem cells for disease models.
The other group are conference participants. They examine the project on three levels:
1. Feasibility: Is it legally, organizationally and financially feasible?
2. Benefit: Who profits from the project and who may be harmed?
3. Morality: Are any ethical values violated by the project?
Your pitch should convince the conference participants that the project is important and worthy of funding. As a conference participant, you should question this critically OBJECTIVE
In addition to the New Aids for Disease Research text, use the material sheet Poster A: Legal Basis. TIP
CC-BY-SA Schering Stiftung + German Stem Cell Network, 2020
6
TASK
TIP
Fishbowl Task
Fishbowl
A fishbowl is a special type of discussion used at scientific conferences. Conference participants share their perspectives on a specific topic. Participants from the audience are able to join the discussion at any time. An extra chair is laid out, on which anyone can come and sit and explain their point of view.
Prepare a fishbowl on the following issue:
Should it be legal to modify the human germline using designer nucleases?
Work in three groups. Each group should prepare one of the following three positions:
1. No, modifying the germline should not be permitted under any circumstances.
2. Yes, but modifying the germline should only be permitted for the purpose of curing serious diseases.
3. Yes, modifying the germline should be permitted to cure disease and to enhance human characteristics such as intelligence, strength, endurance, and appearance.
Gather together arguments for your position. Prepare an opening statement.
Prepare three critical questions for or counterarguments to the other two positions.
You can use the following structure for your opening statement:
Introduction: Today, we are asking whether it should be permissible to modify the germline.
Thesis: We believe: (Position 1, 2, or 3)
Argument 1: One reason for this is …
Argument 2: A further argument for this position …
Argument 3: The key reason is that …
Thesis: It therefore follows that (position 1, 2, or 3)
CC-BY-SA Schering Stiftung + German Stem Cell Network, 2020
7 | 1,570 | 742 | {
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Author of
Science
NC outcomes
21.10.19
How to trap a
Instructions
Addition up to
| 02.09.19 | 9.09.19 | 16.09.19 | 23.09.19 | 30.09.19 | 7.10.19 | 14.10.19 |
|---|---|---|---|---|---|---|
| School closure | Transition Writing | Transition Writing | Three Billy Goats Gruff Tradtional Tale Immersion | Three Billy Goats Gruff Tradtional Tale Innovation | Three Billy Goats Gruff Tradtional Tale Invention | How to trap a troll Instructions |
| | | | Toolkit Focus: Traditional Tale | | | Toolkit Focus: Instructions |
| Year 1 reading spine | | | | | | |
| Transition | Transition | Place Value up to 10 | | | | Addition up to 10 |
- Number and place value up to 10
- count to and across 10, forwards and backwards, beginning with 0 or 1, or from any given number
- count, read and write numbers to 10 in numerals;
- given a number, identify one more and one less than numbers up to 10
- identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
read and write numbers from 1 to 10 in numerals and words
School closure Transition
Who am Who am I?
I?
Our body
Smell and taste
Who am I?
Sight and touch
Celebrations
Materials
Celebrations
Materials
Celebrations
Festivals of light
NC outcomes
Festivals of
| Identify, name, draw and label the basic parts of the human body say which part of the body is associated with each sense Distinguish between an object and the material from which it is made Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock Describe the simple physical properties of a variety of everyday materials | | | | | |
|---|---|---|---|---|---|
| Transition British Values | Transition Being me in my world | | | | |
| NC outcomes I feel special and safe in my class I know that I belong to my class I know how to make my class a safe place for everybody to learn I recognise how it feels to be proud of an achievement I recognise the range of feelings when I face certain consequences | | | | | |
| Class reflection areas | Visit other class reflection areas | Who and what is special to me? | Who and what is special to me? | Where and what is special to me? | I recognise activities and things I do with special people become special to me. |
| NC outcomes Who and what is special to me? (People, places, experiences, feelings, stories, objects, beliefs, values) Who and what supports and guides us? (People, experiences, feelings, beliefs, values, ideas) | | | | | |
| School closure | Outdoor play | Netwall - Hands Lesson 1 - | Netwall - Hands Lesson 2 - Develop ball handling | Netwall - Hands Lesson 3 - Playing the ball in the air | Netwall - Hands Lesson 4 - Getting the ball to a target |
Playing with a partner
Festivals of light week
| | Develop basic hand - eye coordination skills | | |
|---|---|---|---|
| NC outcomes Pupils will develop their hand - eye coordination when using a ball. They will explore ways of using their hands to move a ball in different directions at different speeds and with different forces. Pupils will be able to refine these skills and use them in small game situations to allow them to play games with other class members. | | | |
| | | Meet the teacher meeting | Harvest celebration | | 1,695 | 919 | {
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Video 3 - Combining LH + RH Components
1. Solo Piano Series- Part 3( Combining RH and LH components)
a. Spacing between the melody and bass notes. Filling the gaps with 1+7 and 1+3 (importance of register) -
i. The spacing between the melody and bass notes is an extremely important concept. Where the melody is on the piano, in relation to the register you choose to place the root will dictate the options your LH has. To review, your LH has the following options to choose from:
1. Just bass note (see figure 19.10)
2. Bass note, then jump to shells (see figure 19.11)
3. Bass note, then jump to full chord (see figure 19.12)
4. Root and 7
th
(see figure 19.13)
5. Root and 3
rd
,(third apart) (see figure 19.14)
Figure 19.14
6. Root and 3 rd , (tenth apart )(see figure 19.15)
7. Root, 7, 3
rd
(see figure 19.16)
ii. Step 1 – Start with the melody
1. The melody we will be using to practice spacing between bass notes and melody notes is "All The Things You Are".(see figure 19.17)
iii. Step 2 – Choose which octave to place the root
1. The great thing about jazz is that it gives us lots of freedom! We can choose which octave we want to place the root in. For the first chord of "All the things you are" (F-7) we can place the root in any of the following three places (see figure 19.18):
a. Option 1 – The F a tenth down from the melody note (the third F up on the piano)
b. Option 2 – The second F from the bottom of the piano.
c. Option 3 – The first F on the piano.
iv. Play root and 3rd or root and 7th- With this option we are limited with the amount of space between the root and the melody.
1. Bass Note Option 1 (The F a tenth down from the melody note - the third F up on the piano)
a. Root and third– When your LH plays the root and third, your RH needs to add the 7 th in below the melody note. (see figure 19.19)
b. Root and 7 th – If your LH plays 1+7, your RH doesn't need to add any more notes because the melody note is the 3 rd . This gives us the root, 3 rd and 7 th . (see figure 19.20)
2. Bass Note Option 2 (the second F from the bottom of the piano)
a. Root and 7 th - Your LH can play the root and 7 th starting on the second F from the bottom of the piano, but due to the register this can sound muddy. Your RH has some room to add the shells below the melody. (see figure 19.21)
b. Just the bass note – The root is low enough so we can play the bass note while our RH adds the shells below the melody. (see figure 19.22)
c. Bass note to shells – Your left hand can also play the bass note, and then play shells while the RH plays the melody. (see figure 19.23)
d. Bass note to rootless voicing or inversion- The bass note can jump to a rootless voicing or inversion. (see figure 19.24)
3. Bass Note Option 3 (the first F on the piano) – This bass note is so low that we can't play 1 +7 or 1+3 (tenth apart) because it would sound so muddy.
a. Bass Note alone – LH plays the bass note alone, RH voices the shells underneath the melody. (see figure 19.25)
b. Bass alone then jumps to shells. (see figure 19.26)
c. Bass note alone, then chord. (see figure 19.27)
v. Choose your RH harmonization
1. When choosing a RH harmonization remember that the space your RH has will be determined by the option your LH chooses. If you play a low bass note, your RH will have lots of room to fill below the melody with the shells.
vi. Conclusion
1. Placing your melody then choosing your bass note will help you arrange your hands during your solo piano piece. Continue to follow these steps and you'll create beautiful sounding solo arrangements! | 1,598 | 981 | {
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Year 5 Spring 1 – Can I make a difference to the planet?
Literacy – Non-fiction
Numeracy
Spelling and grammar
- can use commas to clarify meaning and avoid ambiguity
- Know the grammatical terminology from the Y4 AND 4 grammar list.
- Can use modal verbs to show possibility
-
I can use brackets, dashes or commas to indicate parenthesis.
- Can use a colon to introduce a list
Reading
- I can retrieve, record and present information from non-fiction texts.
We will be exploring our topic question by looking at the children's book Not Your Typical Book about the Environment in our literacy non-fiction unit, which tells us different ways to reduce the damage we could do to the planet. We will also be exploring different habitats and plants and animals, and how they reproduce, in our science lessons. We will be learning about printing techniques in art and will produce some work inspired by the artist William Morris, who based a lot of his art on nature.
- -apply knowledge of root words, prefixes and suffixes both to read aloud and understand the meaning of new words.
- I can distinguish between statements of fact and opinion
- can respond to more sophisticated punctuation.
- can read key words to understand the meaning of a sentence or paragraph thereby improving comprehension.
Writing
- Can use more ambitious vocabulary
- can use a range of organisational and presentational devices to structure text such as bullet points, headings and underlining to guide the reader.
- Can use a wide range of devices to build cohesion within and across paragraphs e.g. use of adverbials, after that etc.
In history, we will be learning about the Anglo Saxons and how they changed Britain.
PE – Dance
Express an idea in original and imaginative ways.
Compose creative and imaginative dance sequences
Science
- describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird
- describe the life process of reproduction in some plants and animals
ICT – iPad project
Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals
- Recall times tables to 12 x 12.
- multiply numbers up to 4 digits by a one- or two-digit number using a formal written method, including long multiplication for two-digit numbers
- multiply and divide numbers mentally, drawing upon known facts
- divide numbers up to 4 digits by a one-digit number using the formal written method of short division and interpret remainders appropriately for the context
- compare and order fractions whose denominators are all multiples of the same number
- identify, name and write equivalent fractions of a given fraction, represented visually, including tenths and hundredths
- recognise mixed numbers and improper fractions and convert from one form to the other and write mathematical statements > 1 as a mixed number
- add and subtract fractions with the same denominator, and denominators that are multiples of the same number
- read and write decimal numbers as fractions
History – The Anglo Saxons
- Describe the characteristic features of the Past, including ideas, beliefs, attitude and experiences of men, woman and children
- Describe the social, ethnic cultural or religious diversity of past society
- Use sources of evidence to deduce information about the past.
- Use appropriate historical vocabulary to communicate, including: dates, time, period, era, chronology, continuity,
h
t
d d l
RE – World Wide Church
Exploring how Christianity is practised in different parts of the world
Art - Printing
Improve mastery of art and design techniques, including printing with a range of materials using the relief method | 1,623 | 759 | {
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Corporation Road Community Primary School
English LTP 2021-2022
End Points
Sentence Structure
Children will have the knowledge and skills required to compose sentences which are grammatically accurate, cohesive and punctuated correctly. They will be able to select and move between sentence structures for impact and effect upon the reader.
Text Structure & Organisation
Children will be able to produce writing which is sequenced and flows. Our children will be able to select and use genre specific conventions within their writing.
Composition & Effect
Children will be able to write confidently and consistently for a variety of purposes. They will be able to select language for effect and consider the impact upon the reader.
Reception
Year 3/4A
Year 3/4B
Year 5/6A
Year 5/6B
| Autumn 1 | | Autumn 2 | | | | Spring 1 | | | | Spring 2 | | Summer 1 | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Listening to and discussing stories. Making predictions Use learnt vocabulary to retell own versions of the stories. Acting out stories Writing initial sounds Writing captions Writing party invitations and cards Writing from dictation | | | | | | Supported to compose a sentence -Speaking the sentence, counting the words, holding the sentence. -Writing the sentence (when ready). Helicopter stories Labels | | | | | | | | | |
| Retelling stories with predictable phrases/repeated patterned language | Instructions | Retelling Traditional tales and fairy tales Christmas themed text | | | | Retelling Stories with characterisation (good and bad characters) | | Non- Chronological report | | Instructions | Retelling stories from a well-known author | Recount | | Narrative – changing the setting, characters or event(s) | |
| Retelling traditional tales and fairy tales | Instructions | Retelling Alternative traditional tales and fairy tales Christmas themed text | | | | Non- Chronological report | | Recount | | Persuasion | | Narrative | | Non- Chronological report | Instructions |
| Retelling -familiar setting | Narrative recount | Non-Chronological report | | Narrative | | Persuasion | | Dialogue & plays | | Explanation | Narrative | Narrative | Instructions | Non-Chronological report | |
| Retelling - unfamiliar setting | Instructions | Recount Historical setting | | Narrative | | Non- Chronological report | | Explanation | | Recount | Persuasion | Plays | Narrative | Recount | Non- Chronological report |
| Recount | Instructions | Biographies | Explanation | | Narrative | Recount | | Persuasion | | Recount | Non- Chronological report | Narrative | Discussion | Recount | Non- Chronological report |
| Recount | Non- Chronological report | Recount | Discussion | | Persuasion | Explanation | Recount | | Narrative | Recount | Instructions | Recount | Discussion | Persuasion | Narrative |
Poetry
Poetry
Poetry
Poetry
Poetry
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The Dude Ranch
By Michael McGregor
The Dude Ranch was Portland's premier jazz venue in the days just after World War II, when jazz clubs proliferated along North Williams Avenue, the center of the city's African American community. In the early post-war years, racism, redlining (banks' refusal to lend money to people living in certain areas), and restrictive real estate practices forced African Americans to cluster in this small area. One of the few benefits of the overcrowding was an unusually high concentration of nightclubs, with names like Paul's Paradise, the Frat Hall, and the Savoy, most of which featured jazz.
The local scene was as dynamic as almost any in the country, and people went to Williams Avenue from all over the city to hear particular musicians. Locals called the Dude Ranch "the night club of startling surprises" because its owners, Sherman Pickett and Pat Patterson—known affectionately as Pic and Pat—seemed capable of booking anybody. Among those who performed there were Lionel Hampton, Art Tatum, and the Nat "King" Cole trio.
The club's name was reflected in its decor. Below an ornate ceiling, the walls were covered with murals of black cowboys, and the waitresses wore cowgirl outfits with holsters bearing cardboard pistols. Patrons danced on a mirrored floor in front of a raised bandstand, while diners ate on a balcony and photographers roamed the room. Signs on the tables flanking the bandstand read: "You ain't nothing till you've had your photo taken at the Dude Ranch."
The Dude Ranch crowd, according to Portland jazz historian Bob Dietsche, included "pin-striped politicians with neon ties, Hollywood celebrities and glamour queens in jungle red nail polish and leopard coats, feathered call girls and pimps in fake alligator shoes, zootsuited hipsters, and side-men from Jantzen Beach" as well as "Bugsy Siegel-like characters in sharkskin suits and broad Panama hats, in from St. Louis for a friendly game of cards or dice" upstairs. It was, "the Cotton Club, the Apollo Theatre, Las Vegas and the wild west rolled into one."
Lively as the Dude Ranch was, however, no night equaled December 5, 1945, when impresario Norman Granz brought his touring jam session, Jazz at the Philharmonic, to town and played there. That night, legendary saxophonist Coleman Hawkins led a group that included trumpeter Roy "Little Jazz" Eldridge, bassist Al McKibbon, and a twenty-five-year-old pianist with a "lightning-like right hand" who was soon to usher in the bebop age, Thelonious Monk. "Never before in the history of the northwest has there been as much jazz music played per square minute by any group," Bill McClendon proclaimed in The Observer, Portland's African American newspaper.
A shooting or maybe the gambling or, as Dietsche proposes, the mixing of races on the dance floor prompted city authorities to close the club a few months later. It reopened a short distance away but was never the same. Most of the aging structures in the North Williams neighborhood fell victim to late twentieth-century urban renewal, but the brick building that housed the original Dude Ranch at 240 North Broadway still stands. It is now part of the Leftbank Project, offering community office space, a cafe, and a brewery.
Sources
Dietsche, Robert. "Where Jump Was a Noun." Open Spaces 2.1 (1999): 30-35.
Dietsche, Robert. Jump Town: The Golden Years of Portland Jazz 1942-1957. Corvallis: Oregon State University Press, 2005.
The Oregon Encyclopedia https://www.oregonencyclopedia.org/articles/dude_ranch_the/ | 1,524 | 783 | {
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The St. Olaf Javanese Gamelan Ensemble
Rehanna Kheshgi, director with the
Veslica International Dance Ensemble
Anne von Bibra, director
SUNDAY, MAY 15, 2022 • 7 P.M. • URNESS RECITAL HALL
PROGRAM
Lancaran Sayuk Slendro Pathet Manyuro
Just like each jewel on a sparkling necklace, every island on the Indonesian archipelago has its own personality and culture which together create one shining whole. Sayuk means "together in harmony" and the message of the song text expresses the importance of working together to build community. Sayuk is a short, traditional Javanese Gamelan composition set in the 16-beat cyclical rhythmic structure called Lancaran and performed today in the Slendro 5-note tuning system. You will notice that the drum (kendhang) is responsible for giving aural cues to direct the ensemble. The accompanying dance piece, choreographed by Tri Sutrisno, is called Ratna Sari, which means "essence of jewel." Drawing upon dance styles from different regions of Indonesia, Ratna Sari alludes to the similarity between Indonesia's string of islands and a string of jewels.
Ladrang Pangkur Pelog Pathet Barang
Pangkur was composed during the 18th century, based on a traditional Javanese song, "Macapat pangkur paripurno." It is set in the 32-beat cyclical rhythmic structure called Ladrang. As with Sayuk, this piece also opens with an introductory melody (buko) played on the bonang barung (one of the elaborating instruments featuring two rows of kettle-gongs). Pangkur is one of the most famous traditional Javanese Gamelan compositions, as it can be performed in a variety of tunings and modes (pathet). We will perform Pangkur in the Pelog 7-note tuning system. Javanese Gamelan music generally features pentatonic melodies, even when songs are composed using the Pelog scale which contains seven notes. You will notice a change in irama when the main melody (balungan) slows down in tempo and the elaborating instruments increase the density of their playing.
Ethan Amundson Jake Dreifort Jake Gesell Aryaman Joshi Maria Kardos
ABOUT THE ENSEMBLE
The Javanese Gamelan, a musical ensemble from the Indonesian island of Java, represents deeply rooted beliefs related to Javanese society and spirituality. Javanese Gamelan performance can be understood to embody a vision for society where each member has a unique role to play. Multiple interconnected melodic and rhythmic layers offer a place for first time players to make music together with lifelong masters of this complex art form, and even the most accomplished performer recognizes that there is always room to learn more. During this performance, you will experience the interconnectedness of music and dance in the Javanese tradition.
We wish to extend a special note of thanks to Mary Shamrock '58, Professor Emerita of Music at California State University, Northridge, who has generously donated the Kyai Kembul Gamelan Instruments to St. Olaf College. Mary's support for and dedication to helping establish the Gamelan Program at St. Olaf has been invaluable.
ENSEMBLE MEMBERS
The St. Olaf Javanese Gamelan Ensemble
Abbey Kelley-Lanser Addie Jo Lambrecht Zack Light Ashlyn May Adam Pazandak
Veselica International Dance Ensemble
Ellie Fischenich Raveena-Flor Lalwani Elizabeth Leeser Abby Lund Emma Matzke
Will Rand Asi Sitinjak Kalli Sobania Greta Van Loon Isabel Wolf | 1,548 | 772 | {
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Myths and facts about epilepsy
In teenagers
KNOWING
EPILEPSY
mi
nu
tes
life-changing
In teenagers
about epilepsy Myths and facts
MYTH
Teenagers with epilepsy have problems at high school 1
MYTH
Epilepsy limits teenagers lives 1
MYTH
Teenagers with epilepsy cannot play any sport 1
MYTH
All teenagers with epilepsy are affected by flickering lights, that provoke serious seizures 1
MYTH
Teenagers with epilepsy cannot travel far away
1
MYTH
People with epilepsy during sex have more risk of seizures 1
MYTH
Epilepsy is a life sentence 2
MYTH
Teenagers with epilepsy have to follow a very strict diet 1,3
Most teenagers with epilepsy can study and go to class everyday. FACT
1
FACT
Most teenagers with epilepsy manage to control their seizures by taking the right medication. 1:
FACT
Being active is really important and can often help teenagers better manage their epilepsy. The majority of sports and activities are safe for people with epilepsy. If you have regular or unpredictable seizures you may need to take extra care. Your doctor or epilepsy specialist nurse can advise you what activities are safe for you. 1:
Only about 3-5% of people with epilepsy will be affected by lights flickering at a certain speed and brightness (e.g. from televisions, computer screens, strobe lights, video games, movies) which can trigger a seizure. This is called photosensitive epilepsy. 1 FACT:
People with epilepsy can travel, provided they always bring their medicated in the hand luggage. 1 FACT:
1
You are no more likely to have a seizure during sex than at any other time. FACT:
Epilepsy is not necessarily a lifelong condition. While there is currently no cure for epilepsy, some childhood epilepsy syndromes are 'outgrown' and around 70% of people with epilepsy will become seizure free with medication. 2 FACT:
Teenagers with epilepsy do not have to follow a very strict diet, but have to follow some recomendations: 1,3 FACT:
- Avoid missing meals, that can provoke low blood sugar.
- Drink plenty of water and mantain a diet rich in vegetables.
- Avoid energy drinks which contain large amounts of caffeine.
Being a teenager with epilepsy can be difficult sometimes. To cope better with everyday challenges, it is important to understand your epilepsy and how it affects your daily life. There are some myths that you and people around you should know. 1
www.knowingepilepsy.com
REFERENCES
1. Epilepsy Ireland. A Guide For Young People with Epilepsy. Available at: https://www.epilepsy.ie/sites/www.epilepsy.ie/files/Teens_Booklet%202018.pdf
2. Epilepsy Foundation. Myths and Misconceptions. Available at: https://epilepsyfoundation.org.au/understanding-epilepsy/about-epilepsy/myths-and-misconceptions/
3. Epilepsy Foundation. Young People and Epilepsy. Available at: https://epilepsyfoundation.org.au/managing-epilepsy/young-people-andepilepsy/
www.neuraxpharm.com
@Neuraxpharm_com | 1,374 | 688 | {
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Council of Europe Conference
6-7 June 2019
Democracy in Action
Learning & Teaching Resources in Democratic School Practice
Parallel workshops
Living Democracy website: online materials for democracy and human rights in schools
Workshop 1: Living democracy: materials for teachers
Background
Teachers are important key players and role models when it comes to Democracy and Human Rights. How do they listen and empower, how do they deal with their own mistakes and those of others? How do they turn the classroom into a place where people find together solutions for tasks and problems? With the materials teachers can find on the Living Democracy website, all these questions are touched upon. Proposals are provided for both teaching and learning and for questions of attitude and behaviour.
Main Objectives
- To understand the European approach of the development process;
- To understand the background and the structure of the website;
- To understand that teachers are supported in their daily work through the supportive materials;
- To see in which way the materials can be used;
- To prepare a dissemination process at home.
Expected Outcomes
- The participants know where the website is located
- They know about the available languages
- They can navigate the website
Workshop 2: Living Democracy: materials for principals
Background
Principals, teachers and staff know that the elements of democracy are part of the national constitution and curricula and therefore not negotiable. The objectives of the Democracy sequence for principals are to provide ideas to support participation in decision making, healthy and active school environment, good leadership and learning atmosphere.
Main Objectives
- To understand the need for practical tools;
- To understand the democracy approach with the eight sequences;
- To see in which way the materials can be applied for principals' training programmes;
- To prepare a dissemination process at home.
Expected Outcomes
- The participants know where the website is located;
- They know about the available languages;
- They can navigate the website.
Workshop 3: Living Democracy: materials for parents
Background
Education for democracy does not only take place in school during citizenship lessons. Democratic education also occurs in our daily lives, through family dynamics, situations on playgrounds, in parks, or at work. One core element of an active culture of democracy takes place in the families where parents try to communicate in a participatory way, to prepare their children for life in society. Needed are alternative options for respectful and peaceful interaction to deal with complex situations in everyday living together.
Main Objectives
- To understand in which way communication in families is related to democratic societies;
- To understand the distinction in different age levels;
- To understand that teachers are supported in their daily work through the supportive materials;
- To see in which way the materials can be used;
- To prepare a dissemination process at home.
Expected Outcomes
- The participants know where the website is located;
- They know about the available languages;
- They can navigate the website;
- They feel more competent as parents themselves. | 1,387 | 613 | {
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