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ilye
Background
Playing area
A boomerang game was played by the Wogadj people of central Australia. This was a keep-away type of game that encouraged a lot of running. A boomerang was thrown along the ground in the game.
The older men usually played against the younger men.
Language
Ilye was the word for boomerang (throwing stick) in the Eastern Arrernte language from central Australia.
Short description
The game is one of running and throwing using a disc (frisbee) in place of a boomerang.
Players
Two teams of 10–20 players (or more) • •
© Australian Sports Commission 2008
A designated area such as a football field or • • larger area
Duration
Either play until one team 'gives in' or for an • • agreed time (such as 10–20 minutes).
Equipment
A disc (frisbee) in place of a non-returning • • boomerang
Game play and basic rules
Players group together at one end of the playing • • area at the start of the game but then can spread out after play starts.
ausport.gov.au/isp
To start the game a disc is thrown and players • • run after it to catch up with it and give it another throw. The player who catches or picks it up may throw in any direction or may run (up to 10 metres) with it before he or she throws it. A throw must travel at least 10 metres to another player.
A team attempts to work together and by • • throwing back and forth to each other aim to keep possession and wear down the opposition team. (Fitter players usually give a team an advantage after a time and team play should consider this.)
No physical contact is allowed. A player with the • • disc cannot be interfered with in any way but players can follow (or 'guard') him or her until it is thrown.
A player who catches a disc in the air or touches • • it first when it is on the ground gains possession of it.
Scoring
The team retaining possession of the disc the longest is considered the winner of the game.
Variations
Play in a restricted area using a small disc. • •
A cricket oval represents an ideal area to use. • • All players start at one end of the field.
Play a set number of passes (such as ten) to • • score one point. The most points in a set time will win the game.
Use two discs at the same time. • •
Play with three teams in same playing area. • •
Play a keep-away version of the game of • • ultimate disc.
Comment
A disc (frisbee) is substituted for a boomerang in the game. This is used because it is easy for most players to use when compared to a boomerang and also for safety reasons.
Suggestion
This can be played as a disc (frisbee) game.
Teaching points
Throw and run. • •
Spread out. Call for the pass. • •
No contact. Keep moving. • •
Run and pass. • •
Keep going. A fast game is a good game. • • | 1,146 | 671 | {
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SAT – Sentence Structure: Sentence Boundaries
DRILL A
1. Because my coffee was too cold, I heated it in the microwave.
2. Though he was very rich, he was still very unhappy.
3. She returned the computer after she noticed it was damaged.
4. When the cost goes up, customers buy less clothing.
5. As she was bright and ambitious, she became manager in no time.
6. Wherever you go, you can always find beauty.
7. The movie, though very long, was still very enjoyable.
8. Evergreen trees are a symbol of fertility because they do not die in the winter.
9. The actor was happy he got a part in a movie although the part was a small one.
10. The museum was very interesting as I expected.
11. Because he is rich, people make allowance for his idiosyncrasies.
12. The professional, who had been thoroughly trained, was at a loss to explain.
13. When she was younger, she believed in fairy tales.
14. After the tornado hit the town, there was little left standing.
15. I have to save this coupon because I don't have time to shop right now.
16. Let's go back to the restaurant where we had our first date.
17. Although my cousin invited me, I chose not to go to the reunion.
18. As genes change over time, evolution progresses.
19. I really didn't like the play although the acting was very good.
20. Everyone laughed when he got a cream pie smashed in his face.
21. Some people tell me that money can't buy happiness.
DRILL B
1. Because Mary and Samantha arrived at the bus station before noon. I did not see them at the station.
2. Mary and Samantha arrived at the bus station. Before noon. Then, they left on the bus before I arrived.
3. I looked for Mary and Samantha at the bus station, but they arrived at the station before noon and left on the bus before I arrived.
4. While he waited at the train station, Joe realized that the train was late.
5. After they left on the bus. Mary and Samantha realized that Joe was waiting at the train station.
6. Joe waited for the train. However, the train was late.
7. Mary and Samantha left on the bus before I arrived, so I did not see them at the bus station.
DRILL C
There was one simple thing from my recent trip to the Mohave Desert that amazed me. At night, millions of starts were clearly visible in a way they never are at home. When brilliant city lights shine into the sky. They obstruct our view of the galaxy. Scientists have given this phenomenon a name, they call it "light pollution."
I am concerned about light pollution. Because I think stargazing is an important intellectual and historical pastime. Looking at the night sky helps us remember that we all inhabit the same plant in space. I have also enjoyed many evenings. Studying the constellations, like so many humans throughout history, and talking with my friends about ancient Greek myths. I hope people will be willing to improve the situation. Because light pollution is truly a growing concern.
The Internet lists some excellent solutions to light pollution. For example. Individuals can simply turn off lights when they are not using them. In some cities, local ordinances require people to install lights that are directed down toward the ground. Lights around malls and used car lots don't need to light up. Just to advertise their products.
I think that anyone who views the brilliant night sky in a remote rural area will understand my point. | 1,160 | 743 | {
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St Nicholas C of E (VA) Primary School and Nursery
Music Curriculum Intent
Intent
At St Nicholas, we intend to make music an enjoyable learning experience that will inspire pupils to develop a love of music and nurture their musical talents. Music is a way to introduce pupils to a diverse range of musical styles and traditions, including traditional hymns, classical music, gospel, jazz, pop, rock, and rap. By exploring the origins and historical significance of different musical genres, pupils will gain a greater knowledge of the world they live in and its relevance in today's world. We believe that through a wide curriculum and dedicated teaching we can increase pupils' musical knowledge and skills. Music education can help cultivate creativity, self-expression, and confidence among pupils, empowering them to explore their gifts and abilities in a supportive environment.
Implementation
Teaching of music at St Nicholas is multifaceted. We use Charanga and Sing Up as our two schemes of learning. However, we also provide opportunities for pupils to develop their musical talents and skills through choir rehearsals, instrumental lessons, and group performances.
Music is used to enrich the school's worship services thereby developing a sense of unity and reverence. Pupils become more confident in performing as a large group and take part in a whole school singing worship once a week.
Music is also used for moments of reflection during class worship or quiet times. Soothing melodies and contemplative songs allow pupils to connect with their inner self.
EYFS and key stage 1 classes perform to parents and the school during the Christmas period laying the foundations of production. In Key stage two, year three learn the violin, which is taught by a peripatetic teacher from Herts Music Hub with the opportunities for private lessons to continue this further. Year six produce and perform an end of year musical production, which encases all their musical knowledge and skills. Parents are sign posted to the Local Music Hub which provides instrumental teaching, which can also be completed within the school day.
Impact
The Music Curriculum at St Nicholas is planned to demonstrate progression and build on and embed current skills. We measure the impact of our curriculum through:
* Discussion with pupils about their learning
* Audio and video recording of pupil practical learning
* Monitoring by the music subject leader and music link governor
* Teacher assessment
* Pupil knowledge organisers
Ultimately, all pupils at St Nicholas will develop confidence as performers, composers and listeners and will be able to express themselves musically. They will show an appreciation and respect for a range of musical styles from around the world which will allow them to make decisions on their own musical preferences. It is the aim that all pupils will have a love of music that will last a lifetime. | 1,195 | 556 | {
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Benchmark Assessment System, Third Edition Introduction and Parent Letter for Online Resources
Purpose: Inform families on the purpose/value of the assessment and talk about the meaning of Fountas and Pinnell reading levels
Informing parents and families about the Benchmark Assessment System
The purpose of this letter is to help you introduce parents and families to the Benchmark Assessment System, Third Edition. In broad terms, the letter defines what Benchmark Assessment is, its value as an instructional tool, and the purpose of the Fountas & Pinnell Text Level Gradient TM reading levels. We recommend you send the letter home to your students' families prior to beginning the initial assessment period in August/September. This letter is available in multiple languages—Spanish, French, Hmong, and Haitian Creole— in the Online Resources.
When speaking to families about Benchmark Assessment, emphasize its value as a critical tool that allows you to observe and quantify specific literacy behaviors and to use that data to plan meaningful, responsive instruction. Invite families to ask questions, and explain to them that assessment information will be shared and discussed at forthcoming parent/ teacher conferences.
A note on the recommended frequency of BAS administration:
We suggest that you administer the assessment at the beginning of the year to help you determine where to start your teaching with each student. You may also want to conduct the assessment in the middle of the year, to take stock of progress, though you may already have the information from your ongoing use of reading records in instruction. Finally, near the end of the year you may want to conduct one more assessment to obtain a final record of the student's growth across the year. You may decide to administer the last assessment a couple of months before the end of the year. In this case, the assessment can provide information for instruction during the last months of school, while avoiding the redundancy of testing at the very end of one year and the beginning of the next.
Benchmark Assessment System,Third Edition Introductory Parent Letter
Dear Parent or Guardian,
As an invested partner in your child's learning, I want to share some information about the literacy assessment I'll be using in my class this year. The Fountas & Pinnell Benchmark Assessment System, Third Edition is a one-on-one assessment that helps me identify your child's specific reading strengths and appropriate instructional reading level for smallgroup instruction as determined by the F&P Text Level Gradient™. The data gained from this standardized assessment helps me identify goals and plan instruction that supports your child's reading progress across the school year. Within each level are easier and harder books, and a range of topics and book types. The text levels are not intended for students or for families to categorize readers, but in the hands of teachers, they inform instruction.
The Benchmark Assessment System provides a snapshot in time of your child's literacy development and will be given _______ to _______ times across the year. Over the next few weeks, I will assess each student in the class by having him read several Benchmark Assessment books, having him think about the books, and talking one-on-one with them about each book. This natural, authentic assessment conference is a wonderful opportunity for me to get to know your child as a reader and to observe him engaged in literacy activities. It will provide a rich source of information to inform my teaching.
Your child will experience a wide variety of book levels across the day in read-aloud, shared reading, book clubs, and independent reading. When selecting books for enjoyment, your child selects from a wide range of books that appeal to his interests; they are not selected based on reading level. Your child will also have leveled instruction in a small group for a small part of the day, as it is one critical component of our literacy teaching for lifting your child's competencies.
I invite you to ask any questions that arise throughout the school year and I look forward to upcoming parent/teacher conferences so we can discuss your child's literacy progress. In the meantime, here are some ways you can support your child's literacy learning at home:
1. Visit your local library together. Encourage your child to select books that interest and excite him.
2. Read books to or with your child and talk about them together.
3. Listen to your child read books and talk about them together.
4. Most importantly, enjoy your time together reading, writing, and talking!
Sincerely yours,
Benchmark Assessment System,Third Edition Parent Letter | 1,829 | 899 | {
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NON-FICTION PICTURE BOOKS
GO, GO, MONSTER TRUCKS!
Pic Transportation
This non-fiction picture books talks about famous monster trucks, what drivers wear in an easy-to-read rhyming verse with lots of photos. Perfect for toddlers!
FIRE TRUCKS
Pic Transportation
This book explores the duties, parts, and different kinds of fire trucks. Lots of photos, with labels help kids to recognize the equipment on the trucks that firefighters use.
COOL CARS
Pic Transportation
From limousines to sports cars, this book features all kinds of cool cars driven by animals! The rhyming text and bold illustrations make this a fun read for kids.
THE AIRPORT: THE INSIDE STORY
Pic Transportation
Learn how everything works at the airport, including airplanes! Meet the pilots, the luggage handlers and more in this informative picture book.
LOCOMOTIVE
Pic Transportation Trains
This Caldecott Award winner takes you back to 1869 when the transcontinental railroad was new and big large trains ruled the rails.
MILITARY SHIPS AND SUBMARINES
Pic Transportation Boats
Learn all about how military groups use boats and ships in their daily operations.
AMAZING AIRPLANES
Pic Transportation
This illustrated book describes parts of the plane and the people who get them ready for takeoff.
PICTURE BOOKS
BOATS FLOAT!
Pic Lyon
This rhyming picture book describes all kinds of different boats, with fun bright illustrations.
THE CARS AND TRUCKS BOOK Pic Parr
With his signature bold colors and thick lines, Parr shows us how all kinds of cars and trucks help people everyday.
TRUCKS ON TRUCKS
Pic Fairbank
Big trucks, little trucks, red, trucks, blue trucks, this books explores trucks of all sizes and colors.
TRAIN
Pic Cooper
All aboard! Take a ride on a various different trains, like freight trains or high speed trains, as we travel from coast to coast.
LITTLE PLANE LEARNS TO WRITE
Pic Savage
Little plane is in flight school and is learning to write. He loves practicing, excepts when it comes to loopity-loops.
LITTLE BLUE TRUCK
Board Schertle
Little Blue Truck makes friends with farm animals as he drives down the road, when all of a sudden he sees a dump truck stuck in the mud. He goes to help the dump truck, but gets stuck himself. However, the farm animals he made along his way come to help him out.
HOW TO TRACK A TRUCK
Pic Eaton
Finding the perfect truck in the wild and taming it to be your pet requires lots of knowledge, such as knowing different trucks natural habitats, what they like to eat, and how to make the truck come to you!
LET'S BUILD A LITTLE TRAIN
Pic Richards
Follow along with an engineer and her workers as they build a train from beginning to end! Young kids will get excited seeing all the different train parts and how they come together
MOON PLANE
Pic McCarty
A boy looks up into the sky and sees an airplane. He imagines what it would be like to be in that airplane, flying to the moon.
TUGBOAT BILL AND THE RIVER
RESCUE Pic Brill
Tugboat Bill and his friend Mabel a barge, sail up and down the river together, but are often made fun of by the bigger boats. However, when a kitten falls into the water, who better to save the day then Tugboat Bill! | 1,395 | 730 | {
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Honestly, the best policy
Emily Chafen (11) is an example of how powerful it is to be honest and truthful with yourself. "I wear my emotions on my sleeve, so my mental health affects everything I say and do" Chafen said. Mental health is not only an important aspect of her life, but can be a large factor in making decisions for her. Photo by K. McCormick
prioritizing
Tests, crowded hallways, work overload, and struggles with peers were all common sources of anxiety for students. Approximately 30% of high school students in Colorado reported having poor mental health within their high school years.
MENTAL HEALTH and wellness
This period of time was pivotal for defining one's identity within themselves and their peers. "Mental health is a huge contributor to creating your identity because it can change a person," Aspen Larson (10) said. Everyone cared for their mental health in a unique ways. Some found peace in focusing on the brighter times. "Life is full of painful experiences, but tomorrow is always a new day," Callum Cobb (11) said. Keeping a positive outlook was essential for staying hopeful.
Finding healthy ways to cope with mental health contributed to individuality. Coping created an outlet where students could be themselves and feel their emotions. "Thankfully, I have been blessed with many supportive people in my life and found the activities that help me unwind," Anna Chilton (11) said. Support systems kept many students afloat.
Although mental health gradually became a more normalized subject for many, there was still a long road ahead before it could become a comfortable conversation topic for all. A person's mental health, whether it be in positive condition or rough around the edges, was uniquely personal which is adding to their own individual identity.
Feel Your Feelings
With mental health, it is important to learn how to identify what emotions are what. "I think good mental health is something I take for granted," Anna Chiltoon (11) said. Finding things that consistently make you happy and taking part in it can help make positive mental health more present. Photo by T. Gluclker
You are Never Alone It's
important to realize that things always get better in the long term. "When you need a break and feel like you can't take one, it's difficult to find motivation to keep going." Austin Weske (11) said. As an IB student, Weske credited the majority of his stress to school work and grades. Photo by K. McCormick
"Mental health is associated with negative impact, but it can also be postive impact."
-Andy Tren (11)
Tell Your Story Many high school students suffer from lack of sleep, due to homework or stress. "We don't get enough sleep and we're constantly exhausted." Gabriella Paganini (11) said. This leaves her feeling exhausted throughout the school day. However, she is able to find joy when she's with her friends.
WE ARE MANYmental health
page by M. Kuzminski, A. Raugust, K.
83
McCormick | 1,173 | 636 | {
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Name: ______________________________ ELA: ______ Due Date:__________________________
Author Research Graphic Organizer
Name of your author: ___JK Rowling ___________________________________
INTRODUCTION:
Lead:The easiest thing to write about is things that have happened in your life. Just ask JK Rowling.
Thesis: JK Rowling’s personal life helped her write Harry Potter and the Sorcerer’s Stone.
Preview:She, like the characters in the story, went to a boarding school. In addition, she bases characters on people she has had experiences with in her own life.
BODY PARAGRAPH #1
First way writing reflects life: Rowling, similar to the characters in her story, went to a boarding school.
Details:
* Direct quote from internet: "Rowling spent 14 years in a boarding school when she was young" ("JK Rowling's Interview Transcript").
* Direct quote from book: "Dumbledore said it was the best boarding school for wizards, and Harry was lucky to be there" (Rowling 127)
* Rowling went to a boarding school
* Rowling knew about food, sleep, and how students acted at a boarding school.
* Harry also went to a boarding school in the book
* Allowed author to provide more detailed parts in Harry Potter stories.
BODY PARAGRAPH #2
Second way writing reflects life: The inspiration for Professor Snape came from
Name: ______________________________ ELA: ______ Due Date:__________________________
teachers Rowling had in the past.
Details:
* DQ from internet: “Rowling has admitted to modeling the character Severus Snape after Mrs. Morgan, as well as a few other teachers who used fear as a source of power”( "JK Rowling's Interview Transcript").
* DQ from book “"Or he might have been sacked!" said Ron enthusiastically. "I mean, everyone hates him " (Rowling 37).
* Mrs. Morgan was mean, just like Snape
* Rowling remembered how she felt in class and used that to provide more detail when Harry, Ron, and Hermoine talked about Snape.
* Mrs. Morgan was memorable for Rowling, and she made Snape memorable to the characters in the book.
CONCLUSION PARAGRAPH:
Restated Thesis: When an author uses their own life in their writing, it really makes reading the story real. JK Rowling did that.
Memorable Ending: When you sit down to read a good book or write an awesome story, it’s hard to not put your own life into the story you read or write. Life can influence so many things, rea d i ng and writing is just one of them.
Name: ______________________________ ELA: ______ Due Date:__________________________
List Sources Below: MLA Style Works Cited page must be included with essay. Use reference sheet provided with MLA practice assignment to help.
"JK Rowling's Interview Transcript". Accio Quotes. 12 October 1999. 22 September 2014. Web.
Rowling, JK. Harry Potter and the Sorcerer’s Stone. New York: Scholastic Inc, 1997. Print. | 1,432 | 1,645 | {
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12 December 2019
Health warning for heatwave conditions
The WA Department of Health has activated the State Hazard Plan Heatwave based on forecast temperatures for the Perth metropolitan area. Heatwave conditions are expected to continue until Sunday.
It is important for everyone in Perth during this time to take necessary measures to avoid heat stress. This is especially important as the effect of hot weather is not always immediate and can build up over a number of days.
While hot stretches are nothing new, WA Health Chief Health Officer Dr Andrew Robertson has warned that some people were particularly vulnerable.
Dr Robertson said people who worked outside or who were not used to the heat are often at a higher risk. People attending outdoor entertainment or sporting events could also be at risk of developing heat stroke.
Heat stress symptoms may range from mild to severe and can include rashes, cramps, headache, nausea and excessive or inadequate sweating. It can also exacerbate existing health conditions.
"Checking on families and friends who may be vulnerable to heat, particularly the elderly and the sick, to ensure they are taking precautions and coping adequately, is also very important," Dr Robertson said.
The Department of Health is advising Western Australians who experience severe symptoms such as a high body temperature; nausea; dry, red, hot skin; and a rapid heart rate to seek urgent medical advice.
People should take the following precautions to help prevent heat-related illness:
* never leave anyone in a closed car
o drink plenty of water and fluids (note: If your doctor normally limits your fluids or you are on fluid tablets, you may need to check how much to drink while the weather is hot)
* limit or avoid alcohol
* stay indoors, in air-conditioning if possible
* take a cool shower or bath
* wear lightweight, loose-fitting clothing
* apply sunscreen at regular intervals while outdoors
* reduce physical activity
* avoid outdoor activity during the hottest part of the day
* if possible, stay in shaded areas when outdoors
* don't rely on fans unless there is adequate ventilation.
Make sure you know the signs of heat stress (muscle cramps, pallor, dizziness, headache, nausea increased heart rate, fainting, excessive sweating or no sweating with high temperature and hot, dry skin) and seek medical attention if necessary.
For more information please read the WA Health full media statement.
ENDS
About the City of Nedlands
The City of Nedlands is situated 7km from the Perth CBD and stretches from the banks of the Swan River to the white sands of the Indian Ocean. Covering the suburbs of Nedlands, Dalkeith, Mt Claremont, Swanbourne, Karrakatta and parts of Floreat and Shenton Park, the City of Nedlands is home to a population of approximately 21,000 residents.
For further information please contact firstname.lastname@example.org or 9273 3500 | 1,221 | 588 | {
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Collaborative Learning with Google Jamboards
What is Google Jamboard?
Resources
* It is a virtual digital whiteboard that is free with any Google account.
* You can use it to do collaborative work with students
* Collaborative work can be synchronous or asynchronous
How Can I Use Jamboard
* Vocabulary - Labeling: Insert an image onto a frame. Ask students to label elements in the image. Examples might be a tools menu from an app or program, or a room to teach everyday vocabulary to ESL students.
* Vocabulary – Matching: Insert an image in the background. Add text boxes or post it notes with words. Have students drag and drop vocabulary onto image.
* Individualized Work: You can create an activity, then duplicate the Jamboard Frame so that each student can work on their own activity.
* Small Group Work: Create a Jamboard for each group. Have them complete task then share their work.
* Dialogs: Capture what students say on the Jamboard frame. Convert it to a generic language structure and have other students use it.
* Graphic Organizers: You can set a graphic organizer as a background image, then have students complete the graphic organizer, either individually or collaboratively.
* Create an eBook: Use Jamboard to create a story with images and text. Save or publish as PDF.
Webinar Recording:
https://youtu.be/XLwfMkjEB8Y
Webinar Resources:
https://www.dropbox.com/sh/9jg37ovvm8i9xrl/A AD9uk5ZAX8IDZ0NUTgbdmQEa?dl=0
Google Jamboard: https://jamboard.google.com/
Microsoft Immersive Reader:
https://www.microsoft.com/enus/education/products/learning-tools
Jamboard Power Users
Esther Park: https://mrspark.org/free; Twitter
@MrsParkShine
Sam Kary: https://newedtechclassroom.com/;
YouTube:
https://www.youtube.com/channel/UCd6vizTYlSgp R6zJ8j5KiyA/join
Matt Miller:
https://ditchthattextbook.com/jamboard
How Can I Use Jamboard
* Integrate with Microsoft Immersive Reader: This Google Chrome extension allows you to read text aloud, identify syllables in words, identify parts of speech, or focus reading on individual lines or smaller chunks of text. It also has a picture dictionary and translation feature.
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Halitosis (Bad breath)
An estimated sixty-five percent of Americans have bad breath. Over forty-million Americans have "chronic halitosis," which is persistent bad breath. Ninety percent of all halitosis is of oral, not systemic, origin.
Americans spend more than $1 billion a year on over the counter halitosis products, many of which are ineffective because they only mask the problem.
What causes bad breath?
Bad breath is caused by a variety of factors. In most cases, it is caused by food remaining in the mouth - on the teeth, tongue, gums, and other structures, collecting bacteria. Dead and dying bacterial cells release a sulfur compound that gives your breath an unpleasant odor. Certain foods, such as garlic and onions, contribute to breath odor. Once the food is absorbed into the bloodstream, it is transferred to the lungs, where it is exhaled. Brushing, flossing and mouthwash only mask the odor. Dieters sometimes develop unpleasant breath from fasting.
Periodontal (gum) disease often causes persistent bad breath or a bad taste in the mouth, and persistent bad breath may mean a sign that you have gum disease.
Gum disease is caused by plaque - the sticky, often colorless, film of bacteria that constantly forms on teeth. Dry mouth or xerostomia may also cause bad breath due to decreased salivary flow. Saliva cleans your mouth and removes particles that may cause odor. Tobacco products cause bad breath, stain teeth, reduce your ability to taste foods and irritate your gum tissues. Bad breath may also be a sign that you have a serious health problem, such as a respiratory tract infection, chronic sinusitis, postnasal drip, chronic bronchitis, diabetes, gastrointestinal disturbance, liver or kidney ailment.
Here are characteristic bad breath odors associated with some of these illnesses:
* Diabetes - acetone, fruity
* Liver failure - sweetish, musty
* Acute rheumatic fever - acid, sweet
* Lung abscess - foul, putrefactive
* Blood dyscrasias - resembling decomposed blood
* Liver cirrhosis - resembling decayed blood
* Uremia - ammonia or urine
* Hand-Schuller-Christian disease - fetid breath and unpleasant taste
* Scurvy - foul breath from stomach inflammation
* Wegner`s granulomatosis - Necrotic, putrefactive
*
Kidney failure - ammonia or urine
* Diphtheria, dysentery, measles, pneumonia, scarlet fever, tuberculosis - extremely foul, fetid odor
* Syphilis - fetid
Bad breath may also be caused by medications you are taking, including central nervous system agents, anti-Parkinson drugs, antihistamines/decongestants, antipsychotics, anti-cholinergics, narcotics, anti-hypertensives, and anti-depressants.
Caring for bad breath
Daily brushing and flossing, and regular professional cleanings, will normally take care of unpleasant breath. And don't forget your often overlooked tongue as a culprit for bad breath. Bacterial plaque and food debris also can accumulate on the back of the tongue. The tongue's surface is extremely rough and bacteria can accumulate easily in the cracks and crevices.
Controlling periodontal disease and maintaining good oral health helps to reduce bad breath. If you have constant bad breath, make a list of the foods you eat and any medications you take. Some medications may contribute to bad breath.
Improperly cleaned dentures can also harbor odor-causing bacteria and food particles. If you wear removable dentures, take them out at night and clean them thoroughly before replacing them.
If your dentist determines that your mouth is healthy and that the odor is not oral in nature, you may be referred to your family physician or to a specialist to determine the cause of the odor and possible treatment. If the odor is due to gum disease, your dentist can either treat the disease or refer you to a periodontist, a specialist in treating gum tissues. Gum disease can cause gum tissues to pull away from the teeth and form pockets. When these pockets are deep, only a professional periodontal cleaning can remove the bacteria and plaque that accumulate.
Mouthwashes are generally ineffective on bad breath. If your bad breath persists even after good oral hygiene, there are special products your dentist may prescribe, including Zytex, which is a combination of zinc chloride, thymol and eucalyptus oil that neutralizes the sulfur compounds and kills the bacteria that causes them. In addition, a special antimicrobial mouth rinse may be prescribed. An example is chlorhexidine, but be careful not to use it for more than a few months as it can stain your teeth. Some antiseptic mouth rinses have been accepted by the American Dental Association for their breath freshening properties and therapeutic benefits in reducing plaque and gingivitis. Instead of simply masking breath odor, these products have been demonstrated to kill the germs that cause bad breath. Ask your dentist about trying some of these products. | 2,030 | 1,044 | {
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Personal, Social and Emotional
Managing Feelings and Behaviour
* Aware of the boundaries set, and of behavioural expectations in the setting including the school's Golden Values, Respect, Perseverance and Positivity
Making Relationships
* Initiates conversations, attends to and takes account of what others say.
Self Confidence and Self Awareness
* Confident to speak to others about own needs, wants, interests and opinions.
Communication and Language
Understanding
* Responds to instructions involving a two-part sequence. Speaking
* Uses language to imagine and recreate roles and experiences in play situations.
* Introduces a storyline or narrative into their play.
Listening and attention
* Maintains attention, concentrates and sits quietly during appropriate activity.
Understanding the World
People and Communities
* Enjoys joining in with family customs and routines.
* They know about similarities and differences between themselves and others, and among families, communities and traditions.
The World
* Looks closely at similarities, differences, patterns and change. Technology
Early Years Foundation Stage Plan Autumn 1 2020/21 Healthy Lifestyle and Happy Life
Literacy
Reading
* Continues a rhyming string.
* Hears and says the initial sound in words.
* Links sounds to letters, naming and sounding the letters of the alphabet.
* Enjoys an increasing range of books.
Writing
* Gives meaning to marks they make as they draw, write and paint.
* Continues a rhyming string.
* Hears and says the initial sound in words.
* Writes own name and other things such as labels, captions.
Mathematics
Number
* Recognise some numerals of personal significance.
* Recognises numerals 1 to 5.
* Counts up to three or four objects by saying one number name for each item.
* Counts out up to six objects from a larger group.
* Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.
* Says the number that is one more than a given number.
* Completes a simple program on a computer.
* Finds one more or one less from a group of up to five objects, then ten objects.
Subject Links (may change throughout the half term due to children's interest)
English
Maths
Julia Donaldson's rhyming texts which are familiar to the children.
Discussing the author, illustrator and blurb.
Rhyming songs and chants. Initial sound games and discussions
Recognising numerals
Counting a group of objects up to 5 then 10 accurately
Matching the numeral to the quantity of objects
Finding 1 more or less to a given number
RE
What is religion? What/Who is God? Read/watch Noahs Ark (Christian story) What is the meaning of the story? Read/watch The Crying Camel (Islamic story). How is the Christian story similar to the Islamic story?
Physical Development
Moving and Handling
* Jumps off an object and lands appropriately
* Handles tools, objects, construction and malleable materials safely and with increasing control.
* Shows a preference for a dominant hand.
* Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed.
Health and Self Care
* Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.
* Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.
Expressive Art and Design
Exploring using media and materials
* Constructs with a purpose in mind, using a variety of resources.
* Uses simple tools and techniques competently and appropriately.
* Selects appropriate resources and adapts work where necessary.
Being Imaginative
* Plays alongside other children who are engaged in the same theme.
* Plays cooperatively as part of a group to develop and act out a narrative.
Learning Challenge
PE
How can we keep our mind healthy?
(Begins towards the middle/end of Autumn 1)
Getting changed into a PE kit and back into a uniform.
Obstacle courses - focus;
* jumping and landing 2 feet together.
Introduce and discuss; the outdoors, exercise, talk, meditation.
How can we keep our bodies healthy?
Introduce and discuss; healthy foods, brushing our teeth,
handwashing
(possible visit from the oral health team) | 1,909 | 887 | {
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Talk Time Topic: Rules of the Road
Let's get started…
Before you get started, talk about the following questions with your group. There are rules of the road for every type of driving. However, many drivers do not follow these rules.
* What are some rules that you think are broken often?
* Do you have any questions about a certain rule? Which one?
Background:
The "rules of the road" for Washington State can be found at www.wsdot.wa.gov/traffic/ sometimes people forget some of these rules over time, but they are very important for the safety of all drivers. Do you always buckle-up? You should! Statistics prove that it saves lives. Do you drive at a safe following distance? If you drive too close, you could hit someone or make them angry. Do you turn on your headlights on rainy or foggy days? Headlights make your car easier for other people to see. All of these "rules" are for your safety and are made for the roads and weather in Washington.
In pairs for 5 minutes, ask and answer these questions:
Have you ever been upset by another driver? What happened? Did you think you would have an accident?
Have you ever seen a case of "road rage"? When? Where? What did you do?
Have you ever driven in bad weather and lost control of the car? Tell how it happened.
Share your partner's answers with the group.
Discussion Questions:
What are some of the "rules of the road" in your country? Are these rules similar to or different from the rules in Washington State?
Do you drive in the U.S.? Was it difficult to get used to driving here?
In your opinion, what is the most difficult rule to follow? Give an example.
Eastside Literacy Talk Time Fall 2006
Many people drive too fast or too slow. Do you think that you drive too fast, too slow, or do you go the speed limit?
Have you ever been in a car when someone tailgated you? How did you feel? What did you do? Is tailgating a problem in your country?
Did you "buckle up in your country"? Which countries buckle up and which do not?
Even though it's not a law yet, talking on cell phones can make driving less safe. Do you think we should make cell phones illegal in the car? Why or why not?
What is "defensive driving"? How do you practice it? Have you ever had a "close call"? What happened
There are many car accidents in the U.S. every day. Were there a lot of car accidents in your country?
Have you ever been involved in an accident? How did you feel? What happened?
What should you do if you get in an accident in the U.S.?
What do you think "poor visibility" means"? What can you do if you suddenly have poor visibility?
What do you think is the most important thing to do when driving on snow or ice? In the rain?
What do you like best about driving in Washington State? What do you like least?
Is there more traffic or less in your city and/or country?
What is "good driving etiquette" in the U.S.? How is it similar to or different from good driving etiquette in your native country?
New words and Idioms:
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Topic: Halloween / Elections
Let's get started . . . Have you ever worn a costume as a child or adult? Describe a costume you wore. When and where did you wear it? Why did you choose that costume?
Story: Meri and Molly dress up for Halloween. Molly wears a princess costume and Meri is in a ballerina outfit. Their friend is dressed as a pirate. They walk together from house to house, saying "Trick or treat!" and getting candy. Meri and Molly's new neighbors do not have a light on at the front door. So, they skip that house.
But, the new neighbors are inside their house, sitting in the dark. They are new to the U.S. and they don't want to open the door to strangers in costumes. About 9:00pm, the doorbell rings. They look through the peephole and see three tall people in scary costumes. They don't answer the door.
Would you open your door at 9:00pm to the three tall people, or not? Explain. Do your children go trick or treating on Halloween? Why or why not?
In pairs, talk about one or more of these questions.
1. How do you feel about Halloween? Do you have any similar holidays in your native culture?
2. .Do you visit your neighbors' houses on holidays in your native culture? Explain. Share with the larger group something you learned.
Interview 3 people about their Halloween plans. Write down their names. Ask them, "On October 31 st , will you . . .?" And then write their answers for each box, yes or no. Ask them to explain.
Hot Topic! There is an election on Tuesday, November 3 rd . Will you or a family member vote on November 3rd? How will you do it?
Discussion Questions - talk in pairs or small groups about voting –
Describe an important vote that affected your life or the lives of your family members.
What method of voting have you used in your native country or in the U.S.? Give examples.
When do you want your vote to be secret? When do you want your vote to be public? Give examples.
Is voting a good way to decide something? Why or why not? Give examples.
Activity – plan a class vote on one or more issues. Choose a type of vote from the above or some other method. Remember that it's ok to abstain.
Dialogue (Conversation) – Practice one of the conversations. Then, change the conversation. Practice in pairs and share your new conversation with the group.
Bill and Hong are at a meeting at work with their team of 20 people. They are voting on whether or not to celebrate birthdays at work. "Aye" means "yes". "Nay" means "no".
New vocabulary: for Halloween- costume, choose, princess, ballerina, outfit, dressed as, pirate, "trick or treat", skip, doorbell, peephole, tiptoe, harvest; for voting – election, information, show of hands, voice vote, secret ballot, roll call, public, issues, abstain, "whether or not", celebrate, aye, nay
Keep talking about it this week: Ask a coworker or friend: "What do you think of Halloween?" Write down their answers and share at Talk Time next week.
More on voting: Register to vote in King County at http://www.kingcounty.gov/Elections/Registration.aspx.
Learn about the current election with a video voter's guide at:
http://www.kingcounty.gov/KCTV/VVG.aspx | 1,302 | 772 | {
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LEVEL:
TOPIC:
Social Distance
Ball handling
DESCRIPTION
Each player is inside a 4x4 yard box. Players will be shown various techniques for moving the ball and be given time to practice. Examples;
- Rolling the ball in all directions
- pull, push turns
- Inside/outside quick feet (one foot at a time then combine)
Once they have practiced a turn give them 60 seconds, they must visit a corner and perform the designated turn as quickly as they can. You can then scatter a couple discs in their area. Challenge players to touch each disc as quickly as they can to make it a race.
- Squeeze turns
Players in their boxes as shown in the diagram. Each player will take a turn going to goal - as they do so the other players will take a shot at their ball to try and hit it. The player who gets hit the least wins. You can advanced this game by making it a two-team contest. Each team has a player going at the same time - this time they must give their ball to the player in each square and receive a wall pass. Once they get the last pass then can score - it's a race to be the quickest to goal.
Players spaced out evenly around the center circle with a ball - you may need to limit this activity to. 6/8 players at a time. Coach starts the game and all players dribble clockwise around the circle . When coach shouts switch they must perform a turn and go the opposite direction. When coach shouts "hit" the players must try to dribble and hit the ball of the player in front of them - if a player gets hit they're eliminate. Coach should also change the direction as they're trying to hit each other.
Small-sided game, set up players in courts as shown. Players are going 1v1. They may try to make a move and fool their opponent to get an open shot at their goal (or target). Play for 90 seconds and then have them play someone else from the opposite team. Players get 3 points for a win, one point each for a tie and nothing for a loss. Track points to find your winning team.
WARM UP
TECHNICAL
TACTICAL
GAME
COACHING POINTS
FIRST COACHING POINT - QUICK FEET
Ask your players to keep their feet off the ground to speed up their change of
direction
SECOND COACHING POINT - PLANNING
The dribbler should be thinking about their next move to be one step ahead
FIRST COACHING POINT - DECISION MAKING Players may be inclined to go quick, help them realize varying their speed will help them to be successful
SECOND COACHING POINT - AWARENESS Players need to check both sides as they run to avoid incoming shots
FIRST COACHING POINT - BALL CONTROL Players need fast feet and small touches to be successful
SECOND COACHING POINT - DECISION MAKING
Players must quickly analyze if they can get a hit, while also checking behind them. Encourage players to make quick decisions to avoid wasted opportunities
COACHING SUMMARY
This part should be fun, high energy and enjoyable. Work with each player on their moves and turns to help them create passing/ shooting angles
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Transportation
Welcome to Talk Time!
How are you? How was your week? Discuss the idiom of the week – "Get around"
Let's get started
Discuss these questions as a group.
* How did you get around each day in your native country?
* How do most people get around in your native country?
In pairs or groups of three, interview each other about transportation.
Ask each other, "How often do you travel by _________?" Write the answers in the boxes, and ask each other to explain. For example, ask, "When did you last ride in an airplane? Where did you go? Do you like travelling in airplanes?
Share with the group: What are some interesting facts that you learned about each other?
Conversation skills
As we discuss, let's ask each other questions using the words who, what, where, when, why, and how. Let's also use the phrase "Tell me more." The best questions are the questions YOU ask!
Discussion: Discuss these questions as a group.
Do you have a driver's license? If so, when did you get it?
Have you ever gotten a speeding ticket? What should you do when a cop stops you for speeding?
Have you ever gotten a parking ticket? What should you do if you get a parking ticket?
What are some differences between driving in your country and driving in the Seattle area?
Is there more traffic or less traffic in your city and/or native country?
Have you ever seen a traffic accident? Have you been involved in a traffic accident? What happened?
What should you do if you get in a traffic accident in the U.S.?
What are some advantages to riding the bus? What are some disadvantages?
How do you pay to ride the bus? (Do you use coins, an Orca card, etc.?)
What advice would you give to someone who is riding the bus for the first time?
Describe public transportation in your native country or city. How is it different than the public transportation in the Seattle area?
How could public transportation in the Seattle area be improved? How could public transportation in your native country or city be improved?
What kinds of transportation are bad for the environment? Why?
Do you feel safe when you use public transportation? Why or why not?
Do you have a bicycle? How often do you ride it?
What will the transportation of the future be like? What kind of transportation would you like someone to invent?
What questions do you have about transportation in the Seattle area? Talk about them with your group.
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Topic: My People (Social Groups)
Let's get started . . . Who were your favorite people when you were a child?
Story: Case 1 - A young woman from Togo comes to the U.S. asking for asylum. She is put in detention and treated badly. One day, one of her friends in detention introduces her to another young woman, "She is your sister. She speaks your language." The two women cry and hug and begin talking in Ewe, their tribal language.
Case 2 - Two Japanese students meet in an English class at Bellevue College. They discover that they both graduated from the same university in Japan. They are excited and become instant friends.
Case 3 - Marcos comes to Seattle from Mexico. He has many cousins in the area. He immediately moves into an apartment with two of his cousins. They also recommend him to their boss, and soon he begins work at the same company.
What do you think of these stories? Can you tell a story like this about your own life?
In pairs, talk about the following questions.
"Birds of a feather flock together." Do you have a saying like this in your native culture? Is it true in your own experience? Give examples.
What does it feel like to be alone, far from the "flock"? Explain.
Share with the larger group something you learned.
What social groups do you belong to? (Examples: Farsi-speakers, middle-aged men, soccer fans, parents of teenagers, construction workers, the Diaz family.) Which social groups influence your life a lot? Which influence your life a little? Write in the "balloons" below. Share your answers with others. Do the different people in your family have different social groups?
Discussion Questions - talk in pairs or small groups. Change groups from time to time.
In your native culture, how do people choose a spouse for their children or themselves? Do they think about different social groups – family, education, hometown, profession? What is most important in making a good marriage decision?
What do you think about people from different nationalities, ethnic groups or races intermarrying?
There is a saying, "It's not what you know, but who you know." Is this true in your native culture? Is this true in the United States? Explain.
In some cultures, it is customary to introduce yourself not by your name only, but by your company. For example: "I am Alisa
Moreno of Microsoft." How do people introduce themselves in your native country?
When is it good to be an "outsider", outside of the normal social groups? Are there any advantages to being a foreigner in the U.S.? Explain.
Dialogue (Conversation) – Practice one of the conversations below. Then, change the conversation. Practice in pairs and share your new conversation with the group.
Bill and Hong are going to the company lunch room to eat lunch. They are talking about where to sit.
New vocabulary: asylum, detention, tribal language, discover, instant, recommend, feather, flock, influence, membership, social group, custom, "outsider", advantages, foreigner, "for a change", "pretty tight group", "take the initiative", "little cliques".
Keep talking about it this week: Ask a coworker or friend: "Is it true, 'It's not what you know, but who you know.'?" Write down their answers and share at Talk Time next week.
More on cliques and social groups – movies to see:
http://en.wikipedia.org/wiki/High_School_Musical#Plot http://en.wikipedia.org/wiki/West_Side_Story_(film)#Plot | 1,396 | 782 | {
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Topic: Time Frames
Let's get started . . . When you were a child, was it easy or hard to wait for something? What did you wait for?
Story:
It is early April. Meri and Molly are going to Disneyland with their parents in July. They can't wait to go! Meri and Molly talk about it every day and ask their parents – "When are we going to Disneyland?!"
Waiting is very hard! Three months is a long time for them to wait.
Meri and Molly talk to their friend, Tanya, about their plans to go to Disneyland. Tanya is happy for them. But, then she tells them that she is moving to New York in July. Meri and Molly say to Tanya, "We will miss you so much!" Three months is a short time for them to still see their friend.
What do you think? Is three months (3 months) a short time that goes by quickly? Explain.
In pairs, talk about these sayings. What do they mean to you?
1. Time flies when you're having fun.
2. Time waits for no one.
3. Time is money.
Share with the larger group something you learned.
Interview 2 people about life situations. Write their names in the far left column, and then write how long they had to wait for something. Say, "How long did you wait?" and then ask them to explain.
Discussion Questions - talk in pairs or small groups about time frames – What is late? What is not late?
In your native country, is it ok to be late for . .
. . .a party?
. . . . .work?
. . . . . . .school?
. . . . . . . . .a visit with a friend?
. . . . . . . . . . . .dinner with your family?
Give examples.
In the U.S., is it ok to be late for . .
. . . .a party?
. . . . . .work?
. . . . . . .school?
. . . . . . . . .a visit with a friend?
. . . . . . . . . . . .dinner with your family?
Give examples.
Do you wear a watch? Why or why not? If your watch breaks, how long do you wait to fix it?
In your family, who is on time and who is late? Give examples.
There is a saying: "To every thing there is a season, and a time; a time to cry and a time to laugh; a time to be quiet, and a time to speak; a time to love, and a time to hate; a time of war, and a time of peace." Do you have a saying like this in your native culture? Do you agree that there is a time for all these things? Why or why not? Give examples.
Dialogue (Conversation) – Practice one of the conversations. Then, change the conversation. (What do you mean by "change the conversation"?) Practice in pairs and share your new conversation with the group.
Bill and Hong are waiting for the meeting to start. They arrived on time but other people are late. They are talking about how long to wait to start the meeting.
New vocabulary: time frame (period of time), wait, "can't wait to go," "can hardly wait", having fun, situations, season, laugh, quiet, hate, meeting, "wastes my time", already, go ahead
Keep talking about it this week: Ask a coworker or friend: "Is it hard for you to wait for something? Give an example." Write down their answers and share at Talk Time next week. More on waiting: read about it at http://www.saidwhat.co.uk/keywordquotes/waiting
www.hope-link.org | 1,186 | 817 | {
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Parenting and Educating Children
Welcome to Talk Time!
How are you? How was your week?
Discuss the idiom of the week – "Pick on"
Let's get started
As a group, read the title of the story. Then discuss the questions below.
* What is a preschool? What do children usually learn in preschool?
* What do you think children learn at Cedarsong Preschool?
* What does "required" mean?
Now, read the story together.
Cedarsong Preschool: Raincoats Required
Cedarsong Nature Preschool is located on Vashon Island in Washington. Cedarsong is not a normal preschool. Children spend all their time outdoors. Children bring raincoats, mittens, and rubber boots to school. On rainy days, they play in mud puddles. On cold days, they build campfires and pop popcorn over the flames. The children learn about nature and science. They also learn the names of plants. They learn which plants are edible, and they eat the plants as snacks. Kenny, the teacher, is excited about kids being outdoors. She says, "In American culture, people don't spend a lot of time outdoors."
Gilmore, Susan. "Outdoor Preschool Takes Root on Vashon Island." The Seattle Times. 20 April 2010. <http://seattletimes.nwsource.com/html/localnews/2011657278_preschool21m.html>.
Discuss these questions in pairs.
* Do you have children? How many? How old are they? What are their names?
* Are there preschools in your native country? Describe the preschools.
* Would you take your child to Cedarsong Nature Preschool? Why or why not?
* Do you enjoy the outdoors? Is it important to spend time outdoors? Why or why not?
Take a group poll.
* How many people would send their child to Cedarsong?
Conversation skills
As we discuss, let's ask each other questions using the words who, what, where, when, why, and how Let's also use the phrase "Tell me more." The best questions are the questions YOU ask!
.
Discussion: Discuss these questions as a group.
In your native country, who usually takes care of young children? Do mothers stay home with their children? Do fathers stay home with their children? Do children go to daycare? Explain.
Who cared for you when you were a child?
Did you have chores when you were a child? What chores did you do? Do you require your children to do chores? Why or why not?
What activities did you do as a child? (For example, did you play outdoors, play sports, play a musical instrument?) What activities do your children do?
Do you enjoy spending time with children? What do you like to do with children?
Do you think video games are bad for children? Why or why not? How do you feel about children watching television?
Do you read to your children? How often? What kinds of books? Why is reading to children important?
What do you think is the best way to discipline children?
What problems do children face today? (For example, is bullying a problem?) How can people help children with these problems?
What makes a good parent? What qualities does a good parent have?
What is most difficult about being a parent?
What are some important values that parents need to teach children? What values did your parents teach you?
Are there laws to protect children in your native country? (For example, are there laws about child abuse?) Please explain. What are some laws in the U.S. that protect children?
In your native country, what is the age that children begin school?
Do your children attend U.S. schools? How are U.S. schools different from schools in your native country? (Things to consider: cost, uniforms, homework, length of a school day, classroom size, etc.)
Do parents home-school their children in your native country? What do you think of home-schooling?
Do you think it is better to raise children in the city, a small town, or the country? Why?
Group Reflection:
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Topic: Taking Out The Spiders (Responsibility)
Let's get started . . .What do you think of spiders?
Story:
Meri and Molly are twin girls. They know that spiders are good for catching flies and other flying insects. But, they don't want spiders to drop onto their beds at night!
One day, Meri saw a really large spider on the ceiling over her bed. "Mom!" she yelled, "There's a really big spider!" Molly, Mom and Dad came running. Mom carefully placed a drinking glass over the spider and then slipped an index card between the ceiling and the glass. When she lowered the glass and the card, the spider was trapped inside. In the garden, Mom set the glass on the ground and removed the index card. Out came the spider. It ran quickly away. Mom smiled and said to her daughters and husband, "Why is it my job to take out the spiders?"
Who takes out the spiders in your home? Explain how to do it.
In pairs, talk about responsibilities in the home. Switch partners and talk again.
1. Do you have some work or responsibilities at home that no one else does? Give examples. How did they become your responsibilities?
2. What responsibilities do you like best and like least at home?
3. What responsibilities do your spouse or other family members like best and like least at home?
Share with the larger group something you learned.
Interview 3 people about responsibilities at home. Write their names in the far left column, and then write "yes" or "no" for each category. Say, "Are you responsible for doing this at home?" and then ask them to explain.
Discussion Questions - talk in pairs or small groups about work roles – yours or your family members' or a friend's:
How did/do you relate to your coworkers? If someone makes a mistake, do you tell him/her? If so, how? Give examples. Think about these cases:
your supervisor (boss) makes a mistake your team member makes a mistake
your subordinate makes a mistake
How do you respond if someone tells you that you're making a mistake? What if it's your boss, team member, or subordinate? Give examples.
Challenge question
: What kind of management system did you or do you work in? Here are two examples of organization
charts:
Draw a chart of the organization where you worked in your native country and where you work now in the U.S. What are the pros and cons (good things and bad things) about each type of organization?
Draw a chart of the organization of your family – who is the boss? Are there other bosses? Show and explain.
Dialogue (Conversation) – Practice one of the conversations. Then, change the conversation. Practice in pairs and share your new conversation with the group.
Bill and Hong are team members. Bill sees a mistake in Hong's work.
New vocabulary: spider, ceiling, trapped, responsibility, role, relate, mistake, supervisor, subordinate, management system, organization, chart, pros and cons, boss, deadline, "I wonder"
Keep talking about it this week: Ask a coworker or friend about their work organization. Draw a picture of it and bring it to share at Talk Time next week.
Fall 2009 www.hope-link.org 2 More on organization charts: read about it at http://en.wikipedia.org/wiki/Organizational_chart | 1,268 | 717 | {
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Topic: Medical Matters
Let's get started . . .When you were a child, did you or a family member get sick or injured? Describe what happened.
Story:
John has a desk job. He sits a lot every day. One day, his shoulder began to hurt. John wrote to his friend, Carol, and told her about it. He asked for her advice.
Carol wrote back: "Shoulder pain and lower back pain are common symptoms of workers who spend most of their day hunched over a computer. I felt a sharp pain when I turned my neck and I had a stiff back. I went to a naturopath clinic where the doctor suggested that I try acupuncture. It was scary at first to see all the needles they were going to insert (put) in me. However, when I overcame the fear, I was delighted to be relieved from the acute pain."
Have you ever had pain like this? Have you ever had acupuncture? Explain.
In pairs, choose one or more of these questions and talk about it. Switch partners and talk again.
1. When do you give, or when have you given health advice to a friend? Has a friend given advice to you? Give examples.
2. How often do you see a doctor or a health worker? Who do you see and for what reason?
3. What types of health workers are there in your native country? How close to your home was health care when you needed it?
Share with the group something you learned.
Group Activity – What are common diseases or injuries in your native country? When do you see a health worker and when do you take care of yourself at home? Write them here or on a white board. Talk about your experiences.
Hot Topic! - H1N1 (swine) flu – Are you preparing for swine flu at work, school or home? How?
Discussion Questions - talk in pairs or small groups:
In what ways are illnesses and health practices in the U.S. similar to those in your native country and in what ways are they not similar? Compare one or more of these areas:
The cost of hospitals, doctors and medicines
Illness, flu or disease
Teeth and dentists
Herbal medicine
Health insurance
Nutrition and the food we eat Sleep and exercise
Dialogue (Conversation) – Practice one of the conversations. Then, change the conversation. Practice in pairs and share your new conversation with the group.
Bill and Hong work together. They know each other's families. They are talking about Bill's wife, Grace. Grace has cancer and is taking chemotherapy.
New vocabulary: common, symptoms, hunched, stiff, naturopath, clinic, acupuncture, scary, needles, insert, overcame, delighted, relieved, acute, pain, illness, herbal, nutrition, cancer, chemotherapy, tough, "holding up", offering
Keep talking about it this week: Ask a coworker or friend for health advice this week. Write down the conversation and bring it to share at Talk Time next week.
More on H1N1 flu: read about it at www.cdc.gov / H1N1FLU /. | 1,128 | 669 | {
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Topic: Memorial Day
Let's get started . . .What will you do on Memorial Day? Will it be the same as any other Monday? Do you have any plans? Explain.
Background:
Memorial Day is a federal, national American holiday celebrated on the last Monday in May each year. It is a day to honor soldiers who have died in wars. In the United States, it is the beginning of the summer season, even though summer really begins on June 21. Many families celebrate take a "three-day weekend" trip. Sometimes the original meaning of the holiday is forgotten with the preparations for summer.
.
In pairs for minutes, ask and answer these questions:
* Do you have a day in your native country to honor soldiers who died in wars? If yes, when is this day? How does your native country celebrate this day to honor its soldiers?
* How does your native country remember its political history? Are there special celebrations or special days to remember other events in your native country's history? Tell a partner about some of these events or celebrations.
Share your partner's answers with the group.
There are many, many holidays in a year, but only a few are days off work. How many holidays do you have in your native country with days off work and how many that don't have days off?
What holidays are important to you? Why?
Draw some of the symbols of the holidays that you value and share them with a partner:
Discussion Questions:
Does your native culture have special colors? What do they mean? (for holidays, for the nation, for religion, for sports etc.)
Does your native country have any special celebrations to start the summer season? Tell about how people in your native country prepare for the summer season.
Does your native country have any established three-day weekends? If so, how do people use this extra time off from work? Do they celebrate the holiday in a traditional form, or use the time for vacation and relaxation? Tell about your native country's observances and people's habits.
In America, the red poppy is a special symbol for Memorial Day. You will see veterans giving out poppies at grocery stores and other places on the weekend. They may be wearing a uniform.
Does your native country have any special flowers for different holidays? Tell about the role of flowers in your native country's culture and holidays.
Summer
What is summer like in your native country? How is it different from Seattle? What do you miss about summer in your native country? What do you like about summer in Seattle? | 962 | 537 | {
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Talk Time Topic: Telephone Etiquette
Let's get started…
Before we begin today's discussion, let's talk about phone manners. What is good phone etiquette? What is bad phone etiquette? Take a moment to think about one part of a phone conversation that is difficult for you. What is it? Share your thoughts with the group.
Background:
Every culture has its own special rules for communication. The telephone is a major tool of communication. It is important that we understand and follow the rules of telephone etiquette. Whether you're using a regular telephone or a cell phone, there are some basic rules that you should know. Start your conversations with a "friendly greeting". If you need to make a long call and are with people, excuse yourself and find a private area to talk. If you are interrupted while on the telephone, ask the person you are talking to if they would mind "holding" or if they could "hang on". Many people complain about the use of cell phones: when people use them and how loudly they speak.
In pairs for 5 minutes, ask and answer these questions:
Do you think people should use their cell phones:
-on a bus?
-in the grocery store?
-in a restaurant?
-in a shopping mall?
-in a movie theatre?
Now if you answered yes to any of these, tell your partner how it should be done.
Tell each other about any problem you have had with cell phones in these places.
Share your partner's answers with the group.
Discussion Questions:
Is phone etiquette the same or different in your country? Explain. Have you ever been "hung up on"? How did you feel? Tell what happened.
What kind of rule should there be about "hanging on"? How long should you hold for someone? How many times should you hold for someone?
Eastside Literacy Talk Time Fall 2006
What are some polite ways that you can ask someone to repeat himself or herself?
Do you know someone who won't let you "get a word in edgewise" on the telephone? Tell about your experience. What did you say? Do you have a good idea of how to handle this type of situation?
What "pleasantry" do you like to use to say goodbye to someone?
Have you ever been upset by someone's lack of phone etiquette? What did they do or say? What did you say or do in response?
Think of a time that you needed to make a call and didn't know if it was going to bother people. What did you do?
If you use a cell phone, do you use the "silent mode" or "vibrate"? Why or why not?
If you use a cell phone, do you use text messaging? When is it good to use text messaging and when is it bad phone etiquette?
What is a "quick call"? When you say you're going to make a quick call, how long does it last?
If you use a cell phone, you have a choice of "ring tones". Do you think there are some ring tones that are inconsiderate of others? Why or why not?
There are some greetings that young people use that older people are not comfortable with. Can you think of some of these?
Have you heard some common goodbyes that young people use? What are they? At what age are these greetings not considered good phone etiquette?
New words and Idioms:
A call, reply, clarify, answer, voice-mail, long-distance, important call, busy signal, silent-mode, mute, vibrate, courteous, to "excuse yourself", to "call back", to "hold", "do you mind if I make a quick call?", a bad connection, cordless phone, to text, a friendly greeting, "hang on", to be "hung up on ", "talk a mile a minute", "can't get a word in edgewise", etc. | 1,289 | 821 | {
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Life Events
Welcome to Talk Time!
How are you? How was your week?
Play a game – "Two Truths and a Lie"
* Each person says three statements about their lives. (For example, "I like hotdogs. I play the guitar. I have five children.") Two statements must be true; one must be false. Other people guess which statement is false.
Let's get started
As a group discuss the pictures. What do you see? What is happening in each picture? How do you think the people in each picture feel?
Make a timeline of your life. What are important events in your life? Write a few words about the events above the timeline; write the month and year below the event on the timeline.
Feb. 2011
Birth
Going to Class
In pairs, talk about your timeline and discuss these questions.
* Describe in detail one or more of the events in your life. What happened? When did it happen? Who was with you? Where were you? Why was it important?
* What is one of the happiest times of your life?
* Tell me about a time in your life when you felt really proud.
Share with the group: What is one interesting fact you learned about your partner?
Conversation skills
As we discuss, let's ask each other questions using the words who, what, where, when, why, and how. Let's also use the phrase "Tell me more." The best questions are the questions YOU ask!
Discussion Discuss these questions as a group.
In your culture, what special ceremonies or rituals do you have when…
* A baby is born?
* A woman is pregnant?
* Someone graduates from school?
* Someone passes away?
For many people in the United States, one's 16 th birthday is special. What are the special birthdays or ages in your culture? Why are these birthdays special?
How do people in your culture usually celebrate birthdays? How do you usually celebrate your birthday?
What is the best birthday you have ever had?
Have you lived in many different places? What is the best place you have lived? What is the worst place you have lived?
What was your first job? How many jobs have you had? Which job is/was your favorite?
Do you have children? How would you describe your experience of being a parent?
What is one good decision you made in your life?
People have different life mottos and different ideas about how to have a good life. For example, some people say, "Laughter is the best medicine." Other people say, "Never quit." What is your life motto? What do you think is the secret to a good life?
Where do you see yourself in one year? (Where will you live, what will you do, etc.?)Where do you see yourself in five years? Ten years?
What is one thing you hope to accomplish?
What do people in your culture think about death? Do many people believe in life after death? Explain.
What do you think about death? Are you afraid of it? Why or why not?
Group Reflection
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Topic: Help
Let's get started . . . When you were a child, did you ever ask for help? Give an example.
Story: A new immigrant to the U.S. went to English classes. One day, the teacher taught the class how to ask for help: "Please, can you help me?" The class also practiced shouting and yelling "Help!! Help me!! Help!!" for a situation where there was immediate danger, such as drowning or an attacker. It was a little embarrassing to practice shouting "Help!" All the students hoped they wouldn't need to do it.
One day, the new immigrant was swimming in a lake. She suddenly became tired and had trouble. She was sinking under the water. Then, she remembered the English lesson. As her head came above the water, she yelled "Help! Help! Help!" People at the lake came to help her and pulled her out of the water.
How do you feel about shouting for help in English? Have you ever done it? Pretend you're in trouble and practice shouting "Help!"
What would you do if you heard someone shouting for help??
In pairs, talk about these questions. Switch pairs.
Is it easier to give help or to receive help? Why?
Who asks you for help? What kind of help do they ask for? Do you like giving help? Why or why not?
Who do you ask for help? What kind of help do you ask for? Do you think that people like helping you? Why or why not?
Share with the larger group something you learned.
Interview 3 people about when they ask for help. Write their names in the far left column. Say, "Do you ask for help when . . .?" (Write "yes" or "no" under each one.) Ask them to give an example.
Discussion Questions - talk in pairs or small groups.
Who helps in times of trouble? (Examples below.) In your native culture, do people solve these troubles alone, with the help of family, with the help of friends, with the help of coworkers or with the help of "outsiders"? Give examples.
The Beatles' song "HELP!" goes like this:
"When I was younger, so much younger than today, I never needed anybody's help in any way...
Help me if you can, I'm feeling down, I do appreciate you being 'round. Help me get my feet back on the ground. Won't you please, please, help me?"
Are the words in the song "Help" true for you or for someone you know?
Dialogue (Conversation) – Practice one of the conversations. Then, make a new conversation. Practice in pairs and share your new conversation with the group.
Hong is getting a file from the file cabinet. She pulls out two drawers. The file cabinet starts to fall over on her. She cries out to Bill for help.
New vocabulary: shout, yell, "immediate danger", drowning, attacker, sinking, depressed, "get my feet back on the ground", trouble, breaks down, lose, lost, solve, "feeling down"
Keep talking about it this week: Ask a coworker or friend: "When do you ask other people for help?" Write down their answers and share at Talk Time next week.
More on The Beatles song "Help": http://www.youtube.com/watch?v=fNcShXs_CMM | 1,096 | 718 | {
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Topic: Travel
Let's get started…
When was the last time you traveled outside of Bellevue/Seattle? Where did you go? What did you do? Why did you go?
Background:
People travel for many different reasons. They travel for fun and recreation, to visit family, to go to work, to move to a new place, or to go on a religious pilgrimage. There are many ways to travel, such as by foot, by car, by bus, by subway, by train, by boat, and by airplane. Using the Internet makes it very convenient to make travel plans. Americans say that "the world is becoming smaller" as more people travel to places far away from their homes.
In pairs, talk about a place you have traveled to.
1. Why did you go there?
2. How did you plan your trip? (Transportation, food, visas, luggage, etc.)
3. .What did you do when you arrived?
4. Did you like or dislike the place? Why or why not?
5. Would you recommend this place to other travelers? Share with the larger group something you learned.
Interview 3 people about travel. Write down their names. Ask them, "Did you ever travel _________?" And then write their answers for each box, yes or no. Ask them to explain.
Discussion Questions:
What is the most common way to travel in your native country? Where do people go? Why?
YOU be the travel advisor! What advice would you give people who are traveling to your native country? What should they see? Where should they go?
What is your most favorite way to travel? Why? What is your least favorite way to travel?
What is the worst travel experience you have ever had? What happened?
Do you like to try new foods when you travel? What was the best food you ate while traveling? Where were you?
When you are traveling, how do you communicate with people who speak a different language?
Do you ever feel unsafe when you are traveling? What are some things you can do to be safe when you are traveling?
What do you do when you get lost when you are traveling? Can you ask for help when you are traveling? Why or why not?
If you had one month and $1 million, where would you travel to? What would you do? What place do you think everyone should travel to? Why?
Dialogues
Bill and Hong are back at work after Thanksgiving weekend. They are talking about how they used their days off.
New words and Idioms: Recreation, religious pilgrimage, vacation, sightseeing, advisor, experience, advice, safe, unsafe, lost, worst, best, least, most, "hanging out", 'bout Keep talking about it this week: Ask a coworker or friend: "Tell me about travel in your native country." Write down their answers and share at Talk Time next week. | 953 | 602 | {
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Topic: Needs/Wants
Let's get started… Make a list of 3 things that you want and 3 things that you need. Share your list with your neighbor.
Story: Joe loves to play basketball. But, his basketball shoes are worn out. He tells his mother, "I need a new pair of basketball shoes." He shows her the toes and soles of his shoes. Joe's mom agrees that he needs new shoes. While Joe is at school, Joe's mom goes shopping. She finds a great deal on basketball shoes at Target. When Joe comes home, he takes one look at them and says, "Mom! I don't want THOSE shoes. I need Nike Hyperdunk shoes!" Joe's mom rolls her eyes. "You may WANT Nike Hyperdunk shoes, but you don't NEED them. They're very expensive. These shoes will do just fine for what you need."
What do you think about Joe's need for new basketball shoes? Do you agree with Joe or with his mom? Why?
In pairs, talk about
What does your native country need? What does the U.S. need?
What does your neighborhood need? What does your family need?
Share with the larger group something you learned.
Interview 3 people about what they need and want. Write down their names. Ask them, "Do you need more ______________?" Use one of the words from the grid below. And then write their answers for each box. Ask them to explain.
Discussion Questions:
New or Used
What items would you NEVER buy used? What items do you USUALLY buy used? What are the advantages (pros) and disadvantages (cons) of buying something used instead of new? Would your parents or kids buy something used? Give examples.
Interview 2 people about buying decisions. Ask them, "Who decides what _____________ you will buy?" Ask them to explain.
Change or Stability
1. Do you want or need more change or more stability? Explain.
2. Do you need more or less variety in your life? Explain.
Challenge questions:
1. Someone said, "Happiness is not having what you want. It is wanting what you have." Do you agree? Why or why not?
2. Buddhism teaches that "Suffering stops when desire (wanting things) stops." Do you agree? Why or why not?
Dialogue
Bill and Hong are talking about the donuts that someone brought to work. Bill wants to control his weight, but if he sees donuts, he will want to eat them.
New words and Idioms: used, never, usually, change, stability, variety, buying decisions, suffering, desire
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Eastside Literacy Talk Time Winter 2006
Topic: Laws, Rules & Regulations
Let's get started…
Before you begin discussing today's topic, take a minute to think about your impressions of law enforcement in the U.S. and in your country.
* How do you feel about law enforcement officers? Why?
New words and Idioms:
Break the law, by the book, busted, law-abiding, fender bender, to get caught, speed trap, DUI (driving under the influence), MIP (minor in possession), jay walking, minors, cop, K-9 unit, to be pulled over, speed limit, speeding, to get in trouble, breathalyzer, litter, seatbelt, safety seat, restrained, booster seat,etc.
Background:
Living in a new place can be very stressful if you are unfamiliar with the basic laws, rules, and regulations. In the past, many people have gotten into trouble or gotten hurt because they didn't know what to do in some situations. Today, we'll talk about some basic laws, rules, and regulations that you need to know when living in Washington State.
In pairs for 5 minutes, read and discuss the following traffic stop tips:
There are several reasons why you might be pulled over by a police officer: you have expired tabs, a headlight or taillight is out, you are caught speeding, you aren't wearing a seatbelt, or you are doing something illegal (changing lanes without signaling, turning left at a red light, etc.).
What should you do if you are pulled over by a police officer in the U.S.?
* Find a safe, well-lit place to pull over and turn off your car.
* Roll down your window and keep your hands on the steering wheel.
* If the officer asks, give him/her your driver's license, registration, and proof of insurance. Wait patiently while the officer looks at them.
* Say, "Hello Officer, can you tell me why I am being pulled over?" Always be polite!
* Never argue or joke with, or try to bribe a police officer if the officer gives you a ticket.
* Listen carefully to the officer's directions for how to pay the fine. It is okay to say, "Please speak slowly, I only speak a little English."
* When the officer tells you that you can leave, drive away slowly and carefully.
How are these tips similar to or different from what you would do in your country?
Have you or someone you know ever been pulled over? If so, what happened?
Share your partner's answers and opinions with the group.
Discussion Questions:
Have you ever called 911? What happened?
Should you call 911 for the following reasons? Explain why or why not.
* You see someone breaking into a home or car?
* Your neighbor isn't answering his/her door?
* There is a life threatening emergency (heart attack, kidnapping, fire, etc.)?
* Your neighbor is having a loud party late at night?
* Someone is looking in your window?
What are some other reasons that you should call 911?
Have you heard of the "Click it or Ticket" law? What is it? Do you have a similar law in your country?
Do you know what the legal ages are for buying alcohol and buying cigarettes in the U.S.? In your country?
What happens if you give alcohol or cigarettes to someone under the legal age in the U.S.? In your country?
What have you heard about the new smoking laws? Do you agree or disagree with them? Why?
Do you know about Washington State's Child Restraint or Booster Seat Law? Please tell your group what you know.
Details: The child restraint laws have been updated recently. If you break the law – the police could give you a $101 ticket.
Children under the age of 16 years must be restrained in a vehicle according to the following steps:
* 1 year of age or under or weighing less than 20 pounds: a rear facing infant seat
* Between 1 - 4 years old or 20 - 40 pounds: a forward facing child safety seat
* Between 4 - 6 years old or 40 - 60 pounds:
a booster seat with a lap and shoulder belt
* 6 years old or 60 pounds and greater:
a seatbelt or a booster seat with a lap and shoulder belt
* Children less than eight years old must be restrained in child restraint systems, unless the child is four feet nine inches or taller.
* Children under thirteen years old must be transported in rear seats if possible.
What do you think of this law? Is it similar to or different from laws in your country? What are some of the benefits and drawbacks of this law?
What are some other laws that you know? Do you agree or disagree with them?
What is the process for making/changing a law in your country? In the U.S.? | 1,780 | 1,022 | {
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What parts of a plant do we eat?
© 2009 Dr. Jennifer Doherty and Dr. Lori Spindler, Department of Biology, University of Pennsylvania 1
All flowering plants have the same general body plan: roots, stems, branches, leaves, flowers, and fruits. Complete the table below by describing the function for each plant part.
Over the last 140-180 million years of angiosperm evolution natural selection has resulted in many different variations on this basic form and not all of the parts are where you might expect them to be. For example, much of a tulip's belowground energy storage is not in roots like most plants but in an underground stem surrounded by fleshy leaves, a bulb. (See the figure on the next page.)
1 Teachers are encouraged to copy this student handout for classroom use. A Word file (which can be used to prepare a modified version if desired), Teacher Preparation Notes, comments, and the complete list of our hands-on activities are available at http://serendipstudio.org/sci_edu/waldron/.
Humans began domesticating plants over 12,000 years ago. During domestication, plants (and animals) undergo evolution by selection as farmers choose which individuals in the population will reproduce. When this human preference is the environment that exerts a selective force on a population, we call the selection artificial selection. By only allowing plants with traits we enjoy, like larger and sweeter fruits, to reproduce, humans, like nature, have caused many changes in plant form.
In today's lab your goal is to identify which part (root, stem, leaf, flower, or fruit) of a domesticated plant we eat. Before you start it will be helpful to review the structure of flowers and the meaning of the word "fruit."
Label the parts of a flower in the diagram shown below.
Which part of the flower becomes a fruit?
How can you tell if a plant organ is a fruit?
Sometimes, a plant organ that is biologically a fruit is called a "vegetable" in everyday English. This is because these fruits have lower amounts of the sugar fructose and are used in savory rather than sweet cooking. Can you think of two fruits that are called vegetables?
Your teacher will supply several foods and vegetables for you to examine. In the table below, record which part of the plant each of these is, what evidence you used to make that conclusion, and whether it is a fruit or a vegetable in everyday English. It will be helpful to refer to the figures and table on pages 1 and 2 and ask yourself, "How can I tell if this plant part is a root/stem/leaf etc.?" If you have conflicting evidence, what else would you need to know to make your decision? | 1,042 | 577 | {
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Directorate of Education, GNCT of Delhi
Practice Paper (Session: 2023-24)
Class: X Subject: Social Science
Duration: 3 Hours Maximum Marks: 80
General Instructions:
i. Question paper comprises Six Sections – A, B, C, D, E and F. There are 37 questions in the question paper. All questions are compulsory.
ii. Section A – From question 1 to 20 are MCQs of 1 mark each.
iii. Section B – Question no. 21 to 24 are Very Short Answer Type Questions, carrying 2 marks each. Answer to each question should not exceed 40 words.
iv. Section C contains Q.25 to Q.29 are Short Answer Type Questions, carrying 3 marks each. Answer to each question should not exceed 60 words
v. Section D – Question no. 30 to 33 are long answer type questions, carrying 5 marks each. Answer to each question should not exceed 120 words.
vi. Section-E - Questions no from 34 to 36 are case based questions with three sub questions and are of 4 marks each
vii. Section F – Question no. 37 is map based, carrying 5 marks with two parts, 37a from History (2 marks) and 37b from Geography (3 marks).
viii. There is no overall choice in the question paper. However, an internal choice has been provided in few questions. Only one of the choices in such questions have to be attempted.
In addition to this, separate instructions are given with each section and question, wherever necessary.
S.No.
Section A
Maximum
c) Services and tourism
15. Who built a tank in Hauz Khas in the fourteenth century?
A.
Both Assertion (A) and Reason (R) are true and Reason (R) is the correct
27.
Evaluate the challenges and benefits of community participation in forest and
3
pottery also travelled the same route as did textiles and spices from India and Southeast Asia. In return precious metals- gold and silver -flowed from Europe to Asia.
34.1. What was the importance of Silk route?
34.2. Name the materials which were traded though the Silk route?
34.3. Why the trade route was named as Silk route?
35. Analyse the given data in the graph and answer the questions that follows:
35.1. Name a region which has more than the world average in women in national parliament?
35.2. Name a region which has less than the world average in women in national parliament?
35.3. List the factors that encourages the participation of women in the Parliament.
36. Read the passage and answer the questions that follows:
At times two persons or groups of persons may seek things which are conflicting. A girl expects as much freedom and opportunity as her brother and that he also shares in the household work. Her brother may not like this. Similarly, to get more electricity, industrialists may want more dams. But this may submerge the land and disrupt the lives of people who are displaced – such as tribals. They might resent this and may prefer small check dams or tanks to irrigate their land. So, two things are quite clear: one, different persons can have different developmental goals and two, what may be development for one may not be development for the other. It may even be destructive for the other.
1
1
2
1+1+2=4
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Moodle Enhancement with VUI etc. for Realizing Safety Education in Child Safety, Chemical Experiments and Emergency Nursing Fields
Toshihiro Kita, Kumamoto University
Kengo Tomita, Nagoya University
Koji Kitamura, National Institute of Advanced Industrial Science and Technology
Yuki Sonoda, Japanese Red Cross Kyushu International College of Nursing
Tatsunori Matsui, Waseda University
Summary (1/3)
* We intend to develop a safety education system
* To prevent serious accidents by providing education
* Safety education in 3 fields :
Environmental safety engineering (e.g., chemical laboratory safety)
Child injury prevention
Emergency nursing
Summary (2/3)
* For the safety education, how should
Moodle + learning contents be enhanced and designed ?
Summary (3/3)
* Enhancement :
* Moodle += Chatbot type interface (half completed)
* Moodle += Voice User Interface (half completed)
* New Moodle Analytics models (in planning stage)
* Moodle += Engine to estimate learners' state
* Design outcomes:
(in planning stage)
* Outcome 1 : Knowledge of the risks
* Outcome 3 : Positive attitude to prepare for the risks
* Outcome 2 : Skills to deal with the risks
Safety education for preventing accidents
* Several disastrous accidents around the world
* Also, educating people and professionals will prevent such accidents
* Physical preventive measures are important
* Right now, we focus on safety education in :
* Environmental safety engineering (e.g., chemical laboratory safety)
* Child injury prevention
* Emergency nursing
Child injury prevention
* Injuries during childhood are the leading cause of death around the world and are a major health problem for children.
* Parents are blamed if they fail to prevent their children's injury, even though they have little opportunity to learn about child injuries and the preventive measures available based on scientific knowledge.
* When a child sustains injury, people are likely to accuse the parents of being careless.
Environmental safety engineering
* In research institutions such as universities, accidents caused by chemicals frequently occur.
* Appropriate procedures stipulated by law are not well known or are not always followed by experimenters even though they are known.
* Some researchers and students are not aware of the risks and they do not have an opportunity to learn more.
* Extensive and effective environmental safety education is required.
Emergency nursing
* It is said that the "preventable trauma deaths" that could have been prevented by appropriate measures exceeded 30% of the total trauma deaths in 2005.
* To give emergency care to patients in cooperation with doctors, further improvement in clinical inference of nurses is necessary.
* It is a critical task to construct a trauma medical care system for emergency medical care and improve the skills of the medical staff.
Three stages of safety education
* Robert M. Gagné's classifications of learning outcomes :
* In safety education, each person should:
* "verbal information", "intellectual skills", "attitude", etc.
* 1 : Know the risks
* 3 : Have a positive attitude to prepare for the risks
* 2 : Be skilled to deal with the risks
* Safety education is not completed if one has the knowledge and the skill, but no positive attitude.
(exception : #3 is less relevant in the field of emergency nursing education)
Moodle enhancement (half completed)
* Provide active and proactive interactions with the users by enhancing Moodle UI and features :
* A Voice User Interface (VUI) enables "learning through interactions by voice or sound", and "starting to talk to learners from the LMS side" via smart speakers.
* A chatbot interface gives learning by interactions through SNS
Moodle enhancement (in planning stage)
* A Moodle Analytics model to enable proactive instructions and interventions to learners in our safety education.
* An engine to estimate the mental state of a learner based on the learning logs and the user's biological information (such as brain waves and respiration) enables adapting Moodle behavior according to the estimated mental state.
Our research project website
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Coronavirus: Your Children's Questions Answered
There's a new virus on the loose and everyone wants to know where it came from, how it spreads, and how to prevent it from spreading even further.
Where did this virus originate?
This virus originated in Wuhan, China in December 2019. Chinese officials claim that the outbreak started in a wildlife market (Chinese people eat all sorts of creepy crawlies), and that it most likely came from bats. Officials from other countries accuse China of having created this virus in a lab in Wuhan, which somehow leaked to the outside world.
Which countries have been affected so far?
At the time of writing, 116 countries on most continents (besides Antarctica) have at least one case of coronavirus. By the time you read this, the numbers are likely to have changed significantly, but right now there have been more than 120,000 infected people worldwide, of which more than 4,600 people have died. Almost 70,000 people have recovered from the illness.
Is it dangerous?
The vast majority of people who catch COVID-19 (the official name) will recover. But it can be dangerous for certain members of the population, like the elderly, people with cancer, or other people who have a weakened immune system. It's important to be extra careful if you are going to be in the vicinity of such people.
What are the symptoms?
Most infected people present with symptoms such as fever, cough and difficulty breathing. However, some infected people don't present with any symptoms at all. Young children and babies seem to get very mild symptoms.
How do medical personnel protect themselves while treating patients?
Hazmat suits are the new must-have fashion item – if you're a doctor or nurse, that is. In Israel, Magen David Adom (MDA) paramedics do home visits for people who are in isolation, turning up in full Hazmat gear. Most countries are asking people who suspect they may have caught the virus to stay home, and not show up at a medical clinic or hospital, where they can infect dozens of people.
How have travelers been affected?
The worst case of a vacation gone horribly wrong was the Diamond Princess Cruise ship that was docked in Yokohama, Japan. The 2,666 passengers on board were isolated on the ship for about 3 weeks. Of the more than 3000 passengers and crew on board, 696 caught the virus, and 7 of those died.
The USA has suspended all travel from Europe, except for Britain. Some countries, like Israel, Thailand and some parts of China order all passengers coming from countries where the virus has spread significantly, to be quarantined for 14 days. They must stay at home and may not come in contact with anyone else. People are refraining from traveling abroad, for fear of being quarantined upon their return.
Major events, meant to host many people at a time, have been canceled in many countries.
What are we supposed to do?
The most important thing is to be very vigilant with your hygiene. That means making sure to wash your hands properly. Using at least a pea-size blob of soap and water, scrub your hands for 20 seconds – the time it takes for you to sing "Happy Birthday" twice. Rinse well, close the faucet with your elbow, and dry your hands.
Governments are advising people to avoid shaking hands. Cough into your elbow to prevent droplets from spreading. Throw tissues into the garbage straight away. When out in public, avoid touching your face until you can wash your hands properly.
And of course, the most crucial thing is to #STAYATHOME
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Communication, language and literacy:
Key texts:
Talk through stories
Core books:
Room on the Broom, There was an old lady, Hair Love, The Gruffalo, On the way home, Do you Love Bugs? (NonFiction), Super Duper You, Oi Frog, The Rainbow Fish, Pumpkin Soup
Key questions:
Why are you special? What jobs do your family members do? What is Harvest? Why do we celebrate it?
Autumn 1
K
ey
Question
I wonder...who am I and who are you?
This is a loose theme that we This is a loose theme that we will focus on this half term
Talk for writing
Mathematics
Baseline Assessments
White Rose: Getting to know you.
Counting/matching/patterns/numbers/sequencing events/positional language 'Just like me'- Match sort and compare objects
Make correct repeating AB patterns
Mastering Numbers:
Mastering Numbers: Subitise 1,2 and 3 Counting
`how many? ` to 5 Making 2 Subitise arrangements of 2 and 3
(Subitising- When you are able to look at a group of objects and realise how many there are without counting).
Dedicated books to ability, sounds sent home to practise
Vocabulary lessons/NELI/Jigsaw/Continuous provision
Physical:
How can you learn at home?
Fine motor-
Dough disco, funky fingers, threading, cutting, manipulating objects etc
Gross motor- getting
changed for PE
Changing speed and direction of movements and avoiding obstacles. Moving in different ways for examples, hopping, skipping, crawling or like an animal.
Physical Development:
Encourage letter formation. Getting dressed independently.
Story telling:
Read at home on a daily basis. Read familiar books with your child and ask them comprehension questions
Communication:
Talk to your children on what they have learnt today. Ask children what certain words mean
Phonics:
Read my reading books everyday
Personal, social and emotional development
PSHE- Jigsaw Being me in my world
Who me? How am I feeling today? Being at school. Gentle hands. Our rights. Our responsibilities.
Expressive Art and Design:
Marvellous marks To explore making marks with wax crayons, To investigate the marks and patterns made by different textures, To explore making marks with felt tips, To use a felt tip to make patterns, To explore making marks with chalk, To make controlled large and small movements, To compare different ways of making marks and drawing, To explore mark making using pencils, To create simple observational drawings, To explore mark making using pencils, To use a variety of colours and materials to create a self portrait
Music: Exploring sound To explore using our voices to make a variety of sounds, To explore how to use our bodies to make sounds, To explore different sounds and think about tempo, To explore the sounds of different instruments, To experiment with tempo and dynamic when playing instruments, To identify sounds in the environment and differentiate between them, To use musical vocabulary when describing environmental sounds, To identify and describe familiar nature sounds and differentiate between them, To use voices to imitate natural sounds.
Understanding the world
Investigate: Around the school and it's environment harvesting
vegetables (farm visits) Changes in our environment during Autumn.
Explore:
How we have changed, our past and present. When we were a baby. Family members – books
Rosie's walk – map
Cultures:
Why are we special? and why?
Families form around the world – looking at the different countries homes.
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ONE might be hard pushed to formulate a link between the Eurovision Song Contest, a pair of wellington boots, a volcanic eruption and a ground-breaking geological map, but Kyrle Probus member Robin Nicol made it all sound quite reasonable and plausible in his absorbing talk to members entitled 'So what else happened in 1815?'
Robin's audience must have wondered what they were in for, when he started playing a recording of Abba singing Waterloo, and then produced a wellington boot which he placed on the desk infront of him. The link was the Eurovision Song Contest, which the Swedish group Abba won in 1974 with 'Waterloo.'
The Battle of Waterloo took place in June 1815, but the lyrics of the Abba song were not quite right, Robin said. Napoleon did not surrender at Waterloo. He left the battlefield for Rochefort, intending to sail to America. He was intercepted by the Royal Navy and formally surrendered to the captain of HMS Bellerophon, nicknamed 'Billy Ruffian', another link Robin was able to make as Billy Ruffian was the subject of a previous talk Robin gave to Probus.
Mount Tambora in Indonesia erupted in 1815, the largest volcanic eruption of the 19th century. But one of the most significant events, one that did not receive the attention it should have, was the 'Map that Changed the World' and this formed the main topic of Robin's talk. This was the first geological map covering the whole of Britain and was the work of William Smith, born in Churchill, Oxfordshire, in 1769, the first son of the local blacksmith.
Two things affected the industrial revolution, said Robin, the development of the pump and and the development of canals. Smith was appointed to survey a canal in Somerset, working with a local surveyor Edward Webb and later for the Somerset Coal Canal company. While working in the mines, he saw that the rock layers in each mine were always in the same relative positions and the seams of coal were always in the same relative position.
He could thus accurately predict where the coal seams would be in relation to the different strata. Also each particular stratum could be identified by the fossils it contained. He wanted to determine if the relationship between the strata was the same throughout the country and went on a fact-finding mission
He was unexpectedly sacked in 1799 by the coal canal company, but continued his work on the map, working as a jobbing surveyor. In the same year 1799, he produced the first large-scale geological map of the area around Bath and went on to publish in 1815 the first geological map of England and Wales and parts of Scotland.
This was 'the map that changed the world,' but unfortunately Smith went into debt, became bankrupt and ended up in the debtors prison. He was released from prison in 1819 and was honoured by the Geological Society in 1831, when he was referred to as the 'Father of English Geology.' His map hangs in Burlington House, the home of the Geological Society.
There was one final thought from Robin and it was that fracking, much in the news at present, would have started because of William Smith's map. | 1,212 | 661 | {
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Striving for… Zero Waste Community
There is no such thing as waste in nature! That is True Zero Waste!
What is our Zero Waste Goal?
ZERO WASTE for us means, recycling of ALL materials back into nature or the marketplace in a manner that protects human health and the environment.
Why should we control our waste?
Here are the benefits:
* Saves Natural Resources:
o Reprocessing used materials to make new products reduces the consumption of natural resources (Many natural resources that we use are non-renewable)
* Cleaner Environment:
o Less hazardous materials and chemicals around us will improve the cleanliness of our environment and provide healthier living conditions
* Reduces Green House Gas emission
o Helps slow down climate change
Caution must be used when discarding materials through curbside bins.
Example: Not all "Glass" goes in the recycling bin – only bottles and jars. Window glass, mirrors or ceramic cups are a problem. Not all "Metals" go in the recycling bin – knives, clothes hangers, wires are dangerous for workers in the recycling centers.
Please follow your local program guidelines, and reduce waste as much as possible within those rules.
Zero Waste Project Sponsored by:
WHAT CAN YOU DO?
Clothing and accessories:
Note: Reuse / Donate good shoes and clothes.
Hazardous materials / Chemicals / Electronic Waste / Pharmaceuticals:
For ragged textiles and shoes that are NOT good for reuse, drop it at the proper collection centers. To find the closest center, check the US Textile Recycling directory at http://www.wipingrag.net/usa
These items must be dropped off only at the appropriate collection centers.
You can check with your local waste management services organizations for the closest location for drop-off.
For CA directory of collection centers: www.calrecycle.ca.gov
Raise your awareness on your actions and consequences
Make wiser choices as a consumer:
When buying products ensure it is a good choice for your health and the environment.
Marine pollution statistics shows that the plastic caps are one of the top 10 materials causing pollution and plastic caps litter has become a huge environmental hazard!
Americans use 2.5 million plastic bottles every hour. That is 150 billion caps or 700 million pounds of plastic caps every year. About 90% of plastic caps end up as litter in our landfills and in our oceans.
Project Partners and Supporters
Green Kids Now is directly helping to reduce Plastic Caps litter. We are placing plastic caps collection bins at various locations. The collected caps, will be separated and sorted into Polypropylene and Polyethylene with the help of volunteers, and then shredded at AHG Recycling, Newark, CA, and made ready for manufacturing new products.
For drop-off locations, details on this plastic caps recycling project, and to be part of the solution, visit:
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т л и
JV Я а Г Т Т П П П П П П !
ЗВ GRAMMAR present simple
Complete the conversation in the present simple. Use 0 , 0 , and 0 forms. Use the verbs in the list and auxiliaries do and don't where necessary.
Q Choose the right word to complete the conversation.
A Are you married?
В Yes, I'm married to an Englishman.
A What 'does he do? (do / does)
В He's a teacher. He2 ___________ Science, (teach / teaches)
do like live love speak work (x3)
A Where are you from?
В Poland.
A You 1s'peak English very well.
В Thanks. 12 ___________ here.
A What3 ___________ you____________ ?
В I'm a nurse.
A Really? Where4 ___________ you____________ ?
В At St Thomas's Hospital in London.
A 5 ___________ you____________ your job?
В Yes, 16 ___________ it! But I work very long hours.
A 7 ___________ you____________ at night?
В Sometimes. It depends on the week. But luckily 18 __________________ at weekends.
A 3
___________
he work at the local school? (Do / Does)
В No, he4 ____________(don't / doesn't) He5 _____________in London, (work / works)
A Does he6 ___________ his job? (like / likes)
В No, he 7___________________it very much. It's a difficult school, (doesn't like / doesn't likes)
A Are you happy in England?
В I like the country, but not the weather. It8 ___________ all the time, (rain / rains)
A 9 ___________ you want to go back to Poland one day? (Do / Does)
В Of course, but it isn't easy. My husband 10 ___________ speak Polish, (don't / doesn't)
A 11 ___________ you have children? (Do / Does)
В Yes, two boys.
A 12 ______ '____ they speak Polish? (Do / Does)
В Yes, perfectly.
Q Practise reading the conversations on this page with a partner.
A)
2 live
3 do ... do
4 do ... work
5 Do ... like
6 love
7 Do ... work
8 don't work
B)
2 teaches
3 Does
4 doesn't
5 works
6 like
7 doesn't like
8 rains
9 Do
10 doesn't
11 Do
12 Do
SOLUTIONS OF GRAMMAR 3B | 1,129 | 557 | {
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Knowing what to ask when you call or visit a prospective child care program helps you make a wise choice.
The following list of questions may serve as a guide when you call or visit a child care program to see if it is the right place for your child
1. Consider your child's point of view. What kinds of people and activities make your child comfortable and happy? What questions might your child ask?
- Who is going to care for me?
- Where will I keep my "stuff"?
- Are there plenty of toys I can reach and enjoy?
- Is everyone having fun?
- What will I do all day?
2. Look at the program's policies and expectations.
- What are their hours?
- What is the policy about early drop-offs or late pick-ups?
- What are the costs? Are there extra charges for certain services?
- Does the program have written policies, such as policies for payment, discipline, and attendance?
Are they open 52 weeks per year?
-
- In a family child care home, does the owner close down for her/his personal vacation?
- Are they open on holidays?
3. What do you observe when you visit the program?
- Are the children happy and involved?
- Do the activities allow children to think and play creatively?
- Is there a wide choice of toys and materials for the age of your child?
- Can children play alone and in groups?
- Can parents visit at any time of the day?
- Is a schedule posted? Does it include a mix of times for play, activities, stories, and rest?
- If a family child care home is being considered, does the owner have a back-up plan in case of her/his personal or family emergency?
- Does the program practice proper cleaning of toys and materials?
- Are the group sizes small?
- Are there healthy meals and snacks served?
- What is the program's policy on care for ill children?
- Do caregivers and children wash and dry their hands before meals and after toileting?
4. What are your impressions of the person(s) who will be caring for your child?
- Does the teacher or family child care operator seem warm and friendly?
- Does she or he listen to the children?
- Is she or he calm and patient with the children?
- Does she or he talk to the children and encourage them to express themselves?
- Does she or he have experience and references?
- Does the teacher or family child care operator have special training or credentials?
- Is she or he trained in child development and health and safety?
- Does the teacher or family child care operator have CPR/First Aid certifications?
- In a child care center, is the Center Director/Owner trained in management?
- Has she or he been screened for child abuse/neglect?
5. Consider the physical setting or environment. Is it the type of place where your child will be healthy, safe, and comfortable while you're away?
- Is a current license displayed? If Accredited, is the Accreditation certificate displayed?
- Are the exits unblocked and are there working fire extinguishers and smoke detectors?
- Are there enough adults for the number and ages of children?
- Are the rooms clean, well-lit, and cheerful?
- Is there a first aid kit close by?
- Are there enough materials and equipment for play? Are they clean, in good repair, and age-appropriate?
- Is an emergency evacuation plan posted and practiced?
Is there an emergency plan for each child in case of accident or illness?
- Are there appropriate car seats or safety belts for each child if children are being transported?
-
6. Finally, ask yourself, is this the type of place I would be comfortable leaving my child? | 1,410 | 756 | {
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Sending Gifts of Food
It's that time of year when we're thinking about what to send someone we won't be seeing over the holidays. Gifts of food are popular choices, partially because one size fits all.
However, even the convenience of "one size fits all" is a bad investment if the gift is spoiled upon arrival or spoils before it can be properly cared for or consumed. While food shipped by mail-order companies enjoy an excellent safety record, hazards can and do exist. Delays in shipment may allow frozen items to thaw and spoil before reaching their destination. Even if the package arrives safely at the doorstep, unless someone is there to take care of it, it may still spoil before it is discovered.
You can protect yourself against these mishaps by knowing what to look for when sending or receiving gifts of food. USDA's Meat and Poultry Hotline recommends the following safety tips when sending and receiving perishable items.
If you're ordering a gift to be sent from a mail-order company, ask how the gift will be packaged and mailed. It should be packed in foam or heavy corrugated cardboard. If it's perishable, it needs to be packed ice cold or frozen with a cold source, such as dry ice or a frozen gel pack. It also should be labeled "Keep Refrigerated" and mailed with overnight delivery.
Make sure any mail-order item of an unusual nature comes with storage and preparation instructions. Nothing is worse than to open a package from Aunt Millie that you know is food, but you're not sure if it's safe or even what to do with it.
If you're packing your own perishable food gift, freeze the food solid first, then pack as recommended above for mail order companies. Be sure to fill any empty spaces in the packing box with crushed paper or foam "popcorn." Airspaces encourage thawing. Also, label: "Perishable–Keep Refrigerated."
Regardless of how food is sent, alert the recipient of the expected delivery date so they or a neighbor can be home to receive the gift. Otherwise it may sit unsafely on the doorstep or at the post office for hours or even days. Don't have perishable items delivered to an office unless you know it will arrive on a work day and refrigerator space is available for keeping it cold.
If you receive a food item marked "Keep Refrigerated," open it immediately and check its temperature. Ideally, the food should arrive frozen or partially frozen with ice crystals still visible or at least refrigerator-cold to the touch. If the food is thawed it should be at or less than 40 degrees internal temperature.
If perishable food arrives warm, notify the company if you think you or the sender deserves a refund. Do not consume the food. Remember, however, it's the shipper's responsibility to deliver perishable foods on time; it's the customer's responsibility to have someone at home to receive the package.
Refrigerate or freeze perishable items immediately upon receipt. Even if a product is partially defrosted, it's generally safe to refreeze, although there may be some loss in quality.
Keep your family's foods and those you send friends and family safe during the holiday.
Remember to keep perishable foods frozen when sending them.
For more information check the University of Wyoming Extension Nutrition and Food Safety website at www.uwyo.edu/foods.
Wyoming Food Safety Coalition training members are from Department of Family and Consumer Sciences, University of Wyoming Cooperative Extension Service; Wyoming Department of Agriculture; and City/County Health Departments.
The University of Wyoming and United States Department of Agriculture cooperating.
The University of Wyoming is an equal opportunity/affirmative action institution. | 1,462 | 764 | {
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PYP 001 Quiz # 1 (A)
Name :
ID :
1. A ball is rolling across the top of a billiard table and slowly rolls to stop. How would Aristotle interpret this observation? How would Galileo interpret it?
Ans.: Aristotle: The ball will stop because no force is acting on it Galileo: The ball will stop because of friction
2. Consider a pair of forces, one having a magnitude of 77 N and the other has a magnitude of 45. What is the maximum net force is possible for these two forces? What is the minimum possible net force? Explain.
Ans. The maximum possible force is 77+45=122 N if the forces are in the same direction. The minimum possible force is 77-45=32 N if the forces are in opposite directions.
------------------------------------------------------------------------------------------------
3. If you pull horizontally on a crate with a force of 200 N and it slides across the floor in dynamic equilibrium, then how much friction is acting on the crate? If it is in mechanical equilibrium then how is the friction?
Ans. The force of friction is equal to the applied force for a system in dynamic equilibrium. Therefore the force of friction=200 N. Same thing for mechanical equilibrium.
-----------------------------------------------------------------------------------------------
4. What contains more apples: a 10 N bag of apples on Earth, or a 10 N bag of apples on the moon? Explain (acceleration of gravity on the moon is 1/6 of the acceleration of gravity on the Earth).
Ans. Since the mass is the amount of matter in the bag, we should find the mass of each bag. On earth the mass is 1 Kg, but on moon the mass is 6 Kg. So the bag on the moon contains more apples.
---------------------------------------------------------------------------------------------------
5. Two objects are placed on top of each other as in the figure. What are the magnitude and directions of the forces acting on the 3-Kg object?
Ans. The floor (or the table) applies a force of 50 N (up) on the 3-Kg object. The 2-Kg object applies a force of 20 N (down) on the 3-Kg object.
PYP 001 Quiz # 1 (B)
Name :
ID :
1. What contains more apples: a 20 N bag of apples on Earth, or a 20 N bag of apples on the moon? Explain (acceleration of gravity on the moon is 1/6 of the acceleration of gravity on the Earth).
Ans. Since the mass is the amount of matter in the bag, we should find the mass of each bag. On earth the mass is 2 Kg, but on moon the mass is 12 Kg. So the bag on the moon contains more apples.
------------------------------------------------------------------------------------------------
2. A 4-Kg object is moving with a constant velocity. What is the force necessary to keep this state of motion?
Ans. F=0 will keep it in its state of motion. Or in general the net force=0.
-----------------------------------------------------------------------------------------------
3. A ball is rolling across the top of a billiard table and slowly rolls to stop. How would Aristotle interpret this observation? How would Galileo interpret it?
Ans.: Aristotle: The ball will stop because no force is acting on it Galileo: The ball will stop because of friction.
----------------------------------------------------------------------------------------------
4. Two forces acting on an object, one having a magnitude of 20 N and the other has a magnitude of 12. What is the maximum net force possible on the object? What is the minimum? Explain.
Ans. The maximum possible force is 20+12=32 N if the forces are in the same direction. The minimum possible force is 20-12=8 N if the forces are in opposite directions.
5. Two masses are hanging from the ceiling by two strings as shown in the figure. What is the tension in the bottom string? What is the tension in the upper string?
Ans. The tension in the lower string is 2.5x10=25 N. The tension in the upper string is (2.5+5.5)x10=80 N. | 2,003 | 849 | {
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Curriculum Map- English- Year Three
This map outlines the English that will be taught in English lessons, covering the teaching of reading, writing and spoken language. In addition to this, children will be taught specific aspects of English through guided reading, independent reading, listening to books read aloud, and standalone spelling and handwriting lessons.
| Unit | Time | Example Texts | Outcomes | English Language Opportunities |
|---|---|---|---|---|
| Classic Narratives | 4-5 weeks | Tales of Ancient Egypt by Roger Lancelyn Green Tales from 1001 Nights Grimm’s Fairy Tales Usborne Book of Greek Myths | -Personal response -Character study -Extended narrative | Inverted commas to punctuate direct speech Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) |
| Contemporary Narratives | 4-5 weeks | The BFG Fungus the Bogeyman Into The Forest The Tunnel (Anthony Browne) Quentin Blake The Last Polar Bears Clockwork | -Personal response -Character study -Extended narrative or -Range of writing in character (letters, diaries, etc.) or -Play script | Inverted commas to punctuate direct speech Expressing time and cause using conjunctions (e.g. when, so, before, |
The Firework-Maker's after, while,
Daughter because); adverbs
Using paragraphs as
| Well-loved Narratives | 3-4 weeks | Charlotte’s Web Just So Stories How the Whale Became The Bridge to Terabithia | -Personal response -Character study -Extended narrative or -Range of writing in character (letters, diaries, etc.) or -Play script | Inverted commas to punctuate direct speech Expressing time and cause using conjunctions (e.g. when, so, before, after, while, because); adverbs (e.g. before, after, during, because of) or prepositions (e.g. before, after, during, in, because of) |
|---|---|---|---|---|
| Shakespeare | 2-3 weeks | Anthony and Cleopatra Midsummer Night’s Dream (3) Macbeth (6) Julius Caesar (4) The Tempest (5) (Marcia Williams Bravo, Mr William Shakespeare or | -Personal response -Character study or -Play script | |
| | | Orchard versions) | | |
|---|---|---|---|---|
| Non-Fiction | 4-5 weeks | Range of high quality non- fiction linked to wider topic/foundation subjects | -Extract from non-fiction text (2x double A4 page) or -ICT text such as webpage | Headings and subheadings to aid presentation |
| Biography | 1-2 weeks | Published biographies (books or online) linked to foundation subjects/science | -A short biography linked to topic work | Headings and subheadings to aid presentation |
| Persuasive letters | 1-2 weeks | Linked to foundation subjects | -Persuasive letter written for ‘real’ purpose linked to issue arising from foundation subjects | |
| Recounts | Ongoing | Linked to educational visits and visitors to school/workshops | -Recount | Inverted commas to punctuate direct speech |
| Poetry | 2 x 1 week | Poems by well known poet or types of poems | -Personal response -Poem using style/theme -Recitation/performance of poem | |
| Poetry | 1 week | Children’s own choice of poem | -Personal response -Recitation/performance of poem -hand-written version of poem for class anthology | |
Film Links: The Bridge to Terabithia, Charlotte's Web, The BFG, Monster House. (Rep Theatre Trip The BFG) | 1,757 | 851 | {
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USE WATER WISELY TIPS FOR SAVING WATER
KITCHEN
- There are a number of ways to save water, and they all start with you.
- When washing dishes by hand, don't let the water run. Fill one basin with wash water and the other with rinse water.
- Run your washer and dishwasher only when they are full. You can save up to 1,000 gallons a month.
- Designate one glass for your drinking water each day, or refill a water bottle. This will cut down on the number of glasses to wash.
- Dishwashers typically use less water than washing dishes by hand. Now, Energy Star dishwashers save even more water and energy.
- Soak pots and pans instead of letting the water run while you scrape them clean.
- Wash your fruits and vegetables in a pan of water instead of running water from the tap.
- Use the garbage disposal sparingly. Instead, compost vegetable food waste and save gallons every time.
- Don't use running water to thaw food. For water efficiency and food safety, defrost food in the refrigerator.
- Keep a pitcher of drinking water in the refrigerator instead of running the tap. This way, every drop goes down you and not the drain.
- Reuse leftover water from cooked or steamed foods to start a nutritious soup. It's one more way to get eight glasses of water a day.
- Cook food in as little water as possible. This also helps it retain more nutrients.
LAUNDRY ROOM
- When doing laundry, match the water level to the size of the load.
- Washing dark clothes in cold water saves water and energy, and helps your clothes retain their color.
- When shopping for a new washing machine, compare resource savings among Energy Star models. Some can save up to 20 gallons of water per load.
BATHROOM
- If your shower fills a one-gallon bucket in less than 20 seconds, replace the showerhead with a WaterSense® labeled model.
- Time your shower to keep it under 5 minutes. You'll save up to 1,000 gallons per month.
- When running a bath, plug the bathtub before turning on the water. Adjust the temperature as the tub fills.
- Take showers instead of baths. A full bathtub requires up to 70 gallons of water.
- Toilet leaks can be silent! Be sure to test your toilet for leaks at least once a year. Put food coloring in your toilet tank. If it seeps into the bowl without flushing, there's a leak. Fix it and start saving gallons.
- Turn off the water while you brush your teeth and save up to 4 gallons a minute. That's up to 200 gallons a week for a family of four.
- Plug the sink instead of running the water to rinse your razor and save up to 300 gallons a month.
- When washing your hands, turn the water off while you lather.
- Turn off the water while washing your hair and save up to 150 gallons a month.
- Install water-saving aerators on all of your faucets.
- Look for WaterSense® labeled toilets, sink faucets, urinals and showerheads.
- Drop tissues in the trash instead of flushing them and save water every time.
- One drip every second adds up to five gallons per day! Check your faucets and showerheads for leaks.
LANDSCAPING
- Plant in the spring and fall, when the watering requirements are lower.
- Avoid planting grass in areas that are hard to water, such as steep inclines and isolated strips along sidewalks and driveways.
- Start a compost pile. Using compost in your garden or flower beds adds water-holding organic matter to the soil.
- Collect water from your roof by installing gutters and downspouts. Direct the runoff to plants and trees.
- Check your sprinkler system frequently and adjust sprinklers so only your lawn is watered and not the house, sidewalk or street.
- Timing is everything when it comes to irrigation. Learn how to set your controller properly.
- Minimize evaporation by watering during the early morning hours when temperatures are cooler and winds are lighter.
- Water only when necessary. More plants die from over-watering than from under-watering.
- For hanging baskets, planters and pots, put ice cubes on top of the soil to give your plants a cool drink of water without overflow.
- Signs of overwatering: Leaves turn lighter shades of green or yellow, young shoots wilt, and sometimes algae or fungi grow.
POOL
- Use a pool cover to help keep your pool clean, reduce chemical use and prevent water loss through evaporation.
- Make sure your swimming pools, fountains and ponds are equipped with recirculating pumps.
- Don't overfill the pool. Lower water levels will reduce water loss due to splashing.
GENERAL OUTDOOR
- Use a commercial car wash that recycles water. Or, wash your car on the lawn, and you'll water your grass at the same time.
- Use a broom instead of a hose to clean patios, sidewalks and driveways, and save water every time.
- Use a hose nozzle or turn off the water while you wash your car. You'll save up to 100 gallons every time.
- Know where your master water shut-off valve is located. Were a pipe to burst, this could save gallons of water and prevent damage. | 1,901 | 1,105 | {
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DESCRIPTION: This course is designed for students who already know the
basics of how to play chess. Principles of tactics and
strategy will be taught to prepare students for more rigorous competition.
RESPONSIBILITY:
Students should keep a folder at home to store any handouts. Students must show respect to the instructors by paying attention and doing all assigned tasks.
IN CLASS USE:
Tournament size chess boards and pieces for each student, Chess Notation Sheets Chess Video Tapes, Worksheets
FURTHER INFO:
The Success Chess website (http://www.SuccessChess.org) has information about many topics including: how chess makes children smarter and specific books and CD-Roms that will improve a students knowledge. To learn what is happening in Northern California check out http://www.CalChessScholastics.org
DAILY ACTIVITY:
Half the period, each day, will be spent on tactics and strategy and half on playing chess under tournament conditions. Note: Lessons may last more than one session.
Lesson 1 Introduction! Learn what students know-administor SCS Basic Skills Test Practice, review by going over results of Pieces (Bishop for Knight Trade, The Exchange, Values Change with
Lesson 2
Continue review: value of pieces, castling, en passant, exchange Value
Position), Drawn or Tied Games (perpetual check, not enough material stalemate, 3-move repetition of position,
to checkmate, forks, pins, discovered checks, double checks, skewers, agreement), Fool's Mate, Scholar's Mate, How to use a chess clock
the 50 Move Rule,
Lesson 3 Play and record game for analysis; go over notation with opponent & discuss better moves, mistakes, thoughts etc.
Lesson 4
A Famous Game-COUNT ISIDORE VS. MORPHY: Strategy &
Lesson 5
Tactics in Chess (what they mean) Positional vs Tactical players
Middlegame Principles, Endgame Principles: Tactics & Strategies
The 30 Helpful Rules of Playing Chess: Opening Principles,
Lesson 6 Checkmating the lone king: checkmating with King & Queen, checkmating with King & two Rooks, checkmating with King and one Rook
Lesson 7 Development: open lines, weak squares, trapped pieces Lesson 8 Pawn Power in chess, Controlling squares & diagnals
You are welcome to contact us at any time about your child's progress. Dr. Kirshner (510-657-1586) or firstname.lastname@example.org.
We suggest you obtain a copy of Chess For Juniors by Robert Snyder and Lazlo Polgar's Chess, 5334 problems. Also, if you can still locate a copy of the CD-Rom, Maurice Ashley Teaches Chess, it is great. For more resources go to http://www. SuccessChess.org/WeibelChess/Books.html.
Copyright 2002, Success Chess School (a non-profit corporation)
http://www.SuccessChess.com Information on our programs and philosophy plus links to various school chess sites. These sites include more recommended books, CD-Roms and even information on colleges that offer scholarships for chess. http://www.CalChessScholastics.org You can find information of all chess activities for children in Northern California.
TO CONTACT:
AFTER COURSE:
WEBSITES: | 1,539 | 691 | {
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PROFILE OF GREAT COMMISSION TRUST ACADEMY, KAMWAURA, KENYA
Introduction
Great Commission Trust is Non Profit Making Organization registered in Kenya and in the United Kingdom, serving rural communities in three thematic areas i.e. Health, Education and disaster relief in the Subukia and Molo districts in the Rift Valley province of Kenya.
Our objective is to alleviate human suffering and to provide relevant education and training to young Kenyans.
In education, GCT runs an Education Center which targets children between the ages of 3 and 16 years. In addition GCT supports orphans and vulnerable children affected with HIV and internal conflicts.
The School
GCT academy was established in 1998 as a drop in center for children below the age of 5 years. Over the years, it has developed to an Early Childhood development center and to the current level of primary school. We expect our first standard 8 pupils to sit for the Kenya Certificate of Primary Education exams next year (2010).
To be able to serve the marginalized population, GCT with support from partners constructed an education center which includes an Early Childhood Development Center and a Primary School at Kamwaura, Molo district which is about 26 Kilometers from Nakuru Town, along the Nakuru – Njoro – Molo road. Nakuru town is 152 Kilometers from Nairobi, the capital city of Kenya.
In the long term, we hope to establish a secondary school to provide 4 years of further education for those who complete Primary Class 8.
Mission of the School
Our mission is to mold young Kenyan minds in rural areas with relevant, updated information in order to promote development in Kenya.
Goals of the School
1. To provide affordable, quality and accessible education to children in rural Kenya.
2. To support government efforts in attaining universal primary education in Kenya.
3. To become the best performing, well managed and competitive school in the location, division and district.
4. To inculcate Christian morals in the pupils by providing a good Christian learning environment.
5. To provide facilities for needy and vulnerable children to access basic essential services.
6. To provide an environment where children can develop their talents and abilities.
GCT Academy's current pupil population is 196. Most children in Kenya start primary school education at the age 7 and complete at the age of 15, but in rural areas children tend to start school late due to economic pressure at household level and not having access to school facilities.
ENROLLMENT
Number of classroom 10 Teacher to pupil ratio 1:16
Classrooms
GCT academy is managed by a 7 member board of governors with diverse skill and experiences, and a management team comprising the head teacher and school manager. GCT is recognized by the community, local authorities and the ministry of education of Kenya.
GCT Academy has qualified teachers trained in government and private institutions.
Socio Economic Status of the community
Kamwaura is a rural area with approximate population of 15,000. The community is made up of different tribal communities in Kenya with the dominant ones being the Kalenjin and Kikuyu. Most families rely on farming as the only source of income. The low income level has resulted to low development in the area which has been made worse by recurrent tribal clashes.
Children here have no access to Information Technology Education (ITE) with the nearest trading center being 25 Kilometers away and the nearest town being 50 Kilometers away. In fact they might see and use a computer after secondary school education.
With the recent government roll out of rural electrification project, Kamwaura community now has access to power which can be used for development projects in the area and also allow for ICT.
Contact
Mr. Simon Mburu Nganga Managing Trustee: Education Great Commision Trust, Kenya P. O. Box 7204, Nakuru
Tel: +254 51 2215481
Cell: +254 723 444225
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barrier 1
recycled water
How is recycled water made?
What process does the recycled water go through that makes it so safe to use?
barrier 2
Urban Use – Source Control
The first step to making recycled water involves preventing harmful chemicals from entering the wastewater system. Strict regulations prohibit the discharge of particular non-domestic wastes into the waste water system. These can include some businesses, industries and hospitals biological and chemical wastes.
barrier 6
This thoroughly purified water is then sent down the pipeline direct to customers either by direct connection, via a standpipe, via the Dual pipe system in the future or via Spring Gully Reservoir where it is blended into the natural water supply and is exposed to further natural sunlight and other natural treatment processes.
barrier 5
Reverse Osmosis
Reverse Osmosis is the finest level of filtration available. It involves a high pressure filtration system that forces water
through numerous layers of thin plastic membranes. This filters out and removes 95–99% of minerals and impurities (such as salts and pesticides) and 98% of biological matter (such as viruses and algae) like a microscopic strainer.
Water Reclamation Plant
The Waste Water Treatment Plant contains biological reactors and sand filtration that destroy and remove most solids, organic matter, nutrients,
chemicals and some micro organisms from the wastewater. Once it has completed this process, the water is purified to a level where, after disinfection, it can be used for outdoor irrigation i.e. golf course, dust suppression, pasture irrigation.
barrier 3
Disinfection and Advanced Oxidation
The disinfection – advanced oxidation step provides an additional layer of protection, it exposes the water to a combination of ultra-violet light and advanced oxidation (through the use of a chemical such as Sodium Hypochlorite) to remove any remaining micro organisms and destroys any remaining organics.
barrier 4
Ultrafiltration
Ultrafiltration is the process of separating particles (small suspended particles, bacteria and other materials) from the water as
it filters through a low pressure membrane. This is the most efficient process to prepare water for the next treatment phase. Ultrafiltration is used in many processes to make everyday products such as beer, fruit juice and soft drinks.
For further information contact Coliban Water on 1300 363 200 and ask to speak to our Recycled Water Officer.
Disclaimer: Information contained in this document was correct at the time of printing (September 2008). Coliban Water reserves the right to alter information, as deemed necessary.
1300 363 200 www.coliban.com.au | 1,185 | 548 | {
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- BECOMING A PLAY PARTNER
WHY PLAY?
WHAT'S NEXT?
Playing is work, for a child. It helps develop language, creativity, imagination, gross and fine motor skills and social competence. "Play is important to healthy brain development. It is through play that children at a very early age engage and interact in the world around them. Play allows children to create and explore a world they can master, conquering their fears while practicing adult roles, sometimes in conjunction with other children or adult caregivers." (Ginsberg, 2007)
HOW TO START?
Child Interest Begins the Activity
DRAWING THE CHILD'S ATTENTION... STEP RIGHT IN
¨ Put the child in a situation where there are many desired age appropriate objects, that are multisensory , letting the child select the most interesting item.
Set up Your Environment
¨ Keep items you are not using neatly stored to reduce clutter and reduce distraction. This can help keep a child from "bouncing" between toys.
¨ Control and engineer the room to so that you have less competition from other toys and people.
Commit to the Experience
¨ Draw attention to your face and facial expressions, over emphasize your emotions, reactions and expressions.
¨ Get at the child's eye level
¨ Move back if the child moves back
¨ Keep motivation while increasing comfort thus allowing for more adult participation
REFERENCES
http://pediatrics.aappublications.org/
Ginsberg, Kenneth R. "The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds." (n.d.): n. pag. The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds. American Academy of Pediatrics, 1 Jan. 2007. Web. 16 Apr. 2015.
Rodgers, S. J., Dawson, G., and Vismara, L. (2012). An Early Start for Your Child with Autism: Using Everyday Activities to Help Kids Connect, Communicate, and Learn. New York: Guilford Press.
¨ Observe the child interacting with the toy, watch what they do.
PLAY IS LEARNING FOR CHILDREN
OBSERE. IMITATE. EXPAND.
¨ Imitate- Join the child and imitate their play. Follow the child's lead and do it their way.
¨ Finally expand on the play. Introduce a new item or sound. For example a car that only made "zoom" as a sound can now "beep" and "crash". Model some ideas of what can be done with the new elements. Watch how the child reacts and responds to the changes, adding language about what they are doing.
WHAT TOYS SHOULD I CONSIDER...
¨ Find toys that are at the child's appropriate developmental level, but still can provide a challenge.
¨ Look for toys that will draw the child in. Consider their favorite colors, familiar characters and favorite themes.
¨ Choose multi-sensory toys- lights, movement, textures, buttons, knobs, buzzers, sound effects- all can assist in processing and keeping attention.
¨ Search for toys that can lead to inclusive play, such as sharing and turn taking.
¨ Look for toys that can be used for many different purposes. Open ended toys such as blocks, legos or play dough offer opportunities for creativity and repeated play opportunities. | 1,420 | 683 | {
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ENGLISH LANGUAGE ARTS CYCLE ONE, YEAR ONE 2018-2019
Teachers: Ms. A. Beland
Mr. S. Ryan
Mr. E. Vani
Office Hours:
Teachers will relay respective day and time for guidance and support to students at the beginning of the school year. In addition, teachers will also take appointments from students who communicate with them.
Course Description
The goal of the English Language Arts Program is to inspire in students a lifelong love of literature. Students are introduced to a wide range of literary voices from non-fiction, fiction, drama and poetry. They develop their own voices in responses to literature and in their own creative writing. Throughout the five years, emphasis is placed on technical excellence, creativity and the power of the written word. The Secondary-One students read a wide range of both new and established Canadian and World literature. As many students come from a French-Immersion elementary school background, vocabulary enrichment, figurative language, spelling and sentence structure are a strong focus of the writing process. Students transfer ideas from the genres of poetry, short stories, and drama into their own creative voice. Students are introduced to drama through the characters and worlds created in the plays of William Shakespeare.
Texts (The choice of novels for each class is up to the individual teacher)
* Word Nerd by Susin Nielsen
* Stay Where You Are and Then Leave** by John Boyne
* Cue for Treason** by Geoffrey Trease
* Touching Spirit Bear** by Ben Mikaelsen
* The Last Book in the Universe** by Rodman Philbrick
* The Contender** by Robert Lipsyte
* Guys Read: Other Worlds** Edited by Jon Scieszka
* Independent Novel Study (INS) – these novels may be borrowed from the library
* A Midsummer Night's Dream** by William Shakespeare
**Please note: Students are to purchase copies of the term novels at the Concordia University Bookstore (Loyola Campus) 7141 Sherbrooke St. W. Communication Studies & Journalism Building, Room CJ 1.422
Course Evaluation
Terms 1,2 and 3: - Term work (assignments, quizzes, projects, end of term summative assessments, etc.)
- Classroom management (homework, classwork, participation, behaviour and overall classroom responsibilities)
Summary Mark: 20% Term 1 (August 30 – November 3, 2017) 20% Term 2 (November 7 – February 14, 2018) 60% Term 3 (February 15 – June 1, 2018)
Competencies: 1) Uses language/talk to communicate and to learn
2) Produces spoken, written and media texts
3) Reads and listens to written, spoken and media texts
Homework Policy
Students are required to submit all homework and/or assignments in a neat and organized fashion. All assigned work and/or reading must be completed for the due date. Late assignments will be penalized as follows: 20% on the first day; 0% on the second day. If a student is absent from class for any reason, such as illness, sports or other activities, he is responsible for making up all missed class work and homework. If this work is not completed, a student may be required to stay after school to complete unfinished work. Also, being absent DOES NOT absolve the student from submitting an assignment on the due date. (If he is absent for whatever reason, it is his responsibility to submit the assignment to the teacher before the due date).
Cheating/Plagiarism
Any attempt to represent the work of another as one's own is an act of academic dishonesty that can incur both academic and disciplinary penalties. (For more information please refer to the Loyola Student Handbook).
Required Material
* Binder filled with lined paper, dividers, and plastic sleeves
* Hilroy-type copy books for notes, novel study, journaling, and/or vocabulary
* Dictionary/Thesaurus
* Pens (black or blue), pencils, and highlighters
* School Agenda
* iPad
Contacts | 1,797 | 849 | {
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Fripp Terrace
GPS: 49.157952,-122.247044
Someone once claimed that Thomas Fripp painted so realistically that one of his wintery landscapes, when hung in the living room, cost the owner an extra ton of coal a year in heating expenses. Fripp was described by a friend as "a little gnome of a man… [who] must have been muscled by steel wires for he was indefatigable." His colleagues described him as "the most outstanding watercolor artist in Western Canada."
to paint the scenery of Balmoral Castle. As a boy, Thomas travelled and studied in Italy and France before returning to England in 1887. In England, he received artistic training at St. John's Wood and the Royal Academy Art School.
Thomas Fripp was born in London, England on March 23, 1864, the son of George Arthur Fripp – an artist whom Queen Victoria commissioned
Gertrude and Thomas [between 1925 and 1931], were also active in the community during their residence. When Hatzic Hall was built and the Women's Institute was formed, Gertrude became secretary-treasurer. Tom assisted with the organization of local concerts in which he often participated. Pioneer Richard Drake recalled in 1958: " His [Tom] recitations of poems from the two 'Alice' books were quite notable too, such as the Walrus, and the Carpenters and the Jabberwock. The latter was done with such dramatic gestures, facial contortions, and voice changes that it quite frightened some of the small fry." (Fraser Valley Record Centennial Series, 1958
Mission Community Archives Image GPC1973-01-001
In 1893, Thomas and his brother Charles, who was also an artist, immigrated to Hatzic where they established a farm. In 1897, Thomas married Gertrude Murill and had three children. They lived in a cottage built for them on Henry Street to which Thomas added rooms, including a studio. Following a farming accident, however, Fripp returned to his first love: landscape painting.
Though B.C. had no art market in those rugged early days, it certainly had many landscapes. Fripp's favorites were the view of Hatzic Lake from Neilson Park and the head of Stave Lake.
Spending his summers exploring, sketching, and painting, and his winters fine-tuning his art, Fripp produced hundreds of superb landscapes. He was also a talented photographer and our archives hold many of his beautiful photos of early Mission and its people.
Gaining a name in art circles, he established and served as president of the B.C. Society of Fine Arts. He was also a favorite artist of B.C.'s Lieutenant Governor Frank Ross, who bought many of Fripp's paintings. Some of them were hung in Government House in Victoria.
Having raised their family, Thomas and Gertrude moved to Vancouver in 1923 where, in 1931, Fripp passed away. He remains important enough today to have his own entry in the Canadian Encyclopedia.
Street Stories is provided by the Mission Community Archives, which is operated by the Mission Historical Society.
By David Buss; edited with additions by Val Billesberger | 1,291 | 681 | {
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Read the article below more than once in order to establish the facts and details, then answer the questions that follow. You will need a copy of the Constitution.
VOL. 1
The Trial Tribune
WASHINGTON D.C., MONDAY, SEPTEMBER 17, 2007
NO. 1
Jury Nowhere to Be Found
WASHINGTON — Russell Dunmore couldn't believe his eyes as he stared at the empty seats along the wall. The 12 chairs remained empty as he stood before the judge and heard his name mentioned in a civil lawsuit against his carpeting company. During the entire trial, not a single person showed up to fill those seats; there was no jury to be found.
Dunmore, 43, owned a small carpetcleaning and repair company in Dearborn, Michigan. In March 2006, he and an employee were cleaning a carpet in the house of Nina Thompson of Melvindale, Michigan, when one of their rug cleaners shorted out and caught fire. Soon, the whole house was ablaze. Thompson, Dunmore, and his employee barely escaped with their lives. A few months later, Ms. Thompson brought a civil suit against Dunmore and his company.
Dunmore appeared before Judge Connie Brisch, prepared to defend himself in front of a jury of his peers from in and around Dearborn. He and his lawyer were surprised to see, however, that no jury had been called for his case. When Dunmore requested a trial by jury, he was denied. Judge Brisch also denied a motion by Dunmore's attorney to declare a mistrial because of the violation of the Seventh Amendment to the U.S. Constitution, the right to trial by jury in civil cases. In the end, Judge Brisch ruled in favor of the plaintiff, Ms. Thompson, and awarded her a settlement of $1.3 million. Russell Dunmore had to sell his business and house and declare bankruptcy in order to pay the damages.
The two sides tried to settle out of court but could not come to terms, so the suit was brought to court. In December 2006,
Six months of legal battles have led Dunmore and his attorney to Washington and the Supreme Court. Dunmore hopes to have the ruling overturned because of the violation of the Seventh Amendment. He goes before the court on October 1 to argue his case.
QUESTIONS:
Using the text above and a copy of the Constitution, in particular the Sixth and Seventh Amendments, answer the following questions:
1. What kind of case was brought against Russell Dunmore?
2. Who determined the ruling in the case?
3. What right does the Seventh Amendment ensure?
4. Do you think the Supreme Court should have upheld or overturned the previous ruling? Why or why not?
A Curious Constitution
* The Constitution has three main parts: the preamble, the articles, and the amendments.
* The articles of the Constitution divide the government into three branches: legislative, executive, and judicial.
* The United States isn't alone: Over 200 countries throughout the world have their own constitutions.
* The Greek philosopher Aristotle was one of the first people to develop the idea of a constitution.
* Delaware was the fi rst state to ratify (approve) the Constitution.
* Originally, in a presidential election, the person who received the most votes became president and the person who came in second became vice president.
* The Bill of Rights was originally made up of 12 amendments instead of 10, but only the 10 we know today were approved by the states.
and unintentional. Photos: fl ag, © Rubberball/Getty Images; jury seats, © Izzy Schwartz/Photodisc/Getty Images; Constitution, © VisionsofAmerica/Joe Sohm/Photodisc/Getty Images.
DISCLAIMER: The people and scenarios portrayed in this lesson are fictional representations. Any similarities to actual persons, living or dead, or events, past or present, are purely coincidental | 1,553 | 812 | {
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Communication Disability
A Communication Hub resource
(electronic bubbles pop)
(note swooshes)
(gentle upbeat music)
- I just describe my disability with, just autism in general. I need help with lots of stuff with like, my mental health, sometimes explaining myself as well. And that's it.
- Communication disability is when someone has a difficulty in being able to communicate and a difficulty in being able to be understood or understanding language or written text.
- My name is Bruce Aisthorpe. I was working overseas, but I had a stroke 10 years ago. So now after that, no working, so in Australia. Now, it's speech therapy, keep going 10 years later left. So it's Monday to Thursday.
- A communication disability or communication differences occur when a person has difficulty communicating what they want, to who they want, how they want, and when they want.
- Paloma's communication difficulty is really, I guess that she's nonverbal. So she doesn't have any formal language that she uses that everyone around her - not just us - can understand. And that makes things quite difficult for her to be able to express what she wants and what she needs. I guess her other difficulty is knowing whether she understands.
- I have hearing aids, which I've had for, I suppose four or five years now. And so I've found that necessary to hear better. I must admit that I don't wear them the whole time and I get into trouble from my hearing aid experts about that. But I find that they are necessary and helpful.
- When I'm with people, like carers, sometimes I am too frustrated for both of us. I feel I am supported in a way, I feel happy and safe when the communication between us is working.
- If they can't get their message across then that can be very disabling. And similarly, if people are speaking to them and they can't understand what they're saying or what they're communicating to them, that can be very disabling as well.
- But I don't consider my communication needs as complex 'cause before the iPad, I was only writing my messages out with pen and paper. As far as supporting my communication needs, I really only need help to make sure my device, or one of my devices, is charged. Or I have become creative, making up my own signs and different ways with different people. I have one method I use with only family, and we developed that pretty fast. So I just write in the air the word they can't understand, but only a few people can get that.
- Ten years ago, no words. So now it's 10 years later, it's not big sentences, but it's okay. So yeah.
- And sometimes he struggles when there are a lot of instructions to follow, he struggles when he has to write down what he understood about a book. And if the book has no visual clues is very hard for him.
- People expect the words to come out a certain way. It becomes even more challenging, or just as challenging, with technology. If you get on a video call, again there's nothing that says that I have a stutter. So people might actually think your internet connection is bad. "Wait, are you buffering? What's happening there? Your words sound a bit choppy." "No, I just have a stutter. Just wait."
- Sometimes a communication disability isn't just about not being able to speak or say something or show something. Sometimes it's also not about being able to understand and that could be you know, having hearing difficulties like a lot of our First Nations kids do, or it could be having trouble taking in that information and processing it in a way that's useful to us.
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CL GRANADA, S. L.
C/ Puentezuelas, nº 32, 1ª Planta - 18002 Granada
Teléf.: 958 53 52 53 – 958 52 12 91
Fax: 958 25 15 46
E-mail: firstname.lastname@example.org
Web: www.clgranada.com
PET Listening - To Clean A River
Instructions: listen to the report on the Los Angeles River and answer the questions True or False
1. The Los Angeles River is a natural water passage
2. The rubbish quantity has risen as a result of winter storms.
3. Carol Henning says her memory of the river was people having car races in the LA River
4. The River is not look at anymore as part of the city's attraction.
5. This is the 24 th annual LA River clean-up
6. There are food store carts, building materials and floor coverings.
7. The river is filled mainly with plastic bags.
8. The River is, once again, starting to look like a river
Rv: 05/15-01-13. Pág. 1/3
ANSWERS AND TRANSCRIPT
1. F
2. T
3. T
4. F
5.
T
6. T
7. T
8. T
To Clean A River
The Los Angeles River is a man-made water passage. It collects dirty water from storm drains. Sadly, it has become a place where much of the city's waste collects. But as Katherine Cole reports, the river is being cleaned up thanks to volunteers.
Thousands of volunteers appeared on a recent weekend to remove the waste from the Los Angeles River. The amount of trash has been growing as a result of winter rain storms.
Engineers added a concrete lining to the bottom of the waterway in the 1930s after years of periodic flooding. Volunteer Carol Henning says it now looks like a river again, at least in some places.
"Well, it's beginning to look a little better. My memory of the river was people having drag races in the LA River on the cement bottom."
Part of the LA River was used for filming a car race in the 1978 movie, "Grease." Today parts of the river have been turned into a recreation area. There are plants growing along the water, and some of the birds, fish and other wildlife have returned.
Los Angeles poet Lewis McAdams launched the group Friends of the LA River in 1986. He says the waterway is no longer considered the city's ugly back yard.
Rv: 05/15-01-13. Pág. 2/3
CL GRANADA, S. L.
Teléf.: 958 53 52 53 – 958 52 12 91
C/ Puentezuelas, nº 32, 1ª Planta - 18002 Granada
Fax: 958 25 15 46
E-mail: email@example.com
Web: www.clgranada.com
C/ Puentezuelas, nº 32, 1ª Planta - 18002 Granada
CL GRANADA, S. L.
Teléf.: 958 53 52 53 – 958 52 12 91
E-mail: firstname.lastname@example.org
Web: www.clgranada.com
Fax: 958 25 15 46
"Now it is increasingly the front yard of the city. People don't ignore it. More and more people come down. This is the 24 th annual LA River cleanup. We figure at this point we have cleaned up and taken out about a million pounds (450,000 kilograms) of trash out of the LA River."
Some objects found in the clean-up surprise the volunteer clean-up crew. John Dubler is a volunteer from the Disney Company.
"We find snack bags and clothing. It is amazing what you see. Little CDs."
There are food store carts, building materials and floor coverings.
"Tons and tons of plastic bags. I think that is the number one. And they are buried underneath here."
Volunteer Jack Lebic says there is one very common object.
It is a yearly effort that is paying off -- with a river that is, once again, starting to look like a river.
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KS2 Children's Service Guide
Parasha: Metzora
Shabbat Info
Hebrew date: 12
th
Nissan, 5784
Gregorian date: 19
th
– 20
th
April, 2024
London Shabbat times: 19:49 – 20:56
Special events: Shabbat HaGadol
Upcoming events in the week: Pesach
starting Monday night
Enquiries: email@example.com
Parasha Thinking
1) Have you ever wanted to talk about someone but managed to stop yourself?
2) In your opinion, why could it be risky to say good things about people, too?
3) How does the word, branches, link to the Parasha?
Key Parasha Information
Summary
Last week we discussed that someone who had spoken badly about others was given tsara'at – a pink or whit blemish on their skin or a red or green spot on their clothing or home. This week's Parasha explains how someone with tsara'at was purified after the tsara'at had healed. The Kohen (priest) would run a special service with two birds, spring water in a clay pot, cedar wood, a thread of scarlet and a bunch of hyssop branches.
If someone finds tsara'at on their home, it can last for up to nineteen days. If the Kohen checks and it has returned, the Kohen instructs the people to destroy the home.
Discovery
Did you know that if someone is harming you, harming others or harming themselves, you MUST speak out and get help? It is not considered evil speech if you are protecting yourself or others.
Did you know that you are not allowed to roll your eyes or make a face behind someone's back either, as this could be counted as l'shon hara.
Did you know that when their homes were destroyed, they sometimes found gems and jewels that had been hidden in the gaps between the briks? This was Hashem's reward to them for doing proper teshuva (repentance).
Pesach is so close. What are you the most excited for?
Gratitude
Who has done something special for you this week and what did they do? (If they are present, go up to them and say thank you!)
Games
Story
2) Don't say that
3) How many birds?
1) Chinese Whispers Actions
Link: gossip spreads and is often changed along the way.
Children stand in a line, all facing the back. The second person turns around to face the first person and the first player does an action or series of actions, such as swimming and finding a message in a bottle, climbing to the top of a ladder and back down etc. Child one turns to face the wall and then child two and three face each other. Child two acts out what they saw to child 3 etc . The message gets passed to the end of the group.
The last player acts the message they heard, to the group.
How wrong was it? Where did it go wrong?
Link: we have to be careful about the way we speak
Children challenge each other to describe something with out a certain word. Can you describe 'light' without using the word, 'electricity?' These can be as easy or hard as the group can manage.
Link: the purifying process was with birds.
Divide group up into two smaller groups. How many birds can you name? Parrot, eagle etc. Group with the most names of birds wins.
(One of the children can read this out loud – encourage them to use expression.)
"He missed three goals today!" Grumbled Harry.
"Only three? I thought it had to be at least twenty seven, he's soooo bad!" Added Leo.
"Truth," quipped Dean "Adam used to be a decent goalie but lately, he's lost all his talent and it makes me MAD!"
"Me too," admitted Lila. "I used to love watching he school team play but now it's just painful with Trev in goal. I just don't know why Coach Cole keeps him on the team? He just lets in goal after goal – it's kind of like he's doing it on purpose!"
The others nodded in agreement.
That Wednesday, Magen David Academy came to their school for an inter-schools match each team saw the other team warm up and they played a friendly 5 minute game, to get going before the real game started.
The other team sussed Adam out right away, seeing how poor he was at saving goals and they worked out their tactics to shoot as many goals as possible.
Only thing was, this was actually a great tactic from Coach Cole! Adam was in fact AMAZING at keeping goals and coach had told him to start missing goals on purpose until the big game to make people think he wasn't up to it and
then he'd scare them on the day, with his precision and unfailing goal keeping.
Magen David Academy certainly got a shock when Adam started playing for real and you know what's going to happen, Adam was the one that got to hold the cup on behalf of his entire team. Harry, Leo, Lila and Dean were sorry they'd grumbled about Adam and that they had doubted him. Now, the were 'winners, winners, chicken dinnerssss'.
1) What can we learn from this story and how does it connect to the Parasha?
2) Have you ever thought something about someone and then realidesd there was more to the story?
3) In your opinion, how is society better if we don't talk negatively about each other? | 1,879 | 1,167 | {
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Activity 4.6 Extraction of 'fibres' from stinging nettles
Purpose
* To extract 'commercially useful fibres' from a plant stem and investigate their properties.
provides some points that they should bear in mind when planning and guides the student towards developing some ideas to investigate.
* To develop certain experimental skills, namely planning an experiment that will produce appropriate results to test a hypothesis or idea, using apparatus and a procedure that is suitable to produce valid results.
Safety
Wear eye protection and gloves when handling the unretted nettles to avoid being stung.
Wash your hands after handling the soaked fibres.
Notes on the procedure
The method for extracting the fibres from mature nettle stems is given in the Student sheet. Students could do this themselves or it could be done in advance and the fibres provided already extracted from the stem. Note that retting is very smelly.
The aim of this core practical is for students to design and carry out an experiment to test the strength of extracted fibres. The Student sheet
This can be a very straightforward experiment and although some might think it is KS3 level, bear in mind that biomechanical experiments can be fairly simple. The aim here is to get students to think carefully about planning an investigation. This highlights experimental skills and is good practice for the A2 coursework investigations.
In fact, producing good results from this activity is quite fiddly and requires a certain skill.
The fibres could be clamped at each end. A force is then applied in the centre either using suspended masses or a force meter. The mass or force required to break the fibres gives a measure of strength.
The stiffness of the fibre can also be investigated. Investigating strength and stiffness would extend this investigation for the more able student. The SAPS newsletter number 22, February 2002 describes testing of stiffness and strength. This is downloadable from their website; for details see the weblinks for this activity. However, there is no requirement to go into this amount of detail.
Salters-Nuffield Advanced Biology, Harcourt Education Ltd 2005. ©University of York Science Education Group.
This sheet may have been altered from the original.
1 of 1
Technician
Activity 4.6 Extraction of 'fibres' from stinging nettles
Purpose
General note
* To extract 'commercially useful fibres' from a plant stem and investigate their properties.
* To develop certain experimental skills, namely planning an experiment that will produce appropriate results to test a hypothesis or idea, using apparatus and a procedure that is suitable to produce valid results.
If the experiments planned by the students are undertaken they will probably ask for clamp stands, clamps, suspended mass carriers, masses, rulers and force meters. Bulldog clips can also be useful.
Notes
Salters-Nuffield Advanced Biology, Harcourt Education Ltd 2005. ©University of York Science Education Group.
This sheet may have been altered from the original.
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Curriculum Narrative
Subject: Food and Nutrition
Year: 8
Author: Mrs J Stewart
Key Knowledge Pupils will know
Key Skills Pupils will be able to
Key Threshold Concepts:
Key stage 3
* Understand and apply the principles of nutrition and health
* Cook a repertoire of predominantly savoury dishes so that they are able to feed themselves and others a healthy and varied diet
* Become competent in a range of cooking techniques [for example, selecting and preparing ingredients; using utensils and electrical equipment; applying heat in different ways; using awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting and using their own recipes]
* Understand the source, seasonality and characteristics of a broad range of ingredient
Subject Specific Knowledge
Through this scheme of work, pupils will:
* recall and apply the principles of The Eatwell guide and the 8 tips for healthy eating;
* explain energy and how needs change through life;
* name the key nutrients, sources and functions;
* adapt and follow recipes using a variety of ingredients and equipment to prepare and cook a range of dishes;
* develop and demonstrate a wider range of food skills and techniques;
* develop and demonstrate the principles of food hygiene and safety in a range of situations;
* explain the factors that affect food and drink choice;
* demonstrate the knowledge, understanding and skills needed to engage in an iterative process of planning and making;
Subject Skills:
Food and Nutrition Year 8
In Year 8, learners will be studying food all year on a 1 lesson a fortnight basis.
In Food Preparation and Nutrition, learners will be taught a variety of practical skills using a range of materials based on
* The Eatwell Guide,
* Hygiene and health and safety
* Hydration
* Fruits and vegetables
* Vegetarian diet
* Methods of baking
* Function and use of eggs.
* Food labels
* Knife skills
* Correct use of equipment
* Measuring ingredients
* Importance of breakfast
* Sensory analysis and evaluation.
* All homework and recipes can be viewed on go for schools on a weekly basis.
Prerequisites and Spiral Teaching:
Pupils will build on their learning in Year 7: knowledge and skills include:
* describing and applying The Eatwell Guide and the 8 tips for healthy eating;
* explaining energy and energy balance, key nutrients, their sources and functions;
* using and adapting recipes;
* using appropriate ingredients and equipment to prepare and cook a range of dishes;
* acquiring and demonstrating a range of food skills and techniques;
* acquiring and demonstrating the principles of food hygiene and safety;
* acquiring and demonstrating a knowledge of the source, seasonality and characteristics of a range of ingredients;
* develop and apply their knowledge and understanding of cooking methods;
* apply and consolidate their literacy and numeracy skills by using them purposefully in real-life scenarios;
* track their progress using the My learning journey booklet (food skills, cooking, nutrition, food provenance, ingredients, and creativity).
They will go on to:
* use equipment effectively and independently to make a range of simple sweet and savoury dishes.
* Pupils will understand the function of ingredients and will be able to link them to the Eatwell guide.
* Pupils will learn why eggs are an important food commodity. They will be able to label both internally and externally. Understand their various functions in the kitchen.
* acquiring and demonstrating the knowledge, understanding and skills needed to engage in an iterative process of planning and making.
Cross-Curricular Knowledge Links:
* English – Literacy – following differentiated methods
* Maths – weighing and measuring
* Science – the function of food in our bodies using good bacteria in foods.
* Geography – Understanding what factors effect where produce is produced
Sensory evaluations following most practicals, so they develop further their sensory vocabulary and sense of their own ability.
* Citizenship – Food provenance. Reduce, reuse, recycle
Reading Lists / Sources / Reading around the subject recommendations:
Ministry of food by Jamie Oliver Jamie's Dinners by Jamie Oliver How to bake by Paul Hollywood www.bbcfood.co.uk
Resources
Food – a fact of life and British Nutrition Foundation Food Standards Agency NHS Live Well | 1,930 | 864 | {
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(A) Lesson Objectives:
a. Write equations of median-median best fit lines
b. Apply Scatter Plots to Real World Applications
(B) Fast Five
a. Find the mean of 5,7,2,10,5
b. Graph the line y = 6
c. Graph the line x = -2
d. Determine the equation of the line through the point (-2,4) that is perpendicular to the line 2x – 4y = 8
(C) Skills Practice:
a. Terminology The strength of the relationship gives us an indication how closely the points in the scatter diagram fit a straight line or a relevant curve. The measure of the strength of a linear relationship is called the correlation coefficient and denoted by r.
b. Visual Examples
(D) Skills Practice Lines of Best Fit and Scatter Plots
(E) Skill Application
(a) What is the equation of the line of best fit?
(b) Predict the number of runners in 1985? Is this a reasonable answer? Why or why not?
(c) Predict the number of runners in 2050? Is this a reasonable answer? Why or why not?
(F) Further Skill Application
(G) For each of the following, write the prediction equation and then solve the problem.
1. A student who waits on tables at a restaurant recorded the cost of meals and the tip left by single diners.
Meal Cost
$4.75
$6.84
$12.52
$20.42
$8.97
Tip
$0.50
$0.90
$1.50
$3.00
$1.00
If the next diner orders a meal costing $10.50, how much tip should the waiter expect to receive?
Equation
Tip expected
2. The table below gives the number of hours spent studying for a science exam (x) and the final exam grade (y).
X
2
5
1
0
4
2
3
Y
77
92
70
63
Predict the exam grade of a student who studied for 6 hours.
Equation
Grade expected
3. The table below shows the lengths and corresponding ideal weights of sand sharks.
Predict the weight of a sand shark whose length is 75 inches.
Equation
Weight expected
(H) HOMEWORK For Further Practice:
http://arapahoe.littletonpublicschools.net/Portals/7/Math/Lhotta/Line%20of%20Best%20Fit%20Worksheet.pdf http://www.gradeamathhelp.com/support-files/lines-of-fit-d.pdf
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Using tree rings as indicators of past climates
Environment and Disease Laboratory 3 Fall 2002
Introduction:
Anyone who has seen the stump of a recently felled tree cannot help but have noticed the concentric rings that form the trunk. Trees grow both in height and width. The growth in width is known as secondary growth and the tissues being added are xylem, phloem and cork. Xylem is the tissue plants use to transport water and minerals from the roots to other parts of the plant; phloem is the tissue used to conduct sugars and other organic molecules from the leaves, where they are produced via photosynthesis, to other parts of the plant; and cork is the tough covering of stems and roots (the outermost tissue of bark).
In temperate climates like ours, secondary growth occurs during spring and summer and ceases in the winter. Moreover, secondary growth of xylem is not uniform during the growing season. In spring, the cells produced (Fig. 1, spring wood) are larger in diameter and have thinner walls in order to maximize delivery of water to new expanding leaves. Later in the season the cells produced are thinner and have thicker walls (Fig.1, summer wood). Although they cannot transport as much water, they are important for providing physical support to the tree. The outermost tissues that comprise the bark - the phloem and cork - do not tend to accumulate over the years. Instead they split and slough off the trunk as the tree grows. Because the annual production of xylem is non-uniform but follows a consistent pattern, one can use the annual rings (Fig. 1) as a means of determining the age of a tree.
Since they are laid down in annual cycles, the innermost rings may have been formed millennia ago for very old trees. Any environmental parameters that influence tree growth will influence the number of xylem cells produced and, therefore, the width of the rings. Some climatologists use the width of the rings as an indicator of, or "proxy data" for, past climates.
Before coming to lab, please read the review article, Jacoby, G.C. and D'Arrigo, R.D. Tree rings, carbon dioxide, and climatic change. Proc. Natl. Acad. Sci. USA 94: 8350– 8353 (1997), and try to answer the following questions. You don't have to work alone on this.
1. The article talks about using tree ring data as a means of measuring past variation in what environmental factors?
2. In the end, do the authors think tree rings provide good proxy data for variation in these factors?
3. Can you think of any other variable environmental factors that might influence the width of tree rings?
4. Do you think the species of tree one uses for this type of analysis makes any difference? Why or why not?
5. What is the point in comparing variation in tree ring width with variation in environmental factors for years and decades when we have direct measurements of those factors? If we already know how they have varied in that time period why would we bother looking at an indirect measurement of the same thing? | 1,222 | 662 | {
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Tuesday 5 th May
Please complete work / drawings / art work / printed off images in the purple book provided.
Please write the date and the WALT before you begin the work.
- Activity 1- English.
DEBATES!
A debate is a discussion. There are two sides to the discussion. People who agree and people who do not agree / disagree.
WALT- discuss a topic, give an opinion and listen to another person's opinion.
Read the power point, look at the pictures carefully and discuss the questions on each slide. Choose one of the following -
- Record your ideas on a video.
- Type your ideas out on the ipad.
- Or just discuss in as much detail as you can (please can parents write brief notes down about the discussion in purple books).
- Activity 2- Topic
WALT: create a classification key to sort ocean animals.
Instructions for hwb.
1. Load your internet page and type in www.hwb.gov.wales
2. Log in to your hwb account using your username and password. Hover the mouse over the waffle icon
3. Select Just2Easy (blue square icon)
4. Then click on 'J2data'
5. And click on 'branch'.
6. First, it will ask you to choose a background. Please select sea or ocean.
7. Select 'animals' (pictures) or 'words' (for animal names- scroll down to click on the word 'water' below the picture of the blue fish).
8. Select the animals by clicking on the pictures / words.
Pictures
Words
9. Click on all of the ocean animal pictures / names that appear, so they enter into the sea/ocean box.
10. Give the classification key a title, such as …
And then click 'sort'.
11. Think of a question, type it in and then click to drag the animals into the YES (thumbs up) / NO (thumbs down) boxes below.
12. When complete, click 'ok' and continue to put in another question. Then sort the animals again. Continue until you have no animals left, you have completed the task and this page shows.
13. Save you work by clicking on the floppy disk at the top of the page (use the WALT as the file name)
Well done!! You have made a classification key for the ocean animals
14. Challenge a family member, secretly choose an animal, see if they can use your 'branch' clues to guess what you are
Explore this further- use this process again to sort / create a classification key for other groups of animals
Some questions could include -
- Is the animals a bird / mammal / reptile / amphibian / fish
- Does the animals live on a beach / farm / land / sea / desert
- Does it have legs / wings / claws / a beak / teeth
- Can it live as a pet with us?
- Is it a wild animal?
- Does this animal have fur / scales? | 1,082 | 623 | {
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Date: Title:
(A) Lesson Objectives:
a. Introduce trigonometric ratios from the viewpoint of similar right triangles
b. Determine the three primary trigonometric ratios of a given angle
c. Use a calculator to determine the trig ratios of an angle
d. Use a calculator to determine the angle from a given trig ratio
(B) Investigation: Similar Right Triangles
a. For each triangle, measure the length of each side to the nearest tenth of a centimeter, and then fill out the table below. Round each ratio to the nearest hundredth. When determining opposite and adjacent sides, refer to the 20° angle. To fill in the small box on the right, use your calculator, in DEGREE MODE, and express the values to the nearest hundredth.
b. Repeat Exercise #1 for the triangles show below that each have an acute angle of 50°.
Date: Title:
(C) The Three Trigonometric Ratios:
a. The Right Triangle Trigonometric Ratios – Although we won't prove this fact until a future geometry course, all right triangles that have a common acute angle are similar. Thus, the ratios of their corresponding sides are equal. A very long time ago, these ratios were given names. These trigonometric ratios (trig ratios) will be introduced through the following exercises, each of which refer to the diagram below.
b. In a Right Triangle:
A Helpful Mnemonic For Remembering the Ratios: SOH-CAH-TOA
Sine is Opposite over Hypotenuse – Cosine is Adjacent over Hypotenuse – Tangent is Opposite over Adjacent
(D) Further Example: Find each of the following ratios for the right triangle shown below.
(a) sin A =
(b) tan
B
=
(c) cos A =
(d) tan
A
=
(e) cos B =
(f) sin B =
(E) In Class Examples: Optional Methods
We will use examples from
http://www.teacherweb.com/NY/Arlington/AlgebraProject/U8L3.SimilarRightTriangles-IntrotoTrig.pdf
(F) Homework/Resources
- HW: http://www.teacherweb.com/NY/Arlington/AlgebraProject/U8L4TrigonometryandtheCalculator.pdf
- Video help from OnlineMathLearning with trig ratios:
o http://www.onlinemathlearning.com/basic-trigonometric-ratios.html
- Reading from PurpleMath
o http://www.purplemath.com/modules/basirati.htm | 1,117 | 527 | {
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Name:
Time::
-:
Date:
Combining sentences with Correlative Conjunctions
Join and rewrite the two sentences using the given pair of correlative conjunction.
1. We will go on a field trip. We will go in July and August. (both/and)
2. Trish is not playing the drums. She is playing the trombone. (not/but)
3. The sky is dark. The sky is cloudy. (both/and)
4. Tracy broke her arm. Tracy broke her leg. (both/and)
5. We do not eat in the library. We do not eat in the office. (neither/nor)
6. I want the steak. I want the fish. (both/and)
7. She does not want a kitten. She would rather have a puppy. (rather/than)
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8. My dog does no tricks. My dog plays fetch. (not/but)
9. I cannot fit in the shirt. I cannot fit in the pants. (neither/nor)
10. California has beautiful beaches. Hawaii has beautiful beaches. (both/and)
11. You can use a raincoat. You can use an umbrella. (either/or)
12. She would rather wear sunscreen. She does not want to get a sunburn. (rather/than)
13. Natasha is funny. Natasha is witty. (both/and)
14. Nick does not like exercise. He likes jogging. (not/but)
15. My mother is a teacher. My father is a teacher. (both/and)
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In Maths, the children will use their solid foundations of place value to strengthen their skills and knowledge with the four operations: addition, subtraction, multiplication and division. Formal methods will be introduced for all four operations, which children will become more fluent in using as the term progresses. There will be a continued strong focus on reasoning and problem solving. At the end of term, the children will apply their learning to solve length and perimeter problems.
The children's learning about India will be enriched through experiences in Art. Colour and pattern will be explored in order for children to create their own rangoli and mehndi patterns.
Our Geography led project will focus on the study of rivers, and in particular the river Ganges in India. The children will learn about the physical features of the river as well as learning about how the river is used in different Indian towns, in order to consider how it impacts life in this country.
In Music children will be introduced to traditional Indian instruments. They will be reading and playing given notes to improvise a rag and then explore different timbres on percussion to add a drone to their final performance piece.
English, will begin this term with a unit of poetry. The children will be looking at the language and features of poetry building up to writing their own poems about the River Ganges, using the knowledge they learn in their Geography lessons.
Our second unit of this term will be a narrative using the text 'Journey' by Aaron Becker. The children will be writing the narrative to this wordless adventure book which involves a child who uses a magic crayon to draw a door which leads to many new places.
The children will develop their food Design Technology skills this term as they begin with a hands-on experience learning how to make white rolls. They will then have a tasting experience where they will try the rolls they have made and also Indian chapatti bread. The children will then evaluate and compare both the method and ingredients of these two breads.
This half term children will develop their social skills in PE through jumping and landing skills. They will be not only praising and encouraging each other, but also supporting others with giving helpful feedback.
Children will build upon their Year 3 knowledge in French by learning how to introduce themselves including saying how they are and where they live.
In RE, children will be learning about the incarnation of Jesus through the Nativity narratives and how it relates to the Trinity.
The children will learn about programming, algorithms and debugging in Computing this term. They will use these skills to programme a quiz about their current topic.
In Science, this half term, the children will study states of matter. They will learn about the different processes involved in changing from solids, liquids and gases through heating and cooling. This learning will also enable them to understand the water cycle, which links to our project about rivers. The children's investigative skills will be built upon as they experiment with the viscosity of liquids. | 1,124 | 588 | {
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Literal meaning refers to words that mean exactly what they say.
- The meaning can often be determined by using context clues.
Non-literal meaning refers to words that do not mean what they say.
Which sentence uses the non-literal meaning? Explain.
B I had to get stitches when I cut my finger on a bottle.
A The funny movie had us in stitches.
What is the difference between non-literal and literal meaning?
1. Read the sentences and identify the non-literal words. (underline)
3. Determine the meaning of the non-literal words. (box)
2. Identify context clues that help explain the meaning. (box)
1 Sam couldn't decide whether to play soccer on Saturday or watch his favorite TV show. He told his friend, "I'll sleep on it."
Sam was tired. A
Sam liked to sleep more than playing soccer. B
Sam needed more time to make his decision. C
Sam liked to lie on a pillow while watching TV. D
2 Jim always cuts corners on his chores by not cleaning up afterwards.
Jim likes to not rake the edges of the yard. A
Jim doesn't wash the corners of the counter. B
Jim skips some steps in his chores. C
Jim only mows the main yard and not the corners. D
1. Read the sentences and identify the non-literal words. (underline)
3. Determine the meaning of the non-literal words. (box)
2. Identify context clues that help explain the meaning. (box)
3 Alicia started building a 100-piece jigsaw puzzle, but after an hour, she felt she had bitten off more than she could chew.
A
Alicia likes to eat puzzle pieces for snacks.
The puzzle took too much time. B
Some puzzle pieces were chewed by her dog. C
Alicia got hungry and couldn't finish the puzzle. D
4 Our teacher is on the ball, and we always get our test results the next day.
The teacher has a round ball chair. A
The teacher gets things done quickly. B
The teacher likes to watch baseball after school. C
The teacher keeps a box of sport balls in the classroom. D
We will distinguish literal from non-literal language.
Closure
Skill Closure
Concept Closure
Read the text. Explain why you agree or disagree.
Amy and Bob had to tell Rita that she couldn't come with them to the beach because the car was full, but they didn't know how to break the ice.
Randy says that Amy and Bob are going to give Rita a nice ice cold drink.
Do you agree or disagree with him?
1. Read the sentences and identify the non-literal words. (underline)
2. Identify context clues that help explain the meaning. (box)
3. Determine the meaning of the non-literal words. (box)
1 The basketball player was so tall that his legs were like a pair of chopsticks.
He doesn't like to eat food with a fork. A
His toes were sharp like the end of a chopstick. B
The tallest basketball player is made of chopsticks. C
His legs were very skinny. D
Summary Closure
What did you learn today about distinguishing literal from non-literal language?
Word Bank
distinguish literal meaning non-literal meaning context clues
1. Read the sentences and identify the non-literal words. (underline)
3. Determine the meaning of the non-literal words. (box)
2. Identify context clues that help explain the meaning. (box)
1 Della's beautiful hair fell about her shoulders, rippling and shining like a waterfall.
Her hair was made of water. A
Her hair was wet from washing it. B
Her hair was curly and looked like waves. C
Her hair was shiny like sun reflecting on water. D
2 The bright star was like a diamond in the sky.
The star had a lot of rich jewels on it. A
The star had a ring around it like a diamond bracelet. B
The star twinkled in the sky like light on a diamond. C
The star was so far away that it made me think I was far away from ever getting a diamond. D
Listening
Listen to the sentence. Use context clues to determine what the non-literal words mean. Box the meaning.
1
2
Read the passage. Determine the meaning of the non-literal words or phrase.
3 The art teacher told the students that their drawings were like a picture worth 1,000 words.
Their drawings were beautiful. A
Their drawings needed to have 1,000 words. B
Their drawings were easier to understand than reading 1,000 words. C
Their drawings were worth a lot of money. D
6
©
2017 All rights reserved.
Read the sentences. Determine the meaning of the non-literal words or phrase.
1 Mom called the school because Josh had a cold and fever. She said he was under the weather.
She meant he couldn't go outside. A
She meant that he got sick due to the weather. B
She meant that the weather was too cold. C
She meant that he needed to use an umbrella. D
Write a sentence using the non-literal words or phrases.
2 Cold feet means not able to go forward.
3 Cold shoulder means to turn away or not pay attention to someone.
Read the passage. Answer the question.
1 Because Traci was sick, it was up in the air whether the family would go to the beach or not.
Having to study for the test on a weekend was a real pain in the neck. But when the teacher canceled the test, it was music to my ears.
Why is the decision to go referred to as "up in the air"?
Read the passage. Answer the questions.
2 Determine the meaning of pain in the neck.
3 Determine the meaning of music to my ears. | 1,945 | 1,211 | {
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The Central County Fire Department
Serving the Cities of Burlingame and Millbrae and the Town of Hillsborough
This Valentine's Day, whether you are planning to light a candle for your sweetheart or just dimming the room – Practice these fire safety tips before things heat up!
Household Candle Safety
Did you know that the fire departments in the United States respond to thousands of home structure fires that are started by candles each year? These fires cause death, injury and millions of dollars in property damage. We know things heat up on Valentine's Day, but follow these tips to make sure a fire hazard isn't in the works:
Battery-Operated Candles: Battery-operated candles can create the perfect dim lighting, without the hazard of a flame. There are models that are made to look, smell and feel like real candles – without the burning wax!
Candle Placement: Keep candles away from combustible materials and 12 inches away from anything that could burn if the candle tipped over. Place the candles in an area where they cannot be easily knocked down or accessed by children or pets. Avoid using candles in the bedroom and carpeted areas.
Candle Holders: If you are using real candles, make sure they are in sturdy, designated candle holders made of metal, glass or ceramic.
Candles: Make certain that you always blow out candles when you leave a room or go to sleep. Unattended candles have started many fires.
Heating: Try to keep everything that can burn at least 3 feet away from any heating equipment. Clothes, blankets, newspapers and furniture can start a fire if they are too close to a heater, furnace, fireplace, etc.
Smoke Alarms: Make sure your home is protected by working smoke alarms. Half of all home fire deaths happen at night, when people are sleeping. Test them once a month and replace them every 10 years.
Cooking: Cooking is the main cause of home fires and home injuries. Make safety your first ingredient; stay in the kitchen when you are cooking at high temperatures. Fires start when the heat gets too high. If you see smoke or grease starts to boil, turn the burner off. If there are flames, put a lid on it.
National Burn Awareness Week 2nd Week of February
* •
*
Thousands of individuals are seen in emergency departments, minor emergency clinics or physician's offices for the treatment of a burn injury in the United States. In 2014 alone, there were 3,275 recorded deaths from fire and smoke inhalation injuries. The majority of these injuries were preventable. This is why the American Burn Association and its Burn Prevention Committee wants to bring awareness to the cause of devastating and costly injuries and encourage the public to make simple environmental and behavioral changes that has proven to mitigate this problem.
Important Tips/Resources:
Prevention Resources https://bit.ly/3AQkHp1
Burn Awareness Week https://bit.ly/3APmeM8
Homes with older adults https://bit.ly/3gdbPjW
* •
* | 1,195 | 621 | {
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Creativity in The Arts
To create is to cause something to come into being or existence. Artists, working in many styles or genres, practice creativity by coming up with new and unique styles or ways of making things using their intellectual inventiveness, imagination, intuition, and talent. The things these artists create may be unusual or one of a kind. They may also be the result of an unusual technique or an adaptation of a traditional method.
Whatever the result of this creative process, the created thing will probably be beyond expectations. The forms, ideas, or methods may transcend traditional rules or patterns and present a different perspective. Creativity is the theme of the lessons in this unit.
The creativity of three unique and talented individuals whose art forms will delight your students and challenge them to look beyond the ordinary and expected, while looking inward to their own creative expressions. Your students will appreciate depth of poetry and spoken word in African America. They will then have the opportunity to create a poetic narrative based on a life experience. The austerity and the arts community will spotlight another artist. Your students will follow a creative process and drive themselves as creators.
Your students will be introduced to the visual artist' interpretation of another part of culture in African America. They will take notice of graffiti or street art as valuable by the mainstream. Information about the creativity of these and other artists along with related topics can be explored in the African American Registry®. You and your students will find resources, references, articles and videos to deepen your understanding and satisfy your desire for greater knowledge.
MINNESOTA STATE STANDARDS ADDRESSED
Language Arts
Reading and Literature Strand
- Understand the meaning of texts using various strategies
- Demonstrate interpretive, inferential, and evaluative comprehension
Writing Strand
- Compose various pieces writing
- Write clearly and coherently for effective communication
Speaking, Listening, and Viewing Strand
- Demonstrate understanding and communicate effectively using active listening and dynamic speaking
Arts - Theater Strand
- Use movement, sound, and language to create and express ideas
Arts - Visual Art Strand
- create visual artwork from various materials
THEMATIC LEARNING GOALS
- examine and learn about the life and work of three African American artists
- understand that everyday occurrences can serve as inspiration for creative expression
- find joy in creating visual and literary art
BASIC ACTIVITIES FOR EACH LESSON
- read, listen to, and view artwork
- participate in discussion using critical response
* what did you sense? Describe in detail
* what does it remind you of? Something heard, seen or felt before
* feeling? What emotion or mood is communicated?
* what questions would you ask the artist about the work?
* what do you think this work is about? What observation/experience supports your idea? What evidence does the artist give to support your idea?
- creative time — focusing on your own ideas to create work
- sharing created works with the class or wider community | 1,350 | 613 | {
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In Maths this half term, we will mainly be focussing on the skills of multiplication and division. We will start by learning how to multiply and divide by 10 and 100, beginning with the use of a place value chart and Gattengo chart. After this, we will be thinking about some of the different times tables, and then using these skills to move onto the formal written method for short multiplication and short division. Throughout all this learning, the children will be consolidation their problem solving skills.
In DT, children will have practical experiences exploring structures using different materials. They will investigate different ways to reinforce structures and also explore how cladding can be used. These skills will be applied as children design and make a Roman pavilion structure.
History forms our topic for this half term, and we will be focussing on the era of the Romans. We will start by getting a good understanding of when the Roman period occurred, and then how their empire expanded. We will continue our topic by thinking about some of the key influences that the Romans had on Britain after their invasions. Some of the influences that we will be thinking about in depth about are: roads, buildings, religion and inventions.
Britain?
Through our English, we will begin our term with a unit based on the Disney short film 'Feast'. Through our sentence stacking lessons, the children will write the narrative for the wordless film about a dog who finds a home and enjoys delicious food. The children will then apply all of their creative ideas, vocabulary and punctuation skills to creating their own version based on a different animal.
Our next unit will take a Roman twist, using the book 'The Journal of Iliona, a Young Slave'. The children will learn about the features of diary writing, creating their own entries, imagining they lived in the Roman times.
PE will allow the children to developing their cognitive skills. In order to achieve this, the children will be able to say things that they are doing well as well as things that they could do to improve. They will achieving this whilst improving their balls skills and balance.
Children will learn to say, read and write all about families in French.
In RE, we will be learning about the concept of Devotion through the Hindu festival of Maha Shivratri. Children will learn about the Puja ceremony.
In Computing, children will be learning about computational thinking. They will solve problems and create their own games using Scratch using their skills.
Living things and classification will be studied in Science this half term. Children will learn about different ways to group living things, as well as use a classification key. They will also identify how changes in environments can pose dangers to living things.
Worship/PSHE:
Our PSHE will continue to be taught through HeartSmart this half term, exploring the principle, "Too Much Selfie, Isn't Healthy." Having thought about the value we should place on our own hearts, we now begin to revisit how we can look after the hearts of others. We will be beginning to think about our online presence using Natterhub. | 1,128 | 621 | {
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Don't Let the Sun Catch You Frying and Other Tips for a Healthy Summer
By ACSH Staff — May 11, 1998
New York, NY, May 11, 1998 The scientists and physicians at the American Council on Science and Health (ACSH) know that basking in the sun is a time-honored summer activity. But it shouldn't be unless sunworshippers take adequate precautions.
The most immediate threat is painful sunburn. But the summer sun packs a few other time bombs in its arsenal, too: people who sunbathe excessively are courting wrinkles down the road and skin cancer, as well. A summer's worth of sound advice on how to deal with sun rays and other summer-time hazards is packed into ACSH's Health and Safety Tips for Your Summer Vacation. This slim, take-along booklet offers enough practical recommendations gathered from a panel of public-health experts to get the most intrepid traveler safely and happily through this summer and many to come. Here's a sampling:
* Avoid overheating in the summer sun by drinking plenty of liquids and taking breaks in cool places.
* To stay safe in and on the water, know your limitations and never swim alone. Most of the 7,000 deaths by drowning that occur in the United States each year are preventable.
* Always wear a protective helmet when biking or in-line-skating. The American Medical Association reports that 75 percent of the cyclists who die each year die from head injuries.
* To avoid bacterial food poisoning, always keep your hot foods hot and your cold foods cold. Remember: Those chicken wings are more dangerous than that jar of mayonnaise!
* Be aware of the tiny deer ticks that carry Lyme disease. Take precautions (wear long-sleeved shirts and long pants; apply insect repellent) to avoid being bitten. If you do get bitten, know what symptoms to look for, as early treatment is important.
* Don't let an itch scratch your trip! Poison ivy, poison oak, and poison sumac grow widely throughout the United States. If you suspect you've had a too-close encounter, wash the contact area with soap and water to avoid or lessen the unpleasant, itching rash these plants can cause.
* Pack a healthy suitcase: Take along a first-aid kit, ample supplies of prescription medicines, and copies of your prescriptions.
* Take steps to prevent such common vacation maladies as motion sickness and traveler's diarrhea. If they should occur, know how to treat them.
* Prevent premature aging and reduce your risk of skin cancer by using a good broad-spectrum sunscreen.
* Choose sunglasses that block 99 to 100 percent of both UVA and UVB radiation.
* Always respect electrical storms. Avoid open areas, trees and telephones. Seek shelter indoors or inside a vehicle.
Says ACSH President Dr. Elizabeth Whelan: Whether you're traveling across the country, going
down to the local pool, or relaxing at home, to avoid spoiling your summer fun, read this booklet and take its tips seriously.
The New York City-based American Council on Science and Health is a nonprofit, tax-exempt consortium of over 250 physicians and scientists. ACSH publishes a wide variety of booklets, reports, and pamphlets on public-health topics, the texts of many of which are also available on ACSH's growing website, located at www.acsh.org [1].
To obtain a copy of Health and Safety Tips for Your Summer Vacation, send $5.00 (price includes postage and handling) to:
The American Council on Science and Health 1995 Broadway, 2nd Floor New York, NY 10023
COPYRIGHT © 1978-2016 BY THE AMERICAN COUNCIL ON SCIENCE AND HEALTH
Source URL: https://www.acsh.org/news/1998/05/11/dont-let-the-sun-catch-you-frying-and-other-tips-for-ahealthy-summer
Links
[1] http://www.acsh.org/ | 1,658 | 820 | {
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Using Articles (a, an, the) Correctly
Learning how to use these tiny words add professionalism and credibility to your work. Articles are "determiners," words that identify and explain nouns. Determiners come before nouns and include articles (a, an, the), possessive forms (Jim's, my), demonstrative pronouns or adjectives (this, that), quantifiers (none, some), and numbers (three, fifty). Proofread for articles by reading one sentence at a time and identifying nouns (people, places, or things). Then, ask yourself what you mean: Do I mean "all of them everywhere," "one of many," or "this one exactly?" Is another determiner best? Follow these steps:
1. Underline the nouns in one sentence at a time.
2. Ask yourself: Is it a non-count noun? Plural? Singular? Proper (a name)?
3. Ask yourself about the meaning: All? One kind? A specific one?
4. Reference the chart on page 3 to help you choose no article, a correct article, or another kind of determiner.
Look at the example sentence below. Then, underline the nouns in the other sentences and decide whether a, an, the, or no article is needed. Discuss your work with a Writing Center tutor.
1. In conclusion 1 , if the United States 2 wants to keep its position 3 as defender 4 of moral justice 5 , nation 6 needs to pay more serious attention 7 to the issues 8 of race-place inequalities 9 .
1 Singular: This noun is part of a transitional expression.
2 Proper: Use the in country names that begin with United.
3 Singular: The possessive pronoun its is this noun's determiner.
4 Singular: "One of many" different defenders (other countries, groups) is meant here: a defender.
5 Non-count: "All moral justice everywhere" is meant here, so no article is needed.
6 Singular: "The United States exactly" is meant here: the nation.
7 Singular ("attentions" can have a different meaning): The quantifier "more" is this noun's determiner.
8 Plural: "Race-place inequalities exactly" is meant here: the issues.
9 Plural: "One of many" kinds of inequalities is meant here, so, no article is needed.
2. Immigration process has become major topic regarding development of urban landscape.
3. As a result, future generation will develop tolerant mindset and try to provide every citizen with fairness, equal education, and rights regardless of their race, ethnicity or skin color.
If you need more examples, check out these websites: http://www.grammar-quizzes.com/agree2a.html http://grammar.ccc.commnet.edu/grammar/noncount.htm
3. As a result, future generation will develop tolerant mindset and try to provide every citizen with fairness, equal education, and rights regardless of their race, ethnicity or skin color.
If you need more examples, check out these websites: http://www.grammar-quizzes.com/agree2a.html http://grammar.ccc.commnet.edu/grammar/noncount.htm
If you want to review specific rules, ask a Writing Center Tutor about The Article Book, by Tom Cole. We have a copy in the Center for anyone to use.
Use the chart below to help you select the correct article. | 1,359 | 697 | {
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Richmond Public Schools
Curriculum Framework Grade 8,
Richmond Public Schools
Curriculum Framework
Grade 8
be limited to, Venn diagrams), number lines, and other representations.
* Classify a given number as a member of a particular subset or subsets of the real number system, and explain why.
* The set of natural numbers is the set of counting numbers {1, 2, 3, 4...}.
* The set of whole numbers includes the set of all the natural numbers and zero {0, 1, 2, 3…}.
* The set of integers includes the set of whole numbers and their opposites {…-2, -1, 0, 1, 2…}. Zero has no opposite and is neither positive nor negative.
* The set of rational numbers includes the set of all numbers that can be expressed as fractions in the form where a and b are b a integers and b does not equal zero. The decimal form of a rational number can be expressed as a terminating or repeating decimal. A few examples of rational numbers are , , -2.3, √25 4 1 75%, and . .59 4
* The set of irrational numbers is the set of all nonrepeating, nonterminating decimals. An irrational number cannot be written in fraction form (e.g., π, , 1.232332333…). √2
* The real number system is comprised of all rational and irrational numbers.
* Describe each subset of the set of real numbers and include examples and non-examples.
* Recognize that the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.
Natural Number Irrational Number Rational Number Terminating Decimal Repeating Decimal Counting Number Non-example
Assessment
RPS PowerSchool Unit Test – RPS 8.2 Common Assessment Test ID#:
Formative Assessments
White Board Checks
Kahoot.it
Plickers
Exit Tickets
Graphic Organizers
Venn Diagrams
Cross-Curricular Connections
English
Have students write a summary to explain how the food chain is similar to the real number system.
Richmond Public Schools
Curriculum Framework
Grade 8
* The Real Number Systems, page(s) 565 – 570(in part)
Notes
* The Real Number System
Resources
* Print
Virginia Coach, NEW SOL Edition, Grade 8, Mathematics Lesson 3 – page 18 (Real Numbers)
* Technology-based
- Exchange.Smarttech.com (SmartBoard) – Classifying Real Numbers – SMART Notebook Lesson * SMART Board required
- Youtube.com – Number Types (Math Song) – Instructional Resource
- Quia.com – Rags to Riches – Review game
Station Activities
* Sort - Have students sort cards with real numbers into their appropriate subgroups.
* Carousel - Have students walk around the class and answer questions about real numbers posted around the classroom.
* Foldable - Have students create a foldable, describing characteristics, providing examples, and relationships.
* Integers Sorting Activity
Differentiations
* Use different colors of paper to help students distinguish the different subsets of numbers or use paint swatches.
* Use Venn Diagrams to explain vocabulary terms and show how subsets are related. Have students create their own Venn Diagram to show how subset are related.
Richmond Public Schools
Curriculum Framework
Grade 8
Music
Have students create a song or skit about the real number system.
* Use different sized shoe boxes and have students label the box based on characteristics of subsets. (i.e. Natural numbers box will fit into Whole numbers box)
Art
Have students create a 3-D model of the real number system using objects such as bags, boxes, etc… (things that nest)
* Write subsets as headings on whiteboard and have students use sticky notes to write what subsets fit within the heading. | 1,812 | 838 | {
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Richmond Public Schools
Curriculum Framework Grade 8
Richmond Public Schools
Curriculum Framework
Grade 8
* Complementary angles are any two angles such that the sum of their measures is 90°.
* Identify and describe the relationship between pairs of angles that are vertical, adjacent, supplementary, and complementary.
* Supplementary angles are any two angles such that the sum of their measures is 180°.
* Complementary and supplementary angles may or may not be adjacent.
* Adjacent angles are any two non-overlapping angles that share a common ray and a common vertex.
Vocabulary
Vertical Angles
Adjacent
Adjacent Angles
Non-adjacent Angles
Intersecting Lines
Congruent
Vertex
Complementary Angles
Supplementary Angles
Non-overlapping Angles
Ray
Angles
Degree
Right Angle
Straight Angle
Assessment
RPS PowerSchool Unit Test – RPS 8.5 Common Assessment Test ID#:
* Use the relationships among supplementary, complementary, vertical, and adjacent angles to solve problems, including practical problems, involving the measure of unknown angles.
Instructional Activities Organized by Learning Objective
Virginia Department of Education
What Are Your Angles? – Lesson Plan(measuring of angles only used to build conceptual understanding in this lesson).
Textbook
Virginia Pre-Algebra, ©2012, Glencoe/McGraw-Hill
* Angle and Line Relationships, page(s) 619 – 625 (in part)
Notes
Angle Relationships
Foldable - Angle Relationships(only front)
Resources
*
Print
Virginia Coach, NEW SOL Edition, Grade 8, Mathematics Lesson 7 – page 50 (Vertical, Supplementary, and Complementary Angles)
* Technology-based
Formative Assessments
White Board Checks
Kahoot.it
Plickers
Exit Tickets
Graphic Organizers
Venn Diagrams
Cross-Curricular Connections
English
Have students write a journal prompt describing how angles are connected.
History
Create different routes on a world map that create angles. Name the angle measures or find missing angles.
Richmond Public Schools
Curriculum Framework Grade 8
- ExploreLearning.com (Gizmo) – Investigating Angle Theorems – Interactive Skill Review *Sign-in required
- BrainPop.com (BrainPop) – Angles – Interactive Skills Practice
- VirtualNerd.com – What are Complementary Angles?, What are Supplementary Angles, and What are Vertical Angles? – Instructional Video
Station Activities
* Task Cards - Have students complete problems in small groups Think-Pair-Share.
* Foldable - Have students create a foldable, describing characteristics, providing examples, and relationships.
* Angle Sort - Have students sort cards with angles into their appropriate category.
* Angle Measures Task Cards(exclude questions 15 and 16)
Differentiation
* Have students model with there arms and peers; each type of angle.
* Have students use different color markers to help identify angle types.
* Have students write a capital c "C", turn the "C" into a 9 and add a zero behind. Have students write a capital s "S", turn the "S" into an 8 and add a 1 in front and a 0 behind. | 1,620 | 678 | {
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Understanding the Standard
* Rational numbers may be expressed as whole numbers, integers, fractions, percents, and numbers written in scientific notation.
* Practical problems may include, but are not limited to, those related to economics, sports, science, social science, transportation, and health. Some examples include problems involving the amount of a paycheck per month, commissions, fees, the discount price on a product, temperature, simple interest, sales tax and installment buying.
* A percent is a ratio with a denominator of 100.
* Reconciling an account is a process used to verify that two sets of records (usually the balances of two accounts) are in agreement. Reconciliation is used to ensure that the balance of an account matches the actual amount of money deposited and/or withdrawn from the account.
* A discount is a percent of the original price. The discount price is the original price minus the discount.
* Simple interest (I ) for a number of years is determined by finding the product of the principal (p ), the annual rate of interest (r ), and the number of years (t ) of the loan or investment using the formula I = prt .
* The total value of an investment is equal to the sum of the original investment and the interest earned.
* The total cost of a loan is equal to the sum of the original cost and the interest paid.
Essential Knowledge and Skills
The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representations to
* Solve practical problems involving consumer applications by using proportional reasoning and computation procedures for rational numbers.
* Reconcile an account balance given a statement with five or fewer transactions.
* Compute a discount or markup and the resulting sale price for one discount or markup.
* Compute the sales tax or tip and resulting total.
* Compute the simple interest and new balance earned in an investment or on a loan given the principal amount, interest rate, and time period in years.
* Compute the percent increase or decrease found in a practical situation.
RPS PowerSchool Unit Test – RPS 8.4 Common Assessment Test ID#:
Formative Assessments
White Board Checks Kahoot.it Plickers Exit Tickets Graphic Organizers Venn Diagrams
Cross-Curricular Connections
History
Calculate the percent of change for populations' overtime due to historic History events.
- ExploreLearning.com (Gizmo) – Beam to Moon, Percent of Change, and Percent and Proportions – Interactive Instructional Resource *Sign-in required
Station Activities
* Task Cards - Have students complete problems in small groups Think-Pair-Share.
* Goldfish Activity (example)
* Foldable - Have students create a foldable, describing characteristics, providing examples, and relationships.
* Word Problem QR Code Activity
* Solving Word Problems with Proportions
Differentiations
* Explain to students how multiplying or dividing by 10 changes a decimal number.
* Challenge students to multiply or divide by 20 using mental math.
* Have students cut out pictures from a magazine and make their own sales flyer. Have other students buy items from peers paper and determine sales tax, discounts, and final cost.
* From task above, has students fill out checkbook register and balance it after items have been purchased. Before students begin have them deposit some money.
* Have students determine whether the numbers in a percent increase or decrease problem are increasing or decreasing first.
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Latin Roots Vocabulary List 2
Senior English
Mrs. Alana Haughaboo
supersonic (adj.) A. Designating sound waves or vibrations with a frequency above the range of human hearing (i.e. greater than 20 kilohertz); relating to or involving such waves. B. (Of a speed) greater than the speed of sound; (of an aircraft, etc.) capable of such a speed; relating to or involving such a speed.
verbal
(adj.)
A.
Consisting or composed of words; also, of or pertaining to, manifested in, words.
B.
Dealing in or with words, esp. with mere words in contrast to things or realities.
lingual (adj.) A. Of or relating to the tongue. B. Of a speech sound or articulation: formed by the tongue;
languid (adj.) A. Of a person, animal, bodily function, etc.: weak, faint, or inert, esp. from illness or fatigue; lacking vitality or vigor, listless. B. exhibiting a natural or affected disinclination to physical exertion; leisurely, unhurried, slow-moving.
veracity
(n.); truthfulness, veraciousness.
voracity virile
virtuoso
(n.) The quality or character of being voracious; greediness in eating.
(adj.) Of, belonging to, or characteristic of a man; manly, masculine;
marked by strength or force.
(n.) A. A learned person; a scholar; esp. a scientist, a natural philosopher. Also: spec. a member of the Royal Society. B. A person who has a special interest in, or taste for, the fine arts; a student or collector of antiques, natural curiosities, rarities, etc.; a connoisseur; esp. one who pursues such interests in the manner of a dabbler or dilettante.
omnivorous (adj.) Feeding on or characterized by a varied diet of both plant and animal origin; contrasted with carnivorous, herbivorous, etc. Also: eating food of all kinds (i.e. not vegetarian)
multilingual (adj.) Involving several or many languages; written, spoken, etc., in several languages; having or speaking more than two languages.
paucity (n.) Smallness of quantity or size; thinness; the presence of something in only small amounts; scantiness; a small or scant quantity.
elongate (v.) A. To lengthen, draw out, prolong. B. To grow or increase in length; to be lengthy; to have a slender or tapering form.
brevity (n.) A. Shortness, esp. as applied to time. B. The being short in speech or writing; contraction into few words, conciseness, terseness.
verity (n.) Without article. Truth, either in general or with reference to a particular fact; conformity to fact or reality.
verbose (adj.) Expressed in an unnecessary number of words; prolix, wordy. Using an excessive number of words; writing or speaking at excessive length; long-winded. | 1,222 | 648 | {
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OVERVIEW
Minnesota's Knowledge and Competency Framework (KCF) outlines what early childhood professionals need to know and what they need to do when delivering quality care. The Minnesota Department of Education (MDE) created the KCF in 2015 to replace the Minnesota Core Competencies and align with Board of Teaching Standards.
[x] The KCF can be used to:
- Highlight skills providers need to help children succeed
- Give providers a clear path to plan professional growth
[x] There are three versions:
1. Preschool-Aged Children in Center and School Programs
2. Infants and Toddlers
3. Family Child Care
[x] There are eight content areas (*seven for Family Child Care):
I. Child Development and Learning
II. Developmentally Appropriate Learning Experiences
III. Relationships with Families
IV. Assessment, Evaluation and Individualization
V. Historical and Contemporary Development of Early Childhood Education
VI. Professionalism
VII. Health, Safety and Nutrition
VIII. Application through Clinical Experiences*
[x] There are three levels of progression in each content area:
1. Explores: New to the field or content area; Relies on observation
2. Implements: Understands developmental stages; Focusing on needs of individual children; Reflection leads to improvement
3. Designs and Leads: Highly involved in decision making; Constantly evaluating, communicating, and collaborating to improve
[x] There are several KCF resources available:
- Download KCF versions on the MN Department of Education website
- Search for training events by KCF content area on Develop (www.developtoolmn.org)
- Questions? Email Cory Woosley at Child Care Aware of Minnesota (firstname.lastname@example.org)
- COMING SOON! Statewide KCF training for all trainers and providers.
CONTENT AREAS
While the KCF was designed to replace the Minnesota Core Competencies, many of the new KCF content areas align or overlap the Minnesota Core Competencies. The icons below represent the eight different content areas. The chart on the next page shows how each KCF content area aligns with the Minnesota Core Competencies and CDA content areas.
I. Child Development and Learning II. Developmentally Appropriate Learning Experiences
III. Relationships with Families
IV. Assessment, Evaluation and Individualization
V. Historical and Contemporary Development of Early Childhood Education
VI. Professionalism
VII. Health, Safety and Nutrition
VIII. Application through Clinical Experiences*
(Applies to only Preschool-Aged, and Infants and Toddlers)
CONTENT CROSSWALK
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Arachnids
* 8 legs
harvestman
spider
small round body
many spiders build webs
to catch prey
2 body parts
harvestmen feed on a range
of plant and animal matter
Molluscs
* No legs
* Move on a thin layer of slime
slug
coiled shell
snail
Myriapods
Crustaceans
* Often found at ground level, but sometimes climb onto plants
* 14 legs
* Armoured body
millipede
centipede
one pair of legs
per segment
two pairs of legs per segment
woodlouse
Learn more about insects - join the Amateur Entomologists' Society www.amentsoc.org
For more help with identification visit iSpot.org.uk.
Written by Martin Harvey, Gill Stevens, John Tweddle, Lucy Carter and Simon Norman.
Illustrations © Chris Shields 2010.
Guide to common invertebrates in hedges
Hedges provide a home and food for a wide range of invertebrates. This fold-out guide will help you identify the invertebrates that you find while taking part in the OPAL Biodiversity Survey.
Invertebrates are animals without a backbone. They come in many shapes, sizes and colours. This chart covers what you are most likely to find in a hedge: insects, arachnids, molluscs, myriapods and crustaceans.
antennae
There are over 24, 000 species of insect in the British Isles and many other types of invertebrates, so this guide cannot possibly show them all. If you find an invertebrate you cannot identify, record it as 'other' and check our website for further help with identification. legs
You may also find the young of some invertebrates. Many insects go through a four stage life-cycle: egg - larva - pupa - adult. The larvae and pupae can be difficult to identify, as they do not always look like the adult.
Start here - how many legs?
6 legs
8 legs
Molluscs
Main features used in this guide
Myriapods and crustaceans
Found a caterpillar? Caterpillars are the larvae of butterflies and moths, which are insects.
Now try to name your invertebrate using this guide
Insects
* 6 legs
* Usually have wings (but can be hard to see)
* Body divided into 3 parts
Beetles
other beetle
ladybird
Beetles come in many different sizes, shapes and colours. The wings are usually hidden beneath hard wing cases that meet in a straight line down the middle.
weevil
long thin snout
straight line
2 or more spots
Bees and wasps
True bugs
Insects
Butterflies and moths
butterfly
caterpillar
moth
caterpillars develop into
adult butterflies and moths
'clubs' on
antennae
no 'clubs'
on antennae
There is no single feature that distinguishes butterflies from moths.
* Most butterflies have small 'clubs' on the end of their antennae (like a fist at the end of an arm). Most moths do not have 'clubs' at the end of their antennae.
* Usually butterflies close their wings straight up above their body. Usually moths rest with their wings held horizontally or held above their body in a triangle shape.
True flies
True flies have only one pair of wings. Most have short antennae.
blowfly
cranefly
hoverfly
very long legs
often has black and yellow
marks on body, imitating a wasp
body often
metallic in colour
Other insects | 1,374 | 776 | {
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Lesson 04: Suspensions and Colloids
Lesson Objectives:
* Students will compare and identify suspensions, colloids and emulsions. Students will apply knowledge of solutions, suspensions, colloids and emulsions.
Students will understand that mixtures are not always clearly defined.
Read the entire lesson including the questions before you begin.
You will need:
A small amount of heavy whipping cream
A small jar (preferably glass, Mason jar or baby food jar ideal)
Place a small amount of whipping cream in your jar, about 1/4 of the jar will be plenty if you're using a small jar. (The larger the jar the more difficult this will be.) Make sure the lid is tight, and shake the jar. You'll be shaking for about 10 minutes, so plan to switch hands or even pass off to friends and family members if necessary. Brief breaks to shake out tiredness are fine.
Grading Rubric:
Grading Rubric:
To get a 10: All answers are correct the first time, or within first revision. You can have no grammatical or structural errors, within the first revision. Answer in complete sentences; all lesson requirements have been met.
To get a 9: You can have 1 incorrect answer. You can have 1 grammatical errors (spelling, punctuation, capitalization, wrong word, etc.) Answer in complete sentences; all lesson requirements have been met.
To get an 8: You can have 2 incorrect answers. You can have 2 grammatical errors (spelling, punctuation, capitalization, wrong word, etc.). Answer in complete sentences; all lesson requirements have been met.
To get a 7: You can have 3 incorrect answers. You can have 3 minor grammatical errors (spelling, punctuation, capitalization, wrong word, etc.). Answer in complete sentences; all lesson requirements have been met.
To get a 6: This grade is reserved for administrative use
To get a 5: 6 or more incorrect answers. Plagiarism - purposeful or mistaken, which will lower your final grade for the course (so be very careful when posting your work!); lack of effort, disrespect, or attitude (we are here to communicate with you if you don't understand something); or 6 or more errors of any kind. Answer in complete sentences; lesson requirements have not been met.
Note: For this class it is necessary to post the questions over each answer. Failure to do so will result in asking for a revision. You will also be given two chances to revise your work after your initial post. No grade will be given for incomplete work.
Assignment:
Do not submit text that you have copied from sources, including websites. All of your work should be in your own words. Using copied text would be considered plagiarism. For more information, review our page on Plagiarism and Citation.
If you use any references for research, then the sources must be cited.
Also, do not use any one site as your sole source for a lesson (in other words, Wikipedia cannot be your cited source for every question). Be sure to seek out a variety of sources.
Activity
1. What happened? Describe the process, and the result.
2. What color is the liquid?
3. Drain off the liquid carefully. What is left behind? Describe it.
4. Spread a little of what you have left in the jar (after draining the liquid) onto a piece of bread or a cracker and taste it. What is it?
Research
You will be using outside sites to research these answers, but be sure to use your own words! Cutting and pasting from another source is plagiarism and will severely dock your grade. The point of this section is to show that you understand the answers, not just to quote another site. Please paste the url(s) of the sites where you obtained your answers after the question.
5. What is a suspension? Do the solids settle out?
6. What is a colloid? Do the solids settle out?
7. Is heavy whipping cream a suspension or a colloid? Why?
8. What is the difference between a solution, a suspension, and a colloid?
9. What is an emulsion?
10. Is the substance you made in this lesson a solution, a suspension, a colloid, an emulsion, or a combination of these? If a combination, name which one. Explain your reasoning for your answer.
Materials on this page are © Compuhigh unless otherwise noted, and may not be reused without express written permission. | 1,679 | 939 | {
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How to Study the Bible Schedule
I. Section One: First Things
a. What is the Bible & is it Reliable?
b. The Inductive Study Method Pt 1
c. The Inductive Study Method Pt 2
II. Section Two: Anatomy of the Bible
a. Studying the Old and New Testaments
b. Genres I: Narratives and Histories
c. Genres II: Poetic and Wisdom Writings
d. Genre III: Gospels/Epistles & Prophetic/Apocalyptic Literature
III. Section III: Interpretive Tools
a. Purpose and Context
b. Structure and Parallels
c. Linking Words
d. Repetition
e. Using Commentaries & Other Resource
f. Studying Difficult Passages and Familiar Passages
Core Seminars—How to Study the Bible Class 3: Inductive Bible Study, Part 2
"But be doers of the word, and not hearers only, deceiving yourselves. For if anyone is a hearer of the word and not a doer, he is like a man who looks intently at his natural face in a mirror. For he looks at himself and goes away and at once forgets what he was like." (James 1:22-24)
Application:
Questions to ask of a passage in the Bible:
1. Does it point out sin in my life?
2. What assumptions does it have that I don't share?
4. Is there an encouragement?
3. Is there a command to obey?
5. Is there a promise for me?
7. Does it teach me something about myself?
6. Does it teach me something about God?
8. What evidence for my faith does it give me?
10.How can I model/share/teach this truth to encourage others?
9. What will I do differently today?
11. What application is there for us as a family or as a church?
Guidelines to Follow
1. Pray
2. Think
3. Write
5. Listen
4. Talk
Practice: Philippians 2.19-30
19 I hope in the Lord Jesus to send Timothy to you soon, that I also may be cheered when I receive news about you. 20 I have no one else like him, who takes a genuine interest in your welfare. 21 For everyone looks out for his own interests, not those of Jesus Christ. 22 But you know that Timothy has proved himself, because as a son with his father he has served with me in the work of the gospel. 23 I hope, therefore, to send him as soon as I see how things go with me. 24 And I am confident in the Lord that I myself will come soon.
25 But I think it is necessary to send back to you Epaphroditus, my brother, fellow worker and fellow soldier, who is also your messenger, whom you sent to take care of my needs. 26 For he longs for all of you and is distressed because you heard he was ill. 27 Indeed he was ill, and almost died. But God had mercy on him, and not on him only but also on me, to spare me sorrow upon sorrow. 28 Therefore I am all the more eager to send him, so that when you see him again you may be glad and I may have less anxiety. 29 Welcome him in the Lord with great joy, and honor men like him, 30 because he almost died for the work of Christ, risking his life to make up for the help you could not give me.
Adapted from original material by Lyle Wetherston, Capitol Hill Baptist Church https://www.capitolhillbaptist.org/resources/core-seminars/series/how-to-study-the-bible/ | 1,283 | 789 | {
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NALANDA COLLEGE - COLOMBO 10
Grade 11
Mathematics
Second Term – Unit Test
13) Graphs
Part I
1. The coordinates of two points on a straight line are (4,2) and (2,-2). Find the gradient of the straight line
2. Find the equation of the straight line passing through the points (4,3) and (2, -1).
3. What is the intercept of the straight line which passes through the points (-3,0) and (0, -2)?
4. Find the gradient and the intercept of the straight line indicated by the equation 3x −y=5.
5. Write the equation of the straight line that pass through the origin and point (2,4).
6. Write the equation of the straight line with gradient 1 2 which passes through the points (0,-3) .
Write the equation of the straight line denoted by 𝑙 in the figure.
8. Write the equation of the straight line PQ, based on the information in the given figure.
y.
9. Without sketching the graph, write down the following for the function 𝑦= (𝑥−3) 2 + 2
a) Equation of the axis of symmetry.
b) Coordinates of the turning point.
10. If the graph of the function 𝑦= −3𝑥 2 + 2, moves upwards along the y axis by 3 units. Write the equation of the graph.
Part II
1) An incomplete table of values to draw the graph of the function 𝑦= −𝑥(𝑥+ 2) + 3 is given below.
i. Find the value of y when x=1.
ii. By taking 10 small divisions of the graph paper to represent one unit along the x axis and the y axis, draw the graph of the above function.
iii.
Write the coordinates of the turning point of the function
iv. Write the interval of values of x for which the function is positive.
v. Using the graph, find the roots of the equation. −𝑥 2 −2𝑥+ 3 = 0
vi. If the above graph is shifted one unit along the positive direction of the x axis, write the equation of the new graph.
2) The table presents the y values corresponding to several x values of a certain quadratic function of x.
i. By considering the symmetry of the graph, write down the value of y, when x= 4.
ii. Draw the graph of the above quadratic function on the graph paper provided to you, by taking 10 small squares along the x axis and along the y axis to represent one unit as scale.
iii. Using the graph write down the interval of values of x for which y≥1.
iv. Write down the coordinates of the maximum point of the graph.
v. If it is given that the quadratic function of x is y = k −(𝑥−2) 2 , write down the value of the constant k.
vi. Find the value of x for which y=0 for the graph and thereby obtain the value of √6 to the nearest first decimal place.
3) The table considering of values of the function 𝑦= (𝑥−2) 2 −5 corresponding to the values of the variable x is given below.
a) i. Find the value of y when x=0.
ii. Taking ten small divisions of the graph paper to represent one unit as scale, draw the graph of the function using the above table.
b) Using your graph,
i. Find the roots of the equation (𝑥−2) 2 −5 = 0 to the first decimal place and hence obtain an approximate value for √5.
ii. Write down the interval of values of x on which the function increase from −5 to +3. | 1,294 | 819 | {
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HOW TO COMMUNICATE CLEARLY
WHAT IS CLEAR COMMUNICATION?
* Influencing others
* Setting your boundaries
- Respecting your own rights, while keeping a positive relationship with the other person.
* A form of persuasive communication
The difference between being aggressive and clear and how to avoid crossing the line:
SPEAKING UP FOR YOURSELF WITHOUT BEING AGGRESSIVE
Use the three C's
1. Clear: When you want to be heard, make sure that your messages are straightforward and understandable. Use language that makes the listener clear on what you are saying. Avoid big or flashy words that can cause confusion.
2. Concise: Do not beat around the bush or avoid the topic. By getting to the point quickly, you are able to limit the amount of confusion or misunderstanding distracting from your concern or issue at hand.
3. Conscientious: This means giving respect to the others in a conversation. When people in a conversation feel respected, they are more willing to listen to what you have to say. Starting a conversation with a calm greeting or refraining from aggressive body language are two ways you can be conscientious in a conversation.
The goal of assertive communication is to get your point across in a way that the other person wants to hear. Speak to other the way you want to be spoken to.
HOW TO DEFEND YOURSELF WITHOUT LETTING YOUR EMOTIONS GET THE BETTER OF YOU
1. 🚗 😵 The hit and run: they dump on you then leave. Tell them you would like to revisit that issue after you have had time to consider what they need. Give yourself time to think first.
2. 😱 🕑 The hallway ambush: they corner you as you are on your way to do something else and want a response now. Tell them you will get back to them as soon as you have had time to think about it.
3. 🙄 🙃 The misplaced blame: not even your fault or responsibility. Say, "I can see that you're frustrated by that. Why do not you talk with "Joe" about why things were handled that way."
4. 😡 😡 The appropriately placed (but over the top) blame: Your slip. Do not over-apologize, just acknowledge your mistake and move on. Say, "I'm sorry that I did that. I will try to make it up to you."
Adapted from: Assertiveness Skills: A Guide to Positively Successful Communication Rockhurst University Continuing Education Center, Inc (2008). | 947 | 521 | {
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Year Groups
1 & 2
Hedgehogs Summer Term 1 2024
Teacher
Mrs Toomer
Curriculum Drivers: Communication, Knowledge of the World and Our Forest.
English
Some Like It Hot!
Maths
Phonics: Essential Letters & Sounds (Year 1
Phase 5) (Year 2 ELS Spelling)
Key Text: Ocean Meets Sky
Focus: Prediction, descriptive writing, instructions, fantasy story writing, innovation, writing for different purposes, revising and editing.
Poetry on a theme and reading comprehension.
Regular guided reading sessions
Art/ D&T
Painting and mixed media (colour mixing and collage).
Preparing fruit (fruit salad) and vegetables (veg and dips).
Designing and making boats inspired by 'Ocean Meets Sky'.
Computing and Music
We will use Teach Computing and will be creating digital music.
This will also help to explore and embed musical concepts such as rhythms, patterns, notes and tempo.
Why?
To consider areas of the world that have different climates and the animals that live in them. To deepen our understanding of the world and continue improving our geographical skills and knowledge. To explore maps and use atlases.
R.E.
How do we care for the world and others?
PSHCE
We will have weekly SCARF PSHE lessons. Through the topic of 'Being My Best Self' we will look at ways of taking care of our bodies through hygiene, health, exercise, sleep and cooperation.
We will also be using 'My Happy Mind'. We will work on understanding how our brain works and how to ensure we look after it so that we can manage our emotions and be at our best. Growth mindset is a key part of this too.
Year 1
Fractions, money, place value
Year 2
Fractions, money, statistics
Mastering number sessions will focus on number facts, arithmetic and composition.
We will also continue working on our times tables.
Science
We will use scientific skills to observe plants and to learn the parts of a plant. We will identify, name, compare and classify common plants and trees and common fruit and vegetables.
Geography
We will look at and cold areas/ countries of the world and consider their weather and climate. We will use maps and atlases and consider similarities and differences between countries. We will also begin to think about the animals that live in hot and cold places.
P.E
Progressive Sports will continue coaching the children on Thursdays with a range of skilled based activities ready for summer sports. | 1,005 | 522 | {
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Intent
At Roundwood School and Community Centre we have created an ICT curriculum that will instil a curiosity about the technological world around the children. We aim to ensure that our children understand the extent of technology, start building computing skills for their future and use technology to support all areas of life.
Our students are exposed to a range of topics and are able to use these skills to develop into good digital citizens, to know how to use technology safely, respectfully and responsibly.
We also want our students to be able to identity a range of ways to report concerns about content and contact.
We want them to evaluate and apply information technology clearly, accurately and coherently to create, organise, store, manipulate and retrieve digital content.
We want to give our children the confidence and knowledge to be able to communicate their ideas.
We feel that ICT is a core skill in everyday life and runs across all curriculum subjects, so we therefore aim to equip our students with all the tools to be successful and develop essential skills. We also aim to develop children's ability to be safe online and discuss their thinking using appropriate ICT vocabulary.
Implementation
Our ICT curriculum is delivered through several different engaging ways. KS3 and KS4 are following the ADAN Short Course Computing Curriculum, to give a formal structure to their learning.
Our students have access to a Chromebook to support all areas of the curriculum. Teachers follow a clear progression of skills which ensure all students are meeting their expectations and are given the opportunity to enhance their prior knowledge. The structure of the lessons contains lots of visual information.
We use assemblies and PSHE to enthuse and motivate the students to foster positive attitudes towards learning about keeping safe when using technology.
All staff are encouraged to raise questions, seek support and request further training in order to ensure everyone is confident in how and what they teach in ICT.
Good practice is always shared between staff and CPD is used to inform teaching and learning across the school.
Impact
Above all, Roundwood Schools's ICT curriculum ensures our students develop a love for the technological world around them.
Many of our children make good progress in typing, online research, communication and programming.
Our students are able to respect and tolerate others' opinions and views and identity a range of ways to report concerns about content and contact.
They gain transferable skills such as critical and logical thinking, problem solving and creativity, which they are able to apply at school, at home and in the future.
Most of our students go on to complete the ASDAN Computing Short Course. Our students will have a secure and comprehensive knowledge of technology and digital systems, which is important in an evolving society.
A few of our children excel in ICT and often want to pursue it in their future career.
Student voice:
"I really like ICT. I like using the computer and creating things on the laptop. I enjoy being able to learn new things and using my imagination." - Year 9 student | 1,257 | 585 | {
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RIVERSDALE PRIMARY SCHOOL
Marking and Feedback Policy
Date:
Review Date:
Signed: ____________________________________ (Governor)
Signed: _________________________________ (Headteacher)
Our aim is to ensure that children are provided with timely purposeful feedback and marking that furthers their learning. Teachers are able to gather feedback and assessments that enables them to adjust their teaching both within and across a sequence of lessons.
What is the Policy?
All adults working with pupils across the school will provide feedback to pupils on their personal, social and emotional needs, they will support pupils with their emotional development by ensuring time is made to support this development within the classroom environment.
Feedback and Marking in Practice
1. Immediate feedback – at the point of teaching
It is vital that teachers evaluate the work that children undertake in lessons, and use information obtained from this to allow them to adjust their teaching. Feedback occurs at one of three common stage in the learning process:
2. Summary feedback – at the end of a lesson/task
3. Review feedback – away from the point of teaching (including written comments)
The stages are deliberately numbered in order of priority, noting that feedback closest to the point of teaching and learning is likely to be most effective in driving further improvements, especially for younger pupils.
Marking Approaches
All work will be acknowledged in some form by class teachers. This may be through simple symbols such as ticks or highlighting of learning objectives. In Foundation Stage & Key Stage 1, review marking will only lead to written comments for those pupils who are able to read and respond independently. In some cases, the marking code may be used where this is understood by pupils (see end of policy for marking code & symbols). Where pupils are unable to read/understand such comments, these are shared verbally with children at the next appropriate opportunity.
In Key Stage 2, written marking and comments should be used where meaningful guidance can be offered which it has not been possible to provide during the classroom session. In the case of groups of pupils having a common need, it may be appropriate for teachers to adjust planning or grouping rather than providing a written comment. Where a child has achieved the intended outcome and is well-prepared for the next stage in learning, this need not be annotated. In most cases, written comments will be focussed on extended pieces of written work, or extended tasks. These will allow children's achievements to be recognised and provide further guidance for future learning. Class teachers will mark all work using Green pen, teaching assistants will use Blue pen and students will use purple pen.
Target-Setting
A significant aim of feedback should be to ensure that children are able to identify how they can improve their work or further their learning. In some cases, targets are clearly set out through use of the marking code and accompanying comments. They are reviewed regularly by both pupils and teachers and updated when they are achieved. Where targets remain for a long period, these should be reviewed to take account a of a child's needs and progress.
What are the expectations?
* Pupils should be able to explain how they get feedback from their class teacher.
* Each class teacher is free to determine with their class how they will provide feedback.
* There is no expectation that verbal feedback will be recorded.
* There is an expectation that feedback will have a direct impact on pupils' outcomes.
How is the policy monitored?
* All staff are responsible for the effective implementation of this policy.
* The policy will be monitored through conversations with pupils and class teachers.
* Pupils work will form an important part of the monitoring process; however, this will always be carried out alongside the pupils to allow them to provide vital input into the feedback process.
Who is the policy for?
* Pupils – to ensure that the feedback they are provided with enables them to make progress
* Staff – to enable them to use their professional judgement in how best to provide feedback to their pupils
* Parents – to support them in understanding how feedback is provided to their children
* Leaders – to ensure that pupils outcomes and teacher workload are protected
Pupils are expected to:
* Pupils are expected to be active reflectors- to use self and peer assessment to further their learning.
* Ensure that the feedback they are provided with enables them to make progress –ask questions.
* Be proactive in taking on advice and giving advice.
* During parent meetings children are expected to be able to clearly articulate what their next steps are for improving their progress across the curriculum. | 1,918 | 907 | {
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Term and Duration- Term 6 Summer 2 (7weeks) Teacher: Mrs Mclean.
ENGLISH:
We will then move on to study 'Percy Jackson and The Lightning Thief', by Rick Riordan. This unit will take children on an adventure through the discovery of a sword, tied to which is an ancient-looking scroll, to writing an ode, exploring character and setting development, and then writing an own version narrative chapter. Following Reading for Research into Greek Gods, the children will complete the sequence by writing an extended narrative in role as an invented demi-god.
FRENCH: This term we will study the unit 'All in a day'. In this 'All in a Day' unit, your child will learn how to tell the time: o'clock, half past, quarter past, quarter to and 5minute intervals. They will learn how to use 24-hour times and the way in which the French represent a.m. and p.m. times. The children will use airport arrival and departure boards and a school timetable to consolidate and practise the skills learned.
PSHE: Children will study the My Happy Mind unit 'Relate' and SCARF unit 'Growing and Changing'.
Geography: In this unit, the children will find out more about why rivers are so important to the towns and villages that have developed on their banks. By looking at the features of rivers, and the natural and human ways that rivers change over time, children will explore the life stories of rivers. Children will learn the names and locations of the major rivers of the UK and the world.
Raging Rivers
RELIGIOUS EDUCATION: This term children will look at the different values and some of the traditions from different faiths and worldviews. Before looking at different faiths and worldviews children will first think about what matters most to themselves. Children will learn different elements of faiths and worldviews and consider what matters to each one. The unit concludes with children reflecting on what they have learnt and reassessing how their perceptions of what matters most in life may have changed.
SCIENCE: This term children will study 'Living Things and Their Habitats'. This unit will teach your child about the classification of living things, including micro-organisms. The children will build on their work in Year 4 by sorting animals into groups based on their similarities and differences. They will extend their learning to find out about the standard system of classification first developed by Carl Linnaeus, choosing an animal and researching its classification. The children will have the opportunity to design their own 'curious creature' and classify it based on its characteristics. They will learn about micro-organisms, and conduct an investigation into the growth of mould on bread. Furthermore, the children will use play dough to create a new single celled micro-organism and explain how it is classified and why. Finally, the children will put their learning into practice by creating a field guide to the living things in their local area, showing how and why each one is classified.
PHYSICAL EDUCATION: This term we will doing athletics. Appropriate, outdoor kit needed for Thursdays.
MUSIC: This term our lessons will focus around the learning and singing the songs for our summer production. | 1,261 | 662 | {
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EVERYDAY MINISTRY POVERTY ASSIMILATION
At EveryDay Ministry, we want to equip you to teach others about the realities of poverty. We believe that ministry to those in need around the globe often starts by opening the eyes of those closest to us. Through this Poverty Assimilation activity, your group will be able to see what it's really like for a child who is living in a country with a distant water source.
The goal of this exercise is for participants to see life through a different cultural perspective in hopes that they will respond with empathy and action.
MATERIALS NEEDED
* Envelopes
* Paper & scissors
* Water buckets (enough for every participant)
*This is an interactive exercise that requires a large open space. If you can host it in a location with a large pond, that would be ideal. Essentially, you will need long distances for the participants to walk, however, the length is up to your personal discretion.
BEFORE
Before the activity, you will need to prepare an envelope for every participant. There should be three different categories of envelopes. Try to have an equal amount of each category. Label the envelopes by writing one of the three categories on the front. "Open when you are about halfway back with your water," "Open when you are halfway to the water," "Open when you are at the water." Then, print out the scenarios provided for each category, cut them out, and place one in each envelope.
DURING
When the activity begins, pass out one envelope to each participant. Then provide each participant with a bucket for water. Tell them to walk around the pond (or alloted long distance), fill the bucket with water, and carry it back to the starting point. When it is time for them to open their envelopes (as noted on the outside of the envelope), open it and follow the instructions. Encourage the participants to do this exercise independently and without talking or joking around with one another.
AFTER
After the exercise, lead the participants in a time of reflection and discussion. Ask participants to talk about their frustrations and joys through the course of the activity. Take this opportunity to explain to the participants that each of the scenarios provided in their envelopes comes from a real life situation. Have some action opportunities prepared for the participants and provide them with ways they can get involved in poverty ministry.
Cut out these scenarios and place them in an envelope.
(Place the following scenarios in envelopes labeled this)
OPEN WHEN YOU ARE HALFWAY TO THE WATER
A ministry team from the US just came and put a water well in your village and shared Christ with your entire village! You may turn around and come back to the starting point.
A ministry team from the US just came and put a water well in your village and shared Christ with your entire village! You may turn around and come back to the starting point.
A ministry team from the US just came and put a water well in your village and shared Christ with your entire village! You may turn around and come back to the starting point.
(Place the following scenarios in envelopes labeled this)
OPEN WHEN YOU ARE HALFWAY BACK WITH YOUR WATER
A python has been spotted along the path you normally dip water from. You have to walk to the far side of the pond to get water.
A python has been spotted along the path that you normally take to get water. You must walk as far as possible around the pond to get water.
You tripped and spilled your water. Dump your bucket out and go back to the pond and refill it.
You tripped and spilled your water. Dump your bucket out and go back to the pond and refill it.
You do not have any further instructions. Continue on the path back to the starting point with your water.
(Place the following scenarios in envelopes labeled this)
OPEN WHEN YOU RETURN TO THE STARTING POINT WITH THE WATER
Your sister is sick and she can't fetch water today. Go back and get another bucket of water in her place.
Your sister is sick and she can't fetch water today. Go back and get another bucket of water in her place. | 1,573 | 839 | {
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Level: 4Ms
The first English exam
Timing: 1 h
Text:
Julia Jefferson is Canadian. She is 16 years old. She is a student at Brighton Comprehensive. She is a very good student. She can speak three languages well: English, French and Spanish.
Julia's family is big. She has got two brothers and a sister. Her sister´s name is Rachel.
She is also very good at sports. She can swim and dive. She could swim from her childhood. She´s an excellent diver, in fact, she´s Canada's Diving Champion.
Rachel is 7 years old. She can play tennis very well. Rachel has got a new racket. It is green and yellow. She loves it!
Who knows may be in the future, Rachel will be able to take part in International Tennis competitions and she may be a new Canadian Tennis Champion.
http://busyteacher.org/
Part One: (14 pts)
A/Reading Comprehension :(07 pts)
Activity one: Read the text and say "true" ,"false" or "not mentioned". (03 pts)
1. Julia is from Canada. ………………………………
2. Her mother's name is Elizabeth. …………………………
3. Rachel can participate in the International tennis competitions now
. ……………………
Activity two: Read the text then fill in the table with Julia and Rachel's ability. (02 pts)
Activity three: Lexis (2pts)
A) Find in the text words closest in meaning to the following:
1) Schoolgirl= ……………………….
2) winner =……………………………..
B) Find in the text words opposite in meaning to the following:
1) Bad =/= ………………………..
2) past =/=…………………………….
B/ Mastery of language (07 pts)
Activity One:Reorder the following words to get correct sentences.(02 pts)
1- last /julia / able to/ win/ , / the/was/ . /Canadian/ year/ championship
2- ? / you /Can / multiplication / do / devisinon / and
Activity Two : What do the following sentences express ? (03 pts)
1-Can you lend me your dictionary ?
…………………………………………
2-Can you play chess ?
………………………………………………….
3-Can I change my seat ?
…………………………………………
Activity Three:Complete with "will be able ‐ can – could – was able to "(02 pts)
When Julia started her Primary school she …………… speak English and French. Now she ……….talk three languages .Last year,Julia ……………….. win the Canadian Diving Championship, so she ……………….to take part in the next World Diving Competition.
Part Two: ( 06 pts )
Integrated Situation
- Your school is making a contest about pupils' talents and abilities. Each pupil is asked to write a report about his /her abilities.
- Write a report talking about your abilities and inabilities.
- Use (can, could, was able to, wasn't able to, will be able to)
- Write about:
- Childhood and Primary School abilities.
- Middle School abilities.
- Future school abilities. | 1,210 | 644 | {
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English
This half term we will be completing our work around the novel 'Kasper – Prince of Cats' by Michael Morpurgo. The children will be learning about the Titanic. They will write information texts about the ship, research real life passengers who were on board, write diary entries and look at flashback in narrative. Daily grammar and guided reading sessions will accompany our English lessons. We will then be studying classical poetry focussing on the Thomas Hardy poem ' The Convergence of the Twain'. We will be writing our own descriptive poetry using simile and metaphor.
PSHCE
PSHCE is taught weekly. Our topic is 'Growing and Changing' Please see the separate letter on the class page. We will be continuing to work on learning our British Values through Picture News and focussing on our Rights Respecting School Articles.
Science
In our Science lessons we will be:
Describing the stages of human growth Investigating sexual and asexual reproduction in plants and animals
Explaining how babies grow
Describing the main changes that occur during puberty
Describing changes which happen during old age
Investigating the gestational periods of animals including humans
ICT
The children will have a designated ICT slot each week where they will be looking at simulations.
RE
The children will be learning about Buddhism.
MUSIC
We will be following the Lancashire Music Service following the unit ' Reflect, Rewind and Replay.'
ART
We will be linking our artwork with our work on Titanic and Ancient Greece.
Maths
Maths continues to follow the Lancashire Planning Syllabus with a focus on fluency, reasoning and problem solving skills. TT Rockstars will be used within school and as part of homework to support learning.
Key skills will focus on consolidating times - tables facts, statistics, adding and subtracting up to one million, multiplication and division, fractions and decimals, angles, symmetry and translation.
PE / Outdoor Learning
Forest School will take place fortnightly on a Thursday. Dates can be seen on the class newsletters.
Outdoor PE – Outdoor PE will take place on Fridays and will be focussing on Athletics
Swimming – we will keep you updated on the local guidance
Geography and History The Ancient Greeks
We will be investigating the following key questions in Geography and History:
Where is Greece and what is it like? What is the culture and population of Greece today?
Who were the Ancient Greeks and when did they live?
What was democracy in Ancient Greece? What was important about Athens and Sparta? What was daily life like in Ancient Greece? What did the Ancient Greeks believe? When were the first Olympics and what were they like? | 1,117 | 539 | {
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COMMERCE EXAMINATIONS
ENGLISH SHORTHAND
JUNIOR GRADE – II Paper
( Principles & Transcription )
Time : 2 Hours
Max. Marks: 100
⎧ ⎨ ⎩
10044
[ Turn over
January/February, 2020
Max. Marks: 100
⎨ ⎩
Note : i) Answer should be brief and to the point.
ii) Figures to the right indicate marks allotted to the question.
Answer the following questions :
1. How 'I' and 'ow' are joined to strokes ?
8
2. Explain with examples when Circle 'S' is not used initially and finally.
8
OR
Discuss by means of suitable examples, the principles governing the use of Stroke 'S' and 'Z'.
3. How the Large Circle 'SW' and 'SS' and 'SZ' are used in Shorthand ?
8
4. Write short notes on any three of the following :
3 × 2 = 6
a) Terminated -ality
b) Prefix -accom
c) Doubling principle in phraseography
d) Past tense in halving principle
e) Dot H
f) Joined strokes :
5. Write correct shorthand outlines for any five of the following :
5 × 1 = 5
a) Impounder
b) Residence
c) Spurn
d) Powerful
e) Flicker
f) Coughing.
6. Write correct phraseograms for any five of the following :
a) Above their
b) My dear fellow citizens
c) You should not be
d) I may not be
e) Brought forward
f) By and by.
Write the following matter in shorthand employing suitable phrases :
1 = 5
30
Friends,
The study and practice of shorthand has been pursued in our country almost wholly for its job opportunities. It is true that a good shorthand writer, even if he is only with average basic education, has better chances of a good career for himself than many people with higher academic qualifications. Administrators and business executives, who have to handle heavy correspondence without delay, depend on secretaries for the prompt execution of their work. Enormous work can be turned out by them if only they have the services of an efficient secretary. The latter can take down the instructions of the executive, type letters and keep them ready for signature. In an office where speed and promptness are required, a good secretary is a must, provided of course the administrator is alert, capable and has a sufficient command of the language and knows how to use the secretary to good purpose.
So far as the secretary is concerned, his close contact with the executive brings him advantages and opportunities not enjoyed by the other staff in the office. In addition to his technical skill, a secretary should have good personal qualities like pleasant manners, reliability, sense of duty, patience, etc. There have been instances of secretaries who began humbly and who rose speedily to become secretaries in Government Departments or Managers in big commercial concerns. All these considerations draw some of our young men and women who apply themselves to shorthand and typewriting and seek to qualify themselves as efficient secretaries and stake their chances on good luck attending their efforts.
7.
×
5
8. Transcribe the following into Longhand form.
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th
MS Duration: 1h30 mn
The First Term Examination of English
Hello,
Thanks for asking me about my dream job. Well, when I was a child, I dreamt of becoming a journalist because I used to like speaking to peers and telling them stories.
Best regards
Farid
(2pts)
Recently, I've decided to become a doctor. You ask me why? Simply because of the pandemic Covid 19. As you know everything has changed since February 2020. Million of people all over the world have been suffering and thousands have been dying. To be a doctor for me, means to stop pain and death. Now, I'm convinced that medicine is the noblest profession in the world. By the way, I will get enough information about that job details from uncle Hamid my dad's friend, who is a cardiologist doctor. I hope my dream comes true someday. Part One: (12 PTS) A/ Reading Comprehension (06pts) Read the text carefully and do the following activities Activity One: Read the following and write 'True', 'False' or not mentioned. 1- Farid's dream was to become a teacher. 2- Farid used to speak a lot to his peers. 3- Covid pandemic started last year. 4- Farid's dad wants him to be a surgeon. Activity Two: Answer the following questions. (2pts) - What does Farid want to be in the future? - Will Farid ask his dad for information about his latest dream job? Activity Three: Match words in column A with their equivalent in column B. (2pts) ency-education.com/exams ency-education.com/4am.html
B/ Mastery of Language. (6pts)
Activity One: Correct the underlined mistakes. (2pts)
When Covid 19 appear, farid was think to be an journalist.
Activity Two: Combine the following using appropriate linking words.
(like- unlike – whereas) (2pts)
1- Farid is a responsible boy………………..his brother is thoughtless. 2- ……………worldwide people who strictly take care of virus, most of Algerians are careless. Activity Three: Pick out from the text 4 words and complete the table according to the pronunciation of their final "ed " (2pts) Part two: Written Expression (8pts) You and your classmates are discussing the topic of "Your Dream Career". You want to participate in this discussion. Write a paragraph (about 8-10 lines) in which you: 1-Greet readers (Hi, hello…….) 2-Introduce yourself (name –age – family …). 3-Mention your personality features (using adjectives) 4-Talk about your dream career (job) and the reasons(causes) why you have chosen it. ency-education.com/exams ency-education.com/4am.html | 1,500 | 619 | {
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Literacy
- We will be talking about dinosaurs, we will focusing on the story 'The Dinosaur that pooped a planet'. We will be reading other stories from the series.
- We will be ordering the story.
- We will be writing about the story and the characters.
- We will be innovating the story.
- We will be reading lots of stories about dinosaurs.
Phonics
- We are still learning to read, blending sounds together.
- We have a daily phonics session.
- Reading and spelling homework will go out every Friday.
TOP TIP – Practise your tricky words.
https://stpaulsrawtenstall.co.uk/wp-
/
l
d /Hi h f
d
Suggested books:
- Harry and his bucketful of dinosaurs.
- Dinosaur Roar!
- Dinosaurs love underpants.
- Tyrannosaurus drip.
i k
Maths
- We will be practising our adding and subtracting. Some of us will be practising this using metal strategies (counting on from a given number, counting back from a given number).
- Number bonds to 10.
- Sharing.
- Halving and doubling.
- Odd and even numbers.
Acorns Topic Map – summer 2
Long Long Ago (Dinosaurs)
(Please note this Topic Web is 2 pages long)
Physical Education
- Learning how to work as a team.
- Balancing a bean bag on a racket.
- Egg and spoon.
- Kicking a ball.
- Dribbling.
- Throwing a bean bag into a hoop.
The World:
- We will be learning all about the season: summer and how it is different from other seasons.
- We will be continuing to look after our plants.
- We will be learning all about reptiles and dinosaurs.
Forest School/Outdoor classroom
As part of this theme all children will be taking part in Outdoor Learning Opportunities at Larkhill Rise.
We will be continuing our work on seasons down there.
People and Communities
- We will be learning about Islam this half term
Expressive Arts and Design
- Non-stick pictures.
- Exploring colours.
- Colour mixing.
- Making colours darker and lighter.
- Creating 3d dinosaurs.
Acorns Amazing Art!
Music is taught by Mrs Alvarez on a Friday.
Technology
- We will be continuing using computer programs such as 2paint, Smart Notebook and learning to use a cd player.
- Mouse skills.
- Early typing skills.
- To use 2create a story.
Find more on our School Blog:
www.stpaulsrawtenstall.co.uk
Learning links:
Watch different stories.
http://www.bbc.co.uk/cbeebies/stories/
http://www.youtube.com/watch?v=slidHnMR1yE
http://resources.woodlands-junior.kent.sch.uk/interactive/onlinestory.htm http://www.bbc.co.uk/cbeebies/stories/theme/fairytales/
Phonics:
http://www.letters-and-sounds.com/phase-2-games.html http://www.letters-and- sounds.com/phase-3-games.html
http://www.letters-and-sounds.com/phase-4-games.html www.phonicsplay.com
http://www.bbc.co.uk/schools/wordsandpictures/phonics/
http://www.ictgames.com/literacy.html
Mr Thorne: https://www.youtube.com/channel/UC7sW4j8p7k9D_qRRMUsGqyw
Mr Mc
YouTube channel: https://www.youtube.com/channel/UCTcZnvuTeovlznioLRo0GOA https://www.mrmcmakingmemories.com/
YouTube – Search jolly phonics songs.
When reading you can practise looking for letter sounds, reading tricky words and talking about the pictures as well as answering questions about the book.
Topmarks
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…………………..Middle School School year : 2018/2019
Level :4 M.S.
SECOND TERM EXAM
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Them…………………. Everyone …………………………………..
………………….
. …………………
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……………… …………
ed
Text : PART ONE (14 Points) A/ Reading Comprehension (7pts) Task One ( 3pts) : Read the text carefully and answer the questions 1/ Is breakfast good only for schoolwork ? ……………………………………………….. 2/ Are non-breakfast eaters and breakfast eaters the same ? ………………………… 3/What do the underlined words in the text refer to : Task Two (2pts) : Say if the sentences are 'true' , 'false' or 'not mentioned' : 1/ Eating breakfast can help students get good marks . ……………… 2/ Students must eat at least 2 fruits in the morning . 3/Only the teachers will thank you 4/ Students arrive late when the school gives breakfast Task Three (2pts) : Match the words in column A with their opposites in column B Is it difficult for you to remember things for a test? Do you feel tired a lot of the time? Try eating breakfast! According to research, eating a good breakfast can improve memory, concentration and test marks, especially in maths and reading. But improving schoolwork isn't the only benefit. Breakfast eaters usually eat more fruit, drink more milk and eat a larger variety of food than non-breakfast eaters. This gives them more energy and helps. Because of this research, many schools around the world give students breakfast. Everyone benefits from this. Teachers see a reduction in classroom disturbances, and students arrive at school on time and go to more lessons. So tomorrow morning, take five minutes to eat breakfast before you leave the house. Eggs, cheese, milk, fruit and muesli are all good things to eat. (Leave the crisps and biscuits in the cupboard!) Your body, your mind – and your teacher – will thank you! Adapted from isl collective.com ency-education.com/exams efully and answer t and ans schoolwork ? …… olwork ? ers and breakfast and brea rlined words in the ined words pts) : Say if the se Say if t ting breakfast can reakfa 2/ Students must e udents mu 3/Only the tea Only the 4/ Stude 4/ S Task T Tas feel tired l tired can improve n improve maths and reading. and readin fit. Breakfast eaters Breakfast ea a larger va rger v riety of f riety more energy and more energy a / ound the world give he world g . Teachers see a r achers s ts arrive at school o rive at scho five minutes to eat b minutes to e, milk, fruit and mu milk, fruit an nd biscuits in the cu scuits in th r – will thank you! hank yo
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ency-education.com/4am
s
B/
Mastery of language : (7pts)
Task One (2pts) :Supply the punctuation and capitals where necessary in algeria a lot of children don't eat breakfast in the morning
…………………………………………………………………………..
………………………………………
……………………………………..
………………………………………
ati
ca uc
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Task Two (3pts) A/ Rewrite these sentences using the imperative 1/ You should not skip breakfast . 2/ You must eat healthy food . 3/You mustn't eat junk food . B/ Use the comparative or superlative : 1/ Homemade food is (good) ……………………… fast food . 2/ Breakfast eaters are (intelligent ) …………………………. in class . Task Three(2pts) : find in the text 4 words that have the following pronunciation : PART TWO (6 points) Situation of Integration A friend of yours doesn't eat properly . He doesn't get good marks at school .Write him a letter giving him advice and recommendations to change his eating habits . Use the imperative and (modals: must , mustn't , should ……….) ency-education.com/exams ………… fast food . … fast fo ……………………… ……………… that have the follo that have the nts) Situation of In Situation o iend of yours does of yours d g him advice and r dvice a he imperative and ( mperativ
GOOD LUCK
Your teacher : Mr Hadj Rabah ency-education.com/4am
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Curriculum
In KS3 learners get an introduction to Physical Education and study a variety of games and sports, learning to develop basic skills and understanding of the game.
In KS4 learners continue their journey of skill acquisition but also developing tactics of how to outwit an opponent. In Year 10 learners have the opportunity to start the Edexcel GCSE PE course.
Literacy and Numeracy
Each new topic has a specific keyword sheet of new vocabulary.
Literacy is supported with long writes in the GCSE years.
Numeracy is a core skill in PE in terms of scoring and teams.
Assessment
KS3 is about knowledge and confidence building in the games and sports we study. At the end of each sport learners are assessed against the Edexcel GCSE PE assessment specifications and given the mark they would score if they were entered for the exam. In Year 9 learners are assessed in term 6 using a GCSE past paper to understand their suitability for GCSE PE.
KS4 learners continue to be practically assessed based on GCSE PE criteria. In the GCSE PE course, monitoring is modular using tests and quizzes to check for knowledge and understanding at the end of each module studied . Termly past paper questions assess in relation to grade boundaries
Grading points in term 2 4 and 6
SEN/Interventions
* Our Core offer in each lesson
-Students tasks are differentiated based on their ability and understanding.
- Lessons show a progression of skill development.
-Key vocabulary for each sport/activity
-Long write for each sport/activity
-Support - TA
-Gap analysis and responding to feedback?
KS3 - Learners both receive and give feedback to staff and peers.
KS4 - exam question feedback
* Small group interventions: -Adaptive teaching ?
-TA support small groups
* Individual interventions
-Teacher/TA support 1:1
Moderation
All GCSE work is marked internally and recorded via video and then sent for external moderation by GCSE Examiner.
Rationale
The intention for this Programme of Study is to introduce the learners to the basic skills and techniques required for as many different sports and activities as possible, covering invasion, racket, striking and fielding and athletics. We aim for our learners to be able to use technical terminology with confidence accurately and precisely, building up an extended specialist vocabulary; can apply their mathematical knowledge to their understanding of PE, including measuring, timing, estimating and analysing data. We hope to be able to give our students the knowledge and skills that they would need to join sports clubs outside school hours and to continue to lead a healthy and active lifestyle in the future. In KS 4 learners will have an opportunity to put their skills into game related sessions, using tactics and teamwork to outwit an opponent. Learners will also have the opportunity to study PE in greater detail on the GCSE PE course.
Staffing
PB and SO'B teach every lesson across KS3 and KS4 core PE. PB teaches all KS 4 GCSE PE lessons with the support of TA.
Extra Curricular Activities
Learners in both KS3 and KS4 will have an opportunity to represent their school in sports fixtures during the year. All students will be able to represent their House in competitions internally during the year. Many student will have an opportunity to attend external competitions and sporting development sessions. | 1,481 | 679 | {
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Presented by Kidney Disease Screening & Awareness Program (KDSAP) UC Berkeley
CHRONIC KIDNEY DISEASE DIET
A guide to a kidney-friendly and nutritional eating plan for CKD
WHY A CKD DIET IS IMPORTANT
Eating right for CKD can help you manage and slow damage to your kidneys. A CKD diet restricts certain types of foods & minerals, as your kidneys are not able to filter waste in your body as well.
This diet can also helps prevent other health problems that contribute to CKD, such as diabetes & high blood pressure.
FOOD RESTRICTIONS
#1-3 are recommended for all people with kidney disease. #4-5 are for those with CKD Stages 3, 4, & 5.
#1. Salt & Sodium
#2. Protein
#4 Phosphorus
#3. HeartHealthy Food
#5 Potassium
#1. SALT & SODIUM
Eating meals with high salt & sodium causes your kidneys to hold onto too much water. This causes swelling and raises blood pressure.
Lower your sodium intake by:
Using herbs and spices instead of salt when seasoning food.
Buying fresh food.
Choosing food with "Low Sodium" or "Unsalted" on the food label.
Rinsing canned foods with water before eating.
#2. PROTEIN
Eating too much or the wrong kinds of protein causes your kidneys to work harder. This is because protein causes the body produces more waste for the kidneys to filter. Low protein diets have also been shown to help postpone dialysis.
Adjust protein intake by:
Eating smaller portions of protein
Opting for low-fat dairy
Quality sources of protein:
fish
chicken & turkey
lean pork
egg
trimmed cuts / red meat
#3. HEARTHEALTHY FOOD
Heart-healthy foods prevent fat from building up in your blood vessels, heart, & kidneys.
Heart-healthy foods:
Lean cuts of meat
Poultry without skin
Fish
Beans
Vegetables
Fruits
Low-fat dairy
More tips:
Limited saturated & trans fats
Grill, broil, bake, roast, or stir-fry foods
Cook w/ olive oil instead of butter
#4. PHOSPHORUS
CKD can lead to high levels of phosphorus in your blood, which causes your bones to weaken & other health problems.
Low phosphorus foods:
Fruits & vegetables
Sourdough & Italian bread
Corn & rice cereal
Lemonade
High phosphorus foods:
Dairy foods
Whole grain bread
Beans, nuts, lentils, & seeds
Dark-colored sodas
#5. POTASSIUM
When kidneys are not functioning properly, potassium levels may build up, causing muscle & heart problems.
Low potassium foods:
White bread / rice
Apples, cranberries, grapes, pineapples & strawberries
Carrots, green beans, lettuce
High potassium foods:
Whole-wheat bread & brown rice
Bananas, oranges, tomatoes, & potatoes
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Reconstructing Mississippi
Freedman John Roy Lynch was elected to the Mississippi House of Representatives in the elections of 1868, the first elections in which African Americans voted. In his autobiography, he described the accomplishments of the first interracial legislature in Mississippi.
The [1868] campaign was aggressive from beginning to end … [T]he election resulted in a sweeping Republican victory. That party not only elected the state ticket by a majority of about thirty thousand, but also had a large majority in both branches of the state legislature.
The new administration had an important and difficult task before it. A state government had to be organized from top to bottom. A new judiciary had to be inaugurated, consisting of three justices of the state supreme court, fifteen judges of the circuit court, and twenty chancery court judges, all of whom had to be appointed by the governor, by and with the advice and consent of the [state] senate. In addition to this, a new public school system had to be organized and established. There was not a public school building anywhere in the state except in a few of the larger towns, and they, with possibly a few exceptions, were greatly in need of repair. To erect the necessary schoolhouses and to reconstruct and repair those already in existence so as to afford educational facilities for both races was by no means an easy task. It necessitated a very large outlay of cash in the beginning which resulted in a material increase in the rate of taxation for the time being, but the constitution called for the establishment of the system and, of course, the work had to be done. It was not only done, but it was done creditably and as economically as circumstances and conditions at that time made possible. That system, though slightly changed, still stands as a creditable monument to the work of the first Republican state administration that was organized in the state of Mississippi under the Reconstruction Acts of Congress.
It was also necessary to reorganize, reconstruct, and in many instances, rebuild some of the penal, charitable, and other public institutions of the state. A new code of laws also had to be adopted to take the place of the old
The Reconstruction Era 3-Week Unit www.facinghistory.org
one, and thus wipe out the black laws that had been passed by what was known as the Johnson legislature. Also it was necessary to change the statutes of the state to harmonize with the new order of things. This was no easy task, especially in view of the fact that a heavy increase in the rate of taxation was thus made necessary. That this great and important work was splendidly, creditably, and economically done, no fair-minded person who is familiar with the facts will question or dispute. 1
1 From John Hope Franklin, ed., Reminiscences of an Active Life: The Autobiography of John Roy Lynch (University Press of Mississippi, 2008), 69–71.
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Page 2
Page 3
Fathers' Day blessings
On Fathers' Day we celebrate a special relationship. Whether you see your dad a lot, or if you have lots of memories of a dad you no longer see, or if you're thinking about someone who is like a dad to you, there are lots of ways to bless and remember the fatherly people in our lives.
Usually in May and June, gifts and cards appear in the shops reminding us to celebrate Fathers' Day. Whether you have a special relationship with your dad, or face mixed emotions on this day, one of the suggestions below may help you to say thank you, celebrate or simply remember a special person in your life.
A Blessing for Dad
If your dad goes to work, write a simple blessing or prayer on a card that will fit in your dad's lunch box or briefcase. You might like to use your own words or something like this: 'Dear God, please bless my dad today at work and let him know that we love him very much'. Hide the message somewhere in your dad's lunchbox or work bag where he'll find it later.
Remembering
Take a moment to close your eyes and remember one of your most special and happy moments with your dad. Tell him about this moment and why it made you so happy. You can also remember dad with a photo of him – hold it in your hand and think of a simple prayer to help you say 'thank you' to God for him. Here's a suggestion:
Dear God, thank you for my dad,
Thank you for how he has cared for me.
Thank you for all that he means to me and please bless him today.
Amen
Learning
If you can, try learning something new with your dad. It might be a new skill like roller skating, or learning a few words of sign language, or it might be something quite ambitious like learning to play a musical instrument together. Starting something from scratch and making mistakes together as you learn is all part of the fun!
Contacting
There are so many ways to get in touch these days, send a message to dad to tell him you're thinking of him on Fathers' Day.
Thinking
Page 4
If your dad is not around for you, remember that you will always have a fatherly God to care for you. The Bible says a lot about this. This verse from the book of Deutronomy speaks about a God is always there, supporting us:
'… your God, carried you as a father carries his child, carried you the whole way until you arrived here.'
FAQs | Find a church| Service step by step guide| Contact us
Light a candle for a child | Discovering prayer | Discovering the Bible | Time for Prayer
Source URL: https://www.churchofengland.org/life-events/christenings/after-christening/things-do-children-summer/fathers-day-blessings
Page 5
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Dunkirk Primary School
Intervention Overview and Menu
We design and deliver a range of interventions to support children achieving and exceeding age-related expectations in reading, writing and maths, as well as supporting their attitudes to learning, personal and social development and behaviour. Interventions are delivered across both campuses and by a range of trained staff. All interventions involve assessments to identify the starting point and on-going progress. Interventions are monitored in terms of their intended outcomes and staff review impact.
There is regular dialogue between teachers and teaching assistants to measure progress towards the target identified for the intervention and all staff build in opportunities to apply learning across the curriculum.
We use an electronic intervention tracking system so that we can judge the effectiveness of the intervention and track children's progress as they move through school.
If you have any questions about our interventions please talk to your child's class teacher or teaching assistant or see the SENCO Mrs Mitchell or Mrs Hollis.
Year R
Interactive music
Interactive music an intervention group that can be used to support children with a variety of learning needs for example, English as an additional language, PSHE support and developing confidence. Through careful observation Teachers and TAs set targets using Development Matters. For example, if a child has English as an additional language we will set targets based on communication and language. The child then engages in daily 20 minute sessions which have been tailored to the needs of the group. At the end of 6 weeks we assess the child against the targets that were set initially to see what progress has been made and if necessary set new targets until they are achieving results for their expected age range.
Fine motor skills
Through observation of the children we identify those who need to develop fine motor skills. It is necessary to develop these skills to ensure that their physical ability to write matches their cognitive ability to write. We identify the area of need the child may have for example, specifically when using scissors or holding a pencil or a more global fine motor skill deficiency. The child then takes part in daily session of 20 minutes, on tasks that are tailored to improve fine motor skills. At the end of 6 weeks we assess through observation, to determine if the child has reached the targets set or if they require another set of support.
Reading
We carry out weekly assessment of the children's reading. If we note that any child is not reading at home, is not making the required progress or is struggling in daily phonics lessons then we offer daily 1:1 or small group guided reading sessions. We regularly assess the children on Bear Words and in guided reading sessions to see what progress they are making. If after 6 weeks they have failed to make progress then we will begin to look at alternative causes and strategies to support this. Once the child has progressed to the expected level of their age range then intervention support will stop.
Positive relations / Happy talk
For children who are specifically struggling to cope socially during school time – low level disruption or unable to resolve conflict calmly and appropriately. Children engage in a weekly programme to develop their social skills,
This intervention targets children that need extra support/additional time to complete tasks, or who have a specific barrier to learning because of gaps in their understanding. Sometimes children need a more practical approach or working in a smaller group to explore their understanding. Staff model mathematical language and talk for learning | 1,489 | 673 | {
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SOF INTERNATIONAL
ENGLISH OLYMPIAD
SAMPLE PAPER SYLLABUS 2019-20
Total Questions : 35
Time : 1 hr.
SYLLABUS
1
Jumbled Letters, Words : Their Meanings and Opposites, Identify the Word From the Picture, Making a Word, Feminine and Masculine, One and Many, Word Pairs, Odd One Out, Animals : Their Babies, Sounds and Groups, Nouns, Pronouns, Verbs, Articles, Prepositions, Adjectives, Basic tenses, Punctuation, Comprehension (Prose and Poetry), Spoken and Written Expression.
Achievers Section : Higher Order Thinking Questions - from the above given Syllabus.
WORD AND STRUCTURE KNOWLEDGE
1. Choose the odd word out.
(A) Railway station
(B) River
(C) Train
(D) Bogie
2. Identify the picture.
(A) Bubble
(B) Rainbow
(C) Sun
(D) Moon
3. Identify the picture and fill in the blanks to form the correct spelling.
BALL_ _N
(A) BALL U U N
(B) BALL O O N
(C) BALL U O N
(D) BALL O N N
4. Unscramble the letters to form a meaningful word.
Plca
(A) Palc
(B) Clap
(C) Plac
(D) Cpal
5. Identify the verb.
'Monika sleeps on sofa.'
(A) Monika
(B) Sleeps
(C) Sofa
(D) On
Direction (Q. No. 6 and 7) : Choose the right word.
6. The young one of cat is called _____.
(A) pup
(B) kitten
(C) cub
(D) calf
7. The ______ are going to the school.
(A) child
(B) children
(C) childrens
(D) childs
1
READING
Direction (Q. No. 8 to 11) : For the given picture, answer the following questions.
8. My name is Maria. I am a _________.
(A) maid
(B) teacher
(C) nurse
(D) police
9. I am usually found in ________.
(A) hospitals
(B) police stations
(C) zoo
(D) market
10. I take care of the _________.
(A) gardens
(B) patients
(C) teachers
(D) animals
11. I give _______ to my patients.
(A) medicines
(B) food
(C) homework
(D) work
SPOKEN AND WRITTEN EXPRESSION
Direction (Q. No. 12 and 13) : Choose the correct option.
12. Tom : Jerry! Don't make a noise.
Jerry : __________________.
(A) I am not a teacher, Tom
(B) Thank you, Tom
(C) Sorry, Tom
(D) I am in a hurry
13. Ali lived in a house with a large garden.
__________________________.
(A) There were a lot of books on the table
(B) The school will start tomorrow
(C) The garden had many rose plants in it
(D) The picnic was good
ACHIEVERS SECTION
14. Choose the correct option.
It's very pleasant in the city. So, _____ friends visit him.
(A) an
(B) many
(C) few
(D) much
15. Choose the best reply.
Where do you want to have lunch today?
(A) Somewhere is fine.
(B) Everywhere is fine.
(C) Anywhere is fine.
(D) Thank you. | 1,500 | 752 | {
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Department of Computer Science
Biologically Inspired Approach to Robotic Fishes
Introduction
In nature, fish has astonishing swimming ability after thousands years evolution. It is well known that the tuna swims with high speed and high efficiency, the pike accelerates in a flash and the eel could swim skilfully into a narrow hole. Such astonishing swimming ability inspires us to improve the performance of aquatic man-made robotic systems, namely Robotic Fish. Instead of the conventional rotary propeller used in ship or underwater vehicles, the undulation movement provides the main energy of a robotic fish. The observation on a real fish shows that this kind of propulsion is more noiseless, effective, and manoeuvrable than the propeller-based propulsion. The aim of our project is to design and build autonomous robotic fishes that are able to swim like a real fish, reactive to the environment and navigate toward the charging station. In other words, they should have the features such as autonomously navigating ability, deep sea fish that are not be able to display in an aquarium, cartoon-like appearance that is not-existed in the real world.
Objectives
The objectives of this project are to use biologically inspired approach to building a firm research platform toward many real-world applications such as seabed exploration, oil-pipe leaking detection, sea life investigation, and public awareness. In general, the project lies in an interdisciplinary research area involving sensors, robotics, artificial intelligence, optimisation, and embedded computer systems. It shares many characteristics of real fishes and makes the project very challenging. We will focus on.
* Mimic real fish swimming behaviours.
* Senor-based control & autonomous navigation.
* Team performance and multiple fish interaction.
The project is funded by
County Hall Aquarium in
London.
Research Tasks
* To use multi-link mechanism to mimic fish-like swimming behaviours.
* To develop strategies for co-evolution within a robot population instead of learning individually.
* To design effective control algorithms for robotic fishes to operate in 3D underwater environments autonomously.
* To implement human-robot interaction -- a team of robotic fishes that swim in a water tank can react to visitors.
* To exam how to realise co-operation behaviour with limited sensing and communication.
Team members
Huosheng Hu, Ian Dukes, Jindong Liu, Cemre Aksogut, George Gimas.
For further Information and potential collaboration, please contact:
Professor Huosheng Hu Department of Computer Science University of Essex, Wivenhoe Park Colchester CO4 3SQ, United Kingdom
Tel: +44-1206-872297; Fax: +44-1206-872788
Email: firstname.lastname@example.org
URL: http://cswww.essex.ac.uk/staff/hhu | 1,269 | 560 | {
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July 4, 2009
Horses and Riders Learn Techniques To Build Confidence and Trust
Click ads below for larger version
"Talk about a challenge. It's like trying to get a two-yearold kid to do something." - Leanne Brodeur By Kerri Jo Molitor
Horses are frightened of two things, says Kim Veenstra, those things that move and those that don't. Her job, therefore, as director of the Mobile Confidence Clinic held on Mackinac Island last week, was to teach riders how to develop a trusting relationship with their horses, which, in turn, will build confidence in the horse.
At right: Katy Penney tries to bring Tex closer to batteryoperated toy weasels. They roll and jump erratically, action that frightens the horses. Tex kept his distance.
She starts every clinic with a lecture, explaining how riders should act whenever their horses are frightened. The focus is on the rider learning how to be a good leader for the horse. When the horse views the rider as an effective leader and trusts the rider, it is much easier to convince the horse it is safe.
"It's not that they're never going to be scared, but to teach them how to be scared," Mrs. Veenstra said.
Her clinic was held Wednesday, June 24, at Great Turtle Park, for 4-H Club members in the morning and for adults in the afternoon.
She teaches both horse and rider how to handle anything that might frighten a horse, and to do this, she builds an obstacle course full of objects both unfamiliar and potentially frightening to a horse. Her supplies include a large inflatable soccer ball, balloons, pool noodles, a radio, battery operated toys, and a plastic curtain cut into strips that brush the horse's head while the horse is walking under it.
After repeated attempts to go under the curtain, Leanne Brodeur and her horse, Windigo, follow Katy Penney and her horse, Tex, to the curtain. Windigo had a difficult time with the curtain, which brushes the horses' heads as they go under. By following Tex, Ms. Brodeur hoped to make the obstacle easier. (Video of the exercise is available free at the Town Crier's Web site, www.MackinacIslandTownCrier.com.)
With training, Mrs. Veenstra said, a horse can learn to stay still and listen for reassurance from the rider, instead of bolting when, say, a balloon flies by.
The most important thing for the riders to learn, she said, is not to push a horse too far when scared. Otherwise, the rider will lose her status as the leader.
At right: Ann Levy and her horse, Lars, stare at the formidable puddle of water at the Mobile Confidence Clinic Wednesday, June 24. The puddle of water, said instructor Kim Veestra, is like a hole in the ground to horses. The clinic's goal is to instill confidence in horses around unfamiliar objects. In the background, Lisa Brock and her horse, Rosie, approach pool noodles hanging from poles to simulate branches and other objects brushing against a horse's side.
Some of the more difficult obstacles in the course include a puddle of water constructed from a piece of canvas contained by a wood frame. The goal of this exercise is to get the horse to walk through the puddle, but horses tend to think the puddle is a hole in the ground, she said, and want to walk around it.
One of the more challenging obstacles she brings are toy weasels. Sitting inside discshaped sleds, these battery operated toys are a round ball with a furry tail. They roll and jump erratically, which is what scares the horses, Mrs. Veenstra said.
The toy weasels were the most difficult obstacle for 16- year-old Katy Penney and her 17- year-old horse, Tex. Tex didn't have much trouble with any of the other obstacles, but was skittish when she led him near the weasels, Miss Penney said.
Other horses were more leery of the curtain. Leanne Brodeur and her horse, Windigo, spent a long time at the curtain, but in the end, Windigo finally bolted through it. He improved the next few times they tried, going through the curtain in less time and more calmly.
"Talk about a challenge," Ms. Brodeur said. "It's like trying to get a two-year-old kid to do something."
Lisa Brock and her horse, Rosie, had difficulties with the puddle of water, but she did have some success with the pool noodles and the curtain, thanks to the help of Mrs. Veenstra.
Lars, owned by Ann Levy, is usually a calm horse, but he seemed to have more trouble then some of the more highstrung horses, Mrs. Levy said. In the end, she said, Lars lived up to the challenge.
The kids in the 4-H Club, who completed the course earlier in the day, "handled their horses very well," she noted.
The riders who spend a long time on each obstacle, really working with their horse, get more out the clinic than those who rush through it, noted Marcel Veenstra, who helped his wife at the clinic.
"They struggle and struggle," he said. "The neatest thing is seeing those tough ones accomplish that goal at the end of the day."
A resident of Brighton, this was the first time on Mackinac Island for Mrs. Veenstra. She was invited here by the Mackinac Island Horsemen's Association and the 4-H Club. | 1,887 | 1,163 | {
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SOF INTERNATIONAL GENERAL
KNOWLEDGE OLYMPIAD
SAMPLE PAPER SYLLABUS 2019-20
Total Questions : 50
5
Time : 1 hr.
SYLLABUS
Our Body and Health, Plants and Animals, India and the World, Science and Technology, Environment and its Conservation, Language and Literature, Entertainment, Sports, Maths Fun, Life Skills (Moral Values, Flexibility, Emotional Intelligence, Decision Making, Team Work, Leadership, Time Management), Current Affairs .
Achievers Section : Higher Order Thinking Questions from the above given Syllabus.
1.
I am a flightless bird, native to Africa. I lay the largest egg.
Identify P.
(A) Peacock
(B) Ostrich
(C) Penguin
(D) Eagle
2. A new state has been carved out of the old state of Andhra Pradesh. It is called ______.
(A) New Andhra
(B) Telangana
(C) Nizamabad
(D) Charminar
3. Identify the name of adventure sport shown in the given picture.
(A) Sky diving
(B) Bungee jumping
(C) Parasailing
(D) Scuba diving
4. Who won the Sangeet Natak Akademi Award for Bharatanatyam classical dance in the year 2017?
(A) Rama Vaidyanathan (B) Deepika Reddy
(C) Ashit Desai
(D) Shobha Koser
5. Hill stations have a cool pleasant weather during the summer months because _______.
(A) They are near the sea
(B) They get plenty of the rain
(C) They are at high altitude
(D) They always have a cloud cover
6. You bought your school bag last year in 150 rupees and exactly similar bag cost Rs. 200, this year, this an example of
(A) Inflation
(B) Deflation
(C) Fiscal consolidation (D) Fiscal deficit.
7. Names of the largest and the smallest country in the world in terms of area are _______ respectively.
(A) Russia and Vatican City
(B) China and India
(C) United Kingdom and Russia
(D) China and Vatican City
8. Given image is the flag of ________.
(A) Australia
(B) Canada
(C) United Kingdom
(D) New Zealand
ACHIEVERS SECTION
9. The first full length silent Indian feature film is ________.
(A) Raja Harishchandra
(B) Alam Ara
(C) Mughal-E-Azam
(D) Sholay
10. Which of the following is not in the wonders of the world?
(C) Petra
(B) Christ Redeemer
(D) Qutub Minar
SPACE FOR ROUGH WORK
ANSWERS
(A) Pyramid at Chichen Itza | 1,248 | 595 | {
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Maths
*I count up and down in thousandths
*I read, write, order and compare numbers up to
1,000,000 and determine the value of each digit
*I add and subtract numbers mentally with increasingly large numbers
*I add and subtract whole numbers with more than 4 digits
*I can identify common factors, common multiples and prime numbers
*I multiply numbers up to 4-digits by 1-digit and 2-digit numbers using the formal written method
* I recall and use equivalences between simple fractions, decimals and percentages
* I can order and compare fractions with different denominators
Geography
There is no specific focus this half-term, however we will be exploring aspects of Geography through our history topic.
RE
*Place the concepts of God and Creation on a timeline of the Bible's 'Big Story'.
*Make clear links between Genesis 1 and what Christians believe about God and Creation.
*Describe what Christians do because they believe God is Creator.
Music
*I can breathe in the correct place when singing.
*I can improvise within a group using melodic and rhythmic phrases.
*I can maintain my part whilst others are performing their part.
*I can sing in harmony confidently and accurately.
*I can perform parts from memory.
Computing
*I understand that you have to make choices when using technology and that not everything is true and/or safe.
*I can discuss the risks of online use of technology.
*I can identify how to minimise risks.
How has mining changed Micklefield?
Dates:
18 th September- Training day
21 st September- Harvest Festival at St. Mary's Church
25 th September- RE Themed week – Creation
27 th September- Open morning for parents
5 th October- Parents' Themed week assembly
20 th October- Child of Achievement Assembly 2.30
20
th
October- Half term
30 th October- Training day
Art
*I can identify and draw objects and use marks and lines to produce texture.
*I can successfully use shading to create mood and feeling.
*I can explain why I have used different tools to create art.
*I can explain why I have chosen specific techniques to create my art.
SEAL
New Beginnings Belonging; Self Awareness; Social Skills; Managing my Feelings; Understanding my Feelings; Managing the feelings of others; Making choices; Understanding rights and responsibilities
Literacy
*My writing shows that I aim for a range of purposes and audiences, e.g., to perform, persuade, entertain.
*I organise writing into information or events
*I use a thesaurus to develop word understanding and build a bank of antonyms and synonyms
*I start sentences in different ways (adverbials, conjunctions, similes, not pronouns)
* I use correct tenses; modal verbs; commas for clarity
Science
How do we see?
* Recognise that light appears to travel in straight lines
* Use the idea that light travels in straight lines to explain that objects are seen because they give out or reflect light into the eye
* Explain that we see things because light travels from light sources to our eyes or from light sources to objects and then to our eyes
* Use the idea that light travels in straight lines to explain why shadows have the same shape as the objects that cast them.
PE
Games and swimming until Christmas
History
How has mining changed Micklefield?
*I can place features of historical events and people from the past societies and periods in a chronological framework.
*I can explain how our locality has changed over time.
*I can summarise the main events from a period of history, explaining the order of events and what happened. | 1,545 | 745 | {
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Powdery mildew can affect a wide range of herbaceous and woody ornamental crops. Knowing which crops are susceptible, coupled with good scouting and a preventive rotation of effective fungicides, can allow you to avoid the unsightly effects of powdery mildew on your plants. The following recommendations help reduce the risk of disease in your operation.
Powdery mildew fungi form white, talcum-like spots called "colonies" on leaves, stems and flowers. Over time, these colonies increase in size and number to cover the plant's surface. If not controlled, severe infections will cause leaves to turn yellow, brown and then drop, resulting in reduced plant vigor and growth. While powdery mildew is often first observed on the upper surface of the leaves, both sides may develop colonies, so it is important to check both sides of the leaf when scouting.
Symptoms
* White powdery spots or coating on both sides of leaves, stems and young buds
* Flower petals and bracts of poinsettia can also be affected
* Yellow or brown leaves
* Distorted leaves and flower buds or undeveloped flowers
* Stunted growth
Powdery mildew can be more serious on woody ornamentals like roses and crape myrtles because it attacks new growth including buds, shoots, flowers and leaves.
Environmental Conditions Conducive to Powdery Mildew
Powdery mildews are most likely to develop in the spring or fall when:
* Temperatures are between 62° - 72°F
* Relative humidity levels are 70 percent or greater
* There is reduced light intensity
Moisture on plants from dew or irrigation does not favor the development of powdery mildew and can even limit the disease development by inhibiting germination and killing the spores.
Cultural Tips
* Provide a clean, dry growing environment
* Check incoming plants for disease
* Scout fully expanded leaves weekly, particularly in the lower to mid-canopy where air movement may be limited
* Keep humidity low by heating and venting as needed
* Remove diseased plants immediately to limit spore production and spread
* Overhead irrigation may reduce the spread of powdery mildew as it washes the spores off plants
Susceptible Crops
Several different fungi cause powdery mildew and each prefer different plants. The fungi listed below favor the corresponding plant types.
Erysiphe cichoracearum is a common powdery mildew fungus that can infect many plants, including:
* Ageratum
* Delphinium
* Rudbeckia
* Aster
* Calendula
* Coreopsis
* Dahlia
* Gaillardia
* Gerbera
* Gloxinia
* Phlox
* Salvia
* Scabiosa
*
Verbena
* Zinnia
Powdery Mildew Prevention Programs
Prior to disease development, apply fungicides in a rotation on a 14-day interval. For active infections, shorten the application interval to 7 days.
Greenhouse Rotation
Nursery Rotation
REPEAT
*Concert II is not for use in greenhouses. Use Daconil Weatherstik in place of Concert II for greenhouse applications.
Your Complete Powdery Mildew Solution
A preventive fungicide rotation is essential for successfully controlling powdery mildew. Following this recommended program and incorporating appropriate cultural practices can help reduce the threat of powdery mildew in greenhouses and nurseries.
To learn more, visit www.GreenCastOnline.com/Solutions
GS 426.30023 (11/16)
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A Snapshot of Children Living in Poverty: 2016
September 2017
Data from 2016 released this month indicated positive news for children, with the national child poverty rate dropping from 19.7 percent in 2015 to 18 percent in 2016, resulting in 1.3 million less children living in poverty. (The official poverty line for a family of four with two children is $24,339).
Yet we know we can do better. Children experience poverty at a rate that is 62.5 percent higher than adults. They make up 23 percent of the U.S. population, but account for 33 percent of the population living in poverty. But these numbers don't tell the whole story. Consider that:
* There are large disparities for children of color: the poverty rate for Black and Hispanic children continues to be significantly higher than for white children, with rates of 30.8 percent and 26.6 percent respectively compared to 10.8 percent for White, non-Hispanic children.
* Our youngest children continue to experience higher levels of poverty while undergoing critical stages of cognitive and physical development. There were 19.5 percent of related children under 6 living in poverty in 2016.
* We still have 6 million children (8.2 percent) living in extreme poverty. These are children living in households with incomes bringing in just over $12,000 a year, meaning they struggle to afford necessities to support their children's healthy development.
Highlights of State-by-State Trends
Data: US Census , Income & Poverty in the United States, 2016
Ten states saw a statistically significant decrease 1 of more than 10 percent in the percentage of children living in poverty from 2015-2016: Connecticut, Washington, Arkansas, Utah, Nebraska, Oregon, Kansas, Montana, New Hampshire, and Hawaii, which had the largest reduction of 28.9 percent.
While the rate of child poverty increased in New Mexico, Oklahoma, Louisiana, North Dakota, the District of Columbia, and Vermont between 2015 and 2016, these changes were not statistically significant.
1 Statistical significance calculated at the 90% level for this fact sheet. Rhode Island, Delaware, and Wyoming had decreases over 10 percent that were not statistically significant
New Hampshire has the lowest child poverty rate in the country, at 7.9 percent and Puerto Rico had the highest, at 56 percent. New Mexico was the state with the highest rate, at 30 percent.
States in the South and Southwest historically tend to have higher rates of child poverty than the rest of the country. This trend continued in 2016, for among the 11 states and territories with the highest rates of child poverty (Puerto Rico, New Mexico, Mississippi, Louisiana, District of Columbia, Kentucky, Alabama, West Virginia, Arkansas, Arizona and South Carolina), the majority are concentrated in these two regions of the US. The majority of these states and territories also have fairly diverse child populations. In each of the ten states, with the exception of West Virginia, Kentucky, and Arkansas, at least 20 percent of the child population is either Black or Hispanic.
On the other hand, the states with the lowest child poverty rates are less clustered. Of the 11 states with the lowest child poverty rates, three are in the Northeast region (New Hampshire, Connecticut and Massachusetts) and four are in the Western region (Wyoming, Utah, Colorado, and Washington) and the rest are scattered: Hawaii, North Dakota, Minnesota, and Maryland.
Limitations of the Data
The national numbers used in this report come from the U.S. Census Bureau's Current Population Survey Annual Social and Economic Supplements, Current Population Reports, Income and Poverty in the United States: 2016. The state numbers used in this report come from the American Community Survey, 2016 1-Year Estimates. These numbers are generated from sampling, and as such, there is potential for error. For more information on each survey, please visit www.census.gov.
For more information, please contact Cara Baldari at email@example.com. Data analysis and graphs by Rachel Merker (firstname.lastname@example.org). | 1,831 | 862 | {
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Fourth Grade Reading Comprehension Success Sylvan Workbooks Langu
Summary:
Fourth Grade Reading Comprehension Success Sylvan Workbooks Language Arts Workbooks Pdf Ebook Download hosted by Toby Stark on November 17 2018. It is a downloadable file of Fourth Grade Reading Comprehension Success Sylvan Workbooks Language Arts Workbooks that visitor could be downloaded it for free on refreshglasgow.org. Fyi, i can not host ebook download Fourth Grade Reading Comprehension Success Sylvan Workbooks Language Arts Workbooks at refreshglasgow.org, this is just ebook generator result for the preview.
Popular 4th Grade Reading List Books Books shelved as 4th-grade-reading-list: Number the Stars by Lois Lowry, The Lion, the Witch and the Wardrobe by C.S. Lewis, James and the Giant Peach by. 4th Grade Reading Comprehension Worksheets | Fourth Grade ... The 4th grade reading comprehension activities below are coordinated with the 4th grade spelling words curriculum on a week-to-week basis, so both can be used together as part of a comprehensive program, or each can be used separately. The worksheets include fourth grade appropriate reading passages and related questions. Free printable fourth grade reading comprehension ... Grade 4 Reading Comprehension. Use these free, printable worksheets to practice and improve reading comprehension, vocabulary and writing at a grade 4 level.. Reading Worksheets - Leveled. These grade 4 reading comprehension worksheets are taken from a series of leveled reading workbooks ranging in difficulty from A to Z, according to the Fountas and Pinnell grading system.
Reading Comprehension - 4th Grade Worksheets Reading Comprehension Worksheets for 4th Grade Students read the passages and answer the questions that follow to check reading comprehension. Passages are a mixture of fiction stories, non-fiction articles, poems, and biographies. 4th Grade Reading Activities for Kids | Education.com Fourth Grade Reading Activities. Students will gravitate toward the genres they enjoy reading most. To help students discover their niche, or even to broaden their horizons if they’ve already dived in deep into one, Education.com has created a number of fourth grade reading activities. 4th Grade Reading AdaptedMind 4th Grade Reading at AdaptedMind. Stories, vocabulary, spelling and more.
IRCMS - Fourth Grade Reading Passages Fourth Grade Reading Passages . Adobe PDF Files . Shark Facts The Monster in the Barn Gazpacho Soup The Butterfly The Horses of Chincoteague Watching a Beekeeper Thomas Edison Lady and the Garden Hose Hurricanes Jackson's Day ... 4th Grade Appropriateness Scale. Fourth Grade Reading Comprehension - mrnussbaum.com The first page is a relevant reading comprehension passage about a topic of interest. The second page is a list of ten multiple choice questions for the passage designed to mirror those that might be found on state mandated standardized tests.
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Fourth Grade Reading Comprehension Success Sylvan Workbooks Language Arts Workbooks refreshglasgow.org | 1,479 | 651 | {
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Chapter 13 Word List
Word List
simulate (verb) to imitate
altitude (noun) the level or height above the surface of the earth
broker (noun) a person who is hired to buy or sell things for other people
commence
(verb)
1. to start; 2. to begin
compact (adjective) packed tightly together; (verb) to pack or press tightly
dedicate (verb) to commit or devote to something specific
digestive (adjective) having to do with the process of digestion
eavesdrop (verb) to listen in secret to the conversations of others
evolve
(verb)
to develop or grow gradually
glorify (verb) 1. to give honor to; 2. to make distinguished; 3. to worship or praise
hypodermic (adjective) injected or used to inject beneath the skin
irritable (adjective) 1. easily made angry; 2. impatient; 3. oversensitive
metallic (adjective) 1. of or composed of metal; 2. like metal
ovation (noun) an expression of approval or enjoyment by enthusiastic applause
principle
(noun)
a basic rule or standard resign
(verb)
1. to give up a job; 2. to quit schedule
(noun)
a written list of events or appointments;
(verb)
to set the time for
submissive (adjective) giving in to the power or control of another
veil
(verb)
to cover or hide;
(noun)
something that screens or hides writhe
(verb)
1. to squirm; 2. to twist
Additional Words Challenge Words
interrogate
(verb)
to question formally melancholy
(noun)
a depressed state;
(adjective)
sad in spirit pervade (verb) to become spread out through every part of
stalemate (noun) 1. a standstill; 2. a contest that ends in a draw
transcribe (verb) 1. to make a written copy; 2. to record
Word Study: Analogies
Analogies show relationships between pairs of words. Study the relationships between the pairs of words in the analogies below.
bed is to sleep as chair is to sit ring is to finger as watch is to wrist den is to fox as cave is to bat | 924 | 515 | {
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Selecting Activities
The symptoms of Alzheimer's disease or another dementia can make participating in leisure activities increasingly difficult for the person with the disease.
Leisure is a basic human need, like food, shelter, friendship and belonging. For the person with Alzheimer's disease or another dementia, an activity can be anything that keeps that person involved in the world around him/her.
In choosing activities, it helps to get acquainted with the person's past and present interests. Adapting previously enjoyed activities can be fun. For example, if a person has always liked gardening, try:
- painting a clay pot
- planting seeds indoors in early spring
- looking at a gardening magazine
- discussing favourite plants
Break Tasks into Easy Steps
- Allow plenty of time.
- Focus on the process, not the product.
- Repetition is usually beneficial.
Reduce Distractions
- Assemble all the supplies you need within reach.
- Clear any clutter from the activity area.
- Turn off the radio and TV.
- Ensure there is adequate lighting.
Be Flexible
- Have a few options available in case the person is not interested in the planned activity.
- Try the same activity at different times of the day. The person may respond better in the morning, afternoon or evening. Your own mood is important and is communicated through your words, tone of voice and body language.
- If the activity is making the person anxious or irritable, take a break and change the activity, or consider trying again another day.
- Eye contact, a smile, a nod or a gentle touch can offer important reassurance.
Stimulate the Senses
- Use objects or items that stimulate the five senses.
- Benefits include increased socialization, increased concentration, improved self-concept and increased alertness.
Suggestions for Activities:
Household Tasks
- folding laundry, dusting, vacuuming
- raking leaves, sweeping, mopping
- sorting and rolling coins
- peeling vegetables, cleaning out a pumpkin, shucking peas, husking corn, snapping beans
Creative Arts
- painting, rubber stamps, clay
- modeling, woodworking
- knitting, crocheting
- scrapbooking: press flowers & leaves or cut pictures from magazines
Horticulture
- creating small terrariums in glass jars or old fish bowls
- planting seeds or bulbs
- dry flower arranging
- deadheading plants
Movement & Exercise
- standing in place: stretching, marching, clapping
- hand exercises: make and release fist, finger stretching
- seated: leg lifts, toe tapping
- dance
Reminiscence
- arranging photos of family members and friends
- arranging a viewing of home movies and serve popcorn
- discussing life events: jobs, holidays
- sing-alongs: use themes – seasons, holidays, places, names and decades
The Alzheimer Society of Manitoba's mission is to alleviate the individual, family and social consequences of Alzheimer's disease and related disorders while supporting the search for a cure. | 1,275 | 609 | {
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