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P : 607.233.4209
F: 1.866.407.1154
email@example.com www.mathandmovement.com
PO BOX 4017
Ithaca, NY 14852
PROGRAM OBJECTIVE:
The mission of the project was to improve the mathematical understanding of the diverse population of 706 K-5 students at Davidson Elementary. Their goal was to provide continuous and excellent childcentered instruction and improve individual student growth across all demographics and academic levels.
PROGRAM OVERVIEW
SCHOOL CASE STUDY
SCHOOL NAME :
TEACHER NAME :
Davidson Elementary
Maggie Hershey-Mason
Davidson, North Carolina
School-Wide Math Success Using the Math & Movement Program
Davidson Elementary was awarded a grant in 2017 and used funds to purchase Math & Movement materials. Ms. Mason helped teachers integrate these materials into daily lessons, math stations, and during transition times in the hallway. Throughout the school year, they tracked students' academic progress. The project served mostly third-grade classrooms and several K-2 classrooms. Their goals were to decrease the gap in student achievement of their subgroups, address student weaknesses, build student strengths, and guide every child towards a path of academic success for the next grade level.
THE APPROACH FOR THIRD GRADE
* In two of the third grade classroms (43 students), they implemented the program consistently with teacher instruction and lessons throughout the school year - Cohort A. Lessons, math stations, interventions, and math warm-ups were done regularly using the materials with all students.
* Two other third grade classrooms (40 students) used the program inconsistently and more as a resource to enhance student learning - Cohort B. Floor mats and wall banners were available to students, but with less explicit instruction.
* The remaining third grade classrooms did not participate in the project (40 students) - Cohort C.
THE RESULTS
The End-of-Year MAPS (Measure of Academic Progress scores) for each Cohort Group of third graders is listed below. The data represents the number of students who met or exceeded their projected RIT score (A RIT score is an estimation of a student's instructional level and measures student progress or growth).
89%
of students made their projected RIT with regular use of Math & Movement materials
Cohort A
Cohort B
53%
of students made their projected RIT with inconsistent use of Math & Movement materials
36%
of students made their projected RIT with no use of Math & Movement materials
Cohort C
THE CONCLUSION
Key Takeaways from Ms. Mason
First, consistency in using the program is important. Like anything else, students need repeated exposure in how to use the materials to make their own discoveries and connections about number patterns and relationships throughout the school year. They may use a floor mat for skip counting one time but later recognize division equations or place value patterns.
Second, this program is for everyone - students who dislike math, love math, are less confident in math, boys, girls, quick learners, or less focused learners. Every child engages in the program without really thinking they are in math class. The program offers a supplemental and different modality for students to learn mathematics in elementary school. | 1,500 | 665 | {
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Children's Speech and Language Therapy
Saying Two Words Together
Children's sentences develop gradually, and early sentences are formed by putting 2 key words together. Key words can include names of things (apple, book, car), action words (sleep, dance, play), descriptive words (big, dirty, red) and social words (hello, no, ta).
To help your child join key words together, expand on what they say by adding another key word. Here are 2 examples:
'Juice'
Child: 'Car'
Child:
Adult: ‘ yes, green car’
Adult: 'more juice?'
Give your child a choice of 2-word phrases, e.g. 'Do you want the big ball or little ball?' 'Shall we put it in the bowl or on the plate?' Emphasise the key words.
The aims of these activities are for your child to start putting 2 words together. Don't worry about them saying the smaller words such as 'is or 'the'. Use simple, repetitive language. Comment on what they are doing/what is happening.
Keep your language simple during everyday routines. Try to keep your language one stage ahead of your child's and build on what they say by repeating what they have said and adding a word. This shows them what they should start to say next.
More
Use bricks to build a tower, or blow bubbles. Encourage your child to say "more bricks" to get another brick or "more bubbles" to ask you to blow some more.
At meal times give your child a small amount of food or drink to begin with so he/she needs to ask for more e.g. "more cheese" or "more juice"
Hello or Bye-bye
Encourage your child to say "Hello Mummy", "Bye-bye Daddy" when people arrive or leave.
When getting toys out or putting them away say "Hello teddy" or "Bye-bye car" etc.
Gone
Play hiding games, and say "Dolly gone", "Thomas gone" etc.
When in the bath pop bubbles and say "Bubbles gone!" pull out the plug and say "Water gone!" When your child finishes their milk say "Milk gone" and so on.
Children's Speech and Language Therapy
'Off' and 'in' are words that can be used over and over again e.g. "Telly off", "Coat off", "Light off", "In the car", "In the bag", "In the cupboard" etc.
Turn taking
Play games where you take turns such as building a tower, marble run, throwing bean bags in a bucket, completing an inset puzzle etc. For each turn say "Mummy's turn", "Ben's turn" etc.
Objects that belong to someone
When you are sorting toys or clothes show your child and name "Daddy's sock", "Caitlin's ball", "Mummy's bag". Encourage your child to name items and who they belong to as you sort them together.
Actions
Choose a favourite toy, e.g. teddy. Make teddy do different actions, e.g. jumping, sitting, sleeping. Talk about what teddy is doing in short phrases, e.g. "Teddy is jumping", "Teddy is sleeping". Repeat these phrases whenever you can to encourage your child to start using them.
You can model simple two word phrases when taking part in daily routines such as bath time e.g. "wash hair", "wash toes" etc. or when out shopping e.g. "push trolley", "apples in" etc.
Play action games with people and toys and take turns giving instructions. For example, "Teddy dance", "Daddy jump" and "Mummy run"
When looking at books comment on what the people or animals are doing and encourage your child to do so as well.
Size
Have a range of big and little objects (one big and one little of each object). Ask your child to give you the big cup. Encourage him/her to tell you what he/she has given you.
Describing words
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Definition of additional learning needs
(1) A person has additional learning needs (ALN) if he or she has a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision.
(2) A child of compulsory school age or person over that age has a learning difficulty or disability if he or she—
(a) has a significantly greater difficulty in learning than the majority of others of the same age, or
(b) has a disability for the purposes of the Equality Act 2010 (c. 15) which prevents or hinders him or her from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or mainstream institutions in the further education sector.
(3) A child under compulsory school age has a learning difficulty or disability if he or she is, or would be if no additional learning provision (ALP) were made, likely to be within subsection (2) when of compulsory school age.
(4) A person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been used at home.
Most learners will make good progress in their learning and will not have ALN or require ALP. The individual needs of learners will be met within universal provision in schools and settings. Based on evidence gathered over time, it should be possible to identify learners who are making less than expected progress.
A judgement must be made in each case as to what it is reasonable to expect a learner to achieve. Slow progress and low attainment do not necessarily mean that a learner has ALN. As all learners in school will inevitably progress at different rates the fact that a learner is underperforming by comparison to others of the same age is not on its own, proof of ALN. In fact, when considering learner needs it may become evident that they are making good progress from a low base. Consequently, there will always be learners who have lower levels of attainment and ability who will progress at a slower but steady rate. They may indeed require support and access to a differentiated curriculum to make suitable progress, but this does not automatically mean that they have ALN.
The Individual Development Plan (IDP) is the document that contains a description of the ALN that acts as a barrier to the learner in achieving their educational potential and the ALP that is necessary to overcome or mitigate this barrier. It is created through collaboration with the learner and the learners' parents/carers in conjunction with any other professionals that might be involved.
The very few learners who do not make good progress through universal school provision may be identified as having ALN and require ALP. Where this is the case, the school will need to prepare and maintain an IDP that details the barrier to learning and the ALP it will secure to address the barrier. The IDP will detail the strategies and interventions that are additional to or different from what is normally provided for others of the same age. | 1,239 | 632 | {
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Key Stage Three Reading List
Books are available from our school library collection.
"The more that you read, the more things you will know. The more you learn, the more places you'll go." Dr. Seuss
Adventure
* Siobhan Dowd: The London Eye Mystery
* Tonke Dragt: The Letter for the King
* Kiran Milwood Hargrave: The Island at the end of everything
* Tom Palmer: Defenders, Killing Ground
* Michelle Paver: Wolf Brother
* Philip Pullman: The Ruby in the smoke (series)*
* Louis Sachar: Holes
* Nic Stone: Clean Getaway
* Renee Watson:
Some places more than others
Classics
* Louisa May Alcott:
Little Women
* Charles Dickens: A Christmas Carol
* Frances Hodgson Burnett: The secret Garden
* Michelle Magorian: Goodnight Mister Tom
* Michael Morpurgo: War Horse, Private Peaceful
* Lemony Snicket: A series of Unfortunate Events*
* R.L. Stevenson: Treasure Island
Culture
* Kwame Alexander:
The Undefeated
* Anne Frank:
The Diary of a young Girl
* Morris Gleitzman:
Once
* Elizabeth laird:
The Garbage King
* Onjali. Q. Rauf:
The boy at the back of the class
* Benjamin Zephaniah:
Refugee Boy
Humour
* Meg Carbot:
The Princess diaries*
* Roald Dahl:
The Twits
* Jeff Kinney:
Diary of a Wimpy kid
* Liz Pichon:
Tom Gates
* David Walliams:
Demon Dentist
"I do believe something very magical can happen when you read a good book"
J.K. Rowling
Personal, Social and relationships
* Malorie Blackman: Tell me no lies, Noughts and
Crosses*
* Alex Gino: George
* R.J. Palacio: Wonder
* Jewell Parker Rhodes: Ghost Boys*
* Annabel Pitcher: My sister lives on the mantelpiece*
* Robert Swindells: Stone Cold*
Science fiction and fantasy
* Suzanne Collins: The Hunger Games (Trilogy)*
* James Dashner: The Maze Runner*
* Neil Gaiman: Coraline *
* Derek Landy: Skullduggery Pleasant (series)*
* Pittacus Lore: I am number four*
* Philip Pullman: Northern lights (series)*
* Philip Reeve: Mortal Engines (series)
* Rick Riordan: Percy Jackson (series), Heroes of Olympus (series)
* Veronica Roth: Divergent (Trilogy)*
* J.K Rowling: Harry Potter (series), Tales of Beedle the Bard
Note to parents/carers:
* Students should always have a reading book in school. Book bags are available for pupils if preferred.
* Books with an asterisk * are for age 12+ and may explore topics or graphic descriptions for that age and above. We require consent if your child is under the age of 12 and would like to read one of those books or access a book from the KS4 reading list.
* If your child would like any further recommendations, your child's class teacher will be happy to help. | 1,374 | 679 | {
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Intro to Ringette 1 st Ice plan
Teach proper way to fall and how to get back up.
Teach Getting Up - Have players standing around on of the circles. - Demonstrate the proper technique of Getting Up without a stick. - Have players start on their stomachs and practice getting back up into the basic ringette stance. - Using a "Be like a dog" (or any other animal) strategy, have the players lie on stomachs, with their arms straight out in front ("sleeping dog"). - Get on all fours like a dog and get them to pretend they are a dog. - Have players sit up on both knees - Move into the beginning of standing up position by placing one skate on the ice and then stand up into a basic ringette stance.
Stand on the goal line or red line and play Simon says.
Teach basic skating as a group. Split up players who has previously skated and who has not (attendance sheet will have them sorted)
Skaters at one end go around circles with sticks (and rings if the skater wants). If you need more time play a game with them – relay race with the wiffle balls, split into two teams and bring the wiffle ball to the boards and back. The first team to go through everyone wins.
Non-skaters go to the other end and go around circles without sticks (unless they feel more comfortable with using their stick for balance.
Set pylons up on both sides of the ice. The players who do not have skating experience will skate around each pylon down the ice and line up in the corner.
The participants who have skating experience will be on the opposite side but stopping at every pylon (will have to show them how to do a snowplow stop) If they are struggling feel free to just go around the pylons like the other group
*Players should be lining up on the same side of the ice as it they started**
**If you have time do this if not go into a game** Please always end in a game **
Come together and each player stands at the boards and practices passing to themselves off the boards. Do not spend too much time here, maybe 5-7 minutes.
Game – use the hoops and wiffle balls. Spilt all players into two teams and have them bring the wiffle balls from their hoops to the other team's hoops. When the game is over, see who has more in their hoops and they win. (Garbage without sticks and rings) | 790 | 515 | {
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Year 2 List Term 1
Please find below the spelling rules that your child will be learning in class during Term 1. Below each rule is a list of words that match the rule. Your child will be undertaking different writing activities in school throughout the week related to the spelling rules, which will help them to learn the word lists. However, it would also be helpful for you to spend some time with your child learning the spellings each week at home. Hopefully this combined effort (from both school and home) will improve the accuracy of spelling in your child's writing.
Please note that the children will not be completing spelling tests in school.
th st
th th
th th
| Spelling Rule | ‘dge’, ‘ge’, ‘g’ sounding ‘j’ ‘dge’ is used for the ‘j’ sound at the end of words when it follows a short vowel sound. ‘ge’ is used at the end of words when it follows any other sound (long vowels or consonants). ‘g’ is used for the ‘j’ sound in many words when it goes before ‘e’, ‘i’ or ‘y’. | ‘c’ sounding ‘s’ When ‘c’ is followed by the vowel ‘e’ or ‘i’ the ‘c’ is soft (sounds like ‘s’). When ‘c’ is followed by ‘y’, the ‘c’ is soft (sounds like ‘s’). Words beginning with ‘c’ followed by the vowel ‘a’, ‘o’ or ‘u’ the ‘c’ is hard (sounds like ‘k’). | Silent letters ‘k’, ‘w’, ‘g’ Silent ‘k’ is always followed by ‘n’ and the ‘n’ is always followed by a vowel. Silent ‘w’ is often followed by ‘r’ and the ‘r’ is always followed by a vowel. Silent ‘g’ is often followed by ‘n’ and the ‘n’ is often followed by a vowel. (Not many of these.) | ‘le’ ending In words with a short vowel sound, there are always two consonants between the vowel and ‘le’. In words with a short vowel sound, the consonant between the vowel and ‘le’ is often doubled. In words with a long vowel sound, there is only one consonant before the ‘le’. | ‘el’, ‘al’ endings Use ‘al’ if the ending is a suffix (comic- comical, arrive- arrival, centre- central). ‘al’ is less common than ‘le’. Very few nouns end in ‘al’ but many adjectives do. ‘el’ is much less common than ‘le’. Unlike ‘le’ it is often used after non- ascenders or descenders. | ‘il’, ‘ol’ endings Not many words end ‘il’. These are some of the most common. Very few words end ‘ol’. These are some of the most common. |
|---|---|---|---|---|---|---|
| Spelling Lists | badge edge bridge dodge fudge age change village charge huge germ angel giant ginger energy | cell city centre circle pencil fancy mercy cycle cyclist cylinder cat cow cup camp cost | knee kneel knit knife know wrap wreck wrist wrong write gnaw gnash gnome sign design | handle temple simple fondle tumble apple nettle little bottle puddle table needle bible poodle steeple | travel jewel tinsel towel cruel animal metal final local brutal magical central signal global survival | axil pencil civil fossil pupil evil peril devil gerbil nostril carol petrol pistol idol symbol |
High Frequency Words.
Y2 children use these words in their writing every day. They do not follow regular spelling patterns and therefore have to be learnt. We will be focusing on these throughout the year to ensure that all children are spelling these accurately in their writing. | 1,347 | 800 | {
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.
On the 5th day of creation, God created the very first person, Adam. (sixth day) He placed him in the Garden of Egypt (Eden)
In the center of the garden grew a tree with rich, ripe fruit. A single bite of this fruit would allow people to know the difference between apples and oranges. (good and evil)
God gave Adam clear instructions about this particular tree. He said, "You may eat fruit from any tree in the garden. But you must not eat the fruit from the tree of the knowledge of good and evil. If you do, you will probably die." (certainly, without a doubt, for sure die)
Later, Adam shared God's directions with the very first woman God created, named Eve.
Often, God met with Adam and Eve, speaking and walking with them as a friend.
One day, as Adam and Eve were planting more fruit trees, (passing through the middle of the garden) Eve was startled by a voice. She saw a sleek serpent near one of the tree branches nearby.
The serpent spoke to Eve saying, "Did God REALLY say, "You must not eat fruit from any tree in the garden?" Eve answered, "Oh, no. We can eat fruit from the trees here. But God did say, "You must not eat from the McDonald's in the middle of the garden. Do not even touch it. If you do, you will die." (Tree of Knowledge of Good and Evil)
The serpent told Eve, "You will certainly NOT die. God knows when you eat fruit from that tree, you will know things you have never known before. You will be able to tell the difference between apples and oranges,) just like God." (good and evil)
The serpent wanted to convince Eve to get him a piece of forbidden fruit. (to think that God was keeping something good from them and that it wasn't fair for them not to be able to eat from the Tree of Knowledge of Good and Evil)
Eve reached out and took a piece of the fruit from the forbidden tree then she took a bite. She handed the fruit to Adam, who threw it at the serpent. (took a big bite as well)
About a week later, something changed. (Immediately)
As soon as they swallowed the fruit, they knew that things were different. They knew they'd just broken their friendship with God. They had a sudden urge to cover themselves up and hide from God. They sewed grass together to make clothes for themselves. (fig leaves)
When they heard the sound of God in the garden, Adam and Eve hid in the trees thinking that God wouldn't be able to find them. God, of course, knew they were hiding and called for them to come out.
God said, "Did you eat from the bush I told you not to eat from?" (Tree of the Knowledge of Good and Evil)
Adam blamed Eve. Eve blamed the serpent.
God's heart was saddened. He had made Adam and Eve to be His friends. To know and trust Him. Instead, they had broken one of His many rules. (His only rule) The rule was meant to keep them safe and in a perfect friendship with God.
God told them that they must leave the garden. "From now on, you will work hard for your food and be greatly rewarded for it. (face great pain) Someday, you will die and become like the dust you were made from."
Adam and Eve had chosen their own path instead of following God. That day sin entered into the world. It would take a miracle from God to make a way for people to be perfect friends with Him again. | 1,072 | 749 | {
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Plot Yourself!!
Task:
* On the Cartesian Coordinate Plane below draw your initials in large, appealing, unique letters that cover most of the space.
* List the labeled points according to the standard (x,y) practice on the "Ordered Pairs for My Initials" sheet, including important Instructions on the back.
* Exchange points with a partner and see if you can each recreate each other's original letter formation on the back of your page.
Learning Intention: to show that we can identify and plot points on a Cartesian Plane using the standard (x,y) ordered pairs.
Name _______________
Plot Your Partner!!
Using the labeled pairs that your partner has provided, plot his or her initials on the Cartesian plane below. Then you will switch and see how close you were each able to get to the original creation.
Criteria I will know that I can work on a Coordinate Plane when:
* I have clear, well labeled initials that fill most of the Plane
* I have Identified the points of my initials using the correct (x,y) ordered pairs
* I can graph my partners initials accurately
* Our 2 sets of initials match each other (except for colour)
Ordered Pairs for My Initials
Student: ______________________
Here are the instructions for the masterpiece I created in designing my own initials. See if you can re-create it!!
Z
Ordered Pairs for My Initials
Student: ______________________
Here are the instructions for the masterpiece I created in designing my own initials. See if you can re-create it!!
A
B
C
D
E
F
K
P
U
Z
G
L
Q
V
H
M
R
W
I
N
S
X
J
O
T
Y
Instructions: be careful to follow these tips for proper design of my initials.
* (example) Do not join point H to Point I
*
Self and/or Peer Assessment:
Criteria I will know that I can work on a Coordinate Plane when:
* I have clear, well labeled initials that fill most of the Plane
* I have Identified the points of my initials using the correct (x,y) ordered pairs
* I can graph my partners initials accurately
* Our 2 sets of initials match each other (except for colour)
Instructions: be careful to follow these tips for proper design of my initials.
* (example) Do not join point H to Point I
*
Self and/or Peer Assessment:
Criteria I will know that I can work on a Coordinate Plane when:
* I have clear, well labeled initials that fill most of the Plane
* I have Identified the points of my initials using the correct (x,y) ordered pairs
* I can graph my partners initials accurately
* Our 2 sets of initials match each other (except for colour) | 1,219 | 585 | {
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Let Us Entertain You!
Interest Project Patch For Cadette & Senior Girl Scouts
Requirements: Complete a total of seven (7) activities including: (2) Skill Builders; (1) Technology; 1) Service Project; (1) Career Exploration; and two (2) other activities chosen from any category.
Skill Builders
1. Learn the difference between White Face, Auguste, and Tramp clowns. Find several pictures of each type of clown. List what you like about each clown's makeup.
2. Learn about clown costumes. Assemble a clown costume for yourself that suits your personality. Explain why you chose the costume you did.
3. Clowns wear lots of makeup so their faces can be seen clearly. Learn about clowning make-up. Apply clown make-up to your face that best expresses your own personality and feelings.
4. Juggling is a skill used by many clowns. Balls, scarves, rings, and clubs can be used for juggling. Learn to juggle at least one of these items that you have not juggled before.
5. Mime, or the art of expressing yourself with your face and body rather than words, is important for every clown. Prepare a skit in mime and share with your troop or group.
6. Write and perform at least 3 skits that can be used while clowning.
Technology
1. Find web sites with information about clown make-up, clown skits, clown training, and clown supplies.
2. Learn to do three (3) magic tricks which you can use in your clown act.
3. Many clowns incorporate technology into their performances. Observe a clown performance and list all of the technology used in it.
4. Search the Internet for information regarding the History of Clowning. One web site with some information is (http://www.clown.org)
Service Projects
1. As a clown, entertain the residents in a nursing home or at a children's ward in a hospital.
2. Teach younger Girl Scouts some clown techniques.
3. Teach something to Daisy, Brownie, or Junior Girl Scouts through clowning.
4. Do "walk around" clowning at a community event.
Career Exploration
1. Find our about Clown Camps, Clown Conventions, Clown College, and other places that offer clown training. Give a report on one that you might like to attend.
2. Talk to a professional clown about training, business opportunities, etc.
Reading Resources:
The Book of Clowns by George Speaight Bring On The Clowns by Beryl Hugill The Clown In Times: A Quarterly Journal Devoted to the History of Comedy and Clowning by Bruce Johnson
Clowns by Douglas Newton Clowns by John Towsen The History of American Clowning by Bruce Johnson Jest In Time: A Clown Chronology by Bruce Johnson The Tramp Tradition by Bruce Johnson
Developed by: Joanne Moodhe (7/98) for:
Girl Scout Council of Rockland County 211 Red Hill Road New City, NY 10956 (845) 638-0438 | 1,208 | 628 | {
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Emotional Thermometer
Purpose
Students often lack the ability to recognize when they are about to be overpowered by their emotions. They also tend to have an insuffi cient emotional vocabulary to understand the many nuances in their feelings—for instance, misinterpreting loneliness as anger. Teaching students to take their emotional temperature is the fi rst step toward helping them learn to keep their reactions under control.
Breaking It Down
■ Emotions run on a continuum from low-key to intense. Before students can control their response to anger and other emotions, they fi rst must be able to identify the feeling and gauge its intensity.
■ Just as a thermometer measures rising temperatures, an emotional thermometer measures rising levels of emotion.
■ Create an emotional vocabulary word bank with the students to introduce or review a variety of ways to describe different levels of a particular emotion. (For example, annoyed, bothered, frustrated, irate, livid, resentful, furious, and outraged are different levels of anger.)
■ Have the students label their thermometers with words from the word bank and then write down—or simply discuss with their teammates—situations that might make them feel each of these emotions.
■ Thereafter, a student can refer to the emotional thermometer and use it to gauge his or her level of emotion. Recognizing when emotions are heating up and acknowledging the intensity of those emotions are important steps toward peaceful confl ict resolution.
Fine-Tuning the Technique
■ The students need regular practice and encouragement in taking their emotional temperature. It is not an easy skill to master. When you see tempers fl are in the classroom, have the students involved check their emotional thermometers. If tempers are too hot, the students must cool down before attempting to resolve the problem. If you have suffi cient wall space, post a thermometer for easy reference; the students can then point to their anger level.
Review the COOL-DOWN STRATEGIES, CONFLICT STOPPERS, and ROADBLOCKS sections for additional information on helping your students bring their emotions under control.
© 2010 Success for All Foundation
■ Work on building the students' emotional vocabulary over time. Vocabulary alone is not a remedy, but without it the students cannot come to a more sophisticated and nuanced understanding of contributing factors in an emotional situation. Begin with words that the students intuitively understand (slang and colloquial expressions are fi ne), but as the year progresses add words appropriate to school or a more formal work setting.
■ People who study emotions generally recognize seven basic families of emotion: happiness, sadness, love, disgust, anger, fear, and surprise. Beginning with anger, create different emotional word banks for each of these families, and have the students develop emotional thermometers to measure their range of emotion in each.
■ Help the students connect emotions to something they can see, hear, or feel. Use a Looks Like/Sounds Like/Feels Like chart to explore the manifestations of a particular emotion and to help the students sense the subtle differences between their many moods.
■ Reveal your own emotions to the class. If you are frustrated by something they are doing (or not doing!) refer to your emotional thermometer, and talk with the students about what cool-down strategies you might try. Use a Think Aloud to show your mental processes. The more examples you can provide for your class, the better they will understand how to use these techniques on their own.
■ Remember that emotions can run high in middle school. Begin and end class each day by taking the students' emotional temperatures. Not only does this alert you to potential problems, but it also gives the students a safe venue to share their thoughts and feelings. On days when they are particularly worked up, you might need to attend to their emotional well-being before picking up your lesson plan. | 1,594 | 775 | {
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by Terri Libenson
abOut thE booK
This is the story of two totally different girls— quiet, shy, artistic Emmie popular, outgoing, athletic Katie
—and how their lives unexpectedly intersect one day, when an embarrassing note falls into the wrong hands. . . .
All the crushes, humiliations, boredom, and drama of middle school are compressed into one surprising day in this extraordinary novel.
Grades 3-7
1. Compare Emmie's and Katie's characters. Consider why Emmie's narrative was as a mixture of prose and illustration, while Katie's was in all-graphic format. Was the graphic novelist trying to show the depth of Emmie's character by using prose narrative and Katie's character as more superficial with the visual narrative? Why did the graphic novelist have Emmie's and Katie's perspectives look different? 1.
diScussioN quEstions
4. Notice how the color of the Emmie chapters changes from the beginning of the book to the end. Why do you think Terri Libenson chose to do this? Is there a change in the Katie chapters as well? 4.
2. Discuss how the narrative style, illustration, and format match the characters' personalities. Is one approach more effective than the other? Ask which style the readers prefer. 2.
5. Discuss other graphic novels with a similar style. Ask your readers why they think these books are so appealing. Are students more captivated by the comics panels or the illustrations, or a combination of the two? 5.
3. Explore the palette used to illustrate each character. Why did Terri Libenson use bright colors for Katie's chapters and neutral, subdued colors for Emmie's? 3.
6. Examine the ending. Ask the readers if they found the twist at the end of the story surprising. Discuss some alternative endings the readers would like to have seen. Did they feel sorry for Katie's character? What are some possible story lines for Katie's character after Emmie's ending? 6. for ding?
exTensioN acTivitieS
Twist Endings. Stories with twist endings are always fascinating. Terri Libenson did a great job keeping the reveal a surprise. Ask the readers if or when they realized the true nature of Katie's character. Discuss other books that have shocking endings. Do the other stories keep their reveal a surprise? oth ries oth stories
Narrating Point of View. Point of view and characterization are two literary elements that help the reader understand the characters. Ask the readers to go back and reread Emmie's and Katie's stories separately. Does Emmie's story work without Katie's and vice versa? Ask the readers to consider some of the other characters' points of view. For example, imagine why Joe Lungo behaves the way that he does toward Emmie, or consider Bri's point of view on her friendship with Emmie. | 1,112 | 604 | {
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Making a decision about tonsillectomy
The tonsils and adenoids are separate glands in the throat that are part of the body's defence against infections. They are often larger in young children who have frequent colds.
A tonsillectomy is an operation that removes these glands through the mouth. Tonsillectomy is mainly done in children who have frequent severe tonsillitis or severe snoring and sleep apnoea. If symptoms are mild, a wait and see approach is recommended as problems often get better as children get older.
You and your doctor are in the best position to decide if this operation will help your child. This information aims to help you decide if this operation might be right for your child.
WHO WILL THIS OPERATION HELP MOST?
Tonsillectomy can improve health and quality of life for many children. However, mild problems can get better as a child gets older without surgery. Waiting six months may be a good option if you are not sure. The more severe your child's health problems are, the more likely it is that surgery will help them. The problems that are most likely to improve with surgery include:
Frequent tonsillitis
Children with frequent severe sore throats associated with a fever, swollen glands in the neck and pus on the tonsils. Often they are unwell enough to miss school or childcare for more than a few days.
As a guide, frequent is considered to be:
* at least 7 infections in the past year
* at least 5 infections per year for 2 years
* at least 3 infections per year for 3 years.
Snoring and sleep apnoea
Children with noisy breathing while asleep most nights and at least two other related problems, even when they are not sick.
Other related problems include:
* struggling to breathe while asleep
* pauses in breathing during sleep
* gasping or choking during sleep
* persistent daytime mouth breathing
* daytime tiredness, concentration or behaviour problems not related to other causes.
WHAT WILL HAPPEN WITHOUT SURGERY?
Frequent tonsillitis
If your child has less frequent infections, then a wait and see approach is recommended. Even without surgery, episodes of tonsillitis usually become less frequent as your child gets older.
WHY HAVE AN OPERATION?
Frequent tonsillitis
It is not unusual for children to have frequent sore throats. A small number have very frequent and severe throat infections.
Removing the tonsils may help to reduce the number of throat infections your child gets.
Snoring and sleep apnoea
Two out of three children with mild sleep apnoea get better over six months without surgery.
Snoring and sleep apnoea
About one in every 10 children snore regularly, and many more snore occasionally or with colds.
Large tonsils and adenoids can block the throat during sleep and cause snoring. In some cases, this is bad enough to cause poor quality sleep and severe breathing problems, called obstructive sleep apnoea.
Removing the tonsils and adenoids creates more space in the throat and makes breathing easier during sleep.
WHAT DO I NEED TO KNOW ABOUT THE OPERATION?
Your child should stay at home for two weeks after the operation and avoid sport or vigorous physical activity.
children seek medical care after going home for treatment of pain, bleeding or dehydration.
Medication for pain is usually needed four times a day for 1-2 weeks, especially before meals. You may need to wake your child while sleeping to give pain medicine.
Half
of the children who have this operation take a week or more to eat and drink normally due to pain.
children bleed and need medical help in the two weeks after the operation. Your child's surgeon will explain the risks of the surgery specific to your child.
Everyone's situation is different. Your doctor can provide more information to help you make the right decision for your family.
To receive this publication in an accessible format phone 03 9096 7534, using the National Relay Service 13 36 77 if required, or email email@example.com
Authorised and published by the
Victorian Government, 1 Treasury
Place, Melbourne.
© State of Victoria, Australia, Safer
Care Victoria, February 2018
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The economics of suppertime
Plan meals as a family and make it an opportunity to learn about finances.
Instructions and printable templates for this activity are available in PDF and Word formats.
Description
This activity allows you to have a simple conversation about finances with your children as part of something you do every week. Prepare your list of meals for the week with your children, following a set budget. Let them find out how much the items on your grocery list cost. This is a great opportunity to compare prices and practice managing a budget. Challenge the children by changing the budget and, above all, have fun cooking with your family. They will soon be making dinner for you!
Ages
8 and up, suitable for the whole family
Learning objectives
Children will:
* learn that most things in life are not free
* compare prices and determine the value of items
* make financial decisions and create a budget
Materials
* Internet access
* flyers, coupons
* paper and pencils
Steps
1. Prepare the templates (optional)
* Download the activity file in your preferred format:
o PDF
o Word
* Print the grocery list and pie chart template:
o PDF
o Word
2. Organize the activity
Gather everything you need on a table:
* printed templates (grocery list and pie chart)
* flyers, coupons, device to access grocery store mobile apps and/or websites to find bargains
* recipe ideas
Optional: Have Canada's Food Guide handy. It will help you create healthy meals on a budget.
3. Draw up a budget
Ask the children to plan one or more meals for the week based on a budget that you give them. For instance, you could allow $30 per meal or $200 for the entire week, depending on the size of your family, your eating habits, and the age and ability of your children.
Ask them to make a list of ingredients needed for each meal and a list of ingredients you have to buy.
* Use the printable template to make the grocery list. Fill out the column of estimated prices.
* There are many ways to find out the price of each ingredient without going to the grocery store: look at the flyers, the coupons, or the grocery store mobile apps or websites. It pays to find the bargains.
Ask the children questions to guide their thinking:
* How much do you think it costs?
* Which recipe would be cheaper?
* Is meat more expensive than vegetables?
* Can we replace this item with a healthy item that is cheaper?
You can challenge the older children by reducing the budget to make them think more carefully about their choices and encourage them to look at items on sale. This is a good challenge for teens, who may will soon be moving out on their own.
Need some inspiration? Browse magazines or recipes on the web.
4. Go grocery shopping
Once meals have been planned within budget, go grocery shopping. In the meantime, you can ask the children to create a pie chart (which you have printed out) to see how the meal budget is allocated (fruits, vegetables, grain foods, protein foods).
* Ask the youngest children to cut out pictures of the ingredients found in the flyers or magazines and distribute them among the groups on the pie chart.
* Ask the older ones to calculate the percentage of the budget going to each group.
5. Start the discussion
When you get back from the grocery store, take the time to look at the actual price of the purchased items and the cost of the meals.
* Have you managed to stay on budget?
* Were the items more expensive or less expensive than expected? Why was that?
* What can we do next time to stick to the budget?
* What type of foods are more expensive?
* Which food groups in the pie chart account for a larger or smaller percentage of the budget? Why do you think that is?
* Why do you think some items or brands are more expensive than others of the same type?
6. Have fun cooking together. Enjoy!
Send us your meal photos on social media. We want to see what you've cooked up! Don't forget to mention us @BoCMuseum.
Bonus activity
Payment methods
Before going to the grocery store, you need to decide how to pay. This is a good time to explain where money comes from and the different payment methods. Explain that money does not grow on trees, that your salary is transferred to your bank account, and that the money can be accessed in different ways:
- Withdraw cash:
o You need to go to an ATM to withdraw bank notes.
- Use a debit card:
o This card is used to transfer money electronically from your bank account to the seller's bank account. You pay a small service fee for using the card.
- Use a credit card:
o You borrow money that must be paid back at the end of the month. This lets you make bigger purchases even if you don't have the money on hand. However, if you are late making your credit card payments, you have to pay expensive fees.
- Use a mobile application:
o The application uses saved debit or credit card information to complete the transaction. | 1,933 | 1,044 | {
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What is a Literacy Garden?
A Literacy Garden is an outdoor sanctuary for teachers to host classes and for students to earn the privilege during study hall to read, reflect, and relax.
Why a Literacy Garden?
The Literacy Garden is one way to promote literacy at MMS by providing students a place to read in a relaxing atmosphere. The Literacy Garden will become a comfortable place for students to gather before and after school. Aesthetically, it will give the historic building a warm and inviting look.
How will the Literacy Garden be used?
- Students will use it for silent reading periods with books of their choice. Teachers will use it to read short stories of high interest to students and then carry out round table discussions. Staff will facilitate the connect-ion between reading and pleasurable leisure time for students.
- Agricultural classes will teach students how to maintain and upkeep a landscaped property since students will plant annuals in the Literacy Garden.
- Music teachers can offer an alternative setting for individuals to rehearse their solo ensembles.
- Art classes can use the Literacy Garden to study nature by collecting specimens for drawing, painting, and sculpting. The garden can also be used as an outdoor classroom where art activities center on nature.
- The school counselor can hold group meetings outside in a peaceful setting for students needing a more quiet and serene environment.
- English teachers can use the outdoor classrooms for students' oral recitations and other classroom discussions about literature.
- Health classes might talk about and practice stress-relieving and communication activities. Using the Literacy Garden offers more freedom from the constraints of the typical classroom and incorporate learning games that are difficult to do indoors.
- Life science classes can use the Literacy Garden to allow students to observe, analyze, and discuss various aspects that are characteristics of living things as well as to study a variety of principles and concepts in the field of ecology.
- Life skills students can discuss plant life cycles, how plants reproduce and grow from seeds, and how to care for a garden. It offers an open-air classroom for the students to learn.
- Staff can use incentive programs for students to utilize the Literacy Garden as a place to enjoy lunch.
- Summer school classes can also utilize the Literacy Garden for classroom activities.
What polices would there be for the Literacy Garden?
Faculty and administration would work on plans outlining expectations for students' use of the Literacy Garden before, during, and after school. Guidelines for how students would earn the privilege to read silently during study hall would also be addressed.
How much will the Literacy Garden cost?
The estimated cost of the Literacy Garden, installed with volunteer help, is $65,000.
Are tax dollars being requested?
Absolutely no tax dollars are being used to fund any portion of the Literacy Garden. All monies used to build the Literacy Garden will come from donations and fundraising. The project also provides the opportunity for donation of chairs, benches, or tables in honor, celebration, or memory of a person or event.
What type of fundraising will take place?
Funding within the community began in February of 2017 and will continue until we reach our goal. We have individuals, businesses, and civic organizations pledging to donate to the Literacy Garden. We intend to seek more donations through sponsorship for the various outdoor furniture needed as well as holding a school fundraiser. Four fundraisers are being held by volunteers at Marshfield Middle School throughout the 2017-2018 school year to help contribute to this cause. Fundraisers planned include a school dance, pizza sale, fun run, and raffle.
Donations?
All donations to our project will be accepted as a donation to the Unified School District of Marshfield (USDOM) and are tax deductible. If you would like to make a monetary donation, checks can be written to USDOM. Please note "MMS Literacy Garden" in the memo of your check. Checks can be mailed to:
Mike Nicksic – Principal Marshfield Middle School 900 E. 4 th Street Marshfield, WI 54449
What is the timeline for implementation?
Our intention is to begin implementation of the Literacy Garden in June of 2018, with completion by the end of August, 2018.
What help is needed?
We are looking to recruit teachers, support staff, students, parents, and willing community members to partner with us in our fundraising and construction efforts. If you would like to join our cause, please call Mike Nicksic at (715) 387-1249 ext. 3135 or e-mail: email@example.com
MARSHFIELD MIDDLE SCHOOL
LITERACY GARDEN
FUNDRAISER | 2,005 | 968 | {
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Student Response Prompts
Use this sheet to help stimulate your mind towards answering the questions.
Academic Data/Goals:
1. How does the data make you feel?
Energized:
Overwhelmed:
Content:
Curious:
2. What are your strengths?
Math
Science
Social Studies
Reading
Writing
3. What are areas you can get better in?
Math
Science
Social Studies
Reading
Writing
4. What is one goal you have for NWEA?
Number based
Growth based
How do you plan on reaching this?
Seek more help
Identify Weakness
Use programs more
Focus on a topic
5. What is one goal you have for Lexia?
Level gained
Time on a week
How do you plan on reaching this?
Track on your chart
Frequent Teacher Check In
Set a time
Work at Home
6. What is one goal you have for myOn?
Minutes
Books Read
Lexile Score
Pages Read
How do you plan on reaching this?
Track on your chart
Frequent Teacher Check In
Student Response Prompts
Set a time
Work at Home
7. What can you do to get better on your own?
Practice at Home Use Programs More time with the teacher Extra Practice Time
8. What do you expect from me as a teacher?
Support
Protection
Discipline
Respect)
9. Do you feel comfortable where you have been placed in you PL group?
Social Goals:
1. What is something you are really good at?
Making friends
Listening
Helping others
Drawing,
Singing
Playing a sport
2. What is one thing you want to get better at?
Organizing
Handwriting
Typing
Relationships
Behavior
3. What are some words you want people to use when they describe you?
Happy
Leader
Hard Worker
Focused
Kind
Helpful
4. What can you do to work on your goals?
Set Small Goals
Make a Short List
Set a Date
Chart Progress
5. Who can help you reach your goals?
My friends
Student Response Prompts
My teacher Parent Other teachers
6. What are some things that upset you?
7. How do you calm down/refocus after being upset? *if no ideas provide strategies or ask if they think they need support. | 959 | 608 | {
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Your Phone
Line and Feature Buttons
- Incoming call or voicemail indicator 1
- Line and feature buttons 2
Use line and feature buttons to view calls on a line, or access features such as Speed Dial. Buttons illuminate to indicate status:
- Softkeys 3
- Navigation 4
- Hold, Transfer, and Conference 5
- Speakerphone, Headset, and Mute 6
- Voicemail, Applications, and Directory 7
- Volume 8
- Green, steady: Line ready
- Amber, steady: Line not registered
- Amber, flashing: Line registering
- Red, steady: Line in use
- Red, flashing: Incoming call
- Red, Pulsing: Line on hold
Place a Call
Enter a number and pick up the handset
Place a Call with the Speakerphone
1. Enter a number using the keypad.
2. Press Speakerphone .
Answer a Call
Press the flashing red line button, or pick up the handset.
Put a Call on Hold
1. Press the Hold button .
2. To resume a call from hold, press Hold again.
Transfer a Call to Another Person
1. From a call that is not on hold, press Transfer .
3. Press Transfer again.
2. Enter the person's phone number.
Add Another Person to a Call
1. from an active call, press Conference .
3. Press Conference again to join the calls.
2. Select a second line and place the second call.
View Your Recent Calls
1. Press Applications .
3. Select a line to view. (All, Missed, Received, Placed)
2. Scroll and select Recents.
Mute Your Audio
1. Press Mute .
2. Press Mute again to turn mute off.
Adjust the Volume in a Call
Press Volume up or down to adjust the handset, headset, or speakerphone volume when the phone is in use.
Listen to Voice Messages
Press Messages and follow the voice prompts.
-- See voicemail map Below.--
Adjust the Ringtone Volume
Press Volume up or down to adjust the ringer volume when the phone is not in use.
Change Ringtone
1. Press Applications .
Preferences.
2. Select User Preferences > Audio
3. Select a line.
5. Press Set and Apply to save a selection.
4. Scroll through the list of ringtones and press Play to hear a sample.
Adjust the Screen Brightness
1. Press Applications .
3. Press right to increase, or left to decrease, the brightness.
2. Select User Preferences > Screen Preferences > Display Brightness.
4. Press Save.
Adjust the Screen Backlight
1. Press Applications .
3. Press Navigation Button to set the backlight duration.
2. Select Preferences > Screen Preferences > Backlight Timer.
4. PressSet. | 1,174 | 583 | {
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Protecting Our Water from Power Plant Pollution
AppalachianVoices.org
Groundwater Pollution
Over the past two years, monitoring of groundwater near the coal ash ponds at the Belews Creek plant has shown levels of heavy metals that exceed state groundwater standards, including:
- chromium at 50% over limits
- iron at 4600% over limits
- manganese at 7100% over limits
Coal ash is one of the waste byproducts of burning coal for electricity. It contains several toxic contaminants, including arsenic, chromium, mercury, and selenium. Coal ash is often mixed with water and placed into big open pits, held back by earthen dams.
The Belews Creek Station has one active coal ash pond which spans 342 acres with a holding capacity of over four billion gallons. This pond is almost 40 years old. The plant also has several dry ash landfills and other coal waste ponds.
Belews Lake The N.C. Dept. of Environment and Natural Resources and the U.S. Environmental Protection Agency have deemed the pond "high hazard," meaning its dam failure is likely to cause loss of human life.
Belews Creek Steam Station Surface Water Discharges into Belews Lake, 2011*
Polluting Belews Lake
Any facility that discharges wastewater into United States waters needs a Clean Water Act permit to do so. The rules regarding these permits have not been updated for over 30 years. While there are limits for selenium, there are no limits for most other heavy metals like arsenic and chromium.
*Info from the U.S. Environmental Protection Agency Toxic Release Inventory. www.epa. gov/tri/
| Chemical Compounds | Amount (lbs.) |
|---|---|
| Arsenic | 74 |
| Barium | 2,810 |
| Cobalt | 12,100 |
| Nickel | 97 |
| Selenium | 112 |
And Protecting Human Health
AppalachianVoices.org
Health Impacts
According to a U.S. Environmental Protection Agency peer-reviewed study, people with well water contaminated by arsenic living near coal ash ponds have as much as a 1 in 50 chance of getting cancer; arsenic is one of the most common pollutants in coal ash. This risk is 2,000 times greater than the EPA's goal for reducing cancer risk to 1 in 100,000.
Your Voice Can Make A Difference
The EPA is reviewing guidelines for wastewater discharge and the storage of coal ash waste. The voices of those who live near coal-fired power plants or recreate in waters impacted by coal waste are important for making sure that standards are protective of human health and the environment.
For more information, contact Matt Grimley: email@example.com or 828-262-1500.
*Image courtesy of Physicians for Social Responsibility | 1,230 | 590 | {
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'''Behaviour Policy
Wave 1 – Classroom Management
Rewards and Sanctions
The whole system is centred on the St. George's Rights Respecting Charter in the School Brochure.
In September Children will have the opportunity to come up with the four main responsibilities for their Charters. They will all sign-up to the Charter.
| St. George’s School Charter | |
|---|---|
| K.S. 1 | K.S. 2 & Brochure |
| To treat everyone the same. To make good choices. To respect the classroom and school environment. To share his/her opinion and understand others. | To respect everyone equally. To be responsible for our own actions and their consequences. To respect our environment. To share our opinions and respect those of others. |
Children's behaviour will be looked upon by them deciding to make 'good' or 'bad' choices.
House Tickets
House Points will become House Tickets.
When marking books an adult can award either 3, 2 or 1 House Ticket(s) (HT).
House Tickets can also be awarded for children who meet the St. George's Charter.
For Projects a child may be awarded from 1 to 10 House Tickets and for the very best teachers may give 10 HTs plus a certificate.
Coloured House Tickets will be collected in a jar each week, counted on Friday and totalled for the House Ticket Cup in assembly.
Each class will need to display their total number of House Tickets collected by each house.
Every half-term the class in each key stage with the most House Tickets will be allowed to come to school in non-school uniform.
Good to be Green Behaviour Scheme
All children begin with a green card each session
| Reception & Key Stage 1 Each lesson is a new session. | Key Stage 2 Two sessions: a.m. & p.m. |
|---|---|
| Reward Scheme | |
| GOOD CHOICES | BAD CHOICES |
| Green Cards House Tickets | Verbal Warning |
| You’re a Superstar Card | Yellow Card |
| Note to parents explaining positive choices. | Red Card Immediate punishment by teacher/HLTA – stay in at break/lunch for 5+ minutes. Note to parents with a copy of the Charter highlighting the responsibility they have broken. |
| Personalised stickers | Three Red Cards Teacher to speak with parents/guardians |
| | Six red cards SLT to speak with parents/guardians |
In addition:
* Weekly Ammonite Awards will be awarded purely for academic success.
* Each teacher will have personalised stickers for positive reinforcement of 'good choices'
.
* Golden Time/Independent Learning Time to be reviewed and a whole school policy adopted in September. Activities should be optional but planned.
* There will be a member of staff from each year group on the play ground/field each Break times.
Time Out
This will be a time-out area for children whose behaviour means they need to leave the cage, field, pavilion or playground etc. See KS 1/ KS2 Rotas.
Dinner Supervisors to record and log events which will be given to the SLT. | 1,342 | 661 | {
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Electric Fencing for Black Bears
Protection of Bee Hives, Poultry, Garbage, and other applications
When properly installed, electric fence is safe for people and pets and has been proven to be the most effective tool for deterring bears from getting into bee hives, poultry, and dumpsters. Modern electric energizers are safe for humans, animals, and vegetation. Their quick pulse rate does not produce excess heat which could cause a fire and, while unpleasant if touched, are safe for children and pets.
When an animal touches an electrified wire and the ground simultaneously they complete the circuit and receive a shock. Electricity passes through them, into the soil, to the ground rod and back to the energizer. This is known as an all-hot design because all wires are electrified and is the design recommended for bears.
Key Components:
2) Grounding system
1) Energizer
3) Wire (Poly tape or poly wire)
5) Fence Tester
4) Posts
6) Accessories: Gate handles, post insulators, safety signs, electrical tape
Energizers: The power source
- Several styles are available including solar powered, plug in, and battery powered.
- Energizers store energy and deliver very short pulses of electricity through fence system.
- Stored energy is measured in joules and is most important rating for animal exclusion
- Bears require 0.7 joules or greater (horse 0.1 joules)
Grounding: Second most important part of the fence, without proper grounding, the fence will fail.
- Grounding rods - use ½ - ¾ "galvanized steel rod driven to a depth of 6 ft, and one rod per joule
- Moist soils allow for adequate return of energy back to energizer
Fence Testing and Tips
- A voltage meter is different than voltage reader which just tells you if electric is running, not how much is running through the wire
- Voltage meter tells you fence is working and the amount of current running through the wires.
- Bears require a minimum voltage of 5000 volts passing through each hot wire to be effectively deterred
- Be sure all vegetation and fallen branches are clear and be sure all hot wires are not grounded out
- Check voltage on every hot wire weekly, especially those farthest from the energizer
- If using battery powered energizer check power weekly
- Due to winter denning behavior of bears, fencing can be set up seasonally (May 1-November 1) or, depending on application, a more permanent design may be desired. | 1,041 | 524 | {
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National Observances and Commemorative Months
* African American History Month (February) ~ National African American History Month in February celebrates the contributions that African Americans have made to American history in their struggles for freedom and equality and deepens our understanding of our Nation's history.
* Women's History Month (March) ~ Women's History Month honors and celebrates the struggles and achievements of American women throughout the history of the United States.
* Child Abuse Prevention Month (April) ~ National Child Abuse Prevention Month recognizes the importance of families and communities working together to strengthen families to prevent child abuse and neglect. Through this collaboration, prevention services and supports help protect children and produce thriving families.
* Older Americans Month (May) ~ Older Americans Month recognizes our nation's seniors and the tremendous impact they have made I helping build a more perfect union. Older Americans contribute their time and wisdom to make our communities stronger, more informed and better connected.
* Asian Pacific Heritage Month (May) ~ Asian/Pacific American Heritage Month is a month to celebrate the contributions Asian/Pacific Americans have made to American history, society and culture.
* Jewish American Heritage Month (May) ~ Jewish American Heritage Month is a month to celebrate the contributions Jewish Americans have made to America since they first arrived in New Amsterdam in 1654.
* Lesbian, Gay, Bisexual, Transgender and Queer Pride Month (June) ~ Lesbian, Gay, Bisexual, Transgender and Queer Pride Month commemorates the events of June 1969 and works to achieve equal justice and equal opportunity for LGBTQ Americans.
* Juneteenth (June 19) ~ Juneteenth commemorates an effective end of slavery in the United States. Juneteenth (short for "June Nineteenth") marks the day when federal troops arrived in Galveston, Texas in 1865 to take control of the state and ensure that all enslaved people be freed.
* National Hispanic Heritage Month (September 15 - October 15) ~ National Hispanic Heritage Month celebrates and recognizes the contributions Hispanic Americans have made to American society and culture and to honor five of our Central American neighbors who celebrate their Independence days in September.
* Constitution Week (September 17-23) ~ The United States Constitution, America's most important document, stands as a testament to the tenacity of Americans throughout history to maintain their liberties, freedom and unalienable rights. Constitution Week is celebrated annually during the week of September 17-23 to commemorate its history and importance and bring attention to how it serves still today.
* National Disability Employment Awareness Month (October) ~ National Disability Employment Awareness Month celebrates the accomplishments in the workplace of persons with disabilities and reaffirms the commitment to ensuring equal employment opportunities to all citizens.
* Indigenous People's Day (October) ~ Indigenous Peoples' Day is celebrated on the second Monday of October to honor the cultures and histories of the Native American people. The day is centered around reflecting on their tribal roots and the tragic stories that hurt but strengthened their communities.
* Native American Heritage Month (November) ~ National Native American Heritage Month celebrates and recognizes the accomplishments of the peoples who were the original inhabitants, explorers and settlers of the United States.
* Human Rights Day (December 10) ~ Human Rights Day is observed each year to commemorate the adoption of the Universal Declaration of Human Rights (UDHR) by the United Nations General Assembly on December 10, 1948. | 1,705 | 685 | {
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Acute Diarrhea: Brief Version
What is diarrhea?
Diarrhea means having loose bowel movements often. If it starts all of a sudden and doesn't last a long time, it's called acute diarrhea. Nearly everyone gets this kind of diarrhea once in a while. It can happen when you eat or drink something that has germs in it or when you have stomach flu. It can also happen if you are sensitive to certain kinds of foods. Some medicines can cause diarrhea.
What are the symptoms?
* You have many loose bowel movements.
* You may have pain or cramping in your belly.
* You may have a fever or upset stomach.
How is it treated?
Diarrhea takes water from your body. It can cause you to lose too much water. This can be a serious problem, especially for the very young and the very old. You will need to drink plenty of clear fluids, like water, weak tea, and broth. Your healthcare provider may suggest that you drink a special drink that gives lost fluid and salts back to your body. Gatorade and Pedialyte are examples of this type of drink.
Your healthcare provider may give you antibiotics if your diarrhea is being caused by bacteria.
If medicine you are taking is causing the diarrhea, your provider may ask you to stop taking it.
Most of the time acute diarrhea lasts less than 3 days. Sometimes it goes away after just a few hours. Other times it can take as long as 2 weeks for your bowel habits to get back to what is normal for you.
How can I take care of myself?
If your temperature is over 100°F (37.8°C):
* Rest as much as you can.
* Take acetaminophen (Tylenol).
* Take your temperature every day. Write it down.
If you have cramps or pain in your belly, you can:
* Put a hot water bottle on your belly. Wrap a towel around it so you don't burn your skin.
* Use an electric heating pad set on low.
* Drink only clear liquids, like water, weak tea, and broth.
* Drink a soft drink with no caffeine (like 7 UP). Let it go flat first.
1
* Suck on ice chips if you feel too sick to eat or drink.
At first it may help to not eat solid foods or to eat just soft, starchy foods. Try bananas, cooked cereal, rice, potatoes, dry toast or bread, and applesauce.
After 2 or 3 days you can go back to most of the foods you are used to eating. For a few days, stay away from:
* Milk, butter, cream, and cheese
* Raw fruit (except bananas)
* Raw vegetables (cooked carrots, potatoes, and squash are fine)
* Alcohol
* Fatty foods, like cheeseburgers, pizza, or bacon
* Spicy foods
* Caffeine
It's usually best to avoid taking medicines to stop diarrhea. The medicines can cause other problems. If you cannot control the diarrhea with clear liquids and soft starchy foods, ask your healthcare provider if you should try diarrhea medicines.
How can I help prevent it?
There are some things you can do to help keep from getting diarrhea:
* Always wash your hands with soap and warm water after you use the restroom and before you eat.
* If you care for small children, always wash your hands after changing diapers or helping them use the toilet.
* Make sure fruit juices and foods made from milk have been pasteurized.
* Serve or refrigerate food right after it has been cooked.
Developed by RelayHealth.
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Instructions
Whilst Arabic numbers (1,2,3…) are widely used in Chinese speaking countries, Chinese number characters are still well worth learning. They'll help you to learn bigger numbers as well as the days of the week and the months of the year.
Once you've played Líng 零 (which means zero), you'll recognise and be able to pronounce all the number characters from 0-10 and will have practiced all the four main tones of Mandarin Chinese.
Deck contents:
2-5 players
Aim:
The object of the game is to get rid of all the cards in your stack by building counting piles in numerical order from 0-10 in the middle of the table. The first player to get rid of all the cards in their stack is the winner.
Setup:
1. Shuffle all the cards and decide who is going to be the dealer. For a long game, deal each player a stack of 8 cards facedown on the table in front of them. For a shorter game, deal fewer cards.
2. Turn the top card on each stack face up.
Rules
3. Lucky cards can be used like wild cards to represent any number from 0-10.
4. If a player is dealt an unlucky card or turns over an unlucky card in their stack, the dealer deals them 2 extra cards facedown. The player then adds these cards to the bottom of their stack, discards the unlucky card and it is the next player's turn.
5. Newly dealt top cards must always be played before the cards underneath can be used.
6. SAY IT TO PLAY IT: players MUST pronounce numbers in Mandarin and can refer to the pronunciation guide for help.
How to play:
1. The player to the left of the dealer goes first. The dealer deals this player three cards face up.
2. If they have a 0 (零) or a lucky card which can be used to represent a 0 (零), they start a counting pile in the middle of the table.
3. If they have another 0 (零) or lucky card, the player can start another counting pile. There can be up to four counting piles in the middle of the table at any time.
4. The first players turn is not over yet. Each counting pile is going to count numerically from 0 (零) to 10 (十) so if the first player has a 1 (一) or a lucky card , they can now place this on top of a 0 (零) card. If they have a 2 (二) or a lucky card, they can then place this on top of a 1 (一) and so on. When the first player can't play any more cards, their turn is over.
5. The dealer then deals three cards to the next player and their turn begins.
6. This player continues to build on the counting piles, using the top card on their stack or the cards they are dealt. When they're no longer able to play any more cards, the dealer deals three cards to the next player.
7. The dealer repeats this process, dealing three new cards on top of any remaining cards. The newly dealt top cards must always be played before the cards underneath can be used.
8. When a counting pile reaches 10 (十), that pile is removed so a new counting pile can be started. The game ends when a player has no cards left in their stack (they don't need to get rid of all the cards they've been dealt during the game). They are the winner and can shout líng!
| | character | pinyin |
|---|---|---|
| 0 | 零 | líng |
| 1 | 一 | yī |
| 2 | 二 | èr |
| 3 | 三 | sān |
| 4 | 四 | sì |
| 5 | 五 | wǔ |
| 6 | 六 | liù |
| 7 | 七 | qī |
| 8 | 八 | bā |
| 9 | 九 | jiǔ |
| 10 | 十 | shí | | 1,348 | 860 | {
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Critical thinking is a methodology that helps students develop a deep understanding of science as well as the competencies required to succeed in science. The key to improved critical thinking in science is nurturing a student's ability to make thoughtful and defensible judgments. We can do this by framing stronger questions and tasks, and inviting students to use more thoughtful reasoning to arrive at their conclusions. Teachers can enhance student thinking in science by:
* ensuring questions and tasks regularly invite students to make reasoned judgments rather than simply recall or restate information
* including an evaluative term in the task or question (e.g., What would be the best way to represent your findings?)
* articulating or co-constructing the criteria students should consider in reaching judgments about:
o science concepts and issues (e.g., Which conservation approach is most consistent with known facts, most feasible and least damaging to other species?)
o their own understanding and performance (e.g., Which way of representing your findings is the most clear, precise and efficient?)
* requiring students to support conclusions with accurate, relevant and clearly explained evidence (e.g., Explain, with evidence, your recommended way of representing your findings.)
The following examples illustrate how common tasks and questions in science can be enriched using these strategies:
| | (with sample criteria) |
|---|---|
| Generating ideas • What are different ways you can think of to do this task? | • Which of the brainstormed list of factors that may have affected |
| | the growth of our bean plants is the most easily testable? |
| | • Rank-order the top three approaches for determining the |
| | components of various soils. (e.g., feasible, efficient) |
Common questions and tasks
Demonstrating understanding of a concept
* Describe the concept.
Comparing
* How are these ideas/concepts/ solutions different?
Interpreting information
* What can you infer from your experiment?
Choosing among possible solutions
* What is the correct solution/ answer?
Considering impact
* How did A affect or contribute to B?
* How might A affect B?
Communicating science ideas
* Present your scientific ideas/ conjectures/conclusions.
Proposing a practical course of action
* Develop a plan of action.
Tweaked for deeper scientific thinking
* What are the five most important adaptations for an organism in a wetland environment? Justify your answer.
* Create a powerful analogy to describe the phenomenon of alternating electric current.
* Design a device to keep an organ system healthy for an astronaut settling on Mars.
* Design a board game highlighting the most important concepts in our unit on optics. (e.g., creative, engaging, addresses key concepts, provides accurate feedback to answers)
* Do acids or bases have the bigger impact on your life?
* Which is my most important sense?
* What is the biggest similarity and biggest difference between the two proposed solutions?
* Which is the best class of lever to do the Mars Rover task you have chosen?
* Explain why the inferences you have made about the identity of the provided gases are plausible? (e.g., consistent with evidence, based on an adequate number of tests, few sources of experimental error, strong experimental design)
* Determine which simple machine is most efficient and rank order the remaining options according to their efficiency.
* Which elements will allow for the greatest diversity of energy transfer in your Rube-Goldberg device? (e.g., number of energy transfers, variety of transfers from one form to another, least loss of energy during the transfers)
* What was the most significant impact of logging on the salmon population?
* Rank the pollution threat of a poultry farm, a textiles plant and landfill for the local water supply.
* Which solution to the declining caribou population might have the least desirable effect upon the environment? How might undesirable effects be lessened?
* Develop a thoughtful presentation outlining the most important impacts of soil pollution. (e.g., catchy/appealing, clear/well- organized, concise, accurate, comprehensive, appropriate for audience and purpose)
* What are the three most important things we can do at school to help the environment?
* Propose an effective action plan for the conservation team responding to a flood from a burst power dam, identifying which species need immediate help and which situations are less urgent. (e.g., connects new information from the site to what is already known, feasible, safe for animals and humans, raises new questions for ongoing research) | 2,027 | 913 | {
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ETHYLENE & BACTERIA CONTROL
MIATECH ETHYLENE & BACTERIA CONTROL: BIO-TURBO
What is Ethylene?
Ethylene (C2H4) of Molecular Weight 28.5 is a naturally produced gas resulting from various industrial processes exhaust and industrial waste. Ethylene is produced as well by some plants, fruits and flowers.
Ethylene is a destructive pollutant when present in controlled storage spaces of fruits, produce, plants and flowers
At what level Ethylene is a probem?
Amazingly at very low levels! While the Ethylene threshold for humans is near 270 ppm, Ethylene starts affecting plants, flowers, produces and fruits at concentrations as low as 0.1 ppm. Carnation blooms can be triggetred by concentrations below the 0.1 ppm. The only place where Ethylene is beneficial is when used in accelerated degreening and ripening rooms (Ex: Bananas ripening).
Ethylene is malicious:
Ethylene is malicious since it is coloroess and odorless. It cannot be seen nor smelled. It can only be detected by its destructive action on your stored fruits, produces, plants and flowers or alternatibvely by gas detection equipment,
What are the effects of Ethylene to fresh produce?
■ Discoloration & black spots
■ Leaves separating from plant
■ Accelerated ripening ■ Shrinkage & weight loss
■ Unpleasant odor
___________________________________________________________________________
ETHYLENE & BACTERIA CONTROL
The other enemy: Airborne Pathogens
Millions of $ worth loses are caused each year by Airborne Pathogens during storage or transit of fresh produce.
Most damaging Airborne Pathogens are bacteria, mold and fungi like botrytis, penicillium italicum and penicillium digitatum
Miatech Bio-Turbo will deal with both Evils: Miatech's New Bio-Turbo is the Most Advanced Ethylene Gas Removal and Airborne Pathogen Killing System.
Bio-Turbo uses Unique 4-stages
Technology:
STAGE-1- AIR FILTER: Removes dust and visual particles from the air.
STAGE-2- CELL DISRUPTER: An anti-microbial chemical applied to the surface of a specially designed disrupter. This anti-microbial works by piercing and rupturing the cell membrane of the cells that makes up these airborne pathogens as they pass by. The process stops the normal life development and destroys the cell with an efficiency rate of 99.5%+.
STAGE-3-OZONE CHAMBER: This chamber uses the positive effects of ozone to eliminate ethylene gas. Ozone is proven to be very effective with 99.99% efficiency rate.
STAGE-4-BIO CLEAN MODULE: In this final stage, a catalyst is used to change the ozone into clean oxygen. The catalyst creates a reaction breaking down the ozone molecule to oxygen. From here the clean oxygen is released back into the environment
___________________________________________________________________________
ETHYLENE & BACTERIA CONTROL
Benefits of using Bio-Turbo:
* User friendly and low maintenance
* Removes Ethylene harmful to produce and floral
* Eliminates 99.9% of bacteria and airborne pathogens
* Provides an overall better environment
* Causes produce to have a better appearance and freshness longer
* Reduces perishables shrink by about 25%
* Will provide a return on your investment
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Period Overview:
Contacts and Connections – 1541 to 1670
The proto-historic period in what became the Carolinas was a time of initial contacts between Native Americans and European explorers and the establishment of connections between Europeans and Native communities. For most of the period, Native lifeways continued largely unchanged from before the arrival of Europeans. However, as the effects of European colonization spread, this became a time of great change for Native Americans in the region (Smith, 2005).
Native peoples in North Carolina first encountered Europeans in the sixteenth century as Spanish, English, and French explorers searched the continent for gold and silver, and land. The earliest European explorers to land in the southeastern United States were Spanish conquistadors searching for riches. Spaniards sought to establish trade routes between Europe and conquered lands to the south in Mexico. Many of these early expeditions were flawed from the beginning due to Spain's poor understanding of North American geography or the vastness of the distance between the Atlantic Coast and northern Mexico. In 1513 Spaniard Juan Ponce de León's ship landed near the modern-day city of St. Augustine. He named this land La Florida, and it was not long before other Spaniards began exploring the interior lands.
While several Spanish entradas, or armies, traveled the islands of the Caribbean and the coastal areas of the mainland, it is unlikely most of these early explorers had a major impact on American Indian groups in North Carolina. The expedition of Hernando de Soto passed through North Carolina in the spring of 1540, followed by Juan Pardo's expedition in the same area thirty years later. In 1584, the English began their first attempts to settle in northeastern North Carolina, but it was not until after around 1650 when North Carolina's Indians felt the brunt of European presence on their land. This was the beginning of significant and often devastating changes in the histories of North Carolina's tribes (Hudson, 1997, p. 32; Moore, 2006; Ward & Davis, 1999). Over the following century, interactions among Native peoples and European explorers, traders, and settlers increased as English groups attempted and established settlements along the coast and explored the sounds and rivers of what would become the Carolinas. The end of the proto-historic period is punctuated by the founding of the first permanent English settlement on the Ashley River at Albemarle Point in 1670, following the formal establishment of the colony of Carolina by royal charter to eight lord proprietors in England.
Scholars studying Native American lifeways in the proto-historic period, or the period of early Native-European contact, combine information from sources such as European accounts, archaeological information, and the oral histories and knowledge of Native Americans living today. Native North Americans did not have a written language when European explorers arrived, and knowledge was transmitted verbally within and between communities, and from one generation to the next through oral traditions and storytelling. We also know about the past from
the written accounts and illustrations of Europeans who reported on the daily lives of Native Americans. Blending these different ways of knowing about the past is an approach is called ethnohistory, whose goal is to understand the kinship relations, marriage practices, beliefs and mythology, and day-to-day household activities of Native Americans before and during the proto-historic period.
The proto-historic period and related themes are covered in more detail with the following topics:
* Proto-historic lifeways
* The Secotan: Manteo, John White, and the European image of Indian America
* The Hernando de Soto and Juan Pardo expeditions
* Foodways, cooking practices, and new foods introduced during European colonization
References
Hudson, C. M., (1997). Knights of Spain, Warriors of the Sun: Hernando De Soto and the South's ancient chiefdoms. University of Georgia Press.
Moore, D. G., (2006). Pardo Expeditions. NCpedia.org. https://www.ncpedia.org/pardoexpeditions, accessed May 2022.
Smith, M. T., (2005). Understanding the Protohistoric Period in the Southeast. Arqueología Histórica 23:215-229.
Ward, H. T., & Davis, R.P S., Jr., (1999). Time before history: The archaeology of North Carolina. University of North Carolina Press. | 1,915 | 913 | {
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The project « Europe is a partner, Europe as a partner » was funded with the support of the European Union under the Programme "Europe for Citizens"
Applicable to the Strand 2 – Measure 2.1 "Town-Twinning"
Participation: The project involved 475 citizens, notably 300 participants from the town of Ratíškovice (Czechia), 70 participants from the town of Popudiunbské Močdľany (Slovakia), 15 participants from the town of Vouziers (France), 30 participants from the town of Daruvar (Croatia) and 60 participants from the region of Micreregion 11 PLUS (Slovakia).
Location/ Dates: The event took place in Ratíškovice (Czech Republic), from 27/10/2021 to 29/10/2021
Short description:
The day of 27/10/2021 was dedicated to the importance of EU membership. The project began with a festive welcome of guests. The guests were welcomed by the mayor of the home town at the municipal office. Subsequently, the participants moved to the local elementary school, where an exhibition of children's drawings and posters about the EU was installed. The children showed their opinion about the EU as they see it. This was followed by a presentation of important milestones and benefits of 17 years of EU membership (for the Czech Republic and Slovakia). Successful projects, significant events and benefits of the EU for municipalities and their citizens were presented. After the presentation, the present guests met with the member of the Senate of the Czech Republic. We discussed EU-related issues, international relations and international partnership together. The evening program had a relaxing and introductory character.
The day of 28/10/2021 was dedicated to the topic of traditions and volunteering. Traditions were the first to be presented in the form of demonstrations of folk creativity of the citizens of the partner municipalities. Creative workshops were also held and cultural traditions came to the fore in the evening. Ensembles representing partners presented their cultural customs. Culture has become the basis for bringing together all participants from different European countries. The languages of the present partners were also presented here. The topic of volunteering was presented as practical examples of how it can work at the local level. Citizens were introduced to non-profit organizations from the home community. During the day, activities focused on the EU and history also took place. The topic of the EU was associated with a presentation in the form of distributing promotional materials. An important and beneficial activity was a discussion with a historian about Changes in Czechoslovakia and Europe in 1989 - a discussion with a historian, stories of people. It was a reminder of the events that led the countries of Central Europe on the democratic path. The discussion was also connected with the commemoration of the anniversary of the founding of the Czechoslovak Republic.
The day of 29/10/2021 was dedicated to both culture and the topic of migration. In the morning, some of the participants, who have never been to Ratíškovice, took a tour of the village. The second part attended holly mass. A discussion followed with volunteers who helped migrants in Serbia and Greece. During the discussion, those present learned about the stories of migrants and what it means to leave home and run away from the war. The culture was associated with the entry of brass bands from partner towns. Both young musicians and older generations performed. Brass music has a long tradition with all partners and therefore the involvement of these activities in the project was exceptional. The performances of brass bands were also a presentation of the cultural diversity of the peoples of Europe. The project ended with a discussion of representatives of partner municipalities and citizens regarding the need for greater activation of young people in public affairs. The last activity was a common greeting and a desire to meet again. | 1,593 | 788 | {
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BBC LEARNING ENGLISH
Lingohack 英语大破解
Wildfires in the UK
英国夏日野火烧遍荒野
注：本节目视频于2018 年7 月18 日制作，沙德伍兹湿地余火现已全灭。
本集内容
Wildfires in the UK 英国夏日野火烧遍荒野
学习要点
有关"火 fire"的词汇
边看边答
Which chemicals do the on-board instruments show in the smoke?
文字稿
More than two weeks after the fire on Saddleworth Moor started, it continues to smoulder. And scientists say the summer drought could bring many more wildfires in the UK and across Europe. So, these researchers are taking to the smoky air, in a laboratory on a plane, to find out what that will mean for the air that we breathe.
在英国沙德伍兹湿地大火发生后的两个多星期，余火仍在闷燃。而科学家们说今夏的 干旱可能会给英国和欧洲各地带来更多野火灾害。所以，这些研究员们乘坐飞机飞向 这片烟雾弥漫的天空，在机舱中的一间实验室里研究大火对我们呼吸的空气有何影 响。
Professor James Lee, University of York
So, this is obviously… it's a converted passenger plane… would normally seat about a hundred people, but most of the seats have been ripped out and replaced with a load of instruments that you can see, basically, so we can sample the constituents of the air.
詹姆斯·李教授 英国约克大学
"所以，这显然是一架由客机改装的飞机，原本可载客一百人，但大部分座位都已被 拆除并换上了大量的仪器，基本上，这样我们就能收集空气成分的样本了。"
Entire ecosystems have been wiped out in two major fires that are still burning in the north of England. Incidents that the fire service has described as some of the worst it's ever seen.
整个生态系统都已被在英格兰北部两场仍在燃烧的大火彻底摧毁，这两起火灾被消防 部门称作史上最严重的事故。
Shona Wilde, atmospheric chemist
We look at live data from the aircraft to identify when we think we're going through a plume. And once I think we're in a plume, then we hit a button and that will take a sample of air from outside the aircraft, which we collect for analysis.
舒娜·怀尔德 大气化学家
"我们通过观察这架飞机收集的实时数据来识别我们何时在穿过烟气羽流。而一旦我 确认已处于烟气羽流中，我们就会按下一个按钮，以从机外采集一份空气样本，然后 对此进行分析。"
On-board instruments show some of the chemicals in the smoke, including methane, an important greenhouse gas, and the air pollutant carbon monoxide. Only back on the ground will the team be able to work out its exact chemical makeup and how it affects the air that we're breathing.
机上仪器显示，烟雾中含有部分化学物质，包括重要的温室气体甲烷以及空气污染物 一氧化碳。只有回到地面上后，研究团队才能查出具体的化合物构成以及它如何影响 我们所呼吸的空气。
This flight is part of a much bigger global study of greenhouse gas emissions. Today though, it's captured samples that will eventually reveal exactly what's drifting into our towns and cities.
这次飞行是一项更大的针对全球温室气体排放研究的一部分。然而今天，该研究捕捉 到的样本将揭示飘到我们城市和市中心的具体物质是什么。
词汇
smoulder
闷燃
wildfires
野火
smoky
烟雾弥漫的
plume
烟气流
drifting
漂浮
视频链接： https://bbc.in/2mvaZ6i
你知道吗？
In order to ignite, a fire needs three things: a flammable material, such as wood, a source of heat, and oxygen. The removal of one of these elements will extinguish the fire.
火需要三个条件才能燃烧：可燃材料，比如木头，热源和氧气。在这三个元素中少了 任意一个，火就会立刻熄灭。
问题答案
The on-board instruments show methane and carbon monoxide in the smoke, among other chemicals. | 924 | 1,025 | {
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Best Planting Practices for Trees
Planting a tree! - Successful planting depends on the hole you dig. Structural roots anchor the tree and provide the framework for the absorbing roots. Absorbing roots are tiny roots found in the uppermost part of the soil, They provide the tree with water, air, and nutrients. Provide good conditions and your tree will grow fast and strong.
Trees can be purchased in these three forms
Balled and Burlapped:
Be sure to remove all ties from around the trunk. Remove all wires, twine and wire baskets from the root ball.
Gently pull the burlap away from the ball, ease the roots through the burlap and remove the burlap completely.
Container: Remove the container before planting. This includes peat pots.
Planting the Tree
Digging the hole
- Remove grass sod and dig a saucer shaped hole, wide at the edges.
- Pile soil in one area so it is easy to reuse.
- The hole should be three times as wide as the root ball and the depth of the root ball.
- Roughen the sides of the hole so roots can penetrate the soil.
Preparing the Roots
- Gently massage the root ball until the roots are loosened.
- Remove any soil from above the root flare. The root flare is where the roots spread out from the trunk of the tree.
- Root tips die when exposed to excess light and air. Work quickly!
Placing the tree in the hole
- Make a mound of soil in the middle of the hole to set the root flare even with the original grade around the tree.
- Spread the roots out in all directions.
Backfilling the hole with soil
- Lightly press around the roots to collapse air pockets as you backfill with soil.
- Water thoroughly.
Mulching around the tree
- Form a mulch ring around the tree keeping the mulch away from the trunk. Mulch helps by keeping out weeds, keeping the soil moist, and keeping grass trimmers away from the trunk. Mulching materials include compost, bark, wood chips etc
- Mulch should be about three to four inches deep. Form a three foot radius circle from the trunk the tree.
Staking the tree ~ Only if necessary, do not use wire or anything that could cut into the bark. Ready-made tree ties work well. Staking should be removed after one year.
Fertilizing ~ Do not fertilize the tree during the first year.
Keep tree roots moist until you are ready to plant!
Bare Root: Make the hole wide enough to completely spread the roots out in all directions. This helps optimize the root growth.
Spread roots
Create a
saucer shaped
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tree ties
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stakes
mulch layer
Make sure mulch does not
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Root flare at original
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Make the
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MOTIVATION
Goal Setting
Meeting small goals is motivating! Big assignment got you stressed? With big projects, it can be difficult to know where to begin. First, break the assignment into smaller, achievable steps. Each time you complete one of these steps, you know you're making progress toward the big goal.
Remember the big picture. Keep your ultimate goal in mind. If graduation with a degree is your goal, use that goal to keep you going. Remember that everything you do, no matter how small, is one step toward that goal. Not
looking forward to your math homework? Remember that homework is necessary to pass the class, and the class is required for graduation. Don't give up on your goal of a college degree just because you didn't feel like doing your math homework!
Set realistic but challenging goals. Your goals should be reachable. It may be more realistic for you to plan on a C or B in a challenging class than to tell yourself you will get an A. If you promise yourself an A and then don't meet that goal, that erodes your motivation. On the other hand, don't sell yourself short. You want your goals to stretch you a little so you can be proud of your progress. Maybe a C in the challenging class is easy, but you know you could get a B if you tried hard enough.
Write down your goals. Write down your goals in your planner or daily To-Do list where you can see them every day, which will motivate you. And when you meet the goal, celebrate!
Celebrate Small Achievements
If your only goal is to graduate, you won't get to celebrate for at least four years! Remember, that big goal is made up of many small goals—like passing that one challenging class you've been worried about, or making an A on that test you studied so hard for, or balancing your classwork and not missing any deadlines while in-season for your sport. Find ways to celebrate and reward yourself when you meet these small goals.
Stay Organized
Missing deadlines negatively impacts your grades. Once your grades start to slip, so does motivation. Stay proactive by keeping a calendar or planner and using it daily. One way to make sure you never miss a deadline is to keep a daily To-Do list. Look through all your syllabi and your weekly or monthly planner at the
start of every day and write down what you need to work on. Write down not only what is due that day, but what is coming due soon so you can start working on it in plenty of time to produce quality work.
Don't Let Failure Derail You
Realize ahead of time that you are going to have failures, both big and small. Everyone does. Don't let your failures defeat you. Own the failure! Figure out how it happened and what you can do differently in the future to avoid a repeat of that failure.
Procrastination
Procrastination and motivation are connected. "I work better under pressure" is an excuse many of us tell ourselves. What we are really saying is, "I can't muster the motivation to get started unless I'm in emergency mode." To overcome
procrastination, find a small task to get you started, and then jump in. Don't want to get started on that big paper? Just open a Word document, save it with a title, and type a paper title. Then reread the assignment description. Before you know it, you've started!
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August 30, 2022
Dear Family and Caregivers,
Abby Kelley Foster Charter Public School wants your student to be successful in school and that means supporting and encouraging their whole development. While excelling in academic classes is important, students also need skills to take on learning challenges, make good decisions, manage strong emotions, and get along with others. This school year, we are continuing to implement the Second Step curriculum in grades K-3 and will be implementing the curriculum in grades 4-7. Second Step is a research-based social-emotional learning program designed to improve student's social-emotional skills. Second Step skills and concepts are designed to help students both in and out of school. Four units will cover the following:
* Growth Mindset & Goal-Setting: Students learn how to pay attention and manage distractions, develop a growth mindset, and apply goal-setting strategies to their social and academic lives.
* Emotion Management: Students learn how to identify and label emotions and use emotion management strategies—including stress management for older students—to calm strong feelings.
* Empathy & Kindness: Students learn how to recognize kindness and act kindly, have empathy for others and take others' perspectives, and recognize kind acts and empathy as important elements of building and maintaining relationships.
* Problem-Solving: Students learn how to identify and state a problem, recognize if a problem is an accident, and use the STEP problem-solving process:
- S: Say the problem
- T: Think of solutions
- E: Explore the outcomes
- P: Pick a solution
In addition, we will also be assessing your student's social emotional functioning using the Panorama survey as we did last year. This survey will be completed by students in Grades 3-12 and the teachers will complete the survey for Grades K-2. The survey helps us identify students that may need additional focus in developing the skills listed above. You will receive weekly communication from the school to help you reinforce Second Step language, skills, and goals at home. If you have any questions about Second Step Elementary or the Panorama survey, please do not hesitate to contact me or your student's school counselor for more information. Thank you for your support as we work to build a safe and supportive school community.
With Gratitude,
Dr. Carrie Cole, PsyD Licensed Clinical Psychologist Director of Guidance and Counseling 508 854 8400 ext. 3636
Abby Kelley Foster Charter Public School
10 New Bond Street Worcester, MA 01606
Phone: (508) 854-8400 Fax: (508) 854-8484
www.akfcs.org
Abby Kelley Foster Charter Public School
10 New Bond Street Worcester, MA 01606
Phone: (508) 854-8400 Fax: (508) 854-8484
www.akfcs.org
Abby Kelley Foster Charter Public School does not discriminate on the basis of race, color, sex, gender identity, religion, national origin, sexual orientation, disability, or homelessness and all students have equal access to the general education program and the full range of any occupational/vocational education programs offered by the district. | 1,446 | 650 | {
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What Are Cultural Resources?
Cultural resources are the physical remains left behind by people, which archeologists study to try to interpret how people lived in the past. These remains help us to understand different cultures, appreciate architecture and engineering, and learn about past accomplishments. They can offer educational opportunities and provide links to our nation's past. They are a non-renewable resource. They should be left in place and treated with respect.
They Are Irreplaceable Once Removed or Damaged.
What do these things have in common? They are all part of our nation's cultural heritage.
Help us protect the irreplaceable past. Report any activities that may damage these important pieces of history. The more eyes watching, the better chance we all have of preserving the past. If you notice any damage or potential damage, please contact: USACE Albeni Falls Dam (208)437-3133
Cultural Resources Belong To Everyone
They Should Be Left Alone For All to Enjoy
Our Region Has a Long and Very Rich History…
From time immemorial Native American tribes have lived along the lakes and rivers of our region, hunting, fishing and living in large and small groups. In more recent times, non-Natives also moved into the area, building towns and railroads, mining in the mountains and farming in the valleys.Today, archaeologists find the remains of these times past, and from them learn where people lived, what they ate, what tools they used, and places they considered sacred.
Unfortunately, there is a problem in our region threatening to limit our understanding of the past.
Did You Know?
Did You Know? Every day, people are removing and damaging our cultural resources located on public lands.
Often times, people believe they are doing no harm when they collect artifacts from beaches to share with their children and friends or apply chalk or other substances to enhance petroglyph designs. Activities such as these can damage and even destroy cultural resources. Many Native American tribes find these acts offensive to their beliefs and cultural heritage, and many of these actions are illegal.
Examples of Illegal Acts
Digging or probing the ground for historic or prehistoric artifacts
Removing or defacing a pictograph or petroglyph
Using tools to remove artifacts from the ground (including sticks)
Vandalizing old buildings
Digging for or removing old bottles
Possessing human remains
Collecting cultural resources such as stone points and old bottles from public lands is prohibited by the 1906 Antiquities Act and the Archaeological Resources Protection Act of 1974, and can result in fines and incarceration.
How You Can Help
Share the information you have learned in this brochure with family and friends.
Notify authorities if you see any of the illegal acts listed in this brochure.
Respect these special sites and teach your children the same.
Do not touch or pick up any cultural resources, and report it when others do.
The past is important to all of us and belongs to all of us. For all the people that come after us, the protection of cultural resources is everyone's responsibility. | 1,262 | 689 | {
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Keeping Stormwater Clean
Keeping Stormwater Clean
Rainwater that runs off of yards and streets flows into storm drains and directly into the nearest body of water without treatment. Through simple actions, we can all help keep pollutants out of the stormwater and keep our local waterways clean and healthy.
What You Can Do
VEHICLE MAINTENANCE
Most of the toxic pollution entering waterways comes from small motor oil drips from cars and trucks. Stopping leaks at their source is the best way to prevent oil damage to our local waterways, wildlife, and habitat.
Do you change the fluids in your vehicle yourself? Use ground cloths or drip pans beneath your vehicle if you are working on an engine. Collect all used oil in containers with tight fitting lids. Do not mix different engine fluids.
Never dispose of oil or other engine fluids down the storm drain or sink, on the ground, or into a ditch.
Use kitty litter to soak up any accidental spills, then sweep it up, put it in a plastic bag, and dispose of it in the trash.
Recycle used motor oil; don't put it in the trash. Many auto supply stores and gas stations accept used oil for recycling.
Fix oil leaks right away. In the short term, place drip pans or cardboard under your vehicle to prevent oil from polluting our streams.
CAR WASHING
Car wash water contains road grime, oil and grease, heavy metals, and soap. When you wash your car in your driveway or in the street, polluted wash water flows directly into the nearest storm drain - and to our local waterways. Wash your car at a commercial car wash. They are required to send polluted wash water to the sanitary sewer system, which cleans and treats water. Most car washes also reuse water several times before sending it to the sewer.
PET WASTE
Pet waste contains harmful organisms like E.coli, giardia, and roundworms, which can be transmitted to people and pets if not cleaned up. Pets, children who play outside, and adults who garden are at the greatest risk of infection. When it rains, pet waste gets washed down the storm drain and into the nearest waterway. The organisms in dog waste can harm water quality, and children or pets who drink or play in the water can become sick.
Luckily, the solution to the problem is quite simple. All you have to do is:
1. Scoop your dog's waste.
2. Put it in a bag.
3. Put the bag in the trash.
Tips for scooping while on a walk: Keep a supply of bags near your dog's leash. Use a bag dispenser that can be clipped to the leash. You also can use old newspaper, sandwich, or bread bags. To scoop in your backyard: Use your poop-scooping tool of choice and bag your dog's waste.
YARD CARE
Our yards can enhance the beauty of our homes, be a source of pride, and serve as a great place to relax. But in taking care of our lawns and gardens, we often use water inefficiently, produce a lot of yard waste, and overuse chemicals that are bad for the environment and our families' health. By making a few simple changes in how we care for our yards, we can have great looking landscapes that area easier to care for and healthier for families, pets, wildlife, and our environment. Natural yard care is the practice of working with nature in the maintenance of our yards and gardens. It requires less water, less chemicals, and less time than conventional yard care.
Start with these 5 steps:
1. Build healthy soil with compost and mulch.
2. Plant right for your site.
3. Practice smart watering.
4. Think twice before using pesticides.
5. Practice natural lawn care.
Check out this video for more tips and information about City of Rehoboth Beach water management programs. | 1,362 | 794 | {
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Class 2 Spring Term Knowledge Organiser
A Step into the Past:
Toys Through Time
After the war ended in the 1940s, plastic became widely available and families had more money. Toys were made in other countries and sold to Britain.
The main differences between toys from the past and toys now are:
- what they are made from
- how they move
- how & where they are made
- how safe they are
- how interactive they are
Victorian toys were mostly made by hand and were made of wood, metal or cloth. They were not very colourful.
In the early 20 th century, toys started to become more colourful as they could be made in factories. Most British toys were made in the UK.
The internet was invented in the late 20 th century, so many toys became digital. Lots ran on batteries. Toys were based on TV and films, as most homes had a TV.
Modern day toys have lots more parts and move in different ways. Many children now play computer games and lots of old toys are being rereleased, like Star Wars and Uno.
Class 2 – Spring Term – A Step into the Past: Toys Through Time
| | Q1. How long ago was the | Start | End |
|---|---|---|---|
| | first toy invented? | | |
| About 4,000 years ago | | | |
| Twenty years ago | | | |
| During the Victorian times | | | |
| | Q5. Which toy was one of the | Start |
|---|---|---|
| | first to be invented? | |
| a doll | | |
| games console | | |
| | Q2. When was the 20th | Start |
|---|---|---|
| | Century? | |
| 1700 – 1799 | | |
| 1800 – 1899 | | |
| 1900 – 1999 | | |
| Lego building blocks |
|---|
| the rocking horse |
| | Q4. How are modern day toys different to toys that |
|---|---|
| | were invented before the 21st century? |
| Start | |
| End | |
| | Q6. How can you tell how old | Start | End |
|---|---|---|---|
| | a toy is? | | |
| how it moves | | | |
| what it is made from | | | |
| | Q7. What were toys mostly | Start |
|---|---|---|
| | made from, before the war? | |
| wood, metal and cloth | | |
| plastic, metal and wood | | |
| metal, plastic and rubber | | |
| | Q8. Where can people go to | Start |
|---|---|---|
| | find out more about the past? | |
| restaurants | | |
| shops | | |
| museums | | | | 1,146 | 749 | {
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Fantastic Firsts
The First Man on the Moon
Out of this world words to learn and use
Apollo 11 The name of the first mission to land on the moon
Astronaut Person who goes into space
Atmosphere Gases around the earth or another planet.
Crew
The team who took part in the mission
NASA
An American organisation which explores space. NASA stands for the National Aeronautics and Space Administration
Orbit
The curved path of a celestial object or spacecraft round a star, planet or moon.
Pilot
A person who steers or drives a ship or vehicle
Moon
The natural satellite of our planet
Famous Quotes
5th August 1930 Neil Armstrong is born in Ohio
1946—At 16 years old Neil Armstrong gets his pilot licence
1949— Armstrong fights for the US Navy in the Korean War
Did you know?
"One small step for man, one giant leap for mankind."
"The Eagle has landed."
1952— Armstrong joins the organisation that becomes NASA
1962— Armstrong joins the astronaut programme at NASA
1966— Goes into space for the first time
July 1969—Apollo 11– the moon mission. On 20th July he becomes the first person to walk on the moon
Six hundred million people watched the moon landing on television!
Neil Armstrong and Buzz Aldrin's footprints are still on the moon. There is no wind to blow them away.
Late 1969— Receives awards including the medal of freedom
1971— becomes a university professor 25th August 2012—He dies on Ohio, aged 82
Class 2 - Autumn 2—Fantastic Firsts—The First Man on the Moon KWL
What is Neil Armstrong famous for?
Start
End
First man in a rocket
First man into space
First man on the moon
| What did Neil Armstrong do when he landed on the moon? | Start |
|---|---|
| Had his lunch | |
| Planted a flag | |
| Texted his friends | |
| Took lots of photos | |
In what year did he land?
1970
1969
2012
1642
Neil Armstrong's ship was called...
Apollo 9
Saturn 5
Apollo 11
Enterprise
Questions I have at the start:
Start
Start
End
End
What did Neil Armstrong say when he
Start
End landed on the moon?
"One small step for man, one giant leap for mankind.”
"One small jump for man, six big steps for mankind.”
"I'm on the moon."
Who else joined Neil on the Apollo 11
mission?
Buzz Aldrin
Michael Smith
Michael Collins
Woody Harris
Start
End
Answered?
YES NO | 1,167 | 589 | {
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Singing the Rosary
Created by Connie Rossini
ContemplativeHomeschool.com
Leader: In the Name of the Father...
All: I believe in God, the Father the Almighty, Maker of heaven and earth
And in Jesus Christ, his only begotten Son, our Lord
Who was conceived by the Holy Ghost, born of the Virgin Mary
Suffered under Pontius Pilate' was crucified, died and was buried. He descended into Hell.
On the third day he rose again from the dead.
He ascended into heaven, and is seated at the right hand of God, the Father Almighty.
From thence he shall come to judge the living and the dead.
I believe in the Holy Spirit,
The holy Catholic Church,
The communion of saints,
The forgiveness of sins,
The resurrection of the body,
And the life everlasting. Amen.
Leader: The first Joyful Mystery is the Annunciation.
Child 1: "In the sixth month the angel Gabriel was sent from God to a city of Galilee named Nazareth, to a Virgin betrothed to a man whose name was Joseph, of the house of David; and the Virgin's name was Mary."
All Sing: The Angel Gabriel from Heaven Came
All (in unison): Our Father...
Hail Mary...
Glory Be...
Leader: The second Joyful Mystery is the Visitation.
Child 2: "Mary arose and went with haste into the hill country, to a city of Judah, and she entered the house of Zechariah and greeted Elizabeth."
All Sing: Holy is His Name
All (in unison): Our Father...
Hail Mary...
Glory Be...
Leader: The third Joyful Mystery is the Nativity.
Child 3: "And she gave birth to her first-born son and wrapped him in swaddling cloths, and laid him in a manger, because there was no place for them in the inn."
All Sing: What Child is This?
All (in unison): Our Father...
Hail Mary...
Glory Be...
Leader: The fourth Joyful Mystery is the Presentation in the Temple.
Child 4: "And when the time came for their purification according to the law of Moses, they brought him up to Jerusalem to present him to the Lord."
All Sing: Adorna, Sion, Thalamum. [You can sing this to the melody Creator Alme Siderum found here.]
or
Canticle of Simeon by Alan J. Hommerding (found in some modern hymnals, under copyright).
All (in unison): Our Father...
Hail Mary...
Glory Be...
Leader: The fifth Joyful Mystery is the Finding of the Child Jesus in the Temple
Child 5: "And when the time came for their purification according to the law of Moses, they brought him up to Jerusalem to present him to the Lord."
All Sing: The Finding in the Temple (lyrics by Connie Rossini)
All (in unison): OUr Father...
Hail Mary...
Glory Be...
Leader: Pray for us, O holy Mother of God,
All: That we may be made worthy of the promises of Christ. Amen. In the Name of the Father…
Copyright 2014 Connie Rossini. All rights reserved. Permission granted to copy and distribute for individual family, homeschool, or classroom use. All other uses must obtain permission from the author. See ContemplativeHomeschool.com for contact information. | 1,324 | 718 | {
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Outline #9 The Rhythms of Rest
1. The creation of a perfect environment
a) Genesis 1:1-5, 6-8, 9-13, 14-19, 20-23, 24-25, 31 What theme do you hear repeated through this inspired account of creation?
b) Genesis 1:26-27, 2:7, 23-25 What was unique about the creation of the human family?
c) Intelligent people present a completely different account of the origin of life on this planet. What presuppositions lead them to their conclusions?
d) If an eternal, omnipotent God exists, what hinders Him from creating an inhabited planet like the one described in Genesis 1?
e) The theme of God's creative activity is repeated throughout the Bible. Give some examples.
2. The provision of a day of rest
a) Genesis 2:1-3 How does this inspired account describe the gift of the Sabbath?
b) There is no mention in this text that the human family should also rest on that day. Where do we find a command to rest each Sabbath day? Exodus 20:8-11
c) Why is keeping the Sabbath holy given as a command and not simply a recommendation?
d) What specific sequence of miracles clearly identified the Sabbath each week? Why? Exodus 16:14-31
e) What additional meaning regarding the Sabbath is given in Deuteronomy 5:12-15?
Scripture Song: Galatians 2:20–21 Come to Me – Matthew 11:28-30
f) What teaching of Jesus confirms that the Sabbath wasn't simply for the Jews but for the entire human family? Mark 2:27
g) Why did Jesus speak with such authority about the purpose of the Sabbath? John 1:1-3,14, Mark 2:28
3. Keeping the Sabbath holy
a) What did our Creator have in mind when He commanded the human family to keep the Sabbath holy?
b) What inspired texts help us to understand God's intention regarding Sabbath observance? Psalm 92:1-4 (a song for the Sabbath day), Matthew 12:10-12, Leviticus 19:3, etc.
c) Share some admonitions in the Scriptures to gather for corporate worship each Sabbath, in addition to our personal communion time with the LORD. Leviticus 23:3, Luke 4:16, Hebrews 10:25, etc.
d) Isaiah 58:13-14 How can we help our family and friends to experience the gift of the Sabbath as a delight?
e) Share your testimony of a delightful Sabbath. Why was that time so special for you? | 1,008 | 575 | {
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Section for Parents and Caregivers Relationship Building
The DVD chapter on relationship-building addresses the following topics:
- The importance of building positive parent-teacher relationships for students, parents, educators, and the community
- The requirements for positive parent-teacher relationships
- Barriers to and strategies for building positive parent-teacher relationships
Questions to consider before viewing:
- What do you think are the educators‟ roles and responsibilities in building effective parent-teacher relationships with you?
- How do you think a good parent-teacher relationship might affect your child at school and at home?
- What do you see as your roles and responsibilities in building effective parentteacher relationships with your child‟s educator?
- What factors prevent you from having a relationship with your child‟s educator?
Questions to consider after viewing:
- What were the factors affecting the relationships highlighted in this segment?
- Are these factors similar to or different from your situation?
- What strategies were tried to improve parent-teacher relationships?
- Would you be able to try these strategies? Why or why not?
- What other suggestions do you have for improving parent-teacher relationships?
Activity: Improving Parent-Teacher Relationships
Time: 30-45 minutes
Materials: Pen/pencil, "„Parents‟ and Caregivers‟ Checklist" handout
Objective: To identify strategies to help improve your relationship with your child‟s educator.
Procedure: Complete the checklist by putting an (X) in the column that applies to you. Compare your list with the person beside you. Look at the X‟s in the middle column (No/Not Yet). Do you and your partner have any of the same situations marked? Choose one situation that you and your partner would like to change. Using the strategies you learned from the DVD or other strategies you might know, discuss how you could change or improve the situation. Share your situation and solution with the other parents and caregivers in the room. Get feedback from the other members present in the room. Listen to other situations and solutions. Give suggestions.
Note: This activity could be completed individually. Complete the checklist. Choose one situation in the middle column that you would like to change. Think and then write some strategies that you might try in your school to improve the situation.
Parents' and Caregivers' Checklist 1
- Complete the checklist by putting an (X) in the column that applies to you.
- Compare your list with the person beside you.
- Look at the X‟s in the middle column (No/Not Yet).
o Do you and your partner have any of the same situations marked?
- Choose one situation that you and your partner would like to change.
o Using the strategies you learned from the DVD or other strategies you might know, discuss how you could change or improve the situation.
- Share your situation and solution with the other parents and caregivers in the room.
- Get feedback from the other members present in the room.
- Listen to other situations and solutions.
- Give suggestions.
Note: This activity could be completed individually. Complete the checklist. Choose one situation in the middle column that you would like to change. Think and then write some strategies that you might try in your school to improve the situation.
| The teacher and/or administrator… | Yes | No/Not Yet | Not Applicable |
|---|---|---|---|
| only asks to see me when there is a problem. | | | |
| lets me know when my child is doing well. | | | |
| asks me for suggestions on how to help my child. | | | |
| listens to my concerns. | | | |
| sees me as a partner in my child‟s education. | | | |
| sees me as being unimportant in my child‟s education. | | | |
| calls my home when my child does something wrong. | | | |
| calls my home when my child does something good. | | | |
| can only meet with me during the school day. | | | |
| makes time to meet with me outside the school day. | | | |
| has met me more than once. | | | |
| has used an interpreter to communicate with me | | | |
| explains how they will grade my child. | | | |
| explains how they are helping my child improve. | | | |
| tells me my child is the problem. | | | |
1This checklist was adapted from: Rosenthal, D.M., & Sawyers, J.Y. (1996). Building successful home/school partnerships: Strategies for parent support and involvement. Childhood Education. 72, 194-200. | 1,947 | 1,010 | {
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Plastic dhow sails Kenya coast to highlight waste crisis
January 27 2019, by Fran Blandy
The boat is covered in a brightly-coloured patchwork of 30,000 flip-flops, which like the rest of the raw material was collected from Kenyan beaches and towns
A traditional dhow sailing boat made entirely of trash and flip-flops has set off on an expedition along the Kenyan coast to raise awareness about
the harmful effects of plastic waste.
Dhows, with their billowing triangular sails, are an icon on the Kenyan coast, having traversed these Indian Ocean waters for some 2,000 years.
On Sunday, the one-of-a-kind dhow, dubbed the Flipflopi, set off from the coastal town of Watamu for the fourth leg of a 500-kilometre (310-mile) expedition that began on Lamu island on Thursday and is set to finish in Zanzibar on February 6.
The boat is made of 10 tonnes of shredded plastic waste, moulded and compacted to form the hull, keel and ribs with only the mast made out of wood. It is covered in a brightly-coloured patchwork of 30,000 flipflops, which like the rest of the raw material was collected from Kenyan beaches and towns.
Dipesh Pabari, a Kenyan tour operator and environmentalist who led the project, said the boat was merely a vessel to carry a message about recycling plastic, and how harmful it is, to coastal communities.
"It was never about just building boats, it was a symbol about giving plastic a second life. It is about saying if this material is so amazing that you can make a seaworthy boat, it is really stupid to think about it as single use," he told AFP onboard the Flipflopi.
The Flipiflopi was built by hand by traditional dhow craftsmen from Lamu
Drowning in plastic
Like much of the world, where plastic bottles, caps, food wrappers, bags, straws and lids are made to be used once and then tossed away, Kenya is battling the scourge of plastic pollution, which chokes turtles, cattle, and birds and blights the landscape.
The United Nations Environment Programme estimates that more than 8.3 billion tonnes of plastic has been produced globally since the early 1950s, about 60 percent of which ended up in a landfill, or the natural environment.
To accompany the arrival of the Flipflopi, residents and schoolchildren from Watamu village took to the streets with large bags to pick up waste, while several local associations work hard to keep the idyllic white beaches clean.
With over 12 million people in Africa working in fisheries, and many more relying on fish for their diet, marine debris is a severe threat on the continent.
The dhow's 500-kilometre (310-mile) expedition began on Lamu island on Thursday and is set to finish in Zanzibar on February 6
James Wakibia, who is credited with starting the grassroots movement that saw Kenya ban plastic bags in 2017, was also in Watamu to support
the Flipflopi, which he sees as part of the next step in educating people about the menace of plastic.
"Before there was plastic everywhere... it was like a Kenyan flower... right now you can see plastic bottles, but not plastic bags," he told AFP.
'We can live differently'
The nine-metre (30-foot) Flipflopi was built by hand by traditional dhow craftsmen from Lamu, with low-tech techniques which were honed over three years, but which can now be easily copied, said Pabari.
Everyone involved in the project was a volunteer, with money coming from their own pockets, crowdfunding and small donations, before UNEP got involved and funded the expedition.
Powered by TCPDF (www.tcpdf.org)
Everyone involved in the project was a volunteer, with money coming from their own pockets, crowdfunding and small donations, before UNEP got involved and funded the expedition
Pabari hopes to next build a 20-metre plastic dhow and sail it all the way to Cape Town, South Africa.
"The Flipflopi is living proof that we can live differently. It is a reminder of the urgent need for us to rethink the way we manufacture, use and manage single-use plastic," Joyce Msuya, UN Environment's Acting Executive Director, said in a press statement.
© 2019 AFP
Citation: Plastic dhow sails Kenya coast to highlight waste crisis (2019, January 27) retrieved 29 May 2023 from https://phys.org/news/2019-01-plastic-dhow-kenya-coast-highlight.html
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Butterflies are entrancing creatures that float and flit through the garden, sipping nectar from the flowers.
Flowering plants provide nectar for butterflies and in return the
butterflies transfer pollen from bear in mind, every butterfly was once a caterpillar, and each type of butterfly has its own particular plant or group of plants on which its caterpillars will need to feed.
flower to flower. Butterflies are
Remember, every butterfly was once a caterpillar, and you must be prepared to accept some chewed leaves. However, birds and predatory insects will usually keep their numbers in check.
attracted to bright and colourful flowers and some prefer certain
colours over others – eg.
swallowtails prefer red. They prefer flowers that provide some sort of
platform for their dainty feet, such as a flat rim of petals around a
single flower or a flower spike or flower head with many single
flowers crowded close together.
Butterflies have long, delicate, coiled tubes for sucking water, nectar and other plant juices. This enables them to probe deep inside tubular flowers or delve down amongst the spiky stamens of bottlebrushes and other similar flowers. The following are some of the native plants that provide nectar for our butterfly visitors.
Everyone loves butterflies. So, how do we attract these delightful creatures to be a permanent feature in our gardens?
Butterflies are attracted to gardens for two reasons – the first is when the adult butterflies are seeking nectar from flowers for their own sustenance - the second is when the females are ready to lay their eggs on the right food plants for their young caterpillars. Many people plant nectar-producing plants that will feed the adult butterflies, but
Any enquiries can be directed to:
HERB HERBERT P/L
This Herb description is for informal use only; although due care is taken to make sure information is correct we cannot accept any liability for any harm or illness arising from the use of the plants described above
Most butterflies are quite specific about which plants they will lay their eggs on. This is because most plants have chemical defences and the digestive systems of the different caterpillars have evolved to neutralise the chemicals in the various plants on which they feed. Happily, research by dedicated people has revealed the correct host plants for many of our butterfly larvae. By growing these plants you can attract the adult butterflies to your garden. There they will lay their eggs, which will become caterpillars, then chrysalises, and finally a new generation of adult butterflies.
To encourage butterflies to live and breed in your garden, all you have to do is grow plants with flowers that produce nectar for the adults or food plants for the caterpillars. | 995 | 558 | {
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THE HOLY SCRIPTURES How it Got to Us
Copyists Dedicated their Lives.
Scribes were meticulous in copying the Old Testament.
Around 300 A.D. Constantine authorized the copying of Scriptures.
Thousands of monasteries were established across Europe for the purpose of copying the Scriptures. Several thousand monasteries were established across Europe, and for many of the monks making copies of the Scriptures was their chief task. They became the true guardians of the text and produced literally thousands of magnificent Bibles. Teams of scribes and artists worked with parchment to produce incredibly beautiful works of art. A scribe taking dictation might use as many as 80 quills a day, and artists embellished the work with intricate designs and illustrations.
Translators Dedicated their Lives.
The Old Testament was translated into Greek about 250 years before Jesus was born. It is called the Septuagint.
The first translation of the New Testament into Latin was likely around in 175 AD. By the year 600, the Gospels had been translated into only eight languages.
In 405 A.D. the Pope commissioned the great scholar Jerome to make a definitive translation into Latin. For nearly a thousand years this translation, known as the Vulgate, reigned supreme.
As of November 2015 the full Bible has been translated into 554 languages, and 2,378 languages have at least some portion of the Bible. There is current active translation and/or linguistic development happening in 2,267 languages across more than 130 countries.
Missionaries Dedicated their Lives.
Example: The Cacebar of Costa Rica is a remote Indian tribe numbering only 10,000. Aziel and Marian Jones dedicated 40 years of their life-work to translating the Scriptures, which were dedicated just a couple years ago. Aziel Jones passed away Feb. 10, 2016. The Daasanach of Kenya are a semi-nomadic tribal people numbering approximately 20,000. Work began to learn and write their language and then translate the Bible and teach them how to read. In 2014 the complete New Testament was dedicated and there are many baptized believers and pastors.
www.stronghandsenterprises.com
Schools in America were established for the purpose of studying the Scriptures.
Harvard, Princeton, and Yale had rich Christian beginnings.
Sunday Schools in America were established to teach reading and the Scriptures to the uneducated.
Religious education was, of course, always also a core component. The Bible was the textbook used for learning to read. Likewise, many children learned to write by copying out passages from the Scriptures. A basic catechism was also taught, as were spiritual practices such as prayer and hymn-singing.
The Sunday school movement began in Britain in the 1780s.
Today, the Bible is BIG BUSINESS.
Dozens of translations, for any and every age, with any type of footnotes, for any kind of demographic group, with any kind of binding, with any kind of cover, with any kind of layout, with any kind of text size and font, with any kind of features…
Popular books that use the Bible are often more popularly read. They are also BIG BUSINESS.
If God superintended the giving of His Word to His Holy Prophets so that people could know HIM through Jesus, and if godly men and women have given their very lives to copy, translate, transport and educate others to be able to read God's Word, what am I doing with God's Word?
Questions to Think About:
How much of my life is given to knowing God through His Word? How much of my life is given to helping others know Jesus through His Word?
Am I learning what God wants when I study the Bible? What is the next step to know the Word of God and the God of the Word?
www.stronghandsenterprises.com | 1,568 | 789 | {
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The Lockdown Sessions
#StayHome #BeActive #StaySafe
Improving Movement Patterns:
Benefits of Body weight training
What is body weight training?
Bodyweight training is a type of strength training that does not require you to use any weights or equipment. Instead this type of exercise uses the weight of your own body as resistance, or load, in different shapes or positions.
How does body weight training improve movement patterns?
A movement pattern is made up of series of shapes or positions fastened together. Therefore, when evaluating an athlete's ability to move well (movement competency) if the coach is unable to cue (technical points) the athlete to execute the movement in a controlled manner, through full range of motion, the limitation may be a lack of strength at a certain key point in the movement. The addition of appropriate body weight training will provide a suitable stimulus for the simultaneous development of fundamental motor skills as well as muscle strength to overcome these limitations. This will also serve as the foundation for more athletics motor skills such as running, jumping, and throwing.
SHAPES
Please see below examples of key shapes and positions which athletes should be competent at performing to underpin their general athleticism
SHAPES
POSITIONS
POSITIONS
These are only examples shapes and positions, and coaches should attempt to develop their own library of exercises. These will be relevant to the an athletics's needs based on observing movement patterns and problem solving their areas of development.
It is also important to remember that as much as athletes should be physically challenged, techincal competency and saftey should be the overriding factor when exposing athletes to bodyweight training.
How to improve Movement Patterns: Alligator
Alligator
Problem Solving Process
* Observe the movement
* Match/ Mismatch what you see with the technical points above
* What is the error?
If the error is that the body too far from the floor where does the solution lie? Is it mobility, stabilty or strength or a combination of all three? The bodyweight workout below will help to highlight, and improve, current restrictions in terms of mobilty but also limitations in strength depending on the needs of the athlete.
Alligator: Bodyweight exercise and mobility circuit
* Perform 10 reps of each, in order x 3 sets. Scale as appropriate.
* Rest 30 seconds between exercises, 2-3 mins between sets
1. Kneeling leg swings x 10 each leg
2. Press up x 10 (easier exercise: press-up from knees)
4. Alternating Staggered press up x 10 total (easier exercise: press-up from knees)
3. Kneeling hip rotations x 10 each leg
5. Standing lateral legs swings x 10 each leg
6. Bear crawl x 5m forward 5 m back
8. Spiderman push up (easier exercise: alternate leg raise push up for knees) x 10 total
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CLASS IX SCIENCE TERM-2 (2021-22)
Max. Marks:40 Time allowed: 2 hours
General Instructions:
i) All questions are compulsory.
ii) The question paper has three sections and 15 questions. All questions are compulsory.
iii) Section–A has 7 questions of 2 marks each; Section–B has 6 questions of 3 marks each; and Section–C has 2 case based questions of 4 marks each.
iv) Internal choices have been provided in some questions. A student has to attempt only one of the alternatives in such questions.
| | (ii) What will be the valency of Y? | |
|---|---|---|
| 11 | | Which has more number of atoms, 100 grams of sodium or 100 grams of iron (given atomic mass of |
| | | Na = 23 u, Fe = 56 u)? |
| 12 | a. Distinguish between acute and chronic diseases giving an example for each. b. Name the causative organisms for- peptic ulcers, sleeping sickness. | |
| 13 | a. Write the principles of treatment that are generally followed by a doctor to treat infectious diseases. b. Write two ways by which HIV may get transmitted from one person to another. OR a. Define ‘disease’. b. Why do female mosquitoes need highly nutritious food in the form of human blood? c. What are infectious and non-infectious causes of diseases? | |
SECTION-C
This section has 02 case-based questions (14 and 15). Each case is followed by 03 sub-questions (a, b and c). Parts a and b are compulsory. However, an internal choice has been provided in part c.
14 The following diagram shows that a simple pendulum consisting of a bob of mass 0.1 kg. Initially the bob of the pendulum is at rest at 'O'. It is then displaced to one side at A. The height of 'A' above 'O' is 5 cm. (Take g = 10 m/s 2 )
4
a. What is kinetic energy? (1 mark)
b. What is the value of potential energy of bob at point 'A'? (1 mark)
c. State the law of conservation of energy. What is the value of total energy of the bob at position A? (2 marks)
OR
Discuss the energy changes which occur when pendulum goes from point 'A' to point 'O' and then to point 'B'.
15 Number of electrons, protons and neutrons in chemical species A, B, C and D are given below:
| Elements | Electrons | Protons | Neutrons |
|---|---|---|---|
| A | 2 | 3 | 4 |
| B | 10 | 9 | 8 |
| C | 18 | 18 | 22 |
| D | 20 | 20 | 20 |
Answer the following question, based on the information given in table:
i) What is the mass number of A and B
(1 mark)
ii) Give the scientific notation for representing Element D
(1 mark)
iii) What types of ion (if any) will be formed by an atom of element C? Why (2 marks)
OR
iii) What is the relationship between chemical species Cand D.
Jus tif
y y
our ans
wer(
2 ma rks)
4 | 1,802 | 754 | {
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| MEDIA STUDIES | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Year 10 | Introduction: Key Media Theories: Semiotics, Mise-en- scene, Narrative Structure, Audience Theory Component 1, Section A: Advertising and Marketing Products: This Girl Can and Quality Street Framework Focus: Media Language, Representations, Industries, Audience Component 1, Section A: Advertising and Marketing Products: Spectre and Man with the Golden Gun (Film Poster) Framework Focus: Media Language, Representations, Industries, Audience | Component 2, Section A: Television Products: IT Crowd and Friends Framework Focus: Media Language, Representations, Industries, Audience | Component 1, Section A: Music Products: Roar (Katy Perry), Uptown Funk (Bruno Mars) and Black and White (Michael Jackson) Framework Focus: Media Language, Representations, Industries, Audience | Component 1, Section A: Music Products: Roar (Katy Perry), Uptown Funk (Bruno Mars) and Black and White (Michael Jackson) Framework Focus: Media Language, Representations, Industries, Audience Component 1, Section A: Magazines Products: GQ and Pride Framework Focus: Media Language, Representations, Industries, Audience | Component 1, Section A: Magazines Products: GQ and Pride Framework Focus: Media Language, Representations, Industries, Audience Component 1, Section B: Film Products: Spectre Framework Focus: Media Language, Representations, Industries, Audience |
| MEDIA STUDIES | Autumn 1 | Autumn 2 | Spring 1 | Spring 2 | Summer 1 |
|---|---|---|---|---|---|
| Year 11 | Component 3: NEA (Coursework) *Students use industry standard editing programs (Sony Vegas and Photoshop), producing products to deadlines. | Component 1, Section B: Radio Products: The Archers Framework Focus: Industries, Audience Component 1, Section B: Video Games Products: Pokémon Go Framework Focus: Industries, Audience | Component 1, Section A and B: Newspapers Products: The Guardian and The Sun Framework Focus: Media Language, Representations, Industries, Audience | REVISION | REVISION |
MEDIA STUDIES Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
MEDIA STUDIES Autumn 1
Autumn 2
Spring 1
Spring 2
Summer 1
Summer 2
Careers link can be anything associated with employability skills* as well as developing careers awareness
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Phonics Workshop Phase 3
*
*
Phonics Vocabulary
The children will continue to use the vocabulary mentioned in our last workshop.
As well as identifying digraphs (two letters making one sound) the children will now be introduced to trigraphs (three letters making one sound)
What sounds are in Phase 3?
* By the time the children reach phase 3, they should be able to confidently blend and segment words containing the 19 letters taught in phase 2.
* Over the course of Phase 3, the children will be introduced to 25 new graphemes.
* Set 6 – j, v, w, x
* Set 7 – y, z, zz, qu
* Consonant digraphs – ch, sh, th, ng
*
Vowel digraphs/trigraphs – ai, ee, igh, oa, oo and oo, ar, or, ur, ow, oi, ear, air, ure and er.
Sounds to note
As the children progress through the phase, there are certain sounds that can be said in different ways or have particular rules to help us remember them.
*
'qu' – When learning this sound, children are told we never see a 'q' without a 'u' so its always a digraph.
*
'th' – Sounds very similar to 'f' and 'ff' so we make sure our tongue sticks out when we say the sounds. We can also say it two different ways – 'this' and 'that'.
* 'oo' – Can be pronounced long like 'moon' or short like 'book'.
*
'ur' and 'er' – Are both pronounced the same, however 'er' is normally found at the end of words whereas 'ur' can be found anywhere.
Using sound buttons
* During our daily phonics lessons, children are always encouraged to put sound buttons on their words to reinforce the sounds.
* When identifying a trigraph, we underline the three letters making the one sound. (igh, ear, air and ure)
queen chair box cure
High Frequency and Tricky words
* During phase 3, the children will be introduced to 12 new tricky words and 12 high frequency words.
* They should continue to go over and revise the phase 2 tricky and high frequency words.
| will | that | this | then | them |
|---|---|---|---|---|
| see | for | now | down | look |
| he | she | be | we | me |
| you | they | all | are | my |
*initially 'her' is a tricky word until the children learn the 'er' sound.
The alphabet
*At the end of phase 3, the children will learn the alphabet.
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FACS8 Chosen Session 15 – Due January 18
Opening Prayer
With this prayer, put yourself in a quiet room. Imagine that you are at the Last Supper. Picture a dimly lit room. Imagine the smells of bread and wine and the feel of the old wooden table in front of you. Then imagine looking into the eyes of Jesus as he says, "This is my body." He is looking right at you-fully aware that this is his last meal and that shortly after it, he will be taken away, tortured, and killed…for you.
Now read the following scripture passage from Luke 22:14-22
"When the hour came, Jesus and his apostles relined at the table. And he said to them, "I have eagerly desired to eat this Passover with you before I suffer. For I tell you, I will not eat it again until if finds fulfillment in the kingdom of God." After taking the cup, he gave thanks and said, "Take this and divide it among you. For I tell you I will not drink again from the fruit of the vine until the kingdom of God comes." And he took bread, gave thanks and broke it, and gave it to them saying, "This is my body given for you; do this in remembrance of me." I nthe same way, after the supper he took the cup, saying, "This cup is the new covenant in my blood, which is poured out for you."
Now in your own workds, in the silence of your heart, thank him for the gift of his life.
* Read page 136
* Watch Lesson 15, Segment 1: What Happens at Mass?
* Answer the following
1. When the gifts of bread and wine are consecrated, they become the __________ and ____________ of Christ.
2. The miracle that happens at the consecration of the bread and wine being changed into Christ’s Bod and Blood is called.
*
Illumination
* Transubstantiation
* Inauguration
* In persona Christi
3. True or False. The Eucharist is the source and the summit of the Christian life.
4. Do you think it is important to go to Mass every week? Explain your answer.
5. Describe what happens during the Eucharistic Prayers.
6. Do you think that sometimes we “miss” the whole point of Mass and that is why so many people fail to make it a priority?
* Watch Lesson 15, Segment 2: Walter’s Story
o Answer the following
7. Like Walter, we are all called to remember Christ’s words: “This is my __________...given up for you.
8. True or False. The ancient Jewish feast of Passover is a foreshadowing of the Mass.
9. Why would Jesus give himself to us in the Eucharist?
10. What does Jesus expect from us?
11. Besides the Eucharist, where else do we encounter God at the Mass?
* Watch Lesson 15, Segment 3: Preparing for Mass
12. "Eucharist" is from a Greek word meaning____________.
* Thanksgiving
* Sacrifice
* Bread
* Adoration
FACS8
13. Anyone who commits serious (or mortal) sin must first go to ____________ before receiving the Eucharist.
14. What does it mean that we are invited to "full, conscious and active" participation in the Mass?
15. What can you do to come to Mass better prepared to pray and participate?
16. Adoration is one way to grow closer to Jesus and prepare our hearts to receive him at Mass. Have you ever been to Adoration? Describe your experience.
* Read pages 138 - 140
17. What goes through your mind when you receive Jesus in the Eucharist?
18. Why do you think Jesus chose that way to be near us?
19. Search online for "Eucharistic miracles," and write about what you found.
* Read page 132-134
20. Talk to your parents about what you learned what you learned about the Mass in this lesson. Write about your discussion. | 1,446 | 873 | {
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How to...
Celebrate Random Acts of Kindness Week, taking place February 14 to 20.
Plan to do kind deeds
4 movies about helping others
For your family's next movie night, consider watching one of these fi lms that feature inspiring stories about kindness and generosity.
The Iron Giant
Being a good friend is a great way to show kindness. Watch a 9-year-old boy and his giant robot friend have fun and support each other despite their diff erences. d
Wonder
When Auggie, a boy who was born with facial diff erences,
It's always a good time to be kind, but February 14 through February 20 is an especially good time because it's Random Acts of Kindness Week. This celebration encourages people to do small acts of kindness for others—family, friends, neighbors, or even total strangers. A little bit of goodwill can go a long way. In fact, research has shown that one person's generous act can inspire others to do the same. Here's how to spread cheer in your world this week.
Track the good
Start your week off by making a kindness jar. Decorate a blank jar however you wish, and keep slips of paper and a marker near it. Whenever you see an act of kindness happen (someone holds the door for you at the store, your neighbor drops off home-baked cookies just because), write it down and put it in the jar. It will feel good seeing your jar fi ll up with good deeds, and you can use the slips of paper to inspire your own kind acts in the future.
off a small treat at their front door. Make sure to include a card that encourages them to do their own secret act of kindness for someone else. You can print out cards at tinyurl.com/TWJUS-Kind.
Leave happy notes
Some of the best acts of kindness are super simple, such as leaving little uplifting messages for strangers. Paint positive notes like "You've got this!" and "You're amazing" on rocks and put them in local parks. Or make bookmarks with uplifting quotes and place them in books that a parent or sibling is reading.
Think beyond people
Recruit other kids
While you can defi nitely spread happiness on your own, you can spread even more if you get your friends and siblings involved. One great way to do this is to play "kindness tag." Do an act of kindness for a friend without revealing it's you who did it. For instance, you could drop
Animals and the environment deserve some kindness too. Call an animal shelter and see how you can help. They often need donations of old towels and sheets for taking care of the animals. Ask your parents if you have any to spare, and text your friends to do the same. Or focus on helping the Earth by picking up trash in a local park.
Keep it going
goes to school, he meets both bullies and awesome friends. He'll show you fi rst-hand how important acts of kindness really are.
My Neighbor Totoro o
Two sisters named Satsuki and Mei, who live in Japan, meet a magical spirit named Totoro.
Totoro helps the girls through a tough time, since they have just moved and their mom is sick.
The BFG
BFG stands for the Big Friendly Giant. He spends his
Make a list of fi ve people you see in your everyday life, then jot down a simple act of kindness that would make them feel good. This could be as easy as giving a compliment to your school bus driver or helping your sister with the breakfast dishes.
nights walking around and placing good dreams in kids' rooms. Watch as he and an orphan girl learn to be kind to each other. | 1,252 | 790 | {
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Infrequent Payments as Saving Device: Evidence from Kenyan Dairy Farmers
Lorenzo Casaburi University of Zurich and IPA (with Rocco Macchiavello, LSE)
Motivation: Access to Finance
Share of people with account at a financial Institution
Barriers to Savings
* Why do people want to save? Many reasons: risk management, lump sum expenses…
* Barriers to Savings: bank access, safety, pressure from family, lack of self control
* How do farmers overcome these barriers? Apparently inefficient saving tools (e.g. susu)
Infrequent Payments as a Saving Device
* Kenyan Dairy Farmers
* Produce and sell milk every day. Need to save for lumpy expenses (e.g., bag of cow feed)
* A milk buyer can pay farmers for their milk at different frequencies
* Payment every day the farmer sells milk…
* … or paying in a lump sum once at the end of the month
* Idea: by combining many small payments in one lump sum, infrequent (e.g. monthly) payments can provide "commitment" to save for lumpy expenses
Three Main Findings
1. Dairy farmers are willing to accept a 15% lower price per liter to receive payments from the milk buyer at the end of the month, rather than daily
2. Why?
[x] They don't trust themselves to save daily payments as much as they would like
3. Who can meet farmers' demand for monthly payments?
[x] Only a restricted number of trustworthy milk buyers: farmers must trust the milk buyer will not run away with the due amount.
1. Do Dairy Farmers Want Monthly Payments?
* Experiment with a large milk buyer, who offers farmers two options of payments for their milk
* Daily payments (1.6 Cedis per liter of milk)
* End-of-month payments (1.35 Cedis per liter of milk)
1. Do Dairy Farmers Want Monthly Payments?
* Experiment with a large milk buyer, who offers farmers two options of payments for their milk
* Daily payments (1.6 Cedis per liter of milk)
* End-of-month payments (1.35 Cedis per liter of milk)
Farmers' Choices
Monthly Payments
Daily Payments
Farmers are willing to incur a large cost to get infrequent payments!
2. Why Do Farmers Want Monthly Payments?
* Survey: farmers report that:
* Monthly payments help reach their saving goals
* They do not trust themselves handle the cash
* Additional Experiments: farmers are worried about self-control problems
3. Which Milk Buyer Can Provide Monthly Payments?
* Large buyers vs. small, itinerant traders
* Low competition in monthly payments supply
* Hypothesis: small, itinerant traders are not credible
* Experiment: in some transactions, we guarantee trader's end-of-month payment to farmers
* Experimenter purchases milk from traders
* In the "guaranteed" transactions, farmer's due amount is deducted from trader's payment
Relevance of These Findings in Other Settings
1. Farmers & workers value infrequent payments as a "real world" saving commitment device helping for self-control problems
* Strong demand for infrequent payments in among: i) Kenyan tea farmers; ii) Rwanda coffee workers; iii) Myanmar factory workers
2. Larger, more credible buyers and employers are better suited to provide infrequent payments
* Evidence from Rwanda coffee processors
Policy Implications/Questions
1. Promoting infrequent payments in agricultural value chains, labor contracts, or cash transfers can foster saving and investment.
[x] How to optimally structure payments to both help fund lumpy expenses and ensure balanced daily consumption (smoothing)?
2. Importance of access to markets
[x] Access to credible buyers, who can provide infrequent payments
[x] An additional benefit of large buyers?
3. Improving contract enforcement and trust may favor competition among buyers in provision of infrequent payments
Thank you | 1,778 | 806 | {
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A RESEARCH IN COMPUTER-ASSISTED VOCABULARY
LEARNING
AUTHOR: IOANA-MIRELA COJOCARU
In communication, the correct choice of words plays an important role in transmitting the meaning we intended to. Poor vocabulary affects the comprehension of a text. Vocabulary plays
a higher role in interpreting a text than that of syntax or previous knowledge. Teaching vocabulary also includes the presentation of lexical items in real life contexts or in a learning
situation that the learner has to master and it implies:
recognizing words in their spoken or written form;
recalling them at will;
relating them to an item or concept;
using them in correct grammatical structures;
pronouncing and spelling them correctly.
The use of computer and information technologies in language learning and teaching has made computer assisted language learning to become a research field on its own. Language
teachers and students are becoming more familiar with the use of computers for language learning purposes, as computerized exercises, electronic dictionaries or hand-outs, hypertext and
the Internet offer them exciting and innovative vocabulary learning instances. When designed on educational principles, these tools can turn into proper mediums for vocabulary learning and
practice.
Computer-assisted vocabulary tools such as on-line dictionaries, hypertexts offer students definitions, examples of sentences, with proper explanations and even pictures and videos to
exemplify the given word.
According to Alessi and Trollip
2
, such tools can be divided into:
1. Tutorials
- guide the learner through the information and present it; they always provide feedback for students
2 Alessi, Stephen M., Trollip, Stanley R. (2001): Multimedia for Learning. Methods and Development,Allyn and Bacon, Boston, pp. 89 - 403
For example, a software/site 3 can at first present its learning objectives on a certain topic, then show some examples with further practice through certain exercises and in the end the student has a clear image of what he/she knows.
2. Hypermedia - connects parts of information, showing the relationships between them.
For example, a word 4 sends the student to its graphic representation or its definition, synonims and antonyms just clicking on it. This is customary in dictionaries, encyclopedias.
3 http://www.lextutor.ca/instructions.htm retrieved August 26 th 2011.
4 http://dictionary.sensagent.com/vocabulary/en-en/ retrieved August 26 th 2011.
3. Drills - are very used in learning vocabulary. They can have the form of:
pair associations: students can associate text-to-text information, auditory to text, text to picture, auditory to picture, text to numeric items etc.
România in AeL system)
multiple choice: students have multiple choices to fill in the blanks accordingly
sentence-completion: students have to complete given sentences or texts with words so as to practice the topic required
short-answer questions:
4. Educational games - use the form of playing for repeating vocabulary items learnt. They are motivating for learners and encourage them to understand and learn better things that otherwise they would not want to learn.
(Using words metaphorically, content provided by MacMillan and SIVECO România in AeL system)
(Everyday Language, content provided by MacMillan and SIVECO România in AeL system)
For example when revising fruits and vegetables, the following computer game can be played to check understanding of the taught vocabulary. The student can see for him/herself how many words he/she knows and replay the game until full understanding is provided:
Using computers to improve the learning process has benefits for both language teachers and students. Teachers have to present language items, help students practice learned language items and provide opportunities for students to improve reading, listening, writing and speaking skills in the target language. Thus, computers can help teachers in certain areas such as vocabulary learning and revision. Students can be presented vocabulary items using a computer which also offers feedback, in the form of correct answers and explications, and help fixation. | 1,810 | 856 | {
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Puget Sound Navy Museum
SCAVENGER HUNT
Early Years Gallery
1. Who was the first commandant of the Shipyard?
2. From what decade to what decade were ships built at the Shipyard?
3. What was the nickname used for the 5 Battleships repaired at the Shipyard after the attack on Pearl Harbor?
Modern Era Gallery
4. What does the abbreviation PSNS & IMF stand for?
5. Aircraft carriers make up what percent of the Shipyard's (PSNS & IMF) workload?
6. Try lifting the hull slug from the USS Finback (SSN-670). How much do you think the weighs? How much does it really weigh?
Guess: __________________ pounds
Real weight: _________________ pounds
HERITAGE OF EXCELLENCE
SPECIAL OPERATIONS SUBMARINES
1. What do we call missions that involve gathering information in dangerous, restricted, or politically sensitive areas?
2. What Special Operations, or SpecOps, submarine is the most decorated, or awarded, ship in U.S. Navy history?
3. Navy S.E.A.L.s are the Navy's Special Operations Force. What does S.E.A.L. stand for?
4. How many Special Operations submarines are stationed at Naval Base Kitsap?
PATROL BOATS ON PUGET SOUND
1. What does the abbreviation P.T. in the nickname "PT Boats" mean?
Life On Board Gallery
1. USS John C. Stennis (CVN-74) is what class, or type, of aircraft carrier?
2. What is the average age of a sailor serving onboard the Stennis?
3. What are sleeping compartments called?
4. How is the USS John C. Stennis powered?
Work On Board Gallery
5. Who is the head of Flight Operations?
6. What do "Grapes" do onboard the USS Stennis?
7. About how many planes or aircraft does the USS Stennis usually carry?
USS JOHN C. STENNIS (CVN-74)
1. Which ships' baseball teams were planning to play at Pearl Harbor on Dec. 7, 1941?
2. About how many major league baseball players joined the military during World War II?
3. While at war, sailors had no way to hear news about their hometown baseball teams. circle one
TRUE
or
FALSE
WHEN BASEBALL WENT TO WAR
2. About how long are most Patrol Boats?
3. What local company made Navy patrol boats the “flew” across the water in the 1960s? Hint: they also make airplanes! | 1,125 | 540 | {
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ALCOHOL pregnancy &
Is it safe to have a drink once in a while?
Take the test to find out:
1. The safest amount of alcohol a pregnant woman can drink is:
a. None.
b. Two drinks during the whole pregnancy.
c. One drink on occasion during the first three months of the pregnancy.
d. No more than three drinks a month.
e. One drink a week.
2. If a woman drinks alcohol while pregnant, her baby may experience:
a. Permanent brain damage.
b. Birth defects such as organ damage, vision and hearing problems.
c. Low birth weight and slow growth.
d. Learning difficulties and behaviour problems.
e. All of the above.
3. If a woman drinks alcohol while breastfeeding, her baby may experience:
a. Changes in sleep patterns.
b. Decrease in milk intake.
c. Risk of hypoglycaemia (low blood sugar).
d. a and c.
e. All of the above.
Answers on the back...
1. a. None.
There is no safe time during pregnancy to drink any amount of alcohol. A baby's brain develops throughout the whole pregnancy. The safest choice during pregnancy is no alcohol at all. In fact, it is best to stop drinking before you get pregnant.
2. e. All of the above.
Fetal Alcohol Spectrum Disorder (FASD) is a term used to describe different disabilities and birth defects in children whose mothers drank alcohol during pregnancy. Effects include brain damage, vision and hearing difficulties, organ damage, learning difficulties, behaviour problems, and slow growth. These disabilities don't go away. FASD is a lifelong problem.
3. e. All of the above.
When a mother drinks alcohol, it passes into her breast milk at concentrations similar to those found in the bloodstream. It takes anywhere from two to three hours per drink for the alcohol to clear from the breast milk (depending on the number of drinks and the woman's body weight and height). If alcohol is present in the breast milk when feeding, the baby may experience changes in sleep patterns, decreased milk intake and development of hypoglycaemia (low blood sugar).
References: Best Start. Be Safe: Have an alcohol-free pregnancy. Centre for Addiction and Mental Health & Motherisk, 2007. Exposure to Psychotrophic Medications and Other Substances during Pregnancy and Lactation: A Handbook for Health Care Providers.
Email: firstname.lastname@example.org
Web: www.hnhu.org
Simcoe
P.O. Box 247, 12 Gilbertson Drive Simcoe, ON N3Y 4L1 519.426.6170 / 905.318.6623
Caledonia
282 Argyle Street South Caledonia, ON N3W 1K7 905.318.5367 | 1,162 | 594 | {
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SUBTITLING WORKSHOP
WORKSHOP OUTLINE
The use of subtitling activities in foreign language teaching has proved engaging for students and successful for development of oral and written skills. This workshop encourages teachers to explore the possibilities subtitling offers in the language classroom and to raise awareness about the skills required in real-life subtitling.
Once students are familiar with the concept and the subtitling programme, activities to tackle listening comprehension, writing, vocabulary or grammar can be planned. Students could also create and subtitle their own videos about culture, language or grammar.
A wide range of programmes are available for this type of activity. Certain websites such as Classik TV, Bombay TV and Futebol TV, have videos with easy-to-follow instructions which could be used with younger students as a basic introduction to subtitling.
Classik TV : www.grapheine.com/classiktv
Bombay TV : www.grapheine.com/bombaytv
Futebol TV : www.grapheine.com/futeboltv
YouTube also allows users to annotate their videos with bubbles and subtitles.
Aegisub is one of the best options because any video can be used - a DVD; a video made in class; or a clip downloaded to a computer. In contrast with the above websites, Aegisub allows you to work with a range of tools that a professional subtitler would use. It is very precise with the timings and the final product is of good quality. It can be downloaded at www.aegisub.com .
This workshop is aimed at older students and part of its challenge and appeal is the opportunity of working with a realistic subtitling programme and with the same constraints that a real-life situation might involve.
SESSION 1
Decide whether the subtitles are going to be in English to familiarize students with the programme first, or whether this is going to be a "listening" exercise where students work with the target language and create their own transcripts, or whether you want to embed a translation activity from the very beginning.
Before using the Aegisub programme students should be provided with or have created a transcript of the segment to be subtitled if working with a movie in a foreign language. They can also translate the English transcript into the relevant foreign language (if working with an advanced class), or the teacher/student can just choose a known song in the foreign language.
Using Aegisub programme
Ask students to set the times in and out of a video clip they like and transcribe the lyrics. You can choose a song you have previously worked with in the classroom.
Students can just transcribe the words they hear or "annotate" the video clip with comments such as the biography of the singer, cultural elements, explaining what is happening in the video, etc.
SESSION 2
Introduction and brush-up on topics presented in the previous session
Ask students what sort of translation and/or subtitling problems they think might come across.
Brainstorm: elicit from students the main instructions / steps to follow / considerations they will need to take into account when working independently with the programme.
Independent translation
Students watch the video to be subtitled while reading the transcription.
If they are working in a translation from English into a foreign language, it is advisable to provide a transcription of the text.
If dictionaries are available, these can be used, otherwise, students can always use online resources such as Wordreference (www.wordreference.com). Online machine translation such as Google Translate should be avoided.
Each group/student sets the timings of the subtitles in the programme indicating where they consider each sentence should appear.
Students input the text either whilst setting the timings or they input the text in each relevant box after timings have been set.
Remind students they need to Commit changes (i.e. "save") every time they input a new line.
Feedback
Each group/student shows their translation to the rest of the class to discuss any difficulties experienced; any cultural elements that may have been challenging to translate; compare the two languages and their structures; talk about choices for their timings, words or utterances they had to leave out, etc.
20 mins Subtiling Notes Video clip
5 mins
35 mins Aegisub programme & Subtitling Notes
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WORLD’S FIRST INTELLIGENT TOOTHBRUSH
INFO START EXTRA
WORLD's FIRST INTELLIGENT TOOTHBRUSH
New intelligent toothbrush technology will help you to take good care of your teeth. It will offer you guidance to ensure your brushing is effective, each time you brush your teeth. The product includes a motion sensor and a microcomputer that will analyze your brush movements and show you how to keep your teeth clean.
LED DISPLAY
Green LED light = accepted result / clean teeth
Red LED light = not accepted result / brush again / or start here
The LED lights of the toothbrush refer to the corresponding quadrants of your mouth. When you look at the toothbrush in your hand (respectively), the quadrants are as follows;
New motion sensor technology compares each brushing to the target and lets you know when you have reached it.
I
F
N
O
DAILY USE
1. Press the button for one (1) second. One LED (Q1) blinks red. Toothbrush is now ready for use.
2. Start brushing from Q1 (lower left). Brush carefully all three (3) surfaces of the quadrant (outer, inner and biting surfaces). The unique technology recognizes the surfaces and analyzes your brush movements.
3. When the LED's color changes to green, press the button less than one (1) second. You will notice that the LED of quadrant Q2 is now blinking red, so you should brush that quadrant next.
4. The blinking LEDs will guide you through the brushing procedure showing each quadrant in turn, Q2 (lower right), then Q3, and Q4. Brush each quadrant carefully.
5. Finally, when the LED of Q4 turns green, press the button once more so that it stops blinking. You will now see that all LED lights are blinking green three (3) times. Congratulations! Your brushing result is perfect. Well done!
6. Your brush will automatically switch itself off when not used.
NOTICE
If a LED is red during brushing, you should continue brushing! If a LED is still red after brushing (Q1, Q2, Q3 or Q4), you can re-brush an unaccepted quadrant until the red LED turns to green. By pressing the button, you can decide the brushing order of quadrants.
New motion sensor technology ensures that you remember to brush all quadrants and all surfaces, including back teeth and gum lines.
S
A
T
R
T
THE MAIN FUNCTIONS
PREVIOUS BRUSHING RESULTS
Press the button for two (2) seconds and the display will show the previous brushing result. Press the button for ten (10) seconds and the display will show up to ten (10) last brushing results by blinking LEDs. This way e.g. parents/dentist can check the brushing history of their children/patient easily.
SWITCHING THE BRUSH OFF
You can interrupt the operation of your toothbrush at any time by pressing the button for four (4) seconds. The toothbrush will switch off.
YOUR PREFERRED BRUSHING ORDER (DAILY USE)
The brush will not accept a careless brushing, so make sure you are really thorough. Children should be assisted by a parent. Don't forget to brush your back teeth and gum lines too.
This instructions booklet describes the brushing order of starting from Q1, then brushing Q2 and Q3, and fi nally Q4. You can, however, freely decide in which order you prefer to brush your teeth. By pressing the button repeatedly, you can select which quadrant you wish to brush fi rst - and next. For best result, consult a dentist or a dental hygienist to show you the proper brushing technique.
E
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Meeting Agenda
COMMUNITY NEEDS
1. Welcome
a. Introductions.
i. Introduce officers.
ii. Introduce advisor.
iii. Introduce guests.
b. Icebreakers — Check out these ideas to kick off the meeting.
2. Old business
a. Community needs assessment.
i. Was there consensus on how we define our community — school, city, county, state, etc.?
ii. As a club, what are our top three areas of concern?
b. Project ideas.
i. Identify projects to address our community's needs. Generate a list of possible projects and then group them by category. Visit the Back to School meeting kit's home project for more ideas.
ii. How did our past projects address the needs in our community?
iii. Do we need new projects, or do we refine existing projects?
c. Ask club members the following questions about our service.
i. Why are we interested in serving others as part of K-Kids?
ii. What do those served get out of service? What do we get out of service?
d. Review list of projects completed by Kiwanis youth clubs in the 2020-21 year.
i. What do you especially like from this list?
ii. What projects fit in well with the list of community needs we have identified so far?
3. New business
a. From all the projects that have been highlighted, what should be our KKids club's priority during this time?
b. Set up a committee to work on each project (or at least the first one).
4. Service options
a. Watch this video about making dog toys and discuss service projects.
i. Research local animal shelters to see if they would receive the completed dog toys.
ii. Send necessary details in an advance e-mail to members.
iii. Have materials ready when the video starts.
b. Monthly service idea.
i. September is Childhood Cancer Awareness Month. Learn more about childhood cancer and how you can help at the American Childhood Cancer Association.
c. Check with your local Ronald McDonald House to see what could be made for families in residence and what restrictions exist. Your club might be able
[Type here]
to make cards of good wishes, decorative place mats for meals or seasonal decorations for the dining room.
d. Complete a project from the list or spend time planning for one.
5. Home project
a. Determine a hands-on project or options for everyone to complete at home before the next meeting.
b. Committee members meet to start planning the first project from the list. (Report details at the next meeting.)
6. Adjournment
a. Thank everyone for their participation, especially the guests.
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ARROW OF LIGHT ADVENTURE: SCOUTING ADVENTURE
Additional requirement sheets and helps are available from ScouterMom.com.
Complete the following requirements.
1. Prepare yourself to become a Boy Scout by completing at least A–C below:
2A. Describe how the Scouts in the troop provide its leadership.
3D. As a patrol, make plans to participate in a Boy Scout troop's campout or other outdoor activity
1A. Repeat from memory the Scout Oath, Scout Law, Scout motto, and Scout slogan. In your own words, explain their meanings to your den leader, parent, or guardian.
1B. Explain what Scout spirit is. Describe for your den leader, parent, or guardian some ways you have shown Scout spirit by conducting yourself according to the Scout Oath, Scout Law, Scout motto, and Scout slogan.
1C. Give the Boy Scout sign, salute, and handshake. Explain when to use each
1D. Describe the First Class Scout badge, and tell what each part stands for. Explain the significance of the First Class Scout badge.
1E. Repeat from memory the Pledge of Allegiance. In your own words, explain its meaning.
2. Visit a Boy Scout troop meeting with your parent or guardian and, if possible, with your den members and leaders. After the meeting, do the following:
2B. Describe the four steps of Boy Scout advancement.
2C. Describe ranks in Boy Scouting and how they are earned.
2D. Describe what merit badges are and how they are earned.
3. Practice the patrol method in your den for one month by doing the following:
3A. Explain the patrol method. Describe the types of patrols that might be part of a Boy Scout troop.
2B. Hold an election to choose the patrol leader
3C. Develop a patrol name and emblem (if your den does not already have one), as well as a patrol flag and yell. Explain how a patrol name, emblem, flag, and yell create patrol spirit.
34. With your Webelos den leader, parent, or guardian, participate in a Boy Scout troop’s campout or other outdoor activity. Use the patrol method while on the outing
5. Do the following:
5A. Show how to tie a square knot, two half hitches, and a taut-line hitch. Explain how each knot is used.
5B. Show the proper care of a rope by learning how to whip and fuse the ends of different kinds of rope.
6. Demonstrate your knowledge of the pocketknife safety rules and the pocketknife pledge. If you have not already done so, earn your Whittling Chip card | 1,033 | 560 | {
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Appendix 2
Hierarchy of Behaviour and the
Langford Village Behaviour System
Behaviour System
- The Langford Behaviour system is a system of five levels of printed cards that are displayed on each classroom wall – a red, amber, green, silver and gold card.
- The children start each day with their name or photo on 'green'
- 'Green' is 'good to go'. Green is the where the children are meeting the expectations of everyday life, class and school rules. Green is good to start and finish the day on.
- Children can also be rewarded further by being asked to move their name up to silver or gold on the behaviour chart (class teachers often add further steps of their own for the children to achieve, often creating a personal class excitement to achieve more and model good behaviour).
Examples of the behaviour that maybe rewarded:
- Modelling good behaviour
- Their own learning achievements
- Personal achievements
- Being polite
- Sharing work from home
- Demonstrating a value from the 'Five Langford Life Values'
The behaviour system is used in conjunction with the 'Behaviour Policy 2018' and the 'Levels of behaviour', outlined in the following paragraph.
Levels of behaviour
All incidences of behaviour are investigated thoroughly and the staff at Langford strive to treat children fairly. The 'Five Langford Life Values' are reinforced.
Level 1 behaviour
Example: Not doing what is asked / having poor manners by talking inappropriately / not listening when someone else is talking
These behaviours are inappropriate and hinder the child's learning.
- The child will be given a warning and the reason for the warning is given, with the sanction of moving their name to 'amber' on the class behavior chart if this continues
- If the behaviour is repeated, the warning is reinforced with the reason and the child will place their name on 'amber' on the class behaviour chart, with the sanction of moving to 'red' on the class behaviour chart and receiving '5 minutes' time out if the behaviour continues
- On repetition of the same behaviour, the child will be moved to red and 'time out' will be given in class. This time will be paid back by completing work at playtime or by taking it home. To be decided by the class teacher.
Level 2 behaviour
Example: Name calling / unkind exclusion of other children / rough play / disrupting others learning or quiet time
These behaviours are unacceptable and hinder the child's and other children's learning. Level 2 behaviours can upset another child.
- Level 1 procedures should have been followed prior to these procedures
- Level 2 may warrant immediate discussion with a member of staff and then followed up by the Phase Leader and 'time out' in another class. This time will be paid back by completing work at playtime or by taking it home.
- Restorative approach and language will be reinforced to make a difference to the children involved
- Parents will be notified verbally
- A record will be made in the behaviour book.
Level 3 behaviour
Example: Deliberately hurting another child / verbally abusing an adult / damage to property – school or other children's /belligerent behaviour towards an adult when being corrected, rolling eyes/giggling/talking back
These behaviours are serious. They will result in automatic loss of playtime in order to complete a 'think sheet'. A 'think sheet' might not be completed on the same day of the incidence but staff strive to complete one with the child as soon as possible after the incident.
- There will be reparation following an incident, decided by the Deputy Head Teacher, and the adults will always aim for 'natural reparation'.
- Repetition of the behaviour will result in the Deputy Head Teacher contacting the Parent/Carer.
- A copy of the 'think sheet' will be placed in the behaviour book and copied to the central file.
Level 4 behaviour
Example: Deliberately hurting another child or adult with a degree of severity/ verbally abusing an adult, including inappropriate language / damage to school property / belligerent behaviour / racist behaviour / continued and targeted bullying
These behaviours are very serious.
- The consequence would be intervention by the Head Teacher, loss of playtime, a 'think sheet' and either a letter home or a parent meeting with the Head Teacher
- If there are repeated incidences, the Head Teacher may decide that a Behaviour Management Plan is to be written and to be managed by the Behaviour Coordinator
- The Head Teacher will decide on the reparation which will take place
- The Head Teacher will decide if the behaviour warrants a fixed term or permanent exclusion. NB the school may exclude for one such incident if it is considered to be serious enough | 1,944 | 961 | {
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MicroFridge
Students are not permitted to bring a microwave or refrigerator to campus. Each residence hall room is equipped with one MicroFridge, a multi-appliance that includes a microwave, a true freezer with a separate door, and a refrigerator. These units meet the highest level of energy efficiency to support the CIA's ongoing sustainability efforts, specifically the reduction of energy consumption. In addition, these units conform to the residence hall fire safety standards. Each MicroFridge unit features a low-voltage charging station that allows students to charge a cell phone or other low-voltage electronics. This is a popular feature as it increases the number of available outlets in the room. All roommates within a room are expected to share the one MicroFridge unit.
Residence Life staff will inspect the MicroFridge during room inspections. Students using the MicroFridge to store contraband items or who fail to maintain appropriate cleanliness of their provided MicroFridge will be fined $50 per resident. Repeat offenders risk loss of privileges to use the MicroFridge.
MicroFridge Use and Care:
1. The MicroFridge is designed to turn off the refrigerator temporarily while the microwave is in use. When the microwave is no longer in use, the refrigerator will turn back on.
2. The MicroFridge may not be placed on top of any surfaces other than the floor.
3. Do not set or store any heavy items (such as a television) on top of the unit as this affects its ability to function properly.
4. The college-supplied MicroFridge must be plugged into the wall (follow instructions provided on the unit). A student who unplugs the MicroFridge must follow the instructions below for defrosting it.
5. Before placing food in the refrigerator, turn the temperature setting knob in the refrigerator to 3.
6. Avoid slamming the microwave door, as this damages the operating switch and can cause the microwave to malfunction.
7. Students are urged to take good care of the MicroFridge. If the unit is damaged, students will be billed for repairs or replacements at a cost of $100 to $200.
Defrosting the MicroFridge:Defrosting helps extend the life of the MicroFridge and is the responsibility of the student. Build-up of frost inside the freezer is completely normal, and must be defrosted manually when it gets to be more than ½ inch thick. If too much frost exists in the freezer, it will prevent the refrigerator from cooling properly, and the food in the refrigerator may spoil. If the frost gets too thick, it essentially insulates the freezer so the cooling element cannot do its job. When this happens, it causes the unit to run harder, which may cause premature failure.
How to Defrost:
1. Defrost the freezer by unplugging the unit, removing the items, and leaving the freezer door open. Remove large ice pieces as they come loose, and wipe up any excess water with a towel. Students should place an old towel in the bottom of the fridge to soak up the water as the ice melts.
2. Do not chisel at solid ice pieces; wait until they melt.
3. Make sure the freezer is completely dry before plugging the unit back in or closing the door when not in use.
4. Before changing rooms or moving out, defrost the freezer and clean out the refrigerator and microwave. There is a $50 fine for not defrosting and cleaning out the unit.
2022-2023 CIA Student Handbook
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Curriculum Newsletter
Merridale Primary School
Reception Summer 2022
To help you support your child with their learning, each year group will produce a curriculum newsletter at the start of each term. This will advise you what your child will be learning about in class in each area of the curriculum.
Should you have any questions, or would like some ideas as to how best to support your child, please speak to their class teacher.
Merridale Primary School Curriculum Newsletter
Upcoming Events
Monday 25th April: School re-opens for Summer term
WB 25th April: Road safety focus week Monday 2nd May: Bank Holiday—school closed
Reception Summer 2022
Suggested activities for support:
* Visit your local library and select a range of stories and poetry to read together. Older children could read to a younger family member.
* Sing songs and share nursery rhymes with your child.
* Count objects and actions in everyday activities.
* Develop small motor skills by encouraging children to use knives, forks and spoons when eating.
* Visit a playground to encourage children to develop body strength, balance, co-ordination and agility.
PE:
Reception pupils have PE once a week on Fridays. Children should come to school on their designated day wearing their PE kit and appropriate footwear. Children need to ensure that long hair is tied back and all jewellery (e.g. stud earrings, watches or bangles) are removed or covered for PE lessons for safety. If your child needs to cover any items, please send a sweat band or plasters into school for this.
Handy hints for Study:
1. Try to choose somewhere quiet to work and also a time when your child is not too tired.
2. It's better to have lots of short sessions rather than one long one.
3. Vary the activities including writing, artwork, discussion and reading.
4. Give lots of praise and encouragement.
5. Try to make the sessions fun.
We hope this will be useful to you in supporting your child and finding out more about what they are doing at school over the Spring term. If you have any questions please do not hesitate to contact the school.
Merridale Primary School Curriculum Newsletter
Homework:
* Use Seesaw to read our weekly class newsletter which will explain what we have been doing that week and also provide home learning tasks. Our Newsletter will be posted every Friday.
* Read with your child for 10 minutes a day. Your child's reading book will be changed every Wednesday and library books will be changed every Thursday.
* If you would like to read additional books you can visit https://www.oxfordowl.co.uk/ Log in using the username and password below.
Username: Merridale
Password: Reception
Reception Summer 2022 | 1,123 | 572 | {
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Key Stage: EYFS
Teachers Names: Mrs Marsh and Miss Thorn
Our School Vision : At St George's we are proud to be one family of lifelong learners who know they are special to God. Our family is built upon a strong sense of belonging and mutual respect. Our community gives our children the freedom to flourish and succeed.
… A flourishing fellowship: learning together with God by our side …
Theme:
The topic for this half term is 'Around the World'. We will begin our tour in Australia, then travel to Africa and Asia, before arriving at our final destination, The Americas. Along the journey we will be learning about the influential people, music, landmarks, animals, religions, festivals, food, art and climates that make these countries unique.
Expressive Art and Design:
Linked to our theme, we will be exploring various artists from around the world, including, Indigenous Australian art and Andy Warhol. Additionally, we will be making our own African batik fabric, Indian clay sculptures and dancing to Bollywood music,
Literacy:
In Literacy, we will be sharing non-fiction books to help us learn more about each country. We will be reading stories by authors around the world including Sleep Well, Siba & Saba by Nansubuga Nagadya Isdahl, and Ganeesha's Sweet Tooth by Sanjay Patel. We will be write writing letters, postcards, and fact-files as we visit each destination.
Mathematics:
The children will continue with mastering the skill of addition and subtraction using 2-digit numbers. We will also be learning about size, capacity, weight, time and money. We will also be revising number bonds within 5 and 10.
Understanding the world:
Through our topic, the children will be learning about similarities and differences between themselves and others, as well as traditions from around the world. As we visit each destination we will be exploring communities and places, and will be celebrating what makes each special.
Reading:
The children have the opportunity to change their reading books weekly. We will also continue to assign books to each child online, through Bug Club. Reading with your child at least 3 times a week greatly increases their progress.
Personal, Social and Emotional Development:
We will be encouraging the children to talk in small groups through learning activities and circle time to develop the children's social skills and self-confidence. We will continue instilling our Christian virtues, which this half term will be 'Hope'. This half term, we will also be having a Wellbeing session each week, where the children will have the opportunity to either garden, cook or make crafts.
Phonics:
We will continue daily phonic sessions where we will be revising and consolidating phase 4. Also, we will be revising phase 3 and 4 tricky words. We will be encouraging the children to write their own full sentences using digraphs, trigraphs, tricky words and punctuation.
PE:
Mrs Marsh and Miss Thorn: Every Tuesday
We will be indoors and outdoors this half term and will be a mixture of gym, games and dance. The children will need school PE t-shirts, plimsolls and. Please make sure all clothes are named including shoes and socks. This will solve any mix-ups. On PE days children will need to wear their PE kit to school.
Dates to remember:
Keep an eye on the Newsletter for up-to-date information. If any parent would like to come and read to the children in their home language, please speak to your child's teacher. This would be a really valuable opportunity for the children to experience.
Home Learning:
We will issue home learning tasks that can be completed weekly over the duration of a half term. We will ask for homework books to be returned at the end of each term.
Other: What you need and when:
Coat: Please provide your child with a warm coat every day, which they can easily put on themselves. The children learn outside in all weather and need to be dressed appropriately. Water: A named water bottle— this needs to be filled each day and brought into school. It would help us if children could bring a tissue box in at the beginning of term. We cannot accept responsibility for the children's belongings going missing. To avoid the likelihood of this happening. please ensure all items brought to school are clearly named.
PARENTS: The school is always looking for an extra set of hands……all children love to see Mum, Dad, Nan or Granddad helping out in school. Do you have any special skills you could offer? Can you garden, play games, make things…the list is endless! We would love any offers of help. If you are able to offer any help, please speak to the class teacher or one of our office staff.
Remember: Visit
our website
https://stgeorgescebromley.school/
.
Follow us @StGeorgesSchBic for regular class updates | 1,854 | 1,007 | {
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Children's Message Moses and Manna
Scripture: Exodus 16:1-35
Assumptions…
I tend not to ask kids to respond to questions because you never know what they are going to say and I don't want to put kids in a place where they are going to be embarrassed. So, when I ask questions, I ask kids to think about it without answering. If you want to open it to the kids responding (you know your audience), feel free to do so.
Props - optional, but fun - squares of tissue paper maybe 1 or 2" ish - here's the thought - as you invite the kids to come forward, throw the tissue paper around the area. As kids come closer ask them to pick up enough pieces of paper so everyone in their family can have 2 or 3. Make sure you have enough tissue paper so kids can grab what they need. If you are social distancing - toss the paper around so that kids can keep their distance. If you don't use the tissue paper on the floor, you can use the adapted version
Option 1 with "tissue paper manna":
Invite the children to come forward. As they do, toss the tissue paper "manna" around. As the children arrive up front, invite them to pick up just enough "manna" so everyone in their family can have 2 or 3 pieces (adjust this as needed - if you have a bunch of kids and need to make it 1 piece, do that.) Once the kids have their "manna" invite them to sit down. In today's story, Moses has led the Israelite people out of Egypt where they were slaves and into the desert. They were running out of food and complained to Moses. (in a great whiny voice) - Moses! We always had enough to eat in Egypt. Why did you bring us here? We are hungry and scared and we want to go back! So Moses and God had a conversation and God explained how there would be enough for the people to eat, but God gave very specific instructions. Every morning there would be flaky sweet wafers and quail on the ground. The people could take just what they needed every day and no more. Except on the day before the Sabbath when they were supposed to take enough for two days. If they didn't follow the directions, the next morning the food would spoil and smell really bad. It took a couple of days, but eventually the Israelites listened and followed the directions and always had enough food to eat.
Look at the manna in your hand. Did you take just enough? Did you take too much? Did you take too little? Take your manna with you and for each piece that you have, write a person, place, or thing that your family can pray for this week.
Let's pray… Dear God, thank you for stories in the Bible that teach us about how much you care about each one of us. We know you care about our needs, especially having food to eat. Help us to learn about hunger in our community and how we can take action. Guide us as we share your love and care with others. Amen.
Written by Rev. Kathy Pittenger
Children's Message Moses and Manna
Option 2 without tissue paper "manna"
Invite the children to come forward and welcome them.
In today's story, Moses has led the Israelite people out of Egypt where they were slaves and into the desert. They were running out of food and complained to Moses. (in a great whiny voice) - Moses! We always had enough to eat in Egypt. Why did you bring us here? We are hungry and scared and we want to go back! So Moses and God had a conversation and God explained how there would be enough for the people to eat, but God gave very specific instructions. Every morning there would be flaky sweet wafers and quail on the ground. The people could take just what they needed every day and no more. Except on the day before the Sabbath when they were supposed to take enough for two days. If they didn't follow the directions, the next morning the food would spoil and smell really bad. It took a couple of days, but eventually the Israelites listened and followed the directions and always had enough food to eat.
Think of a time when you followed the directions. Maybe it was when you were baking cookies or building a Lego set. What would have happened if you didn't follow the directions? If you were building with Lego or blocks and you wanted to build a car but didn't follow the directions, you might end up with a car, or you could end up with a house! Or a _____. God asked Moses and the people to follow the directions so everyone would have just enough. Talk with your family about ways that you can live so you have just enough or can share your extras.
Let's pray… Dear God, thank you for stories in the Bible that teach us about how much you care about each one of us. We know you care about our needs, especially having food to eat. Help us to learn about hunger in our community and how we can take action. Guide us as we share your love and care with others. Amen.
Written by Rev. Kathy Pittenger | 1,573 | 1,081 | {
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Written Communication Development Chart
< Back to Child Development Charts
Written communication involves components of the physical performance of handwriting, typing, spelling, grammar and story planning.
Note: Each stage of development assumes that the preceding stages have been successfully achieved.
How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).
4-5 years
* Complete mastery of pre-writing shapes (-,|,O,+,/,square,\,X, triangle)
* Able to write name
* Knows some letter names and can identify 10 (usually if it's in their name)
* Recognises and able to write numbers 1-5
* Learns alphabet song
* Learns to recognise and name letters
* Learns that letters 'have' sounds (i.e. grapheme-phoneme relationship
awareness)
* Knows that print is what you read
* Learns clusters of letters separated by space, form words
* Learns to recognise their name in print
* May recognise environmental print on signs and labels (e.g. reads the word 'stop' on a stop sign)
* Knows to read from front to back
* Learns left-right progression of print
* The child may have difficulty with recognising the difference between letters versus sounds and applying this knowledge when attempting reading and writing tasks
* The child may have trouble with identifying and reading print correctly in a book
5-6 years
* Learns alphabetic principle (i.e. words are made up of sounds; sounds can be represented by letters)
* Learns all letter names and letter sounds for consonants
* Knows all numbers
* Learns sounds for vowels
* Matches letters to sounds (grapheme-phoneme correspondence)
* Learns to decode by identifying sounds for printed letters and synthesising sounds across letters to form words
* Learns some words by sight
* Starts to track print when listening to a familiar story
* May read a few short, regularly spelled words (e.g. their names or their classmate's names)
* Able to write basic words that are recognisable
* Begins to put sentences together
* Able to write regular words, by listening for the sounds, using the 42 letter sounds
* The child may struggle with reading and writing (e.g. the child will be unable to accurately sound out words when reading or spell words correctly)
* The child may have trouble with reading and spelling sight words
* The child may have difficulty with tracking words when reading
This chart was designed to serve as a functional screening of developmental skills per age group. It does not constitute an assessment nor reflect strictly standardised research.
The information in this chart was compiled over many years from a variety of sources. This information was then further shaped by years of clinical practice as well as therapeutic consultation with child care, pre-school and school teachers in
South Australia about the developmental skills necessary for children to meet the demands of these educational environments. In more recent years, it has been further modified by the need for children and their teachers to meet the functional Australian Curriculum, Assessment and Reporting Authority (ACARA) requirements that are not always congruent with standardised research.
Contact us today to make an initial enquiry or book an assessment for your child on 1800 KID SENSE (1800 543 736) | 1,519 | 736 | {
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Think about the situation:
a) A rectangle has dimensions of (3x +2) and (x 2 +4x-5). Write an expression for the area of the rectangle.
b) Is it possible that a rectangle with one dimension of (2x – 3) has an area of (2x 3 -x²+x-6)?
Investigation: Dividing Polynomials
1. Given the area of a rectangle is expressed by 24x²+13x-7 and one of the dimensions is 3x-1, write the expression for the other dimension.
a. The area model to the right can be used to determine the other dimension. Work with a partner to determine the missing sections of the area.
b. What is the second dimension of the rectangle?
c. Where are the like terms in the model located?
d. Discuss how the work in part (a) is similar to the dividing 24x²+13x-7 by 3x-1.
2. An area model can be used for polynomial division. Consider (x 3 +4x²-16x+8) ÷ (x-2).
a. Examine the following diagram. What is the purpose of grouping the diagonals?
b. Work with a partner to determine the missing sections of the area model and the quotient.
3. Complete each of the following.
a. (7x 3 -17x²+55x-21) ÷ (7x-3)
b. (12x 3 +4x²+3x+2) ÷ (2x+1)
c. (x 4 -81) ÷ (x-3)
There are instances when the divisor is not a factor and the division results in a remainder. For example, 30 ÷ 4 can be modeled with a rectangle that is 4 x 7 = 28 square units plus 2 square units. This quotient can be written as 7 + 2 4 units.
Use similar reasoning to explore remainders when dividing polynomials.
4. Examine the model for the quotient (x 3 + 7x²+14x+3) ÷ (x+2).
a. Fill in the missing information. Be prepared to explain your reasoning.
a. Write the solution in the form 𝑞(𝑥) + 𝑟(𝑥) 𝑑(𝑥) where q(x) is the quotient, r(x) is the remainder and d(x) is the divisor.
5. Use an area model to represent (3x 3 -5x²+10x-3) ÷ (3x+1).
a. Is the area of the rectangle more than or less than 3x 3 -5x²+10x-3? Justify your reasoning.
i. If less, how many more square units are needed to have the correct area?
ii. If more, how many square units need to be removed to have the correct area?
b. Write the solution in the form 𝑞(𝑥) + 𝑟(𝑥) 𝑑(𝑥) where q(x) is the quotient, r(x) is the remainder and d(x) is the divisor.
6. For each of the following, divide the polynomials. Write the solution in the form 𝑞(𝑥) + 𝑟(𝑥) 𝑑(𝑥) where q(x) is the quotient, r(x) is the remainder and d(x) is the divisor.
a. (x 3 -10x²+20x+26) ÷(x-5)
b. (2x²+7x-39) ÷ (2x-7)
c. (-5x²+x 3 +8x+4) ÷ (x-1)
Summarize the Mathematics
In this investigation, you used an area model to represent polynomial division.
a) Explain how the model is used to determine the quotient.
b) Describe how to determine if there is a remainder and, if one exists, how to determine its value.
c) List any reminders that will help you use the area model effectively. | 1,306 | 889 | {
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Luddendenfoot Academy
Welcome back! Our topic this term is Harry Potter: Magic and Mystery
We hope you had a fantastic Easter!
To support your child at home in Literacy in KS2 you can:
- Listen to your child read (Books are changed at least once a week/as required on Accelerated Reader)
- Ensure that what they read makes sense to them and discuss their understanding of new words in contexts. Can they create a sentence around the new vocabulary? Can they extend the sentence and use taught grammar correctly? (relative clause, conjunctions, fronted adverbials, speech etc.)
- When reading fiction books encourage your child to talk about the characters, settings, problem and resolution. Ask your child about events in the story to check their understanding.
- When reading non-fiction books ask them to tell you about the new facts they have learnt.
- Help them by practising reading and spelling the high frequency words for Y5/6.
To support your child at home in Maths you can help them to:
- Practise times tables recall for up to 12 x 12
- Revise area and perimeter knowledge – looking at complicated rectilinear shapes (T and L and more challenging shapes).
- Revise shape knowledge – including nets of 3D shapes.
- Reading and drawing various angles – including obtuse, acute, right angle and reflex.
- Use of measure for weight, length and capacity for metric and imperial
Homework expectations – Children will receive spellings every Monday, which should be learnt in time for a test on the Friday. Please ensure your child reads for a minimum of twenty minutes every night. Reading books will be changed as the children are ready to take an Accelerated Reading Test. All children are also expected to log on to the 'Prodigy' interactive maths programme each week to complete 1 task. (Login details have been given to children – if unable to access at home please come and speak to us and we will make alternative arrangements.) A piece of Literacy and/OR maths-based homework will be handed out each Tuesday and should be completed by the following Monday, allowing children to practice their skills and enabling you to support your children at home with their learning.
PE Your child must have outdoor and indoor PE kit, – as some of our PE sessions both on a Thursday and Friday may be outside. Children should have appropriate PE clothing, including black jogging bottoms or leggings when needed. Trainers are preferable for outdoor use. Shorts and a t-shirt are required for indoor.
If you would like any more information about our learning this term or think you may be able to support us in some way. please let us know. Kind regards, Miss Hamilton and Mrs Goulden
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Numbing Cream to Prepare for a Needle Procedure (Boston & Waltham)
Many children are afraid of needles. Using numbing cream before your child has a blood test or an immunization (shot) can help with the pain. This might also help your child become less afraid of needles over time.
Where can I get numbing cream?
- Boston Children's Hospital offers numbing cream at no cost at the CVS Pharmacy on the Longwood Campus (located on the first floor next to the gift shop) and at CVS at Waltham (12 Harvard St., Waltham, MA 02453). Ask a member of the clinic staff for an LMX-4 card. You will then give this card to CVS Pharmacy staff on the Longwood Campus or at Boston Children's at Waltham.
- If you are unable to get to the Longwood Campus or Boston Children's at Waltham, contact your local pharmacy to order over-the-counter numbing cream.
o Call your local pharmacy 24-48 hours in advance to make sure they have the numbing cream available for you.
o There will be a cost of approximately $15 to $30 for the numbing cream, depending on the size of the tube.
o Call your insurance company to see if they will cover the cost of the numbing cream.
How does numbing cream work?
- The numbing cream, called LMX-4, has a medicine called lidocaine in it that numbs the skin and surrounding tissue.
- It takes 30 minutes to work.
- The cream may stay on for 1 hour and will keep working for another hour after it comes off.
How can I keep my child safe when using this numbing cream?
Do not use numbing cream if your child has an allergy to lidocaine. If you are unsure if your child has an allergy to lidocaine, please ask your child's doctor.
Use the numbing cream as directed:
- Do not use it on large areas of your child's body.
- Only use it for its medical use.
- Do not use it again within 2 hours of the previous application.
- Do not put the numbing cream on open areas of the skin, like cuts.
- Do not let your child eat or lick the cream.
- Keep the numbing cream out of reach of children when storing it.
- If you use too much of the cream by accident or if someone eats it, call the Drug and Poison Information Center at 1-800-222-1222 right away. Also, call your child's doctor.
What are possible reactions to this numbing cream?
- Redness and rash
- Swelling or unusual feeling in the area around the numbing cream
How much cream to use:
| | Age | | Max Amount | | When to | | Amount |
|---|---|---|---|---|---|---|---|
| | | | Each Day | | Apply | | |
| 3 years and older | | Do not use more than half (½) of a 5 gram tube per arm in 1 day. | | 30 minutes before the needle procedure | | 1x1 inch square in a thick layer | |
| Younger than 3 years | | Do not use more than one- fourth (¼) of a 5 gram tube per arm in 1 day. This means most of the cream should be left in the tube after its first use. | | | | | |
How long does it take the numbing cream to work?
- The cream should be applied to the skin and left on for at least 30 minutes, but no longer than 1 hour. The medicine will start to numb the area after 30 minutes.
- If you wait longer than expected for the needle procedure, take off the numbing cream no later than 1 hour after it is applied.
- The skin will stay numb for 1 hour after the cream is removed.
How do I take off the numbing cream?
1 Dab rubbing alcohol or adhesive removal around the outside edges of the plastic dressing to loosen them. Then, grab the corners on opposite edges. Peel and lift off the plastic dressing.
3 Throw away the plastic dressing in a place where children cannot reach it.
4 Wash your hands.
5 The skin may look pale or white after you wipe off the cream. It should be back to normal within 2 hours.
For questions or concerns, contact your child's prescriber.
2 Wipe off all of the cream with a tissue.
How do I put on the cream for a blood draw?
A parent or a nurse can apply the numbing cream. If your child's skin has open cuts or wounds, talk with the doctor or nurse before using the cream.
1 Do not wash the skin before putting on the cream, unless the skin is visibly dirty. This is because the skin's natural oils help the cream to soak in better.
If you were told to wash your child's skin before putting on the cream, only use mild soap and water to clean the area. Do not use alcohol wipes.
2 Place the numbing cream (in a thick layer) over the vein at the inner part of the elbow (or as told by the doctor or nurse).
3 Do not rub the numbing cream into your child's skin.
4 Cover the numbing cream with plastic dressing.
Plastic dressing is included in the box containing the cream.
5 Wash your hands after applying the numbing cream.
You can also use Press'n Seal wrap from your grocery store.
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Click here to follow along with the step-by-step instructional video.
REGISTERING AS ANINDIVIDUAL WEBSITE
If you're working on your National History Day project by yourself, these instructions are for you. If you are part of a group project, check out the Registering as a Group Website (page 4).
Step 1: Open your web browser and visit nhdwebcentral.org.
Step 2: Look for the Register tab under the big NHDWebCentral® header and click on it.
Step 3: Now, type in your birthdate.
Note: If you're younger than 13, you'll see the option to add your parent's or guardian's permission to use NHDWebCentral®.
Complete your parent's or guardian's information.
They'll get an email letting them know that you want to create an account.
If your parent or guardian doesn't have an email, talk to your teacher. They can help receive the email and print a copy for your parent or guardian to read.
Step 4: Once your parent or guardian gives the okay (only if you're under 13), you'll be asked to fill out a simple registration form - including a username and password.
STOP: TAKE A MOMENT TO FILL OUT YOUR USERNAME AND PASSWORD BELOW.
Username
_______________________________________________
Password
_______________________________________________
Step 5: After you've registered, you must sign into your account. Here's how:
Enter your username and password.
Click the gray Sign in button.
Note about usernames
Every student needs a unique username. When you enter your username and click on the Next box, one of two options will appear in the upper-right corner:
box will appear telling you
A green that your username is good.
A yellow box will appear, telling you that you need to choose a new username.
2
REGISTERING AS ANINDIVIDUAL WEBSITE (CONT.)
Click the grey and yellow Start Now! button to reach your site's landing page. STOP: Write down your Site Key. Note: You will find the site key location in the image below.
Site Key
_______________________________________________
STRUCTURE OF NHDWEBCENTRAL®LANDING PAGE
Edit Site: This button is where you create and edit your website. 1.
View Site: Click here to see how your website looks with all the changes you've made. But remember, you can't make any more changes here. 2.
Allow Link: Use this button if you want others, like your teacher, to access your website. They have 24 hours to sign up and connect to your site. 3.
Site Key: This is your special code. Your website's unique URL is just below it. 4.
Size Limit: The green bar shows how much space you have for pictures, videos, and files. It changes depending on what you add to your site. 5.
Remove Site: If you ever want to delete your website, click this button. But be careful, once you do this, it can't be undone! 6.
A U G U S T 2 0 2 2
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Mary Anne was up early. She woke up everyone else in the house and hurried them through their breakfast. She waited impatiently while the rest of the family took a dreadfully long time to dress. Didn't they understand that this was the most exciting day of the year? Finally, everyone was ready. She hurried ahead of them as they walked to the front of the parade. Quickly, she found her place on the bleachers and waited for the New Year's parade to begin. Which narrative technique does the author use most often to develop the characters and story?
A) description B) dialogue C) pacing D) setting
Answer:
A description
Explanation:
Answer:
The answer is A description.
Explanation:
I got it right on USATestprep.
A polyhedron is a two-dimensional solid bounded by the polygonal regions formed by intersecting planes. true or false?
Roots that grow horizontally are called
What does it mean for a research topic to be amenable to scientific study using a quanlitative approach?
Which u.s. president said in an annual message to congress, "today, more than ever before, american capital is seeking investment in foreign countries, and american products are more and more generally seeking foreign markets?"?
Why is it helpful to have a grid on a map
Describe the potential effects when a keystone species is removed from a community.
Two firefighters are fighting a fire with identical water hoses and nozzles, except that one is holding the hose straight so that the water leaves the nozzle in the same direction it comes, while the other holds it backward so that the water makes a U-turn before being discharged. Which firefighter will experience a greater reaction force?
according to George Herbert mead, what takes place during the first stage of learning how to take on the roles of others?
B. The number of genes a person has
Which of the following best describes a person's genotype? A. The alleles that a person has
C. The genes a person's parents have
Which of the following statements are incorrect? A.Stem vascular bundles in monocots are in a ring.
D. The traits that a person has
B.Dicot roots are fibrous in structure.
D.Dicots have floral parts mostly in multiples of fours and fives.
C.Pollen in monocots has one opening.
E.both A and B
The brown tree snake is used as an example of a(n) _______. a. poisonous species
What was the purpose of a poll tax?
b. endangered species
d. domesticated species
c. invasive species
An individual has $30,000 invested in a stock with a beta of 0.7 and another $45,000 invested in a stock with a beta of 2.3. If these are the only two investments in her portfolio, what is her portfolio's beta? Do not round intermediate calculations. Round your answer to two decimal places.
Tim must choose 4 graphic novels out of a collection of 13 to take on vacation. In how many ways can he select the graphic novels?
A. 28,561
B. 17,160
C. 715
D. 52
What can't you do with a square root expression
If the price index is 200, how much did a $12 pizza (today) cost in the base year? question 9 options: a.$1.20
c.$6.00
b.$24.00 d.$3.00
Please help.. Find (4.8 x 10^6)(3.6 x 10^3) / (2 x 10^5) , expressed in scientific notation.
A) 8.64 x 10^4
B) 8.64 x 10^6
C) 8.64 x 10^8
D) 17.28 x 10^4
The most important lifestyle choice you can make to improve physical fitness is?
1. Home
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Setting Boundaries--Saying "no" can be a positive thing!
Every parent wants to keep their children safe. Setting safe and reasonable boundaries is the most important way a parent can do that. Remember the "good old days" when you told your toddler "no" and they obeyed immediately? It may have been one of the first words your child learned. "No" was the word that kept them from touching something or going somewhere dangerous. As they enter the adolescent years, our children begin to explore new situations and become more independent. Knowing when to say "no" can becomes more difficult. But it is just as important as when they were toddlers.
"They're going to try on new identities and so they're going to challenge you more," said Dr. Sharon Hirsch, director of adolescent and child psychiatry at the University of Chicago Medical Center. "Typically you hear about battles over clothing, makeup, staying out late, which people they date, do they get to text."
Sometimes the battles are over material possessions; sometimes it's about boundaries that we set for our children. Parents find that it can be difficult to say no to their adolescent. Parents often hear their child say, "Everyone has one, so why can't I?" or "Everybody is doing it, why are you so strict?" Whatever battle you're facing with your child, it's never easy. However, parents are responsible for raising, guiding and teaching their children. Parents have the wisdom and life experience that their teens don't yet have. Sometimes we are afraid to set limits. We think it will build a wall between us and our children. In reality, limits actually show our teens that we care. The tricky part is finding a balance between our need for control and our child's need for independence. It's not always easy to lay down the law, but your child's future depends on you making those tough decisions. And sometimes that requires us to tell our child "no". It isn't popular and it isn't fun, but it is necessary.
A University of California (Berkeley) study found that parents who set clear consistent rules, but also give their children some freedom are definitely doing something right. Their children score higher on tests; are more mature, positive and skilled in social situations; and are much less likely to use alcohol and drugs than other teens. (Diana Baumrind, "the Influence of Parenting Style on Adolescent Competence and Substance Use," Journal of Early Adolescence 11(1), 1991, 56-95)
Parenting Power Tips from Dr. Hirsch and the Power of Choice:
No means no. When you say no, you have to mean no. Don't even allow your child to question a "no." Be very specific: "If you ask me again, you will lose your phone and you will lose your phone for the rest of the week."
You must follow through. If your child senses that you will change your mind or "cave" if they pressure you, they won't be deterred. And they will be much more persistent the next time you try to say no.
Be reasonable: Grounding for two weeks is a lot. Maybe two days is a better idea and much easier to enforce.
Compromise and find ways to do so productively. Teens do need some independence. For example, if your child wants to go to a concert with friends, maybe you let them, with the agreement that someone older tags along. Compromise teaches your child negotiating skills that will be useful as they enter adulthood. However, they must understand that some situations are not negotiable and that since their well-being is your top priority, you will always have the final word. Find positive activities that both you and your child can agree on.
Remember you are not your child's friend. Stay calm when you are saying no but stand strong and remember you are the parent and they need your guidance. It's your job to guide them safely to adulthood.
Conversations Starter
What is something you wish adults would understand about teens?
(Remember that real conversations with your teen require you to listen as much as you speak)
Since 2003, The Power of Choice campaign has been reaching its goal of increasing the number of students in school districts 203 and 204 who believe the true norm that most students make healthy choices most of the time. The campaign has been sharing the good news through marketing materials that highlight the healthy life choices that students are making. Find out more at ThePowerofChoice.info
Connect with other parents at:
Power of Choice-Parents Use Your Power
A project of 360 Youth Services, Naperville Community Unit School District 203, Indian Prairie School
204 parents.
District 204, Naperville Police Department, KidsMatter, Aurora Police Department and District 203 &
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Family Newsletter
"On the Farm"
What's new in our class this week
We are learning songs, rhymes, and doing activities related to
New Letter
"Farm Animals"!
This week we will learn words that describe farm animals and how those animals are useful in everyday life. We will also talk about the different products we get from various farm animals, and we will sort animals by where they live (i.e. on the farm or in the forest).
Big "Q" and little "q"
Some "Q" words we will talk about are Quack, Queen, Quilt, and Quail!
Reviewing the Concept
Words in Sentences
Recognizing that individual words make up sentences is important as children learn to read and write. Beginning readers may point to each word as they read to make sure they read each on the page. When writing it is important for children to remember to separate words with spaces.
Songs we are singing
"Baa, Baa, Black Sheep"
"The More We Get Together"
Revisiting the Books: "The Little Red Hen" and "Little Quack"
We will revisit concepts learned in previous lesson, such as feelings, how words make sentences, and that stories can be real or make-believe. Since the children have heard both stories before, they will be able to read some of the pages independently. This reinforces that words make sentences and each word has an individual meaning. To review the concept of feelings, we will discuss how the other characters in The Little Red Hen may feel differently the next time the Hen asks for help, and how the ducklings' feelings changed after jumping in the water in Little Quack.
Letter Talk
"Letter Talk" is what we use to help children learn how to form letters!
Letter Talk for big 'Q'
Circle. Short slanted line.
Letter Talk for little 'q'
Circle. Straight line down. Curve right.
Draw letters in the air, in shaving cream on the counter or in the tub!
Letters to review
I, F, S, M, A, L, D, R, N, P, C, V, B, T, H, and E.
In this issue
Trophies Theme 17
Developing Early Language
and Literacy in Danville
Discover
Your Town
Petting Zoo
If you and your family want to get up close and personal with animals, take a drive to local petting zoo.
Petting zoos often have many animals that children can typically find on a farm, such as sheep, pigs, goats, horses, cows, chickens, and geese.
Theses petting area allow you and your child to get up close with animals.
* During your visit, have a scavenger hunt!
* Decide with your child what you will look for on the hunt.
* Talk with your child about what is safe to touch and what is not.
* After you leave, make up a story about the animals you saw. Help your child tell a story so that it has at least three parts: a beginning, middle and an end.
Try These Tips at Home
Help your child learn: Words Make Sentences
* Sing "Baa, Baa, Black Sheep" with your child and clap once for each word while singing . You would clap four times for "Baa, Baa, Black Sheep".
* Use sentences to label things in the house. You can tape small pieces of paper on different items and write a sentence to describe the item on the paper. ("This is a bookshelf.") Then, help your child read and point to each word in the sentence.
* Play "The Longest Sentence" game with your child to see who can make the longest sentence that makes sense. Lay down a place marker (cracker, button or penny) for each word that is said. Then, repeat the sentence by pointing to each marker as you say each word in the sentence.
Teach your child about the letters: Q and q
* Play a game with your child to see who can find the most words that include the letter "Q".
* Squirt some shaving cream on the counter or in the bathtub and let your child make the letter "Q".
Help your child learn more about: Farm Animals
* At the grocery store, talk to your child about the foods in your cart. Explain that eggs come from chickens that live on the farm and that milk and cheese come from cows.
* Sing "Baa, Baa, Black Sheep" and substitute the names of your family members when singing. For example, "One for Dequan, and one for Sally, and one for the little boy who lives down the lane".
Books related to theme
* "Animal Babies" by Arthur Gregor
* "Big Red Barn" by Margaret Wise Brown
* "Does a Cow Say Boo?" by Judy Hindley
* "Duck on a Bike" by David Shannon
* "Horse in a Pigpen " by Linda Williams
* "Is Your Mama a Llama?" by Deborah Guarino
Trophies Theme 17
Book Pick: "Mr. Brown Can Moo! Can You?" by Dr. Seuss
This remarkable rhyming book introduces children to the wonderful world of noises. The repetition will help your child understand that each word has a meaning (or stands for a sound). The story line is engaging, the pictures are outrageous, and the text is predictable, which is helpful to beginning readers. You and your child will enjoy reading this book again and again. There are plenty of noises and silly words for everyone to enjoy!
Published by Random House Books for Young Readers | 1,933 | 1,176 | {
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Eviriyanti Christina
Surakarta, Indonesia
I was born normal, chubby and cute. I only received the polio vaccine once when I was a baby. My mother breast-fed me exclusively for only three months. At the time, my family had economic problems, and sometime there was no money to buy milk for me. My health was not good, and I was often sick. When I was about 2 years old, I got a very high fever. My parents took me to the health center in my village, and the nurse gave me an injection in my left buttock. The next day I could not move my left leg. Some people said I'd contracted polio. Since then, my life has changed completely.
The best memories of my childhood were when I could run around my house, smiling and happy. Times became tougher when I started school. I was the only disabled child in my school. My classmates didn't want to have a friend like me because I was crippled. Actually, I hate remembering the part of my past that has made me hurt and sad. When I was in kindergarten, almost every day they pushed me against the wall and beat me. They threatened me that I should not cry, should not report what they've done to the teacher or my parents, and should not touch any toys. But when I started 4 th grade in elementary school, I started to find good friends. They helped me through the hard times and loneliness.
I had psychological problems because not everyone around me could accept me for who I was. I was often moody and irritable at home, but I couldn't tell them what happened at school, what people called me when I was walking, or that I was treated differently from other children. They often blamed me when I fought with other kids who teased me. My family thinks I'm moody, grumpy, and a troublemaker. Whatever happened in the past, I am not angry with them. I've tried to understand that my family didn't know to how to reach children with special needs. I've tried put in my mind that they actually loved me, but just didn't know to express their feelings. It's much better for me to think like that than to think about the bad things in my life and what hurt me.
Actually, my parents tried a lot of things to heal my left leg. For a couple of months, they took me for physiotherapy, but had to stop because of economic problems. Then they tried traditional medicines, took me to a shaman, tried drinking water magic, ritual healing, acupuncture, and much more. I'm tired of trying so many ways to make me better, because all of it was to no avail.
I experienced a lot of challenges to getting an education. At the time I graduated junior high school, while other children continued on to high school, I had to help my grandmother in the rice fields. My parents did not have enough money to pay for our education (my sister, my brother and me). Because I am disabled, my parents thought that there was no use for me to get higher education They thought that nobody could accept working with a person with a disability. But, long story short, there are some people that God sent to help me get a pretty good education.
It took a lot of effort to get a job. Many times I was rejected when applying for a job because of polio. Despite the sadness, feelings of failure and depression, I did not give up. I kept trying until I finally got a job.
Sometimes the demands of the culture and environment do not support us and creates an obstacle for disabled people to show their ability.
I have a dream that I can help at least one person in my life, give them hope like what I have now. I used to think my future was so dark, but with the help of good people, I have hope. | 1,194 | 821 | {
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Workplace Learning and Q fever:
Information for schools and external providers
Key messages:
- Q fever is a bacterial infection spread mainly from infected cattle, sheep and goats. It is often air-borne in dust and aerosols from infected animals. It causes a severe flu-like illness and sometimes leads to chronic infection.
- If teachers, students or parent/carers have any concerns they should seek advice from their local health authority or health practitioner.
- Students and staff are potentially at risk when participating in livestock-related agricultural activities while on workplace learning.
- Q fever is not a widespread illness and can be controlled by undertaking a Q fever screening and vaccination if required, and by following the procedures as set out by NSW Health.
- Where students plan to undertake workplace learning in environments with livestock they must be provided with information on Q fever and instructed and trained in the steps to reduce the risk of infection. This information must be provided as early as possible before workplace learning to enable students and their parents/carers to seek further advice and to take account of any screening and vaccination timeframes, should they choose this option. See section 3 below.
- There are no mandatory requirements except in relation to meat processing plants. The Australian Meat Industry Council can be contacted on telephone (02) 9086 2200 for the information package to support school student workplace learning in meat processing plants or refer to https://www.det.nsw.edu.au/vetinschools/worklearn/meat.html.
1. Key Information about Q fever includes the dot points above and the following:
- NSW Health Q fever fact sheet
http://www.health.nsw.gov.au/Infectious/factsheets/Pages/q-fever.aspx
- Q fever register and information
https://www.qfever.org/
2. Higher risk activities that should be avoided by non-immune staff and students
The activities to be avoided include those that expose the student, or staff making supervisory visits, to dust and aerosols, e.g.
- observing or assisting with animal birthing
- handling an animal's carcass
- handling birth products
- generating dust and aerosols when cleaning up birth products and animal excreta e.g. dry sweeping, using a high pressure hose.
1
3. Schools providing workplace learning activities that involve experiences in an agricultural environment must provide students with the NSW Health Q fever Factsheet and discuss this with the students. In addition, the following information must be emphasised during work ready programs/lessons that prepare students for work experience or VET work placement.
Following these procedures should reduce the risk of Q fever infection:
- washing the hands and arms thoroughly in soapy water or using a hand sanitiser after any contact with animals
- wearing appropriate PPE when washing animal urine, faeces, blood and other body fluids from the work site and equipment, and disinfecting equipment and surfaces where practicable
- removing clothing that may carry the bacteria before returning to the home environment
- wearing a mask when mowing lawns or gardening in areas where there are livestock or native animals
- drinking water taps should be in a suitable area located away from animals
- not eating or drinking while in an area that animals are housed or penned, and not putting their fingers in the mouth, because of the risk of infection
- taking meal-breaks and eating snacks well away from areas where animals are kept
- not consuming unpasteurised produce, for example milk or cheese.
4. For further information, follow the Department's Health and Safety Directorate's links below:
Student Safety https://detwww.det.nsw.edu.au/workhealthandsafety/risk-management-student-services/student-safety
Infection Control https://detwww.det.nsw.edu.au/media/downloads/directoratesaz/workhealthsafety/swl/proc/infectioncon trolprocedures.pdf
Contact with animals https://detwww.det.nsw.edu.au/media/downloads/directoratesaz/workhealthsafety/swl/fact/contactwitha nimalsoverview.pdf
5. If you have any queries, please contact the Student Pathways Advisor in Senior Pathways in Secondary Education on telephone 9244 5425.
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Prep Newsletter
It's Starting to look a lot like Christmas…
Literacy Time
During the Literacy Block, Prep students have been working towards developing their skills to read and write digraphs and recognise them in words. They have also been learning how to predict text before they read a book. They look for clues within the pictures and words and use their imaginations to predict what might happen in a story. Not all our predictions are exactly correct, but some of them are very close.
During writing times, the Prep students have been writing letters to Santa. They have learnt the structure of letters and concentrated on their grammar and punctuation.
LETTERS AND SOUNDS
We are learning the digraphs ure, oi & oo
READING
We are learning to predict texts before we read them.
WRITING & SPEAKING
We are learning to write letters, edit and use appropriate vocabulary.
Brigid Factor The Brigid Factor was an exciting and fun packed event enjoyed by all.
K-2 Disco The students had a wonderful time dancing away at our K-2 Disco. There were lots of games, and prizes were given away. A majority of the students purchased a refreshing icypole at the end.
1
Maths Time
During our Maths Block, students have been consolidating their learning from throughout the year. We have been revising learnt concepts and working towards building upon this knowledge.
The students have been completing Christmas Maths Activities and have been enjoying the challenges given to them.
Recently they have learnt about symmetry and how this can be important in Art and Maths, and how symmetry is often found in nature.
Santa's Workshop
In the Prep classroom the students have been having a jolly time making and creating in Santa's Workshop. They love to pop on their little Elf Hats and get busy. Here is a picture of Lottie after she designed her own Santa face
Humanities & Social Sciences
On Friday 4th November, Kinder, Prep and Grade One students headed off to Stanley to visit Highfield House and to experience what life was like in the 1800s.
The students were fascinated by the old house and it's surroundings. They loved the Cellar (or Fridge), the study which had a real shot gun, the school house with the rickety staircase and the kitchen with all the old fashioned gadgets and tools.
It was a wonderful day of learning and the following week, the Preps were able to show their learning by creating a story board and a map of their adventures.
RELIGION
During Religion lessons, the Prep students are learning about Advent. We know that this is a time of waiting and a time to show kindness and the Spirit of Jesus. We are also learning about the birth of Jesus and how this was a special and spiritual time.
We jointly made a giant Advent Calendar and the students take turns to select one each day. Underneath every picture is a kindness task for the students to work towards that has been created by one of their peers. Some of these include…..
'Opening the door for someone.' 'Make someone a crafty gift.' 'Pack someone's bag for them.' 'Bring in an item to donate.'
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To follow reading and discussion of
What I Wish I'd Done Differently in High School on page 10.
HIGH SCHOOL YEARBOOK: ACTIVITY 1
What I Wish I'd Done Differently in High School
INSTRUCTIONS
Teacher says: It is time to assess your high school years. After reading the article on page 10, think about your accomplishments since freshman year. Think about what you would do differently if given the chance and those things you can still change at this point.
➜ Hand out Individual Survey.
➜ Students will work individually on answering these questions.
➜ Students will share their answers (if comfortable) with the class.
Teacher says: What can the district/school/teacher/student government or club do to work on some of these issues starting in 9th grade?
➜ Students write a short letter to a 9th grader (anonymous) with advice.
➜ Have the students print the letters without a signature. Teacher will give these to a guidance counselor or freshman teacher to distribute to students. A suggested theme of the letter could be "If I knew then what I know now …."
TAKE IT TO THE NEXT LEVEL ...
The responses and questions from the freshman class can be a source of further discussion with the junior/senior class.
Teacher Needs
Class copies of the Individual Survey (next page)
Student Needs
Individual Survey
Pen/pencil
Laptop/desktop (with MS Word)
Printer access
Florida State Standards
LAFS.1112.R1.3.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
LAFS.1112.L.3.6
Acquire and use accurately general academic and domainspecific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.
LAFS.1112.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
INDIVIDUAL SURVEY
What I Wish I'd Done Differently in High School
INSTRUCTIONS: Read each of the items below. Answer each one as it pertains to your individual experience in high school.
1) What is your current GPA? Could this have been higher with more effort?
2) What has prepared you the best to take the SAT and the ACT?
3) What clubs/organizations have you taken part in since 9th grade?
4) Have you played a sport or been involved in any athletic program in high school? If so for how many years?
5) How would you evaluate your time management skills, i.e. getting school work completed, extracurricular activities, employment, etc. Circle One:
❍ Top Notch – I get it all done and have success at each!
❍ Time Waster – I cannot fit it all in, and something always suffers along the way.
❍ NOT – I cannot manage my time effectively to fit anything in except school work or employment.
6) Have you taken any Dual Enrolled classes? If so how many credits have you accumulated?
7) How would you evaluate your study habits? Circle One:
❍ Study alone is best for me!
❍ Studying in small groups would have helped me increase my success.
❍ Individualized tutoring would be a great help but I did not where to get the information.
8) Do you know the State of Florida requirements for achieving a high school diploma?
9) Up to this point in your high school career, do you have all the necessary requirements successfully completed?
10) Do you know who your school guidance counselor is and how often have you seen him/her since your 9th grade year?
11) Have you asked your guidance counselor to review your high school progress up to this point to figure out if you are on track for graduation?
12) List the community or volunteer programs you have taken part in during your high school career. How many volunteer hours do you have logged monthly?
*Share the answers in a class discussion if you are comfortable doing so. | 1,797 | 881 | {
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Creative Writing----Journal # 22-Mirror Poem
What the Mirror Said listen, you a wonder. you a city of a woman. you got a geography 5 of your own. listen, somebody need a map to understand you. somebody need directions 10 to move around you. listen, woman, you not a noplace anonymous 15 girl; mister with his hands on you he got his hands on some damn 20 body!
- Lucille Clifton
Discussion Questions…
1. Who is the narrator of this poem? What is his or her tone?
2. To whom is the narrator speaking?
3. What words are repeated throughout the poem? What is the effect of this repetition?
4. What extended metaphor is used between lines 3-13?
5. Where do you see parallelism? Why is effective?
6. Why is it appropriate for this poem to have short lines? How do the short line lengths of this poem affect the way it is read and understood?
7. Does Clifton use end-stopped or enjambment? Why is this usage appropriate? What effect does this usage have on the way the poem is read and understood?
8. Remember that poetry, unlike prose, can break rules. What traditional rule of writing is broken in this poem? How is it significant?
9. What is the purpose of this poem? In other words, what is the mirror trying to get the person in the poem to realize?
In your journals brainstorm your own mirror poem…
1. If you'd look into the mirror what would the mirror say back to you? (Don't just focus on your appearance. Consider focusing on your internal self.)
2. What is your mirror trying to teach you or what does your mirror want you to see that you are not seeing?
3. What kind of tone (attitude) does your mirror have?
4.
What kind of language does your mirror use? (slang, formal, etc…) Describe.
5. In Clifton's poem, the mirror addresses the person as "woman." This is called an apostrophe. How does the mirror repeatedly address you?
6. In Clifton's poem, the mirror uses the word "listen" to get the person's attention. What word does your mirror use to get your attention?
7. What extended metaphor will the mirror use to describe you?
In at least 20 lines, write a mirror poem where the narrator is a mirror speaking to the reflection. Include an extended metaphor (throughout), repetition, apostrophe, parallelism, enjambment, short line lengths, and a lesson. | 943 | 532 | {
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XIV. Some Simple Techniques For Harmonizing Melodies
Note: Some fingerstyle technique, or pick + fingers, will be required for many of the following examples.
A. Melody + Bass Note
This is perhaps the most intuitive, and also the most useful, way to get started with chord-melody arran ging on the guitar, especially for solo arrangements. It's a simple idea really. Find a fingering that allows you to play the melody and the Root of the chord (or the indicated bass note of a slash chord-symbol) at the same time, and see if there are any grips for the chord in question that you are already familiar with nearby, i.e. within the reach of your fretting hand.
1. If you are working from a Concert lead sheet, play the melody in the octave it actually sounds. Remember that Concert Middle C equals the 3rd spaced C on a part written specifically for guitar. So, if you see Middle C on a Concert lead sheet, it is the C that is fingered on the 2nd string - 1st fret, or the 3rd string - 5th fret, etc. that you're supposed to play; not the low C on the 5th string at the 3rd fret.
2. Play the bass note in the lowest possible location that the melody will allow so that the chord sounds as full as possible. We are trying here to develop the ability to perform solo guitar. So, in general, the fuller it sounds, the better. These techniques are a bit less suitable if you're playing with a bass player.
3. If there is a series of melody notes that are all on the same chord, then try to find a fingering that will allow you to sustain the bass note while you execute all the melody notes. There will, however, be many situations where you will want to re-strike the Root, perhaps even on a different string, and/or in a different octave.
4. See if there are any grips for the chord that are already familiar to you that lie within your fretting hand's reach.
Eg. If you were presented with the following lead sheet: + b
Which could become this: + Guitar
b
b
b
b
b
or something similar.
* Try this with many, many tunes.
* Try this with EVERY tune you are working on!
B. Harmonizing A Melody With Shell-Voicings
1. Four-Note Voicings
Goal: To harmonize a simple melody (consisting mostly of notes with a long duration) with a 4-note voicing. Note: Use voicings with only the Root on the bottom for now. I.e. No inversions, even if indicated by a slash chord-symbol. Also, for this to work, the melody note(s) must be finger-able on either the 1st, 2nd or 3rd strings. Eg. No melody notes lower than G below concert middle C. For now, we always want the 3rd and the 7th to be present in our voicing, and we want the root on the bottom. It's usually best to not double any notes. Try to make each note count.
1. If the melody note is either the 3rd or the 7th of the chord, then first figure out the lowest possible spot on the fretboard where you can finger the Root along with the melody note, and allow for at least 2 other strings in between the melody note and the bass note. Remember, we're after a 4-note voicing here.
* If the melody is the 3rd of the chord, then between the melody and the Root, add the 7th, and either:
- or an available tension (be careful not to create any bad sounding ∫2's or ∫9's)
- the 5th
- or double the Root (in addition to the bass note - in a higher octave of course)
So the possibilities here are (depending on what is playable due to the specifics of the tune):
- or double the 3rd (in a lower octave than the melody).
1 5 7 3, 1 3 7 3, 1 9-or11-or13 7 3, 1 7 5 3, 1 7 9-or1-or13 3
* If the melody is the 7th of the chord, then between the melody and the Root add the 3rd, and either
- or the Root (in a higher octave than the bass note)
- the 5th
- or a colour tone.
[In a voicing with the 7th in the lead (i.e. the top note), doubling the 3rd usually results in an awkward voi cing.]
- It is usually best not to double the 7th, but sometimes it can work very nicely.
Possibilities: 1 3 5 7, 1 5 3 7, 1 9-or11-or13 3 7, 1 3 9-or11-or13 7. | 1,633 | 1,073 | {
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Grade 8 Curriculum Topics *subject to change*
English
- Language: grammar, increasing vocabulary, reading comprehension, writing skills, how to write an essay, creative writing
- Drama: Romeo & Juliet or A Midsummer Night's Dream William Shakespeare
- Contemporary Drama
- Drama: creative writing from fiction stories
- Poetry: selection of poetry from Shakespeare to the present; poetic forms; creative work
- Novel: Lord of the Flies – William Golding
- I'm the King of the Castle – Susan Hill
- And Then There Were None – Agatha Christie (plus writing a crime story – creative work) Short Stories – a selection of contemporary works
Mathematics
Humanities
Science
- Number: Sets of Numbers, Ratio, Indices, Percentage
- Algebra: Algebraic Expansion/factorisation, Solving Equations (linear, quadratic, simultaneous), Algebraic fractions, Coordinate Geometry
Shape & Space:
- Length & Area, VolumeCapacity
- Geometry & Trigonometry: Geometry of Polygons, Pythagorean Theorem, Trigonometry
- Probability & Statistics: Representing Data (Pie charts, Bar charts), Mean, Median, Mode, Probability Scale, Probability of single event
- Getting to know one another
- Population
- Migration
- Age of Exploration (past and present)
- Systems of Government
- The Slave Trade
- Planning and carrying out investigations
- Food and digestion
- Respiration
- Healthy lifestyles
- Drugs and their effects on the body
- Gravity and space
- The solar system and beyond
- Magnets and electromagnets
- Sound and hearing
- Light
- Reactions of metals and their compounds
- The use of metals in society
- Rocks, weathering and the rock cycle
Music
- Musical Moments: Composing in groups. Performing and Analysing Reggae Music. Revision of musical vocabulary plus chords and offbeat rhythms. Vocal skills & use of own instruments.
- Focus on keyboard skills through Ragtime music and Traditional Jazz.
- Personal performance project -performing skills on own instrument and attention to dynamics, phrasing, accuracy of notes and tempo
- Musical vocabulary focus: Keyboard instruments, Vamp chords, syncopation, Intervals within an octave and compound intervals. Chords and Key signatures in simple keys.
- Musical analysis with opportunities to perform or compose in a style of their choice
- History of Music project
- Programme music, The Sonata, Sonata Form, Minimalism & Electronic Music
Grade 8 Curriculum Topics *subject to change* | 1,240 | 523 | {
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Step 1: Receptive
D
S:
"Touch the ___."
"Give me the ___."
"Show me the ___."
"Where is the ___?"
Example: "Where is the pilot?"
S R : The child will give or touch the correct photo.
Example: The child touches, points to or gives the photo of the pilot.
Prompt: Physical (Hand Over Hand), Verbal (Verbally announce the correct answer to the child), Gesture (Point to or Tap the correct answer)
Note: It is important to have multiple photos of one target. For example, during one sitting, you may present a photo of a pilot in the cockpit of the airplane, next sitting use a photo depicting a pilot standing next to an airplane; yet, in another sitting use a photo depicting a pilot standing in the airport.
Field Size: This depends on the child. Typically, you would start with three items on the table and gradually increase to ten items. Some children require starting with one item on the table and increasing the field size by one, after two or three, correct responses (start with one and gradually increase to the typical starting field size of three within two to three correct responses). Continually change the cards on the table and their location on the table.
General Target Examples:
Community Helpers & Professionals
Step 2: Expressive (Tacting)
S
D:
"Who is it?"
"Tell me who this is?"
Example: "Who is it?" (while holding up a photo a nurse)
S R : The child responds in phrases.
Example: "That's a nurse." Or "It's a nurse." Or "A nurse." Or "Nurse
Prompt: Verbal (Verbally announce the correct answer)
General Target Examples:
Step 3: Job Descriptions
D
S:
"Who would _____?"
"Tell me the person that would ____?"
"Name someone that would ___?"
Example: "Who would help sick people?"
S R : The child responds with the correct person.
Example
: "A doctor would help sick people." Or "A doctor." Or "Doctor"
General Target Examples:
Step 4: Reverse Job Descriptions
S
D:
"What does a ____ do?"
"Tell me what a ____ would do?"
"Name something that a ___ would do?"
Example: "What does a teacher do?"
S R : The child responds with the correct person.
Example: "A teacher grades papers." Or "Grades papers" or "Works at a school"…
Prompt: Verbal (Verbally announce the correct answer), Visual (Show the child a visual representation of the answer such as a photo or written word)
Target Examples:
Pilot flies an airplane
Police officer
Soccer Player
helps you when you are lost, writes speeding tickets, drives a police car, wears a badge kicks a soccer ball, has a soccer coach, plays in tournaments
Teacher teaches children at school, grades papers, works at a school
Step 5: Who would need …?
S
D:
"Who would need a ___ to do his/her job?"
"Tell me someone who would need a ___ to do his/her job?"
"Name someone that would needs a ___ to do his/her job?"
S R : The child responds with the correct person.
Prompt: Verbal (Verbally announce the correct answer), Visual (Show the child a visual representation of the answer such as a photo or written word)
Target Examples:
Step 6: Reverse Who would need?
S
D:
"Tell me something a ___ would need to do his/her job?"
"What would a ___ need to do his/her job?"
S R : The child responds with the correct person.
Prompt: Verbal (Verbally announce the correct answer), Visual (Show the child a visual representation of the answer such as a photo or written word)
Target Examples:
Step 7: Who would say?
S D : "Who would say _?" "Who might say _?"
S R:
Prompt: Verbal (Verbally announce the correct answer), Visual (Show the child a visual representation of the answer such as a photo or written word)
Target Examples:
Step 8: Reverse Who would say?
D
S:
"What would a _ say?"
"Tell me something a _ might say?"
R
S:
Prompt: Verbal (Verbally announce the correct answer), Visual (Show the child a visual representation of the answer such as a photo or written word)
Target Examples: | 1,837 | 933 | {
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Math 9
Name: ____________________________
6.4 – Solving Linear Inequalities
Date: ____________________________
Review: Which of the following is a solution to:
1
33
x
? -3
2
0
1
33
Graph: 7 c
2 m
Adding/Subtracting to an Inequality
Add the same number to both sides of each inequality and see if the inequality remains true:
7 2
5 0
10 15
15 30
Subtract the same number from both sides of each inequality and see if the inequality remains true:
7 2
5 0
10 15
15 30
Conclusion: When we add/subtract the same number on both sides, the inequality ________________________.
Multiplying/Dividing Inequalities
Multiply and divide each inequality by a POSITIVE value and see if the inequality remains true:
7 2
5 5
10 15
15 30
When we multiply or divide an inequality by a POSITIVE value, the inequality _____________________________.
Multiply and divide each inequality by a NEGATIVE value and see if the inequality remains true:
7 2
5
5
10 15
15 30
When we multiply or divide an inequality by a NEGATIVE
value, the inequality ____________________________.
Solving Inequalities
When solving inequalities we use the same rules that we used for solving equations…
EXCEPT…. If we have to multiply/divide by a negative number, we must reverse the inequality symbol.
Solve:
2 4 10 x
Solve:
2 4 10 x
2 4 10 x
Solve:
Solve:
Solve the following inequalities and graph the solutions:
4.2
2
x
x
6.5
2 4 10 x
y
5
8
5
8
2.5
x
15 3
7
w
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Geelong Advertiser
What is a bandicoot?
Southern brown bandicoots are small, fast moving, ground-dwelling marsupials. They are mainly nocturnal but can be seen during the day. They are secretive and rarely venture far from cover.
What do they look like?
Southern brown bandicoots have a streamlined body with a long pointed snout, small round ears, large rump and short thick tail. They have coarse, grey-black, golden-tipped coloured fur with a pale coloured belly. They bound rather than run and are about the size of a half-grown cat.
Why are they important?
Eight species of bandicoots once lived in South Australia, now only one remains. KI is likely to be an important refuge for bandicoots because it is fox-free. The southern brown bandicoot is the last bandicoot species naturally occurring in the state and is now listed as endangered nationally.
Where do they occur on Kangaroo Island?
Southern brown bandicoots occur throughout Kangaroo Island except for areas heavily cleared of native vegetation.
Have you seen a southern brown bandicoot?
FACT SHEET AUGUST 2015
Fast facts:
Scientific name: Isoodon obesulus obesulus
Diet: insects, spiders, fungi and plant roots, seeds and berries
Breeding season: late winter to mid-
summer
Length of pregnancy: 14 days
Litter size: 2–3
Pouch life: 2 months then independent
Longevity: 3–5 years
Weight: average 700 g (females) and 850 g (males)
Habitat: native vegetation with a dense shrub layer
How to find southern brown bandicoots
Southern brown bandicoots are skilled at digging for their food under leaf litter and in the soil. Their front legs are short with curved claws to dig small, deep conical-shaped holes between 3–10 cm wide and 6–15 cm deep. Several holes are often found close together.
Nests are made into distinct mounds from the surrounding leaf litter and soil. Old yaccas with leaf skirts reaching to the ground provide good nesting and shelter sites.
A thick, dense layer of shrubs near the ground protects southern brown bandicoots from cats, birds of prey, snakes and goannas, and provides ideal nesting sites.
scats
Southern brown bandicoot scats (poo) are firm and cylindrical with a smooth, mud-like surface. They are 25-50 mm long and 8 mm in diameter. They are easily broken to reveal small pieces of insects and soil. The scats are often found near their diggings.
Text and nest, scat and track images from:
Triggs, B. 1996. Tracks, scats and other traces: A field guide to Australian mammals. Oxford University Press, Australia.
PLEASE REPORT SIGHTINGS TO
Natural Resources Kangaroo Island
37 Dauncey Street Kingscote SA 5223
P 08 8553 4444
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PM – Calculus Assignment Distinguishing Between Product of Functions & Composite Functions
fxgx
F
F
F
f x
F
g x
is a product of two functions:
1 2
where:
1
2
Note: i) Bothfand ghave a simple input of just x! Both are functions of just x.
ii) It is read: "
f x times
g x"
f g x is a composition of two functions, i.e. "A function of another function."
Note: i) The input to fis not just x- the input to fis another function, g. (The input to gcan be just x).
ii) It is read: " f of
g x"
iii) fis called theOutside Functionand gis called theInside Function.
Examples
1.
2
cos
x x
Read it: "
2
xtimes
cosx"
Product
fand gare both functions of just x Product
2.
2
cosx
Read it: " Cosine of
2
x"
Composition
Outside function:
cos
Inside function:
2
x
3.
4
2
2 3 x x
Read it: " 4
th
Power of
2
2 3 x x
" Composition
Outside function: 4
Inside function:
2
2 3 x x
4.
sinx
e
Read it: " e of sinx"
Composition
Outside function:
e
Inside function: sinx
5. sin
x
e x
Read it: "(e of x) times (sine of x) " Product
Both functions are functions of just x Product
Determine if the following are a product or a composition of functions.
i. If it is a product, state the two individual functions.
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CASE: HEART SYMBOL-LABELLED MEALS Healthy food does not have to be more expensive – on the contrary
Municipalities can improve the population's health by ensuring that the meal services offer healthy meals in line with the Finnish dietary guidelines. For example, almost one million Finnish people eat their lunch at school every day.
The Heart Symbol helps people make healthy meal choices. The symbol also helps meal services prepare meals according to the current dietary guidelines. In order to fulfil the Heart Symbol criteria, the meal's salt, saturated fat and sugar content should be within the limits defined in the guidelines.
Today, around 250 restaurants already offer meals marked with the Heart Symbol. This number mostly includes public sector organisations, such as municipalities and hospitals. For municipalities, healthy food is an effective investment to promote health and work ability across the population. Offering healthy meals helps people adopt healthy eating habits and, at best, they will maintain these habits at home as well.
Costs:
According to a report by the Finnish Heart Association, meals marked with the Heart Symbol are not more expensive than other alternatives. Organisations pay a small fee for the right to use the symbol.
Savings:
The savings will come, for example, from the reduction of salt intake. Meals marked with the Heart Symbol are estimated to contain 1–2 grams less salt. If the entire population of Finland reduced their salt intake by one gram per day, the society would save 51–87 million euros per year in health care expenses.
According to the National Institute for Health and Welfare, the incidence of heart attacks would go down by 1,080 a year and strokes by 690 if the whole population of Finland reduced their salt intake by two grams a day. The decrease in salt intake would save the society 200 million euros per year in health care costs and increase the number of healthy life years by a total of 5,000 years.
However, only a part of the population can be influenced through mass catering services.In Finland, mass catering services play an important role in people's diets as 30–50% of employees and students eat their lunch at a staff restaurant.(Kiiskinen et al. 2008.)This means that meals marked with the Heart Symbol can have an impact on 30–50% of the salt intake of the population.
If 30% of the population reduced their salt intake by 1 gram a day, the society could save around 26 million euros a year in health care costs according to the more optimistic saving estimates (estimate of 87 million euros).
Sources:
* Presentation by docent Antti Jula at the THL seminar "Suola – Näkymätön vaara", 08/02/2011. https://www.evira.fi/files/attachments/fi/vrn/2.jula_terveyshaitat.pdf
* Projected Effect of Dietary Salt Reductions on Future Cardiovascular Disease. NEJM 2010; 362: 590-9.
* http://ammattilaiset.sydanmerkki.fi/ammattikeittiot
* Kiiskinen et al., Terveyden edistämisen mahdollisuudet – Vaikuttavuus jakustannusvaikuttavuus [Options of health promotion – effectiveness and cost-effectiveness], Ministry of Social Affairs and Health, 2008. | 1,453 | 687 | {
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Sixth Form Entrance 2017
ART HISTORY
1 hour
Please use the writing paper provided and write your name and present school clearly on all sheets of paper used.
Answer any two of the following questions.
You can understand 'Art' to refer to any recognised visual medium (painting, sculpture, photography, prints, video art, performance etc.)
Please refer to named works of art and buildings whenever possible.
1. The coverage of art and architecture in the media is superficial and sensational. Do you agree?
2. How can art respond to events? Can it make a difference in shaping our view of history?
3. Give your views on architecture, referring both to a building (or buildings) of the past and a building (or buildings) of today.
4. What purpose(s) do museums of art serve?
5. Discuss a work or works by a single named artist (painter, sculptor, photographer etc) and analyse her/his style and the meaning of her/his work(s).
6. Is your idea of what is beautiful better than mine?
2
Sixth Form Entrance 2015
ART HISTORY
1 hour
Answer any two questions, spending equal time on each.
Please use the writing paper provided and write your name and present school clearly on all sheets of paper used.
NB 'Art' and 'artist' in these questions refers, respectively, to any type of visual art – painting, sculpture, photography, installation etc. – and any maker of art. Wherever appropriate, you should try to refer to named examples in your answers.
1. What is involved in 'looking at art'? Is looking at art different from watching a film, reading a book or listening to music?
2. Does art have the power to change the world?
3. Explain why a particular building interests you.
4. Do you think a knowledge of an artist's biography is important for understanding her/his art?
5. How important is tradition in art and/or architecture?
6. Is a painted portrait a more revealing depiction of the subject than a photograph?
End of Examination
2
THE KING'S SCHOOL, CANTERBURY
SIXTH FORM ENTRANCE EXAMINATION 2014-2015
HISTORY OF ART 1 Hour
Please use the writing paper provided and write your name and present school clearly on all sheets of paper used.
Answer any two questions. You should not refer to a chosen example in more than one answer.
1. Discuss a work of art (painting, sculpture or a work created in any media) or a building that has been made in the last hundred years.
2. What qualities contribute to a successful building? Refer to at least one named example.
3. Does an artist's or an architect's biography have a significance for our understanding of their art/architecture? Refer to at least one named artist or architect in your answer.
4. Why are there museums? And why should we visit them?
5. Does art exist to give pleasure? Refer to at least one named work of art (painting, sculpture or work in any media) in your answer. | 1,264 | 638 | {
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Student Sneak Preview
UNITED STUDIES
Laura D from Spain (Female, age 15) 2019-2020 Academic Program
Current Grade Level:
Intended grade in U.S.:
10th grade
11th grade
English Score:
Religious Affiliation: Catholic
Profession of Parent(s): Father: Horse veterynarian; Mother: Teacher
Favorite Sports:
I practice in Spain tennis and I ride horses, but last year I used to practice volleyball and I really enjoy it! My family and I try to ski all we can, because we live in a hot area of Spain, and I'm pretty good. Also when I was smaller I used to dance ballet and later I practiced Rhythmic Gymnastics but I left it two years ago.
Favorite Activities:
I love art, but the thing I most like to do is to read, it makes me feel in a different dimension, I also like things about automobiles; I wanted to have this ear the motorcycle license, but my fathers won't let me buy one, so I don't have it. Every single time I listen to music I found myself, it's the way I can express myself
Willing to live with pets: OK
Age as of August 15th: 15
Able to live with smokers: Yes
Allergies: No
Special Dietary Restrictions: No
Student's Letter (Excerpt):
Hi, my name is Laura, I'm fifteen years old and I'm a Spanish teenager. First of all I just want to thank you for having me a year, for welcoming me in your family, I really appreciate it! It's one of my biggest dreams, I always wanted to go to USA to know your culture and your way of life. Perhaps I can teach you how to cook a Spanish omelet and other typical Spanish food!
Now I'm going to talk about me. I'm the biggest of three siblings, my mom is a teacher and my dad is a horse veterinarian, so this explains why we grew up with lots of animals; I still remember when I was almost four and we were in our countryside with all our family (and we're a lot) and my great grandmother was still living, I used to ride "Fari", a big old dog that we had, because I thinked he was a horse, I loved him! My brothers and I used to ride our horses in the countryside since we were three or four.
I also practiced ballet and later rhythmic gymnastics, I really love to dance but I left it two years ago. Actually, I play tennis and I ride horses, it makes me feel relax and calm, I'm a very sportive girl, because all my family loves to practice any sport.
Talking about me I have to say that I'm a responsible girl who don't like lies, I really don't. I am very outgoing and simple but I also love to care myself, fashion, makeup… And that's because I'm a little bit coquette, I'm also clueless but I try really hard to change it, I'm honest and I always try to be as polite as I can. I feel that I'm an independent teenager, because I love to be aware of my things.
I love to hang out with my friends every weekend (it's normal in Spain) and we just to talk about our lives and laugh together, because I go to a different High School than them, we go to parties and we dance with each others, they're just amazing.... | 1,165 | 726 | {
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Common%Core%Math%in%8 th %Grade%
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Extensive work with linear equations (equations whose graph is a line) ties together much of what your student will learn this year. They'll understand them in the context of functions and represent them using tables, graphs, and equations. They'll take data that suggest a linear relationship, find an appropriate line, and make predictions based on the graph or the equation. Geometry will center around lines as well-shifting, stretching or reflecting 2- and 3-dimensional objects using specific lines as a reference. Linear functions will be one basis for understanding more complicated functions such as quadratic and trigonometric functions, and links to the extensive 6 th ad 7 th grade work with proportional relationships. They will also be analyzing angles formed when lines intersect, and finding the distance between two points on a line using the Pythagorean Theorem.
Examples:
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A great activity that introduces the use of linear equations is "Barbie Bungee". Students experiment by measuring how far Barbie falls when using a "bungee cord" made up of a few rubber bands linked together. Then they make predictions about how many rubber bands would be needed for a much higher drop, based on the linear graph that emerges from their data.
One teacher who popularized this is Fawn Nguyen, a middle school teacher in California who shares her classroom activities on a blog. Other teachers, including some in Lane County, have used things like water balloons in place of Barbie. Here's Fawn's description of Barbie Bungee. The overheard student comments are great! http://fawnnguyen.com/barbie-bungee/ (see reverse)
In this Teaching Channel Video students use different methods to find the line of best fit as well as analyzing the linear equation. https://www.teachingchannel.org/videos/stem-lesson-ideas-bungee-jump
An activity like this provides a very concrete context for interpreting the different parts of a linear equation. Why does the line cross the y-axis at this point? Where does that number come from? These are questions that students can address in a natural way here, so that lines to them aren't just "y = mx + b"
Tips%for%parents:%
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* Encourage productive struggle and perseverance. Careful and complete reasoning is much more important than quickly arriving at an answer.
* There are skill-based supports emerging that are aligned with Common Core. The Khan Academy is working hard to create worthwhile tasks, for example. But if your child needs extra support, you might consider working together with your child on an activity like the Barbie Bungee one or activities from Mathalicious, which because they are interesting and sometimes "real world" are more likely to engage them.
* There are many contexts in which linear functions arise, for example costs of cell-phone plans as discussed in the high-school handout. If you or someone you know can point this out and use them to show why the material is important and how what they are learning in school is a helpful skill, This can help motivation and engagement at a challenging age.
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Barbie Bungee
OBJECTVE: In teams, create a bungee line for Barbie to allow her the most thrilling, yet SAFE, fall from a height of 3 meters. First Measure Barbie's height for up to six rubber band lengths, and record in a table
Once groups made their prediction, I drop Barbie. (The numbers on the left were their initial guesses before doing anything else.)
This was a blast!! I had two kids lying on the ground with meter sticks as judges. We clearly had a winning jump when one group's Barbie came within 2 cm of the floor.
What I heard around the room: "I noticed the centimeters went up by 10 on average." "Her height is the y-intercept." "Nine rubber bands is approximately 100 cm, so we need…" "Stop stretching the rubber bands, you're gonna ruin our estimate!" "Each meter stick is 98 cm. (His two teammates did not say anything when they heard this!)" "I have to re-do our graph. I stuck it too close to the top, and the line of best fit has nowhere to go." "You're not supposed to connect the dots!" "This was so much fun!" "Oh, I didn't realize how stretchy the rubber bands got." (To which another student said, `Hello, it's rubber.') "Ken is heavier [than Barbie]. We forgot this." "Hair centimeters! She was that close!"
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Handwriting - End Points
With the Rainbow Education Multi-Academy Trust, the handwriting programme we use and teach is called Nelson Handwriting. Nelson Handwriting is a whole-school programme designed to help all children develop a confident, legible and personal handwriting style and meet higher curriculum expectations.
National Curriculum Expectations
YR Pupils should be taught to:
* Hold a pencil effectively– using the tripod grip in almost all cases.
* Begin to show accuracy and care when drawing.
* Write recognisable letters and numbers, most of which are correctly formed.
Y1 Pupils should be taught to:
* sit correctly at a table, holding a pencil comfortably and correctly
* form lower-case letters in the correct direction, starting and finishing in the right place
* form capital letters
* form digits 0-9
* understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways)
* leave spaces between words.
Y2 Pupils should be taught to:
* form lower-case letters of the correct size relative to one another
* start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
* write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
* use spacing between words that reflects the size of the letters.
Y3 ● Pupils should be taught to:
* use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
* increase the legibility, consistency and quality of their handwriting (e.g. ensure downstrokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch).
Y4 ● Pupils should be taught to:
* use the diagonal and horizontal strokes that are needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
* increase the legibility, consistency and quality of their handwriting (e.g. ensure downstrokes of letters are parallel and equidistant; lines of writing are spaced sufficiently so that the ascenders and descenders of letters do not touch).
Y5 ● Pupils should be taught to:
* write legibly, fluently and with increasing speed by:
- choosing which shape of a letter to use when given choices
- deciding whether or not to join specific letters
- choosing the writing implement that is best suited for a task
Y6 ● Pupils should be taught to:
* write legibly, fluently and with increasing speed by:
- choosing which shape of a letter to use when given choices
- deciding whether or not to join specific letters
- choosing the writing implement that is best suited for a task | 1,172 | 588 | {
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The Glapton Academy Year 3/4 Newsletter Spring Term 1 - 2024
Topic
Book recommendation
Our topic this half term is 1066.
As historians, we will be developing our knowledge and enquiry skills, about the events of 1066. We will be learning about the 3 contenders for the throne in 1066 and the Battle of Stamford Bridge. We will learn about why the Battle of Hastings is one of the most significant events in history as it led to the Norman conquest of England. We will be learning about Motte and Bailey castles and their purpose. We will learn about the Norman's rules which allowed kings to lead without democracy.
Homework
All children will be given homework every Friday. This must be completed and handed in by the following Thursday. Homework will either be an opportunity for children to ask questions about their learning, or a consolidation of learning that has taken place in school. We will also provide a homework menu, which will cover a range of different subjects and skills.
Children can choose as many additional tasks as they like to fit in with their busy schedules at home.
As we will be learning about the events of 1066, we recommend that the children engage with the book '1066 (I Was There...) by Jim Eldridge.
The book tells the thrilling story of a young page boy at the heart of the
Battle of Hastings. Edwin risks everything to infiltrate the Norman army and find out William of Normandy's plans for King Harold.
English
In terms of our reading this half term, we will be continuing to develop our skills of vocabulary, inference, prediction, explanation, retrieval and summarising, with a particular focus on explanation and summarising. We will do this through our VIPERS sessions, where children are given a chance to explore and analyse different texts.
In English, we will be working towards writing a setting description, an informal letter and narrative poetry, all of which will be inspired by the book 'The Iron Man by Ted Hughes.
Maths
In our maths lessons this half term, we will be continuing to develop our knowledge and understanding of multiplication and division, as well as length, perimeter and area. Children will be using their knowledge of these mathematical concepts to estimate answers to questions and to solve problems. We will be exploring the relationship between multiplying by 10 and 100, developing our understanding of dividing 2-digit numbers by 1; measuring and comparing lengths and adding and subtracting lengths.
We will continue with our big push on times-tables, as these form an important basis for many areas of the maths curric- ulum. Please encourage your child to access Times Tables Rock Stars as often as possible to support them with this essential knowledge. The children's usernames can be found in their Partnership books.
Partnership Books
Spellings
This term we will be continuing to use our reading reward system. Each class will become 'Reading Rocketeers' aiming to get to 'space' (200 reads) by the end of the academic year. Children are encouraged to read at home every day and to make a note in their partnership book each
time. After every 20 reads, they will get one step closer to space and will be rewarded with a token which they can 'spend' on prizes and, of course, books!
Dates for your diary
8th - 12th January: Behaviour Week
15th January: Thank You Club
18th January - Sycamore Class Assembly 2.45pm
25th January - Alder Class Assembly 2.45pm
25th January: Young Voices
30th January: Parents' Evening
1st February: Parents' Evening
8th February: Thank You Club
9th February: Break up for half term
Children return to school - 19th February 2024
Maths Vocabulary
- factor
- product
- divisor
- dividend
- quotient
- multiple
- chart
- bar chart
Library
Our library days are:
Oak: Tuesday
Sycamore: Monday
Alder: Wednesday
Please bring books so we can change them.
All children will be given spelling words to learn each Friday.
PE
Sycamore's PE day will be Monday this half term.
Oak's PE day will be Thursday this half term.
Alder's PE day will be Monday this half term.
Please ensure your child has the correct PE kit clearly labelled with their name. Earrings must be removed for this day.
These should be practised at home as often as possible and different words with the same spelling pattern will be tested in school the following Friday.
PE kit consists of:
Plain black joggers, white t shirt and sweat top
Trainers
We look forward to continuing to work with you and your children this half term.
Miss Neville, Mrs Lomax and Miss Padhiar | 1,942 | 1,009 | {
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Story of Units 5 th Grade Application Problems Module 1
Lesson 1
Farmer Jim keeps 12 hens in every coop. If Farmer Jim has 20 coops, how many hens does he have in all? If every hen lays 9 eggs on Monday, how many eggs will Farmer Jim collect on Monday? Explain your reasoning using words, numbers, or pictures.
Lesson 2
A school district ordered 247 boxes of pencils. Each box contains 100 pencils. If the pencils are to be shared evenly amongst 10 classrooms, how many pencils will each class receive? Draw a place value chart to show your thinking.
Lesson 3
Jack and Kevin are creating a mosaic by using fragments of broken tiles for art class. They want the mosaic to have 100 sections. If each section requires 31.5 tiles, how many tiles will they need to complete the mosaic?
Lesson 4
Mr. Brown wants to withdraw $1,000 from his bank and in ten dollar bills. How many ten dollar bills should he receive?
Lesson 5
Jordon measures a desk at 200 cm. James measures the same desk in millimeters, and Amy measures the same desk in meters. What is James' measurement in millimeters? What is Amy's measurement in meters? Show your thinking using a place value mat or equation using place value mat or an equation with exponents.
Lesson 6
Ms. Meyer measured the edge of her dining table to the thousandths of a meter. The edge of the table measured 32.15 meters. Write her measurement in word form, unit form, and in expanded form using fractions and decimals.
Lesson 7
Craig, Randy, Charlie, and Sam ran in a 5K race on Saturday. They were the top 4 finishers. Here are their race times:
Randy: 32.2 minutes
Craig: 25.9 minutes
Charlie: 32.28 minutes Sam: 25.85 minutes
Who won first place? Who won second place? Third? Fourth?
Lesson 8
Organic, whole-wheat flour sells in bags weighing 2.915 kilograms. How much flour is this rounded to the nearest tenth? How much flour is this rounded to the nearest one? What is the difference of the two answers? Use a place value chart and number line to explain your thinking.
Lesson 9
Ten baseballs weight 1,417.4 grams. About how much does 1 baseball weigh? Round your answer to the nearest tenth of a gram. Round your answer to the nearest gram. If someone asked you, "About how much does a baseball weigh?" which answer would you give? Why?
Lesson 10
At the 2012 London Olympics, Michael Phelps won the gold medal in the men's 100 meter butterfly. He swam the first 50 meters in 26.96 seconds. The second 50 meters took him 25.39 seconds. What was his total time?
Lesson 11
After school, Marcus ran 3.2km and Cindy ran 1.95km. Who ran farther? How much farther?
Lesson 12
Patty buys 7 juice boxes a month for lunch. If one juice costs $2.79, how much money does Patty spend on juice each month? Use an area model to solve.
Extension: How much will Patty spend on juice in 10 months? In 12 months?
Lesson 13
Louis buys 4 chocolates. Each chocolate costs $2.35. Louis multiplies 4 x 235 and gets 940. Place the decimal to the show the cost of the chocolates and explain your reasoning using words, numbers, and pictures.
Lesson 14
A bag of potato chips contains 0.96 grams of sodium. If the bag is split into 8 equal servings, how many grams of sodium will each serving contain?
Bonus: What other ways can the bag be divided into equal servings so that the amount of sodium in each serving has two digits to the right of the decimal and the digits are greater than zero in the tenths and hundredths place.
Lesson 15
Jose bought a bag of 6 oranges for $2.82. He also bought 5 pineapples. He gave the cashier $20 and received $1.43 change. What did each pineapple cost?
Lesson 16
Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay? | 1,682 | 956 | {
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Chapter 2: Drawing the Color
Line Tasks Overview
Summary:
Chapter 2 looks forward to the 17th century and the creation of the "color line" in the colonies that would become the United States. The story begins in the Virginia Colony at Jamestown at the start of the planting season in 1619. The rest of Chapter 2 attempts to articulate how slavery came to be associated solely with Africans and how that development in turn formed the foundation for racism in the United States.
Please Note: Remember the rubric (pages 3 & 4) is attached to this document to allot you the opportunity to see how the tasks are going to be assessed.
Required Tasks:
1. Engage in the chapter, Chapter 2: Drawing the Color Line here. The audiobook for A Peoples' History of the United States can be found here. Task time should take ~61 minutes.
2. Collaboration with a partner or small group (3-4 members); remember to take individual notes, which will be submitted. The following are the collaboration questions that are to be answered. Task time should take ~10-20 minutes per question. There is a total of 24 points available for this task.
I. When and where were the first African slaves brought to America?
II. When and where did the regular trade of African slaves begin?
3. Writing prompts provide an opportunity to engage in the reflective process. Each writing prompt should be 5 well-organized sentences. This is your own voice and plagiarism will not be tolerated. Remember grammar and to restate the question in the answer. The following are the two prompts for this component. Task time should take 15-20 minutes each. There is a total of 54 points available for this task.
I. Describe the starving time and its relation to slavery. Use text evidence to be specific.
II. Summarize Edmund Morgan's belief about Virginian settlers turned killers and slaveholders. Use text evidence to be specific.
III.Describe the "first large-scale [slave] revolt.
4. The following are discussion questions that will be discussed in-class. The discussion will be on Wednesdays during the discussion/lecture. There is a total of 27 points available for this task.
I. Discuss African society, culture, and even slave system before the European-led imperialism, colonization, and slavery.
II. Discuss the amount of deaths on the slave ships and in the "death march," and the date and name of the first American slave ship.
III.Discuss the number of African deaths and enslavement by 1810.
Chapter Task Rubric
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A Newsletter for Manzi's Buddies
#BeatAirPollution
Hi Friends,
It's that time of the year, that the Earth needs us to take care of our environment. We need to make changes in our lives for a better world. On 5 June every year is World Environment Day and the whole month is celebrated as Environment Month. This year the theme is "#BeatAirPollution". Air pollution occurs when gases, dust and smoke get into the air and make the air unclean and unsafe for us, animals and plants to live in. Air pollution can also get into the ground and harm the soil and water. It can also cause acid rain. You are probably wondering how can I change the air in the sky, it sounds so far away from you? Well you will be surprised to find out that most of the things that we do everyday has an effect on the air and causes air pollution.
Let's look at the causes of air pollution:
* Agriculture: the animals on farms such as cattle release a lot of gases such as methane and ammonia.
* Natural causes: such as volcanic eruptions, dust storms and wild fires.
* Household: houses need energy for electricity to cook, light up homes and heat up homes. This energy is from fossil fuels such as coal, wood, oil and gas.
* Transport: there is a lot of cars on the road and they are giving off dangerous gases such as carbon monoxide. People are using aeroplanes a lot nowadays.
* Industry: many factories need energy from fossil fuels to make their products and they produce a lot of chemicals, smoke and smog.
* Waste: we produce a lot of waste which ends up at landfills (dumping sites). As the food rots it gives off gases such as methane, and some waste gets burned and gives off bad gases.
* Spray cans: every time we spray a can we release compressed gases which still affect the ozone layer and the environment.
June 2019
What are the Effects of Air Pollution?
* Dizziness
* Headaches
* Nasal (nose) irritations
* Eye irritations
* Lung diseases such as asthma, bronchial diseases and lung cancer
* Coughing and throat infections
* Damage to trees, vegetables, fruits and flowers
* Heart attacks
* Animals face breathing problems and skin infections
* Acid rain which causes trees to dry out and die
Did you know?
* That air pollution causes damage to the ozone layer and causes global warming and changes in the climate.
* That nine out of ten people breathe polluted air.
* That about 7 million people die from the effects of air pollution.
* That a lot of cities around the world are signing up to beat air pollution.
What can you do to Beat Air Pollution?
You can start by reducing your ecological footprint. What is an ecological footprint? Well my friends it is the demands or needs that people (or humans) have on nature (such as fossil fuels for energy, water, animals and plants, etc.) and how huge is the need. Please take part in the activity below and see how you score. In order to reduce your ecological footprint you need to be as honest as possible so that you can make a promise to bring a change in your life and encourage others to do the same.
Don't forget that being Water Wise also reduces your ecological footprint. Practice the six meanings of being Water Wise (namely Respect Water, Respect Life; Don't Waste Water; Don't Pollute Water; Pay for Water Services; Take Environmental Action; and lastly, Conserve Water, Conserve the Environment) and most important of all spread the word.
Until next time Bye bye.
Credit: EnviroKids Magazine
Remember to #Beat Air Pollution
Lots of Love Manzi | 1,431 | 771 | {
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Name:
Mod:
1. In the first section of this activity, you will listen and read a Native American folktale entitled, Song of the Hermit Thrush.
2. Next, you will read an excerpt from Song of Myself by Walt Whitman and answer the questions that follow:
In the swamp, in secluded recesses,
A shy and hidden bird is warbling a song.
Solitary, the thrush,
The hermit, withdrawn to himself, avoiding the settlements, Sings by himself a song.
A. What animal is focused on in the poem?
B. Highlight these words in the poem: secluded recesses solitary hermit In the chart below, describe what you think these words mean. Look back at the context clues in the poem for ideas.
C. Why do you think the thrush is alone in this poem? Brainstorm three ideas of why he might be alone. Ex. The thrush is alone because he does not fit in with the other birds.
1.
2.
3.
3. In line two, what part of speech is the word warbling?
a. noun
b. adjective
c. verb
d. adverb
4. Using the information from the story, why is the bird withdrawn to himself (line 4) in the poem?
5. From the story, describe the instructions the Great Spirit gives the birds in order to receive a song to sing.
6. The story, Song of the Hermit Thrush, is teaching how features of the world came to be. Which of these statements best describes what the story is trying to teach?
a. How birds got their wings
b. Why the Hermit Thrush lives alone
c. How birds received their songs and why the Hermit Thrush lives alone.
d. Why the Hermit Thrush lives alone and how birds got their wings.
7. Which of the following statements is not a fact from the story?
a. The eagle did not know the Hermit Thrush was hiding under his feathers
b. The other birds forced the Hermit Thrush to live alone in the forest
c. The Good Spirit wanted birds to have songs
d. The Hermit Thrush received the most beautiful song.
8. What moral did the Iroquois adults hope to teach their children when telling this story?
a. Think before you speak
b. Cheaters never win
c. Be polite
d. Chew with your mouth closed
9. Graphic Organizer:
Compare the story you heard with the poem. What are the similarities and the differences between the descriptions of the Hermit Thrush? Comment on his physical characteristics, his personality, and his surroundings.
Description from
the story
Similarities
Description from
the poem
10. Why did the Hermit Thrush cheat? What did he think he would gain from cheating? What were the consequences of his cheating?
Think about: what did he gain and what did he lose?
11. Do you think the Hermit Thrush could be forgiven for what he did? Why or why not? Write your response below. Be sure to support your answer with evidence from the story or the poem.
* Choose one idea from above and create a creative ending to the story to explain why the hermit thrush is alone. Please write this in 2-3 sentences.
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Bookmaking: How to Do It Bookmaking: How to Do It
Being a bit complex, this project is done best with tweens or teen groups - but if you have plenty of volunteer helpers or parents, it can work with younger school age children, too. My detailed instructions are adapted from the project "Journal Companion" in Making Books That Fly, Fold, Wrap, Hide, Pop Up, Twist & Turn by Gwen Diehn (Lark Books, 2006, ©1998), specifically to do this project with groups.
MATERIALS
1 piece 12" x 4" cardboard, corrugated on one side, smooth on the other, for the cover [ good source =
http://www.discountschoolsupply.com/Product/ProductDetail.aspx?product=25157 ]
3 sheets 10" x 3" white or colored paper, for the interior book pages
1 sheet 11" x 3" white or colored paper, slightly heavier stock, for the endpapers
24" length of strong thick thread (carpet thread), or flexible cord for beading, to make a very simple sewn binding
10-12 large colorful plastic beads (for example, 1/4" diameter pony beads)
1 peel-&-stick blank label, approx. 4" x 2.5" for front cover
TOOLS
large plastic craft/yarn & bead needle
[ good source =
http://www.discountschoolsupply.com/Product/ProductDetail.aspx?product=2616 ]
washable stamp pads & stamps of various designs, OR
crayons / markers / colored pencils / as preferred, to decorate endpapers & label
*For adult use only, recommended to do ahead of time : ice pick, small awl, or something to poke small holes*
ADVANCE PREPARATION
1. Pre-cut the cardboard cover, endpaper, interior pages, and thread to the sizes given above.
2. Fold in half (or measure to the halfway point) the covers, endpapers, and pages.
3. Pre-punch 3 small holes about 1 inch apart in a vertical row along the folds. [hint: it can be helpful to put the plastic needle, thread & pony beads in individual cups or ziploc snack bags]
CRAFT TIME!
Making Your Own Blank Book
1. Each participant gets a cover, endpaper, pages, blank label, thread, needle, & beads .
2. Decorate one side of the endpaper sheet, and the blank label (can also wait & do label last) with whatever you have chosen to use.
3. Thread the needle with the string.
4. Lining up the 3 holes pre-punched in each, lay the page sheets on top of the endpaper sheet (decorated side up), and these two layers on top of the smooth side of the cardboard cover.
5. Thread the string in & out through the holes at least twice to bind the book elements together, and tie a knot on the outside of the book's spine (center fold of the cardboard), leaving at least 8-10" of thread beyond the knot.
6. String the beads onto the thread, wrapping the thread around the last bead to tie it off. For a neater look, thread the string back through the beads to the knot you tied at the spine, and make another knot to finish.
7. Trim off any extra thread, but not too close to the knot! (leave at least 1/4").
8. If you haven't already done so, decorate the blank label (with a stamp design, a drawing, or a title such as "Travel Diary" or "Shawn's Book" or "Autographs" ...etc.
9. Peel and stick the no-longer-blank label onto the front cover.
Voila! You have made a book! Voila! You have made a book! Now you can fill it however, wherever & whenever you want... Now you can fill it however, wherever & whenever you want... | 1,439 | 826 | {
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Keep your family safe
With the highly contagious Delta variant of COVID-19 spreading rapidly, getting vaccinated is a safer choice for families
Common side effects of COVID-19 vaccines
You might feel tired, have a headache, or get a mild fever for one or two days. Most people only have a sore arm where they got the vaccine shot.
The good news: medical experts say that these temporary side effects are normal signs that your body is working hard to build protection against COVID-19.
Think about it
Would you rather have temporary and mild side effects OR suffer from COVID-19's long-term and severe symptoms?
.
It's easy to get a COVID-19 vaccine
Find a vaccination site near you: vaccinefinder.nyc.gov or text your ZIP code to 438829
There is a lot of misinformation about COVID-19 vaccines on social media, YouTube, KakaoTalk, WeChat, WhatsApp, etc.
Share this resource to stop the spread of misinformation and help others make an informed decision to get vaccinated today. Thank you. ♥
Read more information in 한국어, 简体中⽂, and English on www.minkwon.org/covid or scan the QR code below.
What you need to know about COVID-19 vaccines SAFETY & BENEFITS
Is it safe?
What are the side effects?
Why do young people need to get vaccinated?
Why it's important for young people to get a COVID-19 vaccine
COVID-19 is no longer a virus that only impacts the elderly. As of July 29, 2021, more than 400 children under 17 have died from COVID-19 in the U.S.
Young people who get mild cases of COVID-19 are at risk for long-term health issues, such as chronic fatigue, brain fog, respiratory issues, and chest pain.
Anyone who does not get sick from COVID-19 can still spread the contagious virus to loved ones.
Youth ages 12–17 are the lowest vaccinated age group in the U.S. Widespread vaccination can help end the COVID-19 pandemic.
Frequently asked questions about the safety of COVID-19 vaccines
Are the COVID-19 vaccines safe?
Is the vaccine safe for children?
Yes. All vaccines authorized by the U.S. Food and Drug Administration (FDA) are safe and prevent nearly 100% of deaths and hospitalizations due to COVID-19. Join the 163+ million people in the U.S. who have gotten safely vaccinated today.
What if I have a health condition?
Medical experts at Harvard Medical School recommend people with health conditions to get a COVID-19 vaccine as long as they do not have a severe allergy to an ingredient in the vaccines, which is rare. Please consult your doctor if you have concerns.
Yes. The Pfizer vaccine is proven to be safe for youth ages 12–17.
The American Academy of Pediatrics and many leading U.S. family physicians strongly urge that the health risks of being unvaccinated are far greater than any extremely rare and temporary side effects from the COVID-19 vaccines.
Have more questions?
You can learn more facts about COVID-19 vaccines in 한국어, 简体中⽂, and English at www.minkwon.org/covid
Sources: CDC, John Hopkins Medicine, Harvard Medical School, American Academy of Pediatrics
The benefits of getting vaccinated against COVID-19
You are less likely to become seriously ill and die from COVID-19.
You are keeping your family, friends, and community safe and healthy.
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Disparities in Oral Health
Oral health disparities are profound in the United States. Despite major improvements in oral health for the population as a whole, oral health disparities exist for many racial and ethnic groups, by socioeconomic status, gender, age and geographic location
Some social factors that can contribute to these differences are lifestyle behaviors such as tobacco use, frequency of alcohol use, and poor dietary choices. Just like they affect general health, these behaviors can affect oral. The economic factors that often relate to poor oral health include access to health services and an individual's ability to get and keep dental insurance.
Disparities in Oral Health
Some of the oral health disparities that exist include the following:
Overall. Non-Hispanic blacks, Hispanics, and American Indians and Alaska Natives generally have the poorest oral health of any racial and ethnic groups in the United States.
Children and Tooth Decay. The greatest racial and ethnic disparity among children aged 2–4 years and aged 6–8 years is seen in Mexican American and black, non-Hispanic children.
Adults and Untreated Tooth Decay. Blacks, non-Hispanics, and Mexican Americans aged 35–44 years experience untreated tooth decay nearly twice as much as white, non-Hispanics.
Tooth Decay and Education. Adults aged 35–44 years with less than a high school education experience untreated tooth decay nearly three times that of adults with at least some college education. In addition, adults aged 35–44 years with less than a high school education experience destructive periodontal (gum) disease nearly three times that of adults with a least some college education.
Adults and Oral Cancer. The 5–year survival rate is lower for oral pharyngeal (throat) cancers among black men than whites (36% versus 61%).
Adults and Periodontitis. 47.2% of U.S. adults have some form of periodontal disease. In adults aged 65 and older, 70.1% have periodontal disease.
Periodontal Disease is higher in men than women, and greatest among Mexican Americans and Non-Hispanic blacks, and those with less than a high school education. 1 of 2 9/24/15 12:50 PM
Healthy People 2020 Works to Eliminate Oral Health Disparities CDC - Disparities in Oral Health - Division of Oral Health http://www.cdc.gov/OralHealth/oral_health_disparities/index.htm
Healthy People 2020 is the nation's framework to improve the health of all Americans. The overarching goals of Healthy People 2020 are to increase quality and years of healthy life and eliminate health disparities. Interventions such as community water fluoridation and school-based dental sealant programs can help achieve this goal.
reduces and aids in preventing tooth decay among different socioeconomic, racial, and ethnic groups. Currently, this Healthy People 2020 objective is moving toward its target of 79.6% of community water having fluoride.
School-based dental sealant programs provide sealants to children who may not receive routine dental care. This includes children at highest risk for tooth decay: those from low-income families and certain racial and ethnic groups. Sealants are thin plastic coatings applied to the tiny grooves on the chewing surfaces of the teeth.
A recent NCHS data brief provides an overview on select Health People Oral Health objectives using NHANES 2009/2010 data.
Visit the following Web sites for more information on oral health disparities:
Oral Health Topic Area – Oral Health Disparities (http://www.healthypeople.gov/2020/about/foundationhealth-measures/Disparities). You will learn about oral health disparities as classified by race, ethnicity, age, and education.
Oral Health in America: A Report of the Surgeon General (http://www.surgeongeneral.gov/library/reports /oralhealth). This major report explains that tooth decay remains a big problem in the United States for low-income and minority populations and suggests ways to improve the situation.
A National Call to Action to Promote Oral Health. The Call to Action builds on the Surgeon General's report and the Healthy People 2020 oral health objectives.
Top of Page
Page last reviewed: July 10, 2013
Page last updated: March 20, 2015
Content source: Division of Oral Health (/oralhealth), National Center for Chronic Disease Prevention and Health
Promotion (/chronicdisease) | 2,033 | 937 | {
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Place Value and Number Unit 1
Short Mental Workouts
The short activities suggested below do not have to be done at the beginning of your maths lesson. They are suitable for doing at any time of the day to provide ongoing revision of important mental and oral skills.
While there probably is not time during your maths lesson for these activities, it is crucial to regularly rehearse these skills. You decide when to use them, perhaps at the beginning of the day for 'morning maths', as you line up for lunch, or as a 'brain-break' during the afternoon.
If an image is suggested, you can find it on the sheet(s) below and/or use the link (beginning https://wrht.org.uk/…) to find it, and other related generic materials.
Day 1
Show children the 100-bead bar with tags after each multiple of 10. Point to the first group of beads. How many are there? And the next group? Put all the beads to the right as children see them, slide 10 across to the left as you swiftly count on in 10s to 100.
Count in 1s and 10s to 100
Put all the beads to the right as children see them, slide 1 across to the left as you count on in 1s to 100, emphasising the multiples of 5 as you do so. Repeat so that more children can learn to join in.
Day 2
Show a 1–100 grid (see Workouts resource). Remind children of how the first 10 numbers are the top line, the next 10 are the next line, and so on. Use it to support counting in 1s from 1 to 100. Point to each number and emphasise the multiples of 5 as you do so, i.e. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 ….
Recite numbers to 100
Day 3
Show children how to show 35 using hands. Close your hands, flash 10, three times, and then hold up 5 fingers. Hold up a 2-digit number, say 3, 2, 1. Children show the number. Repeat.
Place value
1
2
3
4
7
8
9
10
11
12
13
14
15
16
17
19
20
21
22
23
24
25
26
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6
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
5
18
1-100 number grid
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
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ADHD
Attention deficit hyperactivity disorder (ADHD) is characterized by inattention, hyperactivity and impulsivity. ADHD is most commonly diagnosed in young people, according to the Center for Disease Control and Prevention (CDC). An estimated 9% of children between ages 3–17 have ADHD. While ADHD is usually diagnosed in childhood, it does not only affect children. An estimated 4% of adults have ADHD.
Symptoms
While some behaviors associated with ADHD are normal, someone with ADHD will have trouble controlling these behaviors and will show them much more frequently.
Signs of inattention:
* Becoming easily distracted and jumping from activity to activity
* Becoming bored with a task quickly
* Difficulty focusing attention or completing a single task or activity
* Trouble completing or turning in homework assignments
* Losing things such as school supplies or toys
* Not listening or paying attention when spoken to
* Daydreaming or wandering with lack of motivation
* Difficulty processing information quickly
* Struggling to follow directions
Signs of hyperactivity:
* Fidgeting and squirming, having trouble sitting still
* Non-stop talking
* Touching or playing with everything
* Difficulty doing quiet tasks or activities
Signs of impulsivity:
* Impatience
* Acting without regard for consequences, blurting things out
* Difficulty taking turns, waiting or sharing
* Interrupting others
Causes
There are several factors believed to contribute to ADHD:
* Genetics. Research shows that a person's genetics may cause a high risk of developing ADHD which often runs in families and some trends in specific brain areas that contribute to attention.
* Environmental factors. Studies show a link between a mother's cigarette smoking and alcohol use during pregnancy and children who have ADHD. Exposure to lead as a child has also been shown to increase the likelihood of ADHD in children.
Diagnosis
ADHD occurs in both children and adults, but is most often seen and diagnosed in childhood. Getting a diagnosis can sometimes be difficult because the symptoms are similar to typical behavior in most young children.
Teachers are often the first to notice symptoms because they see children in a learning environment with peers every day. There is no one single test that can diagnose a child with ADHD, so meet with a doctor or mental health professional. The goal is to rule out any outside causes for symptoms, such as environmental changes, difficulty in school, medical problems and ensure that a child is otherwise healthy.
Treatment
A treatment plan is most effective if it is uniquely tailored to an individual's needs, and if it is implemented early on. Treatment plans should take into consideration learning style and potentially include medication that can be prescribed by a pediatrician, general practitioner or mental health professional.
Commonly prescribed medications include both stimulants and non-stimulants. While stimulants are usually the first choice for treating ADHD, antidepressants might be something a doctor suggests especially if someone is living with ADHD in addition to depression. If effective, medications can improve attention span, the ability to deal with frustration and ultimately lead to better relationships with teachers, family members and peers.
A doctor or mental health professional may also want to incorporate behavioral therapy into the treatment course. Having structure and routine, as well as clear expectations of what is allowed and not allowed in terms of behavior and outbursts can help a child learn and feel more in control of their own life. Behavior therapy can also help improve social skills of people living with ADHD, such as sharing and interacting with peers.
Complementary Health Approaches
* Elimination diets are based on the theory that people are sensitive to sugar and artificially added colors, flavors and preservatives, and that eliminating these substances from the diet could improve learning and behavioral problems.
* Nutritional supplements, such as omega-3s, are thought to help the deficiency of fatty acids that are sometimes associated with ADHD.
* Neurofeedback (EEG biofeedback) teaches individuals how to increase arousal levels in the frontal areas of the brain. This is because people living with ADHD show low levels of arousal in these areas, which results in an impaired ability to focus.
See more at: http://www.nami.org/Learn-More/Mental-Health-Conditions/ADHD
Updated March 2015
NAMI 3803 N. Fairfax Drive, Suite 100 Arlington, VA 22203 www.nami.org | 2,027 | 886 | {
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'Light in the Darkness' Advent Calendar
Wonder about the various characters waiting for the birth of Jesus' using this online advent calendar.
This link will take you to the Advent calendar.
Advent Calendar 2024
Or you can go via our Diocese of Guildford website here. In the event that the direct links stops working the one on the website will still work.
Online Advent Calendar 2024 Primary and
Secondary versions
Following the positive feedback about the online Advent Calendars that we have offered for the last three years we have created new ones for 2024. The theme is 'Light in the Darkness'. This Advent calendar does not contain pictures of elves and snowmen, instead each day takes you to a picture by an artist from a variety of cultures. Also, a story from the Bible in which we ask the pupils to look for light and a video of that story and some questions to wonder about together.
When you click on the door you will find:
an image;
some wondering questions;
a video of the story or a song;
the Bible reference for the story.
The calendar ends on the last day of term. At the weekends we have provided a picture, a video that we hope families may enjoy watching together, and some questions to wonder about at home.
On the next page is a summary grid showing the content for each day. You may wish to select questions according to the age of your pupils. At the end of this document, you will find the images that we have used.
Using the Advent Calendar for collective worship in schools
The calendar would work well in 'class collective worship.
Many videos are aimed at younger children, so you may prefer to read the story from a Bible with older pupils.
For each day to properly be an act of collective worship, spend a few moments together reflecting or praying about the things you've discussed. The questions are designed to establish some connections with the everyday lives of your pupils, so should help you to make this time appropriate and inclusive for all. You might want to ask a child to lead this..
'Light in the Darkness' Advent Calendar 2024 Overview – Primary Version
We recommend that teachers watch the videos using the links above before the pupils open the advent calendar to make sure that they are suitable for your pupils. We reserve the right to change the videos because, our experience is that people release new Christmas materials in December so if we come across something exciting, we may insert that video!
Have fun waiting for Christmas together
Jane and Rachel
Images and source
1 st Introduction
2 nd Creation of Light
Aboriginal Art Martina Parry https://indigenousjesus.blogspot.com/search?q=nativit
y
5 th Elijah and the widow
6
th
Naman and the servant girl
United Kingdom photo from the Lumino Project A Widow feeds Elijah
Manuscript from Germany in 1360 Art in the Christian Tradition:
FreeBibleimages :: A widow feeds Elijah :: Elijah travels to Zarephath to meet a widow (1 Kings 17:7-16, 1 Kings 18:1)
3
rd
Noah
USA The Rainbow John August Swanson Rainbow: Art in the Christian Tradition
4 th Abram & stars in the sky
7 th Lights in the dark
8 th Light to warn of danger
ArturGórecki Snow Winter Mountains - Free photo on Pixabay Snow Winter Mountains - Free photo on Pixabay
9
13
Witnesses
17
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STAGE TWO – HISTORY AND PDHPE
First Nations Living History Hands on Rock & The Drip
UNIT OVERVIEW
This excursion visits the very special First Nations sites- Hands on Rock and The Drip. Students participate in hands-on, outdoor learning experiences to learn about First Nations culture on County.
YINDYAMARRA – do something slowly, to respect, to be gentle, to be polite, to honour and take responsibility.
HISTORY OUTCOMES
HT2-1 Identifies celebrations and commemorations of significances in Australia and the world
HT2-2 Describes and explains how significant individuals, groups and events contributed to changes in the local community over time HT2-5 Applies Skills of historical inquiry and communication
KEY INQUIRY QUESTIONS
* Who lived here first and how do we know?
* How has our community changed? What features have been lost and what features have been retained?
* How and why do people choose to remember significant events of the past?
CONTENT
* The importance of Country and Place to Aboriginal and /or Torres Strait Islander peoples who belong to the local area.
* The diversity and longevity of Australia's first peoples and the ways Aboriginal and/or Torres Strait Islander people are connected to Country and Place.
PDHPE OUTCOMES
PD2-3 Explains how empathy, inclusion and respect can positively influence relationships
KEY INQUIRY QUESTIONS
* Why are empathy, inclusion and respect important in our relationships?
CONTENT
* Investigate Aboriginal &/or Torres Strait Islander and other peoples' cultures and cultural heritages to respect and value diversity.
redhill-e.schools.nsw.gov.au
YINDYAMARRA
STAGE TWO – HISTORY AND PDHPE
First Nations Living History Hands on Rock and The Drip
ACKNOWLEDGEMENT OF COUNTRY - WHAT DOES THAT MEAN FOR US LIVING HERE IN WIRADJURI COUNTRY?
Students take part in an acknowledgement of Country activity showing respect to the traditional owners of this land, the Wiradjuri people. Students are introduced to yindyamarra– do something slowly, to respect, to be gentle, to be polite, to honour and take responsibility. Students create an art hand stencil to take home to remember the role they play in the land and its protection and serve as a reminder of the responsibilities they to continue learning and passing on what they learn.
WALK TO HANDS ON ROCK
Students enjoy a bush walk to Hands on Rock, explore the native flora of the area and learn about traditional First Nations uses. On arrival at 'Hands on Rock', students discuss the significance and why it is so special to the Wiradjuri people. Students consider why it is important to protect the area for current and future generations.
BUSH FOOD AND DAMPER COOKING
Students learn about how First Nations people have an expert knowledge of living off the land and what bush tucker means (food, water, tools and medicines). Students explore traditional First Nations hunting and farming tools/technologies and discuss the roles and nature of traditional living. Students learn how to grind seed using traditional methods and prepare and cook damper on an open fire.
THE DRIP
Students complete the scenic, 1.2km bushwalk to the Great Dripping Wall, exploring and learning about local flora, fauna and the unique geology of the area. At the conclusion of the walk, students discuss why this area would have been an ideal place for the Wiradjuri people and why it is important to protect this area for current and future generations.
For bookings or further enquiries about this program, please contact Red Hill Environmental Education Centre on 02 6374 2588 or firstname.lastname@example.org.
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Cultural Awareness and Diversity
Curriculum Aims
Disciplinary Knowledge
Disciplinary Concepts
Locational Knowledge
Place Knowledge
Human and Physical Geography
Geographical Skills and Fieldwork
Place
Space
Scale
Interdependence
Physical and Human Processes
Environmental Impact
Sustainable Development
* To develop contextual knowledge of the location of globally significant terrestrial and marine places, including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes.
* To understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time.
* To be competent in the geographical skills needed to:
- collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
- interpret a range of sources of geographical information, including maps, diagrams, globes and aerial photographs
- communicate geographical information in various ways, including through maps, numerical and quantitative skills and writing at length
Skills Progression
EYFS
Understanding the World: The Natural World
* Explore the natural world around them, making observations and drawing pictures of animals and plants.
* Know some similarities and differences between the natural world around them and contrasting environments, drawing on their experiences and what has been read in class.
* Understand some important processes and changes in the natural world around them, including the seasons and changing states of matter.
www.grammarsaurus.co.uk
www.grammarsaurus.co.uk
Our School Grounds
Do our school grounds
support plant life?
My Local Area and
Tulum, Mexico
What are the similarities and
differences between my town and
Tulum, Mexico?
alternative unit
My Local Area and
Tromso, Norway
What are the similarities and
differences between my town and
Tromso, Norway?
www.grammarsaurus.co.uk
Investigating weather and
climate
How can we record and measure weather phenomena?
www.grammarsaurus.co.uk
Bee conservation
How can we make our
school environment
more bee friendly?
Year D Term 2 or 3
Italy
What are the similarities and differences between my region and Campania, Italy?
Investigating weather
and climate
How can we record and measure
weather phenomena?
www.grammarsaurus.co.uk
The United States
What are the similarities and differences between my region and the Western United States?
Biomes and ecosystem
What trees, plants and animals
are in our local ecosystem?
Learning about the UK.
Year A Term 2
Sustainability
How can our school reduce its
plastic waste?
Fieldwork Unit – skills. | 1,300 | 562 | {
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Mathematics
The focus for this term in Maths will be Number with a specific focus on counting and ordering numbers 1-20. The children will begin to recognise numerals and will be able to recite and order their numbers using Numberblocks characters.
Literacy
This year we will be exploring phonics using the Sounds Write programme. This term we will cover Units 1-3. We will do lots of work on the formation of our letters and learn the basics of reading.
EYFS Topic Plan Autumn 1
Welcome back to our EYFS Unit. This Term we are going to be learning all about me, getting to know the routines of our class, new friends, teachers and staff of our school. During the next six weeks we will also be undertaking assessments to give us a starting point from which to track the progress of your child throughout the school year. We have lots of things planned for the upcoming term with a "Stay and Play" session to celebrate Halloween (more information to follow). Here is an outline of this term.
Physical Development We will be taking part in a movement skills programme this year which will have a clear focus on balance, co-ordination, body awareness and looking out for dangers. They will get the opportunity to practice these skills continually allowing for the build-up of skills. As well as this, children will also have P.E. lessons throughout the year with a focus on team work and helping others. This term we will start on Gymnastics. We will also have a big focus on basic hygiene. We will continue our Go Noodle exercise sessions.
Communication and Language
This term we will be listening to familiar stories and nursery rhymes. Children will begin to hear patterns in sounds and stories. We will also work on building confidence and speaking skills through Show and Tell and News sessions during carpet time.
Personal Social and Emotional Development
Understanding the World
Expressive Arts and Design
We will spend lots of time this term outside looking at the Autumn colours, going on Woodland Walks, exploring the school allotment and making our EYFS garden a fun place to play. We will also be looking at how we have changed over the past three years.
We will be drawing pictures of ourselves, our family and all the things we think are important in our lives. We will be creating paper plates decorated to look like us and make junk art models of our homes.
The main focus of this term is to ensure that each and every child feels safe and happy in the EYFS environment. Their wellbeing will be closely monitored over the first few weeks and every effort will be made to help them settle in to their new environment.
Technology
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April 1, 2024
Contact: Cecilia Clark, firstname.lastname@example.org; 408-221-3814
30 th Anniversary of BioSITE Program Prepares Students for Climate Changes
Students Learn Watershed Ecology and Leadership and Mentoring Skills on Local Creeks and Rivers
San Jose, CA – April 1, 2024 –Thousands of students have learned science in nearby creeks and rivers over the last 30 years through BioSITE, the award-winning program created by Children's Discovery Museum of San Jose. Every year high school and 4 th and 5 th grade students roll up their sleeves and pant legs to collect data about the local watershed and the plants and animals in this yearlong field research course. The program focuses on the human impact on local watersheds and the actions people can take to protect waterways and the environment.
Since its launch in the 1993-94 school year, nearly 26,000 students from 40 schools, mainly from the San Jose Unified School District, have learned the rigors of inquiry-based science through authentic field research. Elementary students work in teams throughout the year studying local creeks and waterways with trained high school student mentors.
"Helping young people understand how important water is in a healthy ecosystem has never been more important in drought-prone California," said Marilee Jennings, executive director of Children's Discovery Museum of San Jose. "I'm proud that the museum is helping develop the next generation of environmental stewards to help combat climate change."
The fourth graders benefit from individualized attention and hands-on opportunities in small groups while high school students build valuable leadership, mentorship, and science skills. In the field, students learn how to mitigate climate change and promote healthy waterways by conducting water quality tests and learning about local plants and animals. Through scientific inquiry, all the participants can explore the impact their choices have on the environment and how relevant science is in their everyday lives.
Students collect data on water flow, pH, dissolved solids, river height, turbidity, temperature, and how much oxygen is in the water throughout the year. They also engage in field-based science activities about the local flora and fauna, animals, and general health of the waterways.
"In a time where peoples' connection with the environment and nature is becoming scarce, a program like BioSITE is so very important to help build that connection in our young students, said Rob Zacheo, science teacher at Pioneer High School. "We hope that all students involved then pay it forward and become environmentally conscious stewards of rivers and local ecosystems and look to make a difference themselves."
Oracle Corporation and PWC have partially funded the BioSITE program for the past 14 years.
About Children's Discovery Museum of San Jose
Kids lead the way at Children's Discovery Museum of San Jose, exploring and discovering through open-ended, play-based learning. Over 150 hands-on exhibits and programs in the sciences, humanities, arts, nature, and health spark curiosity and ignite family fun where children build life skills in creative and critical thinking, problem-solving, and confidence. The nonprofit celebrates people and diverse cultures, creates authentic connections, and builds global understanding. Welcoming more than 10 million visitors since 1990, the award-winning museum inspires creativity, curiosity, and lifelong learning inside the stunning 50,000-squarefoot purple building designed by the late world-renowned Mexico City architect Ricardo Legoretta, and outside in the half-acre nature space.
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FAQ's for Living in a Historic District
What is historic preservation?
Historic preservation is the process by which buildings and structures of historic, cultural, architectural, archaeological, or educational significance are preserved through the adoption of design guidelines aimed at protecting structures which would otherwise, if demolished, constitute an irreplaceable loss to the quality and character of the City.
What is a historic district?
A historic district means an area, urban or rural, residential or commercial, defined as a "historic district" by city council, state or federal authority and which contains within definable geographic boundaries one or more landmarks or clusters.
How do I know if my property is located within a historic district?
Historic districts are designated by an "H" overlay on the Official Zoning Map for the City of El Paso. You can verify if your property is located within a district by calling the office and having the staff check.
Will local historic designation affect the use of my property?
No, the use of your property is regulated by the city's zoning ordinance. Whatever uses are permitted by the zoning for the property are not affected by district or landmark designation. Designation is concerned with aesthetics, not the uses of the property.
Does being in a historic district or an individual landmark mean I can't make changes to my property?
You can always make changes to your property. As part of a historic district, your property will require review by the HPO (Historic Preservation Office) whenever you want to make changes. Any proposed changes should be in keeping with the character of the building, the property, and the district.
What is a Certificate of Appropriateness ("COA")?
The certificate of appropriateness (COA) is a document rendered by the HLC which is required to be issued prior to the issuance of a building permit granted for the alteration, rehabilitation, construction, reconstruction or demolition of a landmark structure, landmark site or any improvement in a historic district.
What do I need to submit for a COA?
When applying for a building permit for work on a historic landmark or on a property within a historic district, the applicant shall submit an application for a COA signed by the property owner, copies of proof of ownership along with all detailed plans, elevations, perspectives, specifications, and other documents pertaining to the work to the HPO.
What other type of documentation is needed?
The applicant is required to submit current photographs of the subject property, a generalized site plan, and detailed site plan depending on whether the property is vacant or there are existing structures. Existing and proposed elevations of the facades are also required. | 1,155 | 526 | {
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Hazel Slade Primary Academy
Spoken Language Policy
Intent
Our vision is that children can articulate their thoughts, feelings and opinions, in order to express themselves and communicate effectively with others. That they listen to the views of others with respect and integrity, valuing each other's thoughts, opinions and ideas.
Hazel Slade Primary Academy is committed to providing all our pupils with the necessary skills in speaking and listening, from which they can become confident communicators in a variety of circumstances. Speaking and listening are necessary basic skills in everyday communication. We speak and listen more than we write and read. We need to develop their skills as well as possible. Speaking and listening are not taught as discrete subjects, but are embedded in all aspects of school life, across the curriculum and are part of everything we do.
As a school we aim to:
- Raise the standard of use of subject vocabulary and language across the curriculum
- Develop children's oral and auditory skills to reinforce and extend writing and reading skills.
- Create an environment that promotes active listening and productive talk.
- Create opportunities for speaking and listening across all areas of the curriculum.
Implementation
Throughout the curriculum, there will be:
* Plenty of opportunities for children to explain and evaluate the work they have done,
* Opportunities for children to develop skills of analysis, debate, reflection recount and story telling
either individually, in pairs or as part of a group
* Opportunities for evaluating each other's work, e.g. strengths/weaknesses, make
* Sufficient time allowed for children to think about and answer questions
suggestion for improvement and to ask for support in their work
* Opportunities to participate in a range of speaking and listening focused practical tasks, e.g. hot-seating.
Speaking and Listening in the Early Years Foundation Stage
- Provide communication and language development giving children the opportunities to experience a rich language environment
In Foundation Stage we will:
- Develop pupil's confidence and skills in expressing themselves
- Provide opportunities for children to speak and listen in a range of situations
Speaking and Listening in Key Stage 1
In Key Stage 1 we will:
- Develop pupils' ability to use language imaginatively
- Encourage pupils to speak according to context with consideration for their audience
- Teach pupils to work effectively and collaboratively in groups
- To join in with discussions, making relevant contributions and listen carefully during these
Speaking and Listening in Key Stage 2
In Key Stage 2 we will:
- Encourage more sophisticated interaction in groups
- Develop pupils' ability to speak in a range of contexts with increasing sense of audience and purpose
- Develop pupils' ability to respond appropriately to others
Special Educational Needs
Identification of children who are not making progress
This identification comes from three sources: the class teacher, the Literacy leaders and / or the SENCO. In any instance, a discussion will take place to determine any reason for that pupil failing to make sufficient progress and what measures can be put in place to help that pupil / group of pupils. Any intervention will be monitored and evaluated for their effectiveness.
The Governing Body believes that all children, regardless of ability and behaviour, are valued equally at Hazel Slade. SEND children are not viewed as a separate entity but are part of a whole school approach, and different children's needs are recognised and met through varied and flexible provision throughout the curriculum.
Impact
Assessment shall be done by the class teacher in conjunction with the National Curriculum requirements.
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