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Writing skills practice: Trains and travel – exercises
Look at the two messages and do the exercises to improve your message writing skills.
Preparation
Write the words in the correct order to make sentences. Start each sentence with a capital letter.
1.
you where are ?
……………………………………………………
2.
3.
4.
5.
6.
home at are ? you no, school at . I'm
train ? arrive what does the time what's bus ? the number
……………………………………………………
……………………………………………………
……………………………………………………
……………………………………………………
see I'll soon . you
……………………………………………………
1. Check your understanding: multiple choice Circle the correct person to complete these sentences.
1. Akiko / Kim will take a bus.
2. Akiko / Kim is waiting.
3. Akiko / Kim is at the train station.
4. Akiko / Kim asks three questions.
5. Akiko / Kim is on the train.
6. Akiko / Kim is late.
2. Check your writing: ordering
Write numbers (1-5) to put the two emails in order.
Email 1
…………. See you soon
…………. Hi Akiko
…………. Where are you? I'm at the station waiting for you.
…………. Kim
…………. Are you on the train? What time does it arrive? I'll wait for you here at the station.
Email 2
…………. I'm on the train, but it's late!
…………. See you later
…………. Akiko
…………. Hi Kim
…………. Don't wait for me at the station. I'll get a bus to your house. What's the bus number?
3. Check your writing: replying to an email
Read Gareth's email. Then write an email to reply to him. Use the information below to answer Gareth's questions. Don't forget to use correct punctuation in your sentences.
Hi Jon,
Where are you? What time do you arrive? Do you want to meet me at my house or the bus station?
See you soon,
Gareth
1. Start the email to Gareth. Use 2 words.
………………………………………………………………………………………………….
2. Where are you? – bus
………………………………………………………………………………………………….
3. What time do you arrive? – 8:30
………………………………………………………………………………………………….
4. Do you want to meet me at my house or the bus station? – bus station
………………………………………………………………………………………………….
5. Finish the email. Use 3 words.
………………………………………………………………………………………………….
6. Jon
………………………………………………………………………………………………….
Discussion
Do you use trains in your town or city?
Do you like travelling by train?
Do you often go to your friends' houses?
What forms of transport do you take when you go and visit your friends? | 1,057 | 582 | {
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The Hunger Tree
A lesson exploring the root causes of hunger
Age Range: Grades 4-6
Subjects: Social Studies & Language Arts
Adapted from Kerpelman (2007), "Possible Selves Tree" activity in the Relationships Smarts Plus curriculum; distributed by the Dibble Institute in conjunction with the Alabama 4-H War on Hunger and Universities Fighting World Hunger at Auburn University
Overview
Critical thinking, making connections, visualisation of problems, collaborative learning.
This activity uses the image of a tree to help students understand the problem of "hunger," which may seem overwhelming and impossible to change at first. This activity helps young people think through the problem and why it occurs. It will also encourage them to think together about actions that can be taken to help reduce the problem of hunger.
Aims & Objectives
* To encourage students to think about global and domestic hunger, and the differences between the two
* To increase students' awareness of hunger-related problems
* To increase students' awareness of the multiple solutions for addressing hunger-related problems
* To help students understand the connections between hunger and poverty
Materials
* Copies of tree template and hunger notes for the entire class
* One piece of poster board with the outline of a tree drawn on it
* Markers, crayons, and/or colored pencils
Students and Teachers
The World Food Programme - Fighting Hunger Worldwide
Instructions
1. Introduce hunger to the class by using the information found on the WFP website: http://www.wfp.org/students-and-teachers/teachers/hunger-101
2. Break students up into groups of 3-4 and pass out the tree templates.
* Groups should be encouraged to articulate the ways in which hunger affects both individuals and society, and write them on the tree trunk.
* Ex. Hunger makes it difficult for children to concentrate in school.
* Second, have students discuss the possible causes of hunger and write them on the roots of the tree.
* Ex. Poverty, lack of access to food, conflict/war, etc.
3. Next, have students brainstorm possible actions to take to help solve the problem of hunger and write them on the leaves of the tree.
* Ex. Have a food drive, an awareness activity, fundraising activity, etc.
4. Come together as a class to make a large Hunger Tree for the entire class.
* Have each group present their trees.
* Write some or all of the causes, consequences, and actions on the large tree.
* Keep the Hunger Tree in the class to remind students of what they learned.
5. As you are wrapping up the activity, discuss the questions below with your class.
6. Possible spin-offs into Language Arts might include letter writing, journalism, writing for a particular audience, persuasive writing, expository writing, etc.
Discussion Questions:
1. What actions, as a class, do you think we could take to reduce hunger in our community?
2. What did you learn about hunger from this activity?
3. Is there somthing we could do everyday to help make a difference?
Students and Teachers
Name
: _________________________________________ | 1,366 | 640 | {
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Sustainable Communities SA Inc.
SUSTAINABLE FOOD SUPPLIES
Home gardens
Growing food at home reduces packaging, transport and storage and contributes to independence and a sense of satisfaction and achievement. An alternative to a home garden is to participate in shared backyard gardening, for which Sustainable Communities has an active program. Another alternative is to join a community garden – grow food, get exercise and meet other people. To find information about community gardens see www.communitygarden.org.au
If chemicals are necessary in the home garden it is preferable to use organic products that carry the label of the National Association for Sustainable Agriculture (NASAA).
Other sources of supply of home-grown food:
* Food Cooperative at Clarence Park Community Centre, first Saturday of the month at 10am
* Friends of the Earth Urban Orchard also at Clarence Park Community Centre first Saturdays 10:30am – 12:30pm.
* Farmers' markets eg Adelaide Showgrounds Farmers Market on Sundays.
* Organic greengrocers; see the Yellow Pages under Organic Products.
* Community supported agriculture: see www.foodconnectadelaide.com.au
Building a sustainable community
Localised food production in backyards and in community gardens not only produces food but also strengthens and develops communities. When we have a surplus of vegetables and fruit, we can share by offering our surplus to our neighbours – deliver it personally or place a basket by the front fence inviting people to take what they can use. Sharing without expectation of a swap, exchange or trade is especially valuable as a community building activity.We can swap by bringing produce to a meeting and swap for something we would like. Alternatively we can barter by offering people something in exchange or we can trade through LETS – Local Exchange Trading System which operates on the Community Exchange System at communityexchange.org. Contact Sue Andrews, coordinator of Adelaide LETS at email@example.com, tel. 8266 2757.
What you can do
Assess yourself against each of the following recommendations and plan how you will carry them out and by when:
* Buy food which has been produced as close as possible to where you live
* Buy food produced in Australia by Australian-owned enterprises
* Support small local shops that source their goods locally
* Buy food in season; storage results in loss of vitamins and refrigeration is costly in energy and greenhouse gas emissions
* Buy food certified as organic
* Ensure the food you buy is GE/GM free
* Buy smaller quantities more often so food is fresh and to reduce waste
* Select products with as little packaging as possible
* Reduce consumption of meat and dairy foods
* Buy goods labelled Fair Trade
For the supermarkets – purchase from Sustainable Communities and use the booklet Guide to Ethical Supermarket Shopping or visit www.ethical.org.au | 1,252 | 562 | {
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(Affiliated to the CISCE, New Delhi)
Jaipur
PROJECT WORK ASSIGNMENT FOR FIRST TERM (2018-19) Class I
Note:
1. All projects viz. English & Hindi Languages, English & Hindi Literature of one Term will be done in the same scrap copy.
English & Hindi Language
Aural projects (test of listening comprehension) will be held in the class itself. A passage or a story will be read out to the students three times. Students will then be provided with a questionnaire, which will be answered by students. This questionnaire will then be pasted in the scrap copy. Marks will be accorded for right answers. The assessment will be of 20 marks.
English Literature
Reference: Poem: The Mulberry Bush – Pg 24
Q1. Write the names of the Days of the Week.
Q2. Make a table as follows: (refer Pg 25) and write jobs that we do all week. (wash our clothes, iron our clothes)
Q4. Make a calendar or paste a calendar for the month of May 2018.
Marking Scheme :
Mathematics:
The Maths Lab Activity undertaken in First term (April - July) will be assessed as project work in Mathematics. Reference: Ch-1:Numbers To recognize numbers and number name (Pg 44-45) and Ch-2 AdditionTo understand addition of single digit.(Both projects will be done on the class)
Environment Studies:
All work done in Scrap Copy during the First Term (April-July) will be assessed as Project Work. Students must keep their work updated. Marks will be allocated from a total of 20.
Ch – 1 Introducing Myself - Make your own identity card in project copy – Refer pg 11, Ch- 2 My Body - Take a full big picture of yourself and paste in project copy. Make the parts of your body on it.
Marking Scheme :
Subject : Hindi Literature
1. iknhI 10 AcCIAadtaoMjaOsao – raojanahanaanaaKUnakaTnaaba`SakrnaaAaidkonaamailaKotqaaica~ lagaae^.
2. gamaI-kI ~RtumaoM ]pyaaogalaa[- jaanaovaalaIvastu^ejaOsaokUlar e saI #aad\yaeMvapoyapdaqa- AaidkonaamailaKotqaaica~ icapkae.
Marking Scheme :
Last date of submission of all projects is 09.07.2018
Affiliated to the CISCE, New Delhi Jaipur
PROJECT WORK ASSIGNMENT FOR FIRST TERM (2018-19) Class II
Note :
All projects viz. English & Hindi Languages, English & Hindi Literature of one Term will be done in the same scrap copy.
English & Hindi Language
Aural projects (test of listening comprehension) will be held in the class itself. A passage or a story will be read out to the students three times. Students will then be provided with a questionnaire, which will be answered by students. This questionnaire will then be pasted in the scrap copy. Marks will be accorded for right answers. The assessment will be of 20 marks.
Subject : English Literature :
Reference : Poem – Rainbow
Q1. Write the poem "Rainbow" given in your book.
Q2. Draw a picture of a rainbow. Write a few sentences about it. Name all its colours.
Q3. Write words which rhyme with these words: Gun, boy, catch, try, hand, bit, pen, man , crow, eat.
Marking Scheme :
Mathematics:
The Maths Lab Activity undertaken during the First term (April to July)
will be evaluated as project work in Mathematics. Students must keep
their work updated. Marks will be allocated from a total of 20.
Reference : Ch-1 : Numbers, Ch-2 Addition & Ch- 13 Patterns
Project 1: To represent 3 – digit number on abacus. (Pg 38)
Project 2 : To understand addition of 2-digit numbers.
OR
To make different patterns using vegetables. (All project to be done in the class)
Environmental Studies
Reference :Ch- 7 : My Country
1. Paste the picture of national symbols of India (flower, animal, bird & flag) and write 4 sentences on each.
2. Do the following :
a. Paste a picture of the 'Father of our Nation' , present President and the Prime minister of our country.
b. Draw our National Flag and name its colours.
c. Write beautifully the first line of our Anthem.
Marking Scheme :
Subject : Hindi
1.vaIrtaprekkivatailaKao.
2.vaIrtapurskarpanaovaalaoiksaIekvaIrbaalakkIkhanaIpiZetqaailaiKe.
Marking Scheme :
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Your Name:
Evaluation Form
Your Mentor:
Personal Assignment
Essay
Required Elements
Self-Evaluation
Instructor Evaluation
Format: Follows guidelines? 3-5 pages, double-spaced
_____ Yes
_____ No
_____ Yes
_____ No
Content: (Adequately addresses questions/topic?)
Option 1-Personal Identity
AAPI students
1. Describe your own experiences as an Asian American/Pacific Islander.
2. What does it mean to be Asian American/Pacific Islander to you?
3. Compare with what various authors and class sessions have described as Asian American/Pacific Islander experiences (give specific examples).
Alternative (for non-AAPI students)
1. Describe your experiences based on your ethnic/racial identity.
2. What does your ethnic/racial identity mean to you?
3. Compare your experiences with what various authors and class sessions have described as Asian American/Pacific Islander experiences (give specific examples).
Option 2-Family History
Provides a rich account of one's family story; exploring ancestry and background, immigration history, and describing various opportunities and challenges relating to careers, raising a family and/or other issues.
_____ Yes
_____ Somewhat
_____ No
_____ Yes
_____ Somewhat
_____ No
Context: Incorporates ideas from course readings and class sessions? Makes connections to at least 1 course reading and/or discussions?
____ Has 1 reference
____ Has 0 references
____ Has 1 reference
____ Has 0 references
Other Criteria
Clarity: Are ideas clear? Is writing understandable?
_____ Yes
_____ Somewhat
_____ No
_____ Yes
_____ Somewhat
_____ No
Cogency and coherence: Are thoughts well-organized? Do ideas make sense together?
_____ Yes
_____ Somewhat
_____ No
_____ Yes
_____ Somewhat
_____ No
Depth of Reflection: Is discussion thoughtful? Does the paper try to explore ideas or personal experiences?
_____ Yes
_____ Somewhat
_____ No
_____ Yes
_____ Somewhat
_____ No
Grade Scale:
100 – 90 = A Meets all requirements; strong/solid in other criteria 89 – 80 = B Meets most requirements; strong/solid in other criteria 79 – 70 = C Meets some requirements; solid/developing in other criteria 69 – 60 = D Meeting some requirements; developing in other criteria 59 = F Doesn't meet any requirements
Expected Grade: Given Grade:
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Use of Lists
Why Web Accessibility is Important (the unordered list)
Taken from: http://www.admixweb.com/2010/02/09/web-accessibility-6-reasons-why-its-important/
- Its the Way of the Web
o
it follows the principles of the web as a place to provide information to anyone who wants to seek it
- Your Audience is Important
o estimated that 25% of the world's population has some sort of disability
- Increases Usability
o web has evolved into a more complex and difficult world
- Improves your Knowledge and Ability
o the field is constantly changing and improving
- Increases Web Conversion
o it can considerably affect the overall bounce rate of people coming to and staying on your page
- Most Importantly, Its the Law
o Americans with Disabilities Acts (ADA)
Why Web Accessibility is Important (the ordered list)
Taken from: http://www.admixweb.com/2010/02/09/web-accessibility-6-reasons-why-its-important/
1. Its the Way of the Web
a. it follows the principles of the web as a place to provide information to anyone who wants to seek it
2. Your Audience is Important
a. estimated that 25% of the world's population has some sort of disability
3. Increases Usability
a. web has evolved into a more complex and difficult world
4. Improves your Knowledge and Ability
a. the field is constantly changing and improving
5. Increases Web Conversion
a. it can considerably affect the overall bounce rate of people coming to and staying on your page
6. Most Importantly, Its the Law
a. Americans with Disabilities Acts (ADA)
Why Web Accessibility is Important (the mis-styled list)
Taken from: http://www.admixweb.com/2010/02/09/web-accessibility-6-reasons-why-its-important/
Its the Way of the Web it follows the principles of the web as a place to provide information to anyone who wants to seek it
Your Audience is Important estimated that 25% of the world's population has some sort of disability
Increases Usability web has evolved into a more complex and difficult world
Why Web Accessibility is Important (the mis-styled list)
Taken from: http://www.admixweb.com/2010/02/09/web-accessibility-6-reasons-why-its-important/
- Its the Way of the Web
it follows the principles of the web as a place to provide information to anyone who wants to seek it
- Your Audience is Important
estimated that 25% of the world's population has some sort of disability
- Increases Usability
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Peel Clothworkers' Primary School
'Enjoyable learning for life'
Home Learning: W/B - 4 May 2020
Year 6
Literacy - Persuasive Writing:
Mathematics:
Homeschooling verse School Education
Objectives:
Identify different ways that links and connections are formed between paragraphs.
Write a balanced argument with supporting evidences and appropriate language features like sentence openers, impersonal voice and relevant conjunctions.
Summarise and appeal to a reader through effective techniques in writing a conclusion
Task: Write a balanced argument with at least 4 paragraphs on homeschooling verse school education. Your writing should include an introduction, an argument for, an argument against, and a conclusion and summary.
Your arguments for and against should include supported evidence and quotes. It should be written in 3rd person, present tense and remember to keep your own opinions out of the arguments.
Remember to make use of paragraphs and to link up your ideas using the relevant conjunctions; such as therefore, on the other hand and however.
Science
Objectives:
I can investigate dissolving, through fair testing, presenting my results in a suitable graph and explain.
I can identify several factors that affect the rate at which a solid dissolves.
Example experiment to try at home:
Write up your science investigation, including your key question, method and prediction. Your key question may be: "What is the fastest method to dissolve a sugar cube?"
You may have a cup of warm and boiling water and you might even want to consider other variables such as stirring, and for how long? Will this have an effect on the rate it dissolves? What about a fair test, will you make it fair, how?
Challenge:
How can you record your data? Can you put your results in a table, chart or graph?
*Remember a science investigation always needs an evaluation. What did you learn from your results, was your prediction correct, what can you do better next time?
Extension:
Can you come up with your own dissolving experiment that shows the effect of dissolving in two different ways? Were the experiments similar/different? How so?
Objectives: Divide a decimal by an integer.
Before you start dividing decimals by a whole number, recap on division of whole numbers. eg. 864 6 and 528. 12
Below is a video demonstrating one method and some useful links for activities/games ideas.
https://www.youtube.com/watch?v=6FHL3J3FYaE
https://whiterosemaths.com/wp-content/uploads/ 2019/01/Year-6-2018-19-Spring-Term-Block-1FINAL.pdf page 25-28.
https://www.mathgames.com/skill/6.45-dividedecimals-by-whole-numbers
Geography
Objectives:
I know contrasting coastal areas and the main harbours of the isle of Man.
I know what physical and human features are found along a coastline and harbours.
I can compare different places using geographical vocabulary e.g. types of coastlines and harbours.
Activity 1:
Research what physical (natural) and human (manmade) features are. Write a definition for each and provide some examples.
Activity 2:
Draw an outline of the map of the Isle of Man and show where the main harbours are located.
Once you have located them, create a comparison table showing the features of these harbours and natural coastlines around the isle of man.
Features to consider:
What are the harbours used for?
What are the man made and physical features?
Is there a:
Pier
Mooring
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Writing
Instructions
Write a set of instructions for something that you have completed this week. This could be something that you have made, some baking that you have done, planting or gardening, a new skill with a bat or ball. Objectives:
- Independently construct and write simple sentences,
- Use clear and relevant vocabulary to portray information.
- Introduce headings, bullet points and labelled diagrams linked to nonnarrative texts.
- Include the main features of non narrative text (instructions) in written text.
Reading
Instructions
Find your favourite recipe in a recipe book at home or online. Read the recipe through together and discuss the features. Make the recipe together if you have time.
Objectives:
- Link personal experiences to texts commenting on ideas and events.
- Distinguish between fiction and non fiction and the purpose for reading.
Science
Life Processes - Plants
Objectives:
- Identify and describe the basic structure of a variety of common flowers and plants including trees.
Draw some common plants or trees that are found on the Isle of Man. Do these from your garden or use the internet or books to help you find pictures of native plants.
Label each part of the plant or tree that you have drawn and challenge yourself by writing a sentence to describe what each part of the plant does. We have learnt about this in class already over this half term so show your parents or others at home how much that you have learnt.
PE
Ball Skills
Objectives
- hit a ball with a variety of different bats.
- throw, catch and kick a variety of different objects and balls.
Peel Clothworkers' Primary School
'Enjoyable learning for life'
Home Learning: W/B - Monday 23 March
Year 1
Maths Number - Fractions Objectives: - Recognise, find and name a half as 1 of 2 equal parts of an object, shape or quantity. Challenge 1: Find as many objects around the house as you can that can be split equally in half. E.g Half a cake, Half a pizza, Half a door, Half of a Lego brick. Focus on the fact that for it to be a half both parts of 2 have to be equal.Write down or take pictures of those that you find. Challenge 2: Investigate which shapes you can split into halves. Do some shapes have more than one way that they can be halved? Show the different ways. Can you group shapes by how many times that they can be halved? Focus on matching each side of the shape to ensure that it is a half. Challenge 3 Use practical methods to find halves of quantities up to 20. Use objects in your house to help such as Lego, toy cars, cutlery etc. Be as imaginative as you can with the things you use and record what you find out.
Cross Curricular Challenge Hey, isn't it time for …… The Arts and Crafts Badge.
Objectives:
- Select appropriate tools, techniques and materials.
- Use ideas and your own experiences to generate ideas.
- Use a combination of techniques in one piece of work.
- Describe what I think about my work.
Choose any type of art or craft to create a representation of your favourite activity. You could use drawing, painting, collage, model making, sewing, baking or any other method that you enjoy.
Think about how you can use the materials or techniques that you choose to best represent your activity. Your activity could be something that you are not able to do at the moment but would like to show. Discuss why you have chosen your techniques and methods. Evaluate what you have made by thinking about what went well and if there were any parts that you would change or improve next time. | 1,391 | 754 | {
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Pittville Parliament
Meeting Thursday 23 May 2019
Present:
Year 7: Abbot – Lydia Dunn Aston –Jess Burgess, Sean Omoruyi Livingstone – Freya Holmes, Millie Ledamun Stokes – Sophie Bevan, Olivia Tucker
Year 8: Abbot – Aston Fred Cox Livingstone –Paraic Byrne
Year 9: Abbot - Aston – Beth Dearden, Charlie Russell Livingstone – Jack Hazell
Year 10: Abbot – Millie Darley, Jabir Rashid Aston Becca Burgess, Jacob Carter Livingstone – Lenaiyah Powell
Minutes:
Ms Harte
1. Working Groups
i) Uniform
Parliament has been given the task of researching school shorts. Becca and Lenaiyah contacted School Togs and Universal Uniform to ask about design and price, and have drafted an email to be sent to them.
Ms Harte to double check and forward.
ii) Litter
Millie and Becca to do awareness raising Assemblies in Week 4.
Litter Blitz will happen in Week 5. Other activities to happen in Week 5:
a) games in Year 7/8 quad (plastic bottle knock down, plastic cup ping pong, guess the litter, bottle flip competition)
b) Tutor group litter pick – pick as much as you can and then photograph what you have found. Prize for biggest pile.
c) collecting for plastic waste sculpture – bring in clean litter/waste (no metal/sharp edges/broken glass). Waste sculpture to be built by each house. Competition to be judged by Miss Iannone, Miss King, Mr Poole, Mr Watkins. Competition to be open to 6 pupils from Y7-9 in each house.
2. Plastic Free initiative
Jacob, Jabir and Sean looked into paper cups to replace current plastic. Found various suppliers at different prices. Need to discuss with Mrs McDougall.
3. Eco Award
Priorities are Litter, Waste and Healthy Living.
MPs spoke to tutor groups but we have only received one application! Plan is to do an awareness raising assembly to Y7 and 8 and to recruit from there for next year.
4. Cheltenham Ladies College
Would like to make links with us around environmental issues. Parliament is in favour of this.
5. Link to School in Malawi
Parliament also interested in making links with the school in Malawi which Pittville will be visiting in 2020. Part of Eco Award is making links with schools in other countries.
Ms Harte to see how this might happen.
Next meeting THURSDAY 6 June 2019 – NB This is an additional meeting as so much to get on with! | 1,130 | 565 | {
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Life is Precious from the First Moment of Conception A Lesson on Loving and Respecting all Human Life Grades 4-6
Goal: Introduce the idea of respect for all life beginning at the moment of conception and why it is so important to support women who are expecting children.
Lesson: This lesson deals with the beauty and wonder of development of human life prior to birth. It hints at the fact that not all babies are allowed to be born, but there is no need to mention "abortion" at this grade level unless it comes up in the conversation from the students or the teacher determines that the students are ready to talk about it.
Each and every person is created by God out of love, from the very first, tiny moment of their lives before they are born. Even though authors of the Bible didn't have microscopes or ultrasound machines, they knew that God had plans for even preborn babies.
Activity:
valuing-life-tool-kit.pdf with great activities for students.
Have students print 10-11 of the Valuing Life Tool Kit
Have students print 13-14 of the Valuing Life Tool Kit
Have students print 16-17 of the Valuing Life Took Kit
Have students or class match scripture verses with the lesson about life before birth. Introduce the topic of fetal development. When a baby is born, he or she is already 9 months old and has been doing amazing things—even if we haven't been able to see them.
Watch: Miracle of Life videos. (with or without the conception part) Beautiful fetal development video shows baby growing from zygote through just before birth. 3.5 minutes with facts on fetal development
Discussion:
What did you learn?
What surprised you the most about human development before birth?
Was any of it gross?
Was any of it beautiful?
Have any of you ever felt an unborn baby kicking or seen an ultrasound image? Now you know what the baby was doing on the inside while you were observing from the outside!
Activity: Look at the pictures and read the descriptions on How big is your baby? of several different stages of fetal development. What is taking place at each time? Talk about how quickly the baby is growing and developing. Ask them to share stories of newborn babies they have seen in their families and what they noticed about their abilities.
Watch: Some or all of the lighthearted videos about people happy to have their babies From Bump to Buzz A husband takes video of his wife every day of her pregnancy to show the changes. Funny. Put to great music. 3 minutes.
My Wife's Enchanted Pregnancy Fun and funny 4 minute video about welcoming a baby into the family.
Discussion: Is having a baby easy?
Is every woman who gets pregnant really happy about it? Why or why not?
What might make someone unhappy about being pregnant?
Just because someone is not happy at one time, does that mean she will stay unhappy?
Watch: Some or all of the videos about situations where pregnancies might not be so happy. Dear Future Mom video of kids with Down Syndrome sharing their stories of their amazing lives to moms expecting babies with Down Syndrome. Don't underestimate how great their lives are! 2.5 minutes.
Discussion:
What did you think about these situations?
Are they times when a woman might not be as happy to be pregnant?
What can we do to help her become happy instead?
What does this mean for us?
What can we do to help people be happy about welcoming a new person into the world?
What can we do to create a world where everyone is welcomed as a gift from God, no matter whether they have disabilities, are poor, or come at an inconvenient time?
Activity: Have students use pages 16 to 17 of the valuing life tool kit . (or use blank paper to draw each person)
Make sure they have colored pencils, markers or crayons to draw with. Ask them to fill in each frame with a picture of some person who has greatly influenced their life. It may be a family member, a friend, or even a public figure they admire. This is meant to be a thoughtful project— do not encourage pet pictures or fictional characters.
Discussion based version of activity
Lead the students in a discussion of people who have greatly influenced their lives and why or how. Then ask if they can predict what their lives might be like now had that person not been allowed to be born. How many people are influenced/affected by any one single person? What does this tell us about the value of each individual in God's plan for the world?
Prayer:
God our Father, you created each person perfect, a gift from you to the world. Help us to see perfection, even when our eyes see problems or inconvenience. Help us to treat each person as a gift and share our lives as a gift to the world for you. Amen.
Additional resources:
"Being Pro-Life" Sr. Alicia Torres shares how important it is to have a relationship with God when doing good works. 4 minutes.
"Speak Life" TobyMac 4 minutes. Song shares the power of a consistent ethic of life. Great for all ages. | 1,922 | 1,057 | {
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Questions 95 & 96
Name ___________________________
Q95. What is the seventh commandment?
A95.You shall not commit adultery.
Q96. What does the seventh commandment teach you?
A96. To be pure in heart, language, and conduct.
Matt 5: 27-30, Rom 12:1,
Scripture Base:
2 Cor 7:1, Eph 5: 3-5
Doctrine: WCF: 20:3, 24. SC: 70-72
Supplementary Questions
1. What does it mean to be pure in heart?
2. What does it mean to be pure in language?
3. What does it mean to be pure in conduct?
Song: Create in me a clean heart, O God
Teaching Notes
Review: Q93. What is the sixth commandment? - You shall not murder. Q94. What does the sixth commandment teach you? - To avoid angry passions.
Intro: Discuss relationships - parent/child; siblings; friends; neighbors,etc. How should we behave towards our fellow man?
[Review Q76&77 - To love God with all my heart, and my neighbor as myself; All my fellow men are my neighbors.]
Activity: Pure water/ dirty water demonstration.
Supplies: a clear container of water, some soil, a coffee filter, funnel and another clear, empty, container.
Procedure: Ask what will happen if you put the soil into the water. Do so. Would you like to drink some now? Can we clean it up again? Try filtering it. Large bits are removed, but not the tiny ones. Is it clean?
Apply: What dirties our hearts? - sin. How do we try to deal with it? Can we completely remove it by ourselves?
Supplementary Questions
1. Having our affections appropriately and faithfully dedicated and committed to God and others. 2 Cor 7:1
2. Building people up with truthful speech. Matt 15:11, 17-20 Eph 4:29
3. Behaving in such a way as to promote holiness and purity in myself and others.
Rom 12:1,
2 Tim 2: 20-22
Gospel: Only God can make our hearts pure and clean from sin. (Discuss activity again.) You cannot please God with a sinful heart. Have you asked Him to take away your sin?
Worksheet
: 5-10, continued.
Song: Create in me a clean heart, O God | 939 | 527 | {
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Build Scott Base Maths
- Level 3 -
Area and Perimeter / 3D shapes
Mathematics Standards - by the end of Year 6:
* sort two- and three-dimensional shapes (including prisms), considering given properties simultaneously and justifying the decisions made;
* represent and describe the results of reflection, rotation, and translation on shapes or patterns;
* identify nets for rectangular prisms;
* draw or make objects, given their plan, front and side views;
WALTs from Team Solutions:
1. Define, name, describe and draw 2D (plane shapes) and 3D shapes (prisms) by their spatial features:
2D shapes/plane shapes:
* Sides, Corners, Angles, Diagonals, Perimetre, Centre
3D shapes/prisms:
* Faces, Edges, Corners, Angles, Vertices (vertex), Surfaces
2. Draw nets for simple 3D shapes and make models (with equipment and paper) using the nets Note: By the end of year 6 students must be able to identify whether or not a net will fold to make a given cuboid model, e.g. which one of these nets will make a cuboid?
3. Enlarge (on grid paper), simple shapes to a specified scale e.g. twice the size, three times the size
4. Describe the transformations of an object (e.g. reflection, rotation, translation, enlargement)
5. Design and make patterns that involve translation, reflection and rotation
6. Solve measurement problems by using a range of calculation strategies (area and perimeter)
E.g. The perimeter of the classroom is 10m + 10m + 7m + 7m =34m
Or 2x10 + 2x7 = 20 + 14 = 34
TerM 4 MatHs ProJEcT
DesIGn a neW ScoTt BasE in AnTarCtICa
It needs to have:
* Enough rooms to sleep 100
* A kitchen
* The Mess - feeding 100 people at a time
* Toilet/bathroom facilities
* Laundry
* Library
* Medical Room
* Gym
* AFT gear room
* Engineers Workshop
* Vehicle workshop
* Admin office
* Communication office
* Reverse osmosis room
* Science lab
* Locker Room
Things to consider:
* How big should a bedroom be?
* How many people would sleep in each room?
* Can you seat everyone in the dining room (The Mess)?
* How many people could use the Medical Room at a time?
* Snow! - think about snow loading
* Ice! - how does ice affect some building materials?
Your design must be at a scale of -
* 1 square of your maths book : ____ m
* Your building/s must be approx 1500 ㎡ in total
* The total perimeter of the base should be no larger than 350m
There must be some symmetry / rotation / reflection / translation in the design
You will present you design in either:
* a scale plan on grid paper. You may draw in plan, in different perspectives, or just one view.
* or create a scale model plan of your design using 3D shapes.
* This could be in Minecraft - 1 block = 1m | 1,694 | 1,063 | {
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L´ogica en la Inform´atica / Logic in Computer Science
Monday June 13, 2016
Time: 2h30min. No books, lecture notes or formula sheets allowed.
Note on evaluation:
```
eval(propositional logic) = max{ eval(Problems 1,2,3), eval(partial exam) } eval(first-order logic) = eval(Problems 4,5,6).
```
.
1a) Let F and G be propositional formulas such that F is a tautology. Is it true that F ∧ G ≡ G? Prove it using only the definitions of propositional logic.
1b) Let F and G be propositional formulas such that F is satisfiable and F → G is also satisfiable. Is it true that G is satisfiable? Prove it using only the definitions of propositional logic.
2) Let us remember the well-known graph coloring problem. Input: a natural number k, and an (undirected) graph with n vertices and m edges of the form (u1, v1) . . . (um, vm), with all ui and vi in {1 . . . n}, and Question: is there a way to "color" each vertex with a color (a number) in 1 . . . k such that adyacent vertices get different colors?
We know that graph coloring is NP-complete in general. But what is its complexity if k = 2? Explain why using sat-based arguments.
3) Let S be a satisfiable set of propositional Horn clauses.
3a) What is the complexity of finding the minimal model of S, that is, the model I with the minimal number of symbols p such that I(p) = 1?
3b) What is the complexity of deciding whether S has only one model or more than one? For both questions, explain very, very, briefly why.
4) We want to write a computer program that takes as input two arbitrary first-order formulas F and G and always terminates writing "yes" if F ≡ G, and "no" otherwise. Explain very shortly the steps you would follow to do this, or to get something as similar as possible.
5) Formalize and prove by resolution that sentence E is a logical consequence of the other four. A: If a person likes logic, he does not like football.
B: Brothers of football players like football.
C: Messi is a football player and Ney is his brother.
D: Ney likes logic.
E: Our teacher is a nice guy who knows a lot about football and logic.
6) Complete the following graph coloring program (see problem 2). Do makeConstraints recursively, using #\= and the built-in predicate nth1(I,L,X) ("the Ith element of the list L is X").
```
:- use_module(library(clpfd)). numVertices(5). edges([ 1-2, 1-3, 2-3, 2-4, 2-5, 3-5 ]). numColors(3). main:- numVertices(N),edges(Edges), listOfNPrologVars(N,Vars), ... Vars ins ... makeConstraints(Edges,Vars), ... write(Vars), nl. makeConstraints(... listOfNPrologVars(...
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Fact Sheet Assignment for The Postmortal
Instructions: Create a list of thoughts or facts as they relate to one or more of the following topics. This could be a brainstorming activity in which you create two different sides for each case. The aim is to start the conversation about the controversial philosophical topics that the book presents. These fact sheets can then serve as an informational base to frame the public debate in conjunction with the author's visit.**
Some sample topics:
1. If you knew that you were never going to age, would you still get married?*
2. If you were in charge of a country, would you make the cure for aging available to everyone?*
3. Are there any reasons that a person would be restricted from 'the cure,' ex. disability, criminal conduct, low grades in math etc.
4. Hypothesize that the cure is relatively cheap to research and manufacture. What should it cost? In other words would you price it in such a way as to restrict its' use?
5. If the cure for aging were available now, would you get it?*
6. If the cure for aging were available now, should the death penalty replace life sentences?*
7. If the cure for aging were available now, should it be given to military personnel to build stronger armed forces?*
8. If you knew that you were never going to age, would you make a different career choice than the one you have or are planning now?
9. If the cure were available to everyone, would you make recycling and conservation a requirement with strict penalties?*
10. Since not as many people are dying how would you restrict the population and/or create an environment that is sustainable for a growing population?
11. If people are virtually immortal how do you think that would influence religious views? Would religion have as much importance in this society?*
12. Would 'the cure' influence people's morality in any way? Would they become better or worse from some moral standpoint?*
13. How would the economy differ after 'the cure'?*
These topics are meant as possible guidelines and can be altered or amended as you see fit for your course. They can also be used as short essay topics in addition to being used as preparation for a debate.
*starred topics will be argued at the public debate in October
**If you would like your students' fact sheets to be used in the public debate in October, please send completed fact sheets to: email@example.com; firstname.lastname@example.org; or email@example.com by Friday, October 16 th . Also, please let us know if you are interested in serving as a facilitator for the debates. | 1,006 | 562 | {
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WATER QUALITY FACT SHEET JUNE 2012
Serratia Marcescens Bacteria
Introduction: Have you ever seen and wondered what that occasional pink stuff is that is in the toilet, shower, pet's dish or even your teenage son's bathroom sink? It is most likely a bacteria called Serratia marcescens.
Serratia Marcescens Bacteria: This bacteria grows as a slimy pink substance that sometimes forms in moist areas around homes. It is most frequently observed in toilet bowls, on surfaces in shower stalls and bathtub enclosures, on tile, in sinks, and in pet water dishes. This red or pink pigmented bacterium known as Serratia marcescens is the most common cause of the pink "stuff."
Serratia bacteria are common inhabitants of the environment and can be found in many places, including human and animal feces, dust, soil, and in surface waters. The bacteria will grow in any moist location where phosphorous containing materials or fatty substances accumulate. Sources of these substances include soap residues in bathing areas, feces in toilets, and soap and food residues in pet water dishes. Many times, the pinkish film appears during and after new construction or remodeling activities. Others have indicated the pink "stuff" occurs during a time of year when their windows are open for the majority of the day.
These airborne bacteria can come from any number of naturally occurring sources, and the condition can be further aggravated if customers remove the chlorine from their water by way of an activated carbon filter. In recent years, the popularity of home water filtration systems has grown tremendously, and the presence of Serratia has appeared more and more frequently in homes which remove the chlorine disinfection from the water supply.
Serratia can also grow in tap water in locations such as toilets in guest bathrooms where the water is left standing long enough for the chlorine residual to dissipate. Serratia will not survive in chlorinated drinking water. The public water supply in the City of Brentwood contains enough chlorine to provide safe, disinfected drinking water at your tap. However, when left standing in an open container for as little as 30 minutes, tap water begins to lose its chlorine disinfectant into the atmosphere.
Once the organism is established, it usually cannot be eliminated entirely. However, periodic and thorough cleaning of the surfaces where the pink slime occurs, followed by disinfection with chlorine bleach is the best way to control it.
Health Concerns: Serratia marsescens is not known to cause any waterborne diseases. Members of the Serratia genus were once known as harmless organisms that produced a characteristic red pigment. More recently, Serratia marcescens has been found to be pathogenic to a very small percentage of people, having been identified as a cause of urinary tract infections, wound infections, and pneumonia in hospital environments.
References:
o Anía BJ "Serratia: Overview" eMedicine WebMD October 1, 2008 http://emedicine.medscape.com/article/228495-overview.
o Lauer, William C. Water Quality Complaint Investigator's Field Guide 2005 American Water Works Association | 1,336 | 653 | {
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Dear Rising Sixth Grade,
Summer is right around the corner. I know that most of you have fun plans for summer vacation - camp, vacations, day trips, etc. Wherever your summer takes you, I hope you will find the time every now and then to open a book, to read an interesting article, to use a recipe or instruction manual to create something fun, or to write a letter to a friend. I have selected two books that I would like us to be able to discuss as a class when you return in August. I am hoping that you will enjoy reading these books and return to school ready to talk about them.
"Great books help you understand, and they help you feel understood." –John Green
Please read:
Holes: Louis Sachar
Tiger Rising: Kate DiCamillo
Your two assignments will be due by the end of the first week of school on Friday, August 23rd.
They will count as your first two homework grades in your ELA class. We will also be discussing these books as a class and doing activities based on them. Any questions should be asked of a classmate first, then emailed to Mrs. Hickey.
For each book, please choose one:
* Create a visual presentation (iMovie, Animoto, Prezi, Google Slides or PowerPoint) about your book. Presentations must include more than six but no more than ten slides. Please share your work with Mrs. Hickey when you are done. Your project must include references to major characters, major conflicts, setting, and theme of the book.
* Create a timeline of the major events in the story. You must write one paragraph for each major event in your story. You must have at least ten events from the story but no more than fifteen. Punctuation and grammar is key to getting points for the assignment.
* Write a paragraph for two of the following questions (one paragraph for each question chosen-at least six typed sentences):
* Which character was your favorite? Compare this character to yourself or to a character from another book.
* Which event in the book would you change? Why?
* What did you learn from this book - the theme or the life lesson?
Enjoy your summer, Mrs. Hickey
* What would you say to the author of this book if you could talk to him/her?
One-Pager Final Project - Due 8/23/19
A one-pager is an analytical, creative, and written response to a novel that completely fills one side of a piece of paper. For your one-pager, you'll want to focus on the big ideas from the novel including theme, symbolism, conflict, tone and motif, as well as literary devices and elements.
Required Details
1. Fill an entire 11 * 14 page with color and text. There should not be any blank, white space.
2. Clearly label each elements of your one-pager.
3. Include the title, author, genre on the paper. You should try to incorporate this element as creatively as possible.
4. Complete the grid by connecting 4 elements together
Connect four boxes vertically, horizontally, or diagonally to select your other four required elements.
One-Pager Brainstorming Checklist
Use this paper as a checklist to make sure you have every element complete
Required Elements:
❏ The entire page is filled with color, images, or text
❏ Every element is clearly and neatly labeled
❏ My one-pager includes the title, author, and genre
❏ I included, cited, and thoroughly explained 3 quotes
❏ I included 3 big-picture questions that ask how or why questions. I thoroughly answered each question with a detailed answer that includes a quote (introduce, cite, explain).
❏ I included and labeled three illustrations that connect to the book.
❏ I included my figurative language, setting, timeline, song element.
❏ My handwriting is neat and legible
Use the chart to brainstorm
Complete this entire chart before planning and designing your one-pager
One-Pager Rubric
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SUNSMART POLICY
POLICY STATEMENT:
A balance of ultraviolet radiation (UV) exposure is important for health. Over exposure to the sun during childhood can cause skin and eye damage and is known to be a major cause of skin cancer. As a school, we have a responsibility to protect students from the danger of excessive UV radiation exposure through implementation and enforcement of SunSmart strategies. Dederang PS also acknowledges the importance of Vitamin D levels and appropriate sun exposure for general health.
PROCEDURE:
1. Staff and students are encouraged to access the daily local sun protection times via the SunSmart widget on the school's website or at http://www.sunsmart.com.au
2. Between the months of September to the end of April and when the sun UV levels are 3 and above the following is to be implemented:
a. Staff and students are to wear a broad-brimmed hat whenever they are outside. Students who do not have hats are directed to move into the shade.
b. Staff and students are encouraged to wear SPF 30 (or higher) broad-spectrum, water-resistant sunscreen for protection. Sunscreen will be available at school. Where ever possible, susnscreen will be applied at least 20 minutes before going outdoors and reapplied every two hours. Students will be reminded to apply sunscreen.
c. Other options for sun protection such as sunglasses that meet Australian Standard 1067 (Sunglasses: Category 2, 3,or 4) are encouraged.
d. Students will be encouraged to use available areas of shade for outdoor activities.
e. Staff model SunSmart behaviours.
f. Structures such as timetabling of sport, lunch breaks etc. will when possible be designed to minimize sun exposure.
g. The availability of shade is considered when planning all other outdoor activities.
3. Sun protective clothing is included in our DPS Dress Code. School clothing is cool, loose-fitting and made of a dense fabric. It includes shirts with collars and elbow-length sleeves and shorts. Rash vests or t-shirts are required for outdoor swimming activities.
4. Students are encouraged to play outside in the Winter sun during Terms 2 and 3 in accordance with SunSmart recommendations for Vitamin D exposure.
5. Learning programs on sun protection and vitamin D are included in the curriculum for all students.
6. SunSmart information is promoted to the wider school community.
7. In consultation with the DPS School Council, shade provision is considered in future grounds and building plans.
8. DPS will maintain SunSmart accreditation.
LEGISLATION:
Occupational Health and Safety Act 2004
Education and Training Reform Act 2006: Sch.5 Reg. 1 (1.2)
RELATED POLICIES AND INFORMATION:
DPS School Uniform Policy
SunSmart Website: http://www.sunsmart.com.au
DPS Website: UV meter
Presented to School Council 18 th May 2016 and approved.
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(RIDGELY, MD—December 6, 2017)
Emergent: Visual Sips from the Waterline, Photographs by Lynn Teo Simarski, on View through Feb. 2 at Adkins Arboretum
During the six years she lived aboard a boat on the Chesapeake and its tributaries, photographer and science writer Lynn Teo Simarski often slipped her kayak into the water to explore the delicate borders where water mingles with land. In her show Emergent: Visual Sips from the Waterline, on view through February 2 at the Adkins Arboretum Visitor's Center, her digital photographs tell the stories of the remarkable plants she found in the region's quiet coves and marshes. There will be a reception to meet the artist on Sat., Dec. 16 from 3 to 5 p.m.
Sliding along low in the water, the kayak gives Simarski a close-up, intimate view of every detail of the shoreline. In photographs that range from spare black-and-white images of slender marsh grasses and their dancing reflections to masses of lotus leaves floating in water rippled with brilliant autumn colors, she distills moments of beauty and playfulness that few people get to see. There are softly rising mists, dramatic slanting shadows and an occasional dragonfly perching weightlessly on a bit of grass.
Simarski, who lives in Alexandria, Va., when she and her husband aren't aboard their 40-foot trawler, Bright Pleiades, said, "I kayak as much as I can. That's really my favorite part about having lived on the boat."
In a perfect image of the interconnections of earth, water and sky, sprightly blades of grass emerge from satiny reflections of the clouds above in "Skygrass." Simarski's fascination with emergents—plants that are rooted in the underwater soil but grow up into the air—continually draws her to the fragile edges of the water where these aquatic plants perform a vital role in the ecosystem by providing shelter, food and breeding places for countless creatures.
The majority of the show's photographs come from the Chesapeake region, but Simarski shot a few of them in Maine, Wisconsin and South Carolina. Interestingly, except for some tassels of Spanish moss dangling from a leafy branch, it's hard to tell the difference. There's a certain universality in the elegant calligraphic gestures of blades of marsh grass and the ever-changing effects of light, mirrored skies, turning tides and shifting seasons.
With its perky bright green stalks tipped with gold, "Spikerush" is a jaunty image. A type of sedge, it's small and grows just barely above the water's surface. Simarski found it with tiny concentric rings dimpling the water where its stalks meet their own reflections.
"This is one that was not from a kayak," she explained. "It was spring, and I was going for a walk at the marina in Galesville, Md., where we keep our boat. I saw these patterns in a ditch, and I was just stunned. Here were these rushes only about three inches high. So, I ran back to the boat and drove back over so I could stand on the car and look down at the ditch to get the viewpoint I wanted."
In addition to her photography, Simarski has written articles on the Bay for Chesapeake Bay Magazine and Bay Weekly. She and her husband, Guy G. Guthridge, are currently working on a book called Chesapeake Winter about their years living aboard their boat and their conversations with scientists, watermen and others about the Bay's future. They are planning a trip to Florida along the Intracoastal Waterway.
For Simarski, the margins of water and land are endlessly compelling. Speaking of her love for these vulnerable, ever-changing perimeters, she said, "The boat enables me to go to these places you can't get to by road and put the kayak in. The boat is our magic carpet."
This show is part of Adkins Arboretum's ongoing exhibition series of work on natural themes by regional artists. It is on view through Feb. 2 at the Arboretum Visitor's Center located at 12610 Eveland Road near Tuckahoe State Park in Ridgely. Contact the Arboretum at 410–634–2847, ext. 0 or email@example.com for gallery hours.
###
Adkins Arboretum is a 400-acre native garden and preserve at the headwaters of the Tuckahoe Creek in Caroline County. Open year round, the Arboretum is the region's resource for native plants and education programs about nature, ecology and wildlife conservation gardening. For more information, visit adkinsarboretum.org or call 410-6342847, ext. 0.
Adkins Arboretum 12610 Eveland Road Ridgely, MD 21620
410.634.2847
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Level: 4MS
FINAL EXAM
at b-Find in the input words that are opposite in meaningto:(1pt) b-F
There was a king who decided to take a tour of his country. As he passed by different places, everyone rushed to see him. However, while passing by a certain place, he noticed a poor old man who did not pay any attention to the king's arrival and remained engaged in his own activities. The king went up to this poor man and asked why he did not join the people to see him. The poor man replied, "Before you, there was another king who once passed by this place. Everyone gathered to see him as well. But, few days later he died and was buried in a place nearby.A poor man also died during that time and was buried near the king's grave. After some time, a strong flood passed through that area causing those graves to overturn. As a result, the bones of the poor man became mixed up with those of the king's. We could not differentiate between them any longer. After seeing this, it does not matter to me anymore as to who is a king and who is a beggar. In the end, our home is the same." : IslamCan.com Source "The King and the Poor Man" Part One (14pts) A - Reading Conprehension (7pts) Activity 1: Answer these questions (2pts) a -Did the poor man rush to see the king ? b-Was the poor man aged ? Activity 2: Write " true " , " false " or " not mentioned " (3pts) a- The poor man was interested in the king's visit. b-The king wasn't old. c-The bones were mixed up by the floods. Find in the input words that are closest in meaning to: (1pt) - Activity 3: a hurried = answered = tomb = ency-education.com/exams d in his his e people to eople to assed by this ed by this d was buried in a as buried the king's grave. king's gra ose graves to ove graves to se of the king's. W e of the kin it does not matte es not m our home is the r home is "T ns (2pts) (2pts) to see the king ee the kin ? aged aged ? " true " , " false ue " , " fal d r man was intere n was inte ing wasn't old asn't . The bones were m bones wer Find F - Activity 3: a vity 3: a n hurried = urried =
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4am.ency-education.com
: Complete the table : Activity 1
: Complete the table :2 Activity
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Activity 3: Classify these words according to their vowel sounds heir vowel sound wel so
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gathered - country - another - tomb - flood- through -pass / æ / tio mb - flood flood- thro th tio ducatio
tion.com/exams
You heard or know a funny story or a folk tale. Write it in few lines (6 to 10 lines) ard or know a funn or know
6pts) Part two: Written Expression: ency-ed tten Expression Expres : e
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Adverse Childhood Experiences (ACEs)
Adverse childhood experiences (ACEs) are some of the most intense, and frequently experienced, sources of stress and trauma that children may suffer early in life which can affect them as adults. They include multiple types of abuse including:
Neglect
violence between parents or caregivers
alcohol and substance abuse peer, community and collective violence.
ACEs also include things that affect children indirectly through the environment they live in. This could be living with a parent or caregiver who has poor mental health, where there is domestic abuse, or where parents have divorced or separated. ACEs can be single events, long‐term or repeated experiences. Research shows the more ACEs that occur in childhood, the higher the chances of adults having poor mental health and also physical conditions such as cardiovascular disease, liver disease and cancer. Having more ACEs also increases the likelihood of engaging in health harming behaviours in adulthood such as smoking or using drugs or alcohol, or being involved in crime.
Research into adverse childhood experiences (ACEs) consistently shows that a set of 10 adverse experiences in childhood are associated with an increased risk of poor health and other problems in later life. The strongest associations are seen between violence perpetration and victimisation, mental ill‐health and substance misuse as the repeated stress of abuse, neglect and parents struggling with mental health or substance abuse issues has real, tangible effects on the development of the brain. This consistent and compelling evidence has brought greater focus from a wide range of policymakers and public services on the harm caused by child abuse, neglect and other adversities.
Research into adverse childhood experiences has generated a powerful and accessible narrative which has helpfully increased awareness of the lifetime impact of early adversity on children's outcomes.
However, poor outcomes are not inevitable and early intervention, particularly in childhood, can make a difference. It is important to show understanding to those who have ACEs, helping explore the question; "What happened to you, and what may help you?"
Trauma is a term for a wider set of experiences or events that can happen at any time of life and includes some of the adversities in childhood known as ACEs. Trauma affects us all, directly or indirectly. Many people live with the ongoing effects of past and present overwhelming stress (trauma). Despite the large numbers of people affected, many of us often don't think of the possibility that someone we meet, speak with or support may have experienced trauma, which makes us less likely to recognise it. Keeping the possibility of trauma in mind means keeping the sensitivities and vulnerabilities of people who may be trauma survivors in mind. It also means being respectful, acknowledging and understanding.
Having a basic understanding of how stress can affect individuals can help this process and make us less likely to fuel other people's stress levels. This means paying attention to how way we engage with others, as well as to 'what' we do. It also means thinking about what may have happened to someone, rather than judging what is 'wrong' with them. Trauma informed practice is a way of working that recognises:
That anyone using a service may have experienced trauma or ACEs
That people with a history of trauma may be less likely to engage with services
The importance of relationships in preventing/recovering from the effects of trauma/ACEs
ACEs are very common; about half of all people will have experienced one ACE, and about one in ten will have experienced four or more. However, a lot of people do not develop problems despite having ACEs. Things that improve the chances of staying well despite experiencing ACEs include: relationships with trusted adults and physical activity in childhood. In adulthood, protective factors include community engagement, and supportive employers and services. Many organisations are now recognising the impact of ACEs, how they can be prevented and how to help people who have had them to live well.
Additional Resources:
What are ACE`s
ACE`s - parliment
Kirklees – ACE`s
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How To's REFLECTING
Learning Outcomes
Shopping List
The goals for this How To are for you to be able to:
Understand the importance of selfreflection. 1.
Which tools can support you and how to use them. 2.
You will need:
An open mindset.
A quiet moment.
This downloaded fillable PDF.
or
Discover what works best for you. 3.
Printed out version of the tools.
Happy Learning!
Self-reflection is very important and a big part of a growth mindset. Reflecting helps you to develop your skills and review their effectiveness. Reflection is also an important aspect of learning.
By taking the time, with this How To, to ask yourself important questions, you gain a better understanding of your emotions, strengths, weaknesses and driving factors.
doors-open.academy firstname.lastname@example.org
Why Reflect?
Reflection can come in different forms and prompts, but ultimately serves its purpose as a way to better understand your thoughts, behaviours and actions.
Self-reflection has actually been found to enhance your focus, decrease stress levels and improve physical well-being.
Some people prefer to reflect daily, weekly, monthly or yearly! However often, it is important to find a quiet moment, grab a cup of your favourite drink and take the time to peacefully reflect. You can play your favourite music, do some yoga/meditation or even go for a walk while reflecting.
Work your way down the next few pages, and explore which tool(s) work best for you. Elaborate on your answers, you might just learn something new about yourself!
#1: Self-Reflection Snapshot
Date:
Pick a Topic:
Family Friends Career Health Love Money
I am proud that...
I want to improve...
I will do this...
#2: Self-Reflection Circle
Check the box in sections 1 to 4 based on how fulfilled you feel in the various aspects of your life.
1 = very unfulfilled 4 = very fulfilled
#3: Self-Reflection Journaling
Reflect and think about each prompt below, across a 6 day period.
What is one thing I didn't do this year but wish I had?
What is a defining moment in your life? Why is it defining?
In 5 words describe how you feel about your job.
What obstacle did you face this year? How did you overcome it?
What are 3 big goals you accomplished this year?
Use 5 adjectives to describe your life.
DAY 1
DAY 2
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
DAY 3
DAY 5
DAY 4
DAY 6
The Last Tips
Congratulations, you now know how to reflect!
Make sure to continuously take the time to self-reflect on yourself, your career, your life and more.
Here are some tips to keep in mind:
Be honest with yourself. 1
Be kind and open. 2
Determine when you are most at peace and harmony with yourself. 3
Remember, there is no right or wrong way to reflect. 4
Reflection is key to learning! 5
Extra Inspiration
Article: Why you Should Make Time for Self-Reflection
Podcast: Power of Reflection in Learning and Leading
Video: The Value of Self-Reflection
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Volume 26 Issue 1
October 1992
An Assessment Story
Cheryl Way
Follow this and additional works at: https://scholarworks.gvsu.edu/mrj
Recommended Citation
Way, Cheryl (1992) "An Assessment Story," Michigan Reading Journal: Vol. 26 : Iss. 1 , Article 8. Available at: https://scholarworks.gvsu.edu/mrj/vol26/iss1/8
This Other is brought to you for free and open access by ScholarWorks@GVSU. It has been accepted for inclusion in Michigan Reading Journal by an authorized editor of ScholarWorks@GVSU. For more information, please contact email@example.com.
Michigan Reading Journal
Article 8
An Assessment Sto~
BY CHERYL WAY
When I was in seventh grade, I had an art class. The teacher, Mrs. U, was teaching us to draw in perspective. After she had explained the concept and demonstrated it for us, we were to draw our own picture showing perspective. I can still remember what I drew ( and that was a very long time ago for me!). I drew an ocean against a horizon picture. I drew a large rock in the foreground with a fish swimming in the background. There was also a boat of some type in there, too.
This awful woman -I can't believe she was a teacher-took a wide, black, felt tip marker and began putting huge "X's" through my entire picture. She destroyed the picture which I'd worked hard on and felt proud of. As she X' d out my rock, my fish, my boat, and my horizon, she verbally attacked my method of drawing. She said I had done it all wrong
I remember working very long and hard on that drawing to get it just right. I didn't think that I was a good artist to begin with, but I felt that I had understood the concept and I was pleased with the results of my picture. I handed it in.
MI CHI GAN RE ADING J OU RNAL
then handed back the remnant of my drawing and said to do it again. That's it. She said nothing positive about my attempt. She offered no hints about how I might do it again. The entire class heard her berate my drawing. I was almost in tears, yet I was furious.
I knew I was no great artist, but no student deserves treatment like that. To this day, I dislike anything to do with art and will distance myself from it whenever possible. I swear if I were to meet her on the street, I'd be sorely tempted to give her a piece of my mind about what it is to be a teacher because she certainly had never been one.
From that point on, I ceased making any effort in that class. I existed in there like a person in prison, and when my sentence was up, I never took another art class. I never will. That woman convinced me that I had absolutely no artistic talent.
Cheryl Way is studying to be a social studies teacher at Michigan State University. rf?
V OLUME
26, No. 1 •
F ALL
1992
30 | 1,099 | 661 | {
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Limekilns on Mendip
Eric Taylor
The limekilns in Avon (see BIAS Journal 17) are contained naturally by the Bristol Channel to the west, the Severn Vale to the north and the Cotswold Hills to the east. To the south, however, the natural boundary is the southern edge of the Mendip Hills, and as the Mendips are only partly within Avon, the remainder in Somerset, this article is intended to complete the picture.
There were probably more limekilns in the small area of Mendip than the whole of the rest of the county of Avon. Most of these were small agricultural kilns built to supply lime to a few neighbouring fields, and burning limestone outcropping close at hand or dug from a very small adjacent quarry. Occasionally stones picked from the fields were burnt. The major use of the lime was as a conditioner to reclaim poor quality ground covered in scrub and fern, and once this had been achieved the limekilns fell into disuse as less lime is required to maintain good grassland than to achieve it. The majority of these small kilns are shown on the First Edition 25 inch to 1 mile Ordnance Survey maps c1886, and few appear to have been built after this time. Even on these maps many are referred to as 'Old Limekiln'. Kilns built after this tended to be larger and much more substantial, and were worked on a more commercial basis to serve a wider area.
dismantled after use to be used as walling stone), and very few had any form of fire resisting lining. This alone ensured that the kiln had a short life, as it was itself burnt away to lime. The draw hole or eye of the kiln was occasionally constructed of brick or of an imported stone to use as a lintel over the hole. The access arch around the draw hole roughly followed the shape of a section of a cone, which meant that the shape could be constructed without the necessity for load bearing arches or lintels.
The kilns were fuelled probably the same way as limekilns in other parts of the country, by coal if it could be obtained cheaply enough, or by wood. Even the use of peat and bracken has been recorded. Limestones not properly burnt would not slake down properly on the fields, and would have to be picked up again before ploughing.
These small early agricultural kilns were built to the simplest of design, as they were not expected to last very long. They were constructed from local stone (many were
Lime is still burnt on the Mendips at Cheddar, but by a modern gas fired rotary kiln rather than by the traditional solid fuelled vertical structure. (A brief description of the modern limekiln at Cheddar is given in the Journal of the Somerset industrial Archaeological Society No.1). The last coke-fired limekiln ceased working in the mid-1970s at Francis Flower's Lime Works, Gurney Slade. The kilns, possibly the largest on Mendip still stand in an _ excellent state of repair, but before these kilns ceased to work a modern bank of three steel-bodied kilns at Callow Quarry, Shipham, were demolished in 1971.
BIAS JOURNAL No 18 1985
A Selection of Limekiln Remains on Mendip | 1,231 | 695 | {
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Summary of learning goals
* The sequence has the potential to develop counting-on strategies and early addition skills and facts.
* To develop students' counting skills beyond 10.
* To understand that the numbers 11 to 19 can be represented as one group of 10 and some more ones.
Australian Curriculum: Mathematics (Foundation)
ACMNA001: Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20, moving from any starting point.
ACMNA002: Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond.
Summary of lessons
Who is this sequence for?
* This sequence is designed for students towards the end of their Foundation year. It is expected that they will have developed one-to-one correspondence with numbers up to at least 20. Students must be very familiar with numbers from 1 to 10. The students will need to have an understanding of the composition of numbers; for example, 7 can be made by combining 1 and 6.
* This unit also relies on students unitising 10 as a group. For this purpose, it would be helpful for students to have used 10 as a group previously, such as participating in tasks that use models such as ten frames.
* This task requires students to keep count with static objects, which can be more complex than keeping track of the count using manipulatives.
Lesson 1: One is a Snail, Ten is a Crab
This task uses the book One is a Snail, Ten is a Crab to explore numbers up to 20. Students represent numbers using the number of legs on animals in the book and look at how one number can be represented in multiple ways. Students also explore the efficiency of different representations.
Lesson 2: One Crab + Some More
This task continues to use the book One is a Snail, Ten is a Crab. It introduces students to the patterns of our place-value system and the significance of 10. The key understanding of unitising is introduced by asking students to represent teen numbers using one crab, which is the same as using 1 ten. In doing so, students move from using 10 ones to 1 ten.
F
1
Reflection on this sequence
Rationale
Teen numbers are the first numbers beyond 10 that students encounter. The act of counting to 20 matches names with numbers, but in the process may obscure the structure of the teen number. This is exacerbated by the lack of obvious mathematical structure in the names eleven and twelve, and by naming the units before the group of 10 in the numbers thirteen to nineteen. This is 'back to front'; that is, it is the reverse of how they are written. Consider thirteen, or 13: thir- represents the 3 and -teen represents the 10. This is different to all other numbers in our base-10 system, where the tens are stated before the ones in the name (e.g. twenty-two, forty-five).
This sequence focuses on developing students' understanding of teen numbers as '10 and some more'. The sequence looks at different ways to make a number such as 13. This is a gentle introduction to the important mathematical concept of partitioning, an idea that reappears in many other reSolve resources.
reSolve mathematics is purposeful
* This sequence shows numbers in a real-world context through the use of the picture book One is a Snail, Ten is a Crab. This grounding gives students strong motivation to explore mathematical problems. It encourages students to explore a creative variety of solutions in a vivid real-world context. The lessons also give a meaningful introduction to place value.
reSolve tasks are inclusive and challenging
* The sequence begins with the shared experience of reading a picture book as a class. The sequence provides for a wide range of student ability: a low floor is created through the provision of concrete materials with which students can experiment to find several solutions; a high ceiling is created through the encouragement of conceptual thinking and asking students to find and justify all the different ways of making a given number.
reSolve classrooms have a knowledge-building culture
* Students share solutions and strategies with one another, and naturally gravitate to working together in groups to achieve common goals. There are a variety of ways to achieve the aims of the lessons, and students are encouraged to explain their thinking and trial each other's approaches to solve their own tasks.
Acknowledgements
Sayre AP, Sayre J & Cecil R, 2003, One is a Snail, Ten is a Crab: A Counting by Feet Book. Walker, London.
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FIU@Home: Aquarius Virtual Field Trip
Instructions: Use the FIU@Home: Aquarius Virtual Field trip to guide you through this activity sheet.
Your Mission
Aquarius is the Florida Keys National Marine Sanctuary and gives scientists – and now you – the chance to study marine life while living underwater.
* Aquarius – Coral Reef View
* Aquarius – Inside View
First, we will explore the outside of Aquarius. In addition to the pictures you explored on the interactive map, take a look at the below two additional links. Look around, what do you see?
Answer questions 1-2 on your datasheet.
Next, make your way to the inside of the laboratory. Take your time and explore. It seems quite small, that's because it is about the size of a school bus! This laboratory can house up to 6 people at a time for extended periods of time. The longest mission at Aquarius was 31 days long! What supplies do you think are necessary when living underwater? Toilet paper? Food? Water? Answer question 4 to find out!
1. When swimming around Aquarius (virtually) you see a variety of wildlife that are common to Florida's reefs. Let's ID one of the fish found at Aquarius.
Yellow Tail Snapper
Number of individuals of this species seen (circle one)
2-10 10-30 >50
Fish Description
________________________________
Need some help? Use our Fish ID guides to help you use the correct terms for different parts of the fish.
2. There are many different species of sponges that range in shape, size and color. Can you spot some growing on Aquarius?
_______________________
Scientific Name:_______________________
Make sure to go all the way around Aquarius! There are so many corals and sponges growing around the laboratory. Coral reefs are a very important ecosystem that sustain 25% of all marine life. Unfortunately, they are under a lot of stress and face many threats. Answer question 3 on your data sheet to learn about coral reef conservation at Aquarius.
3. Coral reefs are facing many threats like ocean acidification and coral bleaching. Do some independent research on these topics. What is one thing you can do to protect coral reefs? Draw a picture or write it out on a separate sheet of paper.
4. Imagine you are living at Aquarius. From the list below, choose the number items you might need for survival in the case of an emergency from most important to least important. Number 1 should be the most important item and number 10 should be the least important item. Put the number next to the item.
Sponges
How many different kinds of sponges can you see?
2-10 10-30 >50
Choose one sponge species that is growing near or on Aquarius. Do an internet search to research its common and scientific names, including the location of Aquarius (Florida Keys or Carribean) should help you narriow it down.
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Joints
Joints
* Occur where two bones meet
* Allow various ranges of motion?
* Are they found in only the appendicular skeleton?
Two ways to classify joints
* Range of motion
– Synarthrosis, amphiarthrosis, diarthrosis
* Composition of the joint
– Boney, fibrous, cartilaginous, synovial
Synarthrosis (immovable)
* Would these be strong joints?
* Examples?
– Sutures (skull bones)
– Gomphoses (teeth)
– Synchondroses (epiphyseal cartilages)
– Synostosis (epiphyseal lines of mature long bones)
Fibrous articulations
Synarthrotic
Amphiarthrotic
Amphiarthroses (slightly movable)
* Would these be strong?
* Joint is formed with collagen fibers or cartilage
* Examples:
– Syndesmosis (ligaments)
– Symphyses (separated by fibrocartilage; pubic symphysis, vertebral discs)
Diarthroses (freely movable)
* Are these joints strong?
* All diarthrotic joints are synovial joints
* What is the key function?
* Examples?
– Shoulder
– Knee
– Hip
Parts of articulations
Synovial joints
* Plane; slight movement
* Pivot; slight rotational movement in 1 direction
* Hinge; movement in 1 direction
Synovial joints
* Saddle; major movement in 1 direction; slight in another
* Ball & Socket; movement in multiple axes
* Condyloid; 2 or more axes
Synovial joints have lots of structures
Bursa: Connective tissue pads
Synovial fluid:
Meniscus: Fibrocartilage pads
proteoglycan-rich
1. Lubrication
fluid for:
2. Shock absorption
3. Nutrient delivery
Compare shoulder & hip
Shoulder joint
* Most mobile joint
* Weakest joint
* Small ligaments hold shoulder together
* Small, thin muscles stabilize humerus
* Shallow joint capsule
Hip joint
Very Stable
* Multiple ligaments wrap entire joint capsule
* Acetabulum swallows head of femur
* Massive muscles stabilize position
Knee joint: complex
Knee joint
Elbow joint
Most stable: interlocking bones; single joint capsule; strong, wrapping ligaments
Joint Disorders
* Arthritis
– Rheumatoid arthritis: Affects connective tissues; most pronounced & crippling in joints of hands & feet
– Autoimmune disease (body attacks itself)
– CT cells of synovial membrane proliferate, grow into articular cartilage of bones; bones eventually fuse
Joint Disorders
* Arthritis
– Osteoarthritis: Natural degeneration with age and lack of exercise
– Gout: Accumulation and storage of crystals of uric acid (waste) in kidney & joints
* Most often affects base of big toe & other leg & foot joints
Joint Disorders
* Sprains: pulled or torn joint stabilizing ligaments
– Results when bones of joints are pulled forcefully apart
* Dislocation: the end of one bone is pulled OUT of socket.
– Occurs in ball & socket, ellipsoid or pivot joints
* Cartilage injuries: "Hammering" on articular cartilage squashes and kills chondrocytes
Joint Disorders
* Bursitis: Inflammation of bursa
– Inflammation of bursae around shoulder and elbow is common
* Caused by muscle instability or underdevelopment
– Bursitis at base of big toe = Bunion
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Director's Corner: Outdoor Play
"It is a happy talent to know how to play." – Ralph Waldo Emerson "Play is the highest form of research." – Albert Einstein
Free play outdoors is one of the most developmentally rich opportunities we can offer our children. Pittsburgh's diverse parks and playgrounds afford families a myriad of venues for exploring together and enjoying each other. At the same time, outdoor free play provides children with varied challenges to foster growth in
all developmental domains. For example, outdoor play helps children gain confidence in their skills and fosters initiative (Self-esteem & Independence), encourages peers to support each other's ideas and negotiate plans (Interaction & Cooperation), provides rich topics of conversation and contexts for recording nature observations (Communication), provokes inquiry with diverse opportunities to compare, sort, and quantify (Discovery & Exploration), builds skills for controlled movement and use of tools while managing risks (Physical Capabilities / Health & Safety), and inspires children to both perceive and create beauty (Artistic Expression & Appreciation).
During November, the preschoolers will be learning about ways to have a "Healthy Mind & Body". They'll explore strategies for giving their minds and bodies good nutrition, exercise and rest. In addition to the obvious benefits of outdoor experiences for physical exercise, time outdoors also nourishes our minds, stimulates our senses, gives our attention and observation skills a workout, calms our nerves, and focuses our thinking, all in ways that relax both our minds and bodies. The kindergartners will be studying "Native Americans", with an emphasis on the cultural values that emphasize reverence, respect, and humility in our relationship with nature, as well as the practices that encourage humans to live within and as a part of nature.
The National Center for Physical Development and Outdoor play cites research by Fjortoft (2004) and Burdette and Whitaker (2005) indicating that children who play outdoors regularly "become fitter and leaner, develop stronger immune systems, have lower stress levels, have more active imaginations, play more creatively, and have greater respect for themselves and others". At the Children's School, we have enhanced our outdoor classroom to include a wide range of interesting options for children's play, and we are encouraging our classes to spend more time outside. We are observing increasing creativity in children's play in our "mud kitchen" and in the complexity of the imaginative games that involve running and climbing, both when we provide props, such as fabric or costume wings, and when children use what nature provides, such as rocks, acorns, leaves, etc.
Now that the weather is turning colder, families may hesitate to venture outside. But the cold is not a good reason for healthy individuals to stay indoors. At the Children's School, we go outside every day – except in heavy rain and unusually cold temperatures. Children simply need to have the appropriate outer garments – hats, scarves, mittens, boots, etc. In "Last Child in the Woods", Richard Louv suggests that families 'adopt' a tree in your yard or nearby and then visit it regularly. Take pictures of it as it is losing leaves, when it has no leaves, when it has snow on it, and then as it buds in the spring. Rake the leaves and jump in them. Collect the leaves and do an art activity. Do a tree rubbing with crayons and paper. Compare and contrast the tree with others nearby to see which is taller, thinner, darker, smoother, etc. Encourage your child to creatively consider how else you can explore your adopted tree. We'd love to hear about and see photos of your experiences! | 1,508 | 753 | {
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What We Do
The West Virginia Childhood Lead Poisoning Prevention Project monitors all West Virginia children with an elevated blood lead level.
Confirmed lead poisoning in children can be very serious and requires close monitoring using established protocols and guidelines.
Children are screened in provider facilities such as community health centers, private provider offices, federally qualified health centers, and local health departments. Blood lead results are then reported by laboratories and clinics to the program.
*****
Legislative Rule §64-42 in conjunction with W. Va. Code §16.35, requires all children shall receive a screening test at one year and again at two years of age, and children 36 to 72 months of age if they have not been screened previously.
Contact Information
firstname.lastname@example.org
304-558-5388
Toll free: 1-800-642-8522
350 Capitol Street, Room 427 Charleston, WV 25301
dhhr.wv.gov/wvchildhoodleadpoisoning
West Virginia Department of Health Bureau for Public Health Office of Maternal, Child and Family Health West Virginia Childhood Lead Poisoning Prevention Project
Bureau for Public Health
Office of Maternal, Child and Family Health
West Virginia Childhood Lead Poisoning Prevention Project
Exposure to lead can seriously harm a child's health.
Lead poisoning is preventable.
What is Lead Poisoning?
Lead is a naturally occurring metal. When lead gets into the body, it is a poison that harms people. It can make people very sick - especially children.
It's a condition caused by swallowing or inhaling lead. Even small amounts of lead can be harmful. Young children are at the greatest risk for two main reasons:
* Their bodies absorb lead more easily than adults' do.
* Young children often put things in their mouths that could have lead on them, such as their hands and toys.
Lead can affect adults too - it can even harm an unborn baby. Pregnant women need to be careful.
Is Your Child At Risk?
Lead can harm any child because it's present in many sources. Lead can harm children whether they live in a city, suburb, or rural area. Lead can be found in many places, including homes, soil, and water. Once it is in the environment, it stays there until it is removed.
Children may be exposed to lead at home, school, day care, or playgrounds.
Lead can be found in older homes where water comes in through lead pipes and in older houses or furniture painted with lead-based paints. As the paint ages, it cracks, chips, and creates dust. Children can be harmed if they eat, breathe, or touch lead chips and dust.
Lead isn't absorbed through the skin. Lead poisoning is caused by eating, drinking, touching, or breathing in the toxic metal.
Screening
Preventing exposure to lead is the best way to avoid lasting harm from lead poisoning. Lead screening is the only way to know if a child has lead poisoning.
A simple blood test can show how much lead is in your child's blood. Talk to your child's health care provider if screening is recommended for your child.
Effects of Lead Poisoning
Lead affects the brain, nerves, and other parts of the body. It can cause learning, physical, and behavior problems. Lead poisoning may lead to slower growth.
Pregnant women exposed to lead can pass it to their unborn baby or infant during pregnancy and lactation through blood and breast milk. Lead exposure increases the risk of premature birth, low birth weight, and miscarriage or stillbirth.
There is no safe lead level, risks increase as lead levels rise. At very high levels, lead may cause coma, convulsions, or even death.
Keeping Your Child Safe
Lead poisoning is a serious threat to children. Knowing the facts about lead is the first and most important step in prevention. Below are a few simple steps to reduce exposure:
* Clean home regularly
* Watch what goes in your child's mouth
* Wash hands, bottles, pacifiers, and toys often
* Remove shoes before entering the house
* Give foods high in calcium, iron, and vitamin C
* Use cold water for drinking and cooking
* Renovate safely | 1,756 | 858 | {
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Diet
PREVENTION
HEALTHY HABITS PROTECT YOUR HEART
HEALTHY HABITS THROUGHOUT LIFE — such as eating better, moving more, keeping a healthy weight, and not smoking — are important steps to prevent heart disease. Even if you've had a heart attack or stroke, healthy habits can go a long way to making it less likely you have another one.
What CAUSES Heart Disease?
What Increases YOUR RISK?
Atherosclerotic cardiovascular disease (ASCVD) can cause a heart attack or stroke. It happens when PLAQUE — made up of fat, cholesterol, and other substances — builds up in the walls of blood vessels called arteries. Over time, this plaque can harden and narrow the arteries, which limits blood flow.
Certain factors raise your chance of developing heart disease. Some you can't change – your age, sex, race – and others you can change such as:
BLOOD PRESSURE
WEIGHT
DIET
PHYSICAL ACTIVITY
SMOKING
LOWER YOUR CHANCE of Heart Disease
what your goals
Lose ____ pounds
CHOLESTEROL
DIABETES
Here are SOME TIPS TO HELP YOU eat better, move more, and manage stress.
Eat BETTER
Move MORE
Eat more FRUITS, VEGETABLES, NUTS, WHOLE GRAINS, FISH OR LEAN MEATS.
LIMIT OR AVOID
EXAMPLES
AVOID TRANS FATS: Read food labels to make sure the food you buy doesn't include partially hydrogenated oils and says "no" trans fats.
DRINK WATER: Drinking water can help you keep calories in check. Some other beverages are packed with added sugars. Drinks with sugar substitutes can carry health risks.
Adults should get AT LEAST 150 MINUTES OF MODERATE-INTENSITY EXERCISE OR 75 MINUTES OF VIGOROUS EXERCISE each week to promote good health. If you can't reach that goal at first, some activity – EVEN JUST 10 MINUTES AT A TIME – can help.
INTENSITY
EXAMPLES
MANAGE Stress
Too much STRESS MAY BE HARMFUL TO THE HEART. Handling stress in a healthy way and staying connected are key to heart health.
DE-STRESS: For some people, taking deep breaths, meditating or yoga can help.
GET ENOUGH SLEEP: Try to get at least seven hours of sleep each night. Not sleeping enough has been linked to a greater risk for heart disease, obesity, and other health issues.
CONNECT MORE: Loneliness has been linked to poorer health. If you have no one to talk to in times of need or feel alone, ask your health care professional about support groups. | 1,252 | 564 | {
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A2 Key for Schools Speaking test
Watch the video of Wensley and Janson doing a Speaking test and read the examiner comments.
The video is in the Speaking test section of the A2 Key for Schools preparation webpage. Information about the format is here: A2 Key for Schools exam format.
Part 1
Wensley
Wensley gives quick and relevant answers. However, they are very short, such as when he answers the questions about what his favourite instrument is and where he likes listening to music with 'piano' and 'in my house'. One longer sentence that he produces in this part of the test is, 'I buy things that involves mechanisms and electronic items' in response to the examiner's question, 'Please tell me something about presents you buy for your friends'.
Short answers mean fewer errors, however, it also means that it's difficult to demonstrate grammatical knowledge
His pronunciation with words is generally clear, although when he is referring to where he lives and where he likes to go shopping it is harder to understand him if you don't know the local area. Short answers make it difficult to judge his pronunciation at sentence level.
Janson
Janson gives full answers without moving away from the topic. ('I like pop music the most'; 'My favourite singer is Justin Bieber'). Although none of his responses extend beyond the sentence level, they are all prompt and has a good range of structures and vocabulary so he can answer all the questions without any difficulty.
Grammatical structures are accurate too; although there is no evidence of a wide variety of different structures.
His pronunciation of individual sounds is clear.
© Cambridge University Press and Assessment: Speaking test Examiner grades and commentaries |
1
Part 2
Wensley
Wensley interacts well with both the interlocutor and Janson, starting by asking Janson a question. He then agrees with Janson before replying with his own ideas. His replies in this part of the test are much fuller than before and most of them are coherent, relevant, and extended, such as when he responds to Janson's explanation of why he would like to go to Japan with a different reason of his own: 'I would also like to visit Japan because they're famous for a lot of things.' His pronunciation is generally clear, although one or two final consonants are not pronounced.
Janson
Janson responds to Wensley's question about camping with an explanation: 'Because I might get bitten by mosquitoes' and then asks a question of his own. He produces some extended contributions, but with some errors – shown in brackets – for example, 'I like going to [the] mountain[s] and skiing the best because I get to play [in the] snow and ski.'. However, he interacts well with both Wensley and the interlocutor and does produce some good answers, such as his own response to being asked which country he would like to visit: 'I would like to visit Japan because I can try out their food.' His pronunciation continues to be mostly intelligible.
Scores
Wensley
Grammar and Vocabulary: 4.5
Pronunciation: 4.5
Interactive Communication: 5
Global Achievement: 4.5
Janson
Grammar and Vocabulary: 4.5
Pronunciation: 4.5
Interactive Communication: 5
Global Achievement: 4.5
© Cambridge University Press and Assessment: Speaking test Examiner grades and commentaries |
2
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Space-Themed 3 Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
light blue =
dark blue =
skin colour (of your choice) =
black =
Challenge: Complete each statement using <, > or =.
12 ÷ 3 2 × 3
27 ÷ 3 3 × 3
4 × 3
27 ÷ 3
Space-Themed 3 Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
light blue =
dark blue =
skin colour (of your choice) =
black =
1 – 4
5 – 12
13 – 24
25 – 36
Challenge: Complete each statement using <, > or =.
12 ÷ 3 2 × 3
27 ÷ 3 3 × 3 =
4 × 3 27 ÷ 3 >
<
Space-Themed 4 Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Are these statements true or false? Explain your reasons.
12 × 4 < 12 ÷ 4
32 ÷ 4 = 2 × 4
Space-Themed 4 Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Are these statements true or false? Explain your reasons.
12 × 4 < 12 ÷ 4 This is false because 48 is not less than 3.
32 ÷ 4 = 2 × 4 This is true because both calculations equal 8.
Space-Themed 8 Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
dark blue =
1 – 6
orange =
7 – 19
black =
20 – 80
grey =
81 – 90
yellow/cream =
91 – 100
Challenge: Use inverse operations to write the related calculations for these number facts. Explain how you calculated the inverse.
32 ÷ 8 = 4
40 ÷ 8 = 5
9 × 8 = 72
Space-Themed 8 Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
dark blue =
1 – 6
orange =
7 – 19
black =
20 – 80
grey =
81 – 90
yellow/cream =
91 – 100
Challenge
: Use inverse operations to write the related calculations for these number facts.
Explain how you calculated the inverse.
32 ÷ 8 = 4
4 × 8 = 32 and 8 × 4 = 32
40 ÷ 8 = 5
5 × 8 = 40 and 8 × 5 = 40
9 × 8 = 72
72 ÷ 8 = 9 and 72 ÷ 9 = 8
Space-Themed 3, 4 and 8 Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
dark blue = 1 – 6
orange =
7 – 11
yellow =
12 – 50
black =
51 – 100
Challenge: Write all the calculations from the 3, 4 and 8 times tables with an answer of 24.
Space-Themed 3, 4 and 8 Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
1 – 6
dark blue =
orange =
7 – 11
yellow =
12 – 50
black =
51 – 100
Challenge: Write all the calculations from the 3, 4 and 8 times tables with an answer of 24.
3 × 8, 6 × 4 and 8 × 3
Space-Themed Mixed Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Are these calculations true or false? Explain your reasoning.
5 × 8 < 12 × 4
72 ÷ 9 > 56 ÷ 7
Space-Themed Mixed Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Are these calculations true or false? Explain your reasoning.
5 × 8 < 12 × 4 This is true because 12 × 4 is 48 and 5 × 8 is 40, which is less than 48.
72 ÷ 9 > 56 ÷ 7 This is false because 72 ÷ 9 and 56 ÷ 7 both equal 8.
Space-Themed Mixed Times Table Mosaic
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Write all the times tables calculations with an answer of 36.
Space-Themed Mixed Times Table Mosaic Answers
Solve the calculations to reveal a hidden picture. Each answer has a special colour.
Challenge: Write all the times tables calculations with an answer of 36.
1 × 36, 2 × 18, 3 × 12, 4 × 9, 6 × 6, 9 × 4, 12 × 3, 18 × 2 and 36 × 1 | 2,010 | 1,139 | {
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Key Stage 3
Foreign Language Progression Model
Modern Foreign Language
Teaching may be of any modern foreign language and should build on the foundations of language learning laid at key stage 2, whether pupils continue with the same language or take up a new one.
Teaching may focus on developing the breadth and depth of pupils' competence in listening, speaking, reading and writing as appropriate.
Foreign Language
A high-quality languages education should foster pupils' curiosity, intercultural awareness and understanding and so deepen their understanding of the world.
Key Stage 2
The focus of study in foreign languages will be on simple, practical communication
Pupils should be taught to: listen attentively to spoken language and show understanding by joining in and responding and explore the patterns and sounds of language through songs and rhymes
ORACY– Listening and responding to simple rhymes, stories and songs; responding to sound patterns and words; performing simple communicative tasks using single words, phrases and short sentences
LITERACY– Reading simple words; experimenting with the writing of simple words, using a model and some from memory
INTERCULTURAL AWARENESS AND UNDERSTANDING– Learning about different languages spoken; locating countries where the language is spoken; identifying social conventions/stories/ festivals/celebrations, at home and in other countries; make direct or indirect contact with the countries where the language is spoken
Pupil Premium: Our approach, reinforced by research from the EEF, prioritises improvements in the quality of education and teaching, including supporting pupils' access to learning. Utilisation of the PPG will benefit wider pupil groupings in school, specifically raising the quality of interventions in supporting best outcomes.
CPD: Teachers keep their skills current and appropriate to the learners.
https://www.thegrid.org.uk/learning https://primarylanguages.network/cpdfoprimaryschools https://www.excellencegateway.org.uk
Foreign Languages Progression Model
Content (Intent): Teachers reflect on what content is necessary for pupils dependent on their individual needs. Learning is centred around ensuring the most coherent acquisition of knowledge and experiences as well as empowering and inspiring pupils through development of skills linked to their EHCP.
Activities, Expectation and Challenge (Implementation): Lesson activities are challenging to pupils and in regards to their EHCP/PLIM targets. Pace and depth of learning is personalized, supporting pupil motivation and engagement; Expectations are high for all pupils developing their cognitive, behavioral, physical , communication and sensory needs.
Assessment and Progression (Impact): Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Pupils learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. Pupils make good progress and achieve highly by accessing appropriate content (age and stage) taught well. The curricula follows a progression model that identifies the most useful knowledge and concepts for cumulative sufficiency. Assessment checks content is retained long term, identifying those pupils that need further support which is related back to PLIM targets. Teachers are aware of previous learning, current learning and future learning. There is a solid understanding of the sequence of learning and an individual pupils pathway, allowing challenging, relevant targets to be set.
English, Communication and Reading: Range of resources sourced to support pupils and staff. Pupils use appropriate texts and visual support. Pupils develop understanding through real life and practical situations and with support from outside agencies and cultural partners. Pupils have opportunities for interactions and asking questions. Human Library concept supports diversity and equality.
Foreign Languages Action Plan | 1,812 | 763 | {
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Step 1
1. Place, right sides together, a 1 ½" x 1 ½" square (B) on corner of a 2 ½" x 2 ½" square (A).
2. Sew on drawn line. Trim ¼" from drawn line. Press corner triangle open.
3. Place, right sides together, two 1" x 1" squares (C) on opposite corners of a 2 ½" x 2 ½" square (A).
4. Sew on drawn line. Trim ¼" from drawn line. Press corner triangles open.
5. Make 3
Step 3
1. Sew borders to clover unit. Press seams towards borders.
2. Unfinished block size 6 ½" x 6 ½"
www.quiltjane.com
@quiltjane
© Copyright 2017 Jane Davidson, Want it Need it Quilt
This pattern is for personal use only. It cannot be used for commercial purposes. It cannot be copied or distributed in any format. It cannot be used with distribution of any product, including kits or made into a pattern for re-sale without the written permission from the designer Jane Davidson.
Little Clover Block size 6" x 6"
] ] A: 3 squares - 2 ½" x 2 ½"
] ] B: 4 squares - 1 ½" x 1 ½"
] ] C: 6 squares - 1"x 1"
] ] D: 1 squares - 3" x 3". Cut once on the diagonal to yield 2 triangles.
] ] E: 1 strip - 1" x 3 ½"
] ] F: 1 strip - 1 ½" x 4 ½"
] ] G: 1 strip - 1 ½" x 5 ½"
] ] H: 1 strip - 1 ½" x 5 ½"
] ] I: 1 strip - 1 ½" x 6 ½"
Draw a diagonal line on wrong side of pieces B and C.
Step 2
1. Sew a (D) triangle on both sides of a 1" x 3 ½" strip (E).
2. Trim to a 2 ½" x 2 ½" square.
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FULHAM GARDENS PRIMARY SCHOOL PLAYGROUP
PinS
(Playgroups in Schools)
LEARNING TOGETHER
Please contact the school for details.
Rita Lornie is our co-ordinator and is happy to discuss your playgroup enrolment and participation.
83563726
WHAT SHOULD A POSITIVE PLAYGROUP
LOOK LIKE AND FEEL LIKE
- The Playgroup leader knows families and children by name.
- Sets up welcoming environment which is inclusive of the community context.
- Supports families to connect with each other.
- The Playgroup leader is a good communicator and listener, empathetic, has good conflict resolution skills and has knowledge of the school and local community and is able to link families with appropriate services.
- Children and their families are engaged together in playgroup activities.
- Playgroup is a safe and secure environment for all children and families.
o Play is valued by playgroup. Parents and children involved together in Playgroup activities such as art/craft, construction/puzzles/home corner with other children. (Activities child centred and age appropriate – process of playing and learning together valued).
o
o Children's and families interests reflected in a program which is displayed, reflecting the Learning Together approach and evaluated for future planning.
FAMILIES
enjoy themselves and have fun – laughing together.
feel like they belong to playgroup – by attending regularly, contributing and being involved.
are aware of rules, policies, routines and structures which ensure a smooth operation of a playgroup (such as playgroup policies eg grievance procedures, outside play and supervision, reading time, fruit times, pack up time).
are involved and engaged in routines such as fruit time – cutting up fruit, welcoming new families, setting up and packing up time.
connect with other families in playgroup activities and routines, chatting together and planning out of playgroup activities such a play dates.
ask questions and talk about learning with playgroup leader, school staff and other parents.
LEARNING TOGETHER FOLLOWING ARE KEY FOCUS AREAS OF THE LEARNING TOGETHER FOCUS
TALKING TOGETHER
Children's oral language and vocabulary being extended through adults and children engaged in activities together.
Use of naming words and routines to build children's vocabulary.
Two way conversation process between families and their children engaging with each other in play and routines. Use of "say what you see technique" to give children chances to respond.
The playgroup leader providing opportunities and modelling talking together in playgroup
SINGING TOGETHER
A regular song time with known songs for the Playgroup to sing.
A song bag may be used by playgroup for children to select which songs to sing.
Playgroup leader may sing without background music and at other times using a CD player or musical instruments.
Adults singing with children in song time and engaged in songs and actions.
Songs with rhymes and actions.
Songs may also be used for routines such as packing up and going home
LOOKING TOGETHER
Interesting displays (like shell collection) where adults and children can have a conversation about what they are seeing and opportunities for sorting eg shells, leaves.
Water/Sand play - Families and children looking and talking about numeracy and science concepts such as pouring, floating, sinking, full and empty. In the sand – tipping, digging and building in sand.
Games which help children and families look for details or patterns. They could be puzzles or games such as "I spy".
SCHOOL CONNECTIONS
All School staff involved in playgroup (eg promotion).
Leadership staff attending playgroup and spending time talking with families.
Playgroup using school facilities (eg library, hall).
School Newsletter supporting playgroup and activities.
School leader supports the development of the program with focus on Numeracy and Literacy.
Parent sessions re Numeracy and Literacy for all school families including playgroup. | 1,757 | 783 | {
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Myth: AI, machine learning, and deep learning are all the same thing
While artificial intelligence (AI) is a convenient and commonplace term, it has no widely agreed-upon technical definition. One helpful way to think about AI is as the science of making things smart. Much of the recent progress we've seen in AI is based on machine learning (ML), a subfield of AI where computers learn and recognize patterns from examples, rather than being programmed with specific rules. There are many different ML techniques, but deep learning is a particularly popular one right now. Deep learning is based on neural network technology, an algorithm whose architecture is inspired by the human brain and can learn to recognize pretty complex patterns, such as what "hugs" are or what a "party" looks like.
Myth: All AI systems are "black boxes," far less explainable than non-AI techniques
As with human-based processes or traditional software, some AI systems are quite simple and easy to explain, while others are far more complex. Explainability is a rich area of research that is producing new methods and tools that give us insight into why an AI system behaves in a certain way (i.e., which parts of an image are triggering a medical diagnosis tool to identify a disease). And we shouldn't miss out on the opportunity to use AI to improve transparency of decision-making, even if it's not fully explainable. Explanations for human decisions, for example, may not accurately reflect their influencing factors or unconscious biases. In fact, even if every individual decision made by some AI systems cannot be fully explained, we may be able to understand how they make decisions in general better than we understand how humans make similar decisions.
Myth: AI systems are only as good as the data they train on
There are four ingredients needed for AI innovation: data, algorithms, hardware, and human talent. While data is an important part of training a model, no realworld dataset will be perfect. It is possible to address shortcomings in training data—such as data scarcity, low quality data, and unbalanced data—through techniques like careful problem formulation, targeted sampling, synthetic data, or building constraints into models.
Myth: AI systems are inherently unfair
Unfair bias in AI is the result of human decisions about how an AI application is designed, tested, and deployed. There are many instances where human decision-making—from employment decisions to credit allocation—results in unfair outcomes for vulnerable groups, and if AI is trained to mimic the behavior of those human decision-makers it can also reflect those biases. Designing systems to address these biases is challenging, and requires careful consideration not just of the technology, but of the societal context in which it will be deployed. But well-designed, thoroughly vetted AI systems can limit unfair bias, and may even help us to identify and combat bias in human decision-making.
Myth: AI will make human labor obsolete
Technology breakthroughs—from the cotton gin to the personal computer—have long been met by the fear of mass unemployment. However, in the long run new technologies have increased productivity, created new jobs and new industries, and raised standards of living. Currently, AI systems excel at narrow tasks, while occupations consist of many interrelated tasks. AI will undoubtedly cause jobs to shift, as transformative technologies always have, but AI is also enhancing worker productivity and creating new types of jobs. The greater risk is that shifting jobs may increase income inequality and create challenges for workers whose jobs are displaced or require new skills. This challenge is larger than any one organization can solve, so we need to work together on policies and programs that both equip people for new jobs and allow for stable careers in a shifting landscape.
Myth: AI is approaching human
intelligence
While AI systems are nearing or outperforming human beings at increasingly complex tasks like generating musical melodies or playing the game of Go, they remain narrow and brittle, and lack true agency or creativity. It's not that AI has chosen to create a melody, or understands that sounds make music. Rather, researchers have built tools to recognize patterns in melodies and use them to project similar patterns based on their guidance. AI systems that generate melodies cannot currently be used to generate realistic speech, much less paint a picture or play chess. Techniques like transfer learning are bringing us closer to AI systems that can apply their learning to multiple problems, but machines with human intelligence remain a long way off. | 1,886 | 893 | {
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MTSS Collaboration Process Steps
1. Identify Stakeholders: Students, Parents, administrators, DHS/Social Workers, former or current alternative educators, director, parole officer, etc.
2. Gather needed information and examples of MTSS:
a. OSDE Presentation
b. OSDE Sample 1
c. OSDE Sample 2
d. Blank Form or access to excel/Sheets to build yourself
e. Alternative Academy MTSS Sample
f. Student Survey - email me for access to copy email@example.com
3. Create a team of stakeholders who do not have the same perspective nor position as you. (If all on a committee think like you, there is not a need for a committee.) Get as many of the stakeholders committed to the meetings as possible.
4. Give MTSS committee members homework ahead of meeting to go through and be familiar with all of the links in #2 in order to not waste time in the meeting.
5. Disperse and collect student survey data. This is critical and saves time because you no longer have to guess what motivates them but rather now you know. Use it each year as each set of kids are different.
6. Meeting 1: Go over student survey data:
a. Set up a 1-hour meeting with the collaborative teams. Be diligent on time and respectful of the members' time by staying on track.
b. Go through the pie charts and line graphs created from results of your students survey data. End meeting with Ah-Ha (didn't know), Uh-Oh (doing that have a negative effect), and Say-What? (confused as why.)
c. Homework for next meeting: Based on the data, take the samples and highlight or circle what we already do or have access to in the district and then add things you already do that are not listed on the samples.
7. Meeting 2 (1 hour only): Create your Alternative Education MTSS form.
a. Do not copy someone else's chart just to meet a requirement, instead take this time to create a working document tailored to your school. We found the alternative education program cannot use the same as the main building.
b. Start with a blank form or create one in Excel/Sheets.
c. Look at each page from homework, discuss each with the team, decide together what to add to your chart and where it should go..
d. At the end of the hour, schedule a third meeting if needed or polish this document for submission. | 908 | 513 | {
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Perceiving the temperature of the water
Handout 1, workshop 1
The Swarthmore Lecture
Started over 100 years ago in 1908
It usually happens every year at Britain Yearly Meeting.
The name "Swarthmore" was chosen in memory of the home of Margaret Fell which was always open to the earnest seeker after Truth, and from which loving words of sympathy and substantial material help were sent to fellow-workers.
"The Swarthmore Lecture has two key purposes: to interpret to Quakers their message and mission and to make the wider public aware of the spirit, the aims, and fundamental principles of Friends."
Marie Curie said:
"Nothing in life is to be feared, it is only to be understood. Now is the time to understand more, so that we may fear less."
Patricia Bath said:
"Believe in the power of truth. Do not allow your mind to be imprisoned by majority thinking. Remember that the limits of science are not the limits of imagination."
What do you think?
* Did Marie Curie and Patricia Bath push through all the barriers BECAUSE they knew they were brilliant scientists?
* Did Marie Curie and Patricia Bath become brilliant scientists because they had to push through all the barriers?
Was there something about their personalities that made them both brilliant scientists and determined enough to push through all the barriers?
Science is by definition subversive, and underdog scientists learn good scientific skills.
The Hegelian Master-Slave Dialectic (HMSD) – a bit of philosophy introduced to me by my then 16 year old son Sam. Someone talks someone else down in a "fight to the death" i.e. a heated debate. The person who succeeds in talking someone else down gets to feel chuffed with themselves. The person who is talked down is probably left feeling foolish and ignorant... So, the person left feeling foolish and ignorant runs about finding out or creating new things to please the person who talked them down in the first place. This happened to me… the other scientist was a white man, much younger and less experienced than me. A lovely guy – so he didn't cause this – but everyone in the room was giving him all the air time.
What do you think?
* Am I right that white men are more likely to be listened to – and not to be interrupted – than other people?
* Is it a good thing if people question and challenge us?
* What do we learn from being questioned and challenged?
* What do we learn from talking over other people?
* What do you think I did when I "lost" in the HMSD?
Stereotyping, greed and our planet
This is something we all do. It's natural and keeps us safe.
But, we tend to negatively stereotype (or stigmatise) people who are not like us. The slave trade and colonialism – led by Britain and other European countries – extracted trillions of pounds from other countries by putting black and brown people to work for free or for very little pay.
It is estimated that Britain extracted £44 trillion out of India and £9 trillion out of Jamaica.
Greed is destroying our planet!
Sadly, Google images still tells us that white people are rich and successful and black people are poor and unsuccessful.
What do you think?
* Have you ever had the experience of someone stereotyping you negatively – e.g. assuming that because you are a young person, you're not going to have sensible opinions?
* What did it make you feel?
* Do people who get negatively stereotyped a lot have a right to be angry?
Stereotyping
This is something we all do. It's natural and keeps us safe.
But, we tend to negatively stereotype (or stigmatise) people who are not like us. The slave trade and colonialism – led by Britain and other European countries – extracted trillions of pounds from other countries by putting black and brown people to work for free or for very little pay.
Sadly, Google images still tells us that white people are rich and successful and black people are poor and unsuccessful.
...over
What do you think?
* Have you ever had the experience of someone stereotyping you negatively – e.g. assuming that because you are a young person, you're not going to have sensible opinions?
* What did it make you feel?
* Do people who get negatively stereotyped a lot have a right to be angry? | 1,593 | 920 | {
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Blister Beetle in Alfalfa and Pasture
Kelly Seuhs Associate Extension Specialist
As consistent warmer weather of the summer takes hold and intermittent rainfall occurs, potential of increased blister beetle activity becomes more of a concern.
Scouting alfalfa fields at the Cimarron Valley Research Station in Perkins, OK (Payne County) last week, I found several areas of striped blister (Epicauta occidentalis) beetle activity (Fig. 1). I have also been in contact with horse farms in the southern part of the state reporting blister beetles showing up in their grazing pastures.
In Oklahoma, after overwintering as larvae, pupation occurs, and adults emerge May through June. In late summer, females lay eggs in cracks at the soil surface, eggs hatch and small larvae feed for a time on grasshopper eggs, and the cycle begins again. The blister beetles found in alfalfa complete one generation per year.
Figure 1. Adult Striped Blister Beetle. (Photo Credit: Bug Guide.
The source of many blister beetles is from feeding on foliage and blooms in alfalfa hay fields. However, they are also attracted to broadleaf weeds and other plants blooming near alfalfa fields or in grass pastures.
While minimal feeding damage can occur, the major concern with blister beetles is "Cantharidin", a highly stable chemical that remains active even within the dried remains of beetles. The blistering agent is highly toxic and may cause illness or death in livestock, particularly horses, when consumed in forage. If the beetles are killed during alfalfa harvesting, as would occur when a crimper/conditioner is used for swathing, they may be baled into hay and inadvertently fed to livestock.
Several species of blister beetles are common in Oklahoma. The species found in alfalfa range in color from a uniform black or gray to a striped pattern of alternating brown and orange (Fig. 25). Research has shown, it is the striped blister beetle that most commonly forms large aggregates or "swarms" in alfalfa fields and has been shown to contain high levels of cantharidin (Fig. 6).
Sampling and Control. There is no way to guarantee that alfalfa hay harvested is completely free of blister beetle contamination. However, several precautions can be taken to greatly reduce the chances that hay will be contaminated. Similarly, some of the same precautions can be used for pastures outside the hay field.
* Scout fields and pastures beginning in border areas to look for "swarms" of blister beetles. Often, they will be found within 50-100 yards of the field edge but can occur anywhere in fields. If swarms are found, a short residual insecticide can be applied before cutting. Follow label recommendation for any harvest or grazing restrictions.
* Management of grasshoppers.
* Do not use a crimper when cutting hay intended for horses, especially during midsummer when beetles are most active. If left alone, a vast majority of beetles will crawl away shortly after cutting or mowing.
* Avoid driving over windrows. Studies have shown beetles crushed by tire tracks are more likely to have forage with cantharidin due to crushed beetles.
* Cut alfalfa in the bud stage; the presence of blooms is attractive to blister beetles and increases the likelihood of infestations. Also, one of the simplest ways to reduce blister beetle populations in and around horse barns, homes and other facilities is to eliminate weeds either by mowing or with an approved herbicide.
* When small amounts of hay are being handled as when feeding small, square bales, examine hay carefully as it is fed to detect the presence of blister beetle bodies or body parts.
As there is no way to completely eliminate the threat of blister beetles in alfalfa, the prudent approach for management is to take all possible precautions to reduce the likelihood that they are present, particularly when marketing hay to horse owners. Additional information on blister beetles in alfalfa can be obtained from OSU Extension Factsheet F-2072. | 1,654 | 834 | {
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What's Wrong with Bonfires?
WORCESTER CITY ALLOTMENTS BONFIRES
Bonfire Guidelines:
* Air Pollution
Burning garden waste produces smoke – especially if that waste is green or damp. This will emit harmful pollutants including particles and dioxins. Burning plastic, rubber or painted materials creates noxious fumes that give off a range of poisonous compounds.
* Health Effects
Air pollution can have damaging health effects, and people with existing health problems are especially vulnerable, e.g., asthmatics, bronchitis sufferers, people with heart conditions, children and the elderly.
* Annoyance
Smoke, smuts and smell from bonfires have long been a source of a significant number of complaints to local authorities every year.
Smoke prevents neighbours from enjoying their gardens, opening windows or hanging washing out, and reduces visibility in the neighbourhood and on roads. Allotments near homes can cause problems if plot holders persistently burn green waste, and leave fires smouldering.
* Safety
Fire can spread to fences or buildings and scorch trees and plants. Exploding bottles and cans are a hazard when rubbish is burned.
Piles of garden waste are often used as a refuge by animals, so look out for hibernating wildlife and sleeping pets
Source -
7378 EPUK Bonfires (environmental-protection.org.uk)
Tenants are permitted to burn organic material that has originated on the allotment, supervised and in a controlled manner within a garden waste incinerator bin.
Have regard to the effect of the smoke on other Tenants and occupiers of neighbouring premises. Tenants must not allow any fires to burn in such a way as would cause a smoke nuisance.
It is strictly prohibited to burn any of the following materials on the allotment plot:
* Rubber/Plastics/Foam/Paint.
* Any material originating from outside of the allotment site/plot (i.e., pallets, chairs, sheds etc.).
* Treated or tanalised timber (i.e., fence panels, railway sleepers etc)
* Any material producing black smoke.
* Any other hazardous material that could cause environmental damage.
Tenants must not use any liquid, gas or highly flammable material, for example petrol, to assist burning. *Never use oil, or methylated spirits to light a fire—you could damage yourself as well as the environment
Where requested by a Council Officer, the Tenant must extinguish any fires immediately.
WORCESTER CITY ALLOTMENTS BONFIRES
* Limit the number of bonfires on any allotment site to a reasonable level. Any bonfire needs to be agreed with the site representative, ensuring all guidelines are followed, especially smoke, wind direction onto residential areas and bonfires should not be left unattended.
* If complaints arise from local residents about a bonfire causing problems for them, especially in relation to COVID effects, then we will look at re-imposing the ban on a site-by-site basis in consultation with the site representative.
* Consider other tenants on site and let them know when you intend to light the fire.
* Only have a bonfire if essential and any excess green waste should be composted on site or at home or taken to the local tip before resorting to a bonfire making sure the material is dry
* Avoid burning on windy days as the prevailing wind direction may blow smoke or sparks directly into neighbouring properties.
* Smoke hangs in the air on damp days and in the evening; avoid lighting a fire under such conditions.
* Keep your fire away from trees, fences and buildings
* Avoid burning when air pollution levels in your area are high or very high. You can check air quality on 0800 556677 or at http://ukair.defra.gov.uk
* Never leave a fire unattended or leave it to smoulder—make sure you put it out before leaving | 1,629 | 794 | {
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Craft and design—
Design choices using digital photography techniques. Focus on 'monochromatic' artwork.
Painting and mixed
Photo opportunity
Painting and
mixed media-
Where are areas of surplus and deficit locatedballyex Sculpture and 3D-
YEAR 1 YEAR 1
YEAR 3
EYFS
6 YEAR
Art & Design Curriculum Map
5 YEAR
4 YEAR
2 YEAR
Marvellous marks
Creation station
Let's
get
crafty
Paper Play
Make your mark
Colour Splash
Tell a story
Map it out
Clay houses
Prehistoric Painting
Ancient Egyptian Scrolls
Growing Artists
Mega materials
Power prints
Light and dark
I need space
Architecture
Portraits
Artist Study
Sculpture and 3D-
Manipulate range of modelling
materials. Create 3D form- 'Tree
of life' sculpture.
Drawing –Explore mark-making using a range of tools. Draw from observation identifying shape, line and texture.
Craft and design-
Develop cutting, threading, joining and folding skills through creative craft.
- Sculpture and 3D-
Drawing-
Explore mark-making through
different drawing materials. Begin to
draw from observation.
Painting and mixed media-Explore mixing primary
colours-to make secondary colours and
colour in
printing. Create 'Clarice Cliff' plates.
Drawing- Experiment drawing on different surfaces, explore tone, form line pattern shape. Create own book of illustrations.
Craft and design-
Use printing tiles to develop childrens' map drawings. Explore pattern and shape for detail.
To use a 'scratch and slip' technique to join pieces of clay. Create own clay house tile using pattern and detail.
Painting and mixed media- Explore how natural products produce pigments to make different colours. Recreate prehistoric pictures on textured surfaces.
Craft and design -
Explore characteristics of Egyptian art. Focus on style, shape pattern. Create papyrus paper, zine books.
Drawing -
Create observational drawings- explore shape, shade, tone texture and composition.
Sculpture and 3D-
Shape, join using complex techniques such as carving and modelling wire. Select and use variety of materials to make a sculpture.
Drawing-Form
complex shapes and patterns. Develop drawings in to prints. Use texture and tone to create contrast.
Painting and mixed media-
Apply knowledge of colour mixing
and painting techniques. Explore tints, shades of colour to create a 3D effect.
Drawing- Explore how
prints need contrast between light and dark areas to make an image
visible.
Craft and design-
Apply composition skills to develop a drawing into print-
'Monoprint.' Design a monument.
Recognise use of colour by artists to create atmosphere/represent feelings. Explore marks, lines pattern to add expressive detail and texture to artworks.
media- Analyse famous paintings, colour composition etc. Focus on processes used by artists across a variety of disciplines.
Explore sculptural qualities of malleable materials and natural objects; develop use of tools, design and make clay sculpture. | 1,402 | 630 | {
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July 2012 National Patriotic Instruction
The Gettysburg Campaign: Its Lesson and meaning to our America today. John W. Bates National Patriotic Instructor
In the Small Pennsylvania Town of Gettysburg, an event which most of us in The SUVCW are aware of, took place some of the most famous days in United States History. July 1st,2nd,& 3rd 1863 are Days which have left an indelible mark not only on our Nation, but also the world. Those three days, and the events that took place shaped our history and our future that reverberates today, tomorrow and for all time as long as we exist.
The reunions by Soldiers both North and South in 1913 and 1938 have shown us and people everywhere that we truly are a unified country, despite the terrible cost that was paid to achieve that result. The questions of One Nation or a divided country , Freedom for all our people, and Citizenship for all were just some of the major issues that were answered. Today a lot of the issues in our country have as as a test of their mettle the actions that took place not only at Gettysburg, but at all the other 10,000 battles and skirmishes that was our American Civil War.
It is our mission to remind all Americans that Freedom is not Free, and that those rights and privileges we today enjoy are paid for by the blood and lives of countless Americans who put their country before themselves. From the unknown Soldiers in all our wars to the very well known, our Patriots have given us all an example to live up to and Honor. We must NEVER FORGET those who gave us what we have today.
Perhaps most Americans (as well as a lot of world citizens) are familiar with Gettysburg and its effect on us all. The tide of The Civil War turned and led to the path of its finish, and perhaps it can be said it was its climax. The hopes and dreams of a Nation began to improve after the Battle. It was put forth even higher when President Abraham Lincoln addressed The Citizens of Gettysburg four months and 16 days later when he gave his unforgettable Address.
The powerful words he uttered have echoed thru time right down to our own day. Its meaning and importance can be seen in our everyday lives. "Government of The People, By The People, and For The People shall not perish from The earth" is Lincolns message to us all. We shall carry the day and do what is best for all of us as well as we can for all of us. The Story Continues, May it always be so.
God Bless The United States of America. Now and for all time. | 964 | 564 | {
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E-safety AUP consent form 2024-2025
ACCEPTABLE USAGE POLICY: 2024-2025
Parent Consent Form
As required by the National curriculum, internet and online access has an essential part for educational goals and objectives. India International School ensures that the students and educators avail the internet and other online services in the form of knowledge and opportunities for collaboration. However, the parents and the guardian of the student is liable for conveying and setting the standards that the students should follow. The school supports and respects each family's decision to access internet for the students.
Our comprehensive computing curriculum enfolds a wide range of e-safety concepts for all ages and initiates to deliver your ward with the knowledge, tools and skills required to motivate and assist to secure safe surfing.
The school has e-safety policies in place to endeavor safety measures for students from illegal or offensive materials. Our internet provision is designed to minimize the access of inappropriate content and being inappropriately contacted online. Personal supervised access and internet information may be shown to the whole class as part of curriculum. All internet and other online services will be under supervision of the teacher in charge of the lesson.
Parents are kindly requested to sign the consent form of ACCEPTABLE USAGE POLICY addressed and accept the school policy measures.
PARENT / GUARDIAN
I have read and understood the school ACCEPTABLE USAGE POLICY and give permission for my son/daughter to access the internet and computer service in supervised manner for only educational purpose. I understand that the school will take all reasonable precautions to ensure that my ward abides by the mentioned policy guidelines.
Parent/Guardian'Name
Parent of :
Grade&Section
Signature
Date
ACCEPTABLE USAGE POLICY: 2024-2025
Student Consent Form
As required by the National curriculum, internet and online access has an essential part for educational goals and objectives. India International School ensures that the students avail the internet and other online services in the form of knowledge and opportunities for collaboration. However the student is liable to follow the standards that the school has set up for the e-learning process. The school supports each student's need to access internet for their studies.
The school has e-safety policies in place to endeavor safety measures for students from illegal or offensive materials. Our internet provision is designed to minimize the access of inappropriate content and being inappropriately contacted online. Personal supervised access and internet information may be shown to the whole class as part of curriculum. All internet and other online services will be under supervision of the teacher in charge of the lesson.
Our comprehensive computing curriculum enfolds a wide range of e-safety concepts for all ages and initiates to deliver you with the knowledge, tools and skills required to enable secure and safe surfing.
As a student, I agree to follow the school's ACEPTBALE USAGE POLICY at school. I understand that these provisions are facilitated to ease my learning. I am completely aware about the e-safe regulations and agree to fair usage of the e-facilities provided by the school. I understand that if there is any violation from my side on the stipulated e-safety guidelines, the school will take appropriate measures as per the guidelines.
STUDENT
Student's Name
Grade&Section
Signature
Date
ACCEPTABLE USAGE POLICY: 2024-2025
Staff Consent Form
As required by the National curriculum, internet and online access has an essential part for educational goals and objectives. India International School ensures that the students and staff members avail the internet and other online services in the form of knowledge and opportunities for collaboration. The school supports and respects each staff members' decision to access internet for the education and personal purpose.
The school has e-safety policies in place to endeavor safety measures for all stakeholders from illegal or offensive materials. Our internet provision is designed to minimize the access of inappropriate content and being inappropriately contacted online.
I hereby certify that I have read and understood the schools policies for electronic network and internet usage. I have been instructed to follow the e-safety policies of the school with proper etiquette.
Name of the staff member ………………………………………..
Designation
…………………………………………..
Department
…………………………………………..
Signature
…………………………………………..
Date
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Intrnational Journal of Microbiology Research and Reviews ISSN 2329-9800 Vol. 11 (1), pp. 001-002, March, 2022. Available online at www.internationalscholarsjournals.com © International Scholars Journals
Author(s) retain the copyright of this article.
Perspective
A brief note on pathogens and its types
Prahlad Derrick *
Department of Microbiology, University of Waterloo, Ontario, Canada.
(PQ); Reviewed: 17-March-2022, Received: 01-March-2022, Manuscript No. ; Editor assigned: 03-March-2022, PreQC No. -22-57167 IJMR -22-57167 IJMR -22-57167 (R); Published: 29-March-2022. QC No. -22-57167; Revised: 22-March-2022, Manuscript No. IJMR IJMR
DESCRIPTION
* Bacteria parasites are bound. They do not work without a host cell.
A pathogen is simply defined as an organism that has the potential to cause infectious diseases in its pathogen. Many pathogens are able to avoid immune responses, resulting in associated diseases. The pathogen then utilizes the resources of the host body to replicate before it emerges and spreads to a new host (like a virus). Bacteria are of different kinds and can be spread in different ways usually by touching the skin, body fluids, or contact with a dirty area. Some germs exist as airborne particles. Common examples of viral infections include the common cold, yellow fever, flu, dengue etc.
Different types of pathogens
Bacteria: Bacteria and microorganisms are found almost everywhere. These are prokaryotes. Dimensions range from 0.15 μm to 700 μm. Although many germs are beneficial to us, some germs cause disease in plants and animals. They can produce toxins or get a strong immune response to damage the host cells. Some of the key features of the bacteria are as follows:
* The germs are members of the Monera state.
* They live freely with parasites.
* Based on their shape, they are divided into bacillus (rodshaped), coccus (spherical), spirillum (spiral) and vibrium (comma-shaped).
* They are autotrophs and heterotrophs.
Viruses: Bacteria are not considered living organisms. They can only replicate within the host. They contain DNA or RNA as a genome, enclosed within a coat of proteins. They are very small in size and the diameter of the virus ranges from 20 nm to 300 nm. Some of the key features of the virus are the following:
*Corresponding author. Prahlad Derrick, email@example.com.
* Genetic material is DNA or RNA. The genome can be circular or linear.
* Genetic material exists inside a protein coat called capsid.
* Most germs have an outer envelope made of lipids.
* A bacteriophage is a type of virus that infects bacteria.
Protozoans: Protozoans are non-unicellular eukaryotes. They lack the cell wall like animals. They are sometimes called "single-celled animals". They are heterotrophs. They can live free or parasitic. They cause various diseases in humans. Some of the key features of protozoans are as follows:
* Eukaryotes have a single cell.
* Dimensions range from 1 kuyem to a few mammals.
* They are heterotrophic. They show phagocytosis and pinocytosis.
* They have various organs of movement, such as flagella, pseudopodia and cilia.
Helminths: Helminth includes worms with multicellular parasitic worms, such as worms, flatworms, tapeworms, etc. They can be seen with the naked eye. Worms live in the host's body, e.g. in the gastrointestinal tract, lymphatic system, etc. They receive nutrition from the person in charge and find shelter inside the body. They can stay in the host body for years by managing the immune system. Parasitic worms cause various diseases in humans and other animals.
Fungi: Fungi are a group of eukaryotic species. They are heterotrophs. Particularly saprophytes absorb organic matter from dead and decaying substrates. Parasitic fungi get nutrients from living plants and animals. They have a cell wall made of chitin. They breed by breeding vegetables, asexual and sexual. Some of the common characteristics of the fungus are the following:
* Found in warm, humid climates. Fungi live free of parasites or parasites. They are found in soil, air and water.
* Fungi usually have fibers. The filamentous body is called the hyphae. Mycelium is a hyphae network.
* Some hyphae are non-septic and contain many nuclei. These are known as coenocyte hyphae.
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Dear Family,
We have come to the fourth theme of Fully Alive, our Family Life program. Because the partnership of home, church, and school is so important, this letter is written to let you know what we talk about in class and to offer some ideas for your involvement.
About Theme Four
Theme Four of Fully Alive is called "Growing in Commitment." Each one of us is challenged to grow in commitment to God and to each other. This is part of what it means to be fully human. Growth toward maturity is never a straight path. As children learn to make more decisions about their lives, they need to know that freedom is best understood as a freedom for, rather than a freedom from. Commitment is really the free gift of ourselves to being the best people we can be at each stage of our life. For more information go to www.acbo.on.ca.
In Theme Four we will
* discuss some of the feelings the students have about growing up and examine the relationship between freedom and responsibility.
* analyze and practise the process of making decisions.
* explore the connection between commitments and responsibilities and reflect on what it means to be authentic people and to create balance in their lives.
Working together at home and at school
* Growing up and becoming an adult is hard work, and young people need family support. You can show this support by encouraging your child to make more decisions and by being patient when things don't work out as expected. Learning from small mistakes is part of growing up. Young people also need the safety of limitations in areas in which they do not have the experience or maturity to make independent decisions.
* The virtue highlighted in Theme Four is perseverance. In class we will discuss perseverance as the virtue that allows us to overcome obstacles and patiently meet the challenges in our lives. Children need encouragement to persevere, not only because it is an important habit for the rest of their lives, but also to experience the pleasure of overcoming difficulties and to develop the confidence that comes from success.
* At school the students will be learning that there are no short cuts to maturity and that trying to grow up too quickly deprives young people of the experiences and time they need to become fully mature. Our society puts a lot of pressure on children as young as 8 or 9 to assume the styles and behaviours of much older teens. It can be difficult for parents to resist this trend, but there are good reasons for doing so. It can result in preteens and young teenagers being exposed to situations that they do not have the maturity to handle.
* As children grow up they tend to be more private and share less of their day-today lives with their parents. There are times when they have problems that worry them, but are often hesitant to talk to an adult about their worries. This is particularly true if they have been involved in something they know their parents would disapprove of. It's important for young people to know that their parents or guardians are always ready to listen, and that even when they get upset or angry, their love for their children is not in question.
* The students will discuss a variety of responsibilities related to their commitment to being a family member. One of these responsibilities is an effort to understand the viewpoint of other
Fully Alive Grade 7
family members. This is especially important for parents and young people, who often find themselves frustrated by arguments that seem to go nowhere. You might ask your child about this responsibility and how it applies to your family.
Teacher: ___________________________________ Date: _____________________ | 1,329 | 711 | {
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The glory of God is man and woman fully alive, but life for them consists in seeing God revealed in God’s Word.
St. Irenaeus
Dear Families:
I would like to introduce our Family Life Education program, called Fully Alive. This program, which is for Grades 1–8, is the result of many years of discussion, consultation, and work by bishops, Catholic educators, Catholic school trustees, and parents. It has been approved by the Assembly of Catholic Bishops of Ontario as consistent with Catholic teachings and appropriate for use in Catholic classrooms. It is intended to complement the efforts of parents or guardians to teach their children at home.
In Catholic schools, Family Life Education has been an integral part of the Religious Education program for many years. Family Life Education also incorporates content about human development and sexual health from the Ontario Health and Physical Education (HPE) Curriculum. Fully Alive's approach to human life, relationships, and sexuality is guided by our Catholic faith and by the wisdom accumulated through many years of Christian human experience.
Fully Alive is organized into five themes:
* Theme One — Created and Loved by God: The first theme provides the foundation of the program. We are created in the image of God, and God loves and sustains each one of us. This theme explores some of the ways in which each person is unique and irreplaceable, yet shares a common human nature with all others.
* Theme Two — Living in Relationship: Human beings are created to live in relationships with others. The bonds of family and friendship, which are explored in this theme, are central in our lives, and shape our identity and our development.
* Theme Three — Created Sexual: Male and Female: Sexuality is a fundamental dimension of our identity as children of God. In this theme, sexuality is presented as a gift from God that is intended for life and love.
Note: More detailed information on the specific HPE expectations addressed in this theme of Fully Alive can be found on the website of the Institute for Catholic Education (www.iceont.ca).
* Theme Four — Growing in Commitment: God's call to faithfulness is explored in this theme. Learning to be committed and trustworthy is a lifelong challenge that begins in childhood.
* Theme Five — Living in the World: Our relationships with others go beyond the circle of family and friends. In Theme Five, we examine what it means to participate in society, and to fulfill our responsibilities to care for and build God's world.
Before we begin each theme, I will send you a letter about the theme and the topics we will be discussing. Since parents or guardians are the primary teachers of their children in the area of sexuality, the family letter for Theme Three (Created Sexual: Male and Female) will provide you with details about the content in this year's program, as well as next year's.
Fully Alive Grade 5
Full information about Fully Alive is available on the website of the Assembly of Catholic Bishops of Ontario (ACBO): www.acbo.on.ca. For each grade level, you will find:
* a summary of the main ideas in each of the topics within the themes
* copies of stories that the teacher and students read
* information and suggestions for you and your child related to the topics
If you do not have access to the Internet, please let me know, and we will arrange to print a copy of the website material for you.
I look forward to working with you and your child during this school year. Please do not hesitate to contact me if you have any questions. I hope you will enjoy participating in Fully Alive. If you have any questions about the program, please get in touch with me.
Teacher ____________________________________________________
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Melody Davis University of Michigan October 28, 2019
Prompt: Describe a topic, idea, or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?
There are many things about everyday life people tend to not think about much. These are the tiny actions they do nearly automatically or habitually but not put much thought into. For a more understandable context, I must mention that I am a fan of music, so it may be considered a starting point of my interest. As it turns out, not all songs are simply what they mean. Even something that has a literal meaning may have profound cultural implications and references. For that reason, the topic that makes me lose track of time is the meaning behind things, whether it is music, films, or everyday rituals, especially if my interlocutor is also interested in it as well.
There is much history in the way people interact, which has different implications. Today, it is preserved as the etiquette of a specific behavioral code. The brightest example is probably the tradition of shaking hands—a traditional and silently obligatory part of masculine etiquette and masculinity in general. This tradition has roots in times of warfare, as shaking each other's hands showed that neither of the two has arms or weapons. Therefore, it was a certain transaction of verified trust. The same history concerns the tradition of clicking glasses after a
toast: initially, the point was in spilling the drinks in each others' glasses to prove they were not poisoned. Also, it is fascinating how little trust was in international relations in the past.
Another interest of mine is the origins of folk and fairy tales that are familiar to most people, at least of my age. The fact that attracted my attention is that the original story of the Red Riding Hood turned out to be much darker than it is told to children nowadays. Then, there is the tale of Hansel and Gretel, a lighthearted story, in which the good wins over evil. However, the plot is based on the immense social problem of famine and sending children to the forest was what parents practiced because they simply could not feed their family. Nonetheless, folklore preserved it both as praise of positive thinking and a horrible reminder of the tragic historical period humanity went through. However, the most interesting thing about that is that almost all folk tales are initially obscene and full of cruelty, while the preservation of them in history is a sign of societies being selective in the interpretation of heritage.
Another realm of human life that is full of peculiarity is celebratory traditions, which comprise symbolic rituals that are not as powerful and meaningful as they used to be. Apart from the traditions of presenting an engagement ring, which was invented by a genius advertiser, most wedding rituals are disturbing. For example, a wedding ring was once a symbol of one's ownership of a woman and the traditions of the father handing the bride to the groom was purely transactional and not symbolic at all. However, the most disturbing one is probably the ritual of
the newlywed bride coming into the groom's house symbolizing her death as a part of her family (as taking the groom's surname was obligatory).
To conclude, such interests factored heavily in my decision to apply for a B.A. program in history. The existence of the past and its interpretation are the essentials that give societies an opportunity to improve and grow. It is not visible in an instant but societies create new ways of symbolic interactions even nowadays, and it will be the task of future historians to reflect on societal phenomena and the clarification of their original meaning.
We can always help you write an admission essay for the university of your dream.
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BBC LEARNING ENGLISH
Jamaica Inn 7: Shipwreck
NB: This is not a word-for-word transcript
Language focus: Past perfect
Mary narrating
It's morning…I have just woken up in my bed in Jamaica Inn. Memories of what I saw on Christmas Eve haunt me like a nightmare …
My uncle forced me to travel with him and his drunken men on Christmas Eve. I was so tired on the journey that while they were singing drunken songs, I fell asleep.
When I woke up, they had gone. The carriage doors were locked, but I escaped through the window.
They had brought me to the coast. It was a cold, misty night, but from where I was standing on the clifftop, I could see my uncle and his gang below on the shore, silent and still. They were watching the tide coming in, like a beast waiting to pounce.
The mist began to clear and a light appeared on a nearby cliff. At last! The officers the vicar had spoken about were coming! … But my hope disappeared quickly. … Another light appeared out at sea. This one was moving up and down… I realised then with horror what was happening. The light on the cliff was a trap!
A huge black shape appeared out of the darkness. Like a moth to a candle, the ship was heading for the rocks…
I remember now how I ran to the shore, how I screamed and shouted… but my uncle caught me and tied my hands so I couldn't move. I couldn't do anything except watch the disaster happen.
Mary
The men splashed about in the water grabbing treasures that had fallen from the ship. Bodies were floating on the water. The men fell on them and took everything of value …even rings on the fingers. Hours passed. Light was appearing in the sky. My uncle saw it too.
Joss
Whoah!! … Stop everyone! … Look!
Mary narrating
He pointed to the sky.
Harry
Just… going… to get…
Joss
Leave it! … There's no time! … It's getting light… Get out of here! … before it's too late.
Mary narrating
But no one was listening. They were greedily grabbing what they could.
Mary narrating
My uncle had fired his pistol in the air. The men looked up and saw the sky. Fear struck them and they ran up the beach, carrying what they could… They knew they had stayed too long. Morning was their enemy… I was too weak to move, but my uncle picked me up and carried me… In the panic, the carriage overturned. That meant there was only one small cart for everyone's escape.
Joss
Stand back! … I say stand back! … Harry, make sure no one moves… Shoot if necessary… I said…
Mary narrating
There was blood everywhere… two men lay still… I fainted.
Patience
Mary, are you awake?
Mary
How long have I been lying here?
Patience
Two days.
Mary
Why didn't you wake me?
Patience
Mary… I…
Mary
I've got to get up…
Patience
Where are you going? Your uncle is downstairs.
Mary
He doesn't frighten me… I must go and find…
Patience
He's never been like this before. He's locked all the doors. He's afraid of someone… I don't know who…
Patience
Don't go down, Mary, he's got a gun…!
Mary narrating
All the doors and windows are bolted. My uncle is sitting in the kitchen…
Joss
I heard noises outside. Did you hear anything?
He'll come… He warned me but I didn't listen… We didn't plan it this time.
Mary
What do you mean? Who warned you? The officers?
Joss
Them…? They can't touch me. They need proof and all they have is a broken ship and two bodies. I wasn't there, was I – I was at home with my wife and niece cosy by the fire… No, it's him… He'll murder us all…
Mary
I don't understand. My uncle planned the wrecks, didn't he… or did he? Was there someone else who gave the orders? Who is he so afraid of?
Patience
Why don't we get away quickly now?
Joss
You idiot! There are people everywhere who know what I've done. They'd like to see me hang… we'll stay till night time, when it's dark… We'll leave then!
Mary narrating
I go along with my uncle's plan, but in my mind I'm making other plans – I'll escape somehow and find the vicar… He's my only hope…
Meet me in the next episode when things get even worse and I make a shocking discovery that will completely change my life at Jamaica Inn.
Vocabulary
haunt
stay in your mind and make you upset
nightmare
a frightening dream
misty
with a thin fog
gang
a group of people
tide
daily change in the level of the sea which makes the water move higher or lower on the shore
pounce
jump quickly onto something or someone
trap
a trick to catch someone
moth
an insect like a butterfly that flies at night and is attracted to light
panic
sudden fear that stops you thinking clearly
fainted
became unconscious
bolted
locked with a metal bar across a door or window
proof
information that shows that something is true | 1,801 | 1,148 | {
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Dear Rising 5 th grader,
Congratulations. You have completed the first of a four year Latin grammar program, First Form Latin. Most of the vocabulary and about half of the grammar forms you learned this year were review from Latina Christiana, but next year all of the vocabulary and grammar forms will be new. In fact, over the next three years, as you move through Second, Third, and Fourth Form Latin, you will continue to learn new conjugations/declensions and about 225 new words each year.
You are very good at mastering new material every year. Latin, however, presents a unique challenge in that it is cumulative. With Latin you must not only master new material each year, you must also remember everything you learned from previous years. Everything must be remembered, nothing can be forgotten.
Success in a cumulative subject, like Latin or math, requires constant review. Most students forget quite a bit over the summer, so it is important to review with your First Form flashcards this summer. You will be given a non-graded assessment the first day of school to see if all of your Latin knowledge is still fresh in your mind.
We have included a suggested schedule for flashcard review on the back and also tips on how to review. If you have lost your flashcards you can purchase an additional set at school.
Have a great summer, read some good books, and see you in the fall.
HLS Administration
How to review with flashcards in three steps:
When reviewing with flashcards, say the Latin word and its meaning aloud. You should say the nominative and genitive for nouns, and all four principal parts for verbs. For example, for town say oppidum, oppidi, neuter; for carry say, 1 st conjugation, porto, portare, portavi, portatus.
1. Go through a set of flashcards from Latin to English (L > E) and divide into two stacks, those you know and those you don't. Set aside the ones you know and work on those you don't until you have moved them all to the know stack.
3. Go through the cards again from English to Latin, either spelling aloud or writing down the Latin, in addition to saying it aloud. You don't really know a Latin word until you can spell it correctly, including principal parts for verbs and genitive forms for nouns.
2. Go through the same set of cards from English to Latin. (E > L)
Reviewing Grammar Forms:
You may drill with the individual cards or use the charts in the appendix of your textbook. Be sure you know the meanings as well as the Latin forms.
Reviewing Latin Sayings:
Latin sayings teach classical and Christian culture as well as vocabulary, grammar and syntax. You may drill with the individual cards or the lists found in the Appendix. Though not as important as vocabulary and grammar forms, reviewing Latin sayings is strongly recommended.
Fifteen minutes per day is a good amount to plan for, but more time may be necessary if you find your recall needs a lot of brushing up. Please put a check for each day you review the recommended time. If you drill more than 15 minutes, write in the time.
Review Schedule for Rising 5 th Graders
| Week | Recommended Cards/Charts | Monday | Tuesday | Wednesday | Thursday |
|---|---|---|---|---|---|
| July 15-19 | First Form Vocabulary | | | | |
| July 22-26 | First Form Vocabulary | | | | |
| July 29- Aug. 2 | First Form Grammar | | | | |
| Aug. 5-9 | First Form Grammar | | | | |
| Aug. 12-16 | First Form Sayings | | | | |
| Aug. 19-23 | First Form Vocabulary | | | | | | 1,547 | 838 | {
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BBC LEARNING ENGLISH
Jamaica Inn 6: The horse market
NB: This is not a word-for-word transcript
Language focus: modals of speculation and deduction in the present
Mary narrating
I've hardly slept since my uncle's shocking confession - how he lures ships onto the rocks and drowns women and children. Today, however, I have escaped and am on my way with Jem to the horse market in Launceston.
Jem
It's Christmas Eve, Mary. Why so quiet? What's happened?
Mary
Nothing…
Jem
You look tired.
Mary
My uncle has been drinking… and talking… I know about the wrecks, Jem.
Jem
And you think I must be involved…?
Mary
There are gaps in the story and you fit into them…
Jem
So you think I watch men and women drown and then steal from their dead bodies? … I may have taken some tobacco sometimes from the inn… but I've never killed a man…
Mary narrating
Can I believe him?
Jem
If you don't believe me, why have you come with me today?
Mary
I like your bright eyes…
Mrs Bassat
Look, James! That pony looks just like Beauty, except Beauty was grey… How much is she?
Jem
She's not for sale. I promised her to a friend.
Mrs Bassat
How much does your friend want?
Jem
30 guineas.
Mrs Bassatt
Well, I'm Mrs Bassat. I'd like to buy her for my children for Christmas. I'll give you 35.
Jem
OK. She's yours.
Mrs Bassat
Here... My man James will ride her home…
Jem and Mary
[laughing…]
Mary
Jem Merlyn, you should be ashamed!
Jem
Quick Mary, stand under here… I'll keep you warm… We'll get soaked if we go back tonight. Stay with me in Launceston tonight.
Mary
No, I've been foolish enough today.
Jem
Alright… I'll get the horse… Wait here.
Mary
He is rude, a thief and a liar. He might even be a murderer. And yet, if he wasn't so much like his brother, I could fall in love with him…
Mary
Where is he? He left over 30 minutes ago… I'll ask that horse seller over there.
Excuse me, have you seen Jem Merlyn?
Man
The man with the black pony? I saw him with another man. They left in a carriage.
Mary
Oh no!
Mary narrating
Did they discover that the pony was stolen? Now I'm sorry I didn't agree to stay in Launceston with him… He went to get the horse to take me home… and now he's gone.
Mary
What shall I do? Perhaps someone will let me sleep on their floor.
Vicar
Hello Mary. What are you doing here on Christmas Eve?
Mary
Oh, Vicar, it's you…
Vicar
Come, I'll take you home.
Mary narrating
Once again I tell him my story … the market, Jem's disappearance… His glass eyes show no expression…
Vicar
You are young… don't cry over him…
Am I right that it's quiet at Jamaica Inn…?
Mary
My uncle has been drinking. He talks… Vicar, do you know what wreckers are?
Mary narrating
I tell him what my uncle told me – about using lights to bring ships onto the rocks … the dead women and children… the stolen cargo…
Vicar
So your uncle talks when he is drunk, does he? … Well there won't be any more wrecks. The government is putting officers on the coast to keep watch.
I'll get off here. The driver will take you home. Goodnight, Mary.
Mary
What's happening…?
Mary narrating
A gun is pointing at me. I see a face I recognise – the eyes look crazy and mad… it can only be one person…
Joss
Get out! Ahh, so you've come back! What do you think you're doing at this time of night… on the road! Been with a man, I suppose.
Mary
Don't touch me! You're a murderer and a thief and I've been to Launceston today to inform on you.
Joss
Get back, you fools! She's lying… Get the horse Harry. The wind has changed… We'll use it…
So, Mary, you think you can inform on me so I'll hang…
You're coming with us! We might not get far but we won't stay here waiting to be caught! Away!
Mary narrating
Where we are going, I don't know. But I can see from the look in my uncle's eyes that something very bad is going to happen.
Join me next time – and find out exactly how bad things get when I discover what Joss and his gang of bad men really get up to.
Vocabulary
confession
admitting you have done something wrong
lure
to tempt someone to go to a place they may not wish to go
wreck
a ship that is destroyed at sea
tobacco
substance smoked in cigarettes or pipes
guineas
money used in Britain in the past. A guinea was a pound and five pence soaked
very wet
foolish
not sensible
carriage
a vehicle used to carry people in the past with four wheels and pulled by horses
wrecker
person who makes a ship crash onto rocks in order to steal the goods it's carrying
cargo
goods
inform
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The study of English develops children's abilities to listen, speak, read and write for a wide range of purposes, so using language to learn and communicate ideas, views and feelings. It enables children to express themselves creatively and imaginatively, as they become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts. Learners gain an understating of how language works by looking at its patterns, structures and origins. Children use their knowledge, skills and understanding in speaking and writing across a range of different situations.
Teaching and learning styles
At Fullwood primary school we follow a creative approach to learning that incorporates all subjects. There are times when English skills are taught discretely, but most of the time English is taught through our learning journeys and alongside all other subjects. Grammar and spellings are taught both discretely and through our creative curriculum.
We use a variety of teaching and learning styles in English lessons, following our teaching and learning policy which stresses creativity and personalised learning. Our principal is to develop children's knowledge, skills and understanding in English and their ability to generalise these skills in other areas of learning.
Reading
The National Curriculum states that pupils should be taught to read fluently, understand extended prose and be encouraged to read for pleasure. Reading is singled out as of extreme importance since through it 'pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually' Reading allows pupils to 'acquire knowledge' and to 'build on what they already know'.
Reading is taught through:
- Phonics
- Individual reading
- Reading aloud
- Independent reading
- Reciprocal reading
At Fullwood we use a Reciprocal reading approach to teach 'guided reading' that helps children develop their comprehension. It encourages dialogue and debate between children about the text.
What are we trying to achieve?
- Develop a love of reading
- Improve reading comprehension
- Deepen the way pupils think about what they are reading
- Encourage pupil talk
Writing
The National Curriculum states that pupils should:
- Develop the stamina and skills to write at length
- Be grammatically correct
- Use accurate spelling and punctuation
- Write in a range of ways and purposes including narratives, explanations, descriptions, comparisons, summaries and evaluations
- Write to support their understanding and consolidation of what have heard or read
they
- Teachers carefully plan purposeful lessons that support the acquisition of writing skills and facilitate the learning of age/ability appropriate objectives for transcription, composition, vocabulary, punctuation and grammar and handwriting (see handwriting and presentation policy.
- English lessons will routinely include short introductory activities to reinforce learning in vocabulary, punctuation, spelling and grammar. Children will be taught grammatical terminology relevant to each year group.
- Children will be supported to write dictated sentences, allowing them to apply and practise spellings.
- Teaching of writing routinely include shared and modelled writing practices. Our Teachers provide excellent modelling of writing skills across the curriculum. Teachers provide opportunities for writing to a high standard across the curriculum.
- Children will be integral in the assessment of their writing and the setting of objectives for progression in writing (see marking policy) Children are taught to plan, draft, edit and improve their work prior to publication of their work.
- Planning for progression takes place through the setting of a 'cold task', where children are asked to write a particular genre of text before study of the text type takes place. This inform teachers what each individual child needs to make progress, allowing them to plan teaching of the unit effectively. | 1,634 | 715 | {
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Key Maths Vocabulary in Year 2
Which ones do you know? Can you use them to explain your thinking? Your teacher will highlight the words that you can use confidently!
| Multiplication and Division | Number and Place Value | Shape | Measurement | | Fractions |
|---|---|---|---|---|---|
| lots of, groups of x, times, multiply, multiplied by multiple of once, twice, three times, four times, five times… ten times… times as (big, long, wide and so on) repeated addition array row, column double, halve share, share equally one each, two each, three each… group in pairs, threes… tens equal groups of ÷, divide, divided by, divided into, left, left over | count, count (up, from on) count in tens more, less, many, few tally odd, even every other multiple of sequence continue predict pattern, pair, rule units, tens, hundreds digit place, place value stands for, represents exchange the same number as, equal to greater, more, larger, bigger less, fewer, smaller biggest, smallest one more, ten more one less, ten less compare, order, size first, second, third… twenty-first, twenty- second… next between, half-way between above, below | shape, pattern flat, curved, straight, round hollow, solid corner face, side, edge, end make, build, draw 3D shapes: cube, cuboid, pyramid, sphere, cone, cylinder 2D shapes: circle, circular, triangle, triangular, square rectangle, rectangular, star pentagon, hexagon, octagon bigger, larger, smaller symmetrical, line of symmetry fold, match mirror line, reflection repeating pattern over, under, underneath above, below, top, bottom, side, on, in, outside, inside around, in front, behind, front, back, before, after, beside, next to, opposite, apart, between, middle, edge, centre left, right, up, down higher, lower, forwards, backwards, sideways, across clockwise, anti-clockwise whole turn, half turn, quarter turn, right angle | | Size, compare | part, equal parts fraction one whole one half, two halves one quarter, two… three… four quarters |
| | | | | measuring scale | |
| | | | | guess, estimate | |
| | | | | length, width, height, | |
| | | | | longer, shorter, taller, higher… | |
| | | | | metre (m), centimetre (cm) | |
| | | | | ruler, metre stick, tape measure | |
| | | | | weigh, weighs, balances | |
| | | | | heavy/light, heavier/lighter, | |
| | | | | kilogram (kg), half-kilogram, | |
| | | | | gram(g) | |
| | | | | balance, scales, weight | |
| | | | | capacity | |
| | | | | full, half full, empty, contains | |
| | | | | litre (l), half-litre, millilitre (ml) | |
| | | | | time | |
| | | | | days of the week, months of the | |
| | | | | year, seasons | |
| | | | | day, week, fortnight, month, | |
| | | | | year, weekend, morning, | |
| | | | | afternoon, evening, night, | |
| | | | | midnight, today, yesterday, | |
| | | | | tomorrow | |
| | | | | hour, minute, second | |
| | | | | o'clock, half past, quarter to, | |
| | | | | quarter past | |
| | | | | clock, watch, hands | |
| | | | | digital/analogue clock/watch, | |
| | | | | money, coin, change, total | |
| | | | | penny, pence, pound, (£) | |
| | | | | price, cost, buy, bought, | |
| | | | | sell, sold, spend, spent, pay | | | 1,830 | 1,049 | {
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Ruislip Gardens Primary School
Phonics information
We teach our phonics using the 'Letters and Sounds' programme. In Reception we work through phases 1- 5. Below are the sounds we learn and some of the words that children should be able to read by either decoding or know by sight (tricky words).
Phase 1
This is an ongoing phase throughout Nursery and Reception and often into Key Stage 1.
Singing, rhythm, playing with words (rhymes and alliteration)
Phase 2
This phase is taught in Reception and revisited in Year 1. Letter progression (one set per week)
Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set 4: ck e u r
Set 5: h b f, ff l, ll ss
Decodable words can be broken down into their sounds by the child. Tricky words need to be recognized and known (i.e. learn them off by heart!)
| Decodable words | |
|---|---|
| a | had |
| an | back |
| as | and |
| at | get |
| if | big |
| in | him |
| is | his |
| it | not |
| of | got |
| off | up |
| on | mum |
| can | but |
| dad | put (north) |
Phase 3
This phase follows phase 2 and is only taught after a child is confident in the previous phase.
Set 6: j v w x
Then we teach the following sounds which are made up of more than one letter:
| Sound | Example of word with this sound | Sound |
|---|---|---|
| ch | chip | ar |
| sh | shop | or |
| th | thin/then | ur |
| ng | ring | ow |
| ai | rain | oi |
| ee | feet | ear |
| igh | night | air |
| oa | boat | ure |
| oo | boot/look | er |
Decodable words can be broken down into their sounds by the child.
Tricky words need to be recognized and known (i.e. learn them off by heart!)
| Decodable words | | |
|---|---|---|
| will | see | you |
| that | for | they |
| this | now | all |
| then | down | are |
| them | look | my |
| with | too | her |
Phase 4 and 5 are taught only when the child is confident using phase 3 sounds in reading and writing.
Phase 4 Decodable words can be broken down into their sounds by the child.
Tricky words need to be recognized and known (i.e. learn them off by heart!)
| Decodable words | |
|---|---|
| went | said |
| it’s | have |
| from | like |
| children | so |
| just | do |
| help | some |
| | come |
Phase 5
| Sound | ay | ou | ie | ea | oy | ir |
|---|---|---|---|---|---|---|
| Example word | day | out | pie | sea | boy | girl |
Teach reading the words oh, their, people, Mr, Mrs, looked, called
,asked
Teach spelling the words said, so, have, like, some, come, were, there then go on to learning to read
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Be Respectful
Be Responsible
Be Safe
Be a Learner
~ Term 4, 2017 ~
Dear Parents/Guardians
Welcome back, we hope you all enjoyed your break. We have a busy term 4 and look forward to many exciting activities and experiences.
CLASSROOM TEACHERS AND SPECIALISTS DAYS
| 1A Melissa Russell | | 1B Krysta Flahive |
|---|---|---|
| | | Janice Trait (ESO) |
| P.E. and Performing Arts – Monday Library – Tuesday Art- Thursday | | |
| 1C Deanna Raptopoulos | | 1D Keely Bubb |
| | | Lindata Balla (ESO Mon, Wed, Fri) |
| Library and P.E. – Tuesday Art and Performing Arts - Thursday | | |
| | 1E Rebecca Guest | |
| Performing Arts – Tuesday PE – Wednesday Art – Thursday Library - Friday | | |
EVENTS TO LOOK OUT FOR THIS TERM:
Growing Up in the Past Grandparent/Parent/ Family Afternoon Visits – Monday 23 rd -
Curriculum Day – Monday 6th November
Friday 27 th of October (see below for more details)
Melbourne Cup – Tuesday 7th November
P-2 Disco – (date yet to be confirmed)
Transition – Thursday 23 rd , 30 th November and 7 th December
Christmas Concert - (date yet to be confirmed)
Reports Home – Friday 15 th December
Orientation Day - Tuesday 12 th December
It's not okay to be away
If your child is away, please call the school. When returning, please include date, name, grade and reason for absence on a note to your child's class teacher.
Be Respectful
Be Responsible
Be Safe
Be a Learner
SWPBS
Our four school values are: - Be Safe - Be Responsible -Be Respectful – Be a Learner Please feel free to use this language at home to enhance the home/school connection.
AUSLAN
During Term 4, children will learn to sign directions, home, countries, transport and Christmas words. Two more Auslan puppets were introduced during Term 3 and will continue to assist the children to learn sign in Term 4. Several classes throughout the year have had a turn at singing and signing a song at assembly. It has been a wonderful way to celebrate the successes in Auslan. Songs are a fun way to learn sign and towards the end of the term, children will learn to sign several Christmas songs.
KEY CONCEPTS COVERED THIS TERM
Reading
- Reading strategies
- Think Aloud
- Summarising
- Prediction & Prior Knowledge
- Visualising
Writing
- Handwriting (letter formation, upper and lower case letters)
- Poetry
- Transactional (written communication, letters, cards postcards etc)
Maths
- Fractions (using halves)
- Addition and Subtraction (using counting to solve equations)
- Money (identifying Australian coins)
-Time (reading digital and analogue clocks using o'clock and half past)
- Place Value (tens and ones)
- Capacity (informal measurement of liquids)
Inquiry – Our Families Over Time
As a part of our inquiry learning this term, we are encouraging students to bring in artefacts from the past. Items can include toys, records, cassettes, money, Walkman's, etc. An artefact table will be made in each classroom, for all grade 1 students to view and will provide opportunities for students to gain understandings of growing up in the past. Artefacts will be for students to view, not touch and will be sent home on Friday the 3 rd of November.
Be Respectful
Be Responsible
Be Safe
Be a Learner
We are also inviting grandparents, parents, aunties and uncles to come into the classroom on Monday the 23 rd through to Friday the 27 th of October. Times will vary from each Grade 1 classroom. Family members will answer questions the students have about growing up in the past. E.g. What toys did you play with? What forms of technology did you have in your house?
Looking forward to an eventful term 4. Regards,
Melissa Russell, Krysta Flahive, Deanna Raptopoulos, Keely Bubb and Rebecca Guest | 1,863 | 929 | {
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BAF Shaheen College Kurmitola Class-II, English Version. Lesson Plan for Annual Examination-2020 (C.T-1) English 1 st Paper
1. Learn the rhyme "Toot the Engine" 11 lines with poets name. Page No-25
2.Word Meanings:
i) listen: hear with intention.
ii) engine: a machine with moving parts that coverts power into motion.
iii) ride: a journey made in a vehicle.
iv) wheel :a circular objects that revolves/rotates on a surface.
v) steam: water vapour.
vi) splash: small quantity of liquid.
vii) thank: express gratitude.
viii) lean : containing little excess.
ix) leap: caused to jump.
x) carry: support and move from one place to another.
3. Make sentences:
i)Whistle: The guard makes whistle to start the train.
ii)Ticket: We have to manage ticket before starting our journey..
iii)Train: I like train journey.
iv)Water: The other name of water is life.
v)Dry: The land becomes dry during summer.
vi) Drop : Mr.Fox did not find a drop of water.
vii) Well : Mr.Fox finds a well.
viii) Drink: Mr Fox and Mr Goat drink cool water.
4. Fill in the blanks:
i) Mr Fox is looking for water.
ii)No rain for three weeks.
iii)Mr Fox finds a well.
iv)He leans over the side to look.
v) He falls into the well.
vi) Then he tries to get out.
vii) Soon, Mr Goat comes that way.
viii) Mr Goat jumps into the well.
ix) Thank you brother,' says Mr Goat.
x) Mr Goat cannot get out .
5. Answer to the following questions:
i) Why the engine is called "Toot"?
Ans:The engine is called "Toot" because it makes a like "toot,toot".
ii)What does Toot pull?
Ans:Toot pulls a long train.
iii) What does Toot carry?
Ans:Toot carries men, women, boys, girls, sand, rocks, bags, tins, sacks and boxes.
iv) Where does Toot go?
Ans: Toot goes to the hill
v) What is Mr Fox looking for? Why?
Ans:. Mr Fox is looking for water. Because there is no rain for three weeks.
vi) What does Mr Fox find?
Ans: Mr Fox finds a well.
vii) How does Mr Fox get into the well?
Ans:Mr Fox falls into the well.
viii) Who comes walking that way?
Ans:Mr Goat comes walking that way.
ix) Why does Roy cry?
Ans: Roy was crying because he didn't find his friends.
x) Do the other boys stay and play?
Ans: No, the other boys don't stay and play.
xi) Does Mr Fox help Mr Goat?
Ans:No, Mr Fox does not help Mr Goat.
x) Write the moral of the story ," Mr Fox and Mr Goat".
Ans: the moral of the story is "Look before you leap".
6. Rearrange:
i) mowen =women
ii) engine =engine
iii) tkicte =ticket
iv) istlweh =whistle
v) setma =steam
vi) weart = water
vii) unnsy =sunny
viii) dirkn =drink
ix) pslahs =splash
x) rotherb =brother | 1,242 | 743 | {
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1 Charlene Notgrass
Homeschooling The Making of Theodore Roosevelt
My father, Theodore Roosevelt, was the best man I ever knew.
President Theodore Roosevelt
Cover image: President Theodore Roosevelt, 1903 Drawing at right: New York City in 1870, when Theodore Roosevelt was twelve years old.
Homeschooling: The Making of Theodore Roosevelt
Charlene Notgrass
ISBN 978-1-60999-116-6
Copyright © 2017 Notgrass Company. All rights reserved. No part of this material may be reproduced without permission from the publisher.
Designed by John Notgrass Printed in the United States of America
Notgrass Company 1-800-211-8793 notgrass.com
Image Credits
Alaska State Library, 16; David Smith (Flickr, CC-BY 2.0, https:// creativecommons.org/licenses/by/2.0/), 33t; Library of Congress, 29, 38, 39b; michchap (Flickr, CC-BY-ND 2.0, https://creativecommons.org/licenses/bynd/2.0/), 11; New York Public Library, 14, 15; National Park Service, 2, 4, 7, 8, 33b; Shutterstock.com, front cover, 13, 31, 37, 39t, 45, back cover; Theodore Roosevelt Collection, Houghton Library, Harvard University, 3, 9, 20, 21, 23, 24, 25, 27, 32, 34, 41, 42-43
2
Homeschooling in New York City
New York was a bustling city after the Civil War. New York City native Theodore Roosevelt Sr. and his wife Martha from Georgia lived there in a grand townhouse. The couple had married in 1853, eight years before the war began. Their five-level home had been a wedding present from Theodore's father. Here Theodore and Martha (known as Mittie) homeschooled their four children: Anna, Theodore Jr., Elliott, and Corinne.
The couple's older son, Theodore Jr., would become the honest, compassionate, hard-working, athletic, enthusiastic, bigger-than-life President Theodore Roosevelt, whose likeness was carved on Mount Rushmore along with George Washington, Thomas Jefferson, and Abraham Lincoln. How did that happen?
Theodore Roosevelt Jr. at Age 2 in 1861
The Roosevelts made a conscious decision to train their children at home. They believed that attending public school would coarsen—that's the word they used—their children.
The Roosevelts used tutors as part of their children's education. When the children were young, their tutor was their Aunt Anna, Mittie's sister. Anna had come to live with the Roosevelt family in 1857, the year before Theodore Jr. was born, as did Mittie's mother, whom the children called Grandmamma.
Of his Aunt Anna, Theodore Jr. later said, "She was as devoted to us children as was my mother herself, and we were equally devoted to her in return." Grandmamma and the children also had a close and affectionate relationship. | 1,282 | 670 | {
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Hurricane Maria triggered a crisis in Puerto Rico. Public health crises are cascading; mass impoverishment and loss of jobs are driving millions to desperation; much of the island's power grid, water purification and delivery system, hospitals, schools, housing, roads, bridges, and other elements of its infrastructure have been damaged or destroyed. All this has been heightened immeasurably by the willful, racist neglect inflicted by the Trump/Pence regime. An epic natural disaster has been deliberately transformed into a catastrophe with genocidal implications. Circulate and discuss these demands among people on Puerto Rico and the U.S. mainland; make them a focus of protest and struggle.
WE DEMAND
1 The full resources of the U.S. government must be utilized immediately to provide and distribute, at government expense, all needed food and clothing to the people of the entire island. There must be continued and ongoing emergency and longer-term medical care, and measures provided to people to prevent massive epidemics and needless deaths as well as to treat posttraumatic stress disorders and other mental health problems. Special attention must be paid to ensure that aid is reaching the many remote areas of Puerto Rico.
2 The U.S. government must immediately undertake a massive effort to restore reliable electrical power throughout Puerto Rico, without which the lives and well-being of millions are in daily jeopardy.
3 Safe water must be available to everyone in ample quantities. There must be free communication for people to contact relatives, wherever they live. Under no circumstances must those who take resources necessary for survival be shot, arrested, or punished in any way. All basic needs must be provided FREE OF CHARGE.
constructed to maximize its ability to withstand future storms.
5 The situation of the people and their views on the situation must be fully covered in the news, giving the people themselves access to the media and the chance to tell their own stories.
6 People who want to leave Puerto Rico and go to the U.S. mainland must be provided with transportation costs by the U.S. government. Conversely, people on the mainland who want to go to the island to assist in its rebuilding or to assist their family members must be provided with transportation to Puerto Rico and housing while there.
7 There must be no profiteering and speculation off people's misery by the sharks of energy companies, insurance companies, oil monopolies, real estate developers, etc.
4 High priority must be given to providing everyone with safe and decent shelter— utilizing existing government and privately owned structures, or building new ones when necessary— until adequate housing for all can be built. Damaged homes must be rebuilt where possible. New housing in urban and rural areas must be
8 The Jones Act, a century-old law that requires U.S. ships to be used on all commercial shipments between U.S. ports and Puerto Rico and substantially raises the costs of virtually everything on the island, must be eliminated. Puerto Rico's debt—the result of 120 years of ruthless exploitation of the people and enormous damage to the environment of this beautiful island by the United States—must be dismissed outright. The educational system, from elementary to university level, must be completely rebuilt. Decent jobs must be provided to all adults who want them.
These measures must be continued throughout the duration of this crisis. | 1,397 | 658 | {
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Dear UCM Campus Community,
Greetings from the University Health Center! We hope that you have had a relaxing and refreshing break and are looking forward to a great spring semester. According to the Centers for Disease Control and Prevention (CDC), the number of influenza (flu) outbreaks across the United States are rising, so we want to provide you with information about the flu and preventative tips to consider. We hope that you will please take time to read the following information as you prepare for the spring semester. The information has been compiled from the CDC website (www.cdc.gov), which we encourage you to browse if you want to learn more about influenza.
What is influenza (also called flu)?
The flu is a contagious respiratory illness caused by influenza viruses that infect the nose, throat, and lungs. It can cause mild to severe illness, and at times can lead to death.
The best way to prevent the flu is by getting a flu vaccine each year.
People who have the flu often feel some or all of these signs and symptoms:
* Fever or feeling feverish/chills
* Cough
* Sore throat
* Runny or stuffy nose
* Muscle or body aches
* Headaches
* Fatigue (very tired)
* Some people may have vomiting and diarrhea, though this is more common in children than adults.
* It is important to note that not everyone with flu will have a fever.
What should I do if I get sick?
Most people with the flu have mild illness and do not need medical care or antiviral drugs. If you get sick with flu symptoms, in most cases, you should stay home and avoid contact with other people except to get medical care.
If, however, you have symptoms of flu and are very sick or worried about your illness, faculty and staff contact your doctor and students contact the University Health Center at 660-543-4770. Our staff will be able to help you determine if you need to be seen and whether influenza testing and possible treatment are needed.
Do I need to go the emergency room if I am only a little sick?
No. The emergency room should be used for people who are very sick. You should not go to the emergency room if you are only mildly ill. If you have the emergency warning signs of flu sickness, you should go to the emergency room. If you go to the emergency room and you are not sick with the flu, you may catch it from people who do have it.
How does flu spread?
Most experts believe that flu viruses spread mainly by droplets made when people with flu cough, sneeze or talk. These droplets can land in the mouths or noses of people who are nearby. Less often, a person might also get flu by touching a surface or object that has flu virus on it and then touching their own mouth, eyes or possibly their nose. Certain people are at greater risk for serious complications if they get the flu (i.e bacterial pneumonia, ear infections, sinus infections, dehydration, etc.). This includes older people, young children, pregnant women and people with certain health conditions (such as asthma, diabetes, or heart disease), and persons who live in facilities of close proximity like nursing homes.
How can I prevent getting the flu?
The single best way to prevent seasonal flu is to get vaccinated each year, and if you have not received your flu shot for this year and would like to do so please contact the University Health Center. We have a limited supply of flu vaccine. Additionally, good health habits like covering your cough and washing your hands often can also help stop the spread of germs and prevent respiratory illnesses like the flu. We strongly encourage that you implement good health habits to help with the prevention of the flu.
Please also be aware that there is a gastrointestinal virus, the norovirus, going around causing vomiting and diarrhea that should be treated with the same precautions-stay home, stay hydrated, and use good hand washing at all times. Seek medical care if you cannot stay hydrated.
Thank you for reading this email and helping to keep the campus healthy!
Gerianne R. Bliss, M.D. Director, University Health Center University of Central Missouri UHC, 600 S. College Warrensburg, MO 64093 660-543-4770 Fax 660-543-8222 | 1,661 | 876 | {
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Name
Date
Period
Star Spangled Banner Vocabulary and Project
Introduction:
Francis Scott Key was a well-known attorney in his day, but he was also an amateur poet. His most famous poem, written with the tune of a popular British song, was originally entitled “the Defense of Fort M’Henry”. When formally connected to the music, a few days after the battle in 1814, it was rechristened “The Star-Spangled Banner”. Using my web site, listen to the original British song and a 19th-century version of “The Star-Spangled Banner” online. By studying the words of this song – which became our national anthem in 1931 – you will learn vocabulary, paraphrasing, and various poetic devices. You will also have a chance to write original poetry.
Vocabulary: In your notebook, define the following terms from the poem:
Stanza 1
Stanza 2 haughty reposes fitfully discloses
Stanza 3
Stanza 4 desolation
gleaming
vauntingly
rampart
havoc
spangled
hireling
Projects
Select one project from the list below to complete. This will be an independent project with some in class time to get organized and ask questions.
My project selection:
Materials Needed:
Steps to Completion:
Due Date:
| 1. “The Star-Spangled Banner” is a narrative poem since the poet desired to tell a story through verse. What is Francis Scott Key trying to communicate through the poem? To whom do you think he is trying to communicate? If you were trying to tell the story in prose, how would you communicate his intended message? As Francis Scott Key, compose a letter to a neighbor describing the events. | 2. Research the War of 1812 and the Battle of Baltimore in 1814. What were the events the led up to the poem? What do you think followed the events of the poem? Write two additional verses, or paragraphs, to add at the beginning and end of the poem that describe the events before and after the poem. |
|---|---|
| 4. Some politicians and scholars have tried to replace “The Star-Spangled Banner” as the national anthem due to the violent imagery and possible racist reference in the poem. Find the violent imagery in the poem and discuss whether the content of “The Star-Spangled Banner” is appropriate for the national anthem. What is your personal opinion of the anthem’s verse and music? Do you think it is well-written poetry? Why or why not? What about the tune? Write a speech to be given to President and leaders of Congress persuading them to make the change. | Student Choice You may design your own project but get approval before completing. OR You may move any project suggestion into this square. # . |
| 6. Create your own poem that expresses your feelings about the United States or about a historic event. You should incorporate some of the poetic devices used by Key in “The Star- Spangled Banner”, such as alliteration or personification. Did you notice that Key did not use any metaphors or similes? Look up metaphor and simile in the dictionary or online if you are unfamiliar with these terms. See if you can use these poetic devices in your own poem. | 7. Paraphrase “The Star-Spangled Banner” into your own words. | | 1,334 | 713 | {
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Nebraska Department of Natural Resources
Stream Simulation 1: Interactions Between Surface Water and Groundwater
Read the introduction screen, click OK, and complete the Tutorial for Stream Simulation 1. Click Next until you Exit Tutorial, then answer the following questions. You may turn Tutorial Mode back on at any time to assist with explanations, as well as reference your Word Bank.
After tutorial mode, be sure the drop down in the top right corner of the screen says Water Table. Answer the following questions:
1. Make sure the slider is set to the middle setting. There is flow between the aquifer and the stream, but no net loss or net gain to the stream. The baseflow in the simulation indicates a _______________________.
a. Gaining Stream
b. Losing Stream
c. Disconnected Stream
d. None of these; they are at equilibrium
2. Set the slider in the top left to High Water Table, which sets the water table above the top of the stream. The baseflow here indicates a _______________________.
a. Gaining Stream
b. Losing Stream
c. Disconnected Stream
d. None of these; they are at equilibrium
3. Set the slider in the top left to Low Water Table, which sets the water table below the top of the stream. The baseflow here indicates a ______________.
a. Gaining Stream
b. Losing Stream
c. Disconnected Stream
d. None of these; they are at equilibrium
Use the drop down arrow in the top right corner of the screen and select Precipitation. Read the introduction screen, click OK, then select Turn On Tutorial Mode in the top right corner of the screen. After you complete Tutorial Mode, answer the following questions.
4. Based on the direction of baseflow depicted in the simulation, the interaction between the aquifer and the stream creates a _______________.
a. Gaining Stream
b. Losing Stream
c. Disconnected Stream
d. None of these; they are at equilibrium
5. Circle all of the following you would expect to be noticeably higher in a Heavy Precipitation event compared to a Light Precipitation event:
a. Runoff
b. Recharge
c. Water Table
d. Stream Depth
e. Streamflow
6. Study the hydrograph below. What do you notice about the timing relationship between precipitation and streamflow?
7. An increase in runoff leads to an increase in __________________.
a. Baseflow
b. Streamflow
c. Neither of these
8. An increase in recharge leads to an increase in ______________________.
a. Baseflow
b. Streamflow
c. Neither of these
Use the drop down arrow in the top right corner of the screen and select Soil Texture. Read the introduction screen, click OK, then select Turn On Tutorial Mode in the top right corner of the screen. After you complete Tutorial Mode, answer the following questions.
9. Use the slider on the top left and select Coarse Soil Texture. A coarse soil texture (like sand) is associated with_________________.
a. More recharge and more runoff
b. Less recharge and more runoff
c. More recharge and less runoff
d. Less recharge and less runoff
10. Move the slider down to Fine Soil Texture. A fine soil texture (like clay) is associated with:
a. More recharge and more runoff
b. Less recharge and more runoff
c. More recharge and less runoff
d. Less recharge and less runoff
11. Considering your answers to questions 9 and 10, explain which soil texture is associated with higher runoff.
12. Considering your answers to questions 9 and 10, explain which soil texture is associated with higher recharge.
13. After a rain event, what impact does higher recharge have on the water table?
14. You and your family are on a summer vacation to Toadstool Geological Park in the Ogalala National Grassland in northwestern Nebraska. Toadstool is known to have fine clay soil textures. While visiting, a heavy rainstorm comes through the park. While huddled in your camper waiting out the rain, you, an expert on hydrology, explain to your family the effects the precipitation event has on groundwater and streamflow. Explain how a precipitation event effects:
- Runoff
- Recharge
- Streamflow
- Baseflow
If you get stuck, try looking back on previous questions you answered and running through the simulations again. Your answer should be in paragraph form.
15. Your friend has also taken a summer vacation with their family, but they decided to go to the Sandhills in north central Nebraska. Your friend texts you, asking what effects the rainstorm will have on the groundwater in that area. The Sandhills have coarse sand soil textures. Send a text back to your friend explaining how their situation is different from yours, including all the effects mentioned in question 14. Your answer should be in paragraph form. | 2,008 | 1,015 | {
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14
Word meaning
Understanding word meaning
Without an understanding of words, effective reading is impossible. As Lemov (2016) 1 remarked, 'Successful reading relies on a reader's capacity to understand both a large number of words as well as the subtleties and nuances of those words, even when words change their meaning according to the setting'. Learning to define words in context is an important skill, and one that confident readers use regularly.
It is crucial that children do not simply learn to 'define' individual words, like a dictionary, but that they understand the vocabulary they encounter in the context in which it appears. The National Curriculum (2014) requires children in Key Stage 1 to understand texts by 'drawing on what they already know or on background information or vocabulary provided by the teacher', while children in Key Stage 2 must check that a text makes sense to them by 'explaining the meaning of words in context'. Developing this skill helps children to make links between known and unknown words and teaches them to use the context of a word to interpret its meaning.
Word meaning in Complete Comprehension
The teaching of vocabulary can be divided into two key types: explicit and implicit instruction. 2
Explicit instruction is the teaching of specific words and phrases that are necessary to either comprehend a specific text or comprehend meaning more generally in advance of reading.
Implicit instruction is the teaching of strategies that help learners assess their understanding of words as they read.
Word meaning is the target skill of several teaching units in each Complete Comprehension book. In addition, both types of vocabulary instruction are addressed in every teaching unit: explicit instruction is the focus of the Get ready session, in which Key vocabulary terms are taught before reading the comprehension passage. Implicit instruction underlies the work done in the subsequent Explore and Skills focus sessions (see pages 8 to 11 for a full description of the teaching sequence).
Word meaning questions usually require children to make links between synonyms. In Complete
Comprehension, questions may be worded as follows:
l Which word is closest in meaning to…? Tick one.
l Explain what the word(s) … tell(s) you about…
l What does the word … mean in this sentence/line?
l Underline the word which tells you that…
l Draw lines to match each word to its meaning.
l Find and copy one word/a group of words that means the same as…
Often, questions that assess the skill of word meaning only require the child to find out one piece of information. However, this information does not usually come directly from the text but must be deduced using vocabulary knowledge. Word meaning questions thus sometimes require the use of other comprehension skills, such as inference (see page 20) to reach the correct answer.
Key challenges
As they read, many children skip over words they do not understand, losing meaning in the process. Teaching children to note down and ask about any vocabulary they do not understand when reading is therefore crucial.
Many children have relatively shallow vocabulary knowledge, only understanding a word when it appears in a familiar context. For example, many will have no trouble with 'It was raining' but will struggle with 'The money was raining down'. It is important to provide opportunities for children to deepen their knowledge by investigating words in a range of contexts.
Children with less secure vocabularies may also struggle to generate linked vocabulary (e.g. knowing that 'repeat', 'redo' and 'recycle' are all connected by the prefix 're–', which refers to doing something again). Incorporating the etymology and categorisation strategies described on page 15 when you are teaching will support the children to make these connections.
Complete Comprehension 4
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Writing Message Maps: How and Why?
How do you write a message map?
- Messages should be simple, timely, accurate, relevant, credible, consistent
- Keep it simple - 3 ideas per message
- 27-9-3 (27 words, 9-15 seconds, 3 key messages)
- Key messages: state most important first, then 3rd, then 2nd most important
- Create your short messages to immediately send to parents, staff, media as needed during a crisis
Why 27-9-3?
The Center for Risk Communication analyzed 10 years of print and media coverage of emergencies and crises in the US and found:
- Average length of a sound bite in print media is 27 words
- Average duration of a sound bite in broadcast media is 9 seconds
- Average number of messages reported in both print and broadcast media is 3.
- 140 character tweet takes about 9 seconds to say
Why should you use message maps?
Your goal is to create a bank of messages for all SRP actions that your team has vetted.
- Allows you to get information out quickly
- Keeps the spokesperson on message
- Provides consistency across your organization
- Helps manage rumors.
Example Messages:
- Ex. 1: Our students are safe. Yesterday law enforcement was made aware of a threat to the school. At this time authorities are handling the situation and are sharing information with us.
- Ex. 2: Police are investigating a reported threat to the school. All students are safe. Classes will continue as usual.
- Ex. 3: The safety of our students is our top priority. Therefore, school will not be in session today while police investigate a reported threat. We will provide updates as available.
- Ex. 4: [event] has prompted an evacuation of our school. Safety is our top priority. Be prepared to follow official instructions.
- Ex. 5: [Name] school is in lockdown. Student safety is our top priority. Stay away until the situation is resolved. More information to come.
- Ex. 6: [Name] school is in secure due to [event outside school]. Students are safe. More information to come.
- Ex. 7: Family reunification is underway at [location]. Bring your ID to check in. Your patience is appreciated.
- Ex. 8: Sheltering protocol is in effect at [name school] due to [event – briefly]. We will notify you when shelter is over.
- Ex. 9: Your child is safe. There was an incident at the elementary school. All students have been relocated to the high school. Details to come as they become available.
- Ex.10: The fire chief has prompted an evacuation of our school. Safety is our top priority. Be prepared to follow official instructions.
- Ex. 11: Family reunification is underway at [location]. Bring your ID to check in. Your patience is appreciated.
- Ex. 12: All students are safe. A problem with our boiler has prompted at 11:00 release. Buses will run accordingly; contact the school if you need alternate drop-off arrangements.
- Ex. 13: Safety is our top priority. Students have been evacuated to an alternate location. Once the situation has been assessed, the school will notify you of next steps.
- Ex. 14: Your BPS student is safe. A brief fire was located at the front of the elementary school. Elementary students were evacuated to the High school and are attending classes in that building. The fire is currently extinguished, but we are continuing to have Elementary Students stay at the High School.
- Ex. 15: Police are investigating a reported threat to the high school this morning. All students have been safely evacuated to the YMCA. Instructions for student pick up will be shared shortly.
- Ex. 16: Our students are safe. Law enforcement was made aware of a threat to the school. Initiation of family reunification procedures will be announced shortly.
- Ex. 17: All students have arrived safely at Saint Mary's cathedral at 913 W. 1st St. Please come to Saint Mary's on the east side to pick up your child. Thank you for your cooperatioN.
- EX. 18: Police are investigating a reported threat to the school. All students have been safely evacuated. Be prepared to follow official instructions for picking up your child.
Document created by the UNPPC for NDE School Safety which contains examples for each standard response protocol. | 1,830 | 938 | {
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Curriculum objectives
* To solve problems involving addition, subtraction, multiplication and division and a combination of these, including understanding the meaning of the equals sign.
You will need
1. Check
Oral and mental starter
Mystery number
2. Assess
'A sporting problem'
3. Further practice Oral and mental starter
It's all in a word
Curriculum objectives
* To solve problems which require knowing percentage and decimal equivalents of ½, ¼, 1/5, 2/5, 4/5 and those fractions with a denominator of a multiple of 10 or 25.
You will need
1. Check
Oral and mental starter
Fraction problems
2. Assess
'Sale at Great Gardens'
3. Further practice
Oral and mental starter
Percentage pairs
Photocopiable sheets
'Match the percentage pair'
Mixed operation problems
Most children should be able to work out which operations to use to solve a practical problem.
Some children will not have made such progress and will require extra practice identifying the correct operation needed to solve a practical problem.
1. Check
Mystery number
Use the oral and mental starter to check the children's understanding of mathematical vocabulary and as a basis to discuss problem solving and unravelling information. Less confi dent learners will need reminding about some of the vocabulary.
* Explain to me what this word in this problem means. Tell me the calculation you used. What strategy did you use? How will you check your answer? How would estimating help you to be accurate?
2. Assess
Children should read photocopiable page 251 'A sporting problem' very carefully and decide on a way of working. Observe the choices that they make and the accuracy of their calculations. Confi dent learners will be able to comprehend the problem and make appropriate calculations to solve it. Other may have diffi culty deciding on the important information and ways in which to translate the problem into a calculation. Record the outcomes.
3. Further practice
Use the oral and mental starter to practise the vocabulary of number and calculation and then encourage children to write their own word problems using the given vocabulary. In this way they will have practice in understanding how such problems are constructed.
Using fraction and percentage equivalents to solve problems
Most children should be able to convert between fractions and percentages to solve simple problems.
Some children will not have made such progress and will require more practice in recognising or calculating equivalents and then using these to solve problems.
1. Check
Fraction problems
Add some simple percentage problems into the oral and mental starter and use it to establish how fractions and percentages are part of daily life and to provide children with the opportunity to solve such problems.
* What is the equivalent percentage/fraction of this amount? How do you know? What knowledge do you use to solve this problem? Do you use fractions or percentages?
2. Assess
As the children solve the questions on photocopiable page 252 'Sale at Great Gardens', observe how they make connections between fractions and percentages and how they calculate. Most children will understand how to calculate a sale price but some may forget to subtract the reduction from the original price. Record the outcomes.
3. Further practice
The oral and mental starter and photocopiable page will give children more practice in working out the equivalent percentages and fractions based on multiples of 10 and 100.
100 MATHS LESSONS.
YEAR 5.
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3-Day Kick-Start Guide
Here is your Spirit-filled food list for your three-day kickstart. It consists of three days of consuming fewer than 50 grams of net carbohydrates. Remember, net carbs are the total carbohydrate content in the food minus the fiber content.
21-Day Spirit-Filled Eating Guide
Here is your Spirit-filled Eating Guide. Use this to plan your balanced meals consisting of 100 grams or less of net carbohydrates. Remember, net carbs are the total carbohydrate content in the food minus the fiber content.
| Fruits | Nuts/Seeds |
|---|---|
| 5-10 net carbs per serving Apple 1 med Berries 1C Banana ¼ sm Blackberries Blueberries 1/4C Raspberries Cantaloupe 3/4C Grapefruit ½ Cherries ½ cup or 10 Clementines- 2 Grapes ½ cup Nectarine 1 Orange 1 med Peach 1 Strawberries 1/2C Watermelon 1/2C | 5 g net carbs Twice daily: Almonds- 1/2c Cashews- 2 T Coconut- 1C unsweetened Chia seeds 3T Flaxseeds 3T Hazelnuts 1/2C Hemp seeds Macadamia nuts- ½ Pecans 1C Pine nuts 1/2C Pistachios 3T Walnuts 3/4C Seeds 1 oz Pumpkin 1/2C Sunflower 1/2C Nut/seed butters 1T |
Sample Meal Plan for Spirit-filled eating
The majority of your carbohydrates will come from vegetables, fruits, and starches, with a little also coming from dairy products.
Here are some suggestions for breaking down your meals:
Meal 1:
4-6 oz. plain non-fat yogurt or another dairy or breakfast protein
1 egg or another breakfast protein
1 oz. oatmeal or other starch
1 small/medium sized fruit
Meal 2:
1 grilled chicken breast or 4-6 oz. protein
6-8 oz. salad
1 cup fried cauliflower rice or 6-8 oz. or another lowcarbohydrate vegetable, cooked or raw
1 tablespoon olive oil or another fat
Meal 3:
4 oz. of beef or another 4-6 oz. protein ½ cup brown rice or another 4 oz. starch
6-8 oz. salad
1 cup of broccoli or another low-carbohydrate vegetables, cooked or raw
1-2 tablespoon olive oil or another fat
Snack 1
¼ cup almonds or other 1 serving nuts or seeds
Snack 2 (optional)
Greek yogurt with ½ cup blueberries and ½ tsp monk fruit or 1 serving dairy with 1 serving fruit
Notes about the food list:
If it's not on the list, do your research. If in doubt, leave it out. | 1,109 | 614 | {
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Mealtime Conversation Starters for Tots
Instructions:
Cut cards on lines. Put on table in a small cup or bowl.
Choose one card at a time for enjoyable family conversations.
If you could have a super power, would you rather fly or be invisible? Why?
If our family could have any animal in the world as a pet, what would you like to have? Why?
What is the nicest thing you did for someone today? What is the nicest thing someone did for you?
If you could be any kind of food, what would you like to be? What would be fun about being that food?
What storybooks do you like to read?
Is there a special book you would like to read together after dinner?
2007, Cattlemen's Beef Board and National Cattlemen's Beef Association. May be duplicated for instructional purposes.
What foods on the table are crunchy?
What foods are chewy? What foods are sweet? What foods are spicy?
What is one of your favorite colors?
Do you see anything that color on the table?
What was the weather like outside today?
What do you think the weather will be like tomorrow?
For more information on Family Mealtimes, go to www.school-wellness.org
1
©
Mealtime Conversation Starters for Tots
Instructions:
Cut cards on lines. Put on table in a small cup or bowl.
Choose one card at a time for enjoyable family conversations.
What kinds of foods do you like to eat best for breakfast (or lunch or dinner or when we go to a restaurant)?
If you could be any animal in the world for a day, which animal would it be? Why?
What would you like to play after we are finished with this meal? Would you like to play outside or read a book?
Do you have a make-believe story you would like to share with the whole family while we eat together?
What would be the best kind of party you could imagine having for your next birthday? Why?
Would you like to help plan dinner for tomorrow night? What foods would you like to help cook for dinner?
What made you smile (or laugh or giggle or cry or feel sad or feel happy) today? Why?
Who did you sit next to at preschool (or childcare or play group or church) today? What did you talk about?
2007, Cattlemen's Beef Board and National Cattlemen's Beef Association. May be duplicated for instructional purposes.
For more information on Family Mealtimes, go to www.school-wellness.org
1
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Dog and Cat Care
"Our cat is fourteen and is never playful. We started giving her EM ® in her food and water… and now she thinks she's a kitten again. We've never seen her so playful in years!
Lynn S.
Our Favorite Pets – Dogs and Cats. For thousands of years, dogs and cats have been our favorite pets. No other animals have been so close to our lives and hearts. Health care applies to our favorite friends, as well as for humans. Keeping them clean, well fed, protected from the harsh elements, and giving them plenty of tender-loving-care are essential to their health.
Promoting a healthy environment – inside and out – helps to keep our pets healthy. Studies are confirming that keeping strong and beneficial microbial alliances are what promote resilient and healthy immune systems for the soil, water, plants, animals and humans. EM ® acts as an important catalyst for building these strong probiotic alliances.
Where to Start. For your pets health and wellness, start with hexagonal water. Use the EM ® Ceramics to microstructure your water for the entire household – for your own drinking water, for your pets, your plants, and for cooking. Your pets will especially notice the difference in the water – and they will often demand it!
Put about 10% of ProEM 1 ® and 90% structured water in a spray bottle (1:10 ratio). Use the spray bottle to mist your pet's fur, to mist your plants, cleanse the air, and spray on your own food as well. And be sure to bathe your dogs with about a quarter cup of AEM added to their final rinse water. Watch how clean and fluffy the fur gets. Also, sprinkle EM ® Bokashi in the cat liter box to reduce odors. Your pets will thank you for using EM ® !
The Story of Cosmos
My dog Cosmos, a Black English Labrador, had severe skin allergies for eight years. It started when she was a puppy. There was lots of itching with red spots on her skin, as if she had the measles. She would lick and bite herself until she had raw spots with no fur, especially on her belly, tail, and legs. She was diagnosed with allergies to various food items and especially to dust mites. The food can be changed, but what can you do about dust mites? They are everywhere.
We tried a de-sensitizing shot at the vet. The lowest dose made her head swell up and she started scratching her face frantically. I was afraid she would scratch herself bloody. For the first eight years of her life, we would go from vet to vet and only get a temporary break from the itching by giving her cortisone shots and steroid pills. I hated doing this, since she would become lethargic, hungry, and thirsty all the time. I knew that it was not healthy for her. But at least she wouldn't bite herself to pieces for a short while. We tried everything from natural to controversial products – and nothing worked!
Cosmos had just finished a dose of steroid pills. Unfortunately, this time it didn't give her any relief. It only made her ®
tired. So two weeks later, I decided to try EM . I started by bathing her and adding two capfuls of EM ® to a half gallon of water for a final rinse. I poured it all over her body - from the neck down. I applied it everywhere possible! Cosmos came out of the bathtub and laid on some towels that I placed on her pillow. She licked the EM ® off her fur and then fell asleep. NOT ONE MORE BITE! This seemed to be working, so I decided to add EM ® to her food and water as well. I also sprayed it on her fur when I brushed her. She started looking and behaving like a different dog—all shiny, happy, playful, and itch-free!
So this is the story of Cosmos. My hope is that EM ® can help your animal friend the way it helped my Cosmos! - Sonya S.
The Emerald Earth Company 328 S Guadalupe Street #K Santa Fe, NM 87501 (505) 983-4014 www.emearth.com | 1,412 | 860 | {
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A potential downside to the beaver's comeback
28 October 2015
The Eurasian beaver was brought back from near extinction and now thrives across Europe. But this conservation success story may have had at least one unintended and potentially harmful consequence. Scientists report in ACS' journal Environmental Science & Technology that when beavers build new dams where no previous beaver colonies existed, downstream levels of toxic methylmercury rise, at least temporarily.
In the 19th century, beaver fur was in high demand, and hunters helped supply it. The animals' numbers plummeted to as few as 1,200 in Europe, with no reported sightings in Sweden after the 1870s. Conservation measures allowed beaver populations to rebound. In Sweden alone, there are now about 130,000—and many new dams. While the structures are marvels of natural construction, they also change the chemistry of the water they're in. They affect the sediments, water flow, oxygen content and temperature, creating conditions that help convert mercury into methylmercury. A few studies have suggested dams can boost levels of this form of mercury, which can cause developmental and neurological problems in animals and people. Oded Lavnoni, Frauke Ecke and colleagues wanted to take a closer look.
Over a two-year period, the researchers tested the water upstream and downstream of 12 dams. They found that methylmercury levels downstream of newly made dams were up to 3.5 times higher than in the upstream water. But dams that beavers reconstructed on abandoned beaver systems didn't appear to affect methylmercury concentrations. The results suggest that protecting older dams could help reduce levels of methylmercury in areas colonized by the animals.
More information: Oded Levanoni et al. Impact of Beaver Pond Colonization History on Methylmercury Concentrations in Surface Water, Environmental Science & Technology (2015). DOI: 10.1021/acs.est.5b03146
Abstract
Elevated concentrations of methylmercury (MeHg) in freshwater ecosystems are of major environmental concern in large parts of the northern hemisphere. Beaver ponds have been identified as a potentially important source of MeHg. The role of beavers might be especially pronounced in large parts of Europe, where beaver populations have expanded rapidly following nearextirpation. This study evaluates the role of the age and colonization history (encompassing patterns of use and reuse) of ponds constructed by the Eurasian beaver Castor fiber in regulating MeHg concentrations in Swedish streams. In 12 beaver systems located in three regions, we quantified MeHg concentrations together with other relevant parameters on five occasions per year in 2012–2013. Five were pioneer systems, inundated for the first time since beaver extirpation, and seven were recolonized, with dams reconstructed by newly recolonizing beavers. MeHg concentrations in pioneer but not in recolonized beaver systems were up to 3.5 fold higher downstream than upstream of the ponds, and varied between seasons and years. Our results show that pioneer
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inundation by beavers can increase MeHg concentrations in streams, but that this effect is negligible when dams are reconstructed on previously used ponds. We therefore expect that the recovery and expansion of beavers in the boreal system will only have a transitional effect on MeHg in the environment.
Provided by American Chemical Society
APA citation: A potential downside to the beaver's comeback (2015, October 28) retrieved 2 March 2021 from https://phys.org/news/2015-10-potential-downside-beaver-comeback.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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For Immediate Release – July 1, 2020
Contact: Michael Parks, Harrisonburg Director of Communications 540.432.7701 email@example.com
City urges social distancing, firework safety as residents celebrate Independence Day
HARRISONBURG, Va. – The City of Harrisonburg is urging residents to be mindful of social distancing recommendations and the vital importance of wearing a mask when out in public as the community prepares to celebrate Independence Day this weekend.
As many gather for the holiday weekend, Harrisonburg residents must remember to abide by Virginia Gov. Ralph Northam's executive order requiring masks, as well as social distancing requirements from the Virginia Department of Health and the Centers for Disease Control. With cases of COVID-19 spiking in many states across the country, there are a few simple steps everyone should consider to protect the health and wellness of yourself, your family and your community.
"COVID-19 is still impacting our community, and it is important to make sure you are still following health and wellness recommendations when you celebrate," Harrisonburg Director of Communications Michael Parks said. "Wear a mask as much as possible, keep at least six feet between yourself and others, wash your hands often and avoid large groups."
Additionally, it is important that residents keep their neighborhoods and themselves safe by practicing firework safety. All fireworks and sparklers are illegal in the City of Harrisonburg, and you should never allow children to play with fireworks or use sparklers, as both can cause severe burns. More information is available at www.nfpa.org/Public-Education/Firecauses-and-risks/Seasonal-fire-causes/Fireworks.
*
The City of Harrisonburg is urging all residents to follow VDH and Centers for Disease Control guidelines when it comes to responding to COVID-19. Wash your hands often with soap and water for at least 20 seconds, especially after you have been in a public place or after blowing your nose, coughing or sneezing. Cover your mouth and nose with a tissue when you cough or sneeze, or use the inside of your elbow. Avoid touching your eyes, nose and mouth with unwashed hands. Avoid close contact with people who are sick, and stay home if you are sick, except to get medical care. Wear a mask when you go out.
* Put at least 6 feet of distance between yourself and other people at all times. Remember, even if you are not showing symptoms, you could still have COVID-19 and could pass it to someone else.
The City of Harrisonburg is centrally located in the Shenandoah Valley of Virginia. It is home to approximately 54,000 people. More information about the City of Harrisonburg is available online at www.HarrisonburgVA.gov. | 1,152 | 567 | {
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Art and DT
In art we will be designing our fabulous Carnival carts. Once we have designed our carts we will use shoeboxes, mod rock and other equipment to create our carts ready for our exhibition before half term. After half term we will be studying Brazilian artist Lygia Clark and creating collage geometrical pieces.
Music
We will be learning about beats and rhythms, then looking at samba music. In the second half term and studying a piece of music by the Brazilian composer Villa-Lobos, called 'The Little Train of the Caipira'.
English
We continue to work with a Talk for Writing approach which enables children to imitate the language they need orally, before reading and analysing it, and then writing their own version.
This half term, we are using Oliver Jeffers' beautiful book 'Here We Are' to help the children think about their place in the world and support their transition into a new year group. We will be writing poetry, letters, film scripts and advertisements. Our work with this book will incorporate local government, climate change and the Black Lives Matter movement.
Next term, the children will be looking at nonfiction texts and creating an information booklet with Geographical facts about Brazil. We will look at how to organise and present information. Alongside this, we will continue to teach the grammar, punctuation and spelling objectives from the Year 5 curriculum.
Spider and Tortoise Class Autumn Term 2020: 'Carnival'
Wellbeing
Wellbeing is a priority for all of us at St Benedict's. The week beginning 5 th October is our whole-school wellbeing week. We will be looking at various ways of improving our wellbeing, looking at both physical and mental health.
Maths
In maths we use the 'White Rose' mastery approach to support our planning and teaching.
This term, we are starting with place value, then moving onto the four operations (x, -, + and ÷).We will also look at statistics and measurement. Maths homework will be set online on SumDog.
Science
This half term, we will be learning about forces such as gravity, friction, water and air resistance through designing and testing 'Fairground rides'.
History
History will be our focus for the first half term. We will be studying the Gunpowder plot and its role in the origins of Somerset carnivals. We will also use local history sources to learn more about the origins of our world famous local tradition.
Geography
After half term we will be studying the (very different) carnivals held in Brazil. We will be looking at the physical and human geography of Brazil and learning about their cultural traditions.
PE
In PE we follow the 'Jasmine Active' PE programme which meets all National Curriculum requirements through a range of activities and games designed to enhance children's physical skills. PE is on a Monday (Spiders)/Tuesday (Tortoises) and Thursday (athletics taught by TLE sports coach) but we also do regular 'Mile Runs' to encourage regular physical exercise. | 1,224 | 614 | {
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Léon Croizat (1894 – 1982) éon Croizat, of French ancestry, was born in Turin, Northwest Italy, on 16 July 1894. His father, a prominent Italian industrialist, was a pioneer in the oil, electrical and automobile industries. When Léon was six and his twin brothers barely a year old, his parents separated. Protracted legal battles and loss of interest in the business left the family almost destitute when his father died in 1915. Léon showed an early interest in living plants and animals, and spent many hours with the wealthy, eminent herpetologist Count Mario Peracca and his Galapagos tortoises and giant iguanas – but at university he studied law. Service in the Italian Army during the First World War interrupted his studies; he received his law degree from the University of Turin in 1920, and began work in a friend's textile mill. L
In 1946, when Merrill lost his directorship, Croizat was dismissed. Unable to find another post in the USA, he went to Caracas, Venezuela, at the invitation of botanist Henri Pittier. He held a number of university positions, and in 1950–1951 was botanist on the Franco-Venezuelan expedition to the sources of the Orinoco River. Divorced from his first wife, he was encouraged by his new wife Catalina to give up official academic positions and work full-time on biological issues. His first book Manual of Phyto-geography had been written before he arrived in Venezuela. The rest of his work – around 300 papers and several large and important botanical books – was from the "near-shack" in Caracas that was their home from 1953–1975.
Croizat had married during the war, and a son and daughter were born in 1919 and 1921. In the face of Mussolini's oppressive fascism, the family immigrated to the United States, landing in New York early in 1923. Forced to take whatever menial work he could find, Croizat began watercolour painting as an escape from the drudgery. He tried to further his artistic career in Paris but had little success, and returned to New York. His luck changed when he was employed to identify plants for a topographical survey of New York parks. He became known to Dr E D Merrill, then director of the botanic gardens and later of the Arnold Arboretum of Harvard University, and in 1937 was offered a position as technical assistant at Harvard. During his ten years there his European language skills were in demand, and his free time was devoted to furthering his botanical knowledge, investigations and writing.
In 1976, when Croizat was 82, he and his wife became directors of the Jardin Botanico Xerofito, the botanical garden they had founded in 1970 outside the city of Coro, about 500 km west of Caracas. However, the loss of an eye that year and major abdominal surgery three years later took their toll, and Léon Croizat died at Coro on 30 November 1982. He had been honoured with Venezuela's Henri Pittier Order of Merit for conservation and the Italian Order of Merit. With local support, Catalina Croizat continued the directorship of the gardens, which are now named after him. Widely known internationally but largely ignored, Croizat's work has, however, been studied and discussed in New Zealand universities. In a 1990 revision of the genera Kelleria and Drapetes, Michael Heads named the South Island cushion plant Kelleria croizatii in his honour.
Kelleria croizatii
Kelleria, a small genus from open uplands of the Southwest Pacific, has recently been separated from the genus Drapetes, which is now restricted to one South American species. Of the eleven Kelleria species, nine are low trailing and cushion-forming New Zealand alpines, all but one endemic. Kelleria croizatii is a cushion-forming plant with densely packed grey-green or glaucous leaves, and is widespread in low to high alpine areas of the South Island, from Nelson to southern Fiordland, east of the Main Divide. Like other species of Kelleria and Pimelea it is an important food source for larvae of Notoreas, a genus of New Zealand diurnal moths. | 1,672 | 933 | {
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TEST DEVELOPMENT
Test development
Written by Vivien Berry
International tests such as IELTS and TOEFL are high quality tests that provide reliable and useful results. Achieving this level of quality is very time consuming and expensive.
Major test development can be thought of as a cycle consisting of several phases. Having decided why we need a new test and what kind of test it's going to be, we begin with a planning phase to identify the potential candidates and test users.
Then comes the design phase when the test specifications, text features and the range of topics are developed and sample materials are written.
In the development phase, these materials are trialled and feedback is collected from everyone who's been involved. This often leads to changes that can mean a return to planning and/or design to try to get it right.
Once the specifications have been agreed and finalized, we enter an operational phase which involves the construction and administration of a complete test.
In the monitoring phase, performance on the new test is reviewed and all materials are revised and updated to make sure they continue to match the original aim. This completes the test development cycle, though evidence from this stage will contribute to any potential future changes to the test.
So how does this relate to classroom tests? Well, in fact, there's almost no difference between the way a teacher should develop a classroom test and the way a major test is produced. The stages of development are the same, although of course the content will be different.
In terms of planning, teachers often produce tests for specific classes following a schedule that's set by their employer, so the difference between a classroom test and a major international test is simply one of content, timing, format and of reporting.
Teachers know their students very well so they don't need to write a long list of their characteristics in the design phase. But it's still a good idea to develop a profile of a class that can be updated every year, if for no other reason than it will make it easier to write a similar test again later. Briefly note their personal information, such as age or class level. Then consider what they know about the topic and whether they all have roughly the same background knowledge or if it's quite varied. Of course it also helps to estimate how strong or weak the group's language is.
Most teachers have never seen a test specification and you may be wondering what use it is. For classroom tests, it's to help you remember all the things you need to take into consideration in your test development, because you need to make quite a lot of decisions about your test. It's not a bad idea to make a table to include all the information you need. For example, what's the purpose of the test? Which skills and language elements do you want to test? What are the time constraints?
Then think about test organization. How many sections should it have? How long should they be? Which test methods, such as multiple choice or gap-fill are you going to use for each section? How many items do you need for each section? Are they all going to count equally or are some are going to get more marks? Of course, there are many other questions that can be asked, and the more detail that's recorded, the easier it will be to replicate the test for another class.
Next look at the operational issues. Make notes about the test administration. For example, is the timing OK – do they have enough or too much time? Are the instructions clear? Do the students need to ask for clarification? If there are any problems, it's a good idea to make a note of them and what you said to clarify them.
Once students have taken your test, it's useful to perform some basic analysis, as sensible teachers re-use tests over a number of years and need to know that the test parts are working well. Even for quizzes, it's still a good idea to make sure that no question is too easy or too difficult because these might not tell us very much about the student's ability. It's also a good idea to review the test content, the specifications and the administration because a test that's been monitored like this can form the basis of a test bank that can be dipped into over and over again.
So if you follow all these stages, you'll create a test that gives you reliable and useful information about your students' ability. And that information will help you to help them learn more effectively, which is surely what we all want. | 1,641 | 905 | {
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St Mary's CE Primary School
Year 6 Autumn Term 2022
English: Reading – In the first half of the term, we will concentrate on developing our reading comprehension skills. We will study a variety of different text types in order to achieve this, such as narrative, non-fiction and poetry. We will read 'War Horse' by Michael Morpurgo as our whole class text, using this as inspiration for written work and topic activities.
Science: As scientists, we will be exploring two science topics; Electricity and Light.
Writing, Punctuation and Grammar –Throughout the term, we will be covering a range of writing types and styles, from WWI diary entries and poetry, to formal letters, narratives and information booklets. We will cover grammar and punctuation learning within the context of these writing genres. We will follow 'The Write Stuff Writing Rainbow' to aid our learning.
Spelling- We will be recapping spelling patterns learned throughout Year 5 whilst moving on through the Read, Write, Inc spelling scheme for Year 6. We will be continuing to learn the statutory spellings for Years 5 and 6.
In Electricity, the children will be exploring circuit diagrams and repairs, wiring, cells and series and parallel circuits.
In Light, children will be exploring sources of light, the creation of shadows, reflection and refraction and how we see colour.
Mathematics: This term we will be focusing on the following areas in mathematics:
- Number and place value
- Addition, subtraction, multiplication and division
- Fractions
- Geometry- position and direction
RE: This term we will be learning about the Holy Trinity and what the Gospels say about the birth of Jesus. We will also be learning about Hinduism.
PE: We will be developing our tennis, rugby and football skills in outdoor P.E. In indoor P.E, we will be doing gymnastics as well as choreographing performing a dance linked to our WW1 topic.
French: This term we will be focusing on A L' Ѐcole (school) and Moi Dans Le Monde (Me in the World).
Computing: We will start the term with a focus on Esafety. We will then be learning about coding, using the programme '2 Code' on Purple Mash.
Art and Design: Linked to our topic, the class will be creating their own WWI propaganda posters. Children will also be designing and creating poppies for display. We will be using the work of the WW1 artist, Nash, to inspire our own war themed paintings. There will be links between literacy and art and opportunities for children to use watercolours, charcoal and other materials to create images based around our topic. In relation to our study of light in Science and WW1, we will make our own periscopes in Design and Technology.
Topic: In our topic work, we will be learning about the First World War. We will be studying the outbreak of war and the impact it had on countries worldwide, as well as the closer impact it had at home here in Surrey. We will be looking at what life was like in the trenches. We will also focus on the importance of Remembrance Day.
PSHE: We will be using our Jigsaw scheme of work. In the first half of the term, we will focus on the 'Being me in my world' unit and move on to 'Celebrating Differences' unit.
Geography: We will be looking at geography as our part of our WWI topic. We will study how Europe has changed between WWI and the present day. We will look at which countries took part in the war and will locate these in atlases and on globes. We will link our topic on war in the past to learning about modern day wars. We will also look at the human impact of these conflicts, such as refugees and immigration.
Music: We will be using the 'Charanga' scheme of work to learn about various musical elements, as well as linking our music learning to our WW1 topic. We will study songs that were sung at that time and write and compose music to our own marching song/chant. | 1,535 | 841 | {
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Local Eco-systems and Climate Change
Raw ideas from 7 table discussions September 29 th , 2022
Changing Ecosystems
Adapting
* Helping trees move north
* Need more parks/nature reserves
* Happy to see mitigation/changes … it's part of nature
* Leave the trees alone
* More conservation of private land
* Limit the number of newcomers [and how they interact with the environment]
*
* Impact = Population x Affluence x Technology
(?) Agriculture & ecosystem impact
Tension between local food and ecosystem impact
* Spread out the impact ― neighbourhood food production
* Garden Bank ― Matches people with land with people who want to grow
* Neighbourhood composting for local soil
Take pressure off terrestrial by using ocean food, using FN traditional techniques Food plant library, e.g. loan a tomato plant for a season … or a pot of good soil, + seeds Year-round food sustainability ― e.g. a community greenhouse on the Commons
Trees #1
Adapting
* Ecosystem inhabitants curate their land, in response to local conditions
* Encourage people to use non-native plants that are not invasive but are adapted to CC
* Encourage people to develop interactions with/for the care of trees. Educate them about how to interpret the changing landscape
* Encourage use of mushrooms to convert woody waste into food and useful dirt.
Reducing
* Decommission roads, encourage use of non-combustion modes of transport
* Fewer and narrower roads for less impact on trees
* Enc. use of forest food plants to sequester carbon and reduce reliance on distant food sources.
* Encourage plants that have beneficial (symbiotic) relationships with local trees
* E.g. eat more stinging nettle and huckleberry
(?) Rewilding
Adapting
* Whole island water retention [water collection]
* 707 inventory mapping by experts (VIU)
* Elsewhere, offer people-oriented areas to protect
Reducing
* Beaver whisperer
* Beaver restoring year
* (g)roundwater systems ― contact Bill McCallum
* Examples: Burnaby River Lake & Cowichan River
Insects
Adapting
* Education on local native plants, plant native species that benefit native insects
* Don't use insecticides
* GALLT brings in "plant of the year" in bulk
* Controlled, prescribed burns to reduce non-native seeds
* Biochar to put carbon and other nutrients back into soil
* Make rock/brush piles for insects, amphibians, reptiles [habitat]
* Stop roto-tilling
* Stop cleaning gardens in fall, to encourage overwintering insects
Reducing
* Look for alternatives to oil/gas products, cement [and publicize them]
* [general advice]
o Think!
o Shop at GIRO
o Buy local fresh fruit/veg
o Live simply, make do with less … think about our consupmtive values
o Eat less meat
(?) Trees #2
Adapting
* List of trees/plant re Richard Hebda
* Forest gardening ― maintaining understory, overstory
o Protect plants vulnerable to deer, etc., until they ar big enough
o Dogwood , evergreen huckleberry, ocean spray, speria, deciduous trees & shrubs
* How to disseminate information widely on the island
* Lobby for infrastructure, i.e. buried hydro lines [to minimize tree impact]
* Planting more trees suitable to a changing climate
* Suggested for later sessions:
o Talking to In Search of the Mother Tree (Simone Simard?)
Reducing
* Information re healthy forests sequestering carbon (per factsheet)
* More pollen (& allergies) because of stressed trees
Flora & fauna
Adapting
* What is a native species? Adapting? Mitigation? Prevention?
* Regulations to reduce tree cutting
* Covenants importan [and encouraged] through taxes and social sanctions
* What is native species of fauna
o Venison feast & turkey roast
* Issues around people feeding wildlife
Reducing
* General
o Minimize burning fossil fuels | 1,796 | 871 | {
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Neuronutrition & Brain Development
Impacts on Learning, Gestation Through Age 3
Nutrient Critical Period
Brain Structure
Protein
1. Gestation to 3 years
2. 4-12 months postnatal to 3 years
Last trimester of gestation: 2-3 months postnatal
1. Last trimester of gestation
2. 6 months - 3 years postnatal
1. Last four months of gestation
2. 6 months - 3 years
1. First trimester of gestation
2. Last trimester of gestation
3. Infancy - 3 years
1. Global, hippocampus, stratum, myelin, cerebellum
2. Cortex (especially prefrontal), myelin
Global, retina
1. Myelin, striatum, hippocampus
2. Myelin, frontal cortex, basal ganglia (motor)
1. Autonomic nervous system, cerebellum, hippocampus
2. Cortex
1. Global
2. Cortex, striatum, cerebellum, hippocampus
3. Myelin, prefrontal cortex
Function Impacted
Hippocampus influences memory and recognition, particularly long-term memory, spatial navigation.
Global action has total brain effects; especially benefits vision as retina forms.
* Myelin is a fatty sheath around nerve fibers that improves signaling, and is critical to thought processing speed, often likened to functioning as insulation on electrical lines.
* Basal ganglia are a set of deep brain structures that help regulate and orchestrate movement.
Cerebellum influences coordinating muscles in motor functions and movement such as posture and balance; involved in cognitive functions such as language.
Prefrontal cortex is linked to higher-order and complex functions such as organization, attention, multitasking, problem solving and emotion processing.
Last trimester of gestation
Copper
Occipital and parietal cortex, striatum, cerebellum, hippocampus
Striatum is an important input center (and anatomically part of the basal ganglia) that integrates information from different parts of the brain, particularly motor stimuli related to the planning and execution of movement, procedure learning and memory.
Source: Based on data from Michael K. Georgieff, M.D., University of Minnesota Center for Neurobehavioral Development, with infographic by The Story Laboratory, LLC © 2014.
Long-Chain Polyunsaturated Fatty Acids
Iron
Zinc
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AP® Microeconomics
Scoring Guidelines Set 2
Question 1: Long
(a) Draw a correctly labeled graph of the market for sugar and show the equilibrium price and 1 point quantity, labeled PM and QM, respectively.
For the second point, the graph must show a horizontal demand curve (d = MR) for Frank 1 point Sugar Co. and label the firm's profit-maximizing price PF at PM.
For the third point, the firm's graph must show the marginal cost (MC) curve and show the 1 point profit-maximizing quantity, labeled QF where MR = MC.
For the fourth point, the firm's graph must show the average total cost (ATC) curve tangent to the firm's demand curve at QF and show the MC curve passing through the minimum point of the ATC curve.
1 point
Total for part (a) 4 points
(b) On your market graph from part (a), show a rightward shift in the market demand curve with 1 point a higher market price, labeled P2, and show an upward shift in the firm's demand curve with a greater quantity sold by Frank Sugar Co., labeled QN.
State that the profit earned by Frank Sugar Co. will increase in the short run.
1 point
State that the market price in long-run equilibrium will be lower than P2 and explain that new firms will enter the market, which increases the market supply, lowering the market price back to PM where firms earn zero economic profit in the long run. 1 point
Total for part (b) 3 points
(c) Draw a correctly labeled graph with an upward-sloping supply curve, labeled MPC, a downward-sloping demand curve, labeled MPB, and show the market equilibrium quantity, labeled QM at the intersection of the MPB and MPC curves.
1 point
For the second point, the graph must show a downward-sloping marginal social benefit (MSB) 1 point curve below the MPB curve, label the upward sloping curve MPC = MSC, and show the socially optimal quantity, labeled QS, at the intersection of the MSB and MSC curves.
Total for part (c) 2 points
(d) State that the government would impose a per-unit tax and explain that the tax would raise the price paid per unit AND decrease market equilibrium quantity to move it closer to the socially optimal quantity.
1 point
Total for question 1 10 points
Question 2: Short
(a) Calculate the consumer surplus in New Zealand before trade as $4,500 and show your 1 point work.
(b) (i) State that New Zealand will export 400 units of wool.
1 point
(ii) State that consumer surplus in New Zealand will decrease and explain with ONE of the 1 point following:
* The domestic price will increase to the world price, which decreases the domestic quantity demanded of wool.
* The consumer surplus decreased from $4,500 before trade to $500 after trade.
(iii) State that total economic surplus in New Zealand will increase by $4,000 and explain that producer surplus will increase by $8,000 while consumer surplus will decrease by $4,000, resulting in an increase in total economic surplus. 1 point
Total for part (b) 3 points
(c) State that New Zealand's exports will decrease.
1 point
Total for question 2 5 points
Total for question 3 5 points | 1,416 | 712 | {
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Physical Development
* Weekly PE sessions – Core Real PE - Foundation Unit 1 Personal Skills/Coordination/Static Balance
* Develop core strength through activities to support sitting on floor and chairs
* Cutting tools and numbers in the dough area
* Snack time – hygienic practices (e.g. washing hands before snack)
* Use one handed tools and equipment (e.g. scissors and mark making implements)
* Toileting and managing own personal hygiene
* Variety of construction toys – large bricks, Lego
* Outdoors – den making, bikes, scooters, bats & balls, mark making tools
* Activities to encourage fine motor skills and pencil control – encourage correct pencil grip
* Support children in taking coats on and off and dressing/undressing
* Observe how physical activity effects their body
Communication and Language
* Join in with songs and rhymes
* To join in when conversation interests them
* To know their own and each other's names
* To listen to stories with increasing attention and recall
* Learn new words rapidly and use them in communicating about matters that interest them
* Join in with repeated refrains and anticipate key events in familiar rhymes and stories
* To learn to follow directions/instructions and listen to their friends
Personal, Social and Emotional Development
* Adult focus during continuous provision to support children in making choices, planning what they are going to do and tidying areas that they have used
* Speak in a group to complete the sentence 'I can…'
* Devise class rules with children– refer to it as much as possible during the day to earn rewards
* Talking about family and home life – children to bring in photographs babies , their family and homes.
* Circle time – all about me – I am valued, things that I can do, what makes me happy, what make me sad.
* Discuss what they like to do and what they don't like to do and why
* Teach children to use knives and forks – home/dough area, lunch time
* Snack – turn taking, co-operation
* Form friendships with other children and adults.
* Toothbrushing
* Importance of routines, including sleep.
* Self regulation – Colour Monsters – identifying and regulating feeling techniques
Hunts Cross Primary School
Reception Overview (Autumn 1 2022)
All about Me
(Prime Areas)
Hunts Cross Primary School
Reception Overview
(Autumn 1 2022)
All about Me
(Specific Areas)
Expressive Arts and Design
* Music – Charanga scheme
* Explore, play and name a variety of musical instruments
* Printing hands, painting self-portraits
* Role Play – Home area-baby clinic.
* Collage – indoors - different colours and textures, outdoors – natural materials tree rubbings.
* Choosing resources for a particular purpose in the making area.
Understanding the World
* What do I know about me? –friends, likes, dislikes, body parts, family. Talk about members of immediate family and community.
* Is everybody's home the same? Look at immediate environment – field work/maps
* ICT – using the Interactive Whiteboard and 'Sound Buttons'
* Draw pictures of themselves on the computer/ write names
* MGL' I am computer scientist.'
* Explore their senses using sensory trays
* Talk about significant events in own experiences – home and family
* Learn about the seasons of the year by looking for and discussing signs of Autumn
* Halloween Harvest Nocturnal Animals.
* Harvest
Mathematics
NCTEM/White Rose/Numberblocks
* Counting to 10 and then 20 forwards and backwards
* Recognising numbers to 5 and beyond
* Join in with number rhymes
* Match number and quantity correctly
* Make comparison between quantities
* Recognise shapes and patterns
* Recognise variation in size
* Vocabulary of more / less
* Daily routine time.
* Exploring Numicon
Religious Education
* Theme, Special People
* What makes people special?
* Christianity, Judaism
Literacy
* Level 1+ Floppy's phonics
* Segmenting and blending sounds in simple words
* Mark making using paint brushes, rollers, paints, chalks, pens, pencils
* Letter/word/rhyming games
* Focus on writing initial sounds and own name
* The Something (A Friendship Story) – Read to Write/Literacy Counts
* Experience of different types of books
* Story mapping skills using pictures and actions | 1,968 | 926 | {
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Short Stories In Hindi
Short stories have their own origin and significance in the history of mankind. To know more about short stories in Hindi read the article below.
June 21, 2010 - PRLog -- Short stories in India have their origins in oral story telling which were handed down from one generation to the next. Short stories tend to be more concise and brief. Just like short stories from different countries and languages, short stories in India talk about different kinds of social, cultural and political issues while also tapping into a large audience which enjoys topics of love, romance, comedy and action.
From the very beginning, Indian literature was blessed in abundance with fables, fairy tales, mythological characters in every language and dialect possible. Many short fiction stories were translated from one regional dialect to the other to make them popular. Fakir Mohan Senapati is credited to have most probably written the first Indian short story. It was entitled 'Lachmania' and was published in 1868. Written works were published in periodicals or journals. During that time there was a large demand for them as people preferred complete stories to novels which were published in parts in these journals.
The first Hindi short story seems to have emerged in the 1900's. The first volume of the 'Saraswati' is said to have published the work of Indumati by Kishori Lal Goswami. However some historians say that the idea of the story was taken from a Bengali story, if so, then due credit for the first Hindi short story should be given to Ramachandra Shukla's 'Garaha Varsa Ka Samay.' During India's independence struggle, Hindi short stories focused on the lives of ordinary men and women who were depicted with lots of love and feelings while other stories dealt with human misery and helplessness brought about due to foreign rule.
Stories were written with different themes in mind. From Madhav Rao Sapre's 'Eka Tokri Bhar Mitti' which tells of the trials of a poor widow and a wealthy landlord, to Chandhradhara Guleri's 'Usne Kaha Tha' a story dealing with love and life and told with vividness and clarity from the very beginning. Other forms of short stories include the exchanges by Akbar and Birbal, many of which have become folk traditions and are an integral part of the Indian tradition. The fables of Panchatantra are extremely popular even today and are considered to be as old as the Rigveda.
# # #
Jennie Gandhi has a passion for writing and writes on diverse topics including fashion, beauty, automotive, educational, motivational and even technical. So if you love to read stories check http://www.shortstories.in
--- End ---
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https://prlog.org/10750318
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GEOGRAPHY
* Use maps to identify
* Saxon shore forts.
* Where Viking raiders came from.
* Saxon settlements in Britain
* Sites of specific interest in the South-West of the UK
* Alfred the Great and the Viking King Guthrum's territories and kingdoms.
MATHS
* Multiplication and Division
Fractions
* Times tables up to 12x.
* Factor pairs
* Multiplying by 2 and 3 digits.
* Measurement
* What is area?
* Counting squar
* What are fractions?
* Counting in tenths
* Adding and subtracting fractions.
* Equivalent fractions.
* Fractions of objects and whole amounts.
SCIENCE
* Identify common appliances that run on electricity .
* Construct a simple series circuit.
* Recognise some common conductors and insulators.
* Compare and contrast features of animals and plants in different groups.
* Compare changes in to or more habitats and categorise the effects of the changes.
* Identify patters in the flow of energy in chain.
* Compare and contrast human teeth with those of a carnivorous animal.
In order to commit our learning to long-term memory, we will revisit and build upon our understanding of these concepts in the Summer term
R.E- ncarnation/God
* What is the Trinity?
* Why is water important?
* Contrasting the importance of water in different religions ( Islam and Christianity)
* Understand symbolism of baptism.
* Express ideas about what the God of Christianity is like.
ENGLISH
* First person narrative- The Lost Thing
* Story Writing – The Whale
* Whole Class Reading sessions – 3 lessons per Week.
* Spelling – 1 x 50 min lesson week one, 5 x 10 mins lesson week two.
* Class novels – 'Anisha, Accidental Detective' and 'The Legend of Podkin One-Ear'.
MUSIC
* Stop! – Joanna Mangona - An anti-bullying rap song.
* Lean on me – Bill Withers
DT
* Using different materials and components to make a sailing boats
* Making Anglo – Saxon weapons and jewellery
* Use clay tools to carve letters from the runic alphabet into clay slabs
P.E
* Dance
* To watch and copy specific types of dance.
* To create dance actions which communicate a theme.
* Gymnastics
* Link balance and travel with actions.
* Show control and tension.
ART
* Make a small statuette of their chosen god using clay
* Print a range of intricate Anglo- Saxon patterns onto polystyrene blocks.
* Create an exhibition, showing all of their craft work created during project.
Traders and Raiders (cont.) Year 4 Spring 1
PSHE
* Keeping myself safe
* Understand terms like 'danger', 'risk' and 'hazard'.
* Staying safe online
MFL – Spanish
* Wild Animals
* Names, adjectives to describe them.
* Body Parts
* Names, locations (left, right), adjectives to describe them.
* Classroom Equipment
* Develop gender determiners and colours.
COMPUTING
* Project research on iPad for topic.
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Easy Management Notes
Management
The meaning of management has been different for different people. Some consider it as a SCIENCE because of its proven and experimented principles, for some it is an ART because of the practice it requires in accomplishing it while others consider it to be just a PROFESSION and a source of income.
Management as an ART
Ability to apply knowledge & skill in order to attain the desired results is defined as ART. It is a personalized application of basic theoretical principles for achieving best possible results. For example, an ability of a tailor to shape a piece of cloth into a wellstitched dress is an art. Similarly, a sculpturist with his/her art can transform a rock piece into a beautiful idol.
The essential features of art include:
Creativity
Practical/Industry Knowledge
Personal skills
Ability to improve through constant practice
Result oriented approach
Since management is concerned with implementing the knowledge, skills, principles, and theories of management to attaining the desired goals and to solve certain management problem in an organization, management is considered as an art.
Management as a SCIENCE
"Science is a systematic body of knowledge pertaining to a specific field of study that contains general facts which explains a phenomenon." It ascertains relationship between the cause and effect between two or more variables and emphasizes the principles which govern their relationship. Scientific methods of observation and verification through testing lead to the development of these principles.
The essential features of Science are:
Universally Acceptable Principles.
Observation and Experimentation.
Established Cause and Effect Relationship.
Verified and Predictable validity.
Management is a social and behavioral science because it deals with the behaviors of human beings that is ever changing and cannot be predicted precisely.
For example, while a tailor can shape a piece of cloth into a dress, he/she has to follow some predefined principles. Thinking of the design is the art of the tailor however, to use that art is science based on various principles. And these principles are accepted and applied universally. So, management is a Science.
The ancient saying, "Manager are Born" has been discarded in favor of "Managers are Made". It has been remarked aptly that management is the oldest of art and youngest of science, which is perfectly true.
Management as a PROFESSION
Profession is an occupation or a job done by any individual, who is well aware of delivering personal services to the people with expertise. To practice a profession, an individual must have acquired certain academic qualifications and training in the related field. In addition, a professional is required to follow the ethical code of conduct of an organization.
The essential features of profession are:
Ability to render personal service with expertise and specialization.
Formal education and training from a recognized institution.
Code of conduct
Representative Association.
For instance, to become a financial manager, an individual should be a Graduate in financial management as his/her major field of study from a recognized university. Similarly, in order to become a HR manager, one must have a Diploma with Human Resource Management.
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*
* ● ● ● ●
| Math | Science | Social Studies | Language Arts |
|---|---|---|---|
| ● Dry-erase markers ● Construction paper ● 3-prong pocket folders *Individual math teachers may request specific additional supplies | ● Index cards ● Composition Notebook ● Construction paper ● 1 plastic 3-prong pocket folders | ● General supplies listed | ● Novel: F reak The Mighty by R odman Philbrick (You will read this over the summer and we will discuss and work on this during the year) ● Index Cards |
Summer Assignments:
ELA Assignment - http://bit.ly/6thsummer
Math Assignment - Make sure you know your multiplication facts! - http://bit.ly/bcmsmultiplication
We are always in need of donations of the school supplies listed above. Please contact your child's homebase teacher for team needs and donation information.
Box(es) of Tissue
* ● ● ● ● ● ●
* ● ● ● ● ● ● ●
Colored Copy Paper
Latex free Bandaids
Individually wrapped
| Math | Science | Social Studies | Language Arts |
|---|---|---|---|
| 8th Grade Math: ● 1” binder (math only) ● 2 packs of dividers ● Scissors To leave in the classroom: ● 4 glue sticks ● 3 dry erase markers ● 1 plastic ruler ● 1 ream copy paper ● 1 package graph paper Honors Algebra I: ● 5-subject spiral notebook (students may continue to use their 7th grade notebooks if they wish) ● Graph paper ● Optional: TI-83 or TI-84 Graphing Calculator To leave in the classroom: ● 4 glue sticks ● 3 dry erase markers ● 1 transparent plastic ruler ● 1 ream copy paper | 8th Grade Science: ● 1” binder for science only ● 2 packs of dividers To leave in the classroom: ● Ziplock sandwich baggies ● 2 glue sticks ● 2 black dry erase markers ● 1 plastic ruler ● 1 ream copy paper Honors Physical Science: ● 1” binder for science (or science section if binder is used for multiple classes) ● Optional: Scientific calculator (TI30XS Multiview preferred) To leave in the classroom: ● Ziplock sandwich baggies ● 1 roll paper towels ● 1 plastic ruler ● 1 ream copy paper | ● 1-subject spiral notebook ● 1 ½” binder for ss only ● 1 pack of 6-7 dividers To leave in the classroom: ● 2 highlighters ● 2 dry erase markers ● 1 plastic ruler ● 1 ream copy paper ● 1 box tissues ● | ● 5-subject notebook ● Novel (see below) To leave in the classroom: ● 1 pack of sticky notes ● 2 glue sticks ● 4 dry erase markers Novel: N othing but the Truth by Avi (You will read this over the summer and we will discuss and work on this during the year) |
Individual content teachers may request specific additional supplies.
Summer Assignments:
ELA Assignment - http://bit.ly/8reading
Math Assignment - Know your multiplication facts through 12x12
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A Trickle of Water
GOALS
Comprehension
Re-tell the text using the pictures on each page as a guide. Start with what makes the trickle of water.
Vocabulary
High-frequency Words: big, can, come, down, make, other, soon, under Content Words: bridge, city, flow, high, mountains, ship, small, stream, through, trickles
Phonemic Awareness
Recognise and produce words that begin with the same sound: /tr/
Phonics
Letters and Sounds: /tr/ Words to Blend and Segment: tram, trap, tree, trim, trip
Fluency
Practise rereading the story with a partner (orally) – sharing information
Before Reading
* Ask: What do you know about our water? How do we use water? Where does it come from?
* Read the title to students and then read it together. Look at the cover photo. Does it look like a trickle of water? What does trickle mean? Why has the publisher put this photo on the cover?
* From the cover photo and title students predict what the text might be about. Discuss if this will be a fiction or nonfiction text.
* Look at the title page. This is also the contents page. Nonfiction books often have a table of contents. This gives a summary of what to expect in the text. Read the title and contents page together. Talk about what is happening in the picture. Ask: Can you see a trickle of water?
* Talk/walk through the pictures. Discuss what is happening on each page. Bring words like bridge, city, flow, high, mountains, ship, small, stream, through, trickle into the conversation. When does trickle change to flow? (page 6) Notice the flow gets stronger as the stream grows bigger. Discuss the raindrop shape on each page number.
* Before turning to page 16 ask students how they think the book might end.
Reading the Text
* Read the cover and the title page together. On pages 2–3 discuss where a trickle of water might start. Look at the photos. What are they of? What happens to snow? (It melts.) Read the words together, pointing to the words as they are read.
* On page 4, you will see the mountains again. Read the page together.
* Follow this pattern for each page discussing the pictures, and what is happening to the trickle of water before reading each page. Predict the ending before turning to page 16 to reveal and read it together.
* Read the index. Talk about the reason for the index. Discuss what page you would find information on bridges.
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the information. Prompt if needed.
* Retell the text using the pictures as a guide. Start with what makes the trickle of water.
* Discuss the ending. Ask students to discuss the ways they will be using water today. What was the author's purpose for writing the book? What have they learnt from this book?
* Talk about pages 10–11. Talk about the strong flow of a big river. Link these to the fact on the outside back cover. Read the fact together. What things are you using today that work using electric power? What happens when there is a storm and a power outage? What do you do?
Phonemic Awareness
* Recognise and produce words that begin with the same sound: /tr/ Students listen carefully to words you read to identify the /tr/ sound, e.g. tram, trap, tree, trim, trip. Students repeat these words, emphasising the /tr/ sound. They think of more words that have the same beginning sound. (trickle, trash, track, truck)
* Students listen and identify syllables in wordsyou read and clap as they are spoken, e.g. trick/le. Together identify one-syllable words in the book to clap, e.g high, ship, soon.
* Have students clap two-syllable words, e.g. trick/le, mount/ains, un/der.
Phonics
* Recognise words that begin with the same letter blend: tr- Write words tram, trap, tree, trim, trip on the board to practise blending and segmenting the sounds together as a group.
* Make up riddles: "I'm thinking of a word starting with tr and it has five letters and it means walking up mountains or in forests. (tramp)
Word Study
* Talk about the words big, can, come, down, make, other, soon, under. Photocopy the flash cards from the inside front cover. Read them together. Ask students to locate and read these words in the book. They play a game of snap with them.
* Students make a time line showing the different stages from snow melting on the mountain to reaching the sea. They label the time line.
* Talk about comparative words ending in -er . Make a list and say what the root verb is. Make a chart matching these, e.g. big/bigger, strong/stronger. Suggest more to add to the list.
* Put these words in order from smallest to biggest. ( river, raindrop, sea, stream, trickle)
Fluency
* Practise re-reading the story with a partner (orally) - sharing information.
Writing
* Have students write a new text using the pattern of the text, e.g. The river is growing bigger. They write the text and illustrate it.
* Students make a glossary for the text. Choose words to illustrate or write the meaning of.
Home/School Link
Take the book home and any related activity done in class to share with family.
© Wendy Pye Publishing Ltd
LEVEL | 1,952 | 1,192 | {
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The Classroom Camera Obscura
The best thing I did during my time at Farringtons was turning the entire classroom into a camera – Yr13 Student
The Camera Obscura is fun to make, interactive and is always a hit with students and staff alike.
What also makes this activity fantastic for schools is that it employs Physics in order to work which opens the door for cross-curricular activities. Physics students can learn how light moves, Art students can learn how master painters understood scale – Rembrandt, Caravaggio and Vermeer have been 'accused' of using a Camera Obscura to 'trace' their paintings. Members of staff and other students often come to experience it purely out of curiosity, it's a fantastic talking point across the school.
At the end of my first year at Farringtons a student wrote in the yearbook that the classroom Camera Obscura was the most fun activity she had undertaken during her time at the school. I've repeated it every year since.
Day one of sixth form can be tough, a new environment, new teachers and for some students, a brand new school. This is a fun activity and is intended to get students moving, interacting and developing their understanding of photography. Many of them will have no idea what a Camera Obscura is and are mesmerised by the results. Students have to interact and work together, helping break the ice and allowing them to bond.
You will need:
* Black out cloth/cardboard/rubble sacks
* A classroom (less windows the better) ((North facing/not looking into the sun))
* Scissors/craft knife
* Sellotape/Gaffer tape/Magic tape – careful of the paintwork!
* Glue gun
* +1 close up filter or pinhole in tin foil if strapped for cash.
* Huge sheet of white paper/white cloth/white shower curtain
* A sunny day!
Method:
Find a classroom in the building that ideally has few windows, is big enough to fit your class into and where the windows don't face directly into the sun.
It's worth noting that when the windows and doors are light tight, the room will get hot very quickly, particularly if you have a large class. A room with fans or air conditioning is a bonus.
Roughly measure the window then cut out the light tight material to a size a bit larger than the window. Decided where the lens will go relative to the window (avoiding sash window bars etc.) Cut out a circular hole in the cloth that will cover the window and sellotape/glue gun the lens filter in place.
Cover the windows with the black out cloth/rubble sacks. The material you use isn't an issue, the room however does have to be 100% light tight in order for this to work.
Turn the lights out an allow your eyes to adjust. In modern buildings there are often blinking lights on computers and motion sensors that may interfere with the outcome so be sure to turn off all electronics.
Once the room is completely light tight erect the projector screen a metre or so away from the window. Using cloth, paper or a shower curtain allows for the image to be seen on the reverse. This means the class can stand at the back of the room looking towards the aperture.
If you are fortunate enough to have a very sunny day, then there is no need for a screen at all. Given long enough your eyes will adjust and the outside will be projected on the walls on the opposite side of the aperture.
Students can go outside and move in front of the aperture in order to be projected into the room upside down! This then leads to conversations on Mozi and Sir Isaac Newton. Students can then be introduced to the fundamental principles of photography and aperture. Conversation can then be directed to developing ideas using this technique and understanding that the miracle of Physics occurring before them is what happens in every SLR camera. I structure my lesson plans so this leads nicely onto the next lesson, where students will make their own pinhole cameras, make a miniature Camera Obscura and take their first photograph!
Image projected into the room
Resources
National Geographic on Youtube
If you or your students have Netflix, the Cosmos series by Neil De Grasse Tyson is fantastic, the episode 'Hiding in the Light' is where this clip comes from and has much more detail.
In depth guide to Aperture
A-Level Photography project ideas
Alternative, miniature camera obscuras
Camera Obscura artist Abelardo Morell | 1,665 | 906 | {
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Eight Bottles
An Introduction to Scientific Investigations
INTRODUCTION
Problem solving is not restricted to scientific investigations. Indeed, it is a life long process that involves every aspect of human endeavor. The way one solves a problem is related to one's individual learning style. There are, however, some common factors which seem to be part of most scientific investigations. Although, every investigator, being human, approaches each problem with some preconceived ideas, facts are gathered by accurate observation of behavior of the system of interest. Conclusions are based solely on the observed data.
Only by using experimental observations to study the behavior of matter, arranging the results of such studies in an orderly fashions, correlating the observed data and testing these correlations (theories or hypothesis) by further systematic observations can one hope to increase our ability to deal with the physical world around us. This approach is usually referred to as the Scientific Method. There is nothing unique about the order of activity to this method other than it provides a logical way to deduce order and causality for natural phenomena. An inherent part of the scientific method is the element of creativity. This is what makes possible the development of completely new concepts. This experiment is designed to allow you to use some of the elements of scientific investigation mentioned here.
Eight bottles, labeled A through H, containing eight different solutions have been prepared for your examination. When mixed together, in pairs, several of these solutions will undergo a chemical reaction. A reaction can be observed by one of the following changes:
1. A color change will occur.
2. A gas will be evolved.
3. A precipitate (a cloudy mixture) will form.
4. The evolution of heat.
Be carefully observing any changes that occur it should be possible for you obtain enough data to characterize each of these solutions. In this experiment we will use only a color change or a precipitate to detect a chemical reaction. From the results of your study, you should then be able to prepare a concise description of how to identify the contents of an unlabeled bottle assuming the others are available for mixing.
PROCEDURE
Obtain a tray with dropper bottles containing solutions labeled A-H. In each dimple of a spot plate, combine 3 drops each of various combinations of two solutions. Mix with a clean stirring rod, and record your observations (color change or precipitate formation along with the color of the precipitate) in the data table provided. When the spot plate is full, simply rinse it off with distilled water into the waste container and continue experimenting.
Obtain two unknown solutions from your instructor and record their ID #s on your data sheet. Experiment with these unknown by mixing with the contents of each of the bottles labeled A-H. Remember to mix only two solutions at a time. Record your observations on the data sheet.
From the data recorded in your data table, determine the identity of your unknowns (one of the solutions A-H)
This page left blank for printing purposes.
Eight Bottles
NAME:
Lab Partner(s):
Include all first and last names for full credit!
| Solutions | A | B | C | D | E | F | G | H |
|---|---|---|---|---|---|---|---|---|
| A | | | | | | | | |
| B | | | | | | | | |
| C | | | | | | | | |
| D | | | | | | | | |
| E | | | | | | | | |
| F | | | | | | | | |
| G | | | | | | | | |
| H | | | | | | | | |
| Unknown Number | | | | | | | | |
| Unknown Number | | | | | | | | |
CONCLUSIONS:
Based upon your observations, describe how you would identify an unknown solution containing one of these eight solutions (A-H). Be careful with your wording. Your answer should make sense to someone who has not performed the experiment.
1. Why do you obtain the maximum useful information about the solutions by mixing only two solutions at a time?
2. How would you detect the evolution of a gas upon mixing the solutions?
3. Which of the A-H "solution(s)" could be distilled water? How do you know?
Unknown number
Identity (letter) __________
Unknown number
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A school visit to the Museum of Art and Popular Traditions at Binic
Jon Anyway so Genevieve we’re here in Binic, we’ve had a fantastic day with your students but tell me what is the value for the students do you think of days like we’ve just had?
Geneviève
Well, for our students it’s an opportunity to meet other people, foreigners too, to discover something they’re not used to, visiting a museum is not that usual for them, and many wouldn’t go to a museum.
Jon
Is this the first time they've visited the Binic museum?
Geneviève Yes, it is. It is their first visit.
Jon
And, but, museums like this exist elsewhere in Brittany?
Geneviève
Most probably yes. There are many traditio..... traditional museums in Brittany but I don’t think they would visit them anyway. Teenagers are not very keen on visiting museums and they often imagine museum as being too complex to understand which is not the case in that style of museum.
Jon
So what task are they engaged in right now? Next door.
Geneviève
So now they’re working in small groups, four students plus one member from AIKB, and they are creating postcards, they are writing postcards.
Jon
From the pictures they took this morning.
Geneviève
Yes, to describe the pictures they took this morning, and also to send a message could be to a friend or to a family member to tell about their day at Binic.
Jon
What is the main problem they have, do you think, writing the postcards in English?
Geneviève Ah – English!
Jon
Is it choosing the right tense, and vocabulary?
Geneviève
Yes, probably and even choosing what to say, what to write on the postcard. They’re not, probably not quite used to writing postcards.
Jon
Youngsters probably send texts.
Geneviève
Old means of communication for them so they’re mos... more used to using the social network, yes, to communicate.
Rob
Yes okay so I’ll ask you a question then: what’s the, the most interesting exhibit you saw this morning?
Geneviève The most interesting is..... you mean at the museum?
Jon
Yes, tell me a spoken postcard. You can choose one object and describe that for us.
Geneviève
Aah, okay I would probably choose the fire extinguisher because I didn’t know that Binic was once not a city, a town on its own but just part of another town that is now much less known, much less popular that Binic, that is Etable-sur-mer and Binic at some point of its history because it was a lively port, a lively harbour, decided that they wanted their independence and they fought for it, it wasn’t very easy, they had to convince people that they could be a town on their own and the first thing they did when they obtained that new status is buying that fire extinguisher as a symbol of their independence.
Jon
Now a history question coming up: what date?
Geneviève
What date. I think it was 1821 or maybe 1827 I’m not sure about the date. I’ll have to visit the museum again!
Jon
But I’ll tell you now about the one thing I really enjoyed. That was looking at the beds. Now why were the beds that Breton people slept in so short?
Geneviève
Aah, that’s the other big question we tried to answer this morning. So students thought that it was because Breton people were shorter, which is not wrong, it’s probably true, but the reason was different. People were very superstitious, especially in Brittany but also everywhere in France because everybody in France from the king to the peasant wouldn’t sleep lying in their beds but only sitting. Lying was for dead people only. Lying on bed I mean.
Jon
Rather than telling lies!
Geneviève Yes of course, yes!
Rob
Thank you very much it's been a pleasure being with you this morning.
Geneviève Thank you. | 1,432 | 851 | {
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GET USED TO A THOUSAND MINI CLIMATE CUTS
Relevant for: Environment | Topic: Environmental Degradation - GHGs, Ozone Depletion and Climate Change
The northern part of India is experiencing an unusually long winter this year. On Sunday, the India Meteorological Department (IMD) said two more western disturbances (WDs), the 16th and 17th of this season, may bring rainfall and chilly winds to the northern plains and snowfall in western Himalayas on March 6 and 11. Delhi experienced its second coldest March day in 27 years on March 2, almost breaching yet another decades-old record after March 1 saw the coldest overall March temperature since 1979. In 2018, Delhi had witnessed the third coldest December in 50 years. The IMD said the frequency of WDs this season was high because of the weakening of the polar vortex and it is more intense this time because of the higher temperature gradient, which is a result of the weakening of the polar vortex. The WD system develops due to a temperature difference between northern and southern latitudes. The number and intensity of the weather phenomena have surprised scientists, and many believe that such freak weather is the new normal in an age of climate change. In a report released on January 21, the IMD said that such freak weather is going to rise in the coming two decades and there will be a cataclysmic fallout by 2040 if emissions are not contained. The report linked this trend to climate change because India's warming trends are very similar to the pattern of global warming. These findings are also in sync with last year's critical Intergovernmental Panel on Climate Change's (IPCC) "Global Warming of 1.5 degrees" report, whose co-author, Joyashree Roy, told Hindustan Times: "India may face serious consequences including severe heat stress in big cities, high air pollution levels, salt-water intrusion in coastal areas triggered by rise in sea levels, and increased vulnerability to disasters in high mountain ecosystems." While the threat of a "cataclysmic fallout' looms large, expect a thousand more mini climate cuts along the way. The policy prescription to avoid such recurring damages has been clear for a long time: lower emission, a push for sustainability in whatever we do and climate-proof cities and agriculture. Every time a freak weather phenomenon hits us, we need to go through this policy prescription and ask ourselves: Are we doing enough to save ourselves from the effects of climate change? For the moment, however, the answer will be a resounding no. First Published: Mar 05, 2019 17:36 IST END Downloaded from crackIAS.com © Zuccess App by crackIAS.com | 1,138 | 565 | {
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budgeting skills with a special creative flair. Dream Car. Perfect Planet. Comic Strip Hero. newspaper article announcing the new discovery.
charge? Then have them draw this scene from their imagination. Up, Up and Away. Color Changes. creature has benefits the original animal didn't have. away, enjoying this special trip away from everyday routines.
If Pigs Could Fly . . . What if pigs everywhere sprouted wings and learned how to fly? Your child could create a Model Magic pig with wings and write a story about the bizarre flight the pig experiences. Watch out birds and airplanes, there is a new creature taking to the sky. Kids can imagine what farmers have to do to keep their livestock on the farm. What if a pig landed on a rooftop for a rest? Aliens Visit the Grocery Store. Give them the scenario that aliens from outer space just landed on Earth and found themselves in the middle of a grocery store. They can then draw the scene. What would the aliens think? Might they mistake grocery shelves as new gardens where we grow food? Would they wonder how we open the canned goods? What questions would they ask and what funny thoughts might they think if this was their first introduction to planet Earth? Drawing to the Music. Use crayons or markers and a big piece of plain paper. Turn on music that has various styles and beats. Try some classical, jazz, rumba, and salsa. Move your arms to the music while drawing. How do the lines and patterns look different, based on the musical inspiration? Sitting Pretty. Find an old wooden or metal chair that is ready to be recycled. Allow your child give it new life with a new coat of paint. They can paint the chair in a lively pattern following a favorite theme—with flowers, polka dots, or stripes, or with names in fancy letters. Use acrylic paint (which is permanent when dry), or if younger children are involved, let them use a washable paint that you can then coat with a clear sealant. Spies "R" Us. Get your child to create a mystery mission that involves secrets and spies. If kids had to save grown-ups from getting too serious or working too hard, what could they do? They can pretend they are secret agents working on a special mission. Even develop codes for written messages. Challenge them to know how and when the mission is Create your own family magazine. Let your child assign someone to draw the illustrations and take pictures. Someone should design the cover and layout of the pages. They can have someone else conduct interviews and write articles. What topics would the family magazine cover? Perhaps news about the family's favorite outings or movie reviews. They could include recipes or snack tips. How about some family history or personality reviews? Would there be advertisements in this magazine? If so, what might they want the family to advertise? Does someone baby-sit or run a dog walking business? Let them control the production of this magazine. How many copies would they need? Would relatives, family friends, or neighbors want a copy of the completed publication? If so, help them photocopy or use the computer printer to create multiple copies. 52 Creative Ideas for 52 Weeks of Fun . . . | 1,156 | 650 | {
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Preventing "summer slide" in elementary students
By Cheryl Irving, Lincoln Park Public Schools assistant superintendent
Everyone in the school community, including students, families and teachers, looks forward to summer vacation. It's a much-needed opportunity to relax and recharge before school resumes in the fall.
Vacations, cookouts and trips to the park and community pool are synonymous with summer vacation so it's easy to forget that children should still be practicing important skills like reading, math and language even while on break. It's important to remember to set aside time regularly for this kind of learning and to brush up on the skills gained in the previous school year. Failing to do so has been found to lead to learning loss, also known as "summer slide."
Studies show that students can lose up to two months of math skills and two or three months of reading skills if they don't spend time practicing them during the summer. Research also shows "summer slide" is most prevalent in elementary students. As we head into the final stretch of summer, here are a few ideas to keep your children's minds sharp in reading, math, and language development.
Math
Math is around us all the time. An easy way to practice math is by highlighting it in everyday activities. For instance, when grocery shopping, have your child add up the sum of your items. To practice fractions, try having them adjust ingredient amounts while cooking by one half, one fourth, etc.
Children love games, so try playing games that incorporate math and numbers. Games like Monopoly, Uno and Sorry build on skills like counting, categorizing and money handling. For students who prefer digital gaming, there are numerous educational apps like Starfall, ABC Mouse, IXL, Math Kids and Kids Math that focus on building math skills.
Reading
Daily reading is crucial. Reading six books over the duration of the summer has been found to prevent "summer slide".
Children should read age-appropriate books about topics they are highly interested in. It's important the books they select are a good fit, meaning your child is able to comprehend what they're reading. If your child struggles or misses four words on one page, it is an indication the book is too advanced and they should select a new one.
Studies also show children who read for one minute per day develop an 8,000-word vocabulary by sixth grade, but students who read for 20 minutes per day develop vocabularies that include nearly two million words.
Language Building
Conversations with adults are extremely beneficial in helping young children (especially children in kindergarten through second grade) learn the phrasing necessary to adequately conduct conversations with people of all ages. Much like with reading on their own, young children also benefit from being read to. Reading to your children teaches them to understand common expressions, proper conversational rhythm and fluency.
Taking day trips to local museums, parks, petting zoos – things that allow them to have handson experiences - offer opportunities to grow your child's communications skills. Curiosity is a major driver of learning for children. So, in these last few weeks before school starts, I encourage you to take your child to do something they enjoy and use it as an opportunity to engage them in conversation about their experience.
I hope you find the ideas presented here helpful and use them to prevent "summer slide" during the last few weeks of summer vacation.
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Where's Your Money Going?
Save with these steps for creating your household budget
by Jennifer Barrett
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Print
Name
Layoffs, bank failures, a record number of foreclosure
filings—even if you haven't been personally affected by
the headlines, it's hard not to feel anxious about your
family's finances in times like these. Creating a budget
can help. While you can't control whether you or your
spouse loses a job, a budget can help you be prepared
if it happens. Budgeting also makes it easier to manage
your money and reach your
financial goals
faster.
Florida-based
financial planner
Kathleen Campbell
recommends starting out by tracking daily purchases for
a month. "Then you can see where your money is
actually going, and make changes based on that," she
says. "A budget really has to suit your lifestyle to work."
It should also be based on your priorities and goals. "Those will be your guide in helping determine what's really
important to you," says Greg Karp, author of
The 1-2-3 Money Plan: The Three Most Important Steps to Saving
and Spending Smart.
For example, Campbell asks clients: "Do you want to eat out at Outback Steakhouse every week, or do you
want to be able to take a family vacation to the actual [Australian] Outback?" Frame it like that and the reasons
for the money choices you make become clearer and easier to explain to your kids.
Once you know where
your money's
going and where you want it to go, you're ready to create your budget.
Write down your total expected monthly income and fixed expenses, like utility bills and rent. Consider how
much you want to save, invest and put toward debts, then divide what's left among your discretionary expenses.
Write estimates in one column—your total money in and out should match—then put the actual numbers in the
next column and see how they line up.
Need help?
Print out this
sample budget (PDF)
.
http://home.ivillage.com/homeoffice/0,,fzlmq51v,00.html
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2019 NMEA All State Chorus
Dr. Brady Allred, Conductor
(last updated on 7/15/19)
*Clarification on the ending of Spirit of Life and legalities of performance for Ceciliada added on July 9, 2019.
*Clarification on part divisions for Spirit of Life m. 89-end added on July 15, 2019.
These notes have been condensed from Dr. Allred's marked scores. Marked scores will be provided to the teachers of those students selected to the All State Chorus. This will be to assist those singers in final preparations for the festival and to ensure that all singers have the intended markings in their original copies prior to arriving in Lincoln. YouTube links are provided for reference.
This program is designed to celebrate music and all the reasons we sing. Enjoy the process of learning the music and preparing for the auditions!
Part Divisions - When there are 3-part splits, please observe the following divisions by region. Please check the All-State Regions Lookup to verify which region you are auditioning from. It will be very important that your singers have learned the correct notes for their auditions.
Singers from Regions 1, 3, 5 and 11 will have the A1 and B1 learn the middle note.
Singers from Regions 2, 4, 6, 7, 8, 9, and 10 will have the S2 and T2 learn the middle note.
Ceciliada - https://youtu.be/qe9G5IoGlug
*Sop/Alto - No breath between m. 6-7 and throughout in similar measures. Focus on the longer phrases
*Tenor - m. 8 - the C is correct, please do not sing a Bb as in m. 4
*Sop/Alto - Observe the rest on beat 3 of m. 19.
*Tenor - m. 20 - observe the staccatos on beat 1 and 2. Be particular about the articulations.
*Soprano - m. 33 (second ending) rhythm is different from m. 32 (first ending).
*Bass - m. 92 - take the pick-ups into m. 93
**The only licensed performance of this work is done under the direction of Dr. Allred. Schools cannot legally perform this piece unless Dr. Allred is conducting on your concert.
Der Gang Zum Liebchen - https://youtu.be/WgAwBXFJj2E
*Be diligent to center every pitch that you sing.
*Please use Dr. Allred's provided IPA for pronunciations.
*Stagger breath on long phrases - work to not interrupt the musical line
*m. 20 - beat 2 should change to an eighth note followed by an eighth rest.
*m. 24 - beat 1 should change to a dotted-quarter note followed by an eighth rest.
*m. 26 - beat 3 through m. 28 - Soprano 2 should join the Altos. Rejoin the Soprano at m. 29.
*m. 30 - sing through the end of the measure
Let All the World In Every Corner Sing - https://youtu.be/0__viVYYg1s
Use the 3-Part divisions above throughout this piece.
Assume normal 8-part division at m. 90 (m. 89 for Tenor and Bass)
Light Dawns on a Weary World - https://youtu.be/J-kxWNLQAnE
Use the 3-Part divisions above throughout this piece.
*Be sure to hold long notes for their entire duration
Spirit of Life - https://youtu.be/65P-HZXyHXU
Use the 3-Part divisions above throughout this piece.
*m. 19 - tenuto on beat 4 and sing through the end of the measure
*4-part division at m. 31
*m. 42 - Soprano 1 should sustain across to the A in m. 43, and Soprano 2 will sing the notes with stems down. Starting with the pickup to m. 43, ALL Altos, regardless of region, will sing the bottom staff through the end of the work.
*m. 48-49 - Soprano 2 can choose a pitch - this will be adjusted for balance at the festival.
Tahiti - https://youtu.be/OBZQQ-DbFb8
*Sing m. 5-6 three total times
*Change the "Uh" to "Ooh" and the rhythm at m. 10 and m. 39 to
*m. 64 - Change the final "Uh!" To "Hee"
The Singing Heart - https://youtu.be/cTZHtyHh4G8
*Choir 1 - Soprano 1, Alto 1, Tenor 1, Bass 1
*Choir 2 - Soprano 2, Alto 2, Tenor 2, Bass 2
*The Chorus divides with the pickups to m. 14
*m. 22 - Sing through the end of the measure
*m. 27 - Alto 2 divide by choice - will be assigned after selection to the chorus
*m. 33 - Bass 2 divide by choice - will be assigned after selection to the chorus
*m. 50 - Connect the "n" of "one" to the "mm" in the next measure.
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AFRICAN AMERICAN MUSEUM
Celebrating Black History and Culture in New Orleans
New Orleans, LA – Located in the oldest surviving black community in the United States, the New Orleans African American Museum protects, preserves and promotes the city's African American roots and culture through exhibitions of history and art.
One of the museum's centerpieces is the "Louisiana-Congo: the Bertrand Donation," a collection of exquisite African beadwork, costumes, masks, textiles and musical instruments. The seventy-piece assortment of original African artwork is from the Democratic Republic of Congo and illuminates the parallels between everyday life in the Congo and Louisiana folk culture. Other exhibits change regularly and highlight everything from traditional African art to black influences and culture in modern life in New Orleans.
The museum is located in the Treme Villa which is considered to be one of the finest examples of a Creole villa in the city. Built in 1929, the home retains many of its original decorative detail and features five restored buildings. Located on the site of a former plantation, the property also features an entire city block of beautifully landscaped gardens. There are three main courtyards made of handmade bricks and a gazebo that makes a wonderful sitting area on a nice day.
Perched just north of the French Quarter, Treme is one of the city's oldest neighborhoods. It is home to Congo Square in Louis Armstrong Park and gave birth to many of the city's unique African American traditions. Since its settlement in the 1700s, former slaves and free people of color have lived in the area. Treme has been the home of many of New Orleans' most notable black residents and it continues to serve as the site for many jazz funerals, Mardi Gras Indian marches and musical events. Along with the Backstreet Cultural Museum, other Treme attractions include St. Louis Cemetery #1, St. Augustine Church and Ernie K. Doe's Mother-in-Law Lounge.
The African American Museum is located at 1418 Gov. Nichols St. in Treme. It is open Wed.-Sat. from 10 a.m. to 4 p.m. For more information, call (504) 566-1136 or visit www.noaam.org.
The New Orleans Tourism Marketing Corporation promotes the city as a leisure tourism destination throughout the year. Annually, NOTMC's marketing campaigns include strategic print, broadcast, and Internet advertising and public relations. Web sites: www.NewOrleansOnline.com; www.NewOrleansMuseums.com; www.HearNewOrleansMusic.com.
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Wadestown School Room 1 Class Routines 2022 (New Entrants)
Kia ora and Welcome to Room 1
Library Day
The purpose of this newsletter is to share with you the routines and organisation of Room 1.
Arrival at School - 8:30am onwards
Arrival at school is a prime opportunity for Room 1 students to develop 'self-management' skills:
1. Hang up their coat and bag in the cloakroom.
2. Take out their book bag and drink bottle.
3. Put the drink bottle on their table in Room 1.
4. Put their book bag in the red box by the door.
Once unpacked, students have time to socialise with other class members and play outside if it's fine. 8:50am is the first bell, signalling time for a drink or wharepaku. 8:55am is the classroom bell.
Note for Monday morning, they will need to:
Take out the reading books they have had for the past week and put them on blue table in the bay.
Absences
If your child is going to be absent from school, please ring the school office before 9:00am 04 472 4779 and leave a message on the answer phone. If we do not hear from you, the office will call to ensure your child is safe at home.
Better Start Literacy Approach
This new Ministry of Education programme forms a big part of your child's Literacy Learning. Students will develop their phonological awareness and letter knowledge. They will hear quality children's stories, develop their vocabulary and their comprehension will develop. The programme recognises the importance of whanau in developing a foundation for literacy success. It is a culturally responsive programme where Maori and Pasifika language and culture can be seen in a range of the book titles and themes.
Homework
Your child will bring home a new reading book, Monday to Thursday. This book should stay in their book bag so that it can be read again both at school and at home. Re-reading of familiar books is a great way to build reading fluency.
Feel free to make a comment in their little red reading notebook if you so wish. Students will also have some high-frequency words to learn.
The poem of the week will come home on Friday and is planned as a shared reading with you.
Room 1's library day is Tuesday and two books are issued for a week. There is a red box by the door for library books to be returned to, when they are finished with.
Clothing
We do keep a small supply of clean clothing for those times when children have a toileting accident, but I recommend that you leave a change of clothing in your child's bag, just in case.
During Term 1 and 4 all children are required to wear a sunhat. We encourage the children to bring and apply their own sunscreen.
Conversely during Term 3 it is a good idea for the children to have a warm woollen hat and to bring a raincoat to school in their bag, regardless of what the weather is like when they leave home. This means that when it is not raining, the children can go outside for a run around in some fresh air.
Assembly
On Friday we have an assembly which is attended by Ms Frater. One of our classes will be the host class and they get to present their work to a wider audience. School-wide notices are given, new students are welcomed, and certificates awarded.
Discovery Time is on a Friday. Your child will choose a variety of 'making things' to complete with others.
Communication
Please do not hesitate to contact me in the first instance if you have any concerns about school, whether it is in the playground or class. It is really important that your child's transition to school is as smooth as possible, and they are happy at school. Email is a very effective way to communicate with me or feel free to phone the school and leave a message.
Thank you all for your support. With your basket and my basket, the students will learn.
Tēnei temihinui ki a koutou katoa. Nāku te raurau, nāu te raurau, ka ako aingāākonga.
Amanda Lamble
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WELLNESS
The Waterloo Community School District promotes healthy students by supporting wellness, good nutrition and regular physical activity as a part of the total learning environment. The school district supports a healthy environment where students learn and participate in positive dietary and lifestyle practices. By facilitating learning through the support and promotion of good nutrition and physical activity, schools contribute to the basic health status of students. Improved health optimizes student performance potential.
The school district provides a comprehensive learning environment for developing and practicing academic, social and lifelong wellness behaviors. The entire school environment, not just the classroom, shall be aligned with healthy school district goals to positively influence a student's understanding, beliefs and habits as they relate to mental health, good nutrition and regular physical activity.
The school district supports and promotes proper dietary habits contributing to students' health status and academic performance. All foods available on school grounds and at school-sponsored activities during the instructional day should meet or exceed the school district nutrition standards and in compliance with state and federal law. Foods should be served with consideration toward nutritional integrity, variety, appeal, taste, safety and packaging to ensure high-quality meals.
The school district will organize and maintain a wellness policy committee comprised of a board member, teachers, students, administrators, parents/guardians, food service employees, school nurses, and community organization representatives. The committee will be responsible for the general implementation and monitoring of the wellness policy, as well as measuring its effectiveness and will report to the Board on an annual basis. The wellness policy will be reviewed every three years as required under section 204 of the Healthy, Hunger-Free Kids Act of 2010 (the Act), Public Law 111-296.
Specific goals of the wellness policy include:
1. The school district will provide health and nutrition education across multiple content areas.
2. Students will engage in physical activity that promotes and builds healthy, active lifestyles and reduces obesity.
3. The wellness policy will be considered when school-based activities (for students and/or employees) are planned.
4. All food served to students during the school day will comply with required nutritional guidelines.
5. Students will have access to a social-emotional learning (SEL) curriculum, which focuses on teaching foundational social-emotional and self regulation skills.
The superintendent or superintendent designee, will ensure compliance with established school district-wide nutrition and physical activity wellness policy and regulations. Compliance will be monitored primarily through data collection and specified reporting procedures.
Legal Ref.:
42 U.S.C. §§ 1751 et seq. 42 U.S.C. §§ 1771 et seq. Iowa Code 256.7(29); 256.11(6). 281 IAC 12.5; 58.11.
Cross Ref.: 510.1 Student Activity Program
ADOPTED: 2/28/11
10/26/15 8/12/19
Reviewed: 2/3/11, 10/1/15, 6/6/19, 3/2/23 | 1,489 | 607 | {
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Reimagining food systems with lessons from India
Why in news?
The first and historic United Nations Food Systems Summit (UNFSS) 2021 has concluded after an intense 'bottom-up' process to address rising hunger.
Why the Food Systems Summit and what is the expectation from its outcome?
Global food systems are the networks that are needed to produce and transform food, and ensure it reaches consumers, or the paths that food travels from production to plate.
Global food systems are in a state of crisis affecting around 811 million people in the world who go to bed hungry each night.
The summit involved serious debates of UN member states, civil society, NGOs, academics, researchers, individuals, and private sector to evolve transformative themes and ideas for reimagining food systems.
It focused on five identified action tracks namely
Ensure access to safe and nutritious food for all
Shift to sustainable consumption patterns
Boost nature-positive production
Advance equitable livelihoods
Build resilience to vulnerabilities, shocks, and stress
It aims to get us back on track to achieve all 17 SDGs by 2030 that are directly related to the food system.
The Statement of Action emerging from the summit supports the global call to "Build back better" after the COVID-19 pandemic.
What are the lessons learnt by India with respect to food security?
The long journey from chronic food shortage to surplus food producer offer lessons in the area of land reforms, public investments, institutional
infrastructure, public support, intervention in agri markets and agri research and extension.
The period between 1991 to 2015, saw the diversification of agriculture beyond field crops focussing on horticulture, dairy, animal husbandry and fishery sectors.
The learnings included the elements of nutritional health, food safety and standards, sustainability, etc.
The National Food Security Act 2013 anchored the Targeted Public Distribution System, Mid-Day meals and Integrated Child Development Services contributing to food equity.
During the global food crisis 2008-2012 and the COVID-19 pandemic fallout, vulnerable and marginalised families in India continued to be buffered by its robust TPDS and buffer stock of food grains.
India's decision to fortify rice supplied through the PDS with iron and Poshan Abhiyan are in lines with nutritional security.
What are the challenges in ensuring food security?
Climate change and unsustainable use of land and water resources are the most formidable challenges as highlighted by the latest IPCC report.
Dietary diversity, nutrition, and related health outcomes are another area of concern due to increased focus on rice and wheat.
Despite being a net exporter and food surplus country, India has a 50% higher prevalence of undernutrition compared to the world average.
The State of Food Security and Nutrition in the World' report, estimates that around a tenth of the global population was undernourished last year.
Reducing food wastage or loss of food is a mammoth challenge as in India it exceeds Rs. 1 lakh crore.
What does this state of food system calls for?
The Nobel Peace Prize 2020 conferred on the United Nations WFP highlighted the importance of addressing hunger to create stability.
Strong cooperation and partnership between governments, citizens, civil society organisations, and private sector must be boosted to to make the world free of hunger by 2030.
There is a need to collaborate to invest, innovate, and create lasting solutions in sustainable agriculture for equitable livelihood and food security.
This surely requires reimagining the food system towards the goal of balancing growth and sustainability, mitigating climate change, ensuring
healthy, safe, quality and affordable food.
Until the day we have a medical vaccine, food is the best vaccine against chaos.
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California breaks record by achieving 100% renewable energy for the first time
earthday.org/california-breaks-record-by-achieving-100-renewable-energy-for-the-first-time
June 10, 2022
Climate Action
June 10, 2022
As Earth Month drew to a close, the state of California was recently able to produce virtually all of their energy needs from renewable sources for the first time ever.
In early April, the state achieved a new record at 97.6% renewable power, and on May 2 they were able to reach 99.9%. On May 8 the record was broken yet again, with 103% of the state's power needs being met by renewables for a few hours.
This landmark moment highlights the viability of renewable energy on a large scale, proving that governments of all sizes have the capability to Invest in Our Planet. If it were an independent nation, California's $3.14 trillion economy would be the fifth largest in the world.
While state leadership played a significant role in this accomplishment, local governments made important contributions that led to California's success this spring. City leadership on renewable energy hit an all time high in the last year, having more than doubled the amount of clean power deals made in the previous year.
To set our sights on a fully carbon-free future, however, there is still work to be done to ensure that clean power is available at all times; when the sun is not shining and the wind is not blowing, California must still rely on fossil fuels to meet its energy demands.
Large-scale battery projects are essential to providing clean energy around the clock, allowing solar power generated during the day to be stored and used after sunset. The state has invested in massive efforts to scale up the grid's storage capacity in recognition of this need, and battery storage in California has already increased 20-fold since 2019. These efforts have been aided by a 97% decrease in the production cost of batteries over the last 30 years, a trend that continues to accelerate year after year. The US is also home to one of the
1/3
largest deposits of lithium (an essential mineral for battery production), of which only 1% is currently being used; sustainably extracting this resource will be necessary to achieve the speed and scale needed for the US to meet its climate goals.
For California to achieve 24/7 carbon-free energy by 2045, solar and wind projects will need to be built 3 times faster and battery storage expansion will need to be developed 8 times faster. In addition to the trends in battery production described above, the renewable energy industry is evolving to bring this goal well within reach. Clean power production in California has tripled since 2005, largely due to increased cost efficiency in renewable energy. Over the last decade, the price of renewable energy has plummeted: wind has become 3 times more affordable and solar has become 10 times more affordable, making it more cost effective than any fossil fuel-burning power source.
Recognizing the benefits to the economy and national security, President Biden announced new executive orders on June 6th to Invest in Our Planet by accelerating the transition to renewable energy in the US. The President authorized the Department of Energy to use the Defense Production Act to increase production of key components for solar panels, while also lifting tariffs that formed significant barriers to expanding the US solar industry. This action is a significant and direct investment from the federal government to meet its climate commitments, which is likely to further fuel the progress seen recently in California and localities nationwide.
Momentum is on our side. The more we Invest in Our Planet, the more these trends will accelerate.
Tags:
renewable energy
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Evan Raskin
3/3 | 1,619 | 772 | {
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Willie Mae Young Hart (1916-)
In addition to the community organizing that characterized so many of her contemporaries, Mrs. Willie Mae Young Hart made a habit of breaking the color line. She helped operate Portland's first black-owned cab company and was the first African American nurse to work at Portland's Physicians and Surgeons Hospital.
As a founding member of the Portland Chapter of the National Council of Negro Women (NCNW) and Women In Community Service (WICS), Hart has inspired others to serve as agents of change. At age ninety-four in 2010, she continues her engagement with community and social justice through her active involvement in Church Women United and the Mt. Olivet Baptist Church.
Willie Mae Young was born on April 4, 1916, in Vicksburg, Mississippi, where she attended a Catholic high school and trained informally as a nurse. She relocated to Oregon in 1939, first to Coos Bay and then to Portland, where she worked in the shipyards on Swan Island.
During the war, the African American community grew from fewer than 2,000 before the war to more than 20,000 by 1944. This increase, combined with Portland's segregation laws and a shortage of housing and jobs, exacerbated already existing racial tensions after the war. Like so many others, Hart joined the Portland NAACP. Its efforts, in collaboration with the Urban League and State Representative Mark O. Hatfield, finally resulted in the 1953 Public Accommodations Law (also known as the Oregon Civil Rights Bill), which effectively ended discrimination in public places.
Following World War II, Willie Mae Young Hart, her husband Theodore R. Hart, and their friend Carlos D. Martin operated the Beacon Cab Company, the first African American-owned cab company in Portland. They only had a few cars, but during the Vanport Flood in 1948 those cabs ran for free to anyone in need. They also opened their home to a family of flood survivors.
After the closure of the cab company following a run-in with the law, due in part to Commissioner Dorothy McCullough Lee's enforcement of city restrictions on taxicabs, Hart studied nursing at Oregon Health Sciences University and became the first African American nurse to work at the Physicians and Surgeons Hospital. In 2010, she was still using her nursing skills to care for people in North Portland.
During the 1960 presidential race, John F. Kennedy campaigned in Portland. When Hart noticed that his schedule did not include meetings in African American neighborhoods, she and her friend Beatrice Mott-Reed arranged for a picnic at Jantzen Beach. During the event, she ate with Senator Kennedy and his sisters and spoke about the needs of the African American community. Because of that meeting, Willie Mae Hart was contacted by the National Council of Negro Women to start a Portland chapter of that organization. The federal government needed the National Council of Negro Women to support and screen applicants for the Job Corps program. She later remembered: "So I had a group of people that we just had parties, and we changed our name and called it the Council of Negro Women. And that's how it was started."
Willie Mae Hart has become a role model and community heroine who has been honored in public ceremonies and art. Her life is commemorated by Portland State University's Walk of Heroines and in a painting by Antoinette Myers, part of Project Look Up, on exhibit at Portland City Hall in 2007. Her age did not slow her down. As she said: "Everyone thinks that we've arrived, but we haven't."
Written by Heather Burmeister
Further Reading:
Moyer, Kelly. "Remembering Civil Rights Pioneers." The Skanner, March 15, 2007.
Moyer, Kelly. "Teens Honor Local Women Through Art." The Skanner, May 24, 2007.
Copyright © 2008-2013 Portland State University page 1 / 1 | 1,622 | 814 | {
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Roundworms in Dogs
Drs. Foster & Smith Educational Staff
Although Mandy, a Sheltie, generally stayed in her home or backyard, one day the gate was left open and her owners found her touring their quiet neighborhood. She was in prime health up to that point, so her owners did not worry initially - until they noticed red in her stool they suspected was blood. They knew to take her to her veterinarian as soon as possible and to bring a stool sample. After a microscopic examination of the stool, the veterinarian diagnosed Mandy with a case of roundworms.
ROUNDWORMS are contracted in various ways:
A dog ingests roundworm eggs from a contaminated environment
A mother dog transmits larvae to her pups before birth and during nursing
An unsupervised dog consumes an infected small rodent
Of the three types of roundworms affecting dogs, Toxocara canis has the most complex life cycle. It begins when the worms' eggs pass out in the infected animal's feces. These eggs survive in the environment and are later ingested by another dog. The larvae are released from the eggs and enter the wall of the new host's small intestine and eventually migrate through the circulatory system or to other organs and tissues. Finally they re-enter the intestine where they mature and mate, and eggs are passed off again in the feces.
Roundworms in Dogs - Page 1 of 2
Unauthorized use of any images, thumbnails, illustrations, descriptions, article content, or registered trademarks of Foster & Smith, Inc. is strictly prohibited under copyright law. Site content, including photography, descriptions, pricing, promotions, and availability are subject to change without notice. These restrictions are necessary in order to protect not only our copyrighted intellectual property, but also the health of pets, since articles or images that are altered or edited after download could result in misinformation that may harm companion animals, aquatic life, or native species.
Roundworms live in the host's intestine and can cause malnutrition, diarrhea, vomiting, and a pot-bellied appearance. In rare cases, heavy infestations can lead to pneumonia and obstruction of the intestine. Pet owners should monitor this health threat by seeking a stool examination as often as recommended by their veterinarian, based upon risk. If there is a worm infestation, products such as our PROWormer-2® or Safe-Guard® Granules are effective de-worming products. All treatments essentially anesthetize the mature worms, allowing for their exit with the dog's feces. Two or three treatments are required, about 2-4 weeks apart, to rid the dog of worms as the worms mature. Some heartworm preventives include treatment for roundworms.
Prompt removal and disposal of dog stools is the first step in controlling the spread of roundworms. Additionally, pet owners need to monitor their dog's outdoor "nibbling" habits, and all breeding kennels should have a roundworm control program in place. | 1,189 | 612 | {
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Houses Chapter 3
Contributed by Administrator Wednesday, 30 May 2007
“The first 30 years of the 1900s saw a building boom for the small single and two-family home, along with the detached ‘auto barn’ or ‘garage.’ The growth was spurred by a social movement to improve housing as well as the development of the American suburb.” - Rachel Carley, Dictionary of American Domestic Architecture Significant Houses Part 3: The Township In the late 19th century the industrial age came to Monroeville (or Patton Township as it was then known) as coal mining in the Pittsburgh region spread eastward. But the deep mining boom soon ran its course, and by the first part of the 1900s life in the little farming community had lapsed back to what it had been for the past hundred years. By that time, those who didn’t work on the farms were beginning to find work at the giant Westinghouse plant in nearby Wilmerding, or in the sprawling railroad yard in Pitcairn. Gradually, a need arose for housing for the families of workers, tradesmen and professional people. In the 1930s Monroeville was still a sparsely-populated, largely rural community, but gradually the horse-and-buggy gave way to the automobile as Monroeville continued its evolution from a farming community to a suburban one, with increased housing, commercial, and economic development. In the 1940s modern roads were being built, and many who worked in the mills of the Turtle Creek valley, might now get there by the family car continuing the tradition of the working commuter, as Monroeville became something of a “bedroom” community. The automobile, along with the rising affluence of the middle class, created a demand for affordable housing within reach of the city. At first small affordable houses were offered by builders, but as people became more affluent the number of rooms a family desired increased. The need for additional rooms was best managed by a center hall plan. Entrances became more elaborate; front porches began to appear. Windows were enlarged. They continued to be of the double-hung design, but the trend was to replace multipaned windows with a single pane of glass. Interiors became lighter and more spacious. As houses became more elaborate and spacious the large fireplace, originally the center of household life, was relegated to the cellar for wholehouse heating, or to a kitchen wing where it was replaced by the cooking stove. Plans for modern homes replaced the entrance hall and formal parlor of Victorian times with the multi-purpose living room, reflecting a more informal life style. New construction was influenced by the prevailing architectural styles popular at the time. And so in this period we find examples of: Colonial Revival; the Bungalow; and various Period Homes. | 1,095 | 623 | {
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Pease Porridge Hot
Pathway to Rhythm: Kinesthetic experience preparing 4 , h , ,,$,
* Students travel to the steady beat (4) established by the teacher.
* Change to subdivision (h).
* Alternate between the beat and subdivision.
* Return to the steady beat, alternating with rests, students travel to the beat, and freeze on the rests. Example:
* Reverse the game and turn it into an interrupted canon. Students echo the teacher's pattern in their feet. They freeze when the teacher plays the pattern and then echo the rhythm with their movement.
* Introduce the rhythms from the song: teacher plays, students step the patterns.
4 4 4 $
$
* Return to the steady beat for a while, then add a new pattern.
$
* Return to the steady beat for a while, then add a new pattern.
4 h h 4
* Sing by phrases, have students echo sing and move the patterns.
Pathway to Literacy: Practice 4 , h ,,,$ and so, mi, do
* Read rhythm from stick notation using syllable system of your choice.
* Learn melody and text. (No melodic literacy work at this point in time)
Teacher Talk: Working in diverse ways
We chose not to read the melody at this point in time. While having familiar learning structures and processes is important, it is also helpful to work with the students in diverse ways. In this lesson we are choosing to learn the melody and text by rote, saving our melodic work for later, when the students notate the melody.
This lesson is from
Purposeful Pathways: Possibilities for the Elementary Music Classroom
Book One –by Roger Sams and
Beth Ann Hepburn To purchase Purposeful Pathways from Music Is Elementary visit www.MusicIsElementary.com,
This lesson is from
Purposeful Pathways: Possibilities for the Elementary Music Classroom
Book One –by Roger Sams and
Beth Ann Hepburn
To purchase
Purposeful Pathways from
Music Is Elementary visit
www.MusicIsElementary.com,
Pease Porridge Hot, Continued
Pathway to Ensemble: Body percussion transferred to percussion instruments
* Students sing song. Teacher performs BP representing color parts.
* GL = clap
* SX/AX = pat
* Hand drum = stomp
* Students determine when the color parts occur and notate the rhythms.
* Students perform BP while singing.
* Transfer to pentatonic tone clusters and hand drum.
* Pat steady beat while singing. Transfer to chord bordun on BX/BM.
* Put all parts together.
Pease Porridge Hot, Continued
Pathway to Literacy: Locate and label do
* Sing song together.
* Students review rhythm of song.
* Students notate melody in solfa. In the process they find the recently learned new low note and label as do.
* After notating song, review barred instrument parts learned in previous lesson and play for enjoyment.
Pathway to Improvisation: 4-beat rhythm patterns
* Teacher performs B Section, counting "1, 2, 3, 4" in the measures of rest. Students listen, but do not join in.
Teacher Talk: Active listening
It is important to cultivate the skill of active listening in your classroom. Listening requires students to restrain from participating, but offers the reward of being able to take in much more information. Critical listening increases the accuracy of their performance. You can foster this skill by asking students questions such as "How many times did my pattern repeat?" or "Were there any changes or was it the same every time?"
* Students join teacher with counting "1, 2, 3, 4" during the measures of rest.
* Teacher models rhythmic improvisation (clapping) during the open measures using 4, h and $.
* Students improvise.
* Transfer to UTP.
* Use as an assessment tool. Perform a Grand Rondo (repeat many times) so that each student has a turn to improvise for four beats alone. You are with your grade book, doing a quick assessment.
This lesson is from
Purposeful Pathways: Possibilities for the Elementary Music Classroom
Book One –by Roger Sams and
Beth Ann Hepburn
To purchase
Purposeful Pathways from
Music Is Elementary visit
www.MusicIsElementary.com, | 1,822 | 927 | {
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Starting CCJS!
On Friday, everyone will be returning to school, and I will be starting CCJS, hooray! It will be good to see familiar faces and meet new friends too.
When I start CCJS, lots will be same as my infant school and some things will be different. It will be reassuring to be back at school and in a familiar routine.
We will be coming into school between 8.45 and 9am and meeting our teacher on the playground. I will line up on the main playground where I met my teacher and some of my class before the holidays.
My parent/carer can bring me onto the playground. Here I will see my teacher. I will say goodbye to my parent/carer and say hello to my teacher. I will line up and wait for the rest of the class to arrive. When we are all here we will walk sensibly to our classroom.
In school we have "bubbles". School bubbles are groups of people we will spend more time with in school. My bubble will be my year group. My year group will play together at break and lunch. I will not have to distance from children in my bubble, but we will try not to touch each other. I will need to wash my hands thoroughly as I come in in the morning and regularly throughout the day. This helps to keep me and those around me safe.
Each year group will have a separate time or space to play in. Year 3 and 4 will have their break at the same time. Year 3 will play at the top of the playground (nearest the school) and year 4 will play at the bottom of the playground.
In the classroom I will be sitting at a table as usual. The tables will all be facing forwards. I will have my own pen, pencil, coloured pencils so I don't need to share with others. I will keep my pencil case on my table. The adults will teach and support me as normal, but they will try and stay 2 metres away from everyone. Just like before, if I need to use the toilet, I will ask an adult.
At lunchtime, I will eat my lunch in the classroom, and spend half of lunchtime in here too. I will then go out to play for the other half with the rest of my year group.
At the end of the day, my teacher will lead me out of the classroom to the playground where my parent or carer will meet me. I won't leave my teacher until I have seen the person picking me up.
Miss Meek and all of the staff at CCJS are really looking forward to seeing me and classmates on Friday. See you soon! | 755 | 545 | {
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Learning aim e IMPACT OF IT SYSTEMS
Write down three companies that have disappeared or gone online only in the last five years?
1
3
2
Can you think of any other companies that might be at risk of disappearing in the next five years?
Find the
ONLINE SYSTEMS - RETAIL
Name:
Why might these kind of shops find it harder to stay open on the high street?
| Item | Reason(s) shop would find it difficult nowadays |
|---|---|
| Music shop selling CDs | |
| Supermarket selling food/drink | |
| Computer shop selling accessories | |
Advantages
Disadvantages
Beginner's Guide to Buying and disadvantages to the
Selling on eBay and list the advantages and
Code your advantage/disadvantage with seller
and the buyer.
(s) for seller and (b) for buyer
Is there anything companies have been doing or could to prevent them closing down completely?
Can you find out any statistics to support the claim that "the high street is suffering"?
© Enjoy Computing
What is a 'challenger bank'?
Find some benefits and drawbacks of paying by debut and credit card online.
Find at least three examples of traditional and three examples of challenger bank
Traditional Bank
Challenger Bank
What are the advantages and disadvantages of using a challenger bank compared to a traditional bank?
Advantages
Disadvantages
What problems might occur if high street bank branches close?
Why do some people not like entering their card details online? Are they correct?
What payment methods can you use to buy things in store?
Will we pay for things in the same way in five or ten years time?
Debit Card Advantage:
Debit Card Disadvantage:
Credit Card Advantage:
Credit Card Disadvantage:
© Enjoy Computing
What cloud instead of
software can use
Office software:
Graphics:
software that is installed?
Web authoring:
| What are the advantages and disadvantages of using cloud software for school work? | Advantages |
|---|---|
What is a Massive Open Online Course (MOOC)?
Can you find any examples from universities or companies?
© Enjoy Computing
Learning aim e IMPACT OF IT SYSTEMS
How would you learn about the news?
FAKENEWS
How did it begin and spread?
© Enjoy Computing
Search for the clip What is Fake News? - BBC Click? to help you with the questions
How do you make money from fake news?
Analyse the impact has IT had on how people learn about the news for different age groups?
Graph source: https://medium.com/oxford-university/where-do-people-get-their-news-8e850a0dea03
How are social media websites trying to stop fake news?
Can you find an example of fake news?
Why do people create fake news?
Write a list of ways to detect fake news
Learning aim e IMPACT OF IT SYSTEMS
What is the impact of being able to record multiple TV channels at once? What is the impact of being able to watch TV on demand?
How do developments in entertainment and leisure affect the health & wellbeing of people/children/pets!?
Is everything suitable for all audiences? How can you control this?
What impact might the ability to gamble from home rather than going to specific shops have?
GAMINGDISORDER
Can you answer this question?
"Gaming leads to disorders such as addiction and potentially death – to what extent do you agree with this statement
© Enjoy Computing | 1,571 | 734 | {
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M4
Research groups work as transparently and in as open a way as possible!
Description and background
This learning unit:
Role Model
Introduces researchers to norms in research collaborations
Builds the competency to set common objectives and norms in research collaborations
Challenges researchers to choose norms, which your research partners agree on while working collaboratively
Keywords
Emphasises openness and transparency.
Roles and Responsibilities, Research Agreements, Transparency, Openness
This unit has been prepared for disciplinary learning groups.
Learning Objectives
Learning Stages
1 Listen actively and present your own wishes, aims and goals
3 Practice being able to understand others and be understood by them in dialogues
2 Accept and learn to respect others' wishes, aims and goals
2 Motivate by choosing an interesting problem
1 Introduce the topic
3 Write down your wishes, aims and goals
Learn to discard arguments that cannot be backed up 4
4 Discuss and reach agreement
5 Reflect on reaching an agreement, and on their importance
"Quote about Collaborative Working"
1 Introduce the topic:
Homework (before the unit starts) or reading session
Read the paragraph on good research practice in "The European Code of Conduct for Research Integrity".
Look up the sketch about collaborative working on the Path2Integrity website ("Building a Foundation").
Discuss any questions regarding the material, and the meanings of any unknown words.
European Code of Conduct for Research Integrity:
Building a Foundation (Path2Integrity):
2 Motivate by introducing an interesting problem:
To learn about research integrity, please select an example from your discipline. Choose a situation in which collaborative work is common. Here are two possible examples:
1 "To promote more female speakers at high-level European conferences, three partners decided to work together on project X3. X3 supports high-level conference hosts by conducting and publishing the results of a survey about the most pressing needs of women while they are at conferences."
2 "To tackle health challenges in Europe, 15 institutions from different European countries support an experiment with different randomised trials to improve patient care".
These examples are similar in that they refer to collaborative teams pursuing scientific results using known and state-of-the-art research procedures. If one of these examples is relevant to you, you are welcome to use it. If not, please select an equivalent example from your discipline. Write it down in one or two sentences.
3 Write down your wishes, aims and goals
Be transparent and open!
Working alone, imagine that you are conducting the research in the example you've chosen. Flesh this out in detail. a
You do not know who your partners will be. Write down which research practices they might use that would jeopardise the research results. b
Consider what you would need from your project partners so as not to step into this pitfall. c
Outline what your partners should write down in advance of the project, so that you can confidently start your project without hesitation or discomfort to achieve research results. d
Which roles and responsibilities do the different partners in a collaboration have?
Think about processes such as research reporting on findings and problems; collecting and storing information; changing research design or models, etc.
Think additionally about intellectual property rights and ownership issues for data and publication.
When does the collaboration start? When does it end? Which Code of Conduct should the different partners adhere to?
4 Discuss and reach agreement
In groups of 2 or 3, go through the next steps:
e
Present your request for collaborative work to one other, starting with one partner and following the instructions below:
STEP 1: Explain the requests you have for your partner. What should they write down?
STEP 4a: If no, ask them why they would not sign it and consider as a team how to solve this problem. Write your answers down and conduct it if applicable.
STEP 3a: If the explanations do not match your request, rephrase your request and ask again starting with Step 1.
STEP 3b: If the explanations do match your request, ask them if they can accept this in a written contract.
Switch to the next partner starting again from Step 1.
STEP 4b: If yes, shake hands and switch to the next partner, starting again from Step 1.
STEP 2: Ask every partner to explain in their own words the actions you are requesting from them while working together
5 Reflect on reaching an agreement, and on their importance
* what did different groups agree on, and why?
As a class, discuss:
* what was challenging in the process?
* why is an agreement necessary in research collaborations?
* if groups couldn't come to an agreement, how did they proceed? | 2,002 | 957 | {
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