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POLITECNICO DI TORINO FIRST SCHOOL OF ARCHITECTURE
Master of Science in Eco-efficient Product Design
Honors theses
Learning for sustainable development.
Analysis of primary, secondary and high school student's perception and proposal of actions for the development of an educational course on the topic by Marianna Mazzaferro
Tutor: Luigi Bistagnino
Co-tutor: Cristian Campagnaro
This work is related to the exhibition "Innovation & Design - Product - Man", an educational project on issues of sustainable development that has involved some schools of Piemonte during the school year 2007/2008.
The aim of the exhibition, created and organized by DIPARDI of the First School of Architecture at the Polytechnic of Turin, was to stimulate students to a cultural debate on the issues of environmental sustainability and investigate their awareness.
The aim of my work, therefore, was to exploit the great quantity of material produced by students of primary, secondary and high school taking part in the activities promoted by the exhibition.
For me exploit, in this case, he wanted to say:
* analyze the responses given by students on the contents of the exhibition;
* bring out their vision of environmental sustainability;
* highlight the critical issues and propose new actions to overcome them.
The intent was to look in the mirror through the eyes of guys, be aware of attitudes, ways of thinking, values characterize our present and challenge to try to define together the growing process and life more sustainable.
The results show that children still find it difficult to disengage from the ecologist stereotypes and to address the systemic perspective of sustainable development topics.
In summary shows that:
‐ Students attach value to the environment especially for its naturalistic aspects.
‐ The problems of the world generate a catastrophic visions of the future.
‐ They believe that man is the cause of all the evils of the world: pollution, consumerism, social problems.
‐ Waste collection, recycling and environmentally friendly cars are considered the most effective ways to solve problems.
‐ They believe that to follow the rules already laid down to reduce pollution is enough to assume responsibility for a more sustainable future.
Pattern of thought of the students emerged from the analysis of materials produced
Besides this, also reveal the limitations of environmental education that in the Italian school, is too often seen as an isolated teaching, in fact, should be able to relate to other disciplines to provide a cultural education as complete as possible. This objective can not be achieved through greater provision of training in quantitative terms, but looking for tools that allow students to understand the relationships that bind us to the world and to other men, to think and act independently, conscious and cooperative.
With the intention of providing a useful instrument for education for sustainable development, I decided to leave the critical points found to build the most appropriate guidelines to elicit a change of this vision.
The idea is to provide a track to develop a useful educational course on sustainable development.
Criticality, guidelines, actions
But education for sustainability should be a path that involves the entire space of human life and that affects all of society. That's why it becomes essential to exploit the potential and active contribution of each social actor to move young people with the guidelines identified.
Among all the social actors, school is and should remain a point of reference. Indeed, it is socially recognized as a place of education, training, sharing and growth for students and, consequently, for the entire community.
Learning for sustainable development since the first cycle of studies is important. The school could be train people more aware of themselves and the world, able to deal critically and creatively with the challenges of our time.
Education for sustainable development. School, university and society
People trained to self-awareness, the most authentic human values, the sense of belonging to a complex world and the human community, will be more likely to engage in research and knowledge of good common, with a view to its concrete realization.
For further information, e-mail:
Marianna Clara Mazzaferro: email@example.com
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CASAS Level B Practice Lessons – Tutor Guide
Note to Tutor:
The format of the recently released 2019 CASAS tests is different from past CASAS assessments. Although our goal isn't to "teach to the test", the lessons in this packet will provide students exercises to reinforce their literacy skills and practice in the format that they will see on CASAS tests.
Each lesson will take approximately 30-45 minutes.
Lesson 1: Interpreting signs, advertisements and forms (Student Handout, p. 1-4)
Introduction
1. Write the word "purpose" on the whiteboard. Ask students to define what "purpose" means. Then summarize with the following definition of "purpose": purpose is the reason why something is done, written or said.
2. Write the following on the whiteboard: A journey of a thousand miles begins with a single step.
3. Ask students to explain the purpose of the saying, a journey of a thousand miles begins with a single step. Discuss the purpose, i.e., however difficult a task is, you can only complete it if you first start it.
Activity
Ask students to look at the signs, advertisements or form on their student handout and choose the best answers. Let them know that in some cases they will need to identify the purpose of a sign, advertisement or form. In other cases, they will need figure out the meaning of a word or closely review the information to pick the correct answer. Review the correct answers along with related vocabulary.
Key:
1. Pool and clubhouse 2. Be reliable 3. The company wants to sell everything.
4. In the morning and afternoon 5. The amount of the senior discount
6. Pizza Fresca is now open for business. 7. You can save money if you mention the ad.
8. Someone at the company will talk with you and give you advice about your basement if you buy a basement system.
9. a) a receptionist b) You don't need to answer phones or talk with patients.
10. a) To provide medical information including medications, surgeries and medical problems b) The name of the person to be treated by the doctor and the date c) unusual bleeding d) sensitive to, or made sick by a medication
Lesson 2: Interpreting emails (Student Handout, p. 5-8)
Introduction
1. Review the word "purpose" from Lesson 1. Write "main purpose" and "main idea" on the whiteboard. Let them know that these words have a meaning that is similar to "purpose." Let them know that they will be reviewing emails to figure out the "main purpose" or "main idea."
2. Introduce the concept of "tone." The tone in an email indicates a particular feeling. Some examples of tone include joyful, happy, serious, sad, angry, formal, funny, playful, thankful and loving. A person's tone in writing reflects their mood as they are writing. List some of these examples on the whiteboard and ask them what each means.
3. Write the word "phrase" on the whiteboard and let the students know that they will see this word when they complete the activity. Ask a volunteer to define "phrase", i.e., words that communicate an idea (but do not usually form a complete sentence).
7/31/19
Tutor Guide, Continued
Activity
Ask students to choose the best answer for each question about the emails. Review the correct answers.
Key:
Email p. 5:
1. To remind employees to close the windows before they leave.
2. John
3. To tell employees to close the windows because it costs a lot of money when they forget to close them when the air condition is on.
Email p. 6:
1. Susan Smith
2. To set up time to meet with her daughter's teacher to pick up her school assignments.
3. Worried
4. Five days
5. She missed classes and doesn't want to get behind in her studies.
Email p. 7:
1. Not enough employees
2. Mike Smith
3. To request more employees to keep up with the work demand
Email p. 8:
1. Happy
2. What companies has Marcus worked for?
3. Telling someone that you are happy because of his or her success or good luck (Note: Review the meaning of the word "phrase" as you discuss the answer to #3.)
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Skylarks' Pick'n'Mix Home Learning Menu Summer Week 3&4
1. Each day make sure you read for at least 30 minutes and practise spellings/phonics for half an hour – look at the Home Learning Blue Sky page on line for ideas
2. Tackle a maths challenge each day of at least 30 minutes maths – x tables too!
3. Choose the order you do the menu activities
4. When complete share some of your work with me on your nsix email for the newsletter.
Topic
* Choose 3 different types of living creatures. Take elements from each, to create a new creature. Draw/model and name your creature. Write a fact file explaining what it is like, where and how it lives. Example: a leopard, dragonfly and rattle snake – called a Leodragorat! Fast, poisonous venom and amazing flying dexterity…
* Create your own Top Trumps set of cards. Choose something you are interested in like musicians, transport, sport, nature. Play it with your family and see who wins the most!
* Research one of the six Tudor monarchs and their life. Write a diary as if you were them going about your royal duties. What decisions did you make whilst you were king or queen? Include your thoughts and feelings about why you made these decisions in your writing.
Literacy
* Get bossy! Create some instructions or a code for someone to follow in your house. Can you get them to make a sandwich or a cup of tea? Ensure you are very specific and include 'how much' statements, like 'rotate 90 degrees', 'Go forwards 3 steps in a straight line' Get them to try it out. Did it work? Was it clear? Purple pen any changes you make to improve your work.
* Like our Healthy cartoon we made in class, can you create a cartoon story about an adventure? Where will it be set; the future, past or an imaginary world? Remember to include speech bubbles and captions to explain what's going on.
* Imagine you were going to put your cartoon on the stage and make it into a performance. Write a script to go along with your cartoon and include stage directions too for the actors. If you can you could even try to video it being performed!
Numeracy
* Create a plan of your house. make it a scaled drawing e.g. each cm = 1 metre. You could make a model instead with different floors if you live in a house as well as furniture.
* Go on a fraction hunt! Record things you can find that have been divided into equal parts. It could be doors, bathroom tiles or sections in a chocolate box.
* Pocket Money Millionaire! If you were given £1 each week, how long would it take to become a millionaire in years? What if your pocket money doubled each week, starting with £1 in the 1 st week? Now how long would it take?
* Imagine you made a delicious pizza! Using a pizza wheel, you had to cut it into pieces. If you can cut in only straight lines, what is the most number of pieces you can create with 3 cuts? 4 cuts? 5 cuts? Is there a pattern? | 1,139 | 672 | {
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Cringleford Home Learning
Year 5 - Wednesday 1/7/20
firstname.lastname@example.org email@example.com
Good morning everyone,
We are in the final month of the Year 5!
Hopefully you were able to use your persuasive skills effectively to influence the sorting hat and get into the house you wanted.
How did designing your own House go? Will it be the house that all students want to be in? We would love to see your designs and hear about the qualities required.
We will continue with the story today and reflect on the various characters we have met so far. We will consider if we think the characters are 'good' or 'bad' ( 'heroes' or 'villains') using evidence to justify our views.
Have a good day.
Mr Donovan, Mrs Barber and Mrs Maslin.
Maths: Lesson 3- Calculating angles on a straight line
White Rose Maths - https://whiterosemaths.com/homelearning/year-5/
Remember you can always try a different year group if you are finding it too tricky or want to challenge yourself.
https://www.bbc.co.uk/bitesize/tags/zhgppg8/year-5-and-p6-lessons/1
Clic challenge
Find the Clic level you are on and see how you get on. You may want to have a go at the level above too. If you have any questions about your clics send an email to the class email and we can help.
English:
Harry is settling into Hogwarts and all the students have now been put into their houses. It is now time to start the learning at Hogwarts. We will see how Harry gets on today as we read Chapter 8 - The Potions Master https://www.wizardingworld.com/chapters.
We have met lots of characters throughout the story. Look at the character hunt sheet. Can you identify who each character is from the descriptions. You may need to refer back to the book to help.
When deciding if they are good or bad characters you need to base your decision on what you know at the moment e.g. the end of chapter 8. We know some of you big potterheads but we are only using the information from the first 8 chapters!
Harry Potter Map work
You may remember when we did our work on Rivers, we learned about using grid references to help us find places on maps.
Today you are going to revise using grid references and then use them to read a map of Hogsmeade and Hogwarts and create your own Magical map!
Grid references can be quite tricky, but think of them as a bit like playing Battleships!
First of all look at the Using Grid References Powerpoint. Mrs Barber has recorded audio clips on each slide to help explain.
Then, when you are feeling happier about grid references, open the Harry Potter Grid Reference Powerpoint, where you will again hear audio clips from Mrs Barber to help you with today's task.
You may also want to print off the Magical Map document if you can. If not you can draw your own grid. | 1,102 | 647 | {
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Building up Gradually...
It is important that we work together to best prepare your child for all aspects of their transition to secondary school.
Many children worry about the expectations of 'homework' and need a little reassurance to support them in managing this effectively. As teachers and parents we must encourage our children to get into good habits in terms of addressing their home learning tasks in an organised manner, planning them around their other commitments and social life!
In Year 6 we gradually build up the expectation for home learning in order to prepare our children for the next phase of their education. In the autumn term, children select one Learning Log task (recommended time 40 minutes), along with their weekly spellings (just a few minutes two or three times a week is best.) Your child will also receive a short Manga High or Number Gym maths challenge .
After Christmas there will be a weekly maths task, along with a weekly grammar or comprehension exercise. In the summer term these become higher profile and the Learning Log tasks are taken away.
Forty Minutes!
Home learning tasks in Year 6 should ideally be no longer than 40 minutes. Occasionally, our children might really get into a challenge (eg one of our Author of the Term competitions or a creative Learning Log option.) If they are really enjoying a task then it is fine for them to spend a little longer on this, but it is important to support your child with their time management and recognise that they can't spend hour upon hour on one individual task. If your child is a bit of a perfectionist then it is really important that we support them in developing a growth mindset and understand that it is okay to make a mistake. It is better to neatly cross out an error than to rip the whole thing up and start again!
Parent Information Booklet
Home Learning Preparing your child for Secondary School
Skyswood Primary & Nursery School
Avoiding a Battleground!
Home Learning can become a battleground, especially if children are tired and need some 'down time.' Establishing clear routines and expectations early on is essential. As a parent, it is important to oversee your child's home learning and give them positive messages. If parents don't see the point in a piece of home learning then the child might feel quite justified in applying their own 'half-hearted' approach. Children are given clear guidance on their home learning tasks when they are set. If you or your child is uncertain of the task then please pop in to clarify with the teacher rather than your child becoming anxious about the task.
If your child rushes through or takes little pride in their home learning, then this will obviously be picked up upon back at school and can ultimately result in your child developing a negative attitude towards home learning. The Year 6 programme of home learning is carefully designed to prepare children for that next step. If parents endorse a more casual approach and fail to monitor the weekly home learning, then your child may have quite a shock when transferring to their secondary school and having to cope with the expectations of Year 7!
Grammar and Comprehension
In Year 6 we aim to prepare your child fully for their end of key stage assessments whilst keeping a sense of perspective and fun. More than anything, we want your child to look back at this as a special year, with school journey and several other exciting events, irather than feeling anxious over the prospect of formal assessments.
There will be one set of practice papers set per half term to support our assessment and your child's progress. We believe in a balanced approach that will not compromise our vision and values in education, and your child's love for learning. . The practice papers inform future targets and these are addressed through the grammar and comprehension exercises that are introduced after Christmas.
A Quick Overview
Autumn Term
- Learning Logs
- Weekly Spellings
- Manga High Maths Challenge
Spring Term
-
Weekly Maths
(20 mins)
- Learning Logs
- Weekly Spellings
- Grammar/Comprehension exercise (20 mins)
Summer Term
- Weekly Maths task. (30 mins)
- Weekly Spellings
- Grammar/Comprehension exercise (40 mins)
Continue to encourage your child to read on a regular basis throughout the year! | 1,709 | 854 | {
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We Need Everyone to Develop an Ecological Conscience
What do I mean by Ecological Conscience? The phrase comes from the writings of Aldo Leopold, specifically,
"A land ethic, then, reflects the existence of an ecological conscience, and this in turn reflects a conviction of individual responsibility for the health of the land. Health is the capacity of the land for self-renewal. Conservation is our effort to understand and preserve this capacity…That land is a community is the basic concept of ecology, but that land is to be loved and respected is an extension of ethics." From Leopold's "A Sand County Almanac."
Leopold used the phrase in the context of what we would call today land stewardship, or what we would consider the beneficial management of the land. The idea being that in order for a landowner to be a good steward of the land, he/she must have it in their head and their heart to maintain or improve the health of the land, to care about the quality of the habitat and the sustainability thereof.
It is not just about doing the right things or not doing the wrong things, but to have somewhere deep within the feeling that they are responsible for considering what is best, long term, for the land, the soil, the water, the plants and the animals. A lot of times people express this thought by saying they want to "leave this place better than I found it."
And Leopold would say, if they have that feeling deep within, then that is evidence that they have an "ecological conscience."
Of course, we all have a conscience, something that tells us the difference between what is right and wrong, how to treat each other, etc. Without it we would have anarchy.
The land is not the only other thing that people feel deeply about. I don't know what to call it, but I expect that most people with kids have a similar deep-down conscience about always trying to do the best for their kids, over and above everything else.
As a Master Naturalist, we try to instill an ecological conscience in all new Master Naturalist trainees, and for that matter many other landowners we work with. And I can attest to many landowners throughout the Hill Country that demonstrate they have an ecological conscience in many ways.
Everything I have written above clearly implies this is something that only applies to rural landowners. But that is not the case, everyone does things that have an effect on the environment.
We all, everyone on this planet, require a whole list of ecosystem services for our daily lives, so the health and well-being of these ecosystem services is vital to our lives and thus it is important to all of us to take care of the ecology.
But almost a year ago, I wrote a column about ecosystem services. At that time, I called ecosystem services "Essential to Life but Almost Never Considered." I am going to run it again next week, because I think it is an essential part of the argument that everyone needs to understand before I can finish the discussion about the collective ecological conscience. We need to first understand how much the condition of the ecology affects our daily lives.
The important thing to know is that every one of us, even city dwellers who live in a high-rise in the city, do things every day that have an impact on the ecology somewhere, and almost no one gives it any thought. But if we had an ecological conscience, we should, and we would, give it more thought.
But I suggest that even those of us who think we have an ecological conscience in terms of our land, and we may indeed be good stewards of the land, may well be doing things in our daily lives that are detrimental to the environment in one way or another.
I sat down to make a list of everyday things that human beings do that can affect the ecology and it was a lot longer than I thought. That will be the subject of this column in two weeks.
We are living in a time when mankind has already caused a lot of environmental damage and continues to do so. The forces of destruction are increasing, not decreasing. So far, humanity has continued to adapt, but there is no guarantee we can continue to do so. The human population may have exceeded the carrying capacity of the earth.
To be continued over the next two weeks.
Until next time…
Jim Stanley is a Texas Master Naturalist and the author of the books "Hill Country Ecology," "Hill Country Landowner's Guide" and "A Beginner's Handbook for Rural Texas Landowners." He can be reached at email@example.com. Previous columns can be seen at www.hillcountrynaturalist.org . | 1,614 | 957 | {
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English
Bb Children will use Time Travel as a stimulus for their writing in a range of different genres. They will then look at writing based around Grimm's Fairy Tales.
Geography
In geography children will be learning about the location of the Aztecs and where they travelled before settlement.
Maths
Children will be encountering a range of mathematical concepts this term, including decimals, shape and space, ratio and proportion and measurement.
Year 6 Spring Term Curriculum Newsletter
Aztecs
RE
In RE the children will be looking at the Islamic Faith and will be learning about the Five Pillars of Islam
Science
Children will be looking at human anatomy in Science. We will look at different bodily systems and how they work.
History
In history, children will be learning about how the Aztecs lived and plotting key dates of the Aztecs on a timeline.
Design and Technology
In DT children will be planning and making Mexican recipes to follow their topic of the Aztecs.
French
In French we will be looking at shopping. We will learn all about clothing in French and will learn how to purchase items of clothing.
Homework Reminder
*Spellings will be given out on Monday and need to be returned by Friday *English homework will be given out on Wednesday and needs to be returned on Monday *Maths homework will be given out on Friday and needs to be returned by Wednesday
PHSCE
In PHSCE children are learning about sexual education. They will learn about puberty, reproduction and relationships.
How you can help at home
Please help your child by doing the following: *Read frequently with your child and ask them questions about what they have read *Help them to learn their spellings and times tables facts
All children have a MyMaths log-in and a Bug Club log-in within their planners which they can use whenever they like at home.
Other Helpful Websites
amathsdictionaryforkids.com activelearnprimary.co.uk
bbc.co.uk/bitesize/ks2/english/spelling_grammar/
Art
In art children will be sketching Aztec Gods and creating their own sugar skull art work.
Computing
In Computing this term, children will continue their project on designing and developing an app. We will also continue to discuss the importance of e-safety.
Dates for your Diary
Parents Curriculum Meeting 18 th January 19 th January – Amundsen class Assembly Parents Evening 21 st February from 4pm Parents Evening 22 nd Feb from 6pm 2 nd March – Fiennes Class Assembly | 1,036 | 518 | {
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SAT/SUN
7 8
1 4
1 5
2 1
2 8
2 2
2 9
MONDAY
Language Arts
Select a story and find the answers to these questions: Who? What? When? Where? Why? Note the organization of details in this story. Which is the most important? Where is it found in the story?
Look through the pages of the newspaper to locate something you can see, something you can smell, something you can taste, something you can hear, and something you can touch.
Comic strips are like little plays. Students can practice reading aloud with expression by reading the dialogue in the comics. Assign parts and have the strips read aloud in class.
Select a story from the paper and find the nouns. They can underline people, places and things in different colors. (Then try verbs, etc.)
Memorial Day
TUESDAY Social Studies
Read a newspaper article concerning pollution, overpopulation or major social problem. Write an essay telling how you would deal with solving the problem.
1
0
1 7
2
4
Skim the Help Wanted ads in the newspaper and circle all the jobs that need a person of character as an important part of the job requirements.
Follow stories on U.S foreign policy related to negotiations, mediations and arbitration. Prepare an outline of all attempts by the U.S. to intervene in these issues. Conclude with a detailed report.
How many stories are about your state, nation or world? Discuss where most of the news is coming from and why. Locate the places on a map. Define the character of the places and people.
End of NIE Calendar
WEDNESDAY Math
4
Choose 2-3 cars from ads showing miles-per-gallon. Choose a place on a map. Based on gasoline prices and mileage, how much will it cost each car to go there? Which car is the most economical?
1 1 Find a recipe in the Food Section. Divide the recipe in half. Come up with the amount of ingredients needed? Then double the size and list the amount of each ingredient.
Refer to the Business section for the foreign exchange rates. Exchange $500 in American money for different types of foreign money listed.
2
5
Compute the area of the advertisements on one page. What percentage of the page is used for advertisements?
THURSDAY Science
Make a scrapbook of pictures and news stories about conservation. Look for articles about hunting and fishing seasons, tree planting, energy crisis, etc.
1
2
1
9
2
6
Help students see the realworld application of science by having them find items in the paper related to topics that were in their science course.
From articles on water, air and land pollution determine the short and longterm consequences of the pollution described. Offer preventive or corrective methods to deal with the problem.
Find articles with renewable, nonrenewable and or inexhaustible energy sources. Write a brief essay describing events that can lead to an energy crisis and give possible solutions.
FRIDAY Values
Find an advertisement for jewelry. Why do people symbolize their love with gold or diamonds? What qualities do they have that symbolize the kind of love that people desire?
1
3
2
0
2 7
Find the following value terms in the newspaper and write down their meaning (you may add other value words): Care, Values, Better, Free, Rights, Blame, Responsibility
In the newspaper, find examples of editorials that are written to: inform the reader, interpret the news for the reader, entertain the reader, and influence the reader.
Find an example of an athlete demonstrating good sportsmanship and explain why you think so. What athletes are not good sports? Why do you they think so?
MAY
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Date:
CREATION
Bible Text: Genesis 1–2
Lesson Focus: God has created us to reflect God's image as we actively participate in creation today.
Big Question: What can I really do that makes a difference in caring for creation?
Key Words: Create/creation, Chaos, Order, Stewardship
Bible Connection
] ] God created everything—including you!
] ] There are two versions of the creation story: Genesis 1:1—2:4 and Genesis 2:4-25.
] ] The first creation story tells us how God created everything and brought order to the chaos.
] ] The second creation story tells us how God relates to people.
] ] Both accounts of creation are religious, not scientific.
] ] Humans have a special place in creation (Genesis 2:15).
] ] Because God has made us special, we have some extra responsibilities.
] ] We are made in God's image (Genesis 1:27) and are called to reflect that image in our relationships with others and with creation.
] ] We are called to be faithful to God and take care of all that God created (Genesis 1:28-30). We can demonstrate good stewardship of our resources.
Cartoon Connection
] ] What do "chocolate" and "candy" mean in reference to creation?
] ] Why is this cartoon called the "first" plan for earth?
] ] What happened to the first plan for the earth that changed it from the image of chocolate and candy?
student book Connection
Here We Stand Student Book page 75: Five Most Common Images for God in the Bible
] ] Why can one God have so many different images and names?
Here We Stand Student Book page 56: The Top 10 Bible Miracles and What They Mean
] ] Build a case for suggesting that the first miracle, creation, is the most important miracle. Do you think other miracles are more important?
] ] Does God still use miracles today?
Life Connection
Adopt a piece of God's creation around your yard, neighborhood, or church. In the space you can pick up litter, plant and water grass or flower seeds, build a bench for a peaceful place to rest, plant shrubs or trees, or hang a bird feeder to give food to birds year round.
STUDENT SHEET
© 2010 Augsburg Fortress. May be reproduced for local use.
1 of 2
CREATION
HWS Bible Trivia
Circle the letter that best answers each question.
On this day . . .
Genesis 1 or 2?
1. God created light and darkness on this day.
a. 1st
c. 3rd
b. 2nd
d. 4th
2. God created humans on this day.
a. 3rd
c. 5th
b. 4th
d. 6th
3. God took a break on this day.
a. 2nd
c. 5th
b. 3rd
d. 7th
4. Dry land, trees, and plants appeared on this day.
a. 1st
c. 3rd
b. 2nd
d. 5th
Creation Thoughts
1. How many versions of the creation story exist in Genesis?
a. 1
c. 0
b. 2
d. 3
2. What is the theme of the first creation story?
a. God dominates
c. Big Bang
b. God creates everything
d. God relates to people
3. What is the theme of the second creation story?
a. God dominates
c. Big Bang
b. God creates everything
d. God relates to people
4. The creation stories are religious, not _________.
a. scientific
c. lawful
b. fun
d. entertaining
1. Woman was made from man's rib in Genesis ___.
a. 1
c. Both
b. 2
d. Not in Genesis
2. Light and darkness were created in Genesis ___.
a. 1
c. Both
b. 2
d. Not in Genesis
3. The Garden of Eden is found in Genesis ___.
a. 1
c. Both
b. 2
d. Not in Genesis
4. God gives the rivers a name in Genesis ___.
a. 1
c. Both
b. 2
d. Not in Genesis
Genesis 1
1. How did the earth begin?
a. As a formless void
b. As two stars colliding
c. With God and the angels making some blueprints
d. It never began—it just was.
2. Which was not created on the 3rd day?
a. Dry land
c. Plants
b. Trees
d. Humans
3. What was created on the 5th day?
a. Sea monsters
c. Birds
b. Fish
d. All of the above
e. None of the above
4. What was created on the 7th day?
a. Animals
c. Sun and moon
b. Humans
d. Nothing
STUDENT SHEET
© 2010 Augsburg Fortress. May be reproduced for local use.
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LIBRARY AND TECHNOLOGY
September and October 2024
CARING FOR LIBRARY BOOKS
If pages are torn or become loose during the school year, simply return the book to school with a note. The library has special tape s and glue to fix books. Please don't try to fix it at home.
If you'd like to clean the covers of books, please use an alchol based cleaner and gently rub it over the cover with a slightly damp soft clot h or cotton ball.
BOOKMOBILE
PLAYAWAYS
The Bookmobile will be at school on September 3rd and 17th from 11:15-12:30.
The library's collection of Playaways has been growing the past few years. Each Playaway costs between $40 and $60. If you prefer your student not check out Playaways, please let me know.
WHAT DO KIDS LEARN IN LIBRARY AND TECH?
Students learn life-long skills in Library and Technology. Between the two subjects, a wide range of skills and attitudes are develope d including inquiry, problem solving, perseverance, troubleshootin g, research, digital citizenship, programming, graphic design, and b ook choice. Library and Technology are cross-curicular subjects meani ng I often integrate social studies, career readiness, design, sci ence, language arts, and math into my units.
KINDERGARTEN
Kindergarten will start the year out in Library by learning about caring for library books. Towards mid-September, they will begi n their first research unit on farm animals. In Technology, they will be learning foundational computer skills like scrolling, clicking, and navigating websites.
FIRST GRADE
First-grade students will begin the year with some basic research as they gather facts about what forest animals "can, have, and are." I n Technology, they will turn the facts they gathered into a presentati on as they experiment with Google Slide tools.
SECOND GRADE
Students will be investigating several different types of folktales. We will begin with tall tales and then move on to trickster tales. FFo r second-graders, typing will be the focus during Technology class in September. Montana Indian Tribe research will be the tech focus of October.
THIRD GRADE
An interview with Jonathan Hames, the world's most Inquiry into forest fires will be the topic of the first few weeks of school. Along with asking and researching questions about fores t fires, these students will be exploring some basic map skills. In Technology, students will be building their typing skills.
person.
innovative
FOURTH GRADE
Fourth-grade students will be traveling to National Parks this fall. We begin by reading books from parks throughout the United States. I n Technology, the emphasis will be on typing in September. In Octobe r, the students will research a National Park during both Library and Technology classes.
FIFTH GRADE
Here there be dragons. Fifth-graders will be analyzing word choice with dragons through a diverse collection of stories, poems, an d nonfiction works. Eventually, they will be turning their favori te descriptive language from the books we've read into a digital p oem poster in Technology class.
SIXTH GRADE
Sixth-grade students will be traveling back to antiquity this fall as they explore Pompeii. During the unit, students will investigate volcanoes , ethics, and archaeology. Keyboarding skills will be the focus in Technology for the first part of the year.
MS. B'S SUMMER READING AND LISTENING FAVORITES
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Maths
Number and Place Value within 10
Addition and Subtraction
2D and 3D shape
Number and Place Value within 20
We will use lots of practical equipment to aid the children's understanding and gradually move to pictorial
PE
Team Games
Health, Fitness and Well Being
Multi Skills Activities
PSHE
Celebrating differences Family and Relationships
Music
-Pulse
-Rhythm
-Voice
-Nativity songs
Phonics
Set 2
Set 3
Reception, Year 1 and Year 2 will be mixing into groups to support phonics, fluency and comprehension. We will be segmenting and blending alien and real words and reading phonics books too.
Year 1 Autumn Term 2024
We will also be having short basic skills sessions that focus on letter formation, handwriting, fine motor skills, number formation using rulers and underlining
Integrated Curriculum
This is Me! – History, Geography and Science
Children will begin the term by looking at old and new. They will use vocabulary like, old, new and a long time ago to raise awareness of the past. Children will also find things out about the past by asking and answering questions whilst speaking to older people. Children will explore the changes that have been made within their living memory and how they have changed from birth to now. Our children will then learn the difference between human and physical geography and identify features around our local area of Narborough. They will take a walk around Narborough to identify human and physical features in the village. Children will also explore differences in old and new pictures and will also learn to write their address. Then moving to Science, our children will identify, name and label basic body parts of the human body and explain which body parts are associated with which sense. We will be investigating our
English
During the term we will be studying 'Little Red Riding Hood', 'The Gingerbread Man', 'Where the Wild Things are' and 'The Lonely Beast'. We will be sequencing the stories, using drama to understand characters and writing our own versions in a narrative. We will also create instructions, write a letter and diary while focusing on using
RE – RE Today scheme
Who is a Christian and what do they believe?
Who do Christians say made the world?
Art
- This is Me Self Portraits Project
- Bodies and Bones
We will be learning about various artists and studying their style of art and use this to create portraits.
Computing
E-safety – Self-image and identity
Learn the different uses that technology offers today.
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WHS Book Rationale
* Intended Audience
College Preparatory English 12
* Brief summary and educational significance
Crossing the River begins in the 1700's as an African man is forced to sell his three children Nash, Martha and Travis - into slavery. The novel then assumes a three part structure - a snapshot in time during the 1820s, the latter part of the 19th century, and finally the late 1930s-early 1940s. The three children from the beginning are symbolically represented throughout the novel with each of their voices distinct and individual as the reader follows the history of blacks from Africa, to the American West, and to Europe.
A slave named Nash Williams is freed from bondage and sent to Liberia to convert native Africans to Christianity in the late-1820s. Narrated partly through Nash's letters back to his white master, the reader gains an appreciation of not only the brutality and desolation of slavery, but the power of freedom even when it means living in poverty.
Martha, an elderly black woman, is abandoned in Colorado while trying to travel with a group of black Pioneers to California. She grieves her lost child, and remembers the love of a man.
Finally, Travis - a black American GI - falls in love with a white English woman named Joyce during WWII. This section is narrated in a non-linear fashion from Joyce's point of view and exposes the bigotry and obstacles to mixed marriage and relationships during that time in history.
The novel's plot is complex because it is non-linear, and is told through multiple genres (letters, journals and a diary, the log of a slave ship). The story also takes place across 250 years of history, so it is not literally about the three children. Instead Nash, Martha and Travis are representative of a people as a whole. Phillips reveals the tortured search for home by a people whose lives were torn from their homeland through the Africa Diaspora. He doesn't spare the reader the horror of slavery or the grief of those whose families were destroyed by it.
Due to this novel's themes and style, it lends itself to a variety of educational possibilities: cross cultural connections with social studies classes, issues of race across time and cultures, making personal connections with the lives of the students.
Crossing the River was shortlisted for the Booker Prize in 1993.
* Purpose of teaching the work and how it will be used
English 12 focuses on British Literature, and Crossing the River offers a postcolonial reading experience for the students. Phillips was born in St. Kitts, raised in England, and currently lives and teaches in the United States.
Title: Crossing the River
Author: Caryl Phillips
This novel provides a context for discussing the results of the African Diaspora. It offers interesting thematic connections with books read in previous years: Things Fall Apart (English 10), Kindred or Beloved (English 11 and AP English Language), and offers interesting text pairings (e.g.: the writings of Olaudah Equiano).
Before reading the novel, students will research and present about historical events to provide context for the reading (African Diaspora, Liberia and the American Colonization Society, African American Cowboys, African American soldiers in England during World War II, etc.)
The multigenre nature of the text offers various writing possibilities: writing our own multigenre stories based on personal experience, "giving voice" to characters in the novel who are not heard from, connecting the issues of the novel to contemporary experiences.
* Potential problems
Crossing the River was selected as an On the Same Page Cincinnati book in 2004, so it has been part of a public reading experience. Phillips offers the perspective of a slave ship captain, which uncovers some of the brutalities of slavery, and there is a veiled reference to the possible pedophilia of a slave owner toward one of the characters. These are all important to creating the context of the lives of the characters after they are deserted (sold into slavery) by their father.
Despite the painful situation of some of the characters, the book ultimately has a triumphant tone in considering the breadth of influence and experience of those affected by slavery and the African Diaspora.
The book will also offer a challenging reading experience to the students due to the style mentioned above.
* Addressing potential problems
The difficult themes and structure of the novel are the some of the reasons for teaching it. As seniors, the students will be asked to address the issues of race, betrayal, and call for responsibility presented in the novel. Through class discussions, writing, presentations, and group reading, students will explore the tensions and challenges offered by the novel.
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Election Resources
Newslea https://newsela.com/
The articles in the campaign 2016 collection https://newsela.com/text-sets/5995/presidential-race come from Newsela's publishing partners which include The Washington Post, Chicago Tribune, and the Associated Press along with many other notable publishers. You can search for articles according to campaign issue, language (some articles are available in Spanish), and reading level.
Newsela is a popular service that aims to help teachers find current events articles that are appropriate for their students' age and reading abilities. For the 2016 presidential campaign Newsela is offering a section devoted just to news about campaigns, primary election results, and caucus outcomes.
Election NF 2016 – free app for iphone or ipad. https://goo.gl/GEFmZw
US Elections! Who will be the most powerful man, or woman in the world? Hillary Clinton, Bernie Sanders, Donald Trump, Marco Rubio, Ben Sanders, John Kasich or Ted Cruz?
Follow the presidential campaigns all the way, with a non biased feed, without missing a thing! Debates, press releases, media appearances, polls, opinions, analysis and more! Stay on top of the 2016 US Elections!
Student News Daily http://www.studentnewsdaily.com/
Student News Daily has six main categories. •
2. Daily Best of the Web is an excerpt from The Wall Street Journal's "Best of the Web" posting.
1. Daily News Article: Comprehension and critical thinking questions are found on the article page, below the article.
3. Tuesday's World Events are three short news stories from around the world.
5. Thursday's Editorial is a weekly opinion article from the web. Questions asking students to explain their opinion or reaction are found below the article.
4. Wednesday's Example of Media Bias is a weekly example of biased news reporting.
6. Finally, to round-out the week, we provide Friday's News Quiz, a 10 question multiple choice or true/false quiz with questions relating to the week's five "Daily News Articles
What's New in Google Apps???
• Simplified design
• Brand new colors and themes
• A quicker way to view and manage responses
Better commenting in Google Docs, Sheets, and Slides
Instant comments in Google Docs on the web - Highlight text or hover over the edge of a page to surface a small commenting icon, then click on that icon to quickly add a comment to that area of the document.
Type with your voice - Brand New !!!!!!
You can type and edit a document by speaking in Google Docs. *
To Start voice typing
1. Check that your microphone works.
2. Open a document in Google docs with a Chrome browser.
3. Click Tools > Voice typing. A microphone box appears.
4. When you're ready to speak, click the microphone.
5. Speak clearly, at a normal volume and pace (see https://goo.gl/OUIxAS for more information on using punctuation).
6. When you're done, click the microphone again.
To see all the functions this has to offer and all the voice commands you can use, go to https://goo.gl/OUIxAS
*Note: This feature is only available in Chrome browsers.
Wiser
–
http://app.wizer.me/
This application is free. Teachers can create interactive worksheets and assign them through GOOGLE CLASSROOM, or give the students a link or code. It self-corrects and gives you and your students immediate feedback. There are a few little bugs but overall, I really like this site. It is similar to Glogster and Thinglink combined.
Wizer is a neat tool for creating a variety of interactive assignments including writing assignments, multiple choice quizzes, and labeling assignments. | 1,637 | 774 | {
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USAAF Liberator "Tommy Thumper II" crashes in Old Catton on 22 nd January 1945.
Tommy Thumper II was a B-24 Liberator in the 467th heavy bomb group, 790th bomber squadron, stationed at RAF Rackheath, north-east of Norwich. It's serial number was 42-94811 and it originally served with the 34th bomb group at Mendlesham in Suffolk.
During August and September 1944, the 34th group replaced it's B-24s with B-17s, so Tommy Thumper II was moved to the 803rd (P) Radio Counter Measures Bomb Squadron based at Cheddington, Hertfordshire. In early January 1945, Tommy Thumper II was transferred to the 467th bomb group at Rackheath in Norfolk.
It was named Tommy Thumper II after the original Tommy Thumper B-24 was badly damaged during a hard landing. The crew of the original Tommy Thumper took charge of another B-24 and named it Tommy Thumper II.
On the 22nd January 1945, Captain John T. McArthur Jr. took charge of Tommy Thumper II for a training mission. The aircraft took off from RAF Rackheath in the early afternoon. Not long after take off, at about 13:45, Captain McArthur radioed the tower at Rackheath stating that he had engine problems. The tower instructed McArthur to return to the airfield.
The aircraft was sighted near to Horsham St. Faith airfield (now Norwich airport). Number 1 propeller appeared to be feathered and there were bursts of smoke coming from the number 2 engine. Things must have become serious as McArthur radioed the tower at the nearer Horsham St Faith airfield. He was instructed to circle until another aircraft was landed. Then, at about 13:56, flying at a height of about 400 feet, the aircraft appeared to stall, did a complete wing over, and spun into the ground. It crashed in the grounds of Catton Hall, near Church Street in Old Catton.
All nine crew members died.
An official investigation was carried out by the USAAF, but because the aircraft was completely destroyed and none of the crew survived, no reason was ever given for the crash.
This photograph is the Tommy Thumper II crew just before they departed for England and active duty. Denver C. Loberg (mentioned above) was part of the original crew but he was tragically killed on Christmas Eve 1944 when, returning from a bombing mission over Germany, he fell from the bomb bay somewhere north of Norwich whilst trying to salvage some bombs that were armed but had failed to drop. Leonard B. Rostkowski joined the McArthur crew to replace Denver Loberg.
This page is a memorial and tribute to the nine crew-men (listed below) who gave their lives in the line of duty and in defence of the freedom that many of us now take for granted.
Half way along Church Street in Old Catton is a memorial plaque. Many people walking through the historic heart of the Old Catton stop, read the inscription, and then move on without knowing more about the two US bombers or the pilots that gave their lives in early 1945. This article has been researched and produced to keep the memory of these brave souls alive.
Interestingly, the memorial plaque in Church Street mentions 20 valuable lives lost as a result of this and the "A Dog's Life" crash. But from the official crash reports, 18 crew men died, not 20. There were no civilian casualties as a result of these accidents. The reason for this disparity may lie in the fact that the initial crew of a B-24 consisted of 10 men. But later on in the war, this was reduced to 9 men when the ball turret was removed. Even after that turret was removed, some B-24's flew with 10 crew and others flew with 9. In the case of one bomber, "A Dogs' Life", the reason was simpler and the crew member – Norman Cameron - very lucky!
It would seem that at the time the memorial in Old Catton was commissioned, no one checked the crash reports. As no names are given on the memorial, someone must have presumed that the aircraft were each flying with a ten-man crew.
Larger versions of the photographs in this article, together with additional photographs and copies of the USAAF crash reports can be viewed in the photo archive at www.oldcatton.com.
We are extremely grateful to the nephews of Otto Stokes, Dan and Bill Herrman, for contacting this website and also to their family for providing us with and allowing us to publish this photograph of the Tommy Thumper II crew. They have asked us to point out that it has not been possible to trace or contact the relatives of the other crew members shown in this photograph and it is sincerely hoped that no offence or upset is caused to them by publishing this photograph.
We are also grateful to Andy Wilkinson and his website at www.the467tharchive.org for the additional information about Denver Loberg and to Cecil Lee for his assistance. | 1,938 | 1,085 | {
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What
Problem(s)
When
Where
Date
Time
Facility, site
Task being performed
Impact to the Goals
Analysis
Basic Level Cause Map - Start with simple Why questions.
Failure of sleigh
Cause Map
Fear presents wouldn't be delivered after Santa's sleigh loses
power
The movie Elf, starring Will Ferrell as Buddy the elf, tells the story of a Christmas that nearly disappointed children worldwide. On Christmas Eve night, as Santa made his magical trip to deliver his bag of Christmas gifts, his sleigh crashed in Central Park in New York City. Only quick thinking by Buddy and his friends got Santa airborne again and saved the holiday.
"The best way to spread Christmas cheer is singing loud for all to hear."
- Buddy the elf
Basic Cause-and-Effect
Potential for no
Christmas
presents
Customer
Service Goal
Impacted
Damage to
Santa's sleigh
Originally, Santa's sleigh was powered purely by Christmas cheer, but levels of Christmas cheer have been steadily declining in modern times and a secondary system, a Kringle 3000, 500 Reindeer-Power jet engine, had to be added in the 1960s to keep the sleigh flying. On the Christmas in question, the level of Christmas cheer hit an all-time low and the strain on the jet engine mount was too great and it broke off. Without the jet engine, Santa's sleigh crashed.
Cause Mapping is a Root Cause Analysis method that captures basic cause-and-effect relationships supported with evidence.
Have safe and happy holidays from ThinkReliability
Step 3.
3
Effect
Cause
Evidence:
Solution:
More Detailed Cause Map
-
Add detail as information becomes available.
For a free copy of our Root Cause Analysis Template in
Microsoft Excel, used to create this page, visit our web site.
Houston, Texas 281-412-7766 ThinkReliability.com
Investigate Problems. Prevent Problems.
Safety Goal
Impacted
Potential for
injury to Santa
Customer
Service Goal
Impacted
Potential for no
Christmas
presents
Production/
Schedule Goal
Impacted
Delay in present
delivery
schedule
Property/
Equipment
Goal Impacted
Potential
damage to
Santa's sleigh
Santa's sleigh
crashed to the
ground
Loss of primary
propulsion
Loss of
secondary
propulsion
Sleigh powered
by Christmas
spirit
Inadequate
levels of
Christmas spirit
Evidence: Known
problem since the
1960s
Jet engine
provides
secondary power
supply to sleigh
Evidence:
"Kringle
3000, 500 Reindeer-
Power" used as
secondary propulsion
when Christmas cheer
levels are low
Added after
primary
propulsion
begun to fail
Jet engine came
off sleigh
Jet engine broke
free of mount
Strain on mount
was too great
AND
AND
AND
Santa's sleigh
was high off the
ground
Santa's sleigh
flies
Needs fast
mode of
transportation
Millions of
presents to
deliver in one
night
AND
Inadequate
levels of
Christmas spirit
Evidence: Known
problem since the
1960s
Evidence: Statement
by Santa
Powering more
of the weight of
the sleigh than
typical
Cheer spirit
lowest it has
ever been
Evidence: Clausometer
readings
AND
Copyright ThinkReliability 2015 | 1,512 | 740 | {
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Sam Stick and Erwin Elastic
Music
Lien Avonds, Rob van den Berg, Ton Vennix,
Maria Speth
Image
Esther Marischler
Dance
Maria Speth and Monique Salomons 4/4 (chorus)
Time
Intro
none
Formation
(pairs) open space
Target group
suggested 4-12 years
Equipment
stick or wooden doll, elastic
Background Information
* Sam and Erwin are good friends. Today they are going walking together… Sam is made from wood and Erwin from elastic and you can see this clearly in the way they walk. Discuss with the pupils the way in which Sam moves, how he walks, and how he sways, how he bends, etc. How does Erwin do these? What differences are there between the two friends?
* But they do not always walk together. You can hear this in the B-section of the dance, sometimes you hear Erwin in the B-section and another time you hear Sam and Erwin
alternately. The tempo also varies widely in the B-sections.
* The movement in the various B-sections is mostly based upon the manner in which the instruments (cello and claves/guiro) are being played.
* The music in this dance is divided over 3 tracks. This enables the various parts of the dance to be studied separately.
Dance Explanation
* Moving in a wooden or more flowing style of movement is the primary image in this
dance. Erwin sways and turns every which way, from left to right he jumps zigzag over the street, meanwhile Sam moves more stiffly and in a straight line. But, Sam doesn't only walk, he may hop or jump. Can the pupils hear this in the music?
* The young pupils may have difficulty focusing on both characters at the same time, thus you may consider giving attention to one friend during the A-section (the walk) and later to the other friend. Older pupils shall, after a few practices, have less difficulty and should be able to work in pairs, one being Sam and the other being Erwin. For this age you may wish to imply that Sam knows the way and Erwin bounces all around him following the way.
* In the B-section you find the parameter is added within the music: fast-slow, as element of suspense. This section can offer other movement ideas, you can guide the pupils through ideas for reasons for movement. Listen to the music with the pupils and think of original dance ideas using movement verbs. What do the friends encounter on their walk? Does Erwin stretch himself or does he reach for apples high in the trees? Does Sam hop on one foot because he has a stone in the other shoe? Does Erwin bend in strange shapes to find his way through the hedge? Does Sam jump from one stone to the other to cross the river? Does Erwin splash through the puddles?
A possibility for the third and last B-section is that the friends say farewell to each other. Allow the pupils to listen to this music. What do they hear? Perhaps Erwin is swaying to
* bow to his friend. Sam offers, perhaps, a stiff nod of his head.
Dance Structure
Bars
Tips
* Visualise the two friends (an elastic illustrates Erwin clearly and if you draw a face on a stick Sam comes alive). I remember that my first Sam was a match…
* Within the A-section you find a musical variation, if the pupils are familiar with the dance you may wish to focus upon this. | 1,225 | 733 | {
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Powered by TCPDF (www.tcpdf.org)
The role of disaster experience in disaster response
Prior experience of disasters can mean that the impact causes less overall damage to people: "Dangers that would cause less experienced individuals and groups considerable trauma, tend to be taken in stride. Humans seem to prefer familiar dangers to those unknown". The 2004 Indian Ocean Tsunami has shown how a disaster culture taught some among the Moken coastal communities in Myanmar and Thailand, as well as the residents of Simeulue island, Indonesia, to run to higher ground when the sea drastically recedes, thus preventing loss of life in their communities. The traditionally nomadic Moken people, who still rely heavily on the sea, inhabit hundreds of islands in Myanmar and Thailand. Following the Tsunami in 2004 in the region, relatively fewer people died among some of their coastal settlements. Witness accounts indicate that their disproportionate survival is likely to be attributed to collective knowledge from previous tsunamis, passed down through oral traditions, which encouraged them to move to higher ground. There are around 78, 000 residents on Simeulue Island, Indonesia, but only seven people died as a result of the tsunami in 2004. Research among survivors again shows that it was oral history of previous tsunami experiences that empowered local people to evacuate to higher ground. One personal account described how a man's grandmother had died in a previous tsunami in 1907. He attributed his survival to his grandfather and others, who had shared the unfolding of events in 1907, which meant he understood the early warning signs and could, in turn, warn others. There was a similar finding in Chile, following the 2010 earthquake, when people evacuated to higher ground. However, visitors to the coast were less likely to survive the tsunami because "they were not part of the culture that had enabled the coastal communities to read and respond to their environment".
Note: See source document for full reference.
Applicable to:
Stakeholders: Individual/collective memory, Local knowledge
Disaster Phases: Preparedness, Response
Types of Actors Concerned: Non-active citizens, Active citizens
Hazards: Natural hazards
Recommendations:
Use local knowledge, collective memory and shared cultural values to improve disaster preparedness, response and recovery
Source
Deliverable D7.3 "Report on cultural factors and citizen empowerment" (page 58)
This file was generated automatically on: 12.02.2019.
The role of disaster experience in disaster response https://culturalmap.carismand.eu/a/7-3-90-the-role-of-disaster-experience-in-disaster-response | 1,143 | 539 | {
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(Geotectonics and Geomorphology)
Full Marks: 20
Answer all the questions: (2
× 10= 20)
1. Define plate.
2. What is weathering?
3. What is meant by isostasy?
4. What do you mean by mass wasting?
5. Define fault.
6. What is nappe?
7. What is uvala?
8. What is the main reason behind the occurrence of earthquake?
9. What is magma?
10. What is questa?
(Geotectonics and Geomorphology)
Full Marks: 10
Answer all the questions: (1
1. Give one example of karst topography found in India.
2. What is block disintegration?
3. Give an example of continental plate.
4. What is hogback?
5. Mention one name of fault.
6. What is fault line?
7. What is seismology?
8. What is richter scale?
9. Give an example of Pyramid Peak found in India.
10. What is lava?
× 10= 10)
(Geotectonics and Geomorphology)
Full Marks: 10
Answer all the questions: (1
1. Who first coined the term 'Plate'?
2. Who is the propounder of Continental Drift Theory?
3. Give an example of exfoliation weathering.
4. Who was Pratt?
5. Give an example of fold.
6. Mention one example of erosional landform developed due to wind.
7. What is the average speed of Primary seismic wave?
8. What does SIMA mean?
9. Who is W. M. Davis?
10. Write an example of active volcano.
× 10= 10)
(Cartographic Techniques and Geological Map Study)
Full Marks: 20
Answer all the questions: (2
1. What do you mean by bed?
2. What are the uses of basalt?
3. What is cartography?
4. Distinguish between dip and strike.
5. What is polar coordinate system?
6. What is GEOID?
7. What is projection plane?
8. What is Radial scale?
9. What is Rhumb line?
10. What is spheroid?
× 10= 20)
(Cartographic Techniques and Geological map Study)
Full Marks: 10
Answer all the questions: (1
1. What is the full form of R.F?
2. What does B.M stand for?
3. When was Survey of India established?
4. What is bedding plane?
5. Give an example of thematic map.
6. Mention one significance of diagonal scale.
7. What is Spot height?
8. Write down the formula to calculate relative relief.
9. Mention one use of marble.
10. Give one example of igneous rock.
× 10= 10)
(Cartographic Techniques and Geological map Study)
Full Marks: 20
Answer all the questions: (2
× 10= 20)
1. What is unconformity?
2. Define map scale.
3. Mention any two disadvantages of linear scale.
4. What is Vernier scale?
5. What is Moh's scale?
6. Define map projection.
7. What is UTM projection?
8. Define cadastral map.
9. What is topographical map?
10. What is Hade? | 1,761 | 727 | {
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Seagull Advice Frequently asked questions
There are no bye-laws to say you cannot feed seagulls, however, we have asked all our food businesses to display 'Please Don't Feed the Seagulls' posters, and we have put up advisory metal signs in these areas to discourage people from feeding seagulls. The key message is not to feed seagulls, for the following reasons:
Is it illegal to feed seagulls?
- It affects their health
It makes them aggressive towards humans It causes nuisance
- It encourage them to steal food and waste
What can be done about seagulls ripping open refuse sacks?
Wheeled bins with lids have been provided across the district and every household either has a suitable bin or special 'seagull proof' sack which helps to eliminate this problem.
Seagulls have discovered that plastic refuse sacks often contain an easy source of food. We are aware of this problem and encouraged all residents to act responsibly and make sure that their own refuse is put out for collection in a suitable container for collection.
What can be done about the noise?
What can be done about fouling?
Unfortunately, there is nothing that can be done specifically about the noise. However, you should also see the advice below about seagulls nesting on your property. It may be appropriate to consider bird proofing works to your own roof and other suitable nesting sites and if the seagulls are on someone else's property, you may wish to speak to the owner or occupier of that property and ask them to consider proofing their property too. Any commercial pest control contractor would usually be happy to advise you in this respect.
Unfortunately, there is nothing that can be done specifically about fouling. However, you should also see the advice about seagulls nesting on your property below. It may be appropriate to consider bird proofing works to your own roof and other suitable nesting sites and if the seagulls are on someone else's property, you may wish to speak to the owner or occupier of that property and ask them to consider proofing their property too. Any commercial pest control contractor would usually be happy to advise you in this respect.
This behaviour is almost always because the adult gulls are protecting their chicks. However, often the best solution is to simply try to avoid the birds and wait until the chick is big enough to fly. In circumstances where gulls are clearly physically attacking people to the extent that they can be shown to present a danger to public safety or health, it is possible to operate under a licence from Natural England to take action. In doing so the person must take care that they comply with all the conditions in the licence.
What can be done about aggressive gulls dive-bombing and attacking people?
What can I do about seagulls nesting on my property?
Herring gulls are protected under the Wildlife and Countryside Act 1981. However if there are public health or public safety concerns, it is possible to operate under a licence from Natural England to allow control measures to be taken. This is explained in more detail in the information for property owners' leaflet.
What can I do about injured birds?
What can I do if I see cruelty to birds?
It is common to find a chick on the ground, having fallen from its rooftop nest. If the chick is not injured, it must be left where it is - the parents will continue to look after it. If it is in danger it can be moved a short distance to a safer place. If it is injured you may wish to report an animal in distress (sick, injured or trapped animal) to the RSPCA on 0300 1234 999.
If you witness an act of cruelty you may wish to report the matter to the RSPCA National Cruelty and Advice line on 0300 1234 999. | 1,410 | 790 | {
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4. A Clean Green Oxford
An attractive and clean city that minimises its environmental impact by cutting carbon, waste and pollution
Corporate Plan Priorities 2016-2020
efficiency measures by levering in financial support.
Save energy and reduce carbon emissions through energy saving and renewable energy schemes that bring down energy bills, tackle fuel poverty and reduce the city's carbon footprint.
Tackle congestion and pollution that frustrates growth and damages peoples' health through a better public transport offer, our low emission zone and by promoting safe cycling and walking routes.
Improve the cleanliness of our streets, neighbourhoods and open spaces so that Oxford is an attractive, clean and safe place which residents, visitors and those who work in the city enjoy. 271
Reduce the total amount of waste and increase the proportion of the waste stream that is recycled providing excellent recycling services and facilities across the city and working with partners to promote recycling.
Protect the city from extreme weather events and flooding by working with partners to invest in effective flood defences
With the County Council completed a feasibility study and public consultation on introducing a Zero Emission Zone.
Won £370,000 funding to deliver electric taxi charging infrastructure in the city.
Reduced City Council carbon emissions by 5% by, for example, installing our largest solar PV system at Cowley Marsh Depot. We now produce 9.8% of our electricity from our Solar PV system.
Won £100,000 of matched funding from central government giving us a total fund for carbon reduction of £800,000.
Our partners in the LEAP project installed 275 small energy efficiency repairs, saving vulnerable residents £3,712 on their energy bills. Estimated income generated for these residents is £33,000.
Key Achievements in 2017
Retained all 6 Green Flag awards for our parks, which recognise the best green spaces in the country.
Won the 'Association of Public Service Excellence Award' for the best Streetscene Team and best Recycling Team of the Year.
Further increased recycling from 47.5% in 2016 to 51.41% in 2017.
Completed the Northway and Marston Flood Alleviation Scheme, reducing the flood risk to 110 homes.
Continued work on the Oxford Flood Alleviation Scheme, with the Environment Agency, to reduce the flood risk to over 1,200 homes.
Helped households at risk from fuel poverty by installing over 600 energy
With partners launched a telephone help line to help vulnerable residents with high energy bills to make energy saving improvements to their home.
Levered in £35,000 for private rented sector energy efficiency improvements resulting in 356 energy efficiency improvements in 56 homes.
Completed the £14 million OxFutures 1 programme which delivered investment into community owned renewable energy projects across Oxfordshire.
Launched the new £3.2 million OxFutures programme to develop a low carbon and energy efficient economy and to increase access to lower cost, sustainable, local energy.
Priorities for 2018 – 2020
Construct the Recycling Transfer Station at Redbridge.
Support the Environment Agency in the next stage of the Oxford Flood Alleviation Scheme.
Develop plans to tackle air pollution through work on the Zero Emission Zone proposals and joint campaigning with Friends of the Earth and Oxford schools.
4. A Clean Green Oxford
An attractive and clean city that minimises its environmental impact by cutting carbon, waste and pollution
Promote the uptake of low emission vehicles through the delivery of EV on- street charging and EV taxi charging infrastructure.
Seek to secure environmental gains through the iTree project and publish Sustainable Urban Drainage design guidance.
Further explore innovation renewable energy eg. local energy production, battery storage and grid balancing projects, solar carports, and renewables/waste led heat networks.
Increase referrals to our one-stop telephone help line 'Better Housing Better Health' to advise householders and help vulnerable people to heat their homes to a healthy level. 272
Continued improvement in the ecological management and biodiversity of the city's parks and open spaces. | 1,888 | 819 | {
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Plants with Unique Adaptations
Plants have physical structures and specialized behaviors that help them survive in their environment. The plant roots, stem, leaves, and flowers all work together to carry out daily activities for survival. Each plant structure does a specific job like absorbing nutrients, providing support, producing food or attracting pollinators for seed production. Plants use these structures and behaviors to adjust or adapt to the conditions in their environment.
How Plants Eat
Plants use light energy to make glucose from water, carbon dioxide, and nutrients, this process is called photosynthesis. Green plants contain a pigment called chlorophyll. The Chlorophyll in the plant leaves uses energy from the sun along with water and carbon dioxide to make the glucose sugar that plants need to grow. The water and nutrients
necessary to carry on photosynthesis are absorbed from the soil by the roots of the plant. The sweet sugars you taste in a piece of fruit are made through the photosynthesis process.
Plants That Bite Back
Carnivorous plants may be distinguished from other plants by what they eat and the way they eat it. Carnivorous plants, like other green plants carry out photosynthesis for energy. But in addition, they have adapted a special way of supplementing their nutrition. Because the soil that carnivorous plants usually grow in is acidic, nutrients, including nitrogen and phosphorus, are often unavailable to the plant. Carnivorous plants supplement their requirements by trapping and digesting insects. These plants can survive without this nutrient supplement, but they become less hearty and are less able to survive in their environment.
Darwin and the Hairy Leaf
Charles Darwin first wrote a book about carnivorous plants in 1875. Even though few fossil carnivorous plants have been found, scientists learned have a hypothesis that traps evolved with a basic hairy leaf structure that held water. Bacteria in the water caused the trapped insect to rot and so the plant could "eat" by absorbing its nutrients. This adaption was helpful to the plant and evolved into many different traps found in today's carnivorous plants.
Charles Darwin studied plant adaptations.
Do They Eat Their Pollinators?
All these carnivorous plants are also flowering plants, well adapted to living in
poor soils. They need pollinators to reproduce and they need prey to supplement their nutrition. The most common pollinator for flowering carnivorous plants is bees and hoverflies. The most common prey of carnivorous plants are gnats, flies, moths, beetles, and ants. Carnivorous plants are both a producer and a consumer, demonstrating interdependence within the ecosystem. So how do they keep from eating the pollinators they need? Carnivorous plants have adapted different ways to help them separate the prey from the pollinator.
* Flowers are high above the ground while the trap is lower on the plant.
* Flowers use white color and nectar to attract certain pollinators, but the trap uses scent and a red color to attract prey.
It is in their evolutionary interest to have physical structures and specialized behaviors to tell the difference between the pollinator and prey.
Conservation: Why You Should Care?
The endangerment and extinction of plants is a problem and threatens our environment.
These carnivorous plant species are at risk, because of overcollection, habitat loss and fire suppression.
People are poaching or illegally taking plants from the wild. People can legally produce flytraps in a plant nursery. However, it can be difficult for stores to be certain that their flytraps were propagated legally. Venus flytraps are native in the pine forest ecosystem at Carolina Beach State Park. When humans develop these natural ecosystems into places like neighborhoods farms and roads, these wild plants do not have what they need to survive.
The unique ecosystem at Carolina Beach also depends on disturbances like fire. Park rangers carefully set intentional fires in the forest to maintain the conditions necessary for unique plants like Venus flytraps. We as citizens have a responsibility to protect these unique and special plants. | 1,627 | 814 | {
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TIME MANAGEMENT
Time Management refers to managing time effectively so that the right time is allocated to the right activity. Effective time management allows individuals to assign specific time slots to activities as per their importance. Time Management refers to making the best use of time as time is always limited. Ask yourself which activity is more important and how much time should be allocated to the same? Know which work should be done earlier and which can be done a little later.
Time Management plays a very important role not only in organizations but also in our personal lives.
Time Management includes:
Effective Planning Setting goals and objectives Setting deadlines Delegation of responsibilities Prioritizing activities as per their importance Spending the right time on the right activity Effective Planning Plan your day well in advance. Prepare a To Do List or a TASK PLAN. Jot down the important activities that need to be done in a single day against the time that should be allocated to each activity. High Priority work should come on top followed by those which do not need much of your importance at the moment. Complete pending tasks one by one. Do not begin fresh work unless you have finished your previous task. Tick the ones you have already completed. Ensure you finish the tasks within the stipulated time frame.
Setting Goals and Objectives Working without goals and targets in an organization would be similar to a situation where the captain of the ship loses his way in the sea. Yes, you would be lost. Set targets for yourself and make sure they are realistic ones and achievable.
Setting Deadlines Set deadlines for yourself and strive hard to complete tasks ahead of the deadlines. Do not wait for your superiors to ask you everytime. Learn to take ownership of work. One person who can best set the deadlines is you yourself. Ask yourself how much time needs to be devoted to a particular task and for how many days. Use a planner to mark the important dates against the set deadlines.
Delegation of Responsibilities Learn to say NO at workplace. Dont do everything on your own. There are other people as well. One should not accept something which he knows is difficult for him. The roles and responsibilities must be delegated as per interest and specialization of employees for them to finish tasks within deadlines. A person who does not have knowledge about something needs more time than someone who knows the work well.
Prioritizing Tasks Prioritize the tasks as per their importance and urgency. Know the difference between important and urgent work. Identify which tasks should be done within a day, which all should be done within a month and so on. Tasks which are most important should be done earlier.
Spending the right time on right activity Develop the habit of doing the right thing at the right time. Work done at the wrong time is not of much use. Dont waste a complete day on something which can be done in an hour or so. Also keep some time separate for your personal calls or checking updates on
Facebook or Twitter. After all human being is not a machine.
For Effective Time Management one needs to be:
Organized - Avoid keeping stacks of file and heaps of paper at your workstation. Throw what all you dont need. Put important documents in folders. Keep the files in their respective drawers with labels on top of each file. It saves time which goes on unnecessary searching.
Dont misuse time - Do not kill time by loitering or gossiping around. Concentrate on your work and finish assignments on time. Remember your organization is not paying you for playing games on computer or peeping into others cubicles. First complete your work and then do whatever you feel like doing. Dont wait till the last moment.
Be Focussed - One needs to be focused for effective time management.
Develop the habit of using planners, organizers, table top calendars for better time management. Set reminders on phones or your personal computers. | 1,499 | 816 | {
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Coyote Stories for Children: Tales from Native America
Coyote Stories for Children: Tales from Native America
In the Native American oral tradition, the vulgar but sacred Trickster assumes in all coyotes, and Mai, the character (trickster, creator, and buffoon) in legends and Coyote and said in a disappointed tone, Have you no food for the children?Native Coyote Tales Coyote Stories for Children: Tales from Native America by Susan Explore Stories For Children, Coyotes, and more!OUT OF PRINT This title is no longer available from the publisher Coyote Stories for Children: Tales from Native America is written specifically as a read-aloudCoyote Stories for Children has 10 ratings and 1 review. Fredrick said: This is a set of four Native American stories about Coyote. They are from regionsCoyote Stories for Children: Tales from Native America [Susan Strauss, Gary Lund] on . *FREE* shipping on qualifying offers. Retells a variety ofIn a series of four stories, the Native American character Coyote is introduced to young readers showing the creative and foolish nature of this popular hero Read retellings of famous Native American Myths, Legends and Stories The sun was shining brightly, and Coyote felt very hot. Her beauty was the talk of the island, and her father was quite protective of his only child. Coyote Burns His Children Coyote Chases Stories. A Coyotes Tales (Tohono Oodham - Papago) Coyote And His Children (Costanoan)Buy Coyote Stories for Children: Tales from Native America by Susan Strauss, Gary Lund (ISBN: 9780941831628) from Amazons Book Store. Everyday lowCoyote Stories for Children: Tales from Native America [Susan Strauss, Gary Lund, Howard Lund] on . *FREE* shipping on qualifying offers. RetellsNote that since many children use this site, we have tried to avoid linking to any Native American legends or stories which deal explicitly with sex or contain bad The only story of its kind, A Coyote Columbus Story is the only childrens book about the Columbus encounter written from a NativeBetween Earth and Sky: Legends of Native American Sacred Places Genre: Fiction, Fairy Tales and Folk Tales, Myths and Legends Things change, however, when trickster Coyote tries to help, tires of the task, and then tosses the rest of: Coyote &: Native American Folk Tales (Audible Audio Edition): Joe Hayes, Cinco Puntos Press: Entertaining, and very appropriate for children.Folktales > Native American folktales > Coyote spills the stars at World of Tales - Stories for children from around the world!. . COYOTE &. Native American Folk Tales. by Joe Hayes But the coyote stories in this collection are different.
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The Kindergarten Chronicles
Robyn Markovic, RPDP
Beth Jacobsen, Goolsby ES
Welcome Back! What's in a name?
What's in a name? Children's names are extremely personal to them. Usually, a child's name is the first word he or she recognizes and learns to spell. Using students' names in routines, games, and displays is a motivating way to teach first trimester benchmarks in kindergarten.
You can use the names of the students in your classroom to help students "identify and name upper and lower case letters of the alphabet and identify letter-sound relationships (1.K.3)." Children can use the knowledge they build about their names as a foundation for understanding how letters, sounds, and words work. In this month's edition of The Kindergarten Chronicles, you will discover ways for children to interact with their
Below are some ideas for using magnetic letters to help students learn their names.
1.K.3, (K) 5.4B, (K) 5.4C
Sun Names- Go outside with your children on a sunny day and give each child a piece of black construction paper. Have children spell their names on the paper with magnetic letters. Leave the papers outside for several hours. Have students remove the letters and discover names and the names of their classmates.
Center Ideas:
Name Cutouts (K) 1.3B, (K) 1.4D
Cut large letters of various fonts from magazines or newspapers or create some with your computer. Have a set of name cards with each child's name at the center. Have each child glue the correct letters onto a piece of paper to spell his name. Allow him to look at his name card, if needed. Have each child decorate his name paper with markers, stickers, or magazine pictures to personalize it. Bind all of the name cards alphabetically into a class book titled From ____ to ____. Fill in the first blank with the first name alphabetically in your class and the last blank with the final name in your class. For example, it may
Southern Nevada Regional Professional Development Program
be titled, From Abby to Xavier.
Clothesline Names (K) 4.1D, (K) 5.4B, (K) 5.4C
Set up a clothesline. The area under the white board works well. Write uppercase letters on paper squares as your class list requires. Place the letters in a basket near the clothesline. Set out plastic clothespins and name cards with each child's name written in uppercase letters. Have each child find her name card and choose the matching letters from the basket. Have her clip the letters on the line in the correct order to spell her name. Have her remove the letters and place them back in the basket. Later, change the letter squares to include uppercase and lowercase letters so that students can capitalize the first letter of their name.
Also include the letters of students' last names for practice too!
the dark letters of their names left on the paper.
Writing Names- Give each child a sheet of writing paper and a pencil. At the top of his writing paper, set the magnetic letters that spell his name. Have each child use the letters as a guide as he writes his name on the paper.
netic letters and her name strip. Have each child find the matching magnetic letters and place them on top of the letters on her strip. Once children can match the letters in their own name, encourage them to match the letters in the names of their classmates.
Magnetic Letter Match– For each child, use magnetic letters to trace her name onto a strip of tagboard. Give each child mag-
Guess the Name– Place one magnetic letter at a time on the overhead to spell out the name of a child in the class. The first child to guess the name gets to choose the next name to spell out.
Volume 5, Issue 1
September 2009
www.rpdp.net
"Name-o"
(sung to the tune of "Bingo") There is a friend who's in our class, And [Sara] is her name-o! [S-a-r-a], [S-a-r-a], [S-a-r-a], And [S-a-r-a] is her name-o! "Name-o"
Write each child's name on a separate card. Have a child stand in front of the class and hold her card. Sing the song, chanting the spelling of the child's name.
Sing one child's name every day until everyone has had a turn to hear her name. | 1,670 | 963 | {
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Tyrendarra
Volcanic Plains, Victoria
The ancient volcanic landscape of Tyrendarra Indigenous Protected Area (IPA) was created by the spectacular eruption of Budj Bim (Mount Eccles) around 27,000 years ago. This region is a traditional meeting place and camping area for the Gunditjmara people— the land is part of major Dreaming trails and an important ceremonial site.
as settlements of circular stone dwellings. These complex enterprises were carried out in a landscape imbued with spiritual meaning for the Gunditjmara.
Owned and managed by the Winda-Mara Aboriginal Corporation on behalf of the Gunditjmara, Tyrendarra sits on Darlot Creek, a tributary of Lake Condah to the north. The property covers 248 hectares (almost 2.5 square kilometres) in the Victorian Volcanic Plain Bioregion.
Tyrendarra features the remains of a large, settled community that systematically farmed eels for food and trade in one of Australia's earliest and largest aquaculture ventures. The remnants of Indigenous engineering works include weirs, channels and eel traps, as well
Nationally recognised for its archaeological, cultural and environmental importance, Tyrendarra IPA forms part of the Budj Bim National Heritage Landscape—one of the first places to be listed on Australia's National Heritage List in July 2004. The WindaMara Aboriginal Corporation manages the Indigenous heritage values of the landscape, in addition to land and resource management activities they carry out on the IPA.
Tyrendarra is home to a wide range of mammals and marsupials, including possum, kangaroo, wallaby, koala, quoll, antechinus (native mouse) and glider species. With large areas of wetlands, about a fifth of all recorded native species are aquatic, including frogs, turtles, native fish and eels, yabbies, and
freshwater crabs and mussels. Tyrendarra is also well known for the high numbers of tiger snakes and copperhead snakes active from spring through to autumn.
As well as widespread wetlands, Tyrendarra's vegetation includes a distinctive woodland community of manna gum and blackwood, with remnants of messmate stringybark and the formerly widespread woolly tea-tree. It is believed that tea-tree removal over the years may have contributed to changes in the property's natural water systems. The remaining wetlands are home to a wide variety of sedges, rushes, reeds and grasses.
The management of Tyrendarra IPA centres on reinstating the pre-1840s wetlands system, supporting the consequent regrowth of the manna gum woodland, managing introduced flora and fauna, and establishing an eel aquaculture industry as a sustainable business venture. A cultural rehabilitation plan is also guiding cultural landscape restoration.
These aims are being supported by IPA activities such as repairing and upgrading infrastructure on the property, controlling weeds and feral animals, building visitor boardwalks and interpretative signage, and replanting trees and shrubs.
Over 5,000 trees and grasses planted in 2004 and 2005 were destroyed by bushfires in January 2006, along with 90 per cent of the property's vegetation. Despite this devastating blow, new seedlings have been planted from locally grown seed with the assistance of International Student Volunteers.
The declaration of Tyrendarra IPA in December 2003 was made under World Conservation Union (IUCN) Category VI – Managed Resource Protected Area: Protected Area managed mainly for the sustainable use of natural ecosystems.
Photo Credits: Front – Tyrendarra wetlands and volcanic rock ruins, Ivan Haskovec. Back – (Left) Matthew Butt and new Tyrendarra bridge works, Ivan Haskovec. (Right) Tyrendarra Tiger snake, Matthew Butt.(Bottom) Boardwalk through a ruined stone settlement, Matthew Butt. Art Credit: Taken from original artwork ©Eunice Nungarayi Woods.
Tyrendarra IPA is part of Australia's National Reserve System, a nation-wide network of reserves especially set up to protect examples of Australia's unique landscapes, flora and fauna for current and future generations.
FFor more information about Indigenous Protected Areas visit www.environment. gov.au/indigenous/ipa or contact the Department of the Environment and Water Resources Community Information Unit. Email: firstname.lastname@example.org Freecall: 1800 803 772 | 1,926 | 916 | {
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Brought to you by —
To help communicate the significant and diverse benefits of pesticides. If you find this booklet helpful and would like copies or more information on a particular topic, please contact us.
PO Box 7644 Olympia, WA 98507 (360) 705-2040 www.wafriends.org
Our goal is to share easy-to-understand, scientifically accurate information about pesticides and their use. Please help us in this goal by becoming an advocate for vegetation management and the products we use.
Additional resources
National Pesticide Information Center: http://npic.orst.edu/
EPA's Pesticide Home Page: http://www.epa.gov/pesticides/about/index.htm
Washington State University Pest Management Resources: http://extension.wsu.edu/wsprs/Pages/Garden.aspx
Benefits of Pesticides
Understanding why pesticides are used for
Vegetation Management
Pesticide safety and regulation
Every pesticide must be thoroughly tested and registered by the Environmental Protection Agency (EPA) before it can legally be sold or used in the United States. Pesticides must be used according to the directions on the label. Any other use is illegal.
Pesticide use is also regulated by the Washington State Departments of Agriculture, Labor & Industries and Ecology. Pesticide applicators must be licensed by the Department of Agriculture. An applicator who applies pesticides illegally is subject to disciplinary action including fines, license suspension or revocation or more depending on the situation.
The research and development process to bring a new pesticide to market is long and expensive. It often takes 10 years or more and costs hundreds of millions of dollars for each potential product. After all that, only one product out of approximately 140,000 researched ever makes it to the market.
EPA sets limits for pesticide residue in food and animal feed. These limits have extra safety factors built in to ensure that the most sensitive populations, like children, will be protected.
Pesticides are designed to act on their target pest (insect, weed or disease). Because herbicides are designed to kill plants, most are nontoxic to people and pets.
Testing and evaluation does not end when a product is approved for sale. Pesticides are periodically evaluated and must be re-registered.
Cover photo: City of Redmond
Vegetation Management
Out-of-control vegetation increases risks for drivers, damages roads and increases fire danger. In many situations, herbicides provide the most cost effective, efficient control of unwanted vegetation.
Safety first
Tall vegetation can obscure road signs and visibility around corners. When vegetation grows unchecked along roadsides, rainwater can be trapped and puddle on the roadway, causing a driving hazard. During summer months, fires begin in dry roadside vegetation. In the winter, shaded roads remain frosty and slick. A weed-free shoulder provides a safer place for drivers to pull off the road in an emergency.
Mowing and manual removal of debris buildup around guardrails is inefficient, expensive, and labor intensive. When soil, organic material and debris is scraped from the shoulder and guardrails, it exposes soil that is highly prone to erosion. This sediment can run into salmon-bearing streams where it harms habitat. The scraped material is expensive to dispose of because it contains contaminants. Well-timed use of herbicides along roadsides reduces the need for workers and machinery on the roadway, reducing danger, cost and environmental impact.
Noxious weeds
Plants can be designated as noxious weeds if they are invasive, non-native plants that threaten local ecosystems, fish and wildlife habitat or agricultural crops. Included are rapidly spreading plants such as Scotch broom and Canadian thistle; plants toxic to livestock such as tansy; aquatic plants that choke lakes and rivers; and plants that are harmful to people. By law, many noxious weeds must be controlled. Often, herbicides are the only viable option for control.
Integrated Vegetation Management (IVM)
IVM is a multi-pronged approach to vegetation management that may include herbicides, biological (cinnabar moths for tansy control), cultural (establishing native species), manual and mechanical techniques. The desired outcome is vegetation that does not interfere with road maintenance, power lines or pose a fire hazard. | 1,897 | 869 | {
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TIME-OUT
What is a time-out?
A technique used to teach a dog to stop doing something we don't like, just like you would do with a child. The idea of the time-out, in essence, is the removal of fun. We do this by removing the dog from the situation or by restricting his access to an object, person, or dog.
What can a time-out look like?
- Putting your dog in his crate (if he is crate trained) or behind a baby gate or closed door.
- Putting your dog on a leash.
- Walking your dog away from an object, person, or dog he wants to get to.
- Leaving the room yourself or stopping the game.
Examples of what to use time-outs for.
- Inappropriate dog-dog play (nipping, rough wrestling, or incessant barking) or greetings.
- Jumping on people to greet them.
- Demand barking.
- If your dog gets mouthy or jumpy during playtime with you.
How to use a time-out.
Pick a behavior. Decide the specific behavior that triggers a time-out. For example, inappropriate dogdog play like nipping.
Find the trigger. Observe your dog to figure out what behavior tends to come just before the behavior you are targeting. For example, a wild chase game that always leads to nipping. This will be your signal to give your dog his warning cue.
Step 1. Give your warning cue. Anytime you see the signal behavior, give your warning cue. For example, "Easy!" If your dog responds to the cue and dials down the behavior, praise him and allow play to continue.
Step 2. Signal the time-out. If your dog disregards the warning cue and engages in the target behavior—in this case nipping—give him the time-out signal (such as "Too bad").
Step 3. Give the time-out. Time your dog out by putting him on a leash and removing him from the room or the play area at the park. Consistency is key. For time-outs to work they must be given every time your dog engages in the target behavior—at the very second he begins.
Step 4. Back to play. Release your dog after 1-2 minutes to try again. This is an important step!
Training Tip: Don't be discouraged if your dog avoids you in the beginning when you give the timeout signal. If you keep at it, your dog will learn that dodging you doesn't work. This is when you will see results. He may even begin to come to you for time-outs of his own accord.
Troubleshooting: If your dog is still engaging in the target behavior after half a dozen time-outs, or he does something particularly rude, a final time-out may help to get your point across. Follow steps 14, but don't give your dog another opportunity to misbehave that day. Leave the park or head home if you are out on a walk.
www.gooddogsantacruz.com email@example.com
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Investigation of Air Pollution in Palladam City
Seenirajan M
Karpagam Academic Higher Education, Coimbatore
Chandramohan N
Bannari Amman Institute of Technology, Sathiyamangalam
Arun Doss C
Excel Engineering College, Erode, India
Dr.Shanmugasundaram S
Excel Engineering College, Erode, India
Abstract - The project refers air pollution in Palladam City and causes.Atmospheric pollution occurs because the release of air pollutants takes place at a rate much faster than they can be accommodated by the environment or removed from the atmosphere without causing serious harm.Every day, the average person inhales about 20,000 liters of air. Every time we breath in, we risk inhaling dangerous chemicals that have found their way into the air.
I. INTRODUCTION
Air pollution may also be defined as the presence of contaminants which are injurious to human beings, plants and animals (aquatic terrestrial. The natural air contains trace amounts (about 1 ppm) of gases like methane (CH4), ammonia (NH3), Sulphur Dioxide (SO2), Hydrogen Sulphide (H2S), carbon mono-oxide (CO), Hydrogen (H2), Argon (< 1 ppm) and variable amounts of dust particles. Air pollution includes all contaminants found in the atmosphere. These dangerous substances can be either in the form of gases or particles.Air pollution can be found both outdoors and indoors.
II. MOTIVATION
The motivation for this project came from recent Delhi air pollution problems. Jodhpur is 2nd air pollute city in world. Agra is 5th one. The air pollution rate is increased in recent years.
III. MATERIALS AND METHODS
Indoor air quality monitoring for healthy, efficient environments
* Work environments, as well as homes and businesses, often require that people spend a majority of their time indoors. As a result, individual's long-term health and comfort are largely dependent upon indoor air quality testing.
Accurate and dependable air monitoring instruments from TSI.
* TSI provides a full line of indoor air quality monitoring equipment that gauge temperature, humidity (percent RH, wet-bulb, dew point), outdoor air calculations, carbon dioxide, carbon monoxide and airborne particles.
Volume 5 Issue 1 - September 2018 18 ISSN: 2321-0605
IV. WORKING
Earlier, surprise checks were done only on transport vehicles, but now two-wheelers and four-wheelers are also subjected to these checks. This became necessary, as nearly eight lakh vehicles in Palladamare non-transport vehicles.
Datas collected from near industries and RDO office to measure smoke range and pollution level.
V. ADVANTAGES
Reduces the human intervention, toxic health causes. To educate knowledge about air pollution to people.
VI. CONCLUSION
Air pollution in Palladam city is opproximatly measured. Air pollution reason in my city is deteceted successfully. Need more study, more monitoring, more discussion and more public awareness. Our health continues to be at risk otherwise. | 1,492 | 653 | {
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note
You can also delete cell contents using the mouse
Pressing the <Delete> key is the fastest way to delete cell contents.
You can also delete the contents of a cell using the mouse. To do this:
1. Right-click the cell.
2. Click Clear Contents from the shortcut menu.
First Quarter Sales and Profit-3
Lesson 2-4: Select a range of cells and understand Smart Tags
1 Open First Quarter Sales and Profit-3 from your sample files folder (if it isn't already open).
2 Observe the formula behind the value in cell B9.
Click once on cell B9 or move to it with the arrow keys on your keyboard.
Look at the formula bar at the top of the screen. Notice that the cell displays the value of a calculation and the formula bar shows the formula used to calculate the value:
3 Delete the contents of cell B9.
Press the <Delete> key on your keyboard.
4 Change the word Total in cell A9 to USA Sales and press the <Tab> key once.
The cursor moves to cell B9.
5 Select cells B4:B5 with your mouse.
When the mouse cursor is hovered over a selected cell there are three possible cursor shapes:
note
Selecting cells with the keyboard
To select cells with the keyboard, hold down the <Shift> key and then use the <Arrow> keys to select the range needed.
note
Selecting a large range of cells with the <Shift>-click technique
If you need to select a very large range of cells it is sometimes useful to use this technique:
1. Click the cell in the top left corner of the required range.
2. If necessary, use the scroll bars to make the bottom right corner of the required range visible.
3. Hold down the <Shift> key.
4. Click in the bottom right corner of the required range.
Beginners often have difficulty selecting cells and end up moving them or AutoFilling them by mistake.
Carefully position the mouse at the center of cell B4 so that you see the white cross (Select) cursor. When you see the white cross, hold down the left mouse button and drag down to cell B5. You have now selected cells B4 and B5 (in Excel terminology you'd say that you have selected the range B4:B5).
6 Display total USA sales in cell B9.
Because you have selected only the cells containing USA sales, (cells B4:B5), AutoSum can be used to show the value of the selected cells.
Click the AutoSum button to display the total value of the selected cells.
USA sales are shown in cell B9.
Notice the small green triangle at the top left of cell B9. This is Excel's way of saying: "I think you may have made a mistake".
7 Inspect a potential error using a Smart Tag.
1. Click once on cell B9 to make it the active cell.
An Exclamation Mark icon appears . This is called a Smart Tag.
2. Hover the mouse cursor over the Smart Tag.
A tip box pops up telling you what Excel thinks you may have done wrong (see below). Of course, in this case, everything is fine.
The Smart Tag thinks that perhaps you didn't want to total just the USA sales – but, in this case, the Smart Tag is wrong.
8 Examine the remedial actions suggested by the Smart Tag.
1. Hover the mouse cursor over the Smart Tag icon .
2. Click the drop-down arrow that appears.
A list of possible remedial actions is displayed. In this case you can choose Ignore Error to remove the green triangle from the corner of the cell.
9 Save your work as First Quarter Sales and Profit-4. | 1,386 | 765 | {
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Pre-/Post-Quiz:
Before launching this unit, print the "Health" quiz from the "Lessons & Worksheets" section of the site, or send students to www.scholastic.com/NextGeneration/Students to take an interactive version of the quiz and print their answers. Explain to your class that the quiz is meant to be a benchmark to assess their prior knowledge of the topic and will help you organize class discussions. The quiz can also be used as a post-assessment tool after students have completed the unit lessons.
QUIZ ANSWERS
1 In the United States, on average, approximately how much money is spent per person on health care each year?
£ A. $4,000
£ B. $6,000
n C. $8,000
£ D. $10,000
2 Co-insurance and co-payment refer to the same thing.
£ A. True
n B. False
3 Which of the following is not a type of health insurance plan?
£ A. Health Maintenance Organization (HMO)
£ B. Preferred Provider Organization (PPO)
n C. Health Provider Organization (HPO)
£ D. Point of Service (POS)
4 Students who have health care coverage through their parents typically have the option of staying on the plan until age 26.
n A. True
£ B. False
5 If a person with a preexisting medical condition such as diabetes or cancer starts a new job, his or her employer's health insurance company must provide him or her with coverage, but isn't obligated to cover costs associated with the preexisting condition.
£ A. True
n B. False
6 The only way to get health insurance coverage is through an employer.
£ A. True
n B. False
7
What is a health savings account (HSA)?
£ A. A type of policy in which employers let you save up sick days
£ B. A type of medical savings account for individuals without insurance
£ C. A type of medical savings account that allows individuals to save money to pay for future medical expenses with a reduced tax rate
n D. A type of health care plan that combines a qualified high-deductible health plan with a nontaxable account where funds can be deposited to pay for qualified medical expenses not covered by the plan
8 A 30-year-old woman broke her arm and went to the emergency room for treatment. Her health insurance plan has a $1,500 deductible. What does this mean?
£ A. She can deduct $1,500 from the hospital bill, but must pay the rest
£ B. The hospital will only charge her $1,500
n C. She is responsible for paying $1,500 of her medical expenses before her insurance policy starts to pay
£ D. Her insurance company is responsible for paying $1,500 and she must pay the rest
9 A store clerk has an individual health insurance plan with a $20 co-payment for in-network doctor visits. She goes to her doctor, who is in-network, twice during the year. What can she expect to pay for health care for the year?
£ A. $40 in co-payments only
n B. Her premiums plus $40 in co-payments plus any extra costs for prescriptions or non-covered services
£ C. Her premiums plus $40 in co-payments plus an extra office fee and any extra costs for non-covered services
£ D. None of the above
10 Costs for medical tests are universally the same throughout the country.
£ A. True
B. False
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The Most Holy Body and Blood of Christ – "Corpus Christi" – June 9/10, 2020 – Reflection
"The cup of blessing that we bless, is it not a participation in the blood of Christ? The bread that we break, is it not a participation in the body of Christ?"
(I Corinthians 10:16)
Back when I was a real little kid, when my parents would take me to church on Sundays, the Mass was celebrated in Latin, so a small child like I was couldn't really understand much of what was going on, much of what was being said. But, I used to pretend, when I got home from church, that I could speak another language. Me and my friends would roam all over our neighborhood speaking our secret language, especially when we'd pass grownups. We thought our babbling sounded mysterious and exotic. The adults must've thought we were idiots!
As I got a little older, I began to be able to pick out little phrases from the Latin of the Mass. I remember the last words that the priest would sing at the high Mass (probably because it took him so long to sing 'em!) … "Ite, missa est;" … "Go, the Mass is ended;" … or "Go, you are sent." Most of the Mass just seemed about a lotta words but this, right at the end, was action, movement, energy … "Go, you are sent!"
I've always loved words, paid attention to words. Remember when you were back in school and learned all about sentences and nouns and verbs and subjects and predicates? I'd like you to listen to a simple sentence that even a kindergartener or first grader could read … ready?
Dogs bark.
Dogs bark.
What's the subject of the sentence, the noun? Right … "Dogs".
And, what's the verb, the predicate, the action word? Right again … "Bark".
A subject can't be a predicate. A noun can't be a verb. A predicate can't be a subject and a verb can't be a noun, no matter how much it might wanna be! A noun is a thing and a verb is an action … or is it?
Let's take a look at our simple sentence again … "Dogs bark." There's a noun and a verb … we said a noun can't be a verb and a verb can't be a noun. A noun just sits there while a verb is all antsy and go, go, go!
But what if we change things up a little? "Bark" is our verb, right? What if we say this? "The bark of an oak tree is very rough." Now "bark" ain't doin' nothin' it's jus' sittin' around like a lazy ole noun!
And, how 'bout this from "Dogs bark."? "The day laborer dogs it every time the boss isn't lookin'!" Now "dogs" ain't describing no puppy, it's an action that means "goofing off," "lazing around." Granted, it's not much of an action, but it's a verb!
So, I guess sometimes a noun can change its spots and become a verb while a verb can go on a sit-down strike and become a noun.
Today is the feast of The Most Holy Body and Blood of Christ. Most of us call that "Communion". "Communion" is a noun that refers to the wafer of bread we receive, the sip of wine we take at the Communion Rite of the Mass. I know "Communion" is a noun because we refer to "Communion" as "it", as in, "I received it in my hand," or as "that", as in, "Oh, I received that when I was seven years old."
But, what if we changed "Communion" from a noun to a verb? What if "Go, you are sent," at the end of Mass were to use "Communion" as a verb like, "Go, Communionize the world," what would that action be? It would be sacrificing for others as Jesus did. It would be remembering … remembering what Jesus said, what Jesus taught, how Jesus remembered His scattered flock and brought them together as the Church … it would be reaching out to bring people who have strayed home to God. It would be sharing the meal that feeds not only the body but also the spirit.
Eucharist … Communion is NOT an "it"! Communion is an action … "participating in the body and blood of Christ," … a verb: "Communionize", bringing the Son of the Living God to a world, our own families and friends, starving for the living Bread, the Word made flesh that gives life to all who receive.
And you, you are not an "it", a "that", that sits around like a bump on a log. Go, you are sent to be Communion, to be another Christ, to "Communionize" the world!
So, what are you waiting for? Ah yes, Holy Communion! | 1,606 | 1,064 | {
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PHASE 1
QUESTIONNAIRE
MALE
Physical Activity
Physical activity is any activity that increases your heart rate and makes you get out of breath some of the time.
Physical activity can be done in sports, playing with friends, or walking to school.
Some examples of physical activity are running, brisk walking, rollerblading, biking, dancing, skateboarding, swimming, soccer, basketball, football, & surfing.
1a. Over the past 7 days on how many days were you physically active for a total of 60 mins per day (don't include your PE class)? Please tick ONE box.
1b. Over a typical or usual week, on how many days are you physically active for a total of at least 60 mins per day? Please tick ONE box.
Continued on next page/…
Sitting Activity
2a. Think about a normal school week and write down how long you spend sitting down doing the following activities before and after school each day. If you do more than one of the activities at once (e.g. watching TV and using the internet), please pick the one that you are concentrating on the most.
Other (please state)
2b. Think about a normal weekend and write down how long you spend sitting down doing the following activities. If you do more than one of the activities at once (e.g. watching TV and using the internet), please pick the one that you are concentrating on the most.
What I eat
3. How often do you usually have breakfast (more than a glass of milk or fruit juice)? Tick ONE box for weekdays and ONE box for the weekend.
4a. During the past week, how often did you eat sweet or savoury snacks (e.g. crisps, chocolates, pasties, cakes, sweets, samosas) between main meals? (Please tick ONE box)
4b. During the past week, how many snacks did you typically eat each day? (Please tick ONE box)
5a. How many servings of vegetables do you usually eat EACH day? Please tick just ONE box.
5b. How many servings of fruit do you usually eat EACH day? Please tick just ONE box.
6. How many times a week do you usually drink sugary drinks (e.g. fizzy drinks/pop (not including low-fat or diet versions), fruit juices, sports drinks, flavoured water (e.g. Ribena, Oasis)? Please tick just ONE box.
Continued on next page/…
[
My Body
7a. Stages of Genital Development in Boys
Please indicate by checking the box which picture best describes you.
7b. Stages of Pubic Hair Development in Boys
Please indicate by checking the box which picture best describes you. | 1,031 | 562 | {
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Friday 22 nd May 2020
Nursery Homeworking Tasks
Good morning Nursery Class! Here are the Nursery homeworking tasks for today. Today you can carry on your explore numbers tasks. This time see if you can put your number cards in the right order! Why not make a bird feeder for the weekend? Place it in an outdoor space or window and see if you have any bird visitors! There are some ideas below for today's learning. Scroll down to find the links. Have fun! From Abi
Key links
Discover tiger tracks
Meet the tigers at Edinburgh Zoo! You can watch them live in their enclosure and track their tracks. You can learn lots of new and fun information about them. Why not draw a picture of the tigers and their enclosure at the zoo.
https://www.edinburghzoo.org.uk/animals-and-attractions/main-attractions/tiger-tracks/
Explore numbers
Sing a nursery rhyme
Sing a long to one of your favourite nursery rhymes https://www.bbc.co.uk/teach/school-radio/nursery-rhymes-songs-index/zhwdgwx
Explore Feelings
Sometimes we can all feel angry, sad or lonely. If you are feeling any of those things, it's important to recognise that. There are many different ways of coping with these feelings that can help you. Watch the video as Pip and Declan discover some of the best ways to deal with feelings.
https://www.bbc.co.uk/bitesize/topics/zms6jhv/articles/zkgdcqt
Read A Book
Today's book is The Tiger Who Came To Tea by Judith Kerr. Follow the link below where you can listen to the story. https://www.youtube.com/watch?v=BXgW9UCgpc8
If you have access to catch up services you can watch 'The Tiger Who Came to Tea' on 4oD https://www.tigerwhocametotea.com/watch-the-tiger-who-came-to-tea-trailer/
Phonics – Can you find things in your home that have 3 sounds?
Go exploring around the house. Can you find different objects that have 3 sounds in them? This could be a f-or-k fork, c-u-p cup, p-e-n pen. I wonder what you will find.
Make a bird feeder
https://www.youtube.com/watch?v=PPH2RmVnKu8
You could hang it out in a outdoor space or a window. Watch and see if you get any birds come and eat the seeds.
Do some daily exercise
Exercise is a great way to keep your body and mind healthy and can really help with lifting your mood. Try some fun exercise from dancing with Oti Mabuse to workouts with Joe Wicks everyday at 9am.
Joe Wicks' PE Workouts - daily at 9am https://www.thebodycoach.com/blog/pe-with-joe-1254.html
Free dance classes with Oti Mabuse live everyday at 11am https://www.youtube.com/watch?v=MCeo6Q3p7Mc
Have a great day!
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Conservation problems have been recognized since the 1970s ...
The UNEP Mediterranean Action Plan (1975) recommended strong conservation measures to protect the species www.unep.org
The 2000-2010 IUCN Action Plan for the world's cetaceans noted that common dolphins had declined dramatically in the central and eastern Mediterranean and stressed that conservation action was urgently needed www.iucn.org
In 2003 the Mediterranean population of common dolphins was classified as Endangered in the IUCN Red List of Threatened Animals www.iucnredlist.org
In 2004, ACCOBAMS presented a 90-page Conservation Plan for Mediterranean common dolphins, that was welcomed at the 2nd Annual Meeting of the Parties www.accobams.org
In 2005, the Mediterranean population of common dolphins was included in Appendix I and II of the Convention on the Conservation of Migratory Species www.cms.int
... but still no significant change has occurred.
It is vital that warnings by scientists are carefully considered and that ecosystem damage caused by fisheries is addressed at both local and regional levels.
The short-beaked common dolphin Delphinus delphis
For more information:
www.coastaldolphins.org
Photos: © Chris Johnson / www.earthocean.tv (cover inset: two common dolphins in the Alborán Sea exhale before surfacing); © Giovanni Bearzi / Tethys (inset: two common dolphins near Kalamos, Greece); © Stefano Agazzi / Tethys (background photos and graph inset: common dolphins near Kalamos) Design: Giovanni Bearzi (2007).
.
Mediterranean common dolphins are vanishing
30 years of talking is enough: we need action NOW
www.coastaldolphins.org
No relevant action has been taken that may result in common dolphin recovery.
Political inaction is bringing yet another dolphin population to the brink of extinction.
ONE MEDITERRANEAN CASE STUDY
KALAMOS - former common dolphin paradise
Seeing common dolphins was a frequent event around the Greek island of Kalamos until the late 1990s.
Today, common dolphins have become a rare sight in this EC Site of Community Importance. Their numbers dropped by one order of magnitude in only ten years.
Large marine predators like tuna and swordfish have also become rare, and fishermen lament a decline in landings.
The main reason behind ecosystem collapse is fishery mismanagement resulting in overfishing.
1995
120 common dolphins
2006
18 common dolphins
2010
expected to be locally extinct
Main threats: overfishing and mortality in fishing gear.
Solution: reduce fishing effort and ban detrimental fishing gear (used by a relatively small number of boats).
Benefits: ecosystem recovery, increased biodiversity, increased aesthetic and cultural value of the area, survival of artisanal fishing, nature tourism.
Mediterranean common dolphins are vanishing
The decline of common dolphins around Kalamos in years 1995-2006 | 1,408 | 617 | {
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CBSE MCQ's Ma athematics Sample Papers - - Class 10
Ch. Surface e Area and Volume
Paper Prepare ed by:
Dev Anoop (B Bathinda) Punjab
1. Total surface area of a c cube is 600 cm 2 . Its volume is
(A) 100cm 2
(B B) 1000cm 2
2. The cubes of side 3 cm which can be cut from a cube of side 6 cm is
(A) 2
(B B) 4
3. Surface area of a sphere e is 5544 cm 2 . Its diameter is ____ cm
(A) 42
(B
4. The radii of two cylinder volumes is rs are in ratio 2:3 and their are in ratio 3:2. Ratio of their
(A) 4:9
(B B) 9:4
5. A cone, cylinder and hem ratio of their volumes is misphere stand on same base and have e equal heights. The
(A) 1:2:3
(B B) 1:3:2
6. The ratio of volumes of two spheres is 8:27, the ratio of their s surface areas is
(A) 4:9
(B B) 9:4
7. A right triangle with side volume of solid generate es 3 cm, 4 cm and 5 cm is revolved alo ed is ong 3 cm side. The
(A) 12л cm 2
(B B) 8л cm 2
8. A solid is converted from m one shape to another. The volume wi ill _________
(A) increase
(B B) remain same (C) decrease
9. A right circular cone is c part is removed. The lef cut through a plane parallel parallel to i ft over part is called ______ ts base and the upper
(A) cone
(C) frustum of cone
10. Two cubes of volume 12 solid is _______ cm 2 25 cm 3 each is joined end to end. The s surface are of resultant
(A) 125
( (B) 450
(C) 400cm 2
(C) 8
B) 63
(C) 126
(C) 3:2
(C) 2:1:3
(C) 2:3
(D) 3:2
(C) 4л cm 2
(D) 16л cm 2
(D) none of these
(B) cylinder
(D) hemi sphere
(C) 250
(D) 62.5
(D) 2000cm 2
(D) 3
(D) 21
(D) 2:3
(D) 2:3:1
Also Visit: cbse.biz, cbsemathssamplepapers.com, cbsere esult2013.com
: In the service of student community since Feb. 2006
cbsemath.com
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PASSIVE VOICE When writing, especially in the legal field, prefer the active voice.
1. What is active voice?
When you write in active voice, the actor (subject) in your sentence is acting (performing the verb).
2. What is passive voice?
When you write in passive voice, either no one is performing the action or the actor is acted upon.
3. How to spot passive voice:
The use of the word "by" is often a sign that you have written a passive construction. If you see a "by" in your sentence, look after it to see if an actor follows that word. If so, that sentence is in passive voice (e.g., The book was read by Craig). "By" will, however, only identify instances of passive voice that also contain an actor.
For the more egregious cases of passive voice in which no actor is identified, look for forms of the verbs "is" and "be," which include is, am, are, was, were, to be, be, being, and been. If you see one of those words appear before you main verb, make sure an actor appears before both. If an actor does proceed both verbs, you are still writing in active voice (e.g., Craig is reading the book.). If an object rather than an actor appears before those verbs, you are writing in passive voice (e.g., The book is being read.). If, in those cases without an actor, you know the actor's identity, put them back into the sentence. If you do not know the actor, choose a general noun like "someone," "people," or "one."
Passive:
Active:
The book was read by Craig.
Craig read the book.
The employee was fired.
The company fired its employees.
The car was stolen.
Someone stole the car.
Note that, in legal writing, the unidentified actor is often "the court."
Passive: It was held that murder was committed by Johnny when he ran over Tammy. Active: The court held that Johnny committed murder when he ran over Tammy.
4. Also note that passive voice is SOMETIMES okay. For example, if who did the action is irrelevant or identifying the actor would be distracting.
- The opinion was first published in 1984.
- The Fourth Amendment has been frequently cited as evidence that the Constitution recognizes the right to privacy.
Passive voice can also be used when writing persuasively to "hide" the actor.
- "Mistakes were made" rather than "We made mistakes."
- "A house was broken into" rather than "My client broke into a house." | 962 | 541 | {
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10 Week Curriculum Planner U6
SESSION 2
SESSION 2 - Week 10
1 hr. 15 min. practices, 1 recommended practice per week
MORE FUN & GAMES - Shooting
The Temple Of Doom
Purpose
To develop dribbling to goal and shooting on sight.
Organization
Set out a 20 x 20 yard area. Station 3 players on each corner of the goal line. Position 5 crab player in the center of the area. 1 goalkeeper.
Game Objective
One player at a time from each team simultaneously dribbles down the sideline around the corner and through the gate towards the goal. Each player must dribble in and out of the crab defenders to get a shot on goal.
Story
Indiana Jones is creeping through a tunnel littered with sewer rats, snakes and bugs. As soon as he sees daylight (the goal), he lasso's himself (shoots) out of the tunnel.
Key Coaching Points
1. Use your speed and change of direction to beat the crabs.
2. Shoot on sight – do not try to dribble the ball into goal.
Game - 58
F.A. Cup Final
To develop dribbling and shooting under pressure from an opponent.
Organization
Set out a 20 x 20 yard area. Position 2 teams of 6 players in opposite corners of the grid. Number the players from 1 to 6. 1 ball per player. Position discs as shown in the diagram.
Game Objective
The coach calls out a number from 1 to 6. The numbered player from each team dribbles around the area (as shown on the diagram) and enters the area through the side gate. The object of the game is for the player in possession to knock down 1 or all of the cones on the opponent's goal line.
Story
The F.A. Cup Final is England's biggest soccer game of the year. The winning team gets to lift the Cup in front of 100,000 excited fans.
Progressions
The first ball to cross the line is used while the other ball is discarded. The two players compete to score a goal by knocking down the opponents discs.
Key Coaching Points
1. Strike the ball with the laces.
2. Focus on accuracy before power.
3. Shoot at the earliest opportunity.
Game - 59
Game - 60
Dance 'Til You Drop
To develop dribbling, movement, and spatial awareness.
Organization
Set out a 20 x 20 yard area. 12 players, 1 ball each. Station 4 cones around the outside of the area.
Game Objective
The coach whistles or sings. Players must dribble around the area until the music stops. When the music stops, players leave their ball, run around the closest cone and return to the closest ball. In a progression, the coach reduces the number of balls so that players have to be quicker and more decisive when returning to the balls. This activity teaches speed of thought and movement with the ball.
Story
It's the school dance, and the DJ is playing top 40 tunes, baby . . . yeah. The power goes out and the music stops. The dancers must find the emergency exits out of the gym.
Key Coaching Points
1. Keep the ball close.
2. Use all part of the feet.
MLS All Stars
Purpose
To develop soccer skills and team play.
Organization
Set out a 30 x 40 yard area. Play 5 v 5, plus 2 goalkeepers.
Game Objective
The object of the game is to score a goal in the opposing goal past the goalkeeper. When the ball rolls out of bounds, it should be rolled in underhand by a player.
Story
It's the MLS All Star Game and the best of the best are gathered to compete in front of 70,000 screaming fans.
Key Coaching Points
1. Try not to bunch up around the ball.
2. Try to pass to someone in a better position than you.
3. Shoot at the goal whenever you have the chance.
4. Try to get between the ball and your goal when defending.
5. At goal kicks, make players from both teams go through the coach's legs to ensure that the ball enters the field of play.
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What is happening in the classroom….
I hope that everyone had a great weekend. We had an indoor track meet most of Sunday and in between I did a bit of shopping to finish up my Christmas lists. While I love this time of year it is so busy, and I seem to run more than enjoy the time. I look forward to break to be able to do that!
I would like to take this chance to wish you and yours a very merry Christmas! Enjoy the time with family and friends.
Please remember that we take the kids out for recess any chance we get as they need that release of energy and fresh air. Be sure your child has everything they need to stay warm each day. Hats, gloves, snow pants, and boots are all important gear to get through these cold, snowy months. Also, if you could label everything with their names that would be great!
Our Christmas Party will take place on Friday, December 21 st at 1:45 PM.
Progress reports were released on Friday, December 14 th . I hope that you looked at them to see where improvements need to be made or where we need to keep the same momentum moving forward.
The calendar raffle is in full swing! Please sell those calendars. The money is due by January 25 th .
Our books for our second book report are to be completely read by Wednesday. The book reports are due on January 11 th .
I thoroughly enjoyed the Assumption Christmas program. Mrs. Z and the kids did a wonderful job! Thank you to all who were there to support our awesome school!!!!
Boxtops for Education are still coming in!!! Please send in what you have! I will hopefully get some more when I go home as I have many family members saving them for me!
Students are able to earn some extra credit over the break. This extra credit will be put towards their lowest grade in my classes. They are to write 3 sentences about what they are doing from December 22- January 1 st . I always look forward to reading what happened over break! These may be type written also, if they want.
Onto Business….
Religion: We will take a test on Chapter 6 this Tuesday. I have reviewed in class and they are very confident in this material. This week we will focus our studies on Advent and Christmas. We will be discussing our traditions and how Jesus' birth plays a part in those traditions.
Math: Our focus this week will be on our multiplication facts. I have a few games up my sleeve. We will still be working out of book on special factors, the multiplication properties and possibly multiplication by one digit (13x2).
Science: Invertebrates is our study of choice right now. We saw a neat video on an Octopus (cephalopods) and how they can blend into their surroundings. The kids were quite fascinated. It is one of my favorites too. This week we move to arthropods, insects and the metamorphosis of insects.
Reading: Our New York City Brochures are coming right along. We will finish them up this week. We then watch a short video "The Cricket in Times Square" and we compare it to our book. It will be fun to see all of the differences. They will then write two paragraphs comparing and contrasting the book and movie.
Social Studies
Language:
Vocabulary:
Our Calendar….
December 17th: Mass 9 AM, Preschool Pageant during Mass
December 21
st
: Last day of school, Christmas party at 1:45 PM
January 2 nd
: Welcome back to School- Happy New year!
January 4 th
: Ice Cream Friday
January 7 th
: Mass 9 AM
January 11 th
: Book Report due
January 14 th
: Mass 9 AM
January 18 th
: Quarter 2 ends
January 21 st
: No School MLK jr. Day
January 23 rd
: PTG meeting 7 PM
January 25 th : Quarter 2 Report cards to go home
Have a wonderful and blessed Christmas and have a Happy New Year!
Mrs. Olson
5 th Grade Math: This week we start our study of division. We will start out small and save the big stuff until after break. We will review the basics this week. We will continue with our multiplication quizzes at 4 and half minutes. After break we will drop to 4 minutes.
5 th Grade Science: The kids worked very hard these past few weeks to finish up our study of the structure of matter. Our last lesson will focus on the structural formula of a molecule. We will then complete our study guide on Tuesday, have a review game on Wednesday and our test on Thursday. The students have earned their 600 letters in my class last Thursday, so they will have a movie and a surprise treat on Friday. | 1,780 | 1,040 | {
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Let's Meet Juan Felipe Herrera, Our 21 st U.S. Poet Laureate
by Jackie Huss Hallerberg
Grade level: grades 3 & up…
Theme: Use of descriptive language, personification, imagery, and imagination
Brief Description of Activities:
1. Ask who knows what a Poet Laureate (PL) is. Discuss PLs at different levels – US, State, County, City – and what it takes to become one.
2. Share a brief bio of Juan Felipe Herrera. Could expand on his bio, depending on the grade levels. Discuss his upbringing and what he might have experienced as the child of migrant farmers. What would he have seen, heard, felt? What about his language? How would this have affected his poetry?
3. Play short video clip of Herrera reading "Five Directions to My House" at: https://www.poets.org/poetsorg/text/video-juan-felipe-herrera-reads-fivedirections-my-house
4. Discuss the word "house" and extend the meaning of house from the actual physical house where a student might live to an imagined or surreal house from our dreams or perhaps even the "house" where the "soul" resides. Students come up with a good mix of "houses" with which to work.
5. Share sample poems, including ones you might have written to the prompt.
6. Write a poem with the class first or have students write independently, depending on setting and skill level of students. Give students a graphic organizer with prompts or blank paper to write their poems. For "early birds" or teens, you might also invite students to write directions to their "heart."
7. Allow 10' time for writing and an additional 10' for sharing with the class.
8. Art extension (separate activity): Students could illustrate their "house." Offer a variety of materials, including collage items, pencils, paper, gel pens, etc.
FIVE DIRECTIONS TO MY HOUSE
by Juan Felipe Herrera
1. Go back to the grain yellow hills where the broken speak of elegance
2. Walk up to the canvas door, the short bed stretched against the clouds
3. Beneath the earth, an ant writes with the grace of a governor
4. Blow, blow Red Tail Hawk, your hidden sleeve—your desert secrets
5. You are there, almost, without a name, without a body, go now
6. I said five, said five like a guitar says six
California Poets in the Schools http://www.californiapoets.org/
Sample Student Poems
Five Ways to My Soul by Pippin Forrest
1. Follow the feline with a never-ending thrum pulsing in her throat
2. Burrow into the tree, the tree of empathy. Feel other beings and comfort them
3. Dream in a far off land of horrors and of wonders. Let dreams unveil the world as it is and how it's meant to be
4. Feel the giggling tingle in your throat that let's you know that you have made, you have created
5. Endure the ailing sting of the loss of a piece of warmth ripped from your life
6. This should assist you in knowing my soul as you know your own
Five Directions to My House
by Samuel Velazquez
1. Go to the land of California, kept alive by all four forces of elements
2. Walk through the passage between two lands
3. Find the forest of light and darkness, slowly growing
4. Listen for the rumble of the great beasts living in the scorched rivers
5. You arrive at my house and see the black cat watching you, but also me, watching from within
6. If your journeys fail, ride a great beast through the scorched river on to my house
Five Directions to My Heart by Jackie Huss Hallerberg
1. Go to the roundabout and circle four times or until you have worn away all the rough
places
2. Walk slowly with desire until every chamber comes alive - this may take awhile
3. Find enough tender words to erase any doubt and fill the holes with kindness
4. Listen for the surging, the flow that pushes resistance away
5. You may arrive unsure of what lies ahead. Go on
6. I said five but six will ensure a happy ending. I never said it was the fastest route. Go ahead and knock – don't hesitate now
Let's Meet Juan Felipe Herrera, Our 21 by Jackie Huss Hallerberg
st U.S. Poet Laureate | 1,682 | 962 | {
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View of the outside of the new apartment building Photo: Courtesy of Atira Women's Resource Society
New homes for women in the downtown eastside
Adapted from The Vancouver Sun Level 3
This apartment is made from old shipping containers.
The containers are stacked and finished inside. They are painted bright colours.
Each apartment has a kitchen, a bathroom and a sleeping area. The space is about 280 square feet.
The 3-storey building has 12 apartments. It is located at 502 Alexander Street in Vancouver. The apartments rent for $375 to $850 per month.
( . . . continued on page 2)
( . . . continued from page 1)
Only women can rent the apartments. Women over 50 years old will help the younger women living in the building.
"We are looking for women with roots in this community who want to give back and support young women." said Janice Abbott. Janice is the chief executive of Atira Women's Resource Society.
Atira Women's Resource Society owns the building. Canada Mortgage and Housing Corporation and the City of Vancouver gave money to help build it. BC Hydro and some private citizens also contributed.
The first women move in during September.
Atira is planning to build another building using shipping containers. The next one will be seven storeys high and have 42 apartments.
To see more pictures go to: http://www.atira.bc.ca/gallery/august-2013media-event
What is a shipping container?
Shipping containers hold goods shipped by train, truck and ship.
A ship loaded with containers Photo: Derell Licht, Flickr
Why build with shipping containers?
The containers are used for shipping for about five years. Then they aren't needed anymore. Often they are abandoned in shipyards. This makes them cheap and available.
The Atira apartments cost about $82,500 each. A similar normal apartment costs about $220,000 to build.
Designers like the characteristics of shipping containers. They are:
* durable – long lasting
* adaptable – can be changed easily
* light weight – not heavy
* low cost – cheap, inexpensive
( . . . continued on page 3)
( . . . continued from page 2)
Shipping containers can be made into lots of different things.
* sculpture
* homes
* apartments
* hotels
* museums
* storage units
* offices
* stores
* cafes
Links:
Look at the examples on these websites.
11 uses for shipping containers: http://www.notcot.com/archives/2007/10/shi pping-contai.php
15 awesome ways to reuse shipping containers:
http://webecoist.momtastic.com/2009/04/05/ 15-awesome-ways-to-reuse-shippingcontainers/
And more ideas:
http://pinterest.com/lynetteganesan/innovat ive-uses-for-shipping-containers/
Watch a video of one group making a container into a living space:
http://www.youtube.com/watch?v=FCBnKuy ac-8
Exercise
Ask your friends and family these questions. Discuss these ideas with your classmates.
1. What have you seen done with old shipping containers?
2. What can you imagine using one for? | 1,331 | 674 | {
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Period
Standards Focus: Historical Context The Great Depression
One of the worst periods in United States history was a time called the Great Depression. The specific causes of this era are debated, however the widespread poverty and social despair that resulted is indisputable.
There are many theories about the causes of the Great Depression. During the 1920s, America was experiencing a time of great prosperity and living a life of excess in which people had lots of money and weren't afraid to spend it on new inventions such as automobiles, refrigerators, and the radio. For the
from the Migrant Mother Collection by Dorothea Lange
first time, people had credit cards, and were spending more than they made. Individuals were living life to the fullest, and the U.S. economy began to thrive at an unprecedented rate.
In 1929, on a day that was eventually called "Black Friday," the stock market crashed. This meant that eventually, the value of money had lost its worth. Essentially, what someone could have bought with one dollar the day before now cost three to five dollars. Businesses could no longer afford to pay their workers, and began laying off hundreds of thousands of people. Banks could not afford to give people their money, and were forced to declare bankruptcy. People's life savings suddenly disappeared, and as a result, people could not afford to pay their house payments or buy food, clothing or other necessities.
The downward spiral continued. Because people had no money, harvesting and manufacture of new crops and products slowed drastically. Since no one had money to buy anything, production slowed, and even more people lost their jobs. By 1932, 30% (about 16-20 million people) of the American population was unemployed. Since people couldn't work, they couldn't pay their debts, and many were left homeless. When inflation (a rise in prices) hit, even more could not afford to buy food, clothing, or other necessities. Because the American people could no longer afford to spend money, the economy began to worsen even more. Banks could not afford to stay open, and many people's entire life savings disappeared.
In 1932, Democrat Franklin D. Roosevelt was elected President of the United States in the hopes he could turn the economy around and help those who were suffering. Despite changes such as the New Deal, which helped instill faith in the government by introducing new programs such as Social Security, mass unemployment and economic stagnation continued for several years. The start of World War II soon sparked the economy, as foreign countries began buying from American producers. While the Great Depression officially ended after the United States entered World War II in 1941, the scars of extreme poverty and despair left their mark, and the Great Depression continues to be viewed as one of the most difficult periods in U.S. history. | 1,127 | 593 | {
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Multiple natural and artificial barriers work together to protect people and the environment from harmful radiation.
A fresh nuclear fuel assembly does not emit harmful radiation.
Focus on
High Level Waste and Deep Geological Disposal
When nuclear fuel is discharged from a nuclear reactor, it is highly radioactive. After cooling, it can be treated as waste to be disposed of or it can be recycled, through reprocessing. The spent fuel and fission products separated from the spent fuel (when reprocessed) make up most of what is termed high level waste. This waste poses a sufficiently high enough radiological risk that a high degree of isolation from the biosphere is required for a long period of time. Because of radioactivity and the heat it generates, high level waste has to be shielded and cooled.
Spent fuel
The useful life of a fuel assembly is 3–6 years. About once a year, 25–30% of the fuel in a reactor is unloaded and replaced by fresh fuel. The spent fuel, immediately after removal from the reactor, is very hot and radioactive; therefore it is kept under water for a year or more in a pool close to the reactor. Water provides both effective cooling and radiation shielding.
Within a year, the radioactivity is reduced to a hundredth of the original level and after a few years it has cooled sufficiently to allow it to be transported into an interim storage facility. In 40 years, the radioactivity level is down to a thousandth of the level at discharge.
The amount of spent fuel produced in a year is relatively modest. A 1000 MW(e) reactor generates about 27 tonnes of spent fuel per year, which requires about 20 m 3 of space in a pool.
High level waste from reprocessing
Reprocessing spent nuclear fuel, to recycle the plutonium and/or uranium, involves dissolving the fuel in acid and separating the highly radioactive fission products and transuranic waste from the reusable plutonium and uranium. The resulting high level liquid waste is stored in stainless steel tanks equipped with cooling systems.
Since solid material is more convenient to manage, store, transport and dispose of, the high level liquid waste is dried and incorporated into molten borosilicate glass which is solidified inside a stainless steel canister. This process is known as vitrification.
The heat and radioactivity of spent fuel decrease over time, thus making it easier to handle.
Vitrification produces a stable glass that has the high level waste incorporated within its structure. If the 27 tonnes of spent fuel produced in a year by a 1000 MW(e) reactor is reprocessed, only 3 m 3 of vitrified high level waste will be produced. This waste can be placed into about 12 canisters 1.3 metres high and 0.4 metres in diameter, which can be transported and stored, with appropriate shielding, before final disposal.
Interim storage
High level waste, whether spent fuel or vitrified waste from reprocessing, requires isolation from the biosphere for thousands to hundreds of thousands of years. Before disposal, it needs to be temporarily stored so that the heat and radioactivity decrease significantly, which makes the waste easier to handle.
Interim storage facilities may be at one central place, as in Sweden, or, as in many cases, at the reactor site. The interim storage may be wet storage or dry storage. In dry storage, circulating air removes the heat generated by the spent fuel. The structure and design of both the building and the containers protect the 'outside world' from radiation exposure and the fuel from potential outside hazards.
Deep geological disposal
At present, there are no final disposal facilities in operation in which high level waste can be disposed of; all high level waste is temporarily in interim storage facilities.
However, research, technical development and demonstration of the viability of deep geological disposal are being conducted in many countries using nuclear power.
The principle of geological disposal is to isolate the waste deep inside a suitable host formation, e.g. granite, salt or clay. The waste is placed in an underground disposal facility hundreds of metres beneath the surface, designed to ensure that a system of multiple natural and multiple artificial barriers work together to prevent radioactivity from escaping.
The release barriers are the original waste matrix (ceramic spent fuel pellet or borosilicate glass); the disposal canister made, for example, of stainless steel or copper; the bentonite clay surrounding the canister; the tunnel backfill and the host rock. A defect in the functionality of one release barrier will not jeopardize safety in the long run.
The most advanced countries to implement final disposal of spent fuel are Finland, France and Sweden.
There are just over a hundred interim storage facilities for high level waste in the world.
Photo credits:
Posiva, SKB, Andra, Hannu Huovila/TVO | 2,008 | 984 | {
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"Let your light shine brightly."
Matthew 5:16
COVID-19 Annex 2:
school reopening arrangements for managing pupil behaviour
To be read in conjunction with the School Behaviour (Pupil Discipline) Policy
Policy accepted by FGB on: 27/5/2020
Signed (Chair of Governors):
Date shared with staff:
29/5/2020
Statutory policy: Yes/No On school website: Yes/No
COVID-19 school reopening arrangements for managing pupil behaviour at Christ Church CofE First School and Nursery
In order to maintain staff and pupil safety from COVID-19, children will need to behave differently when they return to school. The changes and new systems put in place to support this are outlined below.
Rules
In addition to the Golden Rules and lunchtime behaviours, the following rules will be added:
- I will line up 2 metres apart from other children.
- I will arrive at school on time.
- I will clean my hands when asked to do so.
- I will "catch it, bin it, kill it" if I cough or sneeze.
- I will avoid touching my face with my hands.
- I will tell an adult if I am feeling unwell.
- I will only talk to friends in the class bubble.
- I will stay inside the class bubble.
- I will only use and play with my own equipment or learning resources.
- I will only play in the playground area for the class bubble.
- I will only drink from my own water bottle (this will be kept in the class bubble).
- I will only play games that don't involve touching other children.
- I will not cough or spit at another person.
- I will only use the toilet for the class bubble and know that only one person may use the toilet at a time.
- I will do the weekly check-ins online if I am learning at home.
Children will be explicitly taught these rules and a social story about what school will be like when reopened will be sent home for parents to discuss.
Rewards and Sanctions
Most of the usual reward systems will still take place: Sunshine/Rainbow, praise, and sticker chart (though an adult will put these on). Instead of certificates going home, these will be displayed on the classroom wall.
The clear warning and cloud system will remain in place for minor behaviours. Where a child is repeatedly not following the rules, some thinking time, in a set place away from others but within the classroom, should be used. Children should not be removed from their bubble for behaviour reasons, e.g. to go to paired class or SLT. Escalating behaviour should be addressed as below.
If a child's behaviour is placing staff or other pupils at high risk, e.g. spitting/coughing at others deliberately, absconding or violence (e.g. biting, kicking or hitting) that means staff need to physically intervene, then parents will be called immediately to take their child home and keep them there until an Individual Safety Plan has been discussed, agreed and put in place.
An Individual Safety Plan could include the following measures:
- A gradual part-time timetable could be discussed to allow the child to experience success.
- Additional emotional support time could be offered outdoors.
- If attempts to reintegrate the child into their class bubble continue to cause increased risks, arrangements for 1:1 or small group support in another area would need to be arranged – including more outdoor time.
- If these arrangements continue to cause increased risks in terms of the virus, then the child will be unable to attend school until it is safer for them to do so. A gradual reintegration would be needed once parents have helped the child to understand the need for these measures.
Some of these measures may take some time to arrange due to current restrictions and more limited staffing; parents may need to keep their child at home until it is safe for them to return. | 1,470 | 796 | {
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beulah towns people remember its
EARLY
SETTLERS
By "MIRANDA"
The romance of the Maflee is strikingly illustrated in the Vic- ' torian district of Beulah.
Beulah has -reason for pride in its pioneers.
They were mostly a band of adventurous farmers who refused to be discour aged by the reports of the "useless" land of the Mailee and its unproductivity. Some of them were wheal growers in the Wimmera. who took their teams and implements to Beulah dis trict in more of an experi mental spirit. They rolled down the mallee scrub, scratched over the soil and sowed seed on the loose surface, then returned to their home farms. When they went back to Beulah in the summer, they found that far exceeded
crops that far exceeded their greatest hopes.
That happened about 60 years ago. Today the Beu lah district is a solid and prosperous one, and its residents tell proudly of the .million bushels -of grain that went last harvest into its silo and stacks.
National Library of Australia http://nla.gov.au/nla.news-article224478697
MEMORIAL PARK
A few months ago a fund was opened, and sufficient money has already been raised for the Pioneers' Memorial Park to be estab lished. This is in a very pleasant spot, witlv plenty of room for the children's playgrounds and the baby health centre they hope to build there. They also plan later on to build a clubroom for the older people of the district.
And, as they explained to me during my recent visit, they want the achieve ments of those first settlers to be remembered. For this reason a Pioneers' Memor ial Committee was formed.
The committee is an en thusiastic one, headed by Mrs Henry Williams as president and with her husband as secretary.
Another of Beulah's early settlers is Mrs S. J. Tre loar, who despite her 85 years, is able to recount many interesting stories of the days when she helped her husband clear the land they took up a few miles out of the township.
Both belong to families who took up land in the district in 1880, on adjoin ing properties/ and who played a major part- in its development.
Tha memory of Mr W. J. Collins goes back even far ther to a blazing hot day in February, 1892. when as a lad of 14 he helped to un yoke the bullocks from the dray in which he and his parents had made an ad venturous journey across from South Australia, where they had first set tled.
OPPORTUNE TIME
Mr Collins has lived at Beulah ever since and his marriage to Miss Barbari connected him with " an other well-known pioneer family of the district. Re cently Mr and Mrs Collins again became great-grand parents. -
When discussing plans for the Memorial Associa tion. Mrs Williams said she felt this Jubilee year was an opportune time for
National Library of Australia an opportune time for country districts to do something tangible to keep alive the memory of their pioneers. The life of those who had .worked to cutivate the Mallee was one of hardship and want, and those who followed in their footsteps had much to thank them for and re member in their present prosperity.
Residents also snowed their initiative recently when, on finding it impos sible to get an Australian resident doctor for the town, they arranged to bring one over from Eng land.
This happy thought of making the beautification of the town a lasting memorial to its founders is in keeping with Beulah's general outlook. The Mothers' Club at the local school organised a vaude ville troupe to provide amenities for the scholars and to send food parcels to a school they "adopted" in London.
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event ideas and Publicity tips
20
20
20
Celebrate the 20th anniversary of the FAIRTRADE Mark by holding an event in your community.
We've got 20 ideas, hints and tips below to get you started! They range from 'FAIR-ly simple' to 'FAIR-ly ambitious' so there's something for everyone.
1 Invite all of the individuals, groups and organisations that have been involved over the years. Celebrate together and reflect on the successes and challenges of your campaign in order to recharge and prepare for the next 20 years of making trade fair!
6 ...and don't stop there , write about it (and everything else you do) on social media, get in touch with your local paper or even arrange to speak on the radio!
2 To engage consumers and retailers, why not create a Fairtrade trail of the shops and retailers which stock Fairtrade goods and publicise it in your community.
3 Create a bingo scorecard of 20 Fairtrade products to help people track their own progress and give them inspiration as to what other items they can add to their shopping basket!
4 Organise a blindfolded taste test to compare Fairtrade products with regular brands.
5 Challenge yourself to only use Fairtrade products for 20 days at home, at work or at school...
7 Get creative : The more exciting and original your event, the more likely it is to get picked up by the press. Use our media toolkit for more ideas.
8 Hold a dinner party using Fairtrade ingredients wherever possible: invite important local people from retailers to teachers and councillors and get them excited about your campaign.
9 Take your dinner party a step further by having a Fairtrade Safari Supper – an evening of dinner parties (using Fairtrade ingredients) where different people in the community cook and those attending travel from house to house.
10 Walk one of the 'Fair Trade Ways' . These longdistance heritage trails link Fairtrade Towns in Wales, the South West and the North of England so why not walk for 20 miles or with 20 people. Find out more at www.fairtradeway.org.uk
event ideas and Publicity tips
11 Throw a Fairtrade Bakesale Party ! Why not see if your local school would like to order their free bakesale party pack to raise money to bring a fairer deal to even more producers. Our learning and fundraising resources with a lesson plan and activity ideas for primary schools can be found at www.fairtrade.org.uk/bakesale
12 Hold a Fairtrade quiz using the questions provided on our website – hold it in a pub, in your school or even at your dinner party!
13 Link local and global issues by combining your Fairtrade events with specific reference to your area. Use iconic landmarks, invite local dignitaries and include local produce. This not only enables you to represent your Town but increases the likelihood of getting your event picked up by the local press.
14 Plant a commemorative tree in the community to mark the occasion and invite the most important stakeholders in your campaign to attend the ceremony.
20
20
20
15 Conduct a survey in your local area about Fairtrade to guage how many people recognise the logo and can say what it means.What do people feel are the reasons for poverty in the developing world? Compare the results year on year and use this to inform your future campaigns.
16 Get competitive with a smoothie making competition using Fairtrade fruits, a flower arranging session using Fairtrade flowers or a bake-off using Fairtrade ingredients.
17 Hold a stall at a community event this autumn, from a Harvest festival to a Guy Fawkes night bonfire, the options are endless! Use a chocolate taste test or something similar to draw people in.
18 Engage with your MEP representative and invite them to your events to build their support for Fairtrade.
19 Encourage your community to learn more about the farmers and workers producing Fairtrade goods by checking out 100% Fair Trade organisations or by looking at our new website at www.fairtrade.org.uk, which has lots of useful information and resources.
20 And finally, don't forget to tell us about your activities. Help us to celebrate your achievements over the past 20 years by sending your photographs, past and present, to firstname.lastname@example.org | 1,712 | 915 | {
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Raingardens - box basics
"A Raingarden is a vegetated area designed to attenuate rainfall"
A basic box Raingarden
A simple way to build a rain garden is to install an above ground box next to the down-pipe from a building's roof. The downpipe is disconnected and flows directly into the box. Water then slowly filters through the plants, soil and gravel within the box, before re-entering the drainage system.
There are many options, but think of something like a garden planter. The box can be something that you have made using strong wooden boards (strong enough to withstand the weight of soil, gravel and water pressing against the sides) or a pre-fabricated box bought from the local DIY shop or on-line. If it is made from wood or has joins in it, the box should be sealed to avoid leakages. This will not be necessary for a single-moulded plastic box/planter.
Connecting the box
With the box in position but not filled (it's easier to move when empty!) install the plumbing. Disconnect down-pipe at the top of the box, and then re-connect the base of the box to the drainage system, with a pipe. This re-connection will need a neat and accurate hole cut in the box to place the connecting pipe through. This hole can then be sealed using appropriate plumbing components.
When connecting the down-pipe to the rain garden and then re-connecting to the drainage system, consider or not you will need a plumber to do this. If you are doing the plumbing yourself this will still need to be checked by a suitable professional. Remember to obtain any permissions.
Creating the Raingarden
Starting from the bottom, install a slotted, collecting pipe along the bottom of the chamber. This should also be connected to a high level overflow which can receive flows during very heavy rainfall or if a blockage occurs.
Alternatives to a box Raingarden
In-ground arrangements can be straightforward but you will need various checks including building standards - it may be worth a chat with the Building Control Officer in the local council. Also check that the area to be dug does not have any pipes or cables in it. If in doubt "Utilities checker" providers (available on-line) can help.
Dig an area within easy reach of the down-pipe or the area/s that you want to drain, for example driveway or yard. Line the pit with a polythene liner. Re-connection to the existing drainage system will need more effort as it's below ground and again will need a suitably qualified person to ensure that plumbing and building control requirements are met. Direct connection to a nearby stream may also be acceptable with permission from SEPA. More comprehensive detail is required for larger systems serving larger areas or more than one property and a suitably qualified engineer or architect will need to be employed. However costs can be shared and improvements increased due to the larger area being considered.
Other choices include pocket parks between buildings or at open locations in the street and other existing open spaces. These areas along with roads, footpaths and car parks amongst others, will require more comprehensive arrangements and may involve the local authority who could be willing to assist in the process.
Roof down-pipe
Overflow pipe
Polythene liner
Soil/mulch layer
Gravel layer
Fabric layer
Storm chamber
Re-connection pipe
(perforated in storm chamber)
© Taylor Wimpey
© CSGNT
Once the plumbing is completed and checked, carefully begin to construct the storm chamber. This can be filled with stone which will support the layers above or can be an open chamber. If open you will need to think about supporting the layers above with a strong metal or plastic grid.
The layers above this will then need to be placed but make sure that the soil and finer gravels are not able to settle into the storm chamber which will cause the whole system to collapse. The use of fabric material is usually recommended to stop this from happening but this can also cause blockage over time. A natural fabric that will rot over time is best. By the time the fabric rots there will be enough support from the roots of plants to stop collapse from occurring. Place the gravel and soils accordingly.
Further reading
© CSGNT
Professionally installed down-pipe rain garden
On top, think about placing stones to scatter splashes from the down-pipe and to have an even distribution of flow across the rain garden. This will also protect the soil from erosion.
Plant choice
The types of plant to use will be down to the specific location and personal preference, but choose plants that are robust and able to tolerate dry periods and very wet soils. Yellow flag (Iris) and ragged robin usually suit well. See "Further reading" for more advice.
W: www.sgif.org.ukE:
The Forum is a group of organisations, businesses and individuals interested in promoting and encouraging the building of Green Infrastructure. This guidance was prepared by Buglife - The Invertebrate Conservation Trust for the Scottish Green Infrastructure Forum.
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Our Computing Curriculum
"We need technology in every classroom and in every student and teacher's hand, because it is the pen and paper of our time, and it is the lens through which we experience much of our world." David Warlick
"Teachers need to integrate technology seamlessly into the curriculum instead of viewing it as an add-on, an afterthought, or an event." Heidi-Hayes Jacobs
Work Together
Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
We believe that incorporating technology into education opens up even more doors to children and broadens their opportunities to enhance learning.
At our schools, we believe that Computing is an integral part of preparing children to live in a world where technology is continuously and rapidly evolving, so much so that children are being prepared to work with technology that doesn't even exist yet. For this reason, we feel that it is important that children are able to participate in the creation of these new tools to fully grasp the relevance of and the possibilities of emerging technologies thus preparing them for the world that lies ahead.
We want to produce learners who are confident, discerning and effective users of technology and who also have a good understanding of computers, how computer systems work, and how they are designed and programmed.
In addition, we want all children to develop the underlying growth mindset skills which are essential to developing Computing capability (such as problem solving, perseverance and learning from mistakes) and apply them elsewhere.
Children in our school will be taught to evaluate the benefits and risks of technology, its impact on society and how to manage their use of it safely and respectfully.
Grow Together
Computing will be taught through a combination of subject specific lessons and within all other subjects within the classroom where practicable and of immediate value. In this way, children will experience cross-curricular links to widen their knowledge of the capability of computing including the safe use of the Internet and other digital technologies.
Subject leaders will ensure that all classrooms are aware of the possibilities that technology gives through regular updates and staff training opportunities. Teachers will be updated on new software and understand how best to utilise the tools that they are given. We continually share new ideas with each other and look at how they can be adapted in each class.
We are very lucky in our schools to have the access to the level of technology that we do – every child has access to their own iPad. We encourage children to embrace technology and use it to assist their learning. Children understand that technology is used a means of supporting their learning and not a distraction or replacement of more traditional approaches to learning. They use it effectively and are confident users.
Technology is used daily to assist our teaching and learning. We use a number of apps and programmes which effectively support children's learning. We use coding programmes such as 'Scratch' and 'hour of code', which have proved to be a huge success with children and they have responded very positively to them.
Computing is taught progressively throughout the school to ensure that experience and skills are developed in a cohesive and consistent way. There is opportunity for children to recognise the value of computing and ICT in their everyday lives and their future working life as active participants in a digital world.
Flourish Together
Our approach towards embracing a growth mindset relates to key principles that are important in many aspects of Computing these are: embracing challenge, persisting in the face of setbacks, learning from mistakes, effort as a path to success, finding inspiration and joy in the success of others. We celebrate learning in Computing against these principles.
Formative teacher assessment of computing capability will be recorded throughout the year, with examples of pupils' work kept to inform judgement on each pupil's level of attainment at the end of each key stage.
Subject leaders will review coverage and approaches to teaching and learning on a biannual basis to inform action planning and resultant staff development training. | 1,776 | 829 | {
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Energy savers
Time needed for activity
Location
15 minutes plus
Outdoors or indoors
Context
This activity encourages learners to think about and discuss the many ways in which we each need to act as responsible citizens to save energy to help mitigate climate change.
Natural Resources Wales' purpose is to pursue the sustainable management of natural resources in all of its work. This means looking after air, land, water, wildlife, plants and soil to improve Wales' well-being, and provide a better future for everyone.
Objectives
Learners will be able to:
* deepen their knowledge of energy saving methods in their, and their families, day to day lives.
* use effective communication and persuasive language skills to share ideas and opinions on the most efficient way(s) to save energy.
* explore societal factors which influence how we use energy and consider the barriers to reducing our energy needs.
Resources and equipment
* Resource cards – Energy savers
Activity plan
1
Activity plan
What to do
The discussion cards describe different ways in which we can save energy. It is not necessary to use all the cards. Some can be chosen or left out to play with next time.
1. Introduce the activity by asking your learners to suggest why saving energy is important and discuss their ideas.
2. Ask them to read through the information on the cards and discuss their contents.
3. Explain that there are no right or wrong answers and that every opinion is valid.
This activity can be adapted and carried out in a variety of ways.
a. Independently, in pairs or in small groups, learners should decide which card, in their opinion, shows the most important method to save energy and which card is the least important. Ask them to explain the reasoning behind their decision.
b. Working in pairs or small groups, give each group 9 cards and ask them to sort them using diamond ranking. Your learners should arrange the cards into a diamond formation, with the most important card at the top, two cards in the 2nd row, three cards in the 3rd row (medium importance) two cards in the 4th row, and their lowest importance card at the bottom. As a group, they should work to reach a consensus and can move the cards around until they reach an order on which they all agree.
c. In groups, only give one card per group. Each group can explain their card and make a case for where they feel they should be in the order of importance. Ask all the groups to work together to arrange themselves to stand in order of importance from most to least important. The different lines of groups can then be compared, and similarities and differences in their opinions can be discussed.
d. Create a human bar chart/graph to illustrate how your learners have sorted the importance of the cards. Lay the cards on the ground and ask your learners to stand in front of their chosen card in straight lines to make the 'bars'. Depending on the outcome, discuss any factors involved in your learners making different choices. For example, did rurally based learners make different choices compared to inner city based learners?
e. Sort the cards into ways your learners save energy themselves and what they are not able to do. This can be applied to home or school. Discuss the barriers that prevent further action.
f. Ask each learner to choose one of the cards which is important to them and explain why. What can they do individually, to save energy. Ask each learner to choose one or more cards with ways in which they will try to save energy in the future. Your learners can calculate their own energy footprint from our Activity plan – Carbon footprint, to help them work the amount of offsetting action they should consider.
Suggested key questions
* What do we need energy for?
* Why is it important to save energy?
* How can we save energy?
* What can you do to save energy?
* What stops you from saving more energy?
2
More support Adapting for different needs or abilities
* Remove some of the cards from the set.
* Choose the most appropriate delivery method, from a to f, for your group.
Follow up activity/extension
Try out our:
* Activity plan – Why is energy important
* Activity plan – Trees or bogs carbon calculator
* Activity plan – 3 C's of climate change
* Use natural art to illustrate a way to save energy
* Create an action plan or design a poster to encourage other people to save energy
Additional Information
Find out more about Natural Resources Wales' work to address climate change at www.naturalresourceswales.gov.uk
Natural Resources Wales/Climate change
Looking for more learning resources, information and data?
Please contact: firstname.lastname@example.org or go to https://naturalresources.wales/learning
Alternative format; large print or another language, please contact:
email@example.com
0300 065 3000
Activity plan
More challenge
* Think of other ways in which we can save energy and write them on blank cards for other groups to sort.
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Goal Setting: Using an Attention Signal
Now that you have a plan and are ready to use your new attention signal, set some goals to help measure if the signal gets the results you desire. You want your goal to be based on how many of the students respond and within how many seconds they respond.
Your goal for day 1 of implementation may be different than your goal for day 2, 3, or 4. Most importantly, try to set goals that are realistic. For example, a goal for day 1 might not be, "All students respond within 5 seconds," but perhaps that could be your goal for day 2 or 3.
Simple Data [1]
All Almost all More than half Less than half Seconds
Goal:
When given an attention signal, of the students will respond within seconds.
When the goal was met, what went well?
If the goal was not met, what were the challenges?
Helpful tips:
Goal met?
Yes No
All Almost all More than half Less than half Seconds
Goal met?
Yes No
All Almost all More than half Less than half Seconds
Goal met?
Yes No
All Almost all More than half Less than half Seconds
Goal met?
Yes No
All Almost all More than half Less than half Seconds
Goal met?
Yes No
Check the time — Use a watch, classroom clock, etc.
When goal is met — Provide behavior-specific praise and thank the students for their cooperation.
When goal is not met — Re-teach the signal to the students and tell the students your goal. Repeat the signal, make it obvious you are waiting for them, and provide corrective feedback.
What needs to be done to meet my goal after every attention signal?
Increase goal
Stay the same
1
Goal Setting: Using an Attention Signal
[1] Using Simple Data
Keep the goal sheet somewhere readily available to you at all times, such as on a clipboard you carry with you. Each time you use an attention signal, count the seconds on a watch or classroom clock (or even in your head) and estimate how many students respond. Then, record whether all, almost all, more than half, or less than half of the students respond and how long it took on the goal sheet in the Simple Data section.
Determine whether or not your goal was met. Try to do this each time you provide an attention signal. This will tell you if students are getting better at responding to the signal. Of course, you may not be able to record it each time and that is no problem. Just try to do it as often as you can.
Recording the simple data on the goal sheet should not take long or interfere with class time. If you find it is interfering with your routine, try to adjust the way you record your data. Basically, make it work for you and your classroom.
At the end of the period, review your data and the times when you did and did not meet your goal.
If you met your goal after each attention signal
If you met your goal sometimes
Congratulations! Reward yourself with some behavior-specific praise or a reward of your own and keep it up! Adjust your goal if you'd like more students to respond in a shorter time.
Great! You are definitely on your way to using an effective attention signal. Reflect on the times that went well and the times that did not. What was different about those situations—the activity, environment, type of transition? Determine how to overcome the challenges and give it another try.
If your goal was not met
Reflect on any challenges that you had. Determine how to overcome the challenges and give it another try. Meeting with your Double Check coach to problem solve can be helpful.
2
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GROWING IDEAS
Shocking Language!
Why do young children swear?
When children swear, it is important to understand the hidden meanings behind those troubling words. Young children usually do not know what the swear words mean, so what is the swearing behavior communicating?
Is a child saying…
* "This word makes people pay attention!"
* "I am angry!"
* "I want to be like my favorite movie star!"
* "I need a friend!"
Young children may swear for reasons related to their emotional needs.
* Young children may need adult attention and support to follow
* Young children may not know what else to say to express strong feelings, such as anger, frustration, or fear.
a rule; wait to take a turn; feel comforted and safe; complete an activity; or make a friend.
Young children may swear as part of their exploration and development of language. For example:
* Children may be testing out the words to get a clearer understanding of what they mean.
* As young children learn about language, they are often fascinated by what makes some words important. Sometimes, young children use swearing to explore cause and effect.
* As children begin to feel more independent, they recognize that adults cannot control what they say, and want to test the limits.
* Older children may think swearing will help them make or impress friends.
Swearing can occur as a result of environmental conditions.
* If a favorite character from a movie or television show swears, children may copy that behavior to be more like the character.
* If children hear adults or other children swearing, they may mimic that behavior.
* Young children may be saying that their activities or toys are not interesting, or do not match their stage of development.
* The physical space is over stimulating and may interfere with children's ability to calm themselves or stay focused.
Photograph by Monty J. Rand.
Preventing and responding to swearing behavior:
It can be difficult to know how to respond to swearing. Family members and teachers should observe the child to understand where, when, and under what conditions he or she swears. They can then agree on a caring and consistent response.
Young children experiment with language as part of their growth and development.
* Tell children it is okay to feel angry, frustrated, or frightened, but swearing is not okay.
When adults respond emotionally to children's upset feelings, it may reinforce the behavior. Adults can assist children in learning appropriate use of language by calmly setting limits around swearing behavior, such as: them.
* Notice children for using words instead of actions to express how they feel.
* Model messages children can use when they need adult help.
* Identify, label, and talk about how some words make children feel.
* Suggest strong but acceptable words or make up silly words.
* Make pictures or photo cards of faces to illustrate emotions.
* Use music and dance to encourage children to express their feelings.
* Use puppets to help children learn to role-play a conflict.
* Provide other ways to express feelings such as ripping paper.
When children test out words that are not appropriate:
* Help children identify swear words. Talk about why the words are unacceptable.
* Ask children what they think the swear word means so you can understand the reason why they chose to use the word.
* Provide children with opportunities to
make choices appropri-
It is important to understand that children's language and behavior can be influenced by what takes place around
* Help children learn other strategies to get peer attention.
ate for their age.
* Address other underlying reasons for swearing.
Adults can reduce incidents of swearing in their settings by:
* Limiting children's exposure to swearing in real life, on television, in the movies, or other media.
* Modeling appropriate language use.
* Reviewing the environment, routine, schedule, transitions, and activities to make sure they sup port children's ability to develop inner controls.
Where to learn more:
Hewitt, D. (1995). So this is normal too? St. Paul, MN: Redleaf Press.
Jones, S. (March 1996). "I'm so Mad I Could Scream." Child Care Center Connections. Retrieved October 6, 2004 from http://www.nncc.org/Guidance/cc41_ mad.scream.html
See also: Growing Ideas Toolkit tip sheets: "Behavior Communicates;" "Friends and Feelings;" and "Building Belonging."
Maine's Network of Child Care
Resource Development Centers.Center for Community Inclusion & Disability Studies, Maine's UCEDD.The University of Maine. | 1,907 | 934 | {
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The House in the Picture and Abbot Thomas' Treasure
M. R. JAMES
1Underline the correct answer.
What kind of stories are in this book?
a mysteries
b romances
c ghost stories
d adventure stories
THE HOUSE IN THE PICTURE
2 Underline the correct answer.
What is unusual about the picture?
a The house in the picture is not real.
b The picture changes.
c The picture is upside down at night.
d The picture has a special smell.
3 Underline the correct answer.
What story does the picture tell?
a a sad love story
b a story about poor people
c an adventure story
d a story about revenge
4 Connect the words on the left with the definitions on the right. Draw lines.
poachers
The part of a coat which can be pulled up to cover the head.
lawn
These people hunt on someone's land without permission.
cloak
The area of grass in front of or behind a house.
hood
A coat without sleeves.
ABBOT THOMAS' TREASURE
5 Underline the correct answer.
Why is Somerton interested in St Bega's Abbey?
a He wants to find some treasure.
b He is an archeologist.
c He is an architect.
d He is a religious man.
6 Underline the correct answer.
Why are there painted windows in old churches?
a Painted glass is a beautiful decoration.
b The paintings tell stories from the Bible.
c The paint makes the glass stronger.
d The paintings scare the Devil.
7 Somerton looks at the painted-glass windows from St Bega's Abbey. In the pictures he finds clues about the treasure. Tick (✓) all the items which are important clues.
( ) the colours ( ) the hands ( ) the sunlight
( ) the birds () the cloaks( ) the clouds
( ) the feet ( ) the eyes ( ) the books
8 Underline the correct answer.
Where has Abbot Thomas hidden his treasure?
a in a well
b in a grave
c in a wall
d under a wall
9 Underline the correct answer.
What does Somerton find behind the stone?
a the body of Abbot Thomas
b a treasure box
c a horrible guardian
d
nothing
Macmillan Guided Readers • Classics
THE HOUSE IN THE PICTURE 1
This page has been downloaded from www.onestopenglish.com. It is photocopiable, but all copies must be complete pages.
© Macmillan Publishers Limited 2003. Published by Macmillan Heinemann ELT
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Unquiet Graves
ALAN FREWIN JONES
1 The kids do not understand the meaning of the word 'improving' on the plaque.
2 She is too frightened to move. She cannot climb out of the vault without touching the coffins. She is afraid to do this. She says, 'If I touch a coffin, something dead will pull me inside!'
3 Because he wanted to improve the view from Isenglas Hall. He wanted to see his lake from the house and village was in the way.
4 The young man is the ghost of Hugo Glanville's murderer. By the end of the story, we know this. But the student can guess the answer now.
5 Frankie stood in the river, with the water nearly to her waist. Her clothes got very wet. Then she said, 'I must go to the church.' But she gave no reason.
6 It is the voice of the ghost of Hugo Glanville's murderer. Hugo's servants captured him and killed him. The voice which Frankie hears is full of fear. It says, 'You won't capture me!' These are clues about the person who is speaking. Using these clues, the student can guess the answer.
7 Frankie has seen and heard Todd Blakely's ghost. She understands the things that happened on the night of Hugo's death. This is because the ghost has shared his thoughts and feelings with her.
8 A blindfold is a strip of cloth which is tied round someone's face, over their eyes. This stops them seeing. If you have a blindfold over your eyes, you are 'blindfolded'.
9 Perhaps the half-coin fell from Frankie's pocket when the porch fell down. Jack pushed her out of the way of the falling pillar, and she fell herself. Then, when Frankie hit Jack, he fell to the ground. Perhaps he found the half-coin then.
10 When Frankie sees Todd's body hanging from the tree, his ghost is in the bird, not in the body. The bird answers Frankie's question about the halfcoin. And the bird shows Frankie the place where she must bury it.
UNQUIET GRAVES
This page has been downloaded from www.onestopenglish.com . It is photocopiable, but all copies must be complete pages.
© Macmillan Publishers Limited 2002. Published by Macmillan Heinemann ELT
Heinemann is a registered trademark of Reed Educational and Professional Publishing Limited
11 For a moment, Tom sees Isenglas Hall as it was in Hugo Glanville's time. Then he sees it again as a ruin, in his own time.
12 The kids have seen the two black birds, which are the ghosts of Todd and Eleanor. They have flown away together.
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How to Talk With Your Teenager, Not At Them
By MAUD PURCELL, LCSW, CEAP
"Why can't they be like we were?" Parents of teens ask themselves this and other preposterous questions as they navigate the treacherous waters of parenthood. Truth is, all healthy teens are somewhat temperamental, secretive and obstinate — it's their job!
What Happened to That Sweet, Compliant Kid I Knew?
Developmentally, our teenagers are facing huge changes physically, mentally and emotionally. In order to grow up they must begin to separate from us. And although it may not seem so, this process is at least as painful for them as it is for us. As adolescents mature, they experience:
* an increased need for autonomy
* a desire for more privacy
* a greater investment in their peers
* a need to try on different identities
* huge physiological changes
And while all of this is occurring with them, we are experiencing our own developmental crisis. Let's face it — we're getting older and losing a bit of our sense of personal prowess and control. In other words, we fear we're over the hill. So when these young upstarts challenge our authority, we feel we must make a last ditch effort to get control of the situation.
Naturally, this backfires. With emotions running high and everyone in developmental flux, how do we talk with these seemingly unapproachable aliens — the kids we used to know and love? And harder yet, how do we get them to respond?
Life will be much easier if you accept that even under the best of circumstances, communication with your teenager will be limited. It's part of what needs to happen so that he or she can eventually leave home. And despite her need for distance from you, there are ways to encourage quality (if not quantity) interaction with your teen.
Communication Dos
* Be a good listener. If your teen is willing to share something — anything — accept it for the precious and rare moment it is. Unless the house is on fire, stop and listen nonjudgmentally. Rule of thumb: Listen twice as much as you speak.
* Respect her privacy. If she sees that you understand her need for private phone calls and a closed bedroom door, she may be more willing to try sharing some of her inner world with you.
* Give her increasing autonomy. If she believes that you trust her judgment, and understand her need for growing independence, she is more likely to talk with you when real issues arise.
* Accept all of her feelings, as long as they are respectfully conveyed.
* Apologize when you are wrong.
* When you speak to her, keep your comments brief. Schedule time to talk about unappealing topics, such as homework — don't catch her on the fly. Focus on what she got right, before offering constructive criticism.
Communication Don'ts
* Avoid lecturing, nagging and guilt trips.
* Don't reveal to others the confidences she has shared with you. She may not risk offering you her intimate thoughts again for some time to come.
* Refrain from asking questions. For example, instead of saying "Why are you 15 minutes late getting home," say "I noticed you missed your curfew by 15 minutes." A subtle difference, but one that will meet less resistance.
Unfortunately, there is no navigational chart for making it through the rough waters of adolescence. Following these compass points, however, may make the trip just a bit more navigable. | 1,298 | 717 | {
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Chennai Storytelling Festival 2019
www.storytellinginstitute.org/CSF2019.html Festival Director: Dr Eric Miller <email@example.com> Storytelling Workshop, Thurs 7th Feb 2019, 1:30pm-4pm,
"Storytelling for Personal and Professional Success"
Workshop Facilitator: Ms Debjani Bhaduri <firstname.lastname@example.org>
Handout
Workshop Activities:
1 Introduce yourself to your partner by telling her/him your name and an adjective which describes how you are feeling today. As you say the adjective, use your tone of voice and body language to illustrate the adjective.
2 Tell about a character in a movie who also fits this adjective. Tell about the particular scene of the movie's story in which the character fits this adjective.
3
Tell your partner what you are hoping to learn in this Storytelling Workshop.
What aspect of storytelling might you like to learn more about?
What aspect of storytelling might you like to be able to do better?
What aspect of storytelling might be useful for you?
4
Mirroring, first with hands, then with facial expressions.
In each case --
First Partner A leads, and Partner B follows.
Then Partner B leads, and Partner A follows.
5
Compose a story using 3 words.
The Facilitator chooses the 3 words, with suggestions from others.
One word could refer to a personality trait. One word could refer to an object. Etc.
________________________________________________________________________
6
Tell about how you discovered and have developed your unique interests, talents, and skills.
Tell about specific incidents and conversations in your experience.
7
Tell about an inspiring experience you have had with a mentor in your chosen field.
Or
Tell about a great innovator, inventor, discoverer, pioneer, etc, in your chosen field.
To the degree possible, tell about specific innovations the innovator has made, and specific
incidents in the innovator's life.
8 Imagine that you have been accepted by a Job Interviewer, and that you have settled into your position at the company of your choice. Now imagine and tell about a dream project you (and your team members) would like to work on. This dream project would utilise your skills and offer interesting challenges to you. Please imagine and describe!
9 Failure can be a stepping stone to success. Tell about a failure -- and about learning from the failure and then succeeding. This story could be
A) from your own experience,
B) some events you have heard about someone else experiencing,
C) some events experienced by a character in a movie, or
D) some events made-up in your imagination.
10
Pretend you are 65 years old, and that you have been a great success in your chosen field. From this standpoint, write a letter to your college-age self, giving advice and suggestions regarding how to succeed in life. Seek to include mention of specific (Imaginary) events. | 1,269 | 631 | {
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Inland Empire Utilities Agency (IEUA) was formed on June 6, 1950, with the mission to provide supplemental water to the Chino Basin. Today, the Agency focuses on providing key services including: securing and supplying imported water; treating wastewater; developing recycled water, local water resources, and conservation programs to reduce the region’s dependence on imported water supplies; converting biosolids and waste products into a high-quality compost made from recycled materials; and generating electrical energy from renewable sources.
A five-member Board of Directors is elected to represent residents within a 242-square-mile area. IEUA provides services to Chino, Chino Hills, Cucamonga Valley Water District, Fontana, Fontana Water Company, Montclair, Monte Vista Water District, Ontario, San Antonio Water Company, Upland, and West Valley Water District.
Connect with us:
ieua.org
12811 6th Street
Rancho Cucamonga,
CA 91739
Phone: (909)993-1600
Thinking in Terms of Tomorrow
Regional Water Recycling Plant No. 4 (RP-4): RP-4, located in the city of Rancho Cucamonga and in operation since 1997, treats sewage generated from areas of Fontana, Rancho Cucamonga and some unincorporated parts of San Bernardino County. Originally designed to treat seven million gallons per day (MGD) of sewage, its current capacity is 14 MGD and the average daily flow in 2021 was about 10 MGD. RP-4 employs preliminary, primary, secondary, and tertiary treatment processes to produce water that meets the standards set forth by Title 22 of the California Code of Regulations. The solids that are removed during treatment are put into the regional sewer system and conveyed to Regional Water Recycling Plant No. 1 (RP-1) located in Ontario. A summary of the treatment processes is given to the right.
“Water Smart – Thinking in Terms of Tomorrow”
Wastewater Recycling Process
1. **Preliminary Treatment:** This first step in treating sewage is intended to remove debris that could harm downstream processes. Screening equipment captures debris, such as rags, sticks, and plastics larger than \( \frac{3}{4} \) inch in size. These screenings are washed and compacted before being placed in a bin for later disposal to a landfill. After screening, the sewage is pumped to downstream processes. Inorganic materials such as sand and silt are removed in the grit removal process, where separation due to gravity and centrifugal forces allows grit to be removed for landfill disposal.
2. **Primary Treatment:** Following preliminary treatment, sewage is split equally between two primary clarifiers, which allow the flow to slow down enough for organic material to settle out by gravity or rise to the surface. The solids collected at the bottom and the scum collected from the surface are piped from the clarifiers and directed to RP-1, while the liquid portion continues on to the secondary treatment process.
3. **Secondary Treatment:** This biological treatment process utilizes aeration basins to provide an environment where naturally occurring microorganisms are able to greatly reduce the concentrations of ammonia and organic compounds. After performing their pollutant removal work, microorganisms are separated by gravity in secondary clarifiers where most of them are returned to the aeration basins to sustain the biological process. The excess microorganisms are directed to RP-1, and the clarified liquid is gravity fed to the tertiary treatment process.
4. **Tertiary Treatment:** The last step in producing recycled water at RP-4 is intended to remove fine particulates and to disinfect the water. The filtration process passes the water through filter media designed to capture fine particles and remove remaining suspended solids. Once filtered, the water is disinfected by adding a small amount of sodium hypochlorite (bleach) and ensuring a minimum contact time is achieved. The end result is recycled water that can be used for groundwater recharge, landscape irrigation, crop irrigation, and other beneficial uses. | 1,754 | 825 | {
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Sign Up for Summer Day Camps
Register Now for The May 6 Conservation Workshop
March 2024
April 8 Solar Eclipse
WOW! Visitors have stopped by the museum to pick up over 1,200 pairs of free solar viewing glasses provided by NASA and NASA Camp. We hope for a clear day for all to safely view the April 8 solar eclipse. On April 8, the museum will offer NASA activities that explore the reasons for the solar eclipse. Even the museum raccoon is wearing glasses for safe solar viewing.
Conservation Workshop
On May 6, 2024, conservator Ron Harvey will lead an NPS sponsored free workshop Safe, Practical Storage for Historic Objects in Small Museums, and Family Homes. Please contact the museum to register for this informative program. It runs for 9:30 AM to 2:30 PM.
Newsletter Nature Fact
Mackerel, *Scomber scombrus*
This historic Atlantic Mackerel mount, was prepared by Bangor taxidermist Fred Parke. Mackerel species typically have deeply forked tails and vertical tiger like stripes on their backs with an iridescent green-blue quality.
GWH History
Merrill Weaving Room
The Alice Mills Merrill weaving room was located in Gould Grammar. Students enjoyed creating many hand woven rugs and scarfs using the looms. Pictured in this 1950 photograph are Good Will students working on the looms, including (second from the left) Lois Young and (second from right) Evelyn Taylor.
Join the fun! Become an L.C. Bates Museum member!
Member Benefits
- Announcements and invitations to events and exhibit openings
- Museum Newsletter
- Free admission to the museum
- 10% discount at the museum gift shop!
Call or Email the museum for information for Membership Information.
Interested in making a contribution to the museum? Contact us at firstname.lastname@example.org or 207-238-4250 if would like to information about making a donation. Your donations help make the museum possible!
March 2024 Events and Programs
Saturday, March 2nd, 10 AM Sea Shells, Sea Shells
Explore the different kinds of sea shells (mollusks) and learn how they are adapted to life in the oceans. Learn why their different shell designs, colors and more help and/or protect them. Find out about a shell that can dig into the sand and one that can endure a cold winter beach when the tide is out. Make a colorful shell collections to take home.
Saturday, March 9th, 10 AM Birding-In
Birding-In is what we call Birding in the L.C.Bates Museum Audubon Gallery. In the gallery you can get ready for spring trail side birding by touring the many museum specimens of birds that are found in Maine. Look at the Hubbard dioramas to see birds in their Maine habitats. (Hubbard went to the locations where the types of birds were found to paint his backgrounds for the dioramas.) You will see bird beaks and can listen to bird songs to learn to identify them by ear. Children can go on a bird scavenger hunt, dissect an owl pellet, or play Bird Bingo!
Saturday March 16th, 10 AM Mammal Teeth Tell What They Eat
From lions to squirrels examine the teeth and skulls of herbivores, carnivores, and omnivores to learn how they can tell what different animals eat. Make a skull craft to take home and do a scavenger hunt.
Saturday, March 23nd, 10 AM Solar Eclipse Kit Activities
Prepare for carefully viewing the Monday, April 8, 2024 solar eclipse that will be visible in Maine. An eclipse here will not happen again for 20 years. Examine why eclipses happen and experiment with making a model eclipse. Draw and eclipse. Learn how you can safely view the solar eclipse. Receive a free pair of solar viewing glasses donated by NASA and NASA CAMP to give to museum visitors.
Saturday, March 30th, 10 AM Old Time Toys Program
Turn Back the Clock! Explore Old Time Toys and Games. Come roll a hoop, play a 300 year old game, Graces, do a ring toss, write on a slate board and more as well as making a top game to take home.
Winter Hours
December to Mid-March– Wednesday, Thursday, Friday and Saturday 10 AM to 3:00 PM. Or other times by appointment. On snowy days the museum is closed.
Weekly Saturday Morning Programs at 10 AM
Adults $4.00 Youth Under 18 $1.00
Group Rates
Call or email the museum to set up a group or school program. | 1,877 | 979 | {
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Write the letter name of each note on the line below.
Theory Level Primary B - Note Naming Set 1
Write the letter name of each note on the line below.
Theory Level Primary B - Note Naming Set 2
Theory Level Primary B - Note Writing
Draw one note on the staff for each of the notes below. Use whole notes.
A F D Middle C B
F G A C D
A D C B Middle C
E Middle C B G F
B G F E G
A C E Middle C D
Theory Level Primary B - Terms and Definitions
This set includes a review of terms from level 1. Match the terms with the definitions. Write the letter of the correct definition on the blank line.
_____ bass clef
A. Also known as F clef; most music written below Middle C is notated in this clef (low)
_____ bar line
B. Also known as G clef; most music written above Middle C is notated in this clef (high)
_____ treble clef
C. A line dividing the staff into measures
_____ measure
D. Two numbers, one placed on top of the other, at the beginning of a piece of music
_____ staff
E. Medium or moderately loud
_____ forte
F. To play gradually slower
_____ piano
G. Raises a note one half step
_____ legato
H. To play smoothly, connected
_____ mezzo forte
I. A curved line over or under notes which means to play legato
_____ ritardando
J. A dot placed above or below a notehead telling us to play separated or disconnected
_____ tempo
K. The speed of a music composition
_____ mezzo piano
L. The closest distance between two notes, can be represented as “H”
_____ time signature
M. The distance between two notes
_____ dynamics
N. Lowers a note one half step
_____ slur
O. Medium or moderately soft
_____ sharp
P. Equal to two half steps, can be represented as “W”
_____ interval
Q. Two bar lines close together at the end of a piece of music
_____ half step
R. The space between two bar lines
_____ flat
S. Five lines and four spaces
_____ repeat sign
T. Soft
_____ whole step
U. Loud
_____ double bar line
V. Two bar lines close together with two dots meaning to “play again”
_____ staccato
W. How loudly or softly to play music | 1,093 | 558 | {
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Desktop Terminology
Account: From this menu you can sign out, lock or change settings that are unique to your account on the computer.
Applications: Tools that allow you to do things on a computer, such as write a letter using Microsoft Word, search the internet using the Edge browser, and do math using a calculator.
Desktop: The area that allows you to access the applications, files, and settings.
File: A package of information.
Folder: A method for storing and organizing files.
Power: In the Start Menu, it is where you restart, shut down, or put the computer to sleep.
Recycle Bin: Holds documents here until you empty them.
Taskbar: Access the Start Menu, search, find frequently accessed applications and open files. The right-hand side of the taskbar includes notification center, date, time and volume control.
Search Box: You can search the computer for a specific file, computer setting or application.
Start Menu: Access all applications available on the computer; shut down, restart and put the computer to sleep; manage user accounts, access files and computer settings.
Task View: Displays all the windows that are currently open on the computer.
Close Button: Closes the application or file.
Maximize Button: Expand the window to fill the desktop.
Minimize Button: Hides the file in the taskbar.
Restore Button: Returns the window to the size it was before it was maximized.
Scroll: Use this tool to see more of the file contents that is not visible on the current screen.
Title Bar: At the top of every window it includes the name of the software, name of the file, and includes the minimize, maximize, restore and close buttons.
Save: Use this feature so you have a copy you can view or edit later.
Window: Working area of an application.
Resize – When a window is too big or too small you can change the size of the window.
1. Place the cursor on the edge of the window.
2. When the cursor becomes a double-headed arrow, click and hold the left mouse button to “grab” the edges of the window.
3. Drag the mouse to the left or right to change the size of the window.
4. Release the mouse button when the window is the desired size.
Tips for Using a PC
- Desktop and Taskbar are useful tools to access common applications and documents.
- Task View allows you to see all the open windows at one time.
- Folders help you organize files.
- The Search box allows you to quickly locate folders and documents.
- Documents can be restored from the Recycle Bin only if it has not been emptied.
Learn More
Visit www.digitallearn.org for more courses and to help build skills and confidence using technology.
Today’s training is provided by AT&T and the Public Library Association. | 1,135 | 570 | {
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TREASURES FOR LIFE:
BECKY AND THE TREASURE CHEST
By Chen Wei Teng and Suzannah Chua
Becky is at the playground. She loves to play on the slide.
Whee!
Thump!
Landing near the bushes, she spots something hidden there.
It’s a treasure chest! There is a note too.
Dear Bunnies,
Come together to create,
Something lovely, something great.
Put your ideas to the test,
With the objects in this chest.
Becky unlatches the treasure chest and opens it. “Wow, these are interesting! I can’t wait to show these to my family,” says Becky excitedly.
She calls out to her family, “Look what I’ve found! Let’s use them to make something together, like what the note says.”
“We can make painted pebble magnets for our fridge,” Becky suggests. “It will be so fun!”
Everyone agrees and gets into action.
As they paint, the pebbles slowly transform into colourful pieces of art.
“I’m done!” says Becky. “Me too,” Big Brother chimes in. Everyone has finished painting.
“But, wait!” Little Brother exclaims.
“How are we going to stick the magnets onto the pebbles?” Little Brother asks.
No one knows.
We should not have followed Becky’s idea!
What a waste of our time!
Upset, Becky shouts, “It’s all my fault! I should not have suggested this!”
“Let’s just get rid of all these pebbles!”
PROMPT: Do you think what Becky’s brothers said was nice?
PROMPT: How do you think Becky should have responded?
“Becky, that’s not a nice thing to do,” Mum says sternly.
Dad continues, “All of us worked hard to paint the pebbles. It’s not kind to throw our work on the ground.”
“So now it’s all my fault for making everyone unhappy!”
“Calm down, everyone. Let’s try to solve this as a family,” Grandpa says quietly but firmly. “Perhaps there’s something else in the treasure chest that can help us?”
Just then, Little Brother calls out,
“Look! There’s some flour here in the treasure chest!”
“I have an idea!” Mum says, “We can make some glue using the flour. Then we can glue the magnets to the pebbles!”
Grandma smiles, “Grandpa can show everyone how to make glue using flour.”
Grandpa starts to make the glue. Little Brother and Big Brother stand close and watch curiously.
1. Add hot water to flour.
2. Stir the mixture.
3. Let the mixture cool down to form a sticky paste.
“Can I... Can I help too?” Becky asks shyly. “I’m sorry for pushing all our painted pebbles to the ground just now.”
Grandma smiles, “We forgive you, Becky. When we treat others the way we would like to be treated, that’s respect.”
Grandpa adds,
“And we respect others by being patient and kind.”
Hearing Grandma and Grandpa’s words, Big Brother and Little Brother realise they had been disrespectful too. They apologise to Becky.
The children quickly forget their unhappiness and work together on their pebble magnets.
Sorry, Becky. We did not respect you.
I forgive you.
I’m sorry for yelling.
I’m sorry too.
Dad pats Becky on her head and says, “It was a great idea to make painted pebble magnets together. All of us had fun!”
Becky replies, “Thank you, Dad! I think I’ve learnt more than just making painted pebble magnets today.”
“I learnt how to respect my family,” Becky smiles.
“We respect others by being patient and kind.”
“That’s how families stick together, just like these magnets,” Grandpa says with a grin.
Becky discovers a treasure chest full of objects. She is excited to make something beautiful with her family. But when a quarrel erupts, Becky realises it takes more than just a good idea to make things work. In her frustration, she discovers a different treasure.
**About Treasures for Life**
With each treasure discovered by the Treasure Seekers, they learn something precious about their family! Little do they know, the greatest treasure that they have for life *is* family. | 1,464 | 888 | {
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Foodborne illnesses are common and costly. In the U.S., an estimated 48 million people get sick each year, and 3,000 die, from foodborne illnesses. Related medical expenses total over $55 billion annually. Food companies feel the pain, too. In addition to damaging brand reputation and sales, food recalls can cost companies millions of dollars in direct expenses.
Preventing foodborne illnesses is possible, but difficult. A wide variety of viruses, bacteria, fungi, and parasites can cause harm, and contamination can occur at every point in the food system.
Since 2000, a multidisciplinary team of researchers and Extension educators from 39 institutions across the U.S. have worked together to address food safety concerns. This project is the first attempt to develop comprehensive risk-based strategies that control foodborne pathogens in all foods and at all points in the food system. Over the last five years, researchers formed more than 150 collaborative projects, published over 500 peer-reviewed articles, and fostered an inclusive environment in which new researchers can grow. These efforts have expanded knowledge and set the foundation for future work on food safety.
The group won the 2019 National Excellence in Multistate Research Award in recognition of their outstanding collaborative research, development, and education efforts, which will continue to improve food safety and reduce the risk of foodborne illness for years to come.
Collaboration has led to inventive strategies that can help prevent food safety threats before they become dangerous and costly.
Researchers have:
- Studied how microbes react to their environments and designed models that anticipate how foods might be contaminated. For example, scientists evaluated how pear firmness affects *Salmonella* transfer during mechanical slicing (Michigan), how temperature affects pathogen growth in leafy greens (New Jersey), and how glove material affects bacteria transfer during jerky production (Virginia).
- Designed devices to detect pathogens, including a low-cost disposable device that detects even low concentrations of *E. coli* (Wyoming) and a custom spectroscopy system that identifies toxic mold in single corn kernels (Illinois).
- Monitored pathogens on farms and in food processing facilities, including tree fruit packing houses (Pennsylvania), pork product manufacturers (Texas), catfish processing plants (Louisiana), and artisan cheese factories (Connecticut).
Researchers found ways to prevent or eliminate food safety threats along the entire food supply chain, such as:
- Helping growers assess the quality of their irrigation water.
- Feeding prebiotics to poultry (Arkansas).
- Dipping fresh-cut cantaloupe in aloe vera (Puerto Rico).
- Packaging fruit in edible films containing essential oils (Kansas).
- Using intense pulsed light technology to pasteurize powdered foods without heat (Minnesota).
- Spraying antimicrobials on beef and poultry products with electrostatic sprayers (Colorado).
- Preventing bacteria resistance to antimicrobials (Virginia).
Researchers improved food safety knowledge and practices by providing learning materials and experiences for both the food industry and consumers. For example:
- Educational multimedia that teach food safety concepts were used over 1 million times in 2018 alone. Many of these products are available in Spanish, Chinese, and Navajo (New Mexico).
- 130 Extension publications translate research findings and help industry and consumers quickly adapt their practices.
- The Southern Center coordinates food safety training and technical assistance for the region’s produce industry. So far, the Center has trained 400 trainers who now help the produce industry understand and comply with food safety rules (Florida and partners in 13 states and Puerto Rico).
Research is also guiding policy that prevents food contamination.
- Exhaustive water sampling and data analysis is helping the FDA set requirements that protect produce from contaminated irrigation water (New York and Florida). | 1,821 | 756 | {
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SHARPIE WELCOME SONG
Welcome to our weekly show,
Let’s start with a smiling hello.
Wherever you’re from,
Come and join in the fun,
And around the world we’ll go.
Let’s explore the world together,
We can sing and dance all day.
We can hunt for buried treasure,
We can spread our wings and fly away.
If I close my eyes I can see,
All the places I long to be.
I will open the door to my mind,
To see what I can find.
Let’s explore the world together,
We can sing and dance all day.
We can hunt for buried treasure,
We can spread our wings and fly away.
Let’s all shake our right hand,
Now let’s shake our left.
Wiggle all our body,
Now let’s shake our legs.
Let’s all jump together,
One, Two, Three.
Now let’s be an aeroplane,
Come fly away with me.
GIRAFFE POEM
A giraffe has a very long neck,
And walks with his head held up high.
He can reach all the leaves
From the very tall trees,
And look at the sun in the sky.
GIRAFFE WARM-UP
I wanna be tall
and see over walls.
I wanna be tall,
look down on you all.
I wanna be tall
and see over walls.
I wanna become a giraffe.
We’re going on safari,
Sharpie, me and you.
Let’s look out for the animals,
Can you spot them too?
We’re going on safari,
We’re following the sun.
Across the plains of Africa,
Join us everyone.
I can see some zebras,
Patterned in black and white.
They gallop across the plains together,
With stripes so bold and bright.
Look there goes a cheetah,
He’s running really fast.
If anyone tried to race him,
They definitely would come last.
There’s a horned rhinoceros
Grazing on the grass.
And the gorgeous Leopard,
We’ve spotted one at last!
There’s a herd of wildebeest,
Migrating from the south.
And the lion with his mane,
And huge roaring mouth.
We’re going on safari,
Sharpie, me and you.
Let’s look out for the animals,
Can you spot them too?
We’re going on safari,
We’re following the sun.
Across the plains of Africa,
Join us everyone.
Once upon a time there was a Giraffe and a Zebra. They were best friends.
Just like me and you Sharpie!
But one day, Giraffe challenged Zebra to eat the leaves on the tall trees. Zebra didn’t have a long neck like Giraffe so he couldn’t reach the leaves. He was very sad.
Then Zebra had an idea. He challenged Giraffe to beat him in a race across the African plains. Giraffe tried, but he couldn’t run as fast as Zebra. Now Giraffe was sad.
Then they both realised something very important. They were good at different things because they were different animals, but that didn’t mean that they couldn’t be the best of friends.
That’s right, isn’t it Sharpie?
Some of our friends might be taller than us, or faster than us, but that doesn’t mean we can’t be friends with them because everyone is good at something.
To make your own binoculars you will need:
- 2 cardboard tubes from a toilet roll
- Sellotape
- A piece of string
First, join the cardboard tubes together using the sellotape.
Then, attach each end of the string to the inside of each cardboard tube.
You can now decorate your binoculars using coloured pencils or pens!
COLOUR YOUR GIRAFFE
All music, lyrics, stories and logos contained in this pack and shown in the Sharpie episodes are © Copyright Sharpe Academy and cannot be used without permission.
COLOUR YOUR ELEPHANT
All music, lyrics, stories and logos contained in this pack and shown in the Sharpie episodes are © Copyright Sharpe Academy and cannot be used without permission.
All music, lyrics, stories and logos contained in this pack and shown in the Sharpie episodes are © Copyright Sharpe Academy and cannot be used without permission. | 1,398 | 878 | {
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STORYTIME KIT
Five activities to explore and experiment with mindful breathing
What Is Mindful Breathing?
Mindful breathing is when we pay attention to the feeling of our breath in our bodies. When we focus on the natural flow of our breath, it helps us to feel calmer and clearer. When kids practice mindful breathing, they can follow the inhale and exhale in fun, engaging ways—like the breaths we’ve created for Alphabreaths—and enjoy all the benefits that come from that!
As a warm-up, you can start with Question Breath to give children a chance to check in with how they feel. Encourage them to share their answers.
Question Breath
As you breathe in, ask yourself how you are feeling. As you breathe out, answer.
MAKE UP YOUR OWN ALPHABREATH
Many of the breaths in the *Alphabreaths* books were invented by or adapted from kids themselves. Here’s a chance to get even more imaginative and create your very own breaths! You can adapt the following steps based on age and how much time you have.
1. Think of something that you love or admire that can help you focus on your breath. For example, it can be an animal, a superhero, your favorite food, something in nature, or anything else that makes you feel good.
2. How does this (animal/superhero/food/thing) make you feel? Does it help you feel calm when you’re frustrated or brave when you’re nervous? Does it cheer you up when you’re feeling down?
3. Now comes the fun part: How can you act it out as a breath? What will you do as you breathe in? What will you do as you breathe out?
4. Describe your breath. You can use one of these examples to guide you or write it in your own words.
- Breathe in, feeling brave and strong like a lion. Breathe out, letting out a powerful (but quiet) roar. [Breathe in, feeling ___________ and ___________ like a _______. Breathe out, letting out a ___________.]
- Breathe in and imagine you are a superhero. Breathe out and imagine how you will help someone. [Breathe in and imagine you are a ___________. Breathe out and imagine _____.]
5. Draw a picture of your breath. At the top, write the letter, name, and description.
6. Teach someone how to do this breath, then do it together.
Alphabreaths Matching Game
• Cut out the cards and shuffle them.
• Lay the cards facedown.
• Player 1 turns over two cards.
• If the letters on the cards match, the player takes them and turns over two more.
• If they do not match, the player turns them facedown and player 2 takes a turn.
• Play continues until all the cards have been picked up.
• The player with the most card sets wins.
A Alligator Breath
Open your arms wide like alligator jaws on the in-breath. Snap them shut on the out-breath.
B Butterfly Breath
Spread your arms like beautiful butterfly wings on the in-breath and let them flap gently on the out-breath.
C Cake Breath
Breathe in as you imagine a birthday cake. Breathe out as you imagine blowing out the candles.
D Dolphin Breath
Breathe in as you lift your arms up high. Breathe out as you imagine diving into the ocean.
E Elevator Breath
As you breathe in, imagine your breath going all the way up to the top floor of your belly. As you breathe out, imagine it going all the way down to the bottom. You can even count floors as you breathe.
F Flower Breath
Breathe in and imagine you are smelling your favorite flower. Breathe out and imagine you are blowing the seeds of a dandelion.
G Gratitude Breath
As you breathe in, think of a person you’re grateful for. As you breathe out, send them a smile.
E Excavator Breath
Breathe in extending your digger arm, and breathe out scooping it back.
F Fireworks Breath
As you breathe in, picture your favorite colors. As you breathe out, imagine those colors shooting out of your fingertips and popping into the air like fireworks.
G Gift Breath
As you breathe in, imagine a special gift someone has given you. As you breathe out, send them a thank you.
H Hummingbird Breath
On the in-breath, imagine you are darting through the sky like a bright hummingbird. On the out-breath, let out a long hummmm.
I Island Breath
Picture yourself lying in a hammock by the ocean. Chill out and take some long, relaxing breaths.
J Jurassic Breath
Take a breath in, imagining you are your favorite dinosaur. Let your breath out with a big roar!
K Kite Breath
Breathe in and imagine tying a wish to the string of a kite. Breathe out and let go of the kite, sending the wish on the wind.
L Love Breath
Breathe in and think of a person you love. Breathe out and send your love their way.
Daily Breaths
- Put the cards in a jar.
- Each day pull out a card to practice that breath.
Astronaut Breath Coloring Sheet
Alphabreaths Bonus Content • SoundsTrue.com • Illustrations copyright ©2019 and ©2022 by Holly Clifton-Brown. • This page may be photocopied for free distribution.
Superhero Breath Coloring Sheet
Alphabreaths Bonus Content • SoundsTrue.com • Illustrations copyright ©2019 and ©2022 by Holly Clifton-Brown. • This page may be photocopied for free distribution. | 1,940 | 1,224 | {
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Buckthorn Considered the Fast Food of the Natural World
By: Commissioners Nicole Molinaro & Lee Kaufman
How can that be? Buckthorn shares similarities of being convenient, not nutritious and is everywhere. Berries eaten have a very strong laxative effect which helps it spread aggressively and why it is invasive. A Public Act (SB3433) passed this year to promote eradication on both public and private land.
“Woody invasive species like European buckthorn and bush honeysuckles make up over one in three trees in the region. These shrubs were introduced as ornamental specimens, but they have escaped cultivation. They create dense thickets and prevent other species from growing around them. In natural areas, they are one of the leading contributors to reduced oak regeneration.”
(Pictures from Westchester taken recently)
- CRTI Urban Forestry Summary https://chicagorti.org/app/uploads/2022/09/WestchesterSummary.pdf
How can Buckthorn be so Harmful?
- Out competes natives
- Fast growth rate
- Longer growing season when most natives are dormant
- Few predators and deer avoid it
- Creates a food desert for pollinators
- Alters the soil negatively, encouraging growth of other invasive species
- Harms water quality and increases erosion
- Friends of the Mississippi River https://fmr.org/updates/conservation/buckthorn-how-can-shrub-be-so-harmful
Westchester, MWRD and FPDCC are investing millions to:
- Increase water holding capacity
- Mitigate invasive species
- Protect tree and plant diversity
Westchester and MWRD have collectively spent millions in the last few years for green infrastructure initiatives such as:
- ‘22-’24-Tree Plantings ($175,267)
- ‘23-Tree Inventory and Plan ($46,170)
- ‘21/’24-Green Alleys ($2,430,000)
- ‘23-Detention Basins at Cemetery Ponds ($414,000) and Mastodon Creek ($263,500)
Our Top 5 Reasons Why we Need to Protect our Native Species:
1. Save energy by reducing surface temperatures and shading buildings
2. Store carbon dioxide and remove pollutants from the air
3. Intercept stormwater and help reduce flooding
4. Increase property values and make our communities more pleasant
5. Improve health
- Be on look out for Buckthorn removal events around the village
- Be part of the conversation, GROW meetings are the first Thursday of each month at 6:30 PM in Board Room
- Review MWRD Green Neighbor Guide for some easy tips to follow. https://mwrd.org/sites/default/files/documents/Green_Guide_191220.pdf
- Check out Conservation@Home for at-home guidance on environmentally sound landscape practices. https://extension.illinois.edu/cook/conservationhome
- If you have a landscaper, ask them for assistance in removal of buckthorn and replacement suggestions.
If we all come together for the next 2 years to eliminate buckthorn in our community we will be protecting not only our investment in green infrastructure we will also improve our native species diversity building resilience and sustainability.
- FPDCC What is Restoration? https://fpdcc.com/nature/restoration/
- Management of Invasive Plants and Pests of IL - https://extension.illinois.edu/sites/default/files/management_of_invasive_plants_and_pests_of_illinois.pdf | 1,563 | 718 | {
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Reading/English Language Arts
Based on the Maryland College and Career-Ready Standards
Determine a theme or central idea of a reading and how it is conveyed through details and provide an objective summary of the work
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the work, including contrasting the experience of reading with the experience of viewing it
Determine an author’s point of view or purpose in a reading and explain how it is conveyed
Trace and evaluate the argument and claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not
Come to discussions prepared, having read or studied required material and draw on that preparation by referring to evidence on the topic
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study
Write arguments to support claims with reasons and evidence
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and well-structured event sequences
Demonstrate command of the conventions of standard English grammar and usage in writing and speech
## Mathematics
- Understand ratios, rates, and solve problems involving proportional relationships
- Divide fractions and solve related word problems
- Use positive and negative numbers to describe quantities and understand the order and absolute values of positive and negative numbers
- Work with variables and expressions by generalizing the way numbers work
- Understand the process of solving simple equations
- Write equations to solve word problems and describe relationships between quantities
- Reason about relationships between shapes to determine area, surface area, and volume
- Develop an understanding of statistics
- Display numerical data in multiple ways (plots, histograms, etc.)
## Science
### Next Generation Science Standards (NGSS)
- Develop a model that predicts and describes changes in a substance when thermal energy is added or removed
- Gather and make sense of information to describe how synthetic materials come from natural resources and impact society
- Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object
- Ask questions about data to determine the factors that affect the strength of electric and magnetic forces
School Readiness
What Students Should Know and Be Able to Do at the End of the 6th Grade
| Science |
|---------|
| Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials |
| Develop a model to describe the cycling of water and Earth’s materials |
| Analyze and interpret data on fossils, rocks, continental shapes, and seafloor structures to provide evidence of Earth’s past |
| Develop a model to describe the cycling of water and Earth’s materials through Earth’s systems |
| Write an explanation that predicts patterns of interactions among organisms in ecosystems |
| Make an argument with evidence explaining that changes to both living and nonliving parts of an ecosystem can affect populations |
| Social Studies |
|----------------|
| Examine primary and secondary sources to write about ancient civilizations and contemporary world cultural geography of the western hemisphere |
| Identify, locate, and compare places in the Western Hemisphere using geographic characteristics to write about how these factors affect how people live and work |
| Analyze the growth and the development of nations in the contemporary world by looking at the expansion and changes in nations and empires within the Western Hemisphere |
| Learn about the world outside of the United States and use a variety of sources and perspectives to analyze the characteristics and structure of political and economic systems within the Western Hemisphere |
| Raise questions, solve problems, reason, and reflect in their understanding of their own learning styles |
| Demonstrate learning through portfolios, exhibitions, simulations, debate, and service-learning projects, that correlate to social studies content standards for evaluation | | 1,939 | 804 | {
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The lives of children and communities in Sierra Leone brightened by Sollatek and an Australian charity
Kanga Schools (www.kangaschools.org), a charitable project run by volunteers in Sydney, Australia, is helping village schools in Sierra Leone, West Africa, one of the poorest countries in the world. Sollatek are delighted to be playing their part in this inspiring initiative.
Education was a major casualty of the 10-year civil war. Kanga Schools therefore went in at grass-roots level to give the new generation access to computers and books – and a chance to learn. Within a few years, the impact of the recycled books and computers on Sierra Leone’s children has been nothing short of extraordinary. Kanga now helps 40 schools, tertiary institutions and four national libraries.
Lighting the way with Sollatek
A particular problem is the unreliability of electricity, which is not available at all to most of the country. Because the beneficiary schools are located mainly in villages, where power is at its scarest, Kanga have been buying generators to keep the PCs going. However, the village schools also wanted to extend use of the school libraries at night to the wider community, including adults improving their literacy. Sollatek’s compact fluorescent solar lantern appeared to be just what they were after.
With funds from a UK charity, Kanga have been able to source the lanterns from Sollatek. Each can provide 7W of fluorescent light for 6 hours – and the power is, of course, free. Using solar energy, three lanterns will power a school library at night. The panels can be fixed to the roofs, and with the help of a 10 metre cable, the lanterns can be powered from inside.
Sollatek UK are delighted to be able to contribute in this way to transforming the lives of the children of Sierra Leone and offering them a real future to aspire to. We will continue to offer them support for as long as it is needed.
continued overleaf
Glowstar Solar Lantern (complete kit)
**Glowstar Features**
- Durable, tough, glass filled polypropylene high impact, plastic construction
- Rain proof (when vertical), dust proof, insect proof
- Can stand in 160mm of water
- Maintenance free
- 10,000 hours lamp life
- True zero power consumption when turned off
- Operates in any orientation
- Temperature compensated charging method for full battery capacity and longer battery life
- Protection against deep discharge (inc. aux. output). Disconnects at 50% depth of discharge
- Polycarbonate, UV stabilised cover to protect lamp
- Sealed, high reliability switches
- Multiple LED indications
- No glass covers to break
- High reliability
- Attractive packaging
- Highly efficient inverter and control circuits
- Long life in storage and shipping
- Well protected electronics, electrically and mechanically
- All parts corrosion resistant
- HF light inverter technology
- Protection against reverse charge current
- 10 minute shutdown warning
- Long battery life. Battery capacity reduced to approx. 60% after 450 cycles, if fully used down to disconnection level every time. Longer life if not fully used every time
- Cigarette socket output available enabling mobile phone charging (Glowstar GS7 only)
**Charging modes**
- Charge from sun
- Charge from mains
- Charge from vehicle
- Charge your mobile phone
**Other Sollatek Solar products**
- Solar Energy Systems
- Solar Lights
- SLK (Solar Lighting Kit)
- Solar Batteries
- Solar Street lighting
- Solar Water Pumps | 1,562 | 755 | {
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ARCTIC OWLS arrive in Minnesota
By JUDD BRINK
On a recent birding trip to Aitkin County, I quickly witnessed the northern owl irruption that is currently taking place, with four species of owls and other hard to find rarities spotted.
What is an owl irruption? Owl irruptions are unpredictable but are closely related to the cycles of their prey of small mammals found in the tundra and arctic. A shortage of this prey causes them to come farther south in search of food. When this event occurs, birders from around the country flock to Minnesota to have a chance see one of these northern owls to add to their life list.
A few years ago I took someone from Belgium on a bird watching tour to see our birds in Minnesota and we were able to see a Great-gray Owl. This year Snowy Owls and Northern-hawk Owls started to arrive in late November.
This year has been witness to one of the largest Snowy Owl irruptions on record. They have shown up here and throughout the United States; a single Snowy Owl was even seen as far south as Florida.
The northern owls that people want to see include the Great-gray Owl, Northern Hawk Owl, Snowy Owl and the most sought after Boreal Owl. All of them have nested here except for the Snowy Owl.
The Great-gray Owl is the largest in the state, standing at almost 3 feet. This “gray ghost” of bog and peat lands is found in central and northern portions of the state. This region is the most southern range of its breeding grounds which stretch into Canada and Alaska. The winter season is the best time to view these majestic and cryptic creatures as they tend to come out of the dark bogs to hunt along road sides and logging trails or new clearings. They are very well camouflaged and one can easily overlook one sitting next to the trunk of a dead tree or even having atop a dead snag. Once discovered you will never forget the amazing experience; their size is very impressive. Over the years of guiding birders to the best viewing locations for Great Grays, we have witnessed their “power plunges” where they can bust through 24 inches of hard snow, to catch an unsuspecting mole.
The Northern Hawk Owl is an odd looking bird when perched high in a dead tree, as it looks like a cross between a hawk and an owl. The long tail and pointed wings would suggest a hawk or falcon but the round head is a familiar feature of an owl. These owls are well adapted to the boreal forest, this bird to hunt both mammals and small birds. The Hawk Owl is about the size of a crow and is often seen out in the open or forest edge; once spotted they can be easily identified and photographed. There are a few nesting records for this owl in the Sax-Zim Bog area, which is an Important Bird Area (IBA).
For many people the Boreal Owl is the signature bird that can create enough excitement and enthusiasm for a person to hop on a plane to trek through the north woods to find this elusive owl. This owl is on many birders’ lists and can be one of the most wanted birds to see in the United States. This smaller owl stands less than 10 inches; it is very secretive and solitary most of the year and is found spending itself along a quiet trail or backwoods road, so don’t take leave for a crowd to gather just to see and photograph it. Last year during the Sax-Zim Bog Winter Bird Festival, held in February, about 120 people from coast to coast in their rental cars, vans and our festival buses saw and photographed this Boreal Owl that was sunning itself along a gravel road in the bog. The amazing thing about this unique experience is that the bird stayed for quite some time allowing scopes and cameras to be set up and focused for everyone to enjoy.
The 7th annual Sax-Zim Bog Winter Bird Festival takes place this year on Feb. 14-16 in Meadowlands. This is a great opportunity to see and learn about the birds that live and thrive in the wildest and coldest places in the state.
For more information about our guided tours (all birding equipment provided) and our birding kits to see these owls and other winter rarities in the area please contact Judd Brink, guide to winter birding, at 218-838-4764 or by email at firstname.lastname@example.org. To view more information about Minnesota’s birds visit www.mnbirdguide.com. Happy Birding! | 1,640 | 939 | {
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STORY TIME - MATTHEW 3:13-17
We have provided you with a paraphrase of the scripture passage to read below. After you read the scripture, you may want to have your kids tell the story back to you using the Illustrated Story Cards provided at the end of the devotion.
Jesus left Galilee and went to the Jordan River so John would baptize him. John didn’t understand, saying, “Why do you want me to baptize you, Jesus? You should be baptizing me!”
But Jesus said, “Allow this to happen. This is right and needed.”
When John baptized Jesus, the sky opened. Jesus saw God’s Spirit come down like a dove that rested on him. Then a voice from the sky said, “This is my Son whom I love so much. He makes me so happy.”
IMAGINING TOGETHER
This is not so much a time to make sure they received the information or facts of the story, but rather, an opportunity for your children to share what stood out to them and what they imagined when they listened to the story.
- What is something that might seem ordinary to someone else but is actually really special or amazing?
- Discuss who in your family has been baptized or whether any of you would like to be baptized.
- What are your shared memories around baptism? E.g.: Who have you seen get baptized? What was it like when you were baptized, if you were?
- Baptism is an outward sign of our place in God’s family and our calling to be a part of God’s story in creation. How might you be a part of God’s story? How might your gifts be used to fulfill God’s dreams in the world?
COLORING
Feel free to continue the conversation you are having while coloring your coloring sheets. Or save this for an activity throughout the week, when you can revisit the story, and talk about the words, phrases and symbols you can find in the coloring sheet.
CLOSING PRAYER
Loving God,
Thank you for baptism water
and how it frees us to live
with joy and hope as your children.
Help us remember we
are enough in your eyes.
Amen.
ILLUSTRATED STORY CARDS
On the following pages you will find the Illustrated Story Cards for Matthew 3:13-17.
Jesus went to the Jordan River, where John the Baptist was.
While John baptized Jesus, the sky opened and a dove came down.
A voice from the sky said, “This is my son whom I love so much and makes me so happy.”
© 2016 Illustrated Children’s Ministry. All Rights Reserved. May be reproduced for family and local use only, provided each copy carries this notice. illustratedchildrensministry.com
© 2016 Illustrated Children’s Ministry. All Rights Reserved. May be reproduced for family and local use only, provided each copy carries this notice. illustratedchildrensministry.com | 1,031 | 599 | {
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**The New York Times**
**Tuesday, May 15, 1860**
**Page 1**
---
**The Great Debate**
The debate on the slavery issue has reached a fever pitch in Washington, with both sides passionately arguing their points. The North is firmly against the expansion of slavery into new territories, while the South is determined to protect its right to own slaves. The Compromise of 1850, which attempted to find a middle ground, has failed to satisfy either side.
**The Election of 1860**
With the election looming large, the parties are vying for the support of voters. The Democratic Party is divided, with one wing supporting the expansion of slavery and the other opposing it. The Whig Party, once a strong opponent of slavery, has split into two factions: one that supports the expansion of slavery and another that opposes it.
**The Future of the Union**
As the debate continues, the future of the Union hangs in the balance. Will the North and South be able to find common ground and avoid a civil war? Or will the tensions between the two sides escalate, leading to a catastrophic conflict?
---
**The New York Tribune**
**Tuesday, May 15, 1860**
**Page 2**
---
**The Great Debate**
The debate on the slavery issue has reached a fever pitch in Washington, with both sides passionately arguing their points. The North is firmly against the expansion of slavery into new territories, while the South is determined to protect its right to own slaves. The Compromise of 1850, which attempted to find a middle ground, has failed to satisfy either side.
**The Election of 1860**
With the election looming large, the parties are vying for the support of voters. The Democratic Party is divided, with one wing supporting the expansion of slavery and the other opposing it. The Whig Party, once a strong opponent of slavery, has split into two factions: one that supports the expansion of slavery and another that opposes it.
**The Future of the Union**
As the debate continues, the future of the Union hangs in the balance. Will the North and South be able to find common ground and avoid a civil war? Or will the tensions between the two sides escalate, leading to a catastrophic conflict?
---
**The New York Herald**
**Tuesday, May 15, 1860**
**Page 3**
---
**The Great Debate**
The debate on the slavery issue has reached a fever pitch in Washington, with both sides passionately arguing their points. The North is firmly against the expansion of slavery into new territories, while the South is determined to protect its right to own slaves. The Compromise of 1850, which attempted to find a middle ground, has failed to satisfy either side.
**The Election of 1860**
With the election looming large, the parties are vying for the support of voters. The Democratic Party is divided, with one wing supporting the expansion of slavery and the other opposing it. The Whig Party, once a strong opponent of slavery, has split into two factions: one that supports the expansion of slavery and another that opposes it.
**The Future of the Union**
As the debate continues, the future of the Union hangs in the balance. Will the North and South be able to find common ground and avoid a civil war? Or will the tensions between the two sides escalate, leading to a catastrophic conflict?
---
**The New York Sun**
**Tuesday, May 15, 1860**
**Page 4**
---
**The Great Debate**
The debate on the slavery issue has reached a fever pitch in Washington, with both sides passionately arguing their points. The North is firmly against the expansion of slavery into new territories, while the South is determined to protect its right to own slaves. The Compromise of 1850, which attempted to find a middle ground, has failed to satisfy either side.
**The Election of 1860**
With the election looming large, the parties are vying for the support of voters. The Democratic Party is divided, with one wing supporting the expansion of slavery and the other opposing it. The Whig Party, once a strong opponent of slavery, has split into two factions: one that supports the expansion of slavery and another that opposes it.
**The Future of the Union**
As the debate continues, the future of the Union hangs in the balance. Will the North and South be able to find common ground and avoid a civil war? Or will the tensions between the two sides escalate, leading to a catastrophic conflict? | 1,801 | 937 | {
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From the Heart
Written and illustrated by Sylvia Yu
Snow falls one winter day, the middle of February drawing near. At long last, this means that Valentine’s Day is almost here!
The students in Ms. Frost’s class buzz with excitement.
Who is going to give a card to whom?
Who will have the most beautiful card?
Who loves whom?
Every bear is very curious in this classroom!
The day before Valentine's Day, Ms. Frost tells the class,
"Anyone can give a card to anyone!
Don't be shy! But do not be mean
and make your classmates cry!"
Yukino loves Phoebe, whose sweetness makes her heart swirl.
"But Ms. Frost," she asks, "can I send her a card if we are both girls?"
"Of course," Ms. Frost says, "as being girls is not the important part. If you love her for her good nature, and you are far from being strangers, what matters the most is that you love her for her heart."
Luca loves Jabari, for their friendship is full of laughter and joy.
"But Ms. Frost," he asks, "can I send him a card if we are both boys?"
"Of course," Ms. Frost says, "as being boys is not the important part. If you love him for his spirit, and to him you wish to be nearest, what matters the most is that you love him for his heart."
Claudia loves Tak, for he is understanding and puts her at ease.
"But Ms. Frost," she asks, "can I send him a card if he is Korean and I am Chinese?"
“Of course,” Ms. Frost says, “as your ethnicity is not the important part. If you love him for his compassion—his absence you cannot imagine—what matters the most is that you love him for his heart.”
Scarlet loves Mishti, whose jokes never fail to make her smile and warm from within.
"But Ms. Frost," she asks, "can I send her a card if we have different colored skin?"
“Of course,” Ms. Frost says, “as your skin color is not the important part. If you love her for her humor, and you always hope to see her sooner, what matters the most is that you love her for her heart.”
Ashura loves Dolores, for she is playful, loyal, and kind.
"But Ms. Frost," he asks, "can I send her a card if she is blind?"
“Of course,” Ms. Frost says, “for her disability is not the important part. If you love her for her devotion, and with her you can be open, what matters the most is that you love her for her heart.”
Snow falls one winter day, the loveliest of the year. At long last, this means that Valentine’s Day is finally here!
The students in Ms. Frost’s class buzz with excitement. Who is going to give a card to whom? Who will have the most beautiful card? Who loves whom?
Luckily they will find the answers to their questions very soon!
Ms. Frost tells the class,
"Anyone can give a card to anyone. Don't be shy! But do not be mean and make your classmates cry.
Love is blind—gender, race, and imperfections are not important parts. What matters the most is that you love them for their heart."
The students in Ms. Frost's class exchange their cards, not one being the most beautiful, for all are brimming with love from the bottom of their hearts. | 1,073 | 721 | {
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Help prevent COVID-19
For parents, carers and children in Croydon
LOCAL RESTRICTION TIER 2: HIGH ALERT FROM 2 DECEMBER
SCHOOLS REMAIN OPEN
HANDS
Wash/sanitise your hands regularly
FACE
Wear a well-fitting face covering where required
SPACE
Keep 2m away from people outside your household and support bubble
REMEMBER:
• You must only socialise indoors with household members, or your support or childcare bubble.
• You must not socialise with your support bubble and your childcare bubble at the same time.
• Keep 2m away from other parents when you pick up or drop off your child
• Rule of Six - You must not meet in groups larger than 6 outdoors or in private gardens
Symptoms of coronavirus
New, persistent cough
High temperature
Loss or change of taste or smell
Stop the spread of coronavirus
If you have symptoms you must:
• Book a test immediately
• Self-isolate and only leave home to get tested
You must also self-isolate:
• When waiting for the results of the test
• If you test positive
• If you are informed you are a close contact
REMEMBER:
It is a legal duty to self-isolate if:
• You have tested positive for Covid-19
• You have been told to by NHS Test and Trace
If you do not self-isolate, you could be fined up to £10,000
What should parents do?
Children can still go to school, nursery, childminder if they have:
- Runny noses
- Sore throats without a fever
- Mild colds
The main COVID symptoms are:
- Fever >37.8 OR
- New continuous cough OR
- Loss of taste and/or smell
Children need a COVID test if they have the main COVID symptoms but not if they have a runny nose, are sneezing, or feeling unwell.
Does your child have any of the symptoms of COVID-19?
- NO: Does anyone in your household have symptoms of COVID-19?
- NO: Has your child been asked to self-isolate because they are a close contact?
- NO: If your child is well, they can attend school and out-of-school settings/activities
- YES: Keep your child at home
- Other siblings can attend school
- Tell the school
- YES: Keep your child at home
- Person with COVID-19 symptoms should self-isolate and book a COVID-19 test
- YES: Keep your child at home
- Tell the school
- Book a COVID-19 test immediately
- Everyone in your household, including siblings, stays at home.
What is your test result?
- TEST NEGATIVE
- If your child is well, they can return to school
- Household members (including siblings) can end self-isolation
- Your child or somebody in your household TESTS POSITIVE:
- Tell the school
- The child/person testing positive must complete 10 days self-isolation
- Other household members must complete 10 days self-isolation
- Anyone in your support bubble should self-isolate if they have been in close contact since the symptoms started or during 48 hours before they symptoms started
TEST NEGATIVE AS A CLOSE CONTACT
Child must self-isolate for the full 10 days
If during the 10 days your child develops COVID-19 symptoms Book a COVID-19 test
CROYDON | Delivering for Croydon
www.croydon.gov.uk | 1,543 | 748 | {
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BAD SECTOR
is a sector on a computer’s disk drive that cannot be used due to permanent damage (or an inability to successfully access it).
Disappearance is a misnomer. Many people who have drowned or disappeared may well, at worst, have ceased to be. None, however, is lost or vanished. Living or dead, each is in a very real place.
E-WASTE ROUTES
KNOWN SOURCE
United States
European Union
Japan
Australia
South Korea
KNOWN DESTINATION
Mexico
Brazil
Nigeria
Pakistan
India
Thailand
China
Singapore
SUSPECTED DESTINATION
Haiti
Venezuela
Chile
Argentina
Egypt
There is currently no system for tracking legal or illegal shipments of electronic waste, and therefore, there is no quantitative data on volumes or even all of the true destinations. Some electronic waste is shipped as “working equipment” only to end up as waste upon arrival.
How much memory can fit in a boat?
How many people fit in a square meter?
Containers occasionally fall off ships, usually during storms. According to sources, between 1,000 and 2,000 containers are lost at sea each year. The World Shipping Council states that this number is “a gross overestimate” because an average of 350 containers to be lost at sea each year is “not unusual.” In fact, it is common. On November 30, 2006, a container washed ashore on the Outer Banks of North Carolina, along with 48 other containers from China. Containers lost in rough waters are smashed to pieces by the waves. While not all containers sink, they seldom float very long before they break apart, leaving a shipping hazard that is difficult to detect. Freight from lost containers has provided oceanographers with valuable information about global ocean currents, notably a cargo of Friendly Bacteria. In 1978, the International Chamber of Shipping began work on a code of practice for containerized shipping, including guidelines on parametric rolling, safer stacking, the marking of containers, and the securing of loose cargo in heavy swell. In 2011, the MV Rena ran aground off the coast of New Zealand. Some containers were intact while others were held on board at a precarious angle.
“Hard drives are built and assembled mainly in Southeast Asian countries. Since most of the metals used to build hard drives are recycled, this usually doesn’t matter. However, in former times, it was impossible to determine the origins of the metals. Once the hard drives are assembled, they are put into standard containers and then transported in cargo ships around the world. The average lifespan of a hard drive is 5 years. When a hard drive reaches the end of its useful life, it needs to go to a junkyard. If it is not feasible, it will be dismantled. Once the hard drive is dismantled, the metal part is damaged beyond repair, it will be discarded, deprived of any value. The plastic part is melted down and sold in a variable amount of time in the trash until a garbage collector finds it and sells it to a scrap dealer for a few cents a bulb. Batches of hard drives are put in standard containers, which are stacked on cargo ships, to be transported around the world. The containers are often disassembled so that their individual components can be recycled. The average lifespan of a hard drive in the world today is virtually infinite. It can be melted and reinstalled in a new hard drive. Hard drives are used in laptops, at Easter time, selling roasts, baseball bats, walking poles, MacBook Pro cooling, coins, solid rocket fuel, or guitars.”
It takes 42 million years for the bones of a whale to be found in the desert.
FRAGILE
HANDLE WITH CARE
There is no absolute rhythm. Rubato must emerge spontaneously.
It cannot be calculated. Must be totally free.
It’s not even something you can teach.
There is no magic formula.
To assume otherwise would be ridiculous.
Tempo rubato (or stolen time) is a musical term. | 1,647 | 856 | {
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Seagrass Restoration
Why Seagrass? Seagrasses release oxygen; feed aquatic birds; and shelter juvenile blue crabs, striped bass, bay scallops, and many other species that are vital for the ecosystem and regional economy. Seagrasses also reduce erosion of shorelines by absorbing energy from crashing waves. Seagrasses are 250% more efficient than forests at absorbing carbon dioxide! Protecting and restoring seagrasses helps to slow down the effects of climate change.
History The Chesapeake Bay is home to seagrass beds and a multitude of fish and shellfish species including the famous blue crab. The Bay provides 34,000 jobs and $3.39 billion in revenue per year to people in Maryland and Virginia. The Bay’s health is affected by severe storms, poor water quality, and human interactions such as fishing, dredging, boating, and aquaculture. The Chesapeake Bay Program, a partnership of federal and state agencies, has initiated restoration programs for seagrasses, oysters, shoreline protection to absorb excess contaminants, and has collaborated with farmers to reduce pollution runoff. With the Program’s efforts and community participation, the Bay’s water quality is improving, and the best it’s been since it started declining in the 1950’s.
Successes Improved water quality in the Bay has promoted better growth of seagrass beds (from 38,000 acres in 1984 to over 100,000 acres now), even in areas that had been barren for 45 years! The Maryland Department of Natural Resources and Anne Arundel Community College have contributed to this effort by dispersing seagrass seeds throughout the Bay. ACFHP is supporting these efforts, helping to raise funds to disperse more seeds and grow more seagrasses. With water quality at its recent best, NOW is the time to support these restoration efforts!
Blue Crabs
Status Stable
Threats Habitat loss, overfishing
Lifespan 1-3 years
Maximum Size 4-6 inches
Range Nova Scotia to Gulf of Mexico
Fishing Blue crab is the unofficial Chesapeake Bay mascot, with 600 million crabs in the Bay as of 2019. Annually, 55 million pounds of blue crabs are caught and steamed, fried, added to soups, made into crab cakes, and more. The blue crab generates more than $78 million for the local economy each year.
Did You Know? After hatching, baby crabs molt 15-20 times before becoming a juvenile crab. During molting, they are particularly vulnerable because their shells are so soft, so seagrass beds are great for protecting them from predators. A study by the Virginia Institute of Marine Science discovered that the denser the seagrass bed, the more crabs there are!
For more information visit: https://www.chesapeakebay.net/issues/blue_crabs
Fundraising Goals
We need you!
- Restore 20 acres of seagrass annually for 5 years or 100 acres by 2025
- Help us reach The Chesapeake Bay Program’s goal of restoring 185,000 acres of seagrass habitat throughout the Bay - That’s over 4x the size of Washington, DC!
EVERY DOLLAR RESTORES SEAGRASSES: OUR BAY’S LUNGS
$670,000 = 100 ACRES OF SEAGRASS
Want to help ACFHP raise funding for this project?
Contact Dr. Lisa Havel, our Coordinator at firstname.lastname@example.org
Make a Connection in Your Community: Support Local Projects
ACFHP’s Focus + Expertise + Network + Funding = Healthy Habitat
We rely on people like you. With your contribution, our growing partnership can have an even greater impact on improving fish habitat – including habitats in your favorite waterway!
To learn more about ACFHP, visit our website www.atlanticfishhabitat.org
FOCUS
Our work uses science, data, outreach, communication, and conservation projects to protect the Atlantic coast’s vital fish habitats, including rivers, coastal waters, coral reefs, shellfish beds, and seagrasses.
EXPERTISE
We capitalize on the extensive expertise of our partner scientists and managers to ensure that the projects we undertake, and fund will have marked and long-lasting impacts to fish habitat conservation.
NETWORK
ACFHP’s 75 project partners and counting make the connection among rivers, oceans, fishes, and humans.
FUNDING
Over the past decade, ACFHP has helped to restore 1,340 acres of fish habitat and counting, having an economic impact of over $116 million. | 1,913 | 950 | {
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1. Why get vaccinated?
Cholera vaccine can prevent cholera.
Cholera is spread through contaminated food or water. It is not usually spread directly from person to person, but it can be spread through contact with the feces of an infected person. Cholera causes severe diarrhea and vomiting. If it isn’t treated quickly, it can lead to dehydration and even death.
Cholera is a risk mostly to people traveling to countries where the disease is common (Americas including Hispaniola, parts of Africa, South Asia, and Southeast Asia). While it is rare in the United States, cholera has also occurred among people eating raw or undercooked seafood from the Gulf Coast.
Besides being vaccinated, it is important to follow these five basic steps if you are going to an area where cholera is present:
- Drink and use safe water.
- Wash your hands often with soap and safe water.
- Use toilets when possible. If toilets are not available, bury feces at least 100 feet away from any body of water, including wells.
- Peel raw fruits and vegetables and cook other food thoroughly.
- Clean up safely. Thoroughly clean toilets and other surfaces that might be contaminated with feces.
2. Cholera vaccine
The cholera vaccine used in the United States is an oral (swallowed) vaccine. Only one dose is needed. Booster doses are not recommended.
Most travelers do not need cholera vaccine. Cholera vaccine is recommended for people 2 through 64 years of age who are traveling to an area where people are getting infected with cholera.
Cholera vaccine is not 100% effective against cholera and does not protect from other foodborne or waterborne diseases. Cholera vaccine is not a substitute for being careful about what you eat or drink.
Cholera vaccine is a live, attenuated (weakened) vaccine that can be shed in stool for at least 7 days. Following cholera vaccination, always wash your hands thoroughly after using the bathroom and before preparing or handling food.
3. Talk with your health care provider
Tell your vaccine provider if the person getting the vaccine:
- Has had an allergic reaction after a previous dose of cholera vaccine, or has any severe, life-threatening allergies.
- Is pregnant or thinks she might be pregnant.
- Has a weakened immune system or has close contacts (e.g., household contacts) with a weakened immune system.
- Has recently taken antibiotics.
- Is taking oral typhoid vaccine.
- Is taking anti-malaria drugs or plans to start taking them in the next 10 days.
In some cases, your health care provider may decide to postpone cholera vaccination to a future visit.
People with minor illnesses, such as a cold, may be vaccinated. People who are moderately or severely ill should usually wait until they recover before getting cholera vaccine.
Your health care provider can give you more information.
4. Risks of a vaccine reaction
- Tiredness, headache, abdominal pain, nausea, vomiting, lack of appetite, and diarrhea can happen after cholera vaccine.
As with any medicine, there is a very remote chance of a vaccine causing a severe allergic reaction, other serious injury, or death.
5. What if there is a serious problem?
An allergic reaction could occur after the vaccinated person leaves the clinic. If you see signs of a severe allergic reaction (hives, swelling of the face and throat, difficulty breathing, a fast heartbeat, dizziness, or weakness), call 9-1-1 and get the person to the nearest hospital.
For other signs that concern you, call your health care provider.
Adverse reactions should be reported to the Vaccine Adverse Event Reporting System (VAERS). Your health care provider will usually file this report, or you can do it yourself. Visit the VAERS website at www.vaers.hhs.gov or call 1-800-822-7967. VAERS is only for reporting reactions, and VAERS staff do not give medical advice.
6. How can I learn more?
- Ask your health care provider.
- Call your local or state health department.
- Visit the website of the Food and Drug Administration (FDA) for vaccine package inserts and additional information at www.fda.gov/vaccines-blood-biologics/vaccines.
- Contact the Centers for Disease Control and Prevention (CDC):
- Call 1-800-232-4636 (1-800-CDC-INFO) or
- Visit CDC’s cholera website at www.cdc.gov/cholera | 1,874 | 930 | {
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When Emperor Rudolf II. moved to the Prague with his court, city became one of the most important centers in Europe. The cultural aspirations of the new Emperor led to an organization of a large collection with the great works and to invitation of extraordinary craftsmen from the whole Europe. Goldsmiths were also invited on special decrees.
Goldsmiths made very specific types in sacred way. Firstly there were small home altars with original *commessi* made by family of Castrucci and Miseroni in combination with other materials and cooperation with the other craftsmen. Further there were portrait medals by family of Abondio, gems - first of all by Ottavio Miseroni and Alessandro Masnago with assemblies by Jan Vermeyen and Andreas Osenbruck, *commessi di pietre dure* with sacred themes in fantastic and real landscapes by Castrucci family, plaquettes by Paulus von Vianen, statues by Ottavio Miseroni, chalices, crucifixes and monstrances.
Religious belief played an important role in the peoples’ life. There were many favourite themes in goldsmith’s sacred iconography as well as in works by painters and sculptors. There were scenes of New and Old Testament, e.g. Ressurection of Christ and Adoration of the Shepherd and also of saint’s life. Paulus von Vianen and Antonio Abondio were authors of patterns, which were often imitated by other craftsmen. On the basis of graphic art patterns with characteristic styles of birds, flowers and other natural motifs, many goldsmiths created their own decoration. One of the most important authors of this graphics was Hertzich van Bein. Typical ornament was rollwerk.
The identification of assemblies is based on comparative analysis between two groups of insignia and jewels of the Holy Roman Empire. For the first group around the crown of Emperor Rudolf II. is significant compact plastic decoration, color enamels with motifs of birds, insect, fruit and vegetable, smooth goldfassung, which is covered with strong layer of white enamel. For the second group around imperial orb and sceptre is significant complicated system of minute ornaments decorated with color enamels.
Goldsmiths had two possibilities after Emperor’s Death. If they bought houses and had enough orders, they would stay in Prague and work. On the other hand, if they were invited to another ruler’s court, they evidently moved there.
Goldsmiths at the Rudolf’s II. court – types – iconography – decoration – significant marks | 1,017 | 524 | {
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Human Memory
Ms. Vrushali Dhanokar
Assistant Professor
IT Department
firstname.lastname@example.org
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About Sensory Memory
• The sensory memories act as buffers for stimuli received through the senses.
• A sensory memory exists for each sensory channel:
1. **Iconic memory** for visual stimuli.
2. **Echoic memory** for aural stimuli.
3. **Haptic memory** for touch.
• These memories are constantly overwritten by new information coming in on these channels.
Function — process for basic physical characteristics
Capacity — large, can hold many items at once
Duration — very brief retention of images 3 sec for visual info, 2 sec for auditory info
What is Sensory Memory?
• Is the shortest-term element of memory.
• The ability to look at an item for a second and then remember what it looked like.
• It is processed approximately 200-500 milliseconds after an item is perceived.
• Sensory memories the Shortest term element of memory.
• In order for anything to enter our memory, it must be picked up by our senses (taste, touch, sight, hearing and smell).
• Sensory memory makes use of these five senses in order to be developed.
Type 1: Iconic Memory
• Holds visual information.
• Store Visual information like Letters, Digits, Colors, Shapes and Orientation etc.
• Iconic memory is a type of sensory memory.
• Hold information in just milliseconds before fading.
• The word iconic refers to an icon, which is a pictorial representation or image.
Type 2: Echoic Memory
- Echoic memory is the sensory memory that registers specific to auditory information (sounds).
- Once an auditory stimulus is heard, it is stored in memory so that it can be processed and understood.
• **Echoic memory**
– a momentary sensory memory of auditory stimuli
– if attention is elsewhere, sounds and words can still be recalled within 3 or 4 seconds
Example: Echoic Memory
Example 1:
This has ability to ascertain the direction from which sound originates & Information received by the ears.
Example 2:
Have you ever had someone ask you a question when you are reading? You ask them to repeat the questions.
Example 3:
Person #1: "What time is it?"
Person #2: "What did you say? Oh, 2:30."
Haptic memory is a form of sensory memory that refers to the recollection of data acquired by touch after a stimulus has been presented. Similar to visual iconic memory, traces of haptically acquired information are short lived and prone to decay after approximately two seconds.
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Battery: The battery provides electricity for the electrical components. The metal contacts on the battery are referred to as terminals or ‘leads’.
Circuit Breaker: The circuit breaker connects the battery and the PD board and serves as a switch to turn the robot off and on. Always make sure to turn the robot off before attempting to change anything.
PD Board: The power distribution board distributes electricity to all of the electrical components by drawing energy from the battery.
Speed controllers: Each speed controller controls the speed of the motor it is connected to. There are several speed controllers on the market; we use the Talon SRX.
roboRIO: The roboRIO is the ‘brain’ of the robot and stores all of the robot’s code.
PCM: The PCM is the pneumatics control module. It controls the pneumatic components on the robot.
VRM: The VRM is the voltage regulator module. It regulates the voltage of the electricity that travels to any cameras or sensors on the robot.
Wires: Wires allow electricity to flow to each component on the electrical board, giving them the power they need to function.
Wire Gauging: As the gauge of the wire increases, the thickness of the wire decreases.
Soldering: Soldering is the process of melting solder (a lead alloy) to connect separate pieces of wire. While melting solder, fumes are released - make sure there is good ventilation if anyone is soldering.
Crimping: Crimping is the process of attaching a crimp terminal to a wire. Crimp terminals are connectors, so wires can easily be disconnected if something needs to be changed.
CAN: CAN stands for controller area network. CAN wires allow raw information to travel from the speed controllers to the roboRIO.
Wire Cutters: Also known as diagonal cutters or usually as ‘dikes’ for short, these are used to cut wire.
Wire Crimpers: Wire crimpers are used to attach crimp terminals to wires.
Wire Strippers: Wire strippers are used to remove the insulation off of a wire, usually to crimp it, solder it, or connect it to an electrical component.
Electrical tape: Electrical tape acts as makeshift insulation to cover any exposed wire or leads.
Battery beak: This tool is used to determine whether a battery is fully charged and if it is of an acceptable quality to use. Our batteries are fully charged when the beak reads 130%.
If you would like to know more about the electrical components and the FRC control system, the following links may be helpful:
https://wpilib.screenstepslive.com/s/4485/m/13503/l/144968-2015-frc-control-system-hardware-overview
https://wpilib.screenstepslive.com/s/4485/m/24166/l/144971-wiring-the-2015-frc-control-system
Guiding Questions and Exercises
Robot is to human body as roboRIO is to ______.
Which is thicker, 6 gauge wire or 20 gauge wire?
What is the purpose of the PD board?
What is a Talon and what does it do?
You need to connect two wires temporarily, but the connection between them needs to be secure. What do you do?
What is the difference between a PCM and a VRM?
What does CAN transport from the speed controllers to the roboRIO?
You need to get a battery for the robot to use during drive practice. What tool do you need?
You see an exposed wire on the electrical board. What should you do?
The programmers crash the robot into a wall and, because the electrical board is poorly designed, you see a few wires come loose. What do you do?
Label the following*:
*This image is in no way an accurate representation of an acceptable or complete electrical board. | 1,545 | 783 | {
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Stay Awake, Be Ready, you do not know the hour that the Lord is coming, Stay Awake, Be Ready, the Lord is coming soon.
ANNOUNCEMENT:
Advent Christmas Program: Wednesday December 20, 2017
5:30 pm: Children arrive and prepare for the program
6:00 pm: Program begins followed by a light supper
The angel Gabriel appeared to a young Jewish girl named Mary. He said, "Hail Mary, full of grace, the Lord is with you. Blessed are you among women!"
The angel told her that God was pleased with her and that she would have a son and his name would be "Jesus." Mary asked, "How can this be?" Gabriel replied, "The Holy Spirit will come upon you and the power of the Most High will overshadow you and the holy offspring will be called Son of God."
Mary wanted to do God's will. Her answer is below (Lk 1:26-38).
Mary Says “Yes”
| | | | | | |
|---|---|---|---|---|---|
| 1 | A | 7 | I | 13 | S |
| 2 | B | 8 | L | 14 | T |
| 3 | D | 9 | M | 15 | U |
| 4 | E | 10 | N | 16 | V |
| 5 | G | 11 | O | 17 | Y |
| 6 | H | 12 | R | | |
7 1 9 5 11 3 13
13 4 12 16 1 10 14
8 4 14 7 14 2 4
3 11 10 4 14 11
9 4 1 13 17 11 15
6 1 16 4 13 1 7 3!
Going to Bethlehem Maze
Mary and Joseph had to travel about seventy miles to reach Bethlehem. In those days, they did not have a car or bus or train to travel in. They had to walk or ride a donkey. In the maze below, help Mary and Joseph get to Bethlehem.
Christmas Crossword
Finish the sentences with a word found in the star. Then put each word where it fits best in the crossword. A few letters are placed as clues.
There are four weeks of ________ 4 ACROSS.
Advent is a time to ________ for Jesus’ birthday. 2 DOWN
The story of the ________ tells about when Jesus was born. 7 ACROSS
I can read about the nativity in ________. 3 DOWN
Mary and Joseph traveled to ________. 9 ACROSS
Jesus was born there in a ________. 3 ACROSS
The ________ announced Jesus’ birth to the shepherds. 1 DOWN
The ________ went to adore baby Jesus. 6 ACROSS
Jesus was the long-awaited ________. 5 DOWN
We celebrate Jesus’ birthday on ________ day. 8 ACROSS
ANGELS
STABLE
MESSIAH
PREPARE
SCRIPTURE
SHEPHERDS
ADVENT
NATIVITY
CHRISTMAS
BETHLEHEM | 1,204 | 684 | {
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## The big picture
| Filtering | Crystallising and distillation | Chromatography | Fractional Distillation | Crude oil |
|-----------|---------------------------------|----------------|------------------------|-----------|
| | | | | |
| | | | | |
## Key ideas and terms
### Filtering
**Mixture:** A substance that contains different elements, compounds and molecules that are physically mixed but not chemically bonded. Because of this mixtures are easily separated.
**Filtration:** We use filtration when we want to separate particles of insoluble solids from a solvent (liquid).
### Crystallising and distilling
**Crystallisation:** Used to get a soluble solid from a liquid by slowly evaporating the liquid.
**Distillation:** A method to separate two liquids based on their boiling points.
### Fractional distillation
**Fractional distillation:** As the flask gets heated the molecules evaporate and condense on cold parts of the column. The molecules with the lower boiling point will be able to get higher up the column before they condense because the top of the column is above their boiling point.
### Crude oil fractions
**Volatility:** How easily a chemical evaporates (long hydrocarbons have lower volatility).
**Flammability:** How easily a chemical lights and burns (long hydrocarbons are harder to light).
**Viscosity:** The resistance of a liquid to flow (long hydrocarbons have high viscosity so don’t flow well).
## Chromatography
**Soluble:** A substance that dissolves e.g. salt.
**Solvent:** The liquid that dissolves a chemical.
**Solute:** The solid that you dissolve.
**Solution:** A mixture of a solid dissolved in a liquid.
**Insoluble:** A substance that does not dissolve.
**Chromatography - separate mixtures of coloured compounds according to their solubility.**
**Chromatogram:** The name given to the results of a chromatography experiment. The number of spots tells us the number of chemicals in the mixture.
**Rf value:** We calculate chemicals on different Rf = \(\frac{\text{Distance}}{\text{Distance moved}}\)
this to compare chromatograms. moved by spot by solvent
## Combustion types
**Complete combustion:** Needs a good air supply. Carbon dioxide and water are produced by hydrocarbons.
**Incomplete combustion:** When a fuel burns with insufficient oxygen. Produces soot (carbon) and toxic carbon monoxide.
**Test for CO₂:** Lime water turns cloudy.
**Test for H₂O:** Anhydrous copper sulfate goes from white to blue.
## Cracking
**Cracking:** Breaks large alkane molecules into smaller more useful ones to help supply meet demand.
| Steam (thermal) cracking | Catalytic cracking |
|--------------------------|--------------------|
| Heat to turn the molecules into a gas | Heat to turn the molecules into a gas |
| Mix them with steam | Pass over a hot powdered aluminium oxide catalyst |
| Heat to a very high temperature | The molecules split open on the catalyst surface | | 1,603 | 654 | {
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India is blessed with many famous singers and musicians who have earned great fame all over the world.
Activity Time:
Here are some famous singers and musicians. Recognize them and write their names.
1. Amjad Ali Khan
Sarod Player
2. Usha Uthup
Pop Singer
3. Ilayaraja
Music Director
4. Bismillah Khan
Shehnai Player
5. Jagjit Singh
Gazal Singer
6. Kumar Sanu
Playback Singer
7. K.J. Yesudas
Playback Singer
8. Hariharan
Playback Singer
Jagjit Singh, Ilayaraja, K.J. Yesudas, Hariharan, Kumar Sanu, Usha Uthup, Bismillah Khan, Amjad Ali Khan
Assignment:
Paste the photograph of your favourite singer and music director in your G.K. notebook.
Without air no living thing will exist in the world. So we should not pollute air by any means.
Shown below are some statements relating to the air that is all around us. Write 'T' against statements that are true and 'F' for false.
1. Trees and plants help to purify the air.
True
2. Plants and animals require air to live.
True
3. Air contains only oxygen.
False
4. Air has no weight.
False
5. There is no air around the moon.
True
6. A rocket would not be able to go up if there is no air.
False
7. Air has no colour.
True
8. Air contains water vapour.
True
9. There is more air in the plain areas than on mountains.
True
10. We can experience the air around but cannot see it.
True
**ASSIGNMENT**
Draft a letter to the municipal commissioner or administrative authority about a polluting activity nearby your school and send it with the permission of your principal.
19. Prime Ministers of India
Jawaharlal Nehru became the first Prime Minister of independent India. He had been the PM of India for the longest term while Atal Bihari Vajpayee was the PM of India for the shortest term. He had also been elected thrice as the PM of India.
Activity Time:
Here are the pictures of Prime Ministers of India. Identify them and write their names.
1. Jawaharlal Nehru
2. Lal Bahadur Shastri
3. Indira Gandhi
4. Morarji Desai
5. Charan Singh
6. Rajiv Gandhi
7. V.P. Singh
8. Chandra Shekhar
9. P.V. Narasimha Rao
10. H.D. Deve Gowda
11. I.K. Gujral
12. Atal Bihari Vajpayee
13. Dr. Manmohan Singh
14. Narendra Modi
CLUE BOX
Jawaharlal Nehru, 1
Atal Bihari Vajpayee, 12
Dr. Manmohan Singh, 13
P. V. Narasimha Rao, 9
Rajiv Gandhi, 6
Indira Gandhi, 3
Chandra Shekhar, 8
Narendra Modi, 14
Lal Bahadur Shastri, 2
Morarji Desai, 4
V.P. Singh, 7
H.D. Deve Gowda, 10
I. K. Gujral, 11
Charan Singh, 5
ASSIGNMENT
Sketch/paste any one Prime Minister of India in your G.K. notebook and write below a few sentences about him/her.
FACT TO KNOW
Rajiv Gandhi was the youngest PM of India. He became the Prime Minister at the age of 40. | 1,440 | 818 | {
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Snack Check
Healthy Snacks Your Child Can Bring to School!
Fruits & Vegetables
- Any whole fruit
- Try: Apple, orange, pear, banana
- Canned fruit, in its own juice (1/2 cup)
- Try brands like Dole, Del Monte, Motts
- Dried fruit 1/4 cup
- Try: raisins, apricots, mango, & papaya
- Chopped vegetables (at least 1/2 cup)
- Try: Peppers, carrots, cherry tomatoes, cucumber rounds
- Salsa (1/2 cup)
- Guacamole (2 Tbsp)
Dairy Products
- Low fat (or part-skim)
- Low fat sliced, cubed, or string cheese (1 oz = 1 slice, 1 string tube)
- Try brands like: Laughing Cow, Alpine Lace, and Cabot’s
- Low fat yogurt (1 cup unsweetened)
- Low fat cottage cheese (1/2 cup)
Protein Foods
- Hummus & other bean spreads (2 Tbsp)
- Can be found in refrigerated case near deli
- Hard boiled egg (1 each)
Whole Grains
- Whole grain crackers
- Try brands like: Kashi TLC (16 crackers), Triscuits & Woven Wheats (6 crackers)
- Light Popcorn (2-3 cups)
- Try brands like: Jolly Time Low fat or Boston Light popcorn
- Whole wheat/grain breads and bagels (slice bread, 1 mini bagel)
- Whole wheat tortilla (1 tortilla)
- Whole grain cereal (1 cup)
- Try brands like: Cheerios, Kashi, Raisin Bran, Multigrain Chex
- Whole grain pretzels (20 tiny twists)
- Granola bars (1 each)
- Try brands without chocolate & frosting like: Nature Valley & Kashi
- Whole grain chips (8-12 chips)
- Try brands like: Snyder’s, Garden of Eatin’ Blue organic chips, & Green Mountain Gringo
- Whole grain Gold Fish (1 serving)
Restricted to Cafeteria
- *Low salt nuts & seeds (1/4 cup)
- *Trail mix- Add nuts, seeds, dried fruit together (1/3 cup)
- *Nut butters, peanut, almond, soy (2 Tbsp)
- Try brands like: Teddy or Trader Joes natural peanut butter
Note:
- Look for Whole Grain products with at least 2 grams of fiber per serving
- Make portion sizes smaller to fit your younger child’s needs!
Remember food safety! Add a small frozen gel pack or frozen drink to keep snacks from spoiling.
Check Out These Tips to Maximize Your Child’s Health
- 5-2-1 (5 servings of fruits and vegetables per day, 2 hours or less of screen time per day, 1 hour of physical activity per day).
- A healthy diet is made up of low fat and no trans-fats, whole grains, low fat dairy products, and lean (chicken, fish, turkey, lentils, kidney beans, chick peas) proteins.
- Trans-fat is not good for our heart and is not part of a healthy diet. Check trans-fat on the food label, it should be 0 grams per serving.
- If a food item is whole grain, the first ingredient on the food label should read whole grain or whole-wheat flour (not enriched wheat flour)! Look for these stamps on food packages help you check for true whole grain item!
Send 2 Food Groups Together & Make a Healthier Snack ✓ +
- Combine fruit with low fat cottage cheese & crackers
- Dip vegetables in hummus, salsa, guacamole
- Combine low fat cheese with whole grain crackers/breads
- Combine dried fruit with whole grain cereal
- Combine beans/seeds with chopped vegetables
- Combine trail mix with a piece of fruit
- Blend low-fat yogurt with fruit and whole grains
Promote optimal learning in the classroom!
Please do NOT send UNHEALTHY snacks like soda, fruit drinks, candy, high fat chips, cheese doodles, buttered popcorn, butter crackers, pre-packaged peanut butter crackers, donuts, cakes, & cookies.
Adapted from Cambridge Public Health Department | 1,756 | 901 | {
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About the Organization
Lancaster Mennonite School - New Danville Campus
LM New Danville Campus provides an academically excellent Anabaptist education for Pre-K through 5th grade students. New Danville is a linguistically and culturally diverse school that empowers students to change their world through Christ-like love, peacemaking and service. New Danville serves students through creative practices such as Makerspace, gardening, music, and restorative justice education.
Internship Details
Internship options would be flexible depending on the individual, but the intern would ideally have experience, training, or interest in education, social work, counseling, or Spanish.
Several part-time responsibilities that could be put together to form the full-time internship include:
Spanish Instructor
• Help develop a Spanish Experience program introducing elementary students to conversational Spanish, assist in choosing a basic curriculum if necessary
• Plan two 20-minute lessons per week. Lessons will be focused on introductory Spanish conversation skills, and can include games, crafts, and other activities. A total of 7-8 sessions will be taught per week, as the same two lessons planned can be retaught to all grade levels, many of whom are being introduced to Spanish for the first time.
Teacher’s Aide
• Assist Pre-K-5th grade classroom teachers and Music/Art/MakerSpace/PE teachers in creating a safe and nurturing classroom environment through supervising students in the classroom and at Music/Art/MakerSpace/PE class, coordinating activities under the teacher’s direction, working with small groups of students, and interacting with students during free play time.
After School Care Supervisor
• Plan after-school care activities for multi-age students and supervise After School Care. This would include opportunities such as leading devotions and peacebuilding/conflict resolution activities (curriculum provided if needed), helping students care for the school garden and harvest produce, leading simple Spanish language activities and games, using our MakerSpace design lab to work with students on simple design and engineering challenges, assisting older students with homework, and building relationships with the students’ parents.
PreK-3 Teacher
• Help develop a full-day program for up to ten 3- and 4-year-olds that includes managing a safe and peaceable classroom environment
• Plan and facilitate (or assist teacher) early literacy activities, peacebuilding and conflict resolution activities, games, songs, outdoor play, gross motor activities, fine motor activities, free choice stations, and an introduction to school expectations such as taking turns, sharing, walking in a line, raising hands, cleaning up independently, etc.
• Collaborate with the Pre-K Teacher about lesson planning, parent communication, and student behavior plans
• Build relationships with students' parents through regular communication about learning, including parent conferences and emails | 1,305 | 565 | {
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April 15, 1970
Index side B, recording time 30 min.; interview time three hours.
Informant: Wilson Haynie, 60-year-old full blood Creek Indian, Broken Arrow, Okla.
Subject: Broken Arrow and Coweta country.
The story and history of the Creek Indians parallels that of many other tribes. Theirs is a story of tragic events, removals, wars, and progressive accomplishments. Time and progress have wiped out most all connections with their original homeland in the southeast United States, but history will always remember that this was once the land of the Creeks by the many names of cities, rivers, streams, and other places that today bear Creek Indian names. The Creeks are now concerned with their existence in their present land, which covers all of seven counties and parts of others in Oklahoma. One of these tribesmen is Wilson Haynie of Broken Arrow, a full blood who devotes much of his time in the interest of Indian progress and is concerned with the preservation of Indian history.
On this visit we travel a small part of the Creek Nation around Broken Arrow and Coweta. From his revelations it does not take long to understand that this was one time an area of much Creek activity. In the days of Indian Territory the first villages, later to become towns and cities, were started by the Creeks. A few of these of this area include Owasso, Broken Arrow, Uneta, Coweta, Chuskas, Yahola, Tullahassee, Crekola, etc. Here in the northern part of the old Creek Nation, Indian settlements for the most part were established along the Arkansas and Verdigris rivers. These river bottoms had some of the finest of land for cultivation and the Indians took advantage of this resource as evidenced by the stories of large farming activity in the olden days.
South of Broken Arrow we visit the site of the Mekko Ferry on the Arkansas River. The Indian family of Mekko was very prominent and progressive in the old days, and possessed a large farm along the river. Long ago Wilson remembers that the Mekko family had a cemetery on the high ground above the river, but we could not find it. This land has been in control of whites for a long time and many changes have been made. There is no physical evidence remaining of the Mekko Ferry, the sawmill, store, and plantation-like home that once graced this valley. Like many other Indian burial grounds, the Mekko has disappeared in the wake of the ever-present and overwhelming flood of the whites. Even the present owner of what was a part of the old Mekko place was not receptive to Indians coming to visit the site.
One present day Indian Agent selects Indians from applications for jobs according to the sound of the name. If it is an Indian name, he gives preference over an English name. This is the white man's way. Though he has never seen the job applicants, those with English names may also be fullbloods, but in the confused and twisted thinking of the white man, this does not seem to make any difference. | 1,128 | 626 | {
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May 13, 2008
The Honorable Colleen Hanabusa, President
and Members of the Senate
Twenty-Fourth State Legislature
State Capitol, Room 409
Honolulu, Hawaii 96813
Dear Madam President and Members of the Senate:
This is to inform you that on May 13, 2008, the following bill was signed into law:
SB1035 SD1 HD1 CD1 A BILL FOR AN ACT RELATING TO MAKAHIKI DAY COMMEMORATION.
(ACT 68)
Sincerely,
JAMES R. AIONA, JR.
Acting Governor
A BILL FOR AN ACT
RELATING TO MAKAHIKI DAY COMMEMORATION.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
SECTION 1. Makahiki was a significant time throughout Polynesia. The rising of the makalii, Pleiades, marks the beginning of the Makahiki season that covers four consecutive months. Conflict and war were set aside and unity and peace prevailed as the people paid tribute to the god Lono.
After harvesting their crops, the people rested and let the land lay fallow. Food was offered in tribute to the chiefs and Lono in thanks for their wise stewardship because without wisdom, the land would become barren.
A white tapa banner that symbolized Lono made the circuit of the island. In 1778, Captain James Cook sailed into Kealakekua Bay, also known as the path of God. His arrival coincided with the Makahiki Observance. The sails of his ship resembled the symbol of Lono. According to Hawaiian tradition, one day Lono would return. Thus, the people welcomed Captain James Cook as Lono. However, a seemingly minor incident led
from the deification of Captain James Cook to his demise and changed the course of history forever.
To perpetuate the ancient wisdom of land conservation, abundance, unity, and peace during the four months of Makahiki, Polynesian regional governments celebrate the Makahiki season and have designated November 20th as the start of the Makahiki observance. Groups from Hawaii, Samoa, Tonga, New Zealand or Aotearoa, Easter Island or Rapa Nui, Wallis and Futuna, and the Marquesas Islands all gather in Tahiti to celebrate Matahiti Tau Auhune, a time of harvest.
SECTION 2. Chapter 8, Hawaii Revised Statutes, is amended by adding a new section to be appropriately designated and to read as follows:
"§8- Makahiki Commemoration Day. November 20th of each year shall be known and designated as Makahiki Commemoration Day. This day shall not be construed as a state holiday."
SECTION 3. New statutory material is underscored.
SECTION 4. This Act shall take effect upon approval.
from the deification of Captain James Cook to his demise and changed the course of history forever.
To perpetuate the ancient wisdom of land conservation, abundance, unity, and peace during the four months of Makahiki, Polynesian regional governments celebrate the Makahiki season and have designated November 20th as the start of the Makahiki observance. Groups from Hawaii, Samoa, Tonga, New Zealand or Aotearoa, Easter Island or Rapa Nui, Wallis and Futuna, and the Marquesas Islands all gather in Tahiti to celebrate Matahiti Tau Auhune, a time of harvest.
SECTION 2. Chapter 8, Hawaii Revised Statutes, is amended by adding a new section to be appropriately designated and to read as follows:
"§8- Makahiki Commemoration Day. November 20th of each year shall be known and designated as Makahiki Commemoration Day. This day shall not be construed as a state holiday."
SECTION 3. New statutory material is underscored.
SECTION 4. This Act shall take effect upon approval.
APPROVED this 13 day of MAY, 2008
JAMES R. AIONA JR.
ACTING GOVERNOR
GOVERNOR OF THE STATE OF HAWAII | 1,780 | 877 | {
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A Research Across Continents
German School Kuala Lumpur (DSKL) Cooperates with Realschule am Buchenberg, Borghorst (Steinfurt) in Climate Analysis Project
The German School Kuala Lumpur (Deutsche Schule Kuala Lumpur DSKL) in cooperation with its project partner Realschule (Secondary School) am Buchenberg, Borghorst (Steinfurt) in Germany has - for more than a year now - embarked on an ambitious project to include several German Schools worldwide in a climate data collection and analysis project.
Themed "A Research Together Across Continents" (Miteinander forschen über Kontinente hinweg), the project initiated by Stefan Kruse, Geography and Mathematics teacher of Realschule am Buchenberg, Borghorst (Steinfurt); and Jörg Beyer, Geography and Mathematics teacher, and Albert Lehmenkühler, Geography, Commerce and Sports teacher - both of DSKL, aims at highlighting the urgency of the topic 'climate change' and the fundamentals of climatology to students. This knowledge acquired should enable them to understand climate phenomena and recognize their future impacts on the environment and the economy.
In an interview with MGCC, Lehmenkühler says that apart from obtaining data and information on the climate through this project, the students will learn about the consequences of climate change, the catastrophic results climate change may lead to, and also how to identify options for action. "It's a modern and more practical way of teaching," he states.
"Even the German economy is in many ways affected by climate change," he adds. "However, the effects may not only consist of risks but also of opportunities. Climate change calls for technological innovations which could find numerous customers in markets all over the world."
Head of the Hamburg WeltWirtschaftsInstitut (HWWI) Thomas Straubhaar was quoted in Focus Online - Wirtschafts-News of 8.10.2007 that billions of Euros would be invested in new technologies, prevention, adaptation and protection to prevent negative effects of climate change and that this would be an excellent invitation to creative and curious inventors, smart investors and bold entrepreneurs.
The forums and chat functions provided on this website offer an optimal possibility to discuss experience and knowledge worldwide. This platform offers the students not only the opportunity to exchange technical information with young people in other parts of the world but to learn more about other cultures and lifestyles in other countries.
Geography and Maths teacher Jörg Beyer comments that the cooperation of the German School Kuala Lumpur with Realschule am Buchenberg, Borghorst (Steinfurt) can be viewed as the beginning of a global "climate network" of various schools. "It is an interconnection of schools on different continents and in different climatic zones. We are approaching the German Schools worldwide to join this project and it is our target to have at least 30 schools participate."
At the regional meeting of German foreign schools (Asia and Australia) held from 13 - 15 March this year in Singapore, this project was successfully presented by Dr. Wolfgang Munzinger, Headmaster of DSKL, to all present. This led to other German Schools, e.g. in Singapore, Tokyo, Beijing, New Delhi, and Sydney, expressing their interest in being part of this network. The German Schools in Singapore and New Delhi have meanwhile confirmed their participation. | 1,480 | 694 | {
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Who Should Use This Guide?
Many children have occasional difficulty with paying attention, sitting still, and/or controlling their behaviors. Sometimes this may be due to young age, adjusting to a new environment, anxiety, or a possible neurodevelopmental disorder, such as Attention-Deficit/Hyperactivity Disorder (AD/HD). If you are concerned about AD/HD, it may be worthwhile to have a comprehensive evaluation to determine the cause of your child’s inattention.
Tips for Parents
Assessment
- Pediatricians can provide screening measures to determine if your child may have symptoms of AD/HD. If symptoms exist, then your pediatrician will likely give you a referral to a psychologist to do comprehensive testing. Comprehensive testing is required for an accurate diagnosis.
- A psychologist will spend several hours with your child, evaluating your child’s cognitive ability, academic skills, executive functioning, and social-emotional functioning.
Treatment
- Research recommends that treatment consisting of parent and child education, behavior therapy, and medication has the best results.
- Parent training in behavior management teaches parents to focus on providing clear and consistent expectations, structure, and appropriate consequences for your child.
- Avoid battles, instead give your child choices and praise them for positive behaviors. Remain calm and neutral during difficult times.
- Organizational systems will help your child stay on task and assist with following directions in the home.
- Certain medications such as stimulants and nonstimulant medications can help your child focus and decrease impulsivity.
School
- If your child is having difficulty in school with organization and time management, your child may qualify for environmental supports in the classroom through a 504 plan. Environmental supports may include extra time for tests and assignments, extra books at home, organizational checklists, and preferential seating. If you feel your child needs these types of accommodations, ask your school if your child qualifies for this type of plan.
- If your child’s symptoms are significantly impacting their academic performance at school, you can ask your school to perform a comprehensive evaluation, known as a Multi-factored Evaluation (MFE) or Evaluation Team Report (ETR) to determine your child’s need for an Individualized Education Program (IEP). An IEP would provide academic accommodations in the classroom in addition to environmental supports.
Homework
- Homework time can be very difficult for you and your child. Here are some things to remember:
- Create a system with the school to ensure homework comes home
- Set a specific homework time and consistent location for homework
- Assist in helping your child breakdown large assignments and creating a time-line for large projects
- Stay nearby your child and coach them with positive words and reinforcement
- If your child has worked for too long and is stressed, let him/her stop and write a note to the teacher explaining what happened.
- Assist your child in packing up his homework to return to school. Have a system to ensure that homework returns to school with color-coded folders and a backpack.
- Praise your child for their efforts and hard work.
Coexisting Conditions
- The following are other conditions/symptoms that may also by present with AD/HD:
- Anxiety/Depression
- Learning Disabilities
- Oppositional Defiant Disorder
- Social Skill Deficits
- If your child has other conditions/symptoms, it is important to receive comprehensive treatment by a psychologist or counselor. Research supports the use of Cognitive-Behavioral and Behavioral Therapy to reduce symptoms of anxiety, depression, and behavior problems and to increase your child’s coping skills.
Books & Web Sites
CHADD.ORG, Children and Adults with Attention Deficit/Hyperactivity Disorder
Dr. Russell Barkley’s *Taking Charge of ADHD: The Complete, Authoritative Guide for Parents*
Local Resources
Your Child’s Local School District
Daily Behavioral Health, 14538 Grapeland Avenue, Cleveland, Ohio 44111, 216-252-1399, www.dailybh.com Offices in West Cleveland and Avon
This Guide Provided By: | 1,947 | 821 | {
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Lesson Plan for NYSSMA Music Views
Name: Jennifer Scott Miceli, Ph.D.
Title: Reading With Meaning in the Choral Rehearsal
Level
- [✓] Elementary
- [✓] Middle School
- [✓] High School
Content Area
- Band
- [✓] Chorus
- Classroom
- Orchestra
Objective
The chorus members will bring meaning to notation through the use of audiation, movement, and tonal and rhythm solfege.
The NYS Learning Standard(s) this lesson will address...
- [✓] Creating, Performing and Participating in the Arts
- [✓] Knowing and Using Arts Materials and Resources
- Responding to and Analyzing Works of Art
- Understanding the Cultural Dimensions and Contributions of the Arts
National Standards for Music Education this lesson...
- [✓] Singing – alone and with others – a varied repertoire of music
- Performing on instruments – alone and with others – a varied repertoire of music
- Improvising melodies, variations and accompaniments
- Composing and arranging music within specific guidelines
- [✓] Reading and notating music
- Listening to, analyzing and describing music
- Evaluating music and music performances
- Understanding relationships between music, the other arts, and disciplines outside the arts
- Understanding music in relation to history and culture
Instructional Ideas
Chorus members follow the Audiation Sequence for Choral Ensembles; a step-by-step music reading procedure in which rhythms are learned separately from pitches in preparation for choral part reading. Miceli’s Audiation Sequence for Choral Ensembles incorporates tenets of E. E. Gordon’s Music Learning Theory and the Kodaly approach.
Assessment
Chorus members are assessed informally on their collective achievement of each step of the Audiation Sequence for Choral Ensembles. Instruction is modified accordingly. Published choral rating scales may be found in Holt/Jordan, The School Choral Program-2008, Chapter 12-Miceli, GIA).
References/Resources
- Choksy, Lois. The Kodaly Method I & II. Upper Saddle River, NJ: Prentice-Hall Inc. 1999.
- Gordon, Edwin, E. Learning Sequences in Music. Chicago: GIA. 2007.
- Holt, Michele and Jordan, James. The School Choral Program. Chicago: GIA. 2008.
Notes
Gordon defines audiation as "hearing and comprehending in one's mind the sound of music that is not, or may never have been, physically present" (Learning Sequences in Music-2007 edition, GIA). | 1,170 | 563 | {
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Rearranging Formulae
Recap
An amusement park charges a $12 admission fee, and $3 per ride. An equation to model the total cost, \( C \) dollars, after riding on \( r \) rides is \( C = 3r + 12 \). On how many rides can a person go if s/he has $75?
To determine the number of rides, isolate \( r \).
\[
C = 3r + 12 \\
C - 12 = 3r \\
\frac{C - 12}{3} = r
\]
Modelling with Algebra
Sometimes an equation will not be given, and you will need to create one to model a particular situation.
These situations may draw from a wide area of previously-covered topics.
In these cases, it is useful to list all known quantities (constants) and unknown quantities (variables).
Remember to define your variables (use “let” statements) and conclude your solutions with an appropriate statement.
Rearranging Formulae
Substitute \( C = 75 \) into the new equation.
\[
r = \frac{75 - 12}{3} \\
= 21
\]
Therefore, the person can go on 21 rides.
Modelling with Algebra
Together, they earn $2100, so \( j + 2j + 4j = 2100 \). Collect like terms and solve for \( j \).
\[
j + 2j + 4j = 2100 \\
7j = 2100 \\
\frac{7j}{7} = \frac{2100}{7} \\
j = 300
\]
Therefore, Jim earns $300, Marguerite earns \( 2 \times 300 = $600 \), and Naomi earns \( 4 \times 300 = $1200 \).
Modelling with Algebra
Example
In three years, Maria will be twice as old as Arjun. The sum of their ages, right now, is 24. How old are they now?
These problems can be confusing if knowns and unknowns are not carefully recorded.
Let $a$ represent Arjun’s age right now. In three years he will be $a + 3$ years old.
Since the sum of the two ages is 24, Maria must be $24 - a$ years old right now.
Therefore, in three years Maria will be $24 - a + 3 = 27 - a$ years old.
In three years, Maria is twice as old as Arjun is then, so $27 - a = 2(a + 3)$.
J. Gavin — Modeling with Algebra
Slide 7/11
Modelling with Algebra
Use the distributive property to expand, then collect like terms to solve.
\[
27 - a = 2(a + 3) \\
27 - a = 2a + 6 \\
27 - 6 = 2a + a \\
21 = 3a \\
a = 7
\]
Therefore, Arjun is 7 years old right now. Since the sum of their ages is 24, Maria is $24 - 7 = 17$ years old right now.
J. Gavin — Modeling with Algebra
Slide 8/11
Modelling with Algebra
Example
In an isosceles triangle, the angle opposite the base is $28^\circ$ greater than twice the other angles. What are the measures of the angles?
A diagram of the situation is below.
\[
x + x + (2x + 28) = 180 \\
4x + 28 = 180 \\
4x = 180 - 28 \\
4x = 152 \\
\frac{4x}{4} = \frac{152}{4} \\
x = 38
\]
Therefore, the smaller angle is $38^\circ$, while the larger angle is $2(38) + 28 = 104^\circ$.
J. Gavin — Modeling with Algebra
Slide 9/11
Questions? | 1,461 | 839 | {
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The altitude of a model rocket (in meters) $t$ seconds after launch is given by
$$f(t) = \begin{cases}
40t^2 & \text{if } t \leq 2 \\
160 + 160(t - 2) - 4(t - 2)^2 & \text{if } t > 2
\end{cases}$$
This is a piecewise function because the rocket engine stops 2 seconds into the flight, after which the rocket moves only under the influences of gravity and friction.
1. Calculate $f(0)$, $f(1)$, $f(1.5)$, and $f(2)$ (you’ll need these for the following problems).
**Definition.** The **average velocity** of the rocket between time $t_1$ and $t_2$ is
$$\frac{f(t_2) - f(t_1)}{t_2 - t_1}$$
2. Calculate the average velocity of the rocket for . . .
a) . . . the first 2 seconds of the rocket’s flight ($t = 0$ to $t = 2$).
b) . . . $t = 1$ and $t = 2$.
c) . . . $t = 1$ and $t = 1.5$.
**Definition.** The **instantaneous velocity** of the rocket at time $t_1$ is the limit of the average velocity as $t_2$ approaches $t_1$:
\[
\lim_{t_2 \to t_1} \frac{f(t_2) - f(t_1)}{t_2 - t_1}.
\]
This often gets re-expressed using $h = t_2 - t_1$:
\[
\lim_{h \to 0} \frac{f(t_1 + h) - f(t_1)}{h}.
\]
We’ll look more at limits in the next section (tomorrow), but try to make sense of things as best you can now. Note: this gives the *instantaneous rate of change* of whatever quantity is given by the function.
3. Use the following table (fill in the blanks in the third column) to estimate the instantaneous velocity of the rocket at time $t = 1$. Call this velocity $v(1)$.
| $h$ | $f(1 + h)$ | average velocity from $t = 1$ to $t = 1 + h$ |
|-------|------------|---------------------------------------------|
| 0.5 | 90 | |
| 0.25 | 62.5 | |
| 0.1 | 48.4 | |
| 0.05 | 44.10 | |
| 0.01 | 40.804 | |
| 0.005 | 40.401 | |
| 0.001 | 40.08004 | |
| $\vdots$ | $\vdots$ | $\vdots$ |
| $\sim 0$ | $\sim 40$ | $v(1) = ?$ |
4. Sketch the following curves and lines below.
a) Draw the curve $y = f(t)$ over the interval $[0, 2]$ carefully (remember that this is just $y = 40t^2$).
b) Draw the lines through the points $(1, f(1))$ and $(1 + h, f(1 + h))$ for $h = 0.5, 0.25, 0.1, 0.05$. The slopes of these lines are the corresponding average velocities.
c) Plot the line through the point $(1, 40)$ with slope $v(1)$. This is a **tangent line** to the curve $y = f(t)$ (tangent comes from the Latin for “touching” and this should make sense after you’ve drawn the picture). | 1,701 | 865 | {
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Nelson English International Student Book 2
By John Jackman, Wendy Wren
Oxford University Press. Paperback. Book Condition: new. BRAND NEW, Nelson English International Student Book 2, John Jackman, Wendy Wren, Nelson English International teaches the skills and craft of quality writing, catering for the 6-12 year age range, and provides a six year programme of study. It is easily managed in the classroom, with three components at each level: a Student Textbook; a Student Workbook; and a Teacher Resource Book. The Student Textbook gives a thorough coverage of the key skills of Grammar, Spelling, Punctuation, Comprehension and Vocabulary Building. The units are designed to build pupils' knowledge of these language skills and apply them in their written tasks, with the aim of writing effectively for a wide range of purposes. Planning, drafting, revising and editing copy are all covered in developing these writing skills. Students are also taught to understand the characteristics of different styles and forms of writing.
Reviews
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English Test
A. Write new sentences in the short form.
Example -
The teacher is not at the super market.
She
1. You are not at home.
You aren't at home
You're not at home
2. I am not in the park.
3. My friend is not in the room.
4. The children are not outside
5. My chair is not near Dan's chair.
(5x4 points)
B. Change the sentences to questions (?) or negative (-) sentences.
1. I am a good friend. (?)
2. She is a nice teacher. (-)
3. The red jacket is on the ... . (?)
4. The new car is in the garage. (-)
5. The books are on the shelf. (?)
6. The children are in the park. (-)
7. The poster on the wall is new. (?)
8. It is a big house. (-)
(8x3 points)
C. Answer the questions.
1. Is the ball on (גֶּל) the table?
2. Are the books on (גֶּל) the table?
3. Is the boy in bed?
4. Is the parrot above (לָמַע) the chocolates?
5. Are the shoes on the table?
6. Are the chocolates under (לָמַע) the parrot?
(6x3 points)
D. Fill in the words.
1. An orange is a ____________.
2. Sheikh Salem is a ____________ man.
3. The desert at night is dark and ____________.
4. In Israel you can go to Haifa by _________________.
5. A ____________ is a truck.
6. A camel is an _______________ that lives in the desert.
7. The aeroplane is _______________ in the sky.
8. I was _______________ to hear that Sheikh Salem found Yousef.
9. _______________ say that the old Bedouin is a wise man.
10. Neil Armstrong wanted to be the first man to ____________ on the moon.
Words:
train / high / walk / fruit / cold / animal / people / wise /
lorry / excited /
(10x2 points)
E. Fill in.
| | Singular (יחיד) | Plural (רביעי) |
|---|----------------|---------------|
| 1 | A goose | |
| 2 | | Teeth |
| 3 | | Mice |
| 4 | A fish | |
| 5 | A lady | |
| 6 | | Children |
| 7 | An ox | |
| 8 | A shelf | |
| 9 | | Babies |
|10 | A woman | |
|11 | A potato | |
|12 | | Brushes |
|13 | A boy | |
|14 | A class | |
|15 | | Cities |
|16 | | Pages |
|17 | A dress | |
|18 | A key | |
(18x1 point)
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**OBEYENT**
Sergeant: Welcome to the air cadet training program! All of you will undergo a three-month training program. During these three months, I expect absolute obedience from you! Is that clear?
(No response!)
Sergeant: To be an obedient cadet, you must answer all of my questions loudly! You should say "Yes, Sergeant!" or "I understand, Sergeant!" Is that clear?
Cadets: Yes, Sergeant!
Sergeant: I can't hear! Louder!
Cadets: Yes, Sergeant!
Sergeant: Good! Stand easy!
Cadets: We're tired!
Sergeant: Listen! All of you must obey our rules and commands. No objection!
Now, take a rest and you'll need to march obediently in a minute!
要當一個出色的 Air cadet（空軍學生）絕不容易。你要經過三個月的基本訓練，經考試合格才能正式成為空軍的一分子。
除了少年空軍外，其他的紀律團體，如學校風紀隊、童軍、救護團隊和交通警察等等，都要求絕對的服從及嚴守紀律。過程雖然會比較辛苦，但學到的東西也多著呢！
---
**名詞（Noun）**
“Obedience” 是服從的意思。
- The Sergeant expects absolute obedience from the air cadets.
空軍中士要求空軍學生絕對服從。
**動詞（Verb）**
“Obey” 是服從，執行他人命令的意思。
- All of you must obey our rules and commands!
你們全都要服從我們的規則及命令！
**形容詞（Adjective）**
要形容服從的人和事，我們便要用 “obedient” 這個字。
- To be an obedient cadet, you must answer all my questions loudly!
作為一個服從的空軍，你們必須大聲地回答我所有的問題！
**副詞（Adverb）**
要指出很服從地做一件事情，我們可以用 “obediently” 這個字。
- You will need to march obediently in a minute!
侍會，你們將要服從的進行步操！
---
**PERHAPS**
Mike: I can’t find my colour pencils! Have you seen my colour pencils?
Veronica: Perhaps you’ve left them at home. You’re always careless!
Jane: See! This is my painting!
Mike: Cool! It looks nice! I love that mouse at the corner of the picture.
Veronica: Perhaps it’s her best drawing this year!
Andy: Hey! Let’s try this mango pudding! I made it with my sister.
Veronica: Perhaps it’s the worst pudding I’ve ever eaten in my life.
Gordon: I’ll go to Cheung Chau with my parents this weekend. We will swim and eat seafood there. I love summer.
Veronica: Perhaps the weather will change this weekend. It usually rains in summer.
Wing: Let’s have a look at my new hair cut! I like short hair.
Mike: Yes! You’ve a new image now!
Jane: I like short hair, too.
Andy: You look fresh and lovely!
Gordon: I hope to get a hair cut before swimming, too!
Veronica: Perhaps it’s better for you to have long hair! Your face is a bit round.
(Everybody rushed out of the room!)
Veronica: Hey! Where’re you all going?
Mike: Perhaps you’ve talked too much!
朋友之間在於互相支持和鼓勵。
Veronica 說話時處處針對他人，這種對待朋友的態度真要不得！小朋友，保持謙虛溫和的態度，才能交得更多的好朋友。
**副詞（Adverb）**
“Perhaps” 是一個副詞，指的是或許、可能的意思。
- Perhaps you have left them at home.
也許你把它們留了在家中。
- Perhaps it is her best drawing this year!
大概這是她今年最好的圖畫！
- Perhaps it is the worst pudding I have ever eaten in my life.
大概這是我人生中吃過最難吃的布丁。
- Perhaps the weather will change this weekend.
也許在這個周末天氣會有所轉變。
- Perhaps it is better for you to have long hair!
也許長頭髮更為適合妳！
- Perhaps you have talked too much!
可能你說的話太多了！
要學好英語，“it is, perhaps, better for you to practice more!”。
---
**POINT**
Annie: Happy Lunar New Year, mummy and daddy!
Father: Oh! Annie, it’s midnight!!
Mother: Happy Lunar New Year, Annie!
(Father had forgotten it’s the start of a new year until mother pointed to the clock on the table.)
Father: Happy Lunar New Year! Now, be a good daughter and go to sleep.
(Annie pointed at the red pockets on the table)
Annie: Mum and dad, when are you going to give me those red pockets?
Father: I must point out that if you don’t go back to your room and sleep immediately, I won’t give you the red pockets tomorrow!
Annie: Daddy!
Mother: And one more point … Please close that window! It’s getting colder tonight. Thanks!
Annie: Oh! Mummy!
Father and Mother: Ha! Ha!
---
**名詞（Noun）**
用作名詞的時候，“point” 有很多不同的解釋。
除了可指出地點和位置外，還可以解釋為一個要點或想法。故事中，媽媽便要 Annie 多留意一個重點。
- And one more point … Please close that window!
還有……請關上那扇窗！今晚天氣會轉冷！
**動詞（Verb）**
用作動詞的時候，“point” 就是指出某人或某事的位置和方向。
- The hands of the clock are pointing to twelve.
(Present continuous tense) 時鐘的時針和分針都指向十二。（現在進行式）
- Don’t point at that man! (Present tense)
不要指著那個男人！（現在式） | 1,560 | 1,373 | {
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Summary
Socialising your greyhound with other breeds of dog
Stage 1 – Distance training
- Keep introductions with other dogs slow and well managed.
- Start at a distance (30-50m) initially and don’t progress to closer distances until the greyhound can disengage away from the other dog.
- Use high value treats to reward disengagement combined with a verbal ‘YES’. Disengagement is the greyhound looking towards the handler for a reward rather than focusing on the other dog.
- Keep training sessions short – 5-10 minutes each.
- When the greyhound is able to disengage appropriately progress closer in increments of 5m to the other dog.
- If the greyhound does react negatively at any point retreat back a stage until the greyhound can walk comfortably parallel to the other dog.
- Once the greyhound has progressed to be within 3m of the other dog and consistently disengages by itself you can then progress to the dogs meeting each other.
Stage 2 – Dogs meeting each other
- Start with the greyhound muzzled and two people, one holding each dog.
- Walk dogs parallel to each other, 5m apart. If they can do this comfortably progress to next step.
- Bring greyhound in for a quick butt sniff while the other dog continues to walk forward.
- If that goes well continue walking and bring other dog in for a butt sniff – can do via circling dogs and changing direction so both dogs have the opportunity to butt sniff.
- If the above goes well, take both dogs into a large, fenced yard (if not already).
- Ensure there are no toys or food in the yard.
- If the dogs continue to interact well, drop the leads and supervise them interacting.
- At any stage if either dog acts rude or obnoxious, separate the dogs, have a break and start again.
- When both dogs can interact politely, remove the leads and continue supervising. Then progress to removing the greyhounds muzzle if they continue going well.
Notes
- If there is uncomfortable body language from either dog (stiffened body, growling barking, try etc) give the dogs a break before attempting to introduce them again. You want to intervene before the behaviour escalates to something more severe.
- At any point if either dog shows high levels of antisocial behaviour, eg, snapping, the greyhound ‘punching’ the other dog with its muzzle or high levels of fear, cease interaction immediately. This includes if either dog is trying to get away from the interaction.
- Some greyhounds pick up social cues very quickly, and others take some time and patience. So, ending the interaction when either dog displays that behaviour, will help them learn that behaviour is not acceptable. When they display the correct behaviour, ensure that you praise them and reinforce that behaviour. | 1,044 | 582 | {
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Parent Guidelines for Supporting your Child during Grief
You may not have one perfect response to grief, indeed there may not even be one perfect response. You can listen carefully and offer children an opportunity to express their feelings.
Ways to Help:
- Be patient and compassionate - the grieving process is sporadic and occurs over time.
- Listen
- Observe changes in behavior
- Continue to provide limits for behavior, be firm yet gentle
- Be honest, but do not give unnecessary details
- Talk about feelings associated with grief. Let your child know that there is no one single “correct” response when feeling grief.
Needs of the Grieving Child
- To be allowed to grieve
- To have their loss acknowledged and validated
- To have accurate information about the event
- Careful listening
- Provide support for overwhelming feelings
- Continuation of routine activities (getting rest, eating well, exercise or summer activities your child would ordinarily do)
- Opportunities to remember
Understanding the Grief Cycle
Children grieve sporadically. Every child’s grief experience is unique and individual. It is not so much a forward progression through the grief cycle, but a working through grief. These are some common experiences:
- Shock and denial
- Protest and strong emotions
- Disorientation
- Deep sadness (hopelessness, fear of failure, aimlessness, irritability)
- Acceptance
- Adjustment
Typical Responses to loss from Younger Children:
How children react will depend on the relationship they had with the person who died, their age, and their prior experience with death. Preschool age children do not understand that death is final and may confuse death with sleep or someone taking a trip. They may show greater interest in things that are dead. As children reach elementary age, they do begin to understand that death is final and this concept often creates more fear and sadness. Children in both age groups typically have difficulty expressing their feelings verbally as they either do not have the ability to do so or find that talking about death is too anxiety provoking. Children will often display their feelings in their behavior and play, so it is important to be more watchful of how they act and what they do, rather than what they say.
Typical Responses to Loss from Adolescents:
As children get older, their responses begin to resemble adult reactions to trauma but may also have a combination of some more childlike reactions mixed with adult responses. Their own personal histories with loss will contribute to their reactions. Most adolescents know that death is final and universal. While they are more knowledgeable that life is fragile, they tend to believe that they are immortal and invincible which can lead to risk-taking behavior. Adolescents may blame themselves. Teens may romanticize death and fantasize about their own death and reaction of others. They may not show their feelings for fear of appearing weak or needing to appear in control of their feelings.
Some responses/feelings across both ages may include:
- Physical complaints
- Separation anxiety (i.e., wanting to be close to parents or other loved ones more often/fear of being alone)
- Impulsive behavior
- Crankiness or irritability
- Arguing, screaming, fighting
- Acting as if it never happened
- Confusion about why the person/people died
- Inaccurately placing blame themself or others
- Poor concentration
- Aggressiveness
- Withdrawal
- Sleep disturbance and/or nightmares
- Appetite increase or decrease
- Decrease in energy level
- Shock
- Indifference
- Depression,
- Feelings of vulnerability and anxiety (maybe this could happen to me or someone else that I care about)
- Anxiety
- Loneliness
- Anger
- Sadness
- Abandonment
- Guilt
- Fear
- Worry
- Isolation
Other thoughts to consider... It is important for you as a parent to recognize your own needs and feelings, obtain support when you need it from other adults and to take good care of yourself. If you have particular concerns about your child and their ability to cope right now, please let school staff members know. | 1,730 | 840 | {
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Holiday Activity Booklet
How to make your own lantern
A heart-warming story celebrating the festive traditions that make lifelong memories and bring families together. Lola and her granddaughter share a love of Disney and traditional Christmas crafting, but over time their yearly ritual of lantern making fades away. Looking back into her Grandmother’s past and seeing Lola’s much-loved Mickey soft toy inspires her granddaughter to create a festive surprise. Lola’s Christmas morning is lit up in a heart-warming gesture that strengthens the bonds between them.
Create your own Disney-themed Lanterns to hang up at home.
There are four designs to choose from: Mickey and Friends, Frozen, Star Wars and Marvel. You can pick and choose which you decide to print out, colour in and create at home.
These have been created so that you can have one design one side, and another design the other side, and hang them at home.
Note: When cutting with scissors and creating any of the lanterns in this booklet, adult participation supervision is recommended at all times.
Lantern Booklet
Key:
- cut along this line
- fold along this line - mountain fold
- fold along this line - valley fold
- glue along this section
Instructions:
Each lantern is made from three components: lantern A, lantern B and the diamond shapes.
1. Print out the pages double sided. There will be an outer and inner side for each component. Colour in the design. Then cut out the shapes following the solid black line. You can use a hole punch for the hanging hole.
2. Fold along the dashed line using valley fold. (Please see key).
3. Fold along the dotted lines using mountain fold. (Please see key).
You will need:
- Glue
- Colouring pencils
- Hole punch
- Paper
- Scissors
- String or ribbon (to hang up your lantern)
Note: Please make sure an adult helps on all cutting out.
4. Glue on gridded tabs of lantern A. Then attach the diamond shapes to lantern A in between each point of the lantern.
5. Glue the gridded diamonds of lantern B.
6. Attach lantern A to lantern B making sure to match the points with the hanging hole.
© Disney
© 2020 MARVEL
© 2020 MARVEL
MARVEL
Lantern A
outer side
Lantern A
inner side
diamond shapes
outer side
diamond shapes
inner side
Lantern B
outer side
Lantern B
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BREASTFED BABIES AND CONSTIPATION
People used to think that breastfed babies never got constipated – we know now that this is not the case. Constipation is certainly uncommon in breastfed babies, but it does happen.
Breast fed babies may poo several times a day, especially in the first few weeks of life. After a month or so the frequency may reduce; they may go a few days without having their bowels open. Sometimes this is ok – breast milk is such a perfect food for babies that there might not be much waste.
In order to decide whether or not it is ok to poo infrequently, we have to look at the whole child – and not just their poo! Some things that would suggest constipation in a baby would be:
- Reluctance to feed when they have not done a poo for a couple of days, then being hungry again once they have had their bowels open.
- Appearing to have an uncomfortable tummy, relieved by doing a poo.
- Passing a LARGE quantity of poo all at once. Even if it is soft/runny, storing up a large quantity of poo means that the lower bowel has been stretched, and this is not good for any baby.
- Disturbed sleep, crying, drawing knees up, stretching legs out, straining, distended tummy …relieved by doing a big poo.
The first thing to do is to check the breastfeeding – it may be that the baby is not getting enough milk. The Midwife and/or Health Visitor should be asked for advice, and there are several breastfeeding organisations – see websites below.
If constipation does need to be treated, breastfed babies can be treated just the same as any other child following the NICE Guidelines, which suggest using macrogol laxatives like Movicol or CosmoCol. HOWEVER, since these come in the form of a powder which have to be mixed with water they may not be ideal for breastfed babies, because
- The baby’s tummy may be full up after drinking the macrogol water, so they might not feed properly.
It may be very difficult to get the baby to drink from a bottle/cup if they are exclusively breastfed.
They may not like to taste of the macrogol water – Mum may be able to express some breast milk to flavour it to encourage the baby to take it.
Alternative treatments would be:
- A different oral laxative, such as Lactulose or Senna
- A small Glycerine Suppository
In order to decide which is the best treatment for their baby, parents will need to see their GP and/or Health Visitor.
Further information on breastfeeding is available from:
NCT – National Childbirth Trust – [www.nct.org.uk](http://www.nct.org.uk) – see particularly [www.nct.org.uk/parenting/constipation-babies](http://www.nct.org.uk/parenting/constipation-babies)
LLL – La Leche League – [www.laleche.org.uk](http://www.laleche.org.uk)
ABM – Association of Breastfeeding Mothers – [www.abm.me.uk](http://www.abm.me.uk)
BfN – The Breastfeeding Network - [www.breastfeedingnetwork.org.uk](http://www.breastfeedingnetwork.org.uk)
NIFN – National Infant Feeding Network – [www.unicef.org.uk/BabyFriendly](http://www.unicef.org.uk/BabyFriendly)
National Breastfeeding Helpline - 0300 100 0212 | 1,345 | 729 | {
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k is for kite
Parent Corner
Today in Active Learning@Home we are going to focus on the ‘k’ sound in language. In Mathematics we will introduce the number 9 to your child in a fun way.
Book of the day
Cone Head is a poem about healthy eating habits and what happens when one eats too many sweets things. Download this book here (it’s free):
https://www.storyberries.com/poems-for-kids-cone-head-by-arden-davidson/
Online Resources
FREE online applications (Apps) recognised by the Department of Basic Education (linked to the curriculum) are available.
2Enable register here: https://www.2enable.org/
Also visit the DBE’s Cloud at: https://dbecloud.org.za
Find the ‘k’-words
Let your child find and circle the 8 words starting with a ‘k’ below.
kettle kite
king kiss car
kid kick sun
lemon rose
key kitchen fun
Learning together is FUN
Do the following activities with your child. It is linked to the work that he or she is already doing in class. In this way you help him or her to stay up to date with his or her learning.
The ‘k’ – sound
Ask your child to list words that start with the ‘k’ – sound (like kite). Some more words starting with the ‘k’ – sound are: kick, kid, king, kiss and key. Although c – words like cap also have a ‘k’-sound, we are only going to use words that start with the letter ‘k’. Your child will learn about c–words another day.
Write down the words ‘king’, ‘kettle’ and ‘kite’ and ask her to draw a picture of each word. Then ask her to use each of these words in a sentence, for example, I fly a kite.
Let her practice writing the ‘k’–sound in the air or in the sand with her finger.
The number is 9
Start with a number rhyme. If you don’t know one, or if your child cannot remember one, here is a link: https://www.nurseryrhymes.org/ten-little-fingers.html
Together you can count each other’s fingers up to 20. Then put 4 things (coins/buttons) on the table and ask your child to add more things to make 9. Then put 6 things down and ask her to write the number 9. Explain how to make a circle on the top of the line and then go straight down. Let her practise writing the number 9 with her finger in the air or in the sand. She then has to draw 9 small hearts and write 9 nine underneath the drawing.
She can also make families of 9, for example: 6 and 3, 3 and 6, 7 and 2, 2 and 7. It is also a way of breaking down numbers. Replace ‘and’ with the plus sign (+) to indicate sums (addition).
Play today
Fly the kite: Today you will have fun with your kite. Make a kite with your child using simple items from around the house, such as: plastic packets, sticks and string. If you don’t know how, here is a link that will help you https://www.wikihow.com/Make-a-Kite.
Your child needs to try to fly the kite. Go outside when there is a light breeze, because the kite will need some wind to fly. The kite may fly or may not fly. If it does not want to fly, try to figure out together why it does not want to fly. Keep on trying different ideas and adjustments… until it flies!
In this fun activity you and your child will spend time together and she will also be learning about trail-and-error, determination, patience and some science and mathematical concepts.
Healthy Habits
Greet with the elbow greet - do not shake hands
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Word Search
Soybeans have many uses – using the word bank find the uses in the puzzle.
Word Bank
mayonnaise ink tofu cereal sunscreen
margarine bread medicine glue soap
shampoo plastic insulation butter rubber
paint candles furniture chocolate crayons
Bonus! Find the use NOT listed in the Word Bank.
Parts of the Soybean
Label the soybean with the correct term.
**Word Bank**
- SEED COAT
- EMBRYO
- COTYLEDON
Part of a seed that develops into a new plant, including the stem, leaves and roots.
_________________________ Outside cover that protects the seed.
_________________________ First leaf or pair of leaves within the embryo.
A part of the seed that stores food.
---
**Crossword**
| Across | Down |
|--------|------|
| 2. When soybeans are processed, the ___, or outer shell is removed. | 1. You might color a picture using soy _____. |
| 4. Henry _____ demonstrated the strength of soybeans using one of his cars. | 3. Both humans and _____ eat food with soybeans. |
| 5. _____ studied soybeans at Tuskegee Institute. | 5. Farmers in _____ began growing soybeans more than 5000 years ago. |
| 6. Most Virginia soybeans are crushed for ___ or soymeal. | 7. You might use this soybean product in the shower. |
| 7. Soybeans are small round _____. | |
| 8. The seed _____ is the outer protective cover. | |
**Word Bank**
- CARVER
- CHINA
- COAT
- CRAYONS
- FORD
- HULL
- LIVESTOCK
- OIL
- SEEDS
---
Across
2. When soybeans are processed, the ___, or outer shell is removed.
4. Henry _____ demonstrated the strength of soybeans using one of his cars.
5. _____ studied soybeans at Tuskegee Institute.
6. Most Virginia soybeans are crushed for ___ or soymeal.
7. Soybeans are small round ____.
8. The seed _____ is the outer protective cover.
Down
1. You might color a picture using soy ____.
3. Both humans and _____ eat food with soybeans.
5. Farmers in _____ began growing soybeans more than 5000 years ago.
7. You might use this soybean product in the shower. | 1,040 | 529 | {
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“Researchers comply with codes and regulations relevant to their discipline.”
(ECoC 2017, p. 6)
Description and background
This learning unit:
- Introduces researchers to codes and regulations in their discipline
- Enables an understanding of compliance and of potential complications
- Challenges researchers to demand compliance in research
- Emphasises how to switch to help mechanisms when an open and transparent dialogue about rules is not possible
This unit has been prepared for interdisciplinary learning groups.
Keywords
Research codes and regulations; openness and transparency; ombudsperson; safeguards; impartiality, objectivity, confidentiality
Learning objectives
1. Refer to codes and regulations
2. Discuss the rules of your discipline in an open and transparent manner
3. Realise conditions for a research integrity dialogue
Learning stages
1. Become familiar with the topic
2. Immerse yourself in rules relevant to your discipline
3. Engage in role play
4. Reflect
“As a scientist, it is important to follow the principles of research integrity because with their help, cooperation with partners can be improved.”
(Kristina Bliznakova, an advocate for research integrity)
1 Become familiar with the topic:
Homework (before the unit starts) or reading session
Find what you view to be the most important code of research conduct within your discipline. Read it and bring it with you. Find a case of misconduct that happened in your discipline and bring a short description of it with you.
2 Immerse yourself in rules relevant to your discipline:
Read or recall Hannah’s protocol and briefly flesh out what happened in the conference meeting. In pairs, take out the research rule that you chose from your code of research conduct. Imagine that your partner is Hannah. Explain the rule that you have chosen, and why it is the most important research integrity rule within your discipline.
Switch roles!
3 Engage in role play:
Come together in a plenum, greet everyone and introduce yourself. Pick two volunteers to engage in an improvised rotatory role play in which researcher A uses their important research integrity rule.
Every time someone from the audience raises a hand, the actor should stop and ask the audience for a rational argument for why they should follow the research integrity rule. The actor should then continue the play using the argument from the audience. If two others are voluntarily up for this task, play again!
Research integrity office
Research integrity offices handle allegations of misconduct by obtaining expert opinions, statements and hearings. They are an impartial and confidential body to evaluate responsible conduct of research in a professional manner.
Divide your class into five groups. Assign each group a position in the play.
Person Z’s group decides which misconduct case will be discussed in the upcoming role play and outlines the case in bullet points on the chalk board or flip-chart. Each group should take 15 minutes to prepare its role and to decide who will act in the play. Send your actor into the play with the bullet points or a written text!
4 Reflect:
Come together as a class.
Discuss when to reach out for help from people and entities in charge of enforcing research integrity such as data management officers, ombudspersons and/or ethics committees. Together come up with three rules on when it is time to seek help!
Write the rules into your notebook.
Seven Reasons to Care about Integrity in Research
A policy paper by Science Europe lists the following key reasons for integrity in research:
1 Research integrity safeguards the foundations of science and scholarship
2 Research integrity maintains public confidence in researchers and research evidence
3 Research integrity underpins continued public investment in research
4 Research integrity protects the reputation and careers of researchers
5 Research integrity prevents adverse impact on patients and the public
6 Research integrity promotes economic advancement
7 Research integrity prevents avoidable waste of resources
(cf. Science Europe Working Group on Research Integrity – Task Group ‘Knowledge Growth’ 2015, Seven Reasons to Care about Integrity in Research) | 1,766 | 797 | {
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Research integrity is a professional, ethical and legal responsibility! (cf. ECoC 2017, p. 3)
Description and background
This learning unit:
- Gives (future) researchers time to reflect on personal values
- Challenges (future) researchers to confirm the importance of professionalism
- Emphasises self-awareness as an important cornerstone for researchers
For insight into the learning progress after Path2Integrity sessions, please send an email with your two-letter group code to email@example.com.
This unit has been prepared for all learning groups with a university degree.
Learning objectives
1. Raise self-awareness about your own research integrity
2. Outline professional values for your own research
3. Make a research pledge to follow research principles together with the dialogue group
Learning stages
1. Reflect on research integrity cases
2. Connect to your own research
3. Reflect on research integrity
4. Phrase a research pledge
"Just as we, as researchers, introduce people to the world, they will see this world through our eyes. And it is crucial that we base everything we present on solid evidence that we gather in the course of our scientific work." (Anna Wójcicka, an advocate for research integrity)
Keywords
Self-awareness; professionalism; ethical and legal responsibility; research values
1 Reflect on research integrity cases:
Homework (before the unit starts) or reading session
Together with the rest of your class, go online and answer the questionnaire with everyone starting at the same time:
https://path2integrity.eu/limesurvey/index.php/238122?newtest=Y&lang=en
Your two-digit group code is required to link relevant data in an anonymised manner. Before you begin, repeat the group code you created earlier and use it in the questionnaire. How sure or unsure were you in answering this time? Discuss any interesting cases in class.
2 Connect to your own research:
Use post-its or similar and write down research integrity issues you have already experienced or issues you will likely face in future. Use one post-it per research integrity issue.
Stick the post-its on a wall in your classroom, putting similar issues one beside the other. You can use the eight categories from the ECoC to help organise them. Together, review whether your issues are research integrity issues or something else. Take down all the post-its not related to research integrity, as well as the ones you are not sure about.
Research integrity categories
Researchers with research integrity produce reliable research results and are able to comprehensively convey how their research network is interlinked, by referring to the standards of their research discipline.
The ECoC’s categories describe the many faces of research integrity (cf. ECoC 2017, pp. 5–7):
1. Research environment
2. Training, supervision and mentoring
3. Research procedures
4. Safeguards
5. Data practices and management
6. Collaborative work
7. Publication and dissemination
8. Reviewing, evaluating and editing.
3 Reflect on research integrity:
Go through your class’ research integrity issues. Read them and consider what values somebody might need in order to overcome these issues. Write these down and compare them with your own values. Which of these values do you also have? Write the values that match on post-its and stick them on the wall.
Everybody picks somebody’s value from the wall. Describe this value to your class by giving an example of various actions conducted by a researcher who embodies this value. Let the individuals who wrote down the values add any examples of researchers’ actions, if they want.
4 Phrase a research pledge:
Stick the values back up on the wall in a row. Consider how you can express a promise to follow these values in one statement.
Be creative. Rearrange the post-its and try to create a statement. Rearrange them and try again… Put together multiple possible statements. Which one do you prefer and why?
Decide together which statement you would choose as researchers and then copy it in your notebook. Using your statement, make your Path2Integrity research pledge to follow research principles! | 1,776 | 848 | {
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Information about abuse and what to do about it
Abuse is when people do bad things to you and make you feel scared or upset
What is abuse and how do I report it?
We are the safeguarding team for adults in South Gloucestershire.
We help make sure that people are safe.
This leaflet is about something bad that can happen to people.
It is called abuse.
This leaflet tells you what abuse is and what you can do about it.
What is abuse?
Abuse is when someone does bad things to you or says bad things to you.
Or it may happen to someone you know.
Abuse may happen once.
Or it may happen many times.
It can happen at home or somewhere else.
You may feel scared or upset.
There are many kinds of abuse. Here are some examples:
**When someone hurts you and your body**
For example, someone may:
- Hit you
- Push you
- Shake you
- Burn you
- Give you too much medicine. Or not enough medicine
**When someone makes you feel scared or upset**
For example, someone may:
- Say they will hurt you
- Shout at you
- Ignore you
- Leave you on your own without anyone to talk to
When someone tries to have sex with you or do sexual things
For example, someone may:
- Try to touch your private parts
- Make you touch their private parts
- Try to have sex with you or do sexual things
- Make you do sexual things to get money, food, somewhere to live or other things
This is not OK if you don’t want it.
When someone makes you work for free
When someone you know well hurts you
This could be a boyfriend, girlfriend, husband, wife or someone in your family.
They may hurt you or say they will hurt you.
When someone takes money or other things from you
Or when someone spends your money without asking you.
When someone treats you badly because of who you are
For example, because of:
- Your disability
- Your age
- Your religion
- Who you want a relationship with
When someone stops you getting the care you need
For example, someone may stop you:
- Having the heating on
- Having clean clothes
- Having food and drink when you need it
When you stop caring for yourself
You might stop people giving you the care you need.
This can make you ill or put you in danger.
What to do if abuse happens to you or someone you know
It is important to speak up about abuse.
Abuse is bad and needs to stop.
There are people from the council who work to keep people safe.
You can tell them about abuse.
You can call them on:
01454 868007
Monday to Friday from 9am to 5pm
01454 615165
In the evenings or at weekends
If there is a big problem and you need help quickly call 999.
What will happen if you speak up about abuse?
People will:
- Listen to you
- Look into the problem
- Ask what the person who may be unsafe wants. This could be you or someone you are telling us about
- Help the person who may be unsafe to make a plan to keep safe
- Tell the police if a crime might have happened | 1,085 | 676 | {
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