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Vaping
What it is and how it affects your health
Vaping is when someone uses an electronic device to breath in things called e-juice or e-liquid. The juice or liquid is turned into a vapor aerosol product that looks like smoke or fog.
Vaping Devices
Vaping devices, also called vapes or e-cigarettes, look like cigarettes, pens, thumb drives, and other objects. The device heats the e-liquid that you breath in. They were first created to deliver nicotine instead of smoking cigarettes. Vaping has very high levels of unsafe materials:
* 1 JUUL pod or e-juice cartridge = amount of nicotine in 20 cigarettes.
* Heating e-juice gives off things like chemicals found in antifreeze, car exhaust, heavy metals and carcinogens that cause cancer. Different flavors have different amounts of toxic material.
Vaping devices can be changed to vape marijuana or alcohol. It is hard to know how much marijuana or alcohol you get. This can be very dangerous.
* Vaping alcohol can be the same as 10 shots of alcohol in just a few seconds. This can cause alcohol toxicity and even death.
* Vaporized marijuana can have THC (the active ingredient in Marijuana) levels as high as 90%. A rolled joint (marijuana cigarette) contains 10-20%.
Health Risks
Nicotine is very addictive and is found in vaping devices and other tobacco products. It hurts brain development and can cause many other health issues. Other chemicals in vapes can increase the chance of long-term health problems, like:
* Your body can't fight off a sickness as well (your immune system is weak)
* Lung problems (like shortness of breath)
* Serious and deadly lung illness (like cancer)
* Overdose and poisoning from unknown levels in the device or swallowing e-juice
* Damage to gums and mouth
* Addiction to nicotine and other substances
* High blood pressure and a greater risk for a stroke
* Irregular heart rate (chest fluttering or racing heart)
* Headaches and dizziness
* Memory loss
* Slow reaction time
Vaping devices with defective batteries have been known to cause fires and explosions. This can cause severe burns or other severe injuries.
Myths vs. Facts
Vaping Tobacco
Myth: It is harmless water vapor.
Myth: E-cigarettes are a safe way to quit traditional cigarettes.
− Fact: E-cigarettes make a harmful secondhand vapor aerosol. This aerosol has cancer causing chemicals, heavy metals, nicotine, combustible compounds, and more.
− Fact: E-cigarettes are not safe and there is no proof they will help you quit smoking.
Myth: Vaping spares the people around me from the dangers of secondhand smoke.
− Fact: The potentially harmful materials of e-cigarette emissions may also affect people who breathe in a user's exhaled vapor.
Vaping Alcohol
Myth: Vaping alcohol instead of drinking will help me pass a breathalyzer test.
Myth: Vaping alcohol has less calories than drinking alcohol so it will help me lose weight.
− Fact: Breathalyzer tests reflect blood alcohol levels. Vaping raises blood alcohol levels faster than normal drinking.
− Fact: Vaping alcohol has the same calories as drinking alcohol.
Vaping Marijuana
Myth: Vaping marijuana is safer for my lungs than smoking tobacco products.
− Fact: Marijuana causes the same sort of long-term lung damage that tobacco products do.
Laws and School Rules
* The FDA (Food and Drug Administration) does not control the amount of nicotine or chemicals in e-juice. You have no way of knowing what is in them, and how much.
* It is against the law for anyone under the age of 21 to have, own, or sell vaping products.
* High schools are tobacco free, and that also means no vaping.
* Talk to your coach about specific team rules on using vaping devices.
Resources
Talk to your team doctor, pediatrician, athletic trainer, or school nurse if you have any questions or concerns. For more information on vaping and how to quit:
* Henry Ford TTS (Tobacco Treatment Service)
- Telephone program (ages 18 and up): confidential help and support from a tobacco treatment coach to help you create a plan to quit, no matter what kind of tobacco or nicotine you use.
- TTS for teens (ages 14-17): confidential way for young people who use tobacco or vape to talk with a tobacco treatment coach about what programs and tools might work best.
- Call (888) 427-7587 or email email@example.com to get started.
* Truth Initiative
- Committed to making tobacco use a thing of the past with resources on prevention, treatment, community engagement and more. Visit https://truthinitiative.org/
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Cockade Ribbon
Throughout history, special emblems, symbols and colors have been used to show patriotic support for a cause or country. During the American Civil War (1861-1865), a popular way of showing support in the North and South was to wear a cockade ribbon. A cockade, or rosette, is a decorative knot of ribbons or bows worn on a hat, lapel, jacket, dress, or sleeve.
What you will need:
* Scissors
* Ruler
* Pencil
* Stapler, glue, tape, or safety pins
* 3 colors* of thick paper (construction paper or cardstock works best) or fabric
* Velcro tab or safety pin *Patriotic ribbons were made using red, white, and blue ribbon. You can choose other colors or patterns based on the cause that you are supporting. For example, show support for healthcare workers with blue
ribbon, support animal rescues with paw print fabric, or celebrate Earth Day with green and blue recycled paper.
Make your ribbon
1. Measure and cut. Use a ruler, pencil, and scissors to cut the following shapes out of paper or fabric:
- Two 9" x 1" rectangles using the second color of paper or fabric (red for a patriotic ribbon)
- Two 9" x 1" rectangles using the first color of paper or fabric (white for a patriotic ribbon)
- One 4.5" x 1" rectangle using the third color of paper or fabric (blue for a patriotic ribbon)
2. Make the base. Cross the first two rectangles in the middle to form an X. Use white for the patriotic ribbon. Loop the top of each strip down to meet evently in the middle of the cross. Hold them together using a staple, glue, tape, or safety pin depending on the material you are using. The un-looped ends of each strip will be the streamers.
3. Add the second color. Take the two remaining long rectangles (red if you're making a patriotic ribbon) and old them together in the middle to make a plus sign. Fold each end inward to meet in the middle, creating four equal loops.
4. Put them together. Fit the looped cross over the base so that all of the loops and streamers are visible. Staple, glue, tape, or use a safety pin to attach them all together in the middle.
5. Finish your ribbon. Make a small loop using the remaining colored strip of paper or fabric. Attach it to the very center of your cockade using a staple, glue, tape, or safety pin. Make forked ends on the bottom of each streamer by making diagonal cuts with scissors.
6. Display it with pride! Use a safety pin or velcro to wear your ribbon on your shirt, or put it in your window or on your door.
Take it further!
The tradition of wearing cockades was strong in 18th and 19th-century Europe. In America, cockades were first used during the Revolutionary War. George Washington's Continental Army did not have enough money for uni forms to show rank, so soldiers from privates to officers were identified by colored cockades on their hats. By the Civil War, cockades were adopted as a patriotic accessory worn by men, women, and children to show support for the Union or Confederacy, and even to mourn loved ones or fallen leaders like President Abraham Lincoln.
This detail from a Harper's Weekly newspaper illustration dated June 1861, shows a Northern woman wearing a cockade ribbon while she and others sew clothing to send to soldiers at the front.
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R.E.
This term we will be learning about Hindu worship. We will explore the importance of statues and shrines to Hindu prayer and meditation, and seek to understand the Hindu belief in one supreme God whose character is represented by many gods and goddesses.
History
Date for your diary:
Our topic this half term is Our Victorian School. In our lessons, we will look at what life was like for children during this period, and compare it to our own experiences.
We will have our own Victorian school day on Wednesday 2nd February!
Geography
We will study significant mountains around the world, and learn about the processes that lead to these geographical features.
P.E.
We still have P.E. on Tuesdays and Wednesdays this half term, and children can still come into school wearing their kit on these days. Dress suitably for games outside!
Finally, please feel free to come and see us if you have any concerns or worries, or leave a message with the office. Thank you for all your support last term - and well done to the children, who worked so hard. We are looking forward to an equally impressive spring term!
With best wishes,
Miss Wheeler and Miss Hennessey
Happy New Year!
Welcome back to the new term. I hope you had a wonderful Christmas break with as few disruptions as possible.
I would like to take this opportunity to say a huge THANK YOU for all the kind words and gifts we received at the end of term. It means a lot to us, and we are always humbled by your generosity and thoughtfulness.
Notes for this half term:
Homework will still be weekly spellings, which the children are able to practise on their Purple Mash accounts. These will be uploaded on Fridays, and covered in a dictation session the following Friday.
Times tables are going to be a key focus this half term, so any extra practice you can get in at home will be a big help. Throwing out mixed questions in the car, chanting, coming up with rhymes or making links to real-life experiences all help to build up a mental picture.
Reading remains our main priority. The children's summarising and inferring skills developed well over the autumn term, and our next class target is to become accurate retrievers: returning to the text and scanning to find specific information.
I always love hearing the children's thoughts on the books they've read, and have been impressed by the breadth of texts they have been choosing this year. On Google Classroom, I have set up slides they can add to and leave their own reviews and recommendations for each other. If they've finished a book that they think others will enjoy, I encourage them to share this with us all!
English
We are now working towards creating our own play scripts for A Midsummer Night's Dream . Following our fantastic workshop, the children have developed a good understanding of the play as a whole, so that we can focus on dramatising and writing about specific scenes. After half term, we will be completing non-fiction writing linked to our R.E. topic, plus developing our persuasive writing techniques.
This term's writing started off with a whole school book focus: Change Sings by Amanda Gorman. Beautifully illustrated and with a universal message to share, this text has prompted some wonderful reflections and descriptive writing from the children.
Reading
Guided reading will continue to be taught as a whole class lesson each week, focusing on fluency and reading for meaning. We will also cover the key skills of explaining, retrieving, inferring and making sense of authorial choices in each lesson. The children's groups are rotated each week, so that they are in an adult-led group one week, then independent the next.
Maths
This half term, we will mainly be focusing on multiplication and division, with the aim to improve fluency and be able to apply known number facts to problem-solving scenarios. Year 3 will focus on consolidating their 2, 5 and 10 tables and securing the 3, 4 and 8 tables. Year 4s will be covering all multiplication facts up to 12x12. This will then feed into our work on fractions after half term.
Science
We start this term with learning about Sound. This will include conducting investigations into vibrations, volume and pitch. Next half term, we will be exploring Forces and Magnets.
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OFFICIAL Online safety at home:
parents and carers newsletter from CJS Issue 3 Monday 10 th May 2021
This is the third of a six part series of newsletters from CJS about keeping our children safe online and about encouraging them all to treat others with care and respect.
Technology is hugely valuable for education, as well as a way to keep in touch with friends and family. However, it's important we all consider how we can support children's online safety during post-lockdown, and in the event of further lockdowns. Here's some information about what your child may enjoy online and what you can do to help keep them safer:
Watching videos
From animals doing funny things, to slime-making and game-tutorials, the internet has lots of fun videos for children to enjoy. But the amount and availability of content online means that children may see something inappropriate.
The internet is a public and open space where anyone can post and share content. This can be fun and entertaining for children, but it does mean your child may see something that is intended for adults.
To understand what type of content might not be suitable and advice on how to help your child watch safely, watch this short video guide.
Find out what to do if you're worried your child might see something inappropriate online or what to do if they already have.
Children and the results of online bullying and hate
Unfortunately, because they are using agerestricted social media without the social sophistication to do so safely, children are increasingly posting more hurtful messages and posts about other children online.
In some cases, these posts can be defined, in British law, as hate crimes and are dealt with by the police.
In England and Wales, children between the ages of 10 and 17 can be arrested and taken to court if they commit a crime.
Hate crimes and other online 'cyber-bullying' can fall foul of the law.
OFFICIAL This is why children should not be using age-restricted social media and must treat others kindly online.
Children love to watch videos and YouTube is always a firm favourite! But sometimes children can be exposed to videos that are not meant for them. YouTube Kids is a safer way for children to explore their interests. You can find more information about this on YouTube: what parents need to know .
Remember, primary-age children should be supervised at all times when online.
The impact of cyberbullying on our children can be extremely damaging, especially to mental health.
If children have phones and constant access to inappropriate social media, there is no escape for those who are suffering.
See here for a report on the impact of online hate speech on young people
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Reading
* Comment on the way characters relate to one another.
* Know which words are essential in a sentence to retain meaning.
* Draw inferences such as inferring characters' feelings, thoughts and motives from their actions.
* Recognise how commas are used to give more meaning.
* Recognise inverted commas
* Recognise:
o
plurals
o pronouns and how used
o collective nouns
o adverbs
* Explain the difference that the precise choice of adjectives and verbs make.
Writing
* Use conjunctions (when, so, before, after, while, because).
* Use adverbs (e.g. then, next, soon).
* Use prepositions (e.g. before, after, during, in, because of).
* Experiment with adjectives to create impact.
* Correctly use verbs in 1 st , 2 nd and 3 rd person.
* Use perfect form of verbs to mark relationships of time and cause.
* Use inverted commas to punctuate direct speech.
* Group ideas into basic paragraphs.
* Write under headings and sub-headings.
* Write with increasing legibility, consistency and fluency.
Mathematics
* Compare & order numbers up to 1000.
* Read & write all numbers to 1000 in digits and words.
* Find 10 or 100 more/less than a given number.
* Count from 0 in multiples of 4, 8, 50 and 100.
* Recall & use multiplication & division facts for 3, 4, 8 tables.
* Recognise place value of any 3-digit number.
* Add and subtract:
o 3-digit nos and ones
o 3-digit nos and tens
o 3-digit nos and hundreds
* Add and subtract:
o Numbers with up to 3-digits using written columnar method.
* Estimate and use inverse to check.
* Multiply:
o 2-digit by 1-digit
* Count up/down in tenths.
* Compare and order fractions with same denominator.
* Add and subtract fractions with same denominator with whole.
* Tell time using 12 and 24 hour clocks; and using Roman numerals.
* Tell time to nearest minute.
* Know number of days in each month and number of seconds in a minute.
Grange CE Primary School
End of Year Expectations for Year 3
This booklet provides information for parents and carers on the end of year expectations for children in our school. The National Curriculum outlines these expectations as being the minimum requirements your child must meet in order to ensure continued progress.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your child please talk to your child's teacher.
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The Restorative Power of Sleep
by Peeka Trenkle
Throughout the course of history, sleep has always been revered as an important part of a healthy lifestyle. The body's need for sleep has not changed over the years but our social and cultural habits and attitudes regarding sleep have changed. In the 19th century, the average person slept about eleven hours per night. In 2007, the average person slept 6-7 hours per night. This great reduction in sleep coincides with many environmental and social changes, including the advent of electric lighting, fast travel, television, telephone, computers, email…. in short, much more constant, daily stimulation of the nervous system.
If you have trouble sleeping:
Take time this winter to make sleep and rest a priority.
Unwind at night with relaxing activities like meditation, bathing, deep breathing.
Avoid television and computers for at least an hour before bed.
Keep your bedroom for sleeping; create a restful environment.
Leave a few hours between eating and sleeping so that you are not digesting while you sleep.
Remember that caffeine, even in the beginning of the day, can affect your sleep patterns. If you are experiencing sleep problems,eliminate coffee and black tea.
Use nervine relaxant herbs such as chamomile, linden, passionflower or skullcap an hour before bed.
Schedule time for sleep. If you have trouble sleeping, allow yourself time to re-learn your sleeping habits. Schedule a weekend that is devoted to relaxing activities and sleep.
Relevant Times | relevanttimes.com
Natural sleep rhythms are governed by the circadian cycles of day and night, the alternations of light and dark. When we live in natural environments, our bodies respond to the light and dark cycles by secreting proper amounts of hormones – particularly melatonin – which allow our nervous systems to engage and relax according to the rhythms of the day. Most of us live in areas where there is not complete darkness at night, where noise interrupts our quiet evenings in one way or another.
When the body lacks sleep it, produces greater levels of stress hormones which can cause more susceptibility to infection, more need for energy from food, possibly leading to increased weight, and possibly an increase in blood pressure and risk of diabetes.
Adequate sleep allows the body to replenish and repair various systems, functions, tissues and fluids (neurotransmitters and hormones) – and, through dreams, allows healing of the psyche as well. Sleep is restorative and necessary for wellbeing.
Most recommendations for sleep requirements suggest eight hours as the optimal length of nighttime sleep. But the need for sleep is better assessed according to a person's individual constitution. For instance, a very nervous-centered person, one who might be easily stressed and prone to anxiety, might have a greater need for long, restful sleep, while a person who is more prone to lethargy and depression might do well to wake before dawn for a vigorous run, curtailing the desire to sleep too long.
Sleep also naturally fluctuates according to the seasons. Now, in the winter months, we are in a time of darkness, of rest, a time when seeds lie deep in the earth waiting to germinate in the spring. Undoubtedly, our ancestors slept longer in the winter months, using this dark time of the year to rejuvenate and restore – to dream and to heal.
Regular sleep is necessary for good health. Although we live in a time and a culture which values productivity above rest, we should remember that living in right rhythm with the natural world has always proven effective for long term health.
Peeka Trenkle is an herbalist and homeopathic consultant with a private practice in NYC and Denville, NJ. She is a long time advocate for natural health and healing and has been in practice for over 25 years. She is a professional member of the American Herbalists Guild and is a graduate of The School of Homeopathy, NY.
20
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Name :
Parallelogram – Area
T2S4
8) If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram.
9) What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches?
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
5) base = 17 yd , height = 5 ft Gain complete access to the largest collection of worksheets in all subjects!
6) base = 9 ft , height = 84 in
7)
1)
Area = Area = Find the area of each parallelogram for the given measurements. ft2 in2 PREVIEW
2)
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Area =
Area =
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base = 26 in , height = 3 yd Area = Not a member? Please sign up to access. gain complete
yd2
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square yards
square inches
19 ft
120 in
1 yd
13 in
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www.mathworksheets4kids.com
Members, please worksheet. log in to download this
8) If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram.
9) What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches?
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
6) base = 9 ft , height = 84 in
B)
Printable Math Worksheets @
www.mathworksheets4kids.com
Name :
Answer key
Parallelogram – Area
T2S4
468 190 Area = Area = Find the area of each parallelogram for the given measurements. ft2 in2 PREVIEW
105
63
77
255
2,808
If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram. 8)
84
1,560
What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches? 9)
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
5)
6)
7)
1)
2)
3)
Area =
base = 9 ft , height = 84 in
Area =
Area =
base = 17 yd , height = 5 ft
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yd2
ft2
in2
ft2
yd2
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square yards
square inches
19 ft
120 in
1 yd
13 in
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21 ft
www.mathworksheets4kids.com
Members, please
worksheet.
log in to
download this
Not a member?
Please sign up to
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If base and height of a parallelogram are 36 feet and 7 yards, then find the area of a parallelogram. 8)
What is the area of a parallelogram whose height is 6.5 feet and base is 20 inches? 9)
A) Find the area of each parallelogram.
4) base = 252 in , height = 11 yd
B)
Printable Math Worksheets @
www.mathworksheets4kids.com
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LET'S TALK TRASH – MAY 20221
Burn Smart - Wood Stoves: Being from Alberta (few trees, plentiful natural gas), I came to Lasqueti wood stove 'illiterate'. I had no idea how to start, feed, dampen, or maintain a contained fire but I learned quickly in order to stay dry and cozy. Now, my wood stove is the heart of my home; it heats the space, bakes the cookies, and makes hot water (in winter). I thought I knew everything I needed to know about building clean burning, efficient fires but researching for this article has led to refining some of my practices.
This month, the qRd's Let's Talk Trash team is running a Burn It Smart campaign to educate folks on how to best use a wood stove. Since, I learned some things from the available information, maybe you will too!
Burning Smart begins with good wood. Firewood needs to be seasoned for at least six months and kept sheltered from the weather. It should have less than 20% moisture content (you can buy a moisture meter to check or knock two pieces of wood together listening for a hollow sound). A variety of smaller sizes in the wood pile helps with starting fast, hot fires. Pieces should not be larger than 10-15 cm in diameter for maximum surface burn area and increased efficiency. Overly large pieces tend to smoulder.
Use dry kindling and newspaper or brown bags to start your fire. Keep it small until the stove is hot and then add larger pieces. Leave the vents open for the first 10-15 minutes to complete combustion. Stack pieces loosely so that air can reach all the pieces at once. Add three or more pieces to form a sheltered pocket of glowing coals to sustain the fire. When the wood is wellcharred it needs less air to burn. Once your fire is established, you can close the vents to prevent heat loss up the chimney. That's a good time to step outside to see if you're 'Burning Smart' by looking at your chimney. A good fire shouldn't make visible smoke.
Smoke from your fire means unburned fuel, which means more pollution (particulate matter, carbon monoxide, volatile organic compounds and polycyclic aromatic hydrocarbons) and a waste of precious tree resources. Overloaded or completely damped down stoves create smoky conditions!
Keep your chimney clean and clear. This reduces the risk of chimney fires from built up creosote. Clean the ash from the wood box regularly leaving 1 inch at the bottom for maximum efficiency. Ash from untreated wood is great for the garden!
Please don't burn wet, green, painted, pressure treated wood or wood from the beach. Driftwood is soaked in salt and burning it releases sodium and chlorine ions (which lead to formations of toxic compounds). Burning driftwood also corrodes your stove and venting system. Also, burning garbage, plastic, treated or painted wood is illegal in BC because this creates toxic air conditions inside and outside of your home.
As we all share the resource of the air, think of your family, friends, neighbours and wildlife when you choose your fuel. In communities where wood heating is common, wood smoke can be responsible for smog and health problems for vulnerable people. Wood smoke can irritate the eyes, nose and throat causing headaches, nausea, dizziness and asthma.
Beyond choice of wood, emissions vary greatly depending on your stove. Stoves from the 70's and 80's would produce 4.2 grams of particulate/hour. Since 2020, new stoves have beenrequired to produce no more than 2.0 grams particulate/hour. If your stove is EPA (Environmental Protection Agency) Certified and you are using it right, you'll make 70% less smoke and use 30% less firewood. This spring, if you consider upgrading your old wood stove to a cleaner burning model, you can get a $400 rebate through the provincial Wood Stove Exchange Program (WSEP). Upgrades to pellet, propane, gas, and electric heat pumps can receive $550 in rebates from the WSEP along with additional rebates from Fortis Gas and BC Hydro.
Clean air is everyone's right. Protecting air quality is everyone's responsibility. Please direct any questions regarding the program to the Let's Talk Trash Team at 604-485-2260 extension 308 or firstname.lastname@example.org.
Burning dirty fires, stinks!
Tune into Let's Talk Trash's recorded Zoom info session on Burning It Smart with guest, Ron Spreeuw. Ron has been WETT certified since 1998 and installing wood stoves since 1991. Video available through LetsTalkTrash.ca drop down tab on wood stoves.
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DEPARTMENTS OF HEALTH & ENVIRONMENTAL CONSERVATION
FACT SHEET: Mercury Spills
Mercury is a natural substance that can be found in the environment. At room temperature, metallic mercury is a shiny, silver liquid that can evaporate into a colorless, odorless vapor. Mercury is harmful to both humans and wildlife and is found in many different products. When mercury is contained in thermometers there is very little chance of exposure. If the item breaks, mercury can be released. The small amount of mercury from a broken "fever" thermometer is unlikely to cause health problems if the spill is promptly, safely, and properly cleaned up.
Can I clean up a small spill in my own home?
You can probably clean up a small spill p by yourself if the following is true:
* The spill is a small amount, less than or equal to one household thermometer.
* The spill is limited to a small area and mercury has not been spread around.
* The spill is on a hard surface like tile, linoleum or wood that is in good condition.
* The spill is on a small porous item like an area rug, a blanket or clothing that can be safely and appropriately disposed of as indicated below for mercury debris.
If the spill involves a large area p g , has been spread around, is in cracks and crevices or other diffi cult to clean places, or is on non-disposable porous item such as wall to wall carpeting or upholstery, follow steps 1. to 5. below then 1. 5. contact the emergency spill program at 1-800-641-5005.
For information on broken fl uorescent lampsl p see www.mercvt.org or call 1-800-439-8550 (toll-free in VT) or (802) 863-7220 (dial zero). During non-work hours, contact the Northern New England Poison Center at 1-800222-1222.
How can I clean up a small spill in my home?
Open windows to ventilate the area. Close off the room from other rooms in your house. Shut the door and close any air pathways (like fl oor or ceiling grates, air conditioning or heating vents) which will circulate mercury vapors into other areas of the house.
2. Keep pets, children (especially infants and young children) and pregnant women out of the room. Isolate the area - Do not walk on the mercury or track it into other areas of the house.
3.
Wear disposable gloves if at all possible.
4. Use stiff cardboard (such as playing cards or index cards) to push mercury droplets together and to scoop up beads of mercury; a fl ashlight will refl ect off of shiny mercury beads and make them easier to see.
5. Use the sticky side of duct or masking tape to pick up any remaining mercury beads.
6. Place the mercury-contaminated cleanup materials (cardboard, gloves, tape, etc.) into double plastic bags or preferably a glass or rigid container with a lid for containment. In the meantime, store the bag or container (label and separate from your regular trash) - outside the house in an area inaccessible to children. Contact your local solid waste district, alliance or municipality for proper disposal of spill cleanup debris. See www.mercvt.org "proper disposal" or call g 1-800-974-9559 (dial one) or (802) 241-3888.
7. Wash your hands or shower if you came in contact with the mercury.
8. For health questions, call 1-800-439-8550 (toll-free in VT) or (802) 863-7220 (dial zero). During nonwork hours, contact the Northern New England Poison Center at 1-800-222-1222.
9. Once cleaned up, weather permitting, leave windows in the contaminated room open as long as practical.
Ignore or sweep up the spill.
Use a vacuum to clean up the spill.
Pour mercury down the sink.
Wash mercurycontaining items in a washing machine.
Throw mercury in the trash.
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OFE Growers Newsletter for April 7, 2022
This week we began the lesson on Insects and Integrated Pest Management (IPM). As I mentioned in the last newsletter, we don't use strong chemicals in our garden as it is important NOT to have our garden plants incorporate these chemicals. This lesson is the real challenge for the home and commercial gardener alike as it is hard to see the crops we planted being attacked by all sorts of pests (insects, birds, squirrels, plants, bacteria and fungi.) We have become so enamored by the quick and easy use of chemicals to kill (-cide) these unwanted pests that it is hard to see another way in which to cope with the threats to our crops. But the truth of the matter is that each organism is part of the overall balance of nature. As we learned pests have pests and as such can be thought of as part of a much larger food chain. Upsetting that balance through elimination of a species causes the food chain to have to adjust putting more pressure on the ecosystem. When the change is too great, the result is a cascade of adjustments sometimes resulting in the loss of a number of species. Do you recall that over 30 percent of our vegetables are made possible by pollinators such as bees, moths, and flies? If we spray to eliminate mosquitoes with a powerful insecticide (there's that suffix –cide again) we kill all sorts of pollinators as well. This practice can result in less available vegetables to eat. There is no easy fix (no one likes mosquitoes but certain birds and dragon flies do) so we all need to be thinking of alternative ways in which we can reach our goals with minimal negative effects on our ecosystems. Please keep that in mind as you reach for the spray can!
The gardens are looking super great at this time. The beds are filled with beautiful green vegetables and continue to provide a bountiful harvests of lettuce, swiss chard, carrots, sugar snap peas, turnips, and radishes! We've begun the transition to a summer garden with the planting of yard long beans, cucumbers tomatoes, eggplant, and peppers.
In the Orchard, we have growing peppers and cucumbers and tomatoes. The sugar snap peas are finally producing. It looks as though we will have some pears this year as we see a lot of blossoms on the pear trees.
As a final note, the Orchard's new citrus is showing an abundance of flowers on all the trees. While it looks fantastic, these small new trees will not be able to support all these buds and will probably drop a lot of them as time goes on. During the summer, we will also have to remove a lot of the remaining buds as their turning into fruit will overly stress the tree and be too heavy for the trees to support causing broken limbs and split trees.
As mentioned earlier, STAAR preparation and testing, will affect our lessons but we may still be able to meet outside to garden. Let's hope we can do this, stay tuned.
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Materials:
Clay or dough
1-2 sheets of plain paper
Floss or string (approx. 18in/46cm)
toothpicks
Ruler
Pen, pencil, or marker
Procedure:
1) Shape the dough into a mountain.
Topographic Map Activity
2)
Divide the paper into 4 equal parts. It might be helpful to fold the paper in half in each direction, then when the paper is unfolded trace the folds, so you create a + shape with the intersection of the lines at the center of the paper.
a. These will be your cardinal direction North, South, East & West lines. You can label them N (top), S (bottom), W (left), and E (right).
3) Place your mountain in the center of the paper on top of the +.
4)
Holding your ruler up so that 0 is on the paper next to your mountain and on one of the direction lines, measure 1cm (or ½ in) up and place a toothpick into your mountain at the 1cm (½ in) height. When you put your toothpick in, make sure that it lines up with one of the 4 lines you drew on the paper.
a. Continue around your mountain at each line on the paper and measuring 1cm up in all 4 directions.
b. Repeat this step in all 4 directions for 2cm, 3cm, 4cm, etc. until you reach the top of your mountain.
5) Trace the bottom of your mountain onto the paper using the pen.
6)
Wrap the floss/string around your mountain. Make sure that the floss is directly under the lowest set of toothpicks. With both ends of the floss in one hand, pull the floss towards you to cut the mountain at the height of the lowest set of toothpicks.
7)
Carefully lift the top part of your mountain and remove the bottom part that you just cut off. It is best to lift STRAIGHT u p and try not to move off center too much.
8)
Replace the top/remaining part of your mountain back on the paper. Remember to line up the toothpicks with the N, S, E & W lines and put your mountain back to center.
9) Repeat steps 5-8 until you have reached the top of your mountain.
The lines you have traced on your paper are contour lines. They have connected points of equal elevation that you measured with the ruler.
1)
Now you can label your contours. The largest contour that was at the very bottom of the mountain will be labeled 0, the next contour line inward will be labeled 1. This contour line represents the 1 st measurement you took with your ruler, 1cm. The 3 rd contour line inward represents the 2 nd toothpick measurement that you measured with your ruler and will be labeled 2. Keep labeling each contour until all your contours are labeled.
You can now compare your mountain to the topographic map you have just made!
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Criteria for Fiber Maine-ia Alignment
When aligning programs to the Maine Learning Results: Parameters for Essential Instruction , and the Common Core Standards for English Language Arts and Mathematics, it is important to note that alignment focuses on what students are expected to know and be able to do at each grade span. How students are to demonstrate their knowledge and skills is very important. Several factors influence the alignment process.
1. FOCUS: The alignment is student centered, not teacher centered. Programs that provide a great deal of teacher content and direction but little information about what students are expected to know or be able to do, are difficult to align because standards are directly tied to student expectations not teacher expectations.
2. COGNITIVE DEMAND: The level of cognitive demand of the lesson learning objective must match the level of cognitive demand of the performance indicator/descriptor at that grade span. For example:
If the learning objective asks the student to list healthy behaviors and the Standard's Performance Indicator/Descriptor requires the student explain the relationship of healthy behaviors and personal health, there would not be an alignment. The Standard's Performance Indicator/Descriptor requires a higher level of cognitive demand than the lesson provides. The teacher could, certainly, modify the lesson to meet the level of cognitive demand required, but as the lesson is written, there would be no alignment.
3. GRADE LEVEL: Lessons designed for a particular grade level must be aligned with the Standards for the grade span in which that grade falls. Alignment may not be made with Standards from other grade spans.
4. SPECIFICITY: Standards/Performance Indicators/Descriptors are written in language that allows students to demonstrate their knowledge. For Example: The student will list, restate, describe, demonstrate, analyze, predict, and estimate are terms that are both specific and measureable. When programs/lessons use the broader terms such as think about, know, and understand, alignment becomes problematic because of the lack of specificity in the language and, therefore, in expectations.
5. DEGREE: Standards are often multi-part (e.g., Science, grade span 3-5, B1: Students plan, conduct, analyze data from, and communicate results of investigations, including fair tests). The lesson may meet only some of the specifics of the standard to which it is aligned, therefore, teachers should address the other components of the standard through additional learning opportunities.
Of course, teachers may change/increase the alignment of a lesson through the instructional choices he/she makes.
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https://diminishedvaluecarolina.
com
Understanding how much electricity an electric car consumes is crucial for prospective EV owners. This article breaks down the complexities, focusing on kilowatt-hours (kWh), efficiency, and the associated costs.
The EV Battery: A Fuel Tank Analogy
Picture an EV's battery as the equivalent of a traditional car's fuel tank. These batteries, housed in the vehicle's floor, vary in capacity, offering driving ranges from 100 to 500 miles when fully charged. But how do you measure the electricity these batteries consume?
https://diminishedvaluecarolina.
com
Understanding Electricity Consumption
For EVs, electrical usage is measured in kilowatt-hours (kWh). To put it simply, a kilowatt (kW) is 1,000 watts (W), and kWh measures the amount of kW used per hour. To relate, think of a kitchen blender using 1,000 watts (1 kW) for an hour, consuming 1 kWh of electricity.
The battery size of an EV ranges from 30 kWh in a small model like the Mini Cooper SE to over 200 kWh in a robust vehicle like the GMC Hummer EV truck.
Unlike gas-powered vehicles measured in miles per gallon, EVs are evaluated by the Environmental Protection Agency in terms of kWh used per 100 miles. This efficiency rating, available on the Department of Energy's website or an EV's window sticker, allows you to gauge how much energy your electric car consumes.
Calculating Energy Consumption
To make things simpler, let's convert the efficiency rating to kWh per mile by dividing it by 100. For instance, an efficient EV using 0.25 kWh per mile and driving the U.S. average of 37 miles per day would consume around 281 kWh per month.
Conversely, an inefficient EV using 0.63 kWh per mile would consume about 700 kWh per month. The average efficiency, according to EnergySage, is around 0.35 kWh per mile, totaling approximately 394 kWh per month for the average driver.
Cost Considerations
Understanding the electricity consumption of an EV is crucial to estimating costs. Electricity rates for homeowners vary widely across the U.S., and costs depend on the utility plan you have. To calculate the annual cost of charging an EV at home, multiply the vehicle's kWh per mile estimate by your annual mileage and then multiply that by the cost of electricity.
For example, an EV using 0.35 kWh per mile and driving 13,500 miles a year, charged at a rate of 20 cents per kWh, would cost about $945 annually.
https://diminishedvaluecarolina.
com
Conclusion
While the idea of estimating electric car energy consumption may seem daunting, breaking it down into manageable steps makes it more approachable. Understanding the intricacies of kWh, efficiency ratings, and calculating costs empowers you to make informed decisions about owning and operating an electric vehicle.
As the automotive landscape continues to evolve, having a grasp on these fundamentals ensures you can confidently navigate the world of electric transportation.
https://diminishedvaluecarolina.
com
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THE SCHOOL HOUSE
When I went to school, it was not like going to the schools of today. I attended a one room schoolhouse called the Daisy D, which was comprised of one large room with eight rows of seats. Each row represented a grade, one through eight, with no kindergarten class. This small school was in a rural area, offering children the opportunity to learn how to read and write, the two most important subjects taught at that time. All work was completed on paper, as the only technology in the building was the teacher's manual typewriter.
The Daisy D's enrollment was no more than fifty students, with siblings attending together. Transportation to school was not included, which meant a long walk, in all kinds of weather. Arriving in the morning, the children had to wait for the teacher to come outside and ring the handbell, announcing school was about to start. Everyone then went to their designated cloak rooms, the girls on one side of the building, the boys on the other. This was where we would take off our coats, sweaters, or boots which were not needed for class. Any time we went into or outside the building, we were expected to use these entrances.
Our teacher was strict, like most one room schoolhouse teachers. She was alone, as there was no other adult to help her, with what were usually active children of various ages, and plenty of sibling rivalry. The teacher had the authority to dish out punishment to any child who misbehaved or broke the rules. One form of punishment was the strap, which was a real beaver's tail. I had the privilege of feeling this strap once, when I kept dragging leaves and debris into the school, making extra work for the teacher to clean up.
When school was in session, the teacher worked with students in each row, which was one grade. She checked homework, projects, and handed out new assignments. She went down each of the rows, working with individual students, answering their questions. In this environment, it was not unusual for children to learn an upper grade's work while in a lower grade. That was how I was promoted from grade one to grade three. Over the course of the day, we were allowed two recesses of fifteen minutes each and one hour for lunch.
My favorite entertainment at school was on Thursday's, when Mr. Fife would bring his fiddle. We would put all the chairs around the edges of the room and have a square dance. An old phonograph player supplied the calling, and Mr. Fife's fiddle provided the music. This also helped with the socialization between the boys and girls, as everyone had to pick a partner.
Our bathrooms were modern for the time, as we had his and hers outhouses with double seats. The teacher never had to worry about the kids spending too much time in the bathroom, especially in the winter. The school was heated by a big, old woodstove, with the eighth grade boys being responsible for keeping the fire burning. Most of the boys were familiar with woodstoves, as they usually had one at home.
A favorite event was show and tell, where each child had the opportunity to bring an item to school. Everyone enjoyed seeing the interesting things brought in to share with the whole class. It was an added bonus if my father were home on these days, as I could get a ride to and from school, not having to carry my item.
Attending the Daisy D was a memorable part of a much simpler life, something that I look back on with happiness and great satisfaction.
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Topic Frida Kahlo
Rationale
The children will have the opportunity to study the life and works of the famous Mexican artist Frida Kahlo. Throughout this term the children will also be studying the country of Mexico in Geography as well as The Maya in History. So, the children will be immersed in Mexican culture taking full opportunity of the cross-curricular links on offer.
NC Objective
To create sketch books to record observations.
To choose media appropriate for the task. To develop skills in painting, drawing and sculpture.
To learn about great artists in history.
Links to other Subject/Topics.
History – The Maya
Geography – Mexico
Design Technology – Making a Mexican rug.
Inspiration for Aspiration,
artist, decorator, interior designer , printer, fabric/wallpaper designer, web designer, digital artist
- Key Content
- Who is Frida Kahlo?
- What are Kahlo's most famous works?
- How can I record my findings in a sketchbook?
- Can I create a body of work in the style of Frida Kahlo?
- How can I refine my work?
Concepts
Skills and Knowledge Year 2
Skills and Knowledge Year 5
Skills and Knowledge Year 6
- Experiment with the potential of various pencils
- Close observation
- Draw both the positive and negative shapes
- Initial sketches as a preparation for painting
- Introduce different types of brushes techniques
- Use sketchbook for recording textures/patterns
- Interpret environmental and manmade patterns
- Identify and draw the effect of light
- Scale and proportion
- Work on a variety of scales
- Computer generated drawings
- Use a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;
- Depict movement and perspective in drawings;
- Start to use a variety of tools and select the most appropriate;
- Begin to use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti
- Begin to understand the effect of light on objects
- Use a variety of techniques to add effects, e.g. shadows, reflection, hatching and cross-hatching;
- Depict movement and perspective in drawings;
- Use a variety of tools and select the most appropriate;
- Use key vocabulary to demonstrate knowledge and understanding in this strand: line, texture, pattern, form, shape, tone, smudge, blend, mark, hard, soft, light, heavy, mural, fresco, portrait, graffiti
- Understand the effect of light on objects and people from different directions
Art
Year 5 and 6
Summer
- Colour mixing and matching; tint, tone, shade
- Observe colours
- Use suitable equipment for the task
- Colour to reflect mood
- Use sketchbook for recording textures/patterns
- Explore environmental and manmade patterns
Artistic Vocabulary
Shading
Sketching
Drawings
Shadow
Reflection
Cross-hatching
Hatching
Pattern
Blend
Smudge
Mark
By the end of the topic the children will:-
Continue to use a variety of drawing tools using new techniques, e.g. creating perspective. They will become more confident in techniques already learned and use the vocabulary learned accurately, e.g. shading, thick and thin. Children will use their sketching books to improve their drawing skills.
Children will continue to explore a variety of different brushes to see what happens. They will use the language of colour accurately and use inspiration from natural and non-natural works to create a colour palette. Children will be more expressive with colour, associating colours with moods.
They will produce a piece of work in the style of Frida Kahlo.
Assessment
Teacher to access finished pieces of work against skills taught in lessons.
and people from different directions
- Interpret the texture of a surface
- Begin to produce increasingly accurate drawings of people
- Concept of perspective
- Hue, tint, tone, shades and mood
- Explore the use of texture in colour
- Colour for purposes
- Colour to express feelings
- Interpret and discuss the texture of a surface
- Produce increasingly accurate drawings of people
- Concept of perspective
- Hue, tint, tone, shades and mood
- Explore the use of texture in colour
- Colour for purposes
- Colour to express feelings
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Inspections and Compliance Directorate
August 8, 1996 (reformatted 2014) Washington, DC
Safety Alert 07-96
SEA KAYAK SAFETY ADVISORY
In May of 1995, a group of sea kayakers paddling near Harpswell, Maine unexpectedly encountered strong currents that resulted in three kayakers being separated from the group and set out to sea. While their friends were set offshore, the main group was able to land their kayaks on a small island. Because a member of the group now ashore carried a signal mirror, the group was able to attract the attention of persons on the mainland, who in turn notified the Coast Guard. Based upon information from persons ashore, a n intensive 5 hour effort was launched that eventually located and recovered the missing kayakers. This incident underscores the need for proper planning and signaling equipment, and revealed some of the inherent difficulties in mounting open water searches for objects as small as sea kayaks.
Based upon this incident and the tremendous growth in popularity of sea kayaking along the Maine coast, the U.S. Coast Guard reminds all sea kayakers to carefully consider and adopt the following procedures to increase their safety:
Voyage planning: When planning a voyage, no matter how short or simple you intend it to be, take a few minutes to leave a float plan, including departure/arrival times, number of people and color of kayaks with a responsible friend. If it's a spur of the moment trip, write a plan just before you go and leave it in an envelope marked "FLOAT PLAN" on the dashboard of your vehicle. Make sure to always monitor the weather before and during your trip.
Know your limitations: You alone are the best judge of your own physical limitations, the capabilities of your kayak, and most importantly, your ability to operate your craft and gear. Respect the indiscriminate power of the sea along the exposed Maine coast, and carefully avoid operating in restricted visibility, including fog, rain, and darkness.
Choose your gear carefully: Make sure your kayak and paddling gear is in good condition. Properly dress for the prevailing conditions and include extra clothing and provisions to allow for changes in weather, no matter how nice the day appears. Make sure you've prepared for emergency situations by including safety equipment such as pumps, sponges, a survival knife, paddle float, and most importantly, a high quality, high visibility personal flotation device.
Signaling capability: Sea kayaks are exceptionally difficult to see from a distance, especially in marginal conditions. Compensate for this fact by choosing brightly colored sea kayaks a n d clothing, use retroreflective tape and carry advanced signaling equipment. In a sea kayak you ' re disadvantaged by size. Buy the most advanced signaling equipment available. At least one kayak in a group should carry an electronic communications device, preferably a VHF marine radio or cellular phone. All kayaks should carry a whistle or air horn, signal mirror, and strobe light.
Commercial vessel traffic: Stay well away from commercial vessels, and avoid crossing channels and thoroughfares, especially in restricted visibility. Large vessels often cannot deviate from their course and fishing vessels should be expected to operate on highly erratic courses as they tend gear. Advanced grade flares such as this hand flare can greatly increase detection.
This safety alert is provided for informational purpose only and does not relieve any domestic or international safety, operational or material requirement. Developed by the Office of Investigations and Casualty Analysis. For questions or concerns please email email@example.com.
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A Level Design Technology
Bridging work
* Link to the course syllabus
https://www.eduqas.co.uk/qualifications/design-and-technology-asand-a-level/#tab_overview
Once on the website, scroll down to download the specification.
Contacts in school if you have any questions –
firstname.lastname@example.org
Assessment as As Level
The subject content for GCE A level Design and Technology will be assessed in the written examination and non-exam assessment (NEA).
Course title - Design and Technology in the 21st Century
Written examination: 2.5 hours at the end of year 12
Design and make project known as a contextual challenge (NEA): approximately 40 hours class time.
With 3 challenges set by the exam board
As level Exam board set contexts for 2021
Learners are required to select one of the following contexts as the basis of their design and make task:
1. Cradle to cradle – Cradle to cradle design is vital to maintain the resources at our disposal. Create a product with this philosophy at its heart.
2. Revitalisation – Examine a product or product range you assess as being in need of revitalisation and create an innovative solution for the identified end-user/s.
3. Mobility or individuality – Well-designed products help people in all aspects of everyday life especially those whose daily challenges are becoming increasingly complex and demanding. Design a new or re-imagined product that will enhance the daily life of a named user
Contextual challenge – Design and make task
In order for you to be ready for an effective start in the Autumn term, you need to complete a portfolio of work over the summer break.
Tasks to complete.
1. Look at the Exam board set contexts for 2021. Select two of the contexts and identify and investigate design possibilities. In order to do this, complete the following tasks
2. Write a design brief – who,what,why,when,where,how?
3. Discuss potential clients- collect as much information as possible about the end user
4. Explore similar products/solutions
COLLECT ALL THIS INFORMATION ON A POWERPOINT.
Your Sketching/drawing skills
Use the link below to develop your 2D and 3d drawing skills.
Keep a sketchpad of the evidence you have completed.
Copy and paste this link into your browser to view.
https://8884717- my.sharepoint.com/:f:/g/personal/u_chel_olcc_lancs_sch_uk/EnK62Yx mqTJAprV-HVh0XCkBa7uus_fiQ1NKJ6GLyy8gog?e=Tu4TZj
Also sketch every objects at home i.e. – shower gel bottle, ketchup, deodorant can etc. to give you some skills.
Technology student website on the internet
Technology student Product Design on the internet – this is the most comprehensive website that gives a summary and understanding of topics at GCSE level. Scroll down to the green menu and look at Product Design, Design Process and equipment and processes. Make a powerpoint using screen capture and explain what you have understood from each capture screen.
Link: https://www.technologystudent.com/
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Effective instruction
Group and individual
Well planned
Assesses knowledge work
Low and High Stakes
Values
Knowledge
Sequenced
Deliberate
Character
Pastoral support
Review where learning
most successful and least
Develop new strategy to
support weak areas
Build on successes
Ambitious for all
students
Values at the heart of
the curriculum
Feedback individual and
group
Use of technology where
appropriate
Effective
Pedagogy for
Learning
Assess
Effectiveness
of Learning
Adjust
Pedagogy as
required
Plan
Sequence of
lessons
KS3 Solid Foundations Supported by Knowledge Organisers
KS4 Leading to Meaningful Qualifications
KS5 Personalised Sixth Form
Curriculum Plan
The final
Making plans
A Levels
Post 18 Plans hurdles. Being
for my future resilient.
PPE2
Every Child a Blessing
GCSEs
SATs
KS2-3
Transition
KS3-4
Transition
KS4-5
Transition
Listen
Engage
Answer
Respect
Now
Citizenship
PSHE RE SRE
Fundamental British Values
Careers
Futures
Wellbeing
We All Belong
Term 1
Starting as
we mean to
go on
Term 2
Expressing
myself
effectively
Term 3
Making good
decisions
Term 1
Celebrating
our
differences
Term 2
Thinking with
a clear head
Term 3
Committing to
growth
Term 1
Finding my
voice
Term 2
Adapting my
voice
Term 3
Growing in
confidence
Stepping into
the world
Deepening my
knowledge
First Taste
of GCSE
exams
Coping with
Pressure of
lots of exams
PPE1
Making plans
for my future
PPE2
Doing myself
proud
Settling in to
a new school.
Changing
workload
Growing
Independence
My place in
the world.
Building my
future focus
Growing
stamina
Starting My
GCSE Course
Committing to
growth
Financial Education
Becoming an active citizen
Widening
Vocabulary
Using
Vocabulary
More
Effectively
Getting to grips
with exam style
questions
Using
Vocabulary
More
Effectively
Finances and
responsibilities
preparing for
adult life
All About Me
My
relationships
with Others
Society and me:
Mutual
influences
Me as a citizen
Making plans
for my future
PPE1
Teamwork
Explicit in
SKL
Implicit
everywhe
re
Curriculum Description
Lead transition across NOA.
Developing strong foundations in Key Stage 3 based upon the ambition of the national curriculum. Knowledge Organisers outline the critical minimum knowledge required to progress effectively. Regular benchmarking by external providers verifies quality and effectiveness.
High quality ambitious courses at Key Stage 4 for all students. These courses all form a strong foundation for progression into successful applications to Sixth Form, college and apprenticeships.
A tailored Sixth Form built upon the particular choices made by the students who require a personalised small Sixth Form to make maximum progress. The Sixth Form aims to cater for students who would not be able to thrive elsewhere.
COVID Curriculum Response
An online offer that has online lessons assessment and feedback. This is as closely linked to the regular curriculum as can be managed. Support offered to other schools.
A carefully crafted recovery curriculum.
The most ambitious catch up programme found in Norwich.
Increasing use of assessment data to adapt planning of lessons.
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JOCV participant Yoko
Togashi sits with villagers
during a religious ceremony.
Including Local Values in Volunteer Efforts
VILLAGE ASPIRATIONS
Y oko Togashi was just a student in junior high school when a television program about the volunteer efforts of a Japanese nurse in Africa first sparked her interest in overseas assistance. Togashi, inspired by the nurse's plea that more medical volunteers in the field would mean more lives being saved, also hoped one day to do volunteer work of her own in Africa.
For some time even after becoming a nurse, though, she kept her dream to herself. It was not until she became involved in a program providing medical care to communities on Japan's many remote islands that she again began thinking about traveling to Africa. She discovered while spending time in parts of Okinawa and Kagoshima Prefectures that all places have their own unique and pleasant aspects. Certain that this held true with Africa as well, she decided to travel to the continent and see how locals lived.
Togashi came to Benin with the Japan Overseas Cooperation Volunteers (JOCV) program in December 2013. She was stationed at the Dogbo Health Center in Kouffo County, where after one month observing activities at the center's various departments, such as those handling obstetrics and HIV/ AIDS, she began working in the vaccination unit. Her duties consisted chiefly of managing and updating patients' records and weighing babies and children prior to their inoculation.
From the beginning of her dispatch, Togashi was curious about the situation at other centers. After talking with the head nurse, she obtained permission to visit the six other health centers in the county.
During her visits she not only observed situations at different medical centers but also paid visits to nearby villages. There, she used an interpreter to talk with local residents, who mainly spoke the local Aja language, to learn how they viewed the centers and ask them what services they wanted the facilities to provide. It was in this way that she learned that malaria was the most common malady affecting patients at all the medical centers.
Togashi conducts a malaria prevention survey in a village (left) and asks questions during a visit to a health center in Kouffo County.
265 HOUSEHOLDS IN 53 VILLAGES
After her return to the Dogbo Health Center, Togashi continued working in the vaccination unit. One change she implemented there was the installation of a hand-washing space. The facility lacked a sink and other equipment where staff could wash their hands, so she set up an area with a bucket and soap. Thanks to her efforts, workers began to scrub their hands regularly. She also began working with another nurse to deliver malaria medication free of charge to villages in Dogbo. It was through these efforts that she became interested in learning more about how residents in the surrounding villages lived.
Togashi again expressed her feelings to the head nurse, who in 2014 allowed her to travel to different villages to conduct a month-long survey on malaria prevention methods.
stored water and whether they had mosquito nets. I came to understand how important it was for prevention efforts be carried out with consideration for the lifestyle of village residents."
UNDERSTANDING THE LOCAL VIEWPOINT
Volunteer efforts at medical facilities were suspended in September 2014 following the outbreak of Ebola hemorrhagic fever in West Africa. Togashi had the option of ending her term of dispatch early, but she chose to carry on her efforts. Since then, she has been involved in helping look after the health and wellbeing of residents in villages where traditional Voodoo practices form the base of medical care, as well as working with villagers to ascertain the core needs of communities.
"I wanted to find out why the disease was so rampant," explains Togashi. "I focused on mothers with children up to five years old. I visited five households in each of the 53 villages in Dogbo for a total of 265 homes. Questions were formed to provide a quick and concise impression of the day-today lives of the women. For example, the mosquito responsible for transmitting malaria is active after dusk, so I would ask the women what time they usually prepared dinner. I'd have them show me their living space while asking them how they
According to Togashi, there are few areas where she provides advice as a medical specialist. "For the most part, I don't interact with people from a nursing standpoint. It's easy from a position of authority to tell people not to do something, but you may end up offending their lifestyle, traditions, and way of thinking. I don't want to remain someone who has simply come to provide assistance. My goal is to carry out my work from the viewpoint of the residents themselves, understanding what it is they really want and considering how they feel and perceive their surroundings."
To better understand the lives of residents, Togashi shares a meal with village children and helps collect water from a communal well.
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Monday Tricky words- watch and join in with the video on the year 1 playlist.
school push people full house our
our
Write each of this week's tricky words word 3 times in your neatest handwriting.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March Priority 2 (Have a go if you feel confident and are able to.)
Put each word into a sentence.
school push people full house our
Tuesday
Priority 1
watch and join in with the video on the year 1 playlist.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Write down the words from priority 1 activity that you have not coloured in.
Have a go at highlighting/ writing the letters that make the long 'ee' sound in these words.
Wednesday Priority 1 watch and join in with the video on the year 1 playlist.
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Choose at least 2 words from each list (6 in total) and put them into sentences.
Thursday
Priority 1 watch and join in with the video on the year 1 playlist.
or aw au
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Write down the words that you have not used from the list above. Have a go at highlighting/underlining the letters that make the 'or' sound.
Friday
Priority 1
Yr 1 Gp 1 Phonics Week 2 Spring 2-1 st March
Priority 2 (Have a go if you feel confident and are able to.)
Choose at least 2 words from each list (6 in total) and put them into sentences.
Extra ideas
Spot words in what you read that have the 'or' sound in them, write down the ones that have the spelling or, aw, au.
Listen out for words that are spoken during the day in your house, on the television, that have the 'or' sound in them.
How many words with the 'or' sound in them can say in a sentence, a conversation, a morning etc.
Make word cards with words that have the 'or' sound in them spelt or, aw and au. Play a game of pairs or snap- pairing up words with the same spelling of the 'or' sound.
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Outdoor learning: Health and Physical Education
Health and Physical Education
Outdoor learning provides opportunities to learn about interacting with others, connecting to the environment, teamwork and leadership. The outdoors provides a valid and important environment for developing movement competence, promoting a sense of wellbeing, enhancing personal and social skills, and developing an understanding of the concept of risk versus challenge. Outdoor recreation is typically associated with physical activity in outdoor, natural or seminatural settings. These activities provide opportunities to connect individually, in small groups or as a community to the outdoor environment, contribute to health and wellbeing through direct personal experiences and promote lifelong physical activity.
Depending on how outdoor learning is planned and delivered, there is scope to link to focus areas such as: challenge and adventure activities, safety, health benefits of physical activity, food and nutrition, mental health and wellbeing, and lifelong physical activities.
Skills and knowledge
Health and Physical Education Years 3 and 4
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035)
Describe how respect, empathy and valuing diversity can positively influence relationships (ACPPS037)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS40)
Practise and refine fundamental movement skills in a variety of movement sequences and situations (ACPMP043)
Practise and apply movement concepts and strategies (ACPMP045)
Adopt inclusive practices when participating in physical activities (ACPMP048)
Apply innovative and creative thinking in solving movement challenges (ACPMP049)
Health and wellbeing
Health and Physical Education Years 3 and 4
Explore how success, challenge and failure strengthen identities (ACPPS033)
Investigate how emotional responses vary in depth and strength (ACPPS038)
Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040)
Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments and health and wellbeing (ACPPS041)
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons.
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Whole Class Reading
In primary schools recently, there has been a lot of interest in ways to approach whole-class reading lessons. Teaching the whole class instead of individual groups means that all pupils can read with the teacher more often, moving faster through more or longer texts and benefiting from the teacher's expert explanations, modelling, questioning and feedback. It also makes possible more integration between topic-related reading, reading as stimulus for writing, daily reading aloud to the class and following a 'class reader'.
Enchanted Forest Neverland
We aim to cover a broad selection of text types, classic and modern. The children are enjoying the repetition of "The Hungry Caterpillar." This help to structure sentences. The modern tale "Superworm" will also be used to inspire the children's writing of stories in Neverland.
Hogwarts are reading the graphic novel "Illegal" by Eoin Colfer They have been working on developing the reading skills of inference, retrieving facts from the text and making predictions based on what they have read so far. Being a graphic novel, pupils will learn that we can also infer from the images.
Friday 7 th May 2021
Narnia Year 3 Narnia Year 4
George's Marvellous Medicine is loved by children and adults. We look into how Roald Dahl makes the reader feel sorry for George. A great stimulus for writing recipes too. Reading a variety of animal poems have been a stimulus for some wonderful poems by children in year 4. They wrote a poem in shared writing.
Monday 10
th
May – National Water Saving Week
Monday 17
th
May – National Mental Health
Awareness Week and National Walk to School Week
Thursday 20 th May – Scarecrow entries to school deadline
Saturday 22 nd May – Scarecrows on show at King's Lodge, Gorse lane, Caythorpe. Entry £4 for adults, children free
Thursday 27 th May – FSA Movie Evening Friday 28 th May – Term Five ends Monday 7 th June – School reopens for Term 6
- Year 4 Multiplication Tables Check
- Year 1 Phonics Screening Check
Monday 21 June – Class photos Wednesday 23 rd June – Games Day Friday 25 th June – Y5/6 visit PGL Wednesday 30 th June – Sports Day Saturday 10 th July – FSA Summer Celebration Wednesday 14 th and Thursday 15 th – Transition to new classes in the afternoons Monday 19 th July – Y6 Leavers' Ceremony and BBQ Tuesday 20 th July – Whole School Awards Ceremony Wednesday 21 st July – Whole School Picnic and Enterprise Fair
-
Term six ends
We will send details nearer the date of each event as the organisation will depend on current COVID restrictions at the time of each individual event.
National Gardening Week
Neverland had fabulous fun tidying the pond area as part of National Gardening Week. They worked very hard clearing away weeds and leaves. They even found time to plant a variety of beans as part of their science topic. I asked if they were baked beans but they said they were runner and broad beans.
Tired of dull weekdays? Want to try something new, learn new skills and meet a whole new group of friends? 1 st Caythorpe and Dukes Covert Scout Group are looking for young people aged 6 to 14 to join them for fun and adventure.
The group currently have places for Beavers (6-8 years) Cubs (8-10 years) and Scouts (10 -14 years). Currently they are holding their meetings outside with strict COVID measures for the summer term. Jennifer Higgs, the Beaver section leader explained they have lots of fun, exciting and educational activities planned which both boys and girls can get involved in. They are excited to be able to meet face to face again and the recent meetings have been well received by both young people and parents.
Meetings are Thursday evenings at 6.30pm. For more information and to register, please email: email@example.com scouts.org.uk/join
#SkillsForLife
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Respect matters: Health and Physical Education
Health and Physical Education
Through the Health and Physical Education curriculum, students develop the ability to access, evaluate and synthesise information and take positive action to protect, enhance and advocate for their own and others' health, wellbeing, and safety. They develop and use personal, behavioural, social and cognitive skills and strategies to promote a sense of personal identity and wellbeing. This supports students to build and manage respectful relationships. The HPE curriculum supports critical inquiry where students analyse the factors that influence decisionmaking, behaviours and actions and explore inclusiveness, power inequalities, assumptions and social justice. The strengthbased approach to learning also recognises that all students and their communities have varying levels of access to personal and community resources depending on a variety of contextual factors that can influence their relationship decisions and behaviours.
There is scope to link learning about respect and relationships to the HPE focus areas including mental health and wellbeing (resilience, coping skills, helpseeking strategies), relationships and sexuality (bullying, harassment, power, discrimination, violence and assertiveness offline and online) and safety (risk assessment, safe decision making, personal safety at home, school, parties, in relationships and in the community).
A healthy and supportive school environment is enriched through health promoting school policies and processes including partnerships with parents, community organisations and specialised services.
Understanding respect
Health and Physical Education Years 3 and 4
Explore how success, challenge and failure strengthen identities ACPPS033 Describe how respect, empathy and valuing diversity can positively influence relationships ACPPS037 Investigate how emotional responses vary in depth and strength ACPPS038 Research own heritage and cultural identities, and explore strategies to respect and value diversity ACPPS042
Relationship skills
Health and Physical Education Years 3 and 4
Identify and practise strategies to promote health, safety and wellbeing ACPPS036
Evaluating options
Health and Physical Education Years 3 and 4
Explore strategies to manage physical, social and emotional change ACPPS034 Describe strategies to make the classroom and playground healthy, safe and active spaces ACPPS040
Respectful action
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons.
Health and Physical Education Years 3 and 4
Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe ACPPS035
ACARA | The Australian Curriculum
The Australian Curriculum is licensed under Creative Commons.
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SAMPLE UNIT PLAN
Foodways Developed by Sharon Korman
Documents:
Photograph, Exterior, Klein's Hungarian Restaurant, ca. 1909
Photograph, Ignatz and Ethel Klein restaurant, 1910
Photograph, Glenville Quality Food Store, 10128 St. Clair Avenue, 1912
Photograph, Neighborhood Grocery, 6112 Central Avenue, ca. 1918
Photograph, Neighborhood Grocery, 9907 St. Clair Avenue, 1932
Recipe, Tuna Roll ups, in Shaaray Torah Sisterhood Cookbook, Canton, Ohio, 1984, p. 13. From WRHS MS 5033, Container 1, Folder 13.
Recipe, Kippel, Shaaray Torah Sisterhood Cookbook, Canton, Ohio, 1984, p. 158. From WRHS MS 5033, Container 1, Folder 13.
Recipe, Gefilte fish, Sharing Our Best, Choice Recipes and Cooking Skills, Canton Chapter of Hadassah; Carollton, Ohio: Carrolton Graphics, Inc., 1976, p. 39.
Grade Level: Elementary School
Time Allocation: 2-3 sessions
A. OBJECTIVES
The students will
1. Identify how Jews shopped for food in the early twentieth century.
2. Compare and contrast restaurants from earlier times with those of today.
3. Analyze recipes for ingredients and methods of cooking.
4. Evaluate how changes in how Jews shop and cook and where they eat have influenced Jewish family life.
B. EXAMINING THE DOCUMENTS: QUESTIONS TO CONSIDER
1. How are products displayed in the grocery stores?
2. What identifies the restaurant in the picture?
3. What evidence can you find in the recipes that the cookbook authors thought their readers could already cook?
4. Why have improvements in food transport and preparation changed how Jews shop and eat today?
C. SUGGESTED LEARNING ACTIVITIES
1. Divide the class into three groups. Have each group examine a picture of a grocery store and list all the differences students can find with today's supermarkets. Share lists. Compare Klein's restaurant to those restaurants students go to with their families.
2. Have students read the three recipes with a partner. Construct two lists, one of the ingredients students recognize and one of those they do not. Share lists with the class. Do the same activity for the cooking instructions.
3. Have students keep a log of what the family eats for dinner for one week. Note whether the meal was cooked at home, prepared at a store or eaten in a restaurant. At the next class meeting, discuss how Jewish family life has changed around its eating patterns.
D. EXTENDED LEARNING ACTIVITIES
1. Have students ask a family member to share an old family recipe and include, if possible, the year the recipe was given to the family. A classroom cookbook could be made. Then ask students to prepare the recipe with the family member and bring in a picture of the activity to insert in the class cookbook.
2. Either arrange a field trip or ask students to accompany parents to the supermarket. Locate where the kosher food/items are in the supermarket. List these things and list which of these would only be used by a Jewish family.
3. Arrange to visit either Corky and Lenny's or Jack's or a kosher style delicatessen in the area. Call in advance so students can interview an owner or manager about what year the restaurant opened and if it is in the original location. If you cannot arrange a visit, then use the internet to research this information.
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chapter 10 cell growth pdf
The Process of Cell Division. Lesson Overview. Lesson Overview. Cell Growth and Development. Lesson Overview Cell Growth and Development Chromosomes The genetic information that is passed on from one generation of cells to the next is carried by chromosomes.
Chapter 10 Cell Growth and Division - PDF - docplayer.net
Guided Reading and Study Workbook/Chapter 10 77 ... Chapter 10 Cell Growth and Division Section 10â€"1 Cell Growth(pages 241â€"243) This section explains what problems growth causes for cells. Limits to Cell Growth(pages 241â€"243) 1. What are two reasons why cells divide rather than continue to
Chapter 10 Cell Growth and Division, SE - DISTRICT 196
•direct cells to speed up or slow down the cell cycle •Growth factors stimulate the growth and division of cells • Growth regulators are important during embryonic development and wound healing • Molecules found on neighboring cells have the opposite effect causing cells to slow down or stop their cell cycles.
Chapter 10 Cell Growth and Division
Chapter 10 Cell Growth and Division.notebook 4 February 09, 2017 Mar 10Â-1:03 PM Section 10Â-3 Regulating the Cell Cycle Key Concepts
Chapter 10 Cell Growth and Division.notebook
During cell division, a cell divides into two daughter cells 12. When a cell is small, the information stored in the DNA is able to meet all of the cell’s needs.
Chapter 10 Homework Answers (p. 257) D C B C
Chapter 10: Cell Growth and Division. Limits to Cell Growth 1. DNA “overload―- the larger the cell, the greater demand it places on its DNA 2. Exchanging materials-the larger the cell, the more trouble it has enough oxygen and nutrients in and waste products out 3.
Chapter 10: Cell Growth and Division - Weebly
Plant cells form a cell plate at the equator of the cell where new cell wall forms on both sides of the plate. The plate is formed from secretions of the golgi. The product is two identical cells. Following cytokinesis, the cell re-enters interphase at the G1 phase, and the cell cycle continues.
CELL GROWTH AND DIVISION - North Allegheny
Chapter 10 Notes Cell Growth . Cell Growth Living things grow by producing more cells. Adult animal cells are no larger than those of a young animal, there are just more of them. Limits to Cell Growth There are two main reasons why cells divide rather than continuing to
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MINDSET SHIFT:
It's not your job to make your baby sleep. It's your baby's job to fall asleep. Seriously! That takes all the pressure off of you. If you let your baby take the reins in the sleep department and develop the skills to fall asleep on his own, your life will become so much easier.
Once your baby learns how to fall asleep on her own at bedtime and fall back asleep on her own after middle-of-the-night wakings, things are going to be very different in your home. Yes, there will be some shortterm crying, but the process will be done in a way that keeps your baby emotionally connected to you to the whole time. You will be reassuring him throughout the entire process – you can even stay in the room the whole time if you want to! You can tweak and personalize this process to make it as hands on as you want and use it in alignment with your parenting style.
This guide will help you tackle your baby's nights. If you need help with naps too, check out my nap guide! But first, let's get those nights down pat.
he transitions between sleep cycles. The magic of white noise is that it keeps the brain focused on the monotonous, unchanging white noise, which causes the brain to tune out the other sounds. White noise is soothing and familiar to your baby. In your womb, your baby was surrounded by constant noise. We tend to think of a fetus's existence as peaceful and quiet, but the reality is anything but that! The rush of blood flowing through your veins, rumblings of your digestive system and the unceasing pounding of your heartbeat combine to create a rhythmic, throbbing roar around the clock for 9 months straight. The volume in there is the equivalent of a lawnmower, and it never turns off. Silence is bizarre for babies. White noise also reduces stress levels in babies by blocking out stimulation that would overwhelm them normally.
SLEEP ENVIRONMENT
Don't underestimate the power of a calming environment that is conducive towards sleep. Imagine you had to sleep with the lights on, without a blanket, laying on the floor! You'd have a hard time, wouldn't you? In the same vein, there are certain things that help all babies sleep better, across the board:
» Blackout curtains These are really important. Sleep is in its lightest stage after 4am when the sun begins to rise. Regular blinds allow morning sunlight to peek in around the corners and through the cracks, waking your baby earlier. At the risk of sounding like a science geek, I'd like you to think about it like this: sunlight has the power to pierce through your baby's closed eyelids while he sleeps and send a "time to wake up!" message to his brain. This can mean your baby waking up at 6am instead of 7am, every day. The small addition of blackout curtains adds up to a whole lot more sleep. Your baby is not afraid of the dark – babies aren't developmentally capable of being afraid of the dark! Fear of the dark can only exist when your baby has an imagination, to imagine scary monsters or animals. That develops at around age 3, which is why so many preschoolers are afraid of the dark. Not your baby though! Trust me on this one: a nightlight will do more harm than good for your baby's sleep. Light, even a drop of it, inhibits the production of melatonin, which helps your baby fall asleep. So ditch that nightlight!
The natural instinct we have to loudly shush a crying baby is there because it works. Loud, rushing sounds soothe babies. And that's what white noise is, a non-stop shushing sound that soothes your baby and helps her sleep.
You want the volume of the white noise to be equivalent to that of a shower running. To be heard over a running shower, you'd have to raise your voice, but you wouldn't need to shout. That's about the volume you want the white noise to play at; if you can't hear it from the hallway through your baby's closed door, it's not loud enough.
Choose a white noise that doesn't have an automatic shut-off feature (yup, we're keeping it on the whole night!) and has no pattern in the sounds, like ocean waves or chirping crickets, as these would wake your baby at the end of a sleep cycle.
» Video Monitor This is technically optional, but I strongly recommend it. Unless you'll be staying in your baby's room for the entire night and for all naps, you'll want a way to visually check in on your baby without disturbing her.
» White noise This is another really important one. White noise helps babies sleep better. Your baby's brain still hears and processes sound during sleep, which means that a knock at the door or a creaking floorboard can wake him up, especially while
» Safe Crib Your baby's crib should be completely bare for the first 12 months. No bumpers, pillows, blankets, rolled up towels, crib positioners, flat-head prevention pillows, wedges, Dock A Tots, or stuffed animals. These all pose danger to a small baby. The only thing that should be in your baby's crib is a tightly fitted flat sheet.
BABY SLEEP MAVEN | BABY SLEEP GUIDE
2
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5. (A) and (C) Find the photograph Spotlight in Industry. (C) Why do you think the artist called it that?
Spotlight in industry 1962 silver gelatin photograph 50.5 x 41cm © the artist's estate
6. (C) Circle the words that describe some of these photographs.
WHAT NEXT?
Go to the Family Activity Corner in the gallery foyer, and find lots of fun new things to make and do. We hope you have enjoyed this exhibition at our gallery. Come back soon!
Family Activity sheet prepared by Joanna Davies © Lake Macquarie City Art Gallery
First Street Booragul NSW 2284 Tues–Sun 10am–5pm Admission free T: (02) 4965 8260
www.artgallery.lakemac.com.au E: firstname.lastname@example.org
Template designed by Stephen Goddard. Layout by Raelene Narraway. Printed by Lakemac Print. Printed on Revive RP, 100% recycled paper
14 FEBRUARY – 6 APRIL
YOUR COLLECTION: CHARLES COLLIN
FAMILY EXHIBITION ACTIVITY SHEET
Child's name
Adult's name
WOOD: ART DESIGN ARCHITECTURE
This exhibition explores the inventive uses of wood in contemporary Australian art, design and architecture. Using this activity sheet, you can easily explore the exhibition with your child and help them form their own ideas about the artwork on display.
Adults (A) please assist your child (C) to put their name on the worksheet and enjoy the journey through Lake Macquarie City Art Gallery together.
1. (C) Find the pieces described in the table. Tick the box to show you have found them. Write what you find interesting about the artwork. One has been completed as an example for you.
2. (C) Find and match the artwork that goes with the picture. Answer the questions that go with the picture.
What sport could this work be used for?
What helps this house fit into the landscape?
How was this pattern made?
What benefits are there in reusing wood?
What would you display on this piece?
YOUR COLLECTION: CHARLES COLLIN
(A) and (C) This selection of black and white photographs gives us an historical view of local industry and people.
3. (A) and (C) Find the photograph called Dawn at BHP.
(C) Do you think the title describes the image well? What makes you think that?
Dawn at the BHP n.d. silver gelatin photograph 25.5 x 37cm © the artist's estate
4. (A) and (C) Find the photograph Tapping a Blast Furnace.
(C) What are the men wearing? Why do you think they are wearing those things?
Tapping a blast furnace 1965 silver gelatin photograph 41 x 50.5cm © the artist's estate
14 FEBRUARY – 6 APRIL
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Pick My Path – Materials Needed
Parent and Leader Guidebook: page 54
Lion Adventure Book: pages 12 and 19
Materials
* Copies of Pick My Path handout, one per adult
* Copy of Den Meeting Plan, one for leader(s)
* Name tags and Sharpie
* Cub Scouts Poster Set with Scout Law, Scout Oath and Den Code of Conduct (#621086 from Scout Shop)
* Blue tape or something to hang posters on wall
Optional
* Snack and water
* Activities for siblings (e.g., coloring books)
Gathering: Hold/Cold Game
* Object hidden before meeting
Activity 1: Emotion Charades
* Printed emotion pictures, one copy cut apart
Activity 2: Pick My Path
* Few extra copies of Lion Adventure Book page 12 and 19 (for those who forget book).
* Colored pencils, crayons or markers (two colors; color four pieces in one color and four in the other)
* Scissors, one per Scout
Den Meeting Plan Pick My Path
Gathering
* Hot/Cold Game
Opening
* Good conduct candle, pledge, Scout Oath, Scout Law
Talk Time
* Sharing time
* Den business
- What is a friend?
- Are your friends the same age as you, or are some different ages?
- What does a friend do?
- Have you ever been mad at your friend? It is IK to feel mad at your friend? How did you make the situation better?
- Has your friend ever been mad at you? How did this make you feel? How did you fix this situation?
* Assign Homework: Do one kind thing for a member of your family or a friend.
Activities
* Activity 1: Emotion Charades (page 56)
- Before: Sometimes we know how someone is feeling without them saying a word. We can look at what their body is doing and figure it out. This is called body language or nonverbal cues. The adults will pick an emotion and demonstration through nonverbal cues. Lions choose the emotion they think they are seeing.
- After: Ask Lions: Have you ever felt any of these emotions? Did your body tell the story to someone How long did you feel that way – 1 min? 5 min? Longer?
- Emotions are like flying animals – they fly to us, stay for just a short time, then fly away. The most important thing to remember is that feelings are always OK, but we must be aware of how we react. Some reactions are not OK (e.g., if we are angry, we must not hit anyone). Only we can choose how to respond to our feelings. It is our path to pick.
* Activity 2: Pick My Path (instructions: page 56)
Step 1: Color game piece on Lion Adventure Book, page 19 – need two colors: color four pieces in one color and four in another color
Step 2: Use Lion Adventure Book, page 12 to play tic tac toe – switch up partners After: Ask the Lions if their choice of where to place their lion paws helped them win or lose the game. Have them share how our decisions can affect what happens to us. (e.g., if we don't brush our teeth, we get cavities which will cause us pain or if we leave our bike it will rust or might get run over by parents in driveway).
* Activity 3: Games (page 57)
-
Hide and Seek
- Bandage Tag
-
Tag
- Rock, Paper, Scissors
Closing
* Scout Law. Leader reflect on one of the points of Scout Law: Kind. Ask Lions to give examples of when they were kind.
Pick My Path Adventure
Home Assignment:
Do one kind thing for a member of your family or a friend.
Feb 23 – Check in Pinewood Derby car
Feb 24 Pinewood Derby
Feb 28 Pack Meeting
Mar 7 Den Meeting
Mar 24-25 Family Campout, optional
April 4 Den Meeting at Spring Creek Park
April 14 Scout Fair at NRG, optional
www.shac.org/scout-fair
May 2 Den Meeting at TBD
May 19 Pack Meeting / Banquet
June 12-15 Twilight Camp, recommended (orion.shac.org/day-camp)
Scout Law
A Scout is trustworthy, loyal, helpful, friendly, courteous, kind, obedient, cheerful, thrifty, brave, clean, reverent.
Scout Oath
On my honor, I will do my best to do my duty to God and my country and to obey the Scout Law; to help other people at all times; to keep myself physically strong, mentally awake, and morally straight.
Pack 72
facebook.com/pack72tomball pack72tomball.scoutlander.com
Orion District
www.orion.shac.org
facebook.com/orionbsa
Sam Houston Area Council
www.shac.org
facebook.com/shac.bsa
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Course Syllabus for Parent Night
(2017-2018)
Course: Art 1
Teacher: Mrs. Stieber
Grade Level: 7th & 8th
Email: email@example.com
Conference Time: 8:15 – 8:45 a.m. Monday through Thursday
Textbook
Series:
(Art resources/books/as relate to lesson plan goals, themes, art shows, visual applications)
No Textbook
Art History Books, posters and visuals; which focus on artists, styles, techniques and tool usage. Additional resources include: school library, museum of art technology/teacher center, and teacher library.
Topics Covered:
-Foundation to drawing/sketching lessons through year in student's sketchbook
-Drawing Series (year long),broad based drawing media includes all required High School Media
-Fiber arts
-Intermediate basket weaving
-2-Dimensional Clay Stone; clay sculpture/molding
-3-Dimensional aluminum metal molding/punched cone lantern
-Multi-media collage
-3–Dimensional wire sculpture
-Cement mosaic glass trivet
-India Ink Drawing and Pointillism
-Oil & chalk pastels
-Print making
-Ink etching
-Acrylic, tempera, watercolor- drawing/painting
-More challenging projects offered if on lesson plan goals/schedule
Expectations:
-Art Smock Required (sleeves cut above elbow, and student's name written on front with permanent marker)
-Follow posted rules for conduct and behavior
-Work individually on projects, completed by due dates or "Norm of Class ", and exhibit student's personal best
-Maintain respect and care for art room by helping with organization and clean-up, team-work
-Treat all media and tools with respect and care
Grading:
50% Major - Completed art projects (Art show work and long term projects may count as a double major grade)
50%
Daily
–
assessment/participation/completion to
due dates
or norm
of class
of assigned
daily art
activities, research
for ideas
and bring
printed visuals
to class.
Special Projects / Events:
Art Contests: Houston Livestock Show and Rodeo, Go Texan, S.P.A.H., additional contests T.B.A.
Integration and Use of Computers:
Utilization of Library Resources, Art Teaching Technology Center, Visual Presentations, Projections, Computer Graphic, research of viable visuals
Field Trips:
Every other year - not our turn this year
Other: Art1 is a "High School Credited Class" and required for 9th grade Drawing1
Check out the "Art Corner" s ection in the St. JP II Tuesday Newsletter for Art updates, contests, information.
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QUESTIONS AND ANSWERS ON AGING SKIN
WHAT IS PHOTODAMAGE AND HOW CAN IT BE PREVENTED?
"Photodamage" is a term that encompasses all harmful interactions between sun and skin, both acute and chronic. Virtually everyone is acquainted with the red, swollen, stinging experience of sunburn. Yet, many are unaware that accumulated sun exposure may lead to a wide variety of delayed effects, such as skin cancers, scaly pre-cancers (actinic keratoses) and other effects, like facial wrinkling, which we commonly assume are due to aging. Although the word "photo" simply means light, most skin researchers believe the effects seen with photodamage are caused by solar-generated long and short wave ultraviolet light (also know as UVA and UVB).
The prevention of photodamage is simple. First, avoid sun exposure during the peak hours of 10 am and 3 pm. Second, wear long sleeved clothing and broad brimmed hats. Finally, since peak sun exposure may be unavoidable and because loosely woven fabrics may allow up to 50% penetration of ultraviolet light, apply a broad spectrum sunscreen that protects against UVA and UVB rays, such as SolBar.
Because 80% of a lifetime Sun exposure may be accumulated before the age of 20, the most effective prevention of photodamage is regular use of sunscreen by children and teens. Fortunately, it's never too late to start a regimen of protection., A dramatic improvement can be seen in the severely photodamaged skin of older patients who use a broad-spectrum sunscreen with an SPF of at least 15 every day.
IS NORMAL AGING OF THE SKIN DIFFERENT THAN PHOTOAGING?
Yes, and this has been an area of fascinating research in the last decade. Although skin does undergo some alterations with the passage of time, such as thinning, dryness and laxity, these aging changes are very mild in sun-protected skin. In contrast, sun exposed skin undergoes both photoaging and intrinsic aging, resulting in the more dramatic finding we typically associate with coming of age: wrinkles, laxity, mottling of pigmentation scaly-ness or dryness and accentuation of small blood vessels. A simple way to illustrate this is to compare the skin on the back of the hand or the face with sun-protected skin such as the breast of abdomen.
WHAT CAUSES LIVER SPOTS?
"Liver Spots" are large flat or scaly brown spots that develop o the backs of the hands. They are so named because they have a liver-like color, not because they result from liver disorder. Most liver spots are simply large, sun-induced freckles. The only way to avoid them is to use sun protection early in life. These spots are of little medical consequence. They are one of a large group of benign skin growths patients acquire with age an sun exposure. A common brown, scaly growth known as keratosis may give the appearance of a liver spot when it arises in its flat form on the back of the hands. The thicker, dark brown, scaly, "stuck-on" looking keratosis is often found on the torso of older adults.
WHY DOES MY SKIN SEEM TO GET DRIER AS I GET OLDER?
Once again the key to this question may lie in the difference between sun-exposed and sun-protected skin. Sun-protected skin in older patients is only slightly drier than that in younger patients Chronically sun-exposed skin cannot maintain itself as well as sun-protected skin. This dryness should be controllable with the regular use of effective moisturizing creams and lotions.
HOW DO YOU KEEP THE SKIN ON THE SOLES OF THE FEET SOFT AS YOU AGE?
This is a common complaint of older patients A hot topic of research in the treatment of dry skin has been the effect of creams containing. the alpha hydroxy acids. These may not only moisturize the skin but cause it to grow in a more normal and less scaly fashion.
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Constructing a Pentagon from a Circle, in Google SketchUp
There is a very nice animation of how a pentagon can be created from a circle on this Wikipedia page: http://en.wikipedia.org/wiki/File:Pentagon_construct.gif
This project shows how to create this construction in Google SketchUp.
All you need to complete this project is a few SketchUp tools.
1. Open Google SketchUp. If your file contains a person standing on the ground near the origin, click the Eraser tool and erase him or her.
2. From the main menu, choose Camera / Standard Views / Top. Now you're looking down on the "ground," and the word Top appears in the top left corner of the SketchUp window.
3. Activate the Circle tool.
4. It's important to keep in mind that circles in SketchUp aren't really circles - they are actually segmented polygons. The default number of circle "sides" is 24, but to more closely approximate a circle, this number should be much higher. Type the number 240, which appears in the Sides field in the lower right corner of the SketchUp window. (Don't click in this field, just type and the number will appear.) Then press Enter.
5. To create the circle, click anywhere to place the center, then move the mouse in either the green direction (vertically) or the red direction (horizontally) and click to complete the circle.
6. To mark the center of the circle, right-click on the circle's edge and choose Point at Center. A small dot appears at the center.
7. Activate the Line tool and draw a line starting at the center point and proceeding straight up, in the green direction, until you reach an endpoint along the circle. Then draw another line from the center proceeding to the left, in the red direction, until you reach an endpoint.
8. For the next line, start at the top of the vertical line, and end at the midpoint (look for the cyan midpoint indicator) of the horizontal line.
The next step is to add a line starting at the bottom of the diagonal line you just drew, which will bisect (divide in half) the angle indicated below. We could measure this angle and halve it, but there's a more exact way in SketchUp to bisect this angle.
9. We'll make a rotated copy of the diagonal line, but first we need to select what's going to be copied. So activate the Select tool, then click the diagonal line to select it.
10. Activate the Rotate tool, and click to place the protractor at the bottom of the diagonal line.
11. Press the Ctrl key (PC) or the Option key (Mac), so that a copy will be made. You don't have to keep this key pressed - just tap it once. You should now see a "plus" sign attached to your cursor.
12. The next two clicks define the start and end angles. For the start angle, click anywhere along the diagonal line.
13. For the end angle, click anywhere on the right half of the horizontal line. Look at the Angle field, which lists a rather inexact ~63.4 degrees. Taking half of this angle would also be pretty inexact.
14. Because we want to bisect this angle, we want another copied line in the middle of the angle just measured. So before clicking anywhere, type 2/ (don't forget the slash symbol for division) and press Enter. This creates the line indicated below, halfway between the diagonal and horizontal lines.
15. Activate Line and start the next line where the bisecting line meets the vertical line.
16. This line needs to be horizontal, so press the right arrow key to lock the line to the red direction. Now wherever you move the cursor, the line always stays red.
17. Click to end the line where it meets the circle. You may have to zoom in closely to click the exact endpoint where this line hits the circle.
18. Now we have both endpoints of one of the pentagon edges - draw the line shown below.
19. Erase everything inside the circle except for the center point and the pentagon edge you just drew.
You could repeat this process of creating lines for the other four edges, since SketchUp enables you to easily create parallel and perpendicular lines. For example, the lines for the next edge would be set up like this:
But since we already know how to use the Rotate tool to make copies, a much easier way to finish the pentagon is to just rotate-copy the one pentagon edge we already have.
20. Select the edge, activate Rotate, and place the protractor at the center of the circle.
21. Press Ctrl or Option to make a copy, and for the start and end angles, click both endpoints of the pentagon edge, in either order. Look in the Angle field - the rotation angle should be 72 degrees (5 * 72 = 360).
22. Immediately after the copy is made, type 4x so that four copies will be created instead of just one. If you've done it correctly, you'll have five pentagon edges that loop back to the start point.
23. Use the Eraser to remove the edges of the circle, and you're done!
Start with a Different Circle
To create the pentagon, we started with a circle that had 240 edges. But with so many edges, it's a bit hard to find each tiny segment's endpoints, making it necessary to zoom in closely when creating some of the construction edges.
This pentagon construction can be done with a circle that has many fewer edges. What is the minimum number of edges you'd ned to use?
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Letter of Request of the Sacrament of Confirmation to the Bishop – RUBRIC
Due no later than class on Sunday, Oct. 1
Confirmation is 1 of the 7 sacraments in the Catholic Church. According to the Catechism of the Catholic Church (CCC), which is the official doctrine of the church, confirmation is when candidates receive the Holy Spirit and are considered full members of the Catholic Church. To be eligible for confirmation, a candidate must be baptized and attend confirmation classes. One of the steps to prepare for confirmation is requesting the sacrament. Candidates write a letter to their bishop to formally request the sacrament of confirmation. Use this rubric to write a letter requesting the sacrament of confirmation.
1. Format the letter using a formal letter writing style. Include a greeting, body of the letter, and signature. Type your letter; do not hand write it, except for the signature at the conclusion of the letter.
2. Address the bishop in the greeting. Begin your letter with Dear Most Reverend Thomas J. Tobin. Use the title Bishop when addressing him.
3. Introduce yourself in the first paragraph. Tell the bishop your name, age, year in school, and what school you attend. Include some information about your background, family, activities, or interests. This paragraph shouldn't be a long biography, but a brief description of who you are.
4. Request the sacrament of confirmation in the second paragraph. Tell the bishop why you want to be confirmed in the Catholic Church. Explain what Confirmation means to you and why it is important that you receive the sacrament.
5. Explain your preparation for Confirmation in the third paragraph. Note any formal preparations within the church setting, such as Confirmation classes. Address how you are preparing through prayer, how often you are attending mass, and how the worship services are helping you. Explain how any community service has deepened your spiritual life. Take time to honestly evaluate your spiritual life and note areas where you are strong in your faith, as well as needing improvement. Explain why you are ready for Confirmation.
6. Tell who your Confirmation sponsor is and why you chose them in the fourth paragraph. Explain why you chose this person to witness your commitment.
7. Tell the bishop your chosen Confirmation name in the fifth paragraph. Explain why you chose your name, including why you admire this saint.
8. In the sixth paragraph, apply Confirmation to your future. Explain how you plan to stay connected to God throughout your life. Evaluate the role the Holy Spirit will play in your spiritual growth. Tell how you will continue to serve others and God in your life. Tell the bishop how you plan to live out your Confirmation promises in the future.
9. Conclude the letter. Use the words "Sincerely" or "Best Regards" before your signature line. Be sure to sign the letter with your complete name using a blue or black ink pen.
- Follow this rubric.
- Remember to spell check, and edit for grammar and capitalization.
- Please ask a parent to read/edit your letter.
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MUSIC AT MALENY STATE HIGH SCHOOL
CLASSROOM MUSIC (Musicology / Composition / Performance)
Year 7: Let's Rock – exploration of the elements of rock music. Music theory. Introduction to MP3 file formatting and splicing using Audacity. Additional listening analysis using Incredibox and MusicShake. Developing skills on the keyboard, guitar and drum kit.
Year 9: Rock 'n' Roll, Oz Music, Asia Unplugged, Musical Madness – historical development of music, discovering and analysing the musical elements of popular charts throughout the ages, advanced MP3 file formatting and converting, introduction to Noteflight notation software, developing individual performance skills as a vocalist or instrumentalist, introduction to FL Studio software, investigation of the various genres and traditional/popular music, composing a soundtrack of musical favourites.
Year 10: Movie Music, Computer Game Music, Hooked on Classics, Blues 'n' Jazz – exploring the development of film music and the connection of musical elements to the screen, layering sounds and effects using AudioSauna to create a soundtrack, development individual (or group) performance skills as a vocalist or instrumentalist, investigating the elements and transformation of digital computer game music since the 1970s, creating a digital soundtrack with sound layering and digital SFXs using Mix Craft, appreciating the famous classical compositions of the past, analysing music structures and elements, analysing the development of Blues music through to Jazz, introduction to Abbleton to create a 12 bar Blues composition.
Year 11 (General Subject): Designs, Identities – exploring the elements of music through listening and analysing tradition and innovative world and Western art music. Developing individual and/or group performance skills (vocal/instrumental).
Year 12 (General Subject): Loops, Riffs and Ostinatos + Music for Entertainment – a discovery of how loops, riffs and ostinatos are utilised and incorporated into various world and Western music, how music is connection to other art forms such as films and musicals. Developing individual and/or group performance skills (vocal/instrumental).
MUSIC EXCELLENCE
(Year 7) Entry by application and audition only. Students who are accepted into the Music Excellence program are streamed into a specialised class that aims to increase their love, and appreciation, of music through targeted programs that focus upon skill and theory development.
MUSIC EXTENSION
(Years 7 – 10) Acceptance into this program requires attendance at two before school lessons. This is an opportunity for students to further immerse themselves in music through an exploration of the cultural music associated with festivals and ceremonies.
INSTRUMENTAL MUSIC (Years 7 – 12)
Instrumental Music is a cocurriculum course where students are taught the skills of instrumental performance, both solo and ensemble. All woodwind, brass and percussion instruments are taught in small groups for 35 minutes per week. Students in the IM program are expected to join the MSHS School Band.
MUSIC EXTENSION Year 12 (General Subject)
Music Extension is offered to motivated Year 12 students as an additional course in Music. Students focus on either Performance, Composition or Musicology, and apply advanced analytical and research skills to further their investigation.
CERTIFICATE II: MUSIC INDUSTRY (CUA 20615) Year 11 and 12 This is an industryrecognised qualification that is aimed at preparing students for a career in the music industry.
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Balcones Escarpment Geography
Between San Antonio & Temple, Texas, see if you can observe any difference in geography on the east and west sides of the train route. The variation may appear subtle, but the differences in geography signify important differences in natural resources that are available and the cultures of people on either side of the divide. The Amtrak route follows a huge crack, or actually a series of many cracks, in the earth's surface called the Balcones Escarpment.
Millions of years ago, shifting of the Earth's plates formed the Balcones Escarpment, which today serves as a dividing line between Texas' Coastal Plains and the higher, hilly Edwards Plateau. The jagged line of the escarpment winds across the Texas landscape from the Mexican border near Del Rio, through San Antonio, Austin and Waco. The numerous springs and beautiful cliffs along the escarpment have enticed people to build villages and towns throughout history, and many large Texas cities today are spread along this geographic line. In addition to readily available water, towns grew along the escarpment because they could take advantage of markedly different agricultural bounty coming from each side of the fault line. Some consider this the dividing line between the cotton country of the old south, and the cattle ranching region of the American West.
To the east, we see gently rolling plains. These fields of cotton, corn and other crops are underlain by thick, fertile clays which once supported wild prairie grasses. Groundwater is available only by digging very deep wells, and the water tends to be warm and slightly salty. If we look to the hills in the west, the soil is thin and rocky, supporting scrubby oaks and junipers – suitable for grazing livestock where they can forage on large ranches. Early Texas towns along the escarpment could draw from both the cotton and cattle economies while enjoying a dependable flow of fresh, clean water from springs.
The many fault lines that run across the Balcones Escarpment are astounding, and in places you can easily spot fractured rock layers. Cracks crisscross the limestone so thoroughly that areas can break off like flaky layers of a biscuit. Roads built through the hills near the escarpment require large retaining walls to hold the crumbling layers. Rainwater trickling through cracks in the rock has slowly dissolved pathways which are now beautiful caves. Many of these caves are open to the public in state parks and private venues.
For millions of years, the Balcones Escarpment has shaped the formation of the natural environment and the settlement of the state of Texas. The jagged cliffs of the escarpment augment the Texas landscape, house some of its most beloved natural features, and have spurred settlement and economic development throughout Texas' history.
Source(s):
Eckhardt, G. (2010). The Edwards Aquifer Website. Major Faults of the Edwards Aquifer. Retrieved on December 27, 2010 from http://www.edwardsaquifer.net/faults.html
Handbook of Texas Online. (2010). Balcones Escarpment. Retrieved on December 27, 2010 from http://www.tshaonline.org/handbook/online/articles/rxb01
Woodruff, C.M, and Abbot, P.L. (1986). The Walter Geology Library. The Balcones Escarpment: Preface. Retrieved on December 27, 2010 fromhttp://www.lib.utexas.edu/geo/balcones_escarpment/preface.html\
Author(s):
Written by Andria N. Godfrey (Graduate Student) in the Department of Recreation, Park and Tourism Sciences at Texas A&M University, as part of a National Park Service Trails and Rails project funded by Amtrak, 2010.
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2020 Census: Make sure you count!
Everyone counts.
It's easy.
The census counts every person living in the United States regardless of citizenship or immigration status. Make sure you include everyone, including your children, in your household.
It's about fair representation.
The results of the Census are used to reapportion the U.S. House of Representatives, determining how many seats each state gets. Florida picked up two seats after the 2010 Census and is expected to gain two more seats this year.
It's about $675 billion.
Census data is used to determine the distribution of more than $675 billion in federal funds every year for the next 10 years. That money is spent on schools, hospitals, clinics, roads, bridges, disaster assistance, affordable housing and many other vital programs.
It's about redistricting.
After each Census, officials redraw the boundaries of congressional, state and local districts to account for population shifts.
Look for your invitation in the mail in midMarch. You can complete your Census form online or by phone by April 1.
If you miss the deadline, the U.S. Census Bureau will send you a paper form. If you still don't complete your form, you'll be getting a knock on your door.
Your privacy is protected.
It's against the law for the Census Bureau to publicly release your responses in any way that could identify you or your household.
By law, your responses cannot be used against you. They can be used only to produce statistics. Individual results will be released after 72 years for genealogy searches.
Make sure your family counts!
Shape your family's future by completing your 2020 Census questionnaire.
For additional information, visit Volusia.org/Census or 2020Census.gov.
Why do we have a Census?
The U.S. Constitution requires a count every 10 years of everyone living in the United States. Citizens and noncitizens will be counted.
When will I receive my form?
In mid-March, every household will receive an invitation to participate in the Census. There will be a unique code on the postcard, and you must use this code to complete your questionnaire.
How can I respond?
This year, you can respond online or by phone. If you do not respond by April 1, the U.S. Census Bureau will send you a paper form. If you still don't respond, a census taker will knock on your door.
Where should I be counted?
You should be counted where you live or sleep at least six months of the year.
What if I am away on April 1?
People away from their usual residence on Census Day are counted at the residence where they live and sleep most of the time. This includes people who are on vacation or a business trip, traveling outside the United States, or working elsewhere without a usual residence there.
What about college students?
College students living away from their parental home are counted at the on-campus or off-campus residence where they live or sleep most of the time.
If you live on campus, you will be counted with the help of campus housing officials through the U.S. Census Bureau's group quarters program.
If you live off campus, you must complete the form on your own. Each household will receive one invitation to participate in the Census. One person should take charge and complete the form for each person in the household by April 1.
Are my answers secure?
Your information is confidential. The Census Bureau collects data for statistical purposes only. They combine your responses with information from other households or businesses to produce statistics, which never identify your household, any person in your household, or business.
How can I identify scams?
The Census Bureau will never ask for a complete Social Security number, money or donations, anything on behalf of a political party, your bank's name or your credit card number.
When visiting a home, census workers must:
Present an ID badge that contains a photo, expiration date and
Department of Commerce watermark.
Provide supervisor contact information for verification, if asked.
Provide you with a letter from the Director of the U.S. Census Bureau on Census Bureau letterhead.
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HEALTH
11 April 2011 Last updated at 23:51 GMT
Worrying levels of iodine deficiency in the UK
By Michelle Roberts
Health reporter, BBC News
Researchers are warning iodine deficiency could be becoming endemic in the UK and are suggesting manufacturers should start adding it to table salt.
A study involving more than 700 teenage girls at nine UK centres found more than two-thirds had a deficiency.
Experts say the problem stems from children drinking less milk, which is a common source of iodine.
Women of childbearing age are most at risk - even mild deficiency can harm a baby's developing brain.
Iodine deficiency is the most common cause of preventable mental impairment worldwide, affecting a third of the world's population. It also causes thyroid problems.
Since 1993 the World Health Organization (WHO) has conducted a global programme of salt iodisation to boost dietary levels and prevent deficiency, largely in the developing world.
Many European countries, including Switzerland and Denmark, have also signed up to the WHO programme.
In the UK, however, it is not compulsory for manufacturers to add iodine to salt.
Dr Mark Vanderpump, who conducted the latest study on behalf of the British Thyroid Association, says this "could be the most viable solution".
Low levels
The study measured the urinary iodine levels of 737 teenage girls from nine UK centres - Aberdeen, Belfast, Birmingham, Cardiff, Dundee, Exeter, Glasgow, London and Newcastle.
Nearly 70% of the samples revealed an iodine deficiency and nearly a fifth (18%) of samples showed very low iodine levels, below 50μg/L rather than the acceptable minimum of 100μg/L.
The researchers say a large-scale investigation into the iodine status of the entire UK population is now needed to understand the full extent of the problem.
Dr Vanderpump told a meeting of the Society for Endocrinology: "Our data suggest the UK is now iodine deficient, warranting a full investigation of the UK iodine status. We need to look into this now to decide whether public health bodies need to step in."
He said, historically, half of our dietary iodine intake has come from milk. "One cup of milk gives you about 50% of your daily iodine needs.
"And tests on milk show that its composition has not really changed, so it must be that children are drinking less milk than before. That's what we suspect."
He said the phasing out of free milk for school children had not helped matters. Currently in the UK, free milk is only offered universally to the under-fives.
Fortification
Dr Vanderpump, a consultant physician at the Royal Free Hampstead NHS Trust, said it was time to look at adding iodine to dietary salt.
"The World Health Organization has made iodine-deficiency a global priority and has been campaigning for at-risk countries to add iodine to their salt, a campaign which has been very successful.
"If it turns out that we do have a problem, this could be the most viable solution."
Cathy Collins, a spokeswoman for the British Dietetic Association, said it might be simpler to target teenage girls and advise them to drink more milk and eat more of other foods rich in iodine, such as seafood.
"I'm not surprised by the findings because teenage girls do not tend to drink a lot of milk or eat a lot of oily fish.
"Getting girls to have a bit more of these in their diet might help, or taking a multivitamin every day would give them 100% of the iodine they need."
She said it was unclear whether other age groups were also deficient, but said it was likely that many people were not getting as much as they ideally need.
A Department of Health spokesman said: "We monitor the nutritional status of the population through a rolling programme of diet and nutrition surveys. We keep track of emerging research and will consider the need for assessing iodine status through urinary analysis in future surveys."
More Health stories
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BBC © 2014 The BBC is not responsible for the content of external sites. Read more.
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Lead and Healthy Homes Divison (LHHD)
LEAD SCREENING REQUIREMENTS and MEDICAL MANAGEMENT RECOMMENDATIONS For children ages 6 months to 84 months
RISK FACTORS ASSESSMENT QUESTIONNAIRE
1. Is your child living in or regularly visiting, or has your child lived in or regularly visited, a house or child care center built before 1978?
- - - ask at each well child visit - - -
2. Does your child have a sibling or playmate who has or who has had an elevated blood lead level?
4. Is your child a recent immigrant or a member of a minority group?
3. Does your child frequently come in contact with an adult who works in an industry or has a hobby using lead (battery factory, steel smelter, stained glass)?
5. Does anyone in your family use ethnic or folk remedies or cosmetics?
HOOSIER HEALTHWISE
If the answer is YES or UNKNOWN to any of the questions, a blood lead test is necessary!
Test all children at 1 and 2 years of age, and children 3 to 6 years of age if never tested regardless of their risk factors! IT IS A FEDERAL REQUIREMENT
THERE IS NO SAFE LEVEL OF LEAD– DAMAGE CAUSED BY AN ELEVATED BLOOD LEAD LEVEL IS
PERMANENT
AND
IRREVERSIBLE!
Explanation of Recommended Medical and Case Management Actions
(B) Chelation Therapy: if chelation therapy is indicated, the child should be immediately removed from the hazardous environment until the child's environment is made lead-safe; however, if the home is already lead-safe, the child may remain in the home unless hospitalization is indicated
(A) Confirmatory blood lead test: 2 consecutive capillary blood lead tests, not more than 12 weeks apart, OR, single venous blood lead test
(C) Referrals: contact local health department and/or LHHP to assist in case management and environmental investigations
(E) EBLL (Elevated Blood Lead Level) education
(D) History and physical: take medical, environmental, and nutritional histories; test for anemia and iron deficiency; assess neurological, psychosocial, and language development; screen all siblings under age 7; evaluate risk of other family members, especially pregnant/lactating women
home, during prenatal care and well child care at 3, 6, and 12 months; explain what blood lead levels mean; contact LHHP for materials
: discuss sources, effects of lead, and hazards associated with living in/or renovating a pre-1978
(F) Reducing exposure and absorption: discuss damp cleaning to remove lead dust on surfaces; eliminating access to deteriorating lead paint surfaces, and ensuring regular meals which are low in fat and rich in calcium and iron; contact LHHP for materials
Retest Chart
Use this chart to determine when to retest children who are confirmed with elevated blood lead levels. Venous testing is strongly preferred, but capillary testing is acceptable.
A child with an elevated blood lead level will most likely not have his or her BLL reduced to zero; however, this retesting schedule should be followed regardless of the BLL to ensure the BLL is decreasing rather than remaining the same or increasing, which would indicate continued exposure.Retesting should occur until the blood lead level is less than 10 μg/dL for six months, all lead hazards have been removed, housing is made lead-safe, and no new exposure exists.
Revision H 2018-2-7
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Proper Fueling DEFENDS You and Your Family…
Gasoline stations have changed dramatically over the years to meet the growing needs of today's consumer. Most people want to fill-up their tank, pick up a few items in the convenience store and head back on the road to their hectic lives in a matter of minutes. While many changes have been made to make the experience fast and friendly for all, the emphasis on safety will never change.
Today's retail sites are designed and operated with the customer's safety in mind. However, being careless with fuel can jeopardize everybody's safety. Using safe and simple fuelling techniques DEFENDS you and your family from unnecessary risks.
D Do not smoke or light matches or lighters or use any sparking devices. Gasoline vapours are highly flammable when mixed with air. If you add an ignition source to the mix, a fire or explosion may occur.
E Ensure you turn your vehicle off before refueling. Also make sure that any pilot lights in your RV, lunch truck or trailer are turned off. Either one could provide another source of ignition.
F Fully inform the attendant if there is a spill. Gas station attendants are trained to deal with these situations safely and efficiently.
E Explain to young children that it is not safe for them to handle the nozzle. Don't expose your small child to the potential risk of being splashed with gasoline or inhaling fumes. As for teenagers, protect them by teaching these safe and simple fueling techniques. They will likely ensure you practice them as well.
N Never jam the nozzle open with an object. Jamming the nozzle open greatly increases the chance of spills that could possibly impact the local environment and create a safety hazard. To encourage customers to stay by the nozzle while fueling, CPPI members have eliminated hold open nozzle clips at self serve service stations.
D Do not overfill your tank. Overflow and spillage can impact the local environment and create an unsafe condition.
S Stay by the nozzle during fuelling. In some cases, a static electricity charge may be generated as you move around your vehicle, or get in and out of it during fueling. When you return to grab the nozzle, the static electricity charge could cause a spark, igniting gasoline vapours and causing a brief flash fire. In addition, when filling portable containers, place the container on the ground to avoid possible static electricity igniting fuel vapours.
Although serious incidents are rare, it's up to everybody to understand and practise these safe and simple refueling techniques. Fueling a vehicle only takes a few minutes, but should receive your full attention. Avoid distractions such as cell phone use while fueling your vehicle. Staff on site are trained to deal with a variety of situations, but you can help by staying alert at the pumps. It DEFENDS you and your family against unnecessary risks.
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Chicago River Flow Reversal
Just north of the town of Lemont, Illinois, the train passes a small lighthouse marking an amazing engineering feat at the intersection of two canals. These two manmade waterways - the Chicago Sanitary & Ship Canal and Cal-Sag Channel - were completed in 1922 to help reverse the flow of the Chicago River, and thereby safeguard a clean water supply for the growing city.
When Chicago was a small trading post, the slow-flowing Chicago River was sufficient to dilute and carry away sewage and other wastes away into Lake Michigan, but as Chicago grew during the late 1800's, the amount of refuse became unhealthy. Increasing quantities of wastes from meat packing plants, factories, households and livestock were discharged into the river. Chicago drew its drinking water supply from intake pipes about 2 miles offshore in Lake Michigan. During heavy rains and floods, pollution was flushed out as far as the clean water intakes, contaminating the drinking water supply. In some years 5% of Chicago's population died of waterborne diseases, and in 1895 an estimated 12% of the city's residents perished because of contaminants in the water. Citizens demanded a solution to the problem.
Engineers in Chicago came up with an amazing plan. Instead of having the Chicago River carry wastes into Lake Michigan, they would reverse the flow of the river. Large quantities of lake water could then dilute the polluted river water and as the water traveled southwest, particles would settle to the river bottom, and through natural processes the water would become relatively clean before it entered the Des Plaines River. A canal called the North Shore Channel was dug, followed by the two channels visible in Lemont. The Sanitary and Ship Canal was cut deep through a low point on the continental divide a few miles west of Chicago, the canals were opened in 1922, and this amazing engineering project was successful in reversing the direction of flow. This feat is thought to be the largest municipal earth-moving project ever completed in the United States.
The assurance of clean drinking water encouraged even more growth in Chicago, which ironically led to greater quantities of pollution dumped into the river. Soon it was not sufficient to simply dilute the polluted river with lake water and depend on natural processes to clean the water. Fortunately technology was advancing rapidly, and modern sewage treatment plants were implemented on a large scale. Today the canals and channels continue to help with pollution control, flood control, and shipping. Since 2005 there has been discussion of again reversing the river's direction, but for now it still flows to the west, away from Lake Michigan.
Source(s):
American Public Works Association. (n.d.). The Reversal of the Chicago River. Retrieved December 13, 2010 from http://www.apwa.net/About/Awards/TopTenCentury/chica.htm.
Groundspeak, Inc. (2010). Chicago Sanitary & Ship Canal, Cal-Sag Channel Confluence Lighthouse - Lemont, IL Retrieved December 13, 2010 from http://www.waymarking.com/waymarks/WM41BT_Chicago_Sanitary_Ship_Canal_Cal_Sag_Channel_Confluence_Lighthouse_ Lemont_IL .
Wikipedia. (2010). Chicago Sanatary and Ship Canal. Retrieved December 13, 2010 from http://en.wikipedia.org/wiki/Chicago_Sanitary_and_Ship_Canal.
Author(s):
Written by Susan G. Scott, Lecturer in the Department of Recreation, Park and Tourism Sciences at Texas A&M University, as part of a National Park Service Trails and Rails project funded by Amtrak, 2010.
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Magazine
Yoga
Yoga is becoming more and more popular around the world. What exactly is it, where did it come from and what are the health benefits of doing yoga?
Before reading
Do the preparation task first. Then read the article and do the exercises.
Preparation task
Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary
Definition
Yoga
What is yoga?
Most people know yoga as a kind of exercise which aims at developing strength and flexibility. To practise yoga, you learn a series of 'postures', where you put your body into different positions. The correct breathing is also important. However, yoga is really about more than just exercise. In 2014, the Prime Minister of India, Narendra Modi, asked the United Nations to create an International Day of Yoga, saying that yoga 'is not about exercise but to discover the sense of oneness with yourself, the world and nature'. He felt that yoga could not just help people to be healthier but also help connect people to each other and to nature. The United Nations agreed, and International Yoga Day is now celebrated on 21 June.
Where did yoga come from?
The history of yoga goes back at least 5,000 years, and some people claim it is nearer 10,000 years ago. It was first developed in Northern India and at this stage was a spiritual as well as a physical form of exercise, connected with both Hinduism and Buddhism. In the late 19th and early 20th centuries, yoga was introduced to the Western world when Swami Vivekananda travelled to the United States to talk about yoga at a conference in Chicago in 1893. Others followed in the 1920s and 1930s, and by the 1960s yoga had become a very popular form of
exercise in the United States and in Europe. Most people who practise yoga today do not do it for spiritual reasons.
What are the benefits of yoga?
Yoga is good for the mind and body. Regular practice of yoga helps people to improve their balance and stamina. Although you won't really get out of breath, like you might playing football or running, it does help to keep your heart healthy and you can lose weight. It can also help with back pain.
The breathing taught in yoga can help people to reduce stress and anxiety. There are lots of different possible breathing patterns you can do. Yoga also improves concentration and helps people to sleep better, so it's great for anyone who's under pressure at work or in their studies.
Different types of yoga
There are lots of different types of yoga, so you can choose what suits you best. Hatha Yoga is often good for beginners, because you hold each position for a few breaths. In Vinyasa Yoga you change position much more quickly and you might get out of breath. It's quite challenging if you haven't done much yoga before. Bikram Yoga is sometimes called 'hot yoga', because the room must be heated to around 40 degrees. As well as these and other more traditional forms of yoga, there are also some more unusual modern forms of yoga. For example, you might enjoy 'laughter yoga', where people do breathing exercises and laugh about nothing in particular – laughing is very good for your health. Or what about 'Aeroyoga', where you do yoga while you are hanging from the ceiling? It's supposed to be very good for your back. Or 'Doga', where you do yoga together with your pet dog?
Whatever kind of yoga you choose, there are definitely some health benefits, and you should have fun too.
Tasks
Task 1
Write a number (1–8) to put the ideas in the order they are mentioned in the text.
Lose weight
Keep your heart healthy
Sleep better
Improve balance
Make you stronger
Connect you to nature
Have fun
Improve concentration
Task 2
Choose the best answer.
1. Why did Narendra Modi think yoga should have a special day?
a. It was first developed in India.
b. It can bring people closer together
c. It is a popular form of exercise.
d. It is difficult to learn properly.
2. When did yoga first become known about in the West?
a. At the end of the 19th century
b. About 5,000 years ago
c. In the 1960s
d. As much as 10,000 years ago
3. The breathing taught in yoga
a. must be done one particular way.
b. can help you feel much calmer.
c. is very difficult to learn properly.
d. can be dangerous if you don't do it right.
4. Which form of yoga might be most difficult for a beginner?
a. Doga
b. Bikram
c. Vinyasa
d. Hatha
Discussion
* reducing stress?
What kind of exercise do you think is best for:
* building strength?
* having fun?
* improving fitness and stamina?
Answers
Preparation task
2.
1. f
3. g
h
4. d
6. c
5. b
7. e
8. a
Task 1
Task 2
2. a
1. b
3. b
4. c
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Sensory Circuits at Morton CE Primary School
Participation in a short sensory motor circuit is a great way both to energise and settle children into the school day. The aim is to focus concentration in readiness for the day's learning. The circuit also encourages the development of the child's sensory processing skills. Many children can benefit from attending a Sensory Circuit, even for a short period of time.
Your child has been offered this opportunity as it has been noted that he may benefit from a calming start to the day in preparation for his learning.
At our school sensory circuits is comprised of three different sections where each serves a different purpose.
1. Alerting section
The aim of this section is to 'wake up' and energise the body and brain. This prepares the brain for learning.
Activities can include such activities as:
* bouncing 10 times on a mini trampoline or space hopper
"I like jumping on the trampoline, it helps me wake up."
* spinning a hoop
* bunny hops / crab walks / frog
* Jumps
* therapy ball for rolling over and bouncing on,
* skipping
* walking on cans/stilts
2. Organising section
This section includes activities that require motor sensory processing, balance and timing. The child needs to organise their body, plan their approach and do more than one thing at a time in a sequential order. This uses the whole brain. These are skills that may increase a child's focus, attention span and performance within the classroom.
Activities includes tasks such as:
* balancing on a beam
* log rolling
* throwing bean bags into a target
* arm push ups against the wall
"After sensory circuits I don't feel tired."
Year 3 pupil
Year 2 pupil
* blowing bubbles or blowing a paper ball to a target
* wobble boards for balance work
* T-stool for balance work (one legged stool).
* Skipping and jumping a moving rope
3. Calming section
The calming activities are very important as they provide input to ensure that children leaves the circuit and return to their classrooms calm, centred and ready for the day ahead.
Activities include proprioceptive or deep pressure activities such as:
* placing feet or hands in weighted bean bags
* lying under weighted blankets
* having balls rolled over their backs
"It helps me calm down when I'm stressed. It helps my balance and
* hot-dogs (rolling child up tightly in a blanket).
The children that attend sensory circuits enjoy the activities and return to their classrooms at the start of the day ready to learn.
If you have any further questions about sensory circuits please contact your child's class teacher or Mrs Keep at school.
.
"It good exercise and helps my balance."
Year 2 pupil
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JOTA-JOTI intermediate activities
Game: triangulation
Game: triangulation
Scouts and Guides have just been teleported in an unknown world! All they have is a map, a compass… and a transceiver! Will they be able to meet again?
Learning targets: Get familiar with the use of transceivers - get familiar with the SSTV technique for exchanging images via radio - Learn the triangulation technique to identify your own position in a map.
Material:
Hardware:
* PMR/CB and Android phone for each Scout/Guide couple
* PC/mobile phone and Internet connection for video conferencing (if meeting altogether is not allowed)
* Map with rigid support
* Compass
* Optionally, a goniometer.
* pencil, rubber.
Software:
*
Robot36 (https://play.google.com/store/apps/details?id=xdsopl.robot36&hl=it&gl=US)
* SSTV encoder (https://play.google.com/store/apps/details?id=om.sstvencoder&hl=it&gl=US)
Time and preferred place: 2-3 hours. This is an outdoor activity (city/village), possibly in places where a wide sight of the landscape is available (no cities with high buildings and narrow streets).
Description: Scouts/Guides are divided into couples. Each person in the couple goes (or is taken, blindfolded to make things more difficult) in a place where it is possible to spot relevant elements of the landscape that may be identifiable on a map. The person measures the azimuth (the angle in clockwise sense between the north and that object, as seen from his/her point of view) of these objects (not less than 2) and transmits them to the other person of the couple. Each person in the couple must identify the position of the other one using the triangulation technique: if the other person sees a hill at 20° N, then that hill must be identified on the map and a line at 180°+20°=200°N must be drawn departing from the
JOTA-JOTI intermediate activities Game: triangulation
hill; that's indeed the azimuth with which the hill would see that person. If azimuth angles greater than 180°N are reported, then calculate 180°-azimuth. After this operation was done for at least 2 objects, the lines should intersect in one point: that's the position of the other person! Using this technique, the two people must meet together, take a photo of themselves and send it via radio to the base. The exchange of images is performed in SSTV. The radio and the mobile phone are put close together in a sufficiently silent place; with the app Robot 36 it is possible to decode sound messages into images, while the SSTV encoder transforms an image into a sound, to be transmitted by radio. It's forbidden to call each other by phone, or use geolocalization apps such as Google Maps.
Possible alternative: scout/guide leaders transmit the position of some places that must be identified and reached by Scouts/Guides. Once in the place, a photo must be taken and sent via radio.
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Follifoot Farm Series 2 Green Book Band
Aim
- to let children practise reading a single story told in 6 separate parts.
The Cats Who Fell Out of the Car
soon look
Vocabulary in each book
Part 1 Out of the Car
Part 2 Into the Barn
Vowels ay/ai:
away hay again
ee/ea:
see feel meet sheep sleep squeal
o:
open
oo:
moo
oo:
look
ou/ow:
out loud down
ar:
car part farmyard barn charge part
er:
another
oor:
door
all:
wall all
are:
scared
soft g:
charge
y ending: empty friendly
Phase 2 of up at is it and can big pig hut run top but not sit its
cats lets bull fell on a
Phase 3 them push sitting
Phase 4 across last jump stand
Tricky
the to go into she they are one little comes some here four who
Part 3 Out of the Barn
Vowels ay:
stay hay
ee/ea:
see feel creep sheep eat
y:
by try
o:
open
oo:
cock-a-doodle-doo
ou/ow:
out down cow now
ar:
car part farmyard yard far farmer barn
er:
farmer clatter
or/oor:
for horse door
are:
scared
y ending: angry
Phase 2
on in a of up at is can get hut big has and cats back fell then with rush shuts bang
Phase 3
Phase 4 clip clop flap grass fresh past ramp end jump
Tricky
the to go into onto he they are comes some little want who where goes
Other:
animals hidden gives
Part 4 Two Angry Dogs
Vowels ay/a: away table
ee/ea:
see feel meat eats
y:
by fly
oo:
cock-a-doodle-doo soon
ou/ow:
out house down now
ar:
car bark garden farmhouse part
er:
another after under other
oor:
floor door
all:
wall all
are:
scared
Soft 'g'
hedge
y ending: madly angry
Phase 2 on in a of at it hut run and dogs cats hens back fell
Phase 3 Kevin then them with path dishes along
Phase 4
stop from cluck cat-flap jump end milk drinks flapping kitchen
Tricky
the to go into are comes one out two who
Other:
kennel sudden Wellington
Part 5 Another Angry Dog
Vowels ee:
see green
o:
open
oo:
soon
oo:
looks woof
ou/ow:
out round bow-wow brown
ar:
car barking garden farmyard far part
er:
another after corner over other
or/oor:
door corner
all:
all wall
y ending: Lotty empty angry
Phase 2
on in a of up at as is run hut can dog and cats back fell Kevin box yap then them with shed shut dishes bang whizz running
Phase 3
Phase 4
from grass across left past jump cat-flap end kitchen the to go into she they are come out two who Wellington sudden watching front
Tricky
Other:
Part 6 The House Next Door
Vowels ay/a: stay day again lady
ee/ea:
meet feel sheep Bean means
oo:
too
oo:
Follifoot
ou/ow:
out house cow bow-wow brown
ar:
car bark farm farmyard farmer part
er:
farmer
or/oor:
horse door
are:
scared
y ending: Jelly Lotty happy angry lucky madly friendly
Phase 2 in a of at is it not but had bad big and cats dogs hens
puts back bull fell
Phase 3 Kevin box this that them with shed
Phase 4 next end fetch kitchen
Tricky
the to go into he she they her was all are so do when
comes like have want who goes
Others Rumple animals carries loves lives cannot Pippin Wellington
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BBC LEARNING ENGLISH
Take Away English 随身英语
The rise of retro fashion
复古二手时尚的兴起
词汇： fashion 时尚
Do you take care about what you wear? Some people are very fashion-conscious, carefully selecting the clothes they buy and how they dress. Fashionistas always want to be seen in the latest designer gear. But that trend is changing as retro or vintage clothing is becoming a popular and often cheaper alternative.
Of course, 'vintage' clothing is really second-hand clothing, worn before but given a new lease of life. The fashion industry has rebranded this stuff to make it look trendy and possibly give it a higher price tag. Whereas we may have seen an old faded pair of jeans or a gingham-patterned dress sold at a jumble sale, now there are boutique and pop-up shops dedicated to the stuff. And in the UK, one supermarket chain has started selling second-hand clothes in some of its stores under the brand, Preloved Vintage Wholesale. Its managing director Steve Lynam told the BBC: "The more people that buy into the circular economy and shop vintage and retro, the bigger impact we will have on climate change."
Certainly, buying vintage does prolong the life of clothing. It cuts down on waste and helps to reduce the environmental damage caused by manufacturing new clothes. It's also led to the rise of retro-fashion – items that your mum or dad wore decades ago that now look 'cool' again! It's a big thing with younger people and has been helped by the rise of platforms like Depop and Vinted, which sell 'worn' clothes online. Ianina Lucca from Depop told the BBC: "The new generation is… looking to make choices that reduce their impact on the environment, with 77% of Gen Z saying that their biggest environmental concern being that they want their choices to reduce waste."
Another popular way of buying old clothes is in a vintage kilo sale. People pick what they want and then pay according to weight rather than per item. Some items are upcycled – re-modelled or re-worked by adding embroidery, patches and other additions. But however these second-hand clothes are worn or re-designed, the sustainability of vintage fashion means it's here to stay for some time to come.
fashion-conscious
讲究时髦的，有时尚意识的
1. 阅读课文并回答问题。
1. What is possibly a cheaper option than buying brand new clothes?
2. Who has rebranded second-hand clothes to make them look fashionable again?
3. How can buying pre-worn clothes help reduce climate change?
4. True or false? Your mum or dad may have worn the same style of clothing that is being sold as vintage clothing now.
5. How is the cost of clothing bought at a vintage kilo sale calculated?
2. 选择意思恰当的单词或词组来完成下列句子。
©British Broadcasting Corporation 2021
1. On holiday, I left my expensive ________ sunglasses on the beach!
rebranded designer
boutique
embroidery
2. I've repaired and cleaned my old bike and given it a ________.
new lease of life new leased of life new life of lease new lease and life
3. It's my birthday, so I'm going for dinner at that ________ restaurant in the town centre.
fashionista upcycled
trendy
second-hand
4. The ________ industry has done a lot to cut down on its environmental impact.
manufacturers
manufacturing manufactures manufactured
5. I heard there is a new ________ clothing store in the city centre. Do you want to go and check out if they sell any nice second-hand dresses?
price tag
gear
rebranding vintage
答案
1. 阅读课文并回答问题。
1. What is possibly a cheaper option than buying brand new clothes?
Buying retro or vintage clothing is an often cheaper alternative.
2. Who has rebranded second-hand clothes to make them look fashionable again?
The fashion industry has rebranded second-hand clothing to make it look trendy and possibly give it a higher price tag.
3. How can buying pre-worn clothes help reduce climate change?
Buying vintage prolongs the life of clothing. It cuts down on waste and helps to reduce the environmental damage caused by manufacturing new clothes.
4. True or false? Your mum or dad may have worn the same style of clothing that is being sold as vintage clothing now.
True. Items that your mum or dad wore decades ago now look 'cool' again!
5. How is the cost of clothing bought at a vintage kilo sale calculated?
People pick what they want and then pay according to weight rather than per item.
2. 选择意思恰当的单词或词组来完成下列句子。
1. On holiday, I left my expensive designer sunglasses on the beach!
2. I've repaired and cleaned my old bike and given it a new lease of life.
3. It's my birthday, so I'm going for dinner at that trendy restaurant in the town centre.
4. The manufacturing industry has done a lot to cut down on its environmental impact.
5. I heard there is a new vintage clothing store in the city centre. Do you want to go and check out if they sell any nice second-hand dresses?
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DESIGN AND APPLIED TECHNOLOGY
INTRODUCTION
The public assessment of this subject is based on the Curriculum and Assessment Guide (Secondary 4 ─ 6) Design and Applied Technology (DAT), jointly prepared by the Curriculum Development Council and the Hong Kong Examinations and Assessment Authority. Candidates have to refer to the Guide for the knowledge, understanding and skills they are required to demonstrate in the assessment.
ASSESSMENT OBJECTIVES
The objectives of this assessment are to evaluate candidates' abilities in the following:
- Application of research, graphical communication and information processing skills to the design process.
- Response to identified needs, wants and opportunities of technological products and processes, while being aware of the impacts of technology and design on society.
- Use of the design process to develop design solutions to student-generated design problems in a range of contexts.
- Selection and use of appropriate technology and relevant resources for designing, manufacturing and marketing a product.
- Evidence of appropriate design decisions based on knowledge and understanding of design practices and relevant technological systems and processes.
MODE OF ASSESSMENT
The public assessment will consist of a public examination component and a school-based assessment component as outlined in the following table:
PUBLIC EXAMINATION
The overall aim of the public examination is to assess candidates' abilities to demonstrate their knowledge and understanding in different areas of technology and to apply them to their daily living.
Paper 1 (2 hours)
This paper is compulsory with Sections A and B. This paper will carry 30% of the subject mark.
Section A Compulsory (60 marks)
One major design question.
Section B Optional questions (40 marks)
Three questions will be set and candidates are required to answer two questions.
Paper 2 (2 hours)
This paper consists of the following 5 elective modules. Candidates are required to choose two modules when they registered for the examination. This paper will carry 30% of the subject mark.
2A: Automation
2B: Creative Digital Media
2C: Design Implementation and Material Processing
2D: Electronics
2E: Visualisation and CAD Modelling
Three questions will be set for each of the five modules. Candidates are required to answer two questions in each of the two registered modules.
SCHOOL-BASED ASSESSMENT (SBA)
SBA is compulsory for all school candidates. In the context of public assessment, SBA refers to assessments administered in schools and marked by the student's own teachers. The primary rationale for SBA in DAT is to enhance the validity of the overall assessment and extend it to include the assessment of students' skills in the following aspects:
Identifying and investigating design opportunities
Developing a design brief and specifications
Generating design ideas
Developing design ideas into a final solution
Making the final prototype
Testing and evaluating
Design Project (25-35 hours)
Candidates are required to complete a design project in the SBA, which carries 40% of the subject mark. Depending on the nature of the project, items to be submitted by candidates will be:
a working physical model/prototype, or a virtual 3D model plus a working partial physical model, and
an A4 or A3 size portfolio.
Candidates are required to keep good custody of their work for inspection and authentication purposes until the release of the HKDSE results.
The detailed requirements, regulations, assessment criteria and guidelines will be provided in the SBA Handbook for HKDSE Design and Applied Technology (DAT) published by the Hong Kong Examinations and Assessment Authority.
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History
I can list 5 ways in which Brazil has changed as a result of hosting the Olympic games.
I can research aspects of the Brazil Olympic games.
I can evaluate some of the positive effects of hosting the Olympic games in 2016.
Hi1/1.1 changes within living memory. Where appropriate, these should be used to reveal aspects of change in national life
Music
I can learn and remember the words to a range of songs.
I can recognise phrase lengths and know when to breathe.
I can suggest ways in which I could improve on my performance.
Mu1/1.1 use their voices expressively and creatively by singing songs and speaking chants and rhymes
Art
I can name different tools used for sewing. I know that there are different types of stitches.
I can explore using a range of simple tools and stitches.
I can use
running stitch to attach material.
I can use backstitch to join material.
I can evaluate my how I have improved my sewing skills and suggest my next steps.
Ar1/1.1 to use a range of materials creatively to design and make products
Ar1/1.3 to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
Science
I can name the different parts of a simple food chain.
I can identify key features of different types of habitats.
I can suggest what different habitats provide for the living things within them.
I can construct different food chains from different photos of living things.
I can explain
how animals depend on the plants in their habitat.
I can explain how plants depend on animals in their habitat.
Sc2/2.1 Living things and their habitats
Sc2/2.1b identify that most living things live in habitats to which they are suited and describe how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other
Sc2/2.1d describe how animals obtain their food from plants and other animals, using the idea of a simple food chain, and identify and name different sources of food.
Computing
I can describe some of the basic functions of SCRATCH.
I can investigate how to create a background and program a sprite.
I can continually evaluate my programming and develop my debugging skills.
Co2/1.1 understand what algorithms are; how they are implemented as programs on digital devices; and that programs execute by following precise and unambiguous instructions
Co2/1.2 create and debug simple programs
Co2/1.3 use logical reasoning to predict the behaviour of simple programs
DT
I understand the product that I will plan and make.
I can plan my product. I can list what I will need to make my product.
I can use a range of tools and techniques for cutting, joining and fixing materials.
I can evaluate the strengths and next steps of my finished product.
DT1/1.2a select from and use a range of tools and equipment to perform practical tasks
DT1/1.2b select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics
DT1/1.3a explore and evaluate a range of existing products
DT1/1.3b evaluate their ideas and products against design criteria
Geography
I can locate and name Brazil, its major cities and surrounding countries on a map.I can identify particularly hot and cold areas of the world.
I can use the contents and index pages of an atlas.
I can explain what the weather is usually like in parts of Brazil.
I can explore the basic features of a rainforest.
I can explain my views about Brazil. I can compare geographical features of Mersham to Recife in Brazil.
Ge1/1.4a use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage Ge1/1.3a identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles Ge1/1.2a understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country
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CONSUMER TIPS
Double T. investments
July 21, 2014
DISEASE PREVENTION
Physical Activity and a balanced diet can help prevent many chronic diseases and conditions, including obesity, type 2 diabetes, hypertension, heart disease, stroke, and some cancers.
It's a fairly simple concept. If you take care of yourself now, you won't have to worry as much about being taken care of when you are older. A healthy lifestyle is the ultimate prevention against chronic diseases including diabetes, heart disease, and cancer. 7 out of 10 deaths in the United States are caused by chronic diseases.
A healthy lifestyle doesn't require an expensive prescription or heavy medical bills. All it requires is commitment. Re-dedicate yourself to a healthy life today and wake up daily refusing to allow chronic diseases to be a part of your future.
The following are basic guidelines designed to lower overall health risk.
EAT A HIGH FIBER DIET- aim for 25-35 grams of fiber each day.
- Fiber-rich foods include oats, beans, lentils, whole grains, and fruits and vegetables.
- Choose breads and cereals that have more than 3 grams of fiber per serving.
- In the ingredients, look for the word "whole" in front of the product grain.
CHOOSE MORE HEALTH FATS- unsaturated fats from naturals sources, including omega-3 fats
- Unsaturated fats are found in nuts, butters, seeds, avocados, vegetable oils, fish and plants
- Walnuts, flaxseed-oil, salmon, tuna, mackerel and sardines- excellent sources omega-3 fats
- Use olive oil spray when cooking fatty-fish, such as salmon and tuna, at least twice a week.
LIMIT SATURATED FAT- less than 10% of daily calories should come from saturated fats
- Saturated fats are found mainly in animal products (meat, dairy, eggs) coconut oil & Palm oil
- Select low fat meat cuts and limit portion size to about 3 oz pr meal.
- Choose low fat dairy products, 1% or skim milk, and limit cholesterol intake to <200mg/day
AVOID TRANS FAT – trans fat is harmful and should be avoided as much as possible
- Trans fat is found in fried foods and many commercial foods such as cakes, pies, crackers & dips
- Avoid food products that contain "partially hydrogenated" or "hydrogenated" oil
LIMIT HIGH SODIUM FOODS – Consume no more than 2,300mg of sodium (salt) per day
- Proceed and restaurant foods contribute 75% of sodium eaten, while 25% comes from salt added to meals.
- Daily Values that's 5% or less are considered "low" and 20% + are that to be "high" for a food.
BE ACTIVE DAILY – 30 minutes of moderate-intensity physical activity on 5 or more days a week.
- Find activities at, work, school or gym thats enjoyable, so you'll be more likely to do them.
- make physical activity a part of daily living, take the stairs vs the elevators and park further away
Consumer Educational Materials;
Double T. Investments
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Nevada Academic Content Standards - Resource Page
The resources below have been created to assist teachers' understanding and to aid instruction of this standard.
auxiliary verb active voice passive voice
Teacher Tips
https://owl.english.purdue.edu/owl/resource/539/02/ This website provides explanations and examples.
http://www.quickanddirtytips.com/education/grammar/active-voice-versus-passive-voice This podcast is a good explanation to the difference between active voice and passive voice, but it will be more useful to students after they have studied active and passive first. This site is definitely appropriate for more accelerated classes.
http://www.eslgamesworld.com/members/games/grammar/football/passive%20voice/passive%20voice.html This is a soccer game where a student's knowledge of passive and active voice allows the student to make goals.
http://www.teachertube.com/video/voice-passive-and-active-36808 This video also provides a QR code for those who would like to embed it into a webpage. Best suited to higher level 8 th grade classes.
http://www.teachertube.com/video/active-and-passive-voice-287718 This video is suitable for all classes. QR code is available. This video has a nice emphasis on scientific writing.
Horizontal Alignment
L.8.1a - Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences.
L.8.1c - Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
L.8.1b - Form and use verbs in the active and passive voice.
L.8.1d - Recognize and correct inappropriate shifts in verb voice and mood.
Vertical Progression
L.K.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.1.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.3.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.2.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.4.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.5.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.7.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.11-12.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.1 - Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
The above information and more can be accessed for free on the Wiki-Teacher website.
Direct link for this standard: L.8.1.b
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Communication and Language
Literacy
Join in with repeated refrains and anticipate key events and phrases in rhymes and stories.
- Begin to use more complex sentences.
- Use vocabulary and forms of speech that are increasingly influenced by their experience of books.
- Use talk to connect ideas, explain what is happening and anticipate what might happen next.
- Enjoy rhythmic and rhyming activities.
- Show an awareness of rhyme and alliteration.
- Continue a rhyming string.
- Handle books carefully.
- Listen to and join in with stories and poems, one-to-one and also in small groups.
- Enjoy an increasing range of books.
- Ascribe meanings to marks that they see in different places.
- Use one-handed tools and equipment.
- Draw lines and circles using gross motor movements.
- Begin to form recognisable letters.
Creative Development
- Make models and scenery for our stories.
- Use a variety of materials and textures to create 2D and 3D work.
- Use a range of different puppets to role-play with.
- Work creatively on a large or small scale.
- Explore what happens when colours are mixed.
- Create collages, paintings and drawings.
- Capture experiences and responses with music, dance, paint and other materials and words.
- Show an interest in the way musical instruments sound.
- Use bodies to explore texture and space.
PSED
- Beat Baby
- Play co-operatively with a larger group of friends
- Encourage children to describe themselves and their abilities in positive ways
- Encourage children to initiate conversations and take into account what others say
- Have awareness of the boundaries set and of behavioural expectations in the setting
- To enjoy new challenges and meet own goals
- Explain their own knowledge and understanding
- Celebrate special events and activities taking place
Mathematics
- Use some number names and number language in order.
- Sometimes match a number and quantity correctly.
- Count up objects by saying one number name for each item.
- Begin to count beyond ten.
- Recognise numerals 1 to 5, then to 9 and beyond.
- Select the correct numeral to represent 1 to 5, then 1 to 9 objects.
- Compare two groups of objects, saying when they have the same number.
- Show an interest in number problems.
- Show awareness of similarities in shapes in the environment.
- Show an interest in shape and space by playing with shapes or making arrangements with objects.
- Begin to talk about the shapes of everyday objects.
Nursery Spring Term 2018
Understanding the World
- Talk about what is happening at home – celebrations, trips ...
- Describe and talk about what we see.
- Investigate various construction materials.
- Show curiosity about why things happen and how things work.
- Join construction pieces together to build and balance.
- Know how to operate simple equipment.
- Construct with a purpose in mind using a variety of resources.
- Complete a simple program on a computer.
- Use a mouse and keyboard to interact with age appropriate computer software.
- Enjoy imaginative role-play with peers.
Physical Development
- Draw, paint or cut pictures of characters from the traditional tale stories
- Discuss healthy food choices
- Encourage children to begin to form recognisable letters e.g. write their names or other words
- Move freely around the outside area in a variety of ways e.g. hopping, skipping...
- Ball skills – controlling a ball – throwing and catching with increasing accuracy
- Climb the climbing frame unaided
- Begin to use a two wheeled bike
- Show understanding for the need to keep in the shade on hot days
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Energy Efficiency and Health
Energy efficiency is all about using technology and best practices to produce the same or better levels of services, such as light, temperature control, or motor drive power, while using less energy. Very simply, it's about reducing waste.
Energy efficiency and health. Lowering the amount of energy we waste reduces our need to burn coal and other fossil fuels to generate electricity. Those reductions in pollution mean big gains for health, as pollutants from fossil fuel combustion contribute to four of the leading causes of death in the United States: cancer, chronic lower respiratory diseases, heart disease, and stroke. These pollutants damage all the major organ systems in the body.
RESPIRATORY SYSTEM Fossil fuel pollutants, particularly
fine particulate matter and nitrogen oxides, contribute to serious respiratory health problems including: lung cancer, which kills more men and women in the US than any other form of cancer; COPD (chronic obstructive pulmonary disease), the third leading cause of death in the country, and asthma, which is at epidemic levels and is disproportionately harmful to children, especially minority and poor children.
CIRCULATORY SYSTEM Air pollutants produced by burning fossil fuels harm cardiovascular health. They contribute to coronary heart disease, the leading cause of death in the country; hospitalizations for heart attacks; and congestive heart failure, when the heart cannot pump enough blood and oxygen to support other organs in the body.
NERVOUS SYSTEM Pollutants released by burning coal target the nervous system, particularly the brain, leading to serious neurological consequences. These include stroke and loss of intellectual capacity due to mercury exposure.
Finally, burning fossil fuels contribute to climate change by releasing large quantities of carbon dioxide and methane. Climate change leads to extreme weather events that can severely affect health, from heat waves, droughts and extreme storms to expanding the habitats of disease-carrying insects.
Fortunately, a reduction in our reliance on fossil fuels will allow dramatic improvements to human health. That means that energy efficiency benefits health.
The benefits of energy efficiency. When we improve our efficiency, we reduce the cost of doing business or running a household. We also strengthen our economy by producing goods at a lower cost and creating jobs.
BRAIN Mercury and lead target the nervous system, particularly the brain, leading to serious neurological consequences. These include stroke and loss of intellectual capacity.
LUNGS Fine particulate matter, such as sulfur dioxide and nitrogen oxides, contribute to lung cancer; COPD (chronic obstructive pulmonary disease), and asthma.
HEART Air pollutants such as nitrogen oxides, sulfur dioxide and particulate matter harm cardiovascular health. They contribute to coronary heart disease, the leading cause of death in the U.S.; hospitalizations for heart attacks; and congestive heart failure.
Health Effects of Fossil Fuel Pollutants
A big bang for your buck. Technology upgrades to improve the way your home, building, or business functions typically require some up-front investment. Investments in new systems, better lighting, and insulation lower energy bills. In fact, many types of efficiency upgrades can generate savings for decades!
Helping the local economy. Some investments, such as insulation in an attic or replacement of an air conditioner, require the help of a specialized installer. This creates local jobs. Further, the money that is saved on utility bills goes back into the pockets of home and business owners. This "extra" money gets spent by families and businesses, creating even more jobs in the local economy.
Helping those who need it most. Improving energy efficiency benefits everyone, but especially those sensitive to volatile energy prices: people on fixed or lower incomes. A wide variety of programs are offered by the federal government, states, utilities, and local municipalities to ensure that energy efficiency upgrades are affordable and available to those who need them most.
Energy efficiency is good for our economy, our environment and our health. New regulations limiting greenhouse gases from power plants provide an opportunity for us to scale up energy efficiency programs, since energy efficiency is generally the lowest cost compliance option. States should look to energy efficiency as a first and best option for reducing air pollution, and should include energy efficiency as a substantial part of their plans to comply with federal clean air regulations.
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Minecraft Education is a game-based learning platform that builds skills, unleashes creativity, and engages students in collaboration and problem solving.
Gamification is the application of game-design elements and game principles into non-game contexts. Game-based learning is the leveraging of games for learning.
Minecraft is described as a "sandbox" game. This means that Minecraft is a virtual land where users can create their own worlds and experiences using building blocks. Minecraft has been described as a "game with no rules". It doesn't come with a set of instructions or stated objectives. Players can simply be creative and explore as they learn.
K–12 and higher education teachers use Minecraft Education to teach a range of subjects, including reading, language arts, writing, history, chemistry, computer science, and math. Minecraft can map lessons onto learning outcomes driven by curriculum standards.
Special features in Minecraft Education that are designed for the classroom include:
In-game coding
Formative assessment tools, such as the book and quill and portfolios
Single and multiplayer modes
Immersive Reader
Minecraft Education offers professional development, tutorials and free lessons for teachers—regardless of experience level. Join the Minecraft Educator Community, learn to teach with Minecraft, and discover activities that create deep, meaningful learning.
Teachers have access to hundreds of high caliber Minecraft lessons at their fingertips. The first step in incorporating Minecraft into teaching is to give students time to explore and build in a Minecraft world—without explicit directions. Let students open any world that appeals to them and take the time to simply wander and see what they find. This can be done independently or in a multi-player world. Allowing students who are new to the game time to explore opens their eyes and minds to the creativity, personal choice, and control available to them. It also brings a sense of familiarity to experienced users.
Minecraft: Education Edition provides teachers with tools and resources to bring it into teaching practice. It also allows teachers to share content through the game while allowing students the space to express their learning. The Minecraft Education platform encourages students to build skills such as collaboration, communication, critical thinking, and systems thinking. Teachers can set up learning outcomes with in-game features like Chalkboards, where students can learn, interact, and connect with content previously introduced via in-class instruction.
MINECRAFT EDUCAITONQUICK-START GUIDE |
3
1. Start Minecraft Education and select Play.
3. Select How to Play.
5. Start with the first tutorial: Movement.
7. Follow the instructions in the tutorial.
2. Select View Library.
4. Select one of the Start Here tutorials based on how you're playing: Keyboard or Touchscreen.
6. Select Create World.
8. To exit the tutorial, select theEsc key on your keyboard or the pause button at the top on a touchscreen. Then select "Save & Exit".
9. You will be returned to the home screen. Follow the same steps to complete the remaining tutorials.
MINECRAFT EDUCAITONQUICK-START GUIDE |
4
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Emergence of Earliest Continental Landmass
Why in News
A new study has suggested that the earliest continental landmass emerged 3.2 billion year ago instead of 2.5 billion years ago (as per the continental drift theory).
The study was conducted by researchers from India, Australia and the US.
Continental Drift Theory
Continental drift theory deals with the distribution of the oceans and the continents. It was first suggested by a German meteorologist, Alfred Wegener in 1912.
According to the theory, all the continents formed a single continental mass- Pangea and mega ocean- Panthalassa surrounded it.
Around 200 million years ago Pangaea started splitting and broke down into two large continental masses as Laurasia and Gondwanaland forming the northern and southern components respectively.
Subsequently, Laurasia and Gondwanaland continued to break into various smaller continents that exist today.
Key Points
About:
The study has challenged the widely accepted view that the continents rose from the oceans about 2.5 billion years ago.
It suggests this happened 700 million years earlier — about 3.2 billion years ago — and that the earliest continental landmass to emerge may have been Jharkhand's Singhbhum region.
Patches of the earliest continental land, however, exist in Australia and South Africa, too.
Geological similarities have linked the Singhbhum craton to cratons in South Africa and Western Australia.
Major Findings:
River Channels, Tidal Plains and Beaches:
The answer to when the first land masses were formed lay in the sedimentary rocks of the region. Scientists have found a particular type of sedimentary rocks, called sandstones.
Later on they found the age by analysing the uranium and lead contents of tiny minerals.
These rocks were 3.1 billion years old, and were formed in ancient rivers, beaches, and shallow seas.
All these water bodies could have only existed if there was continental land. Thus the inference was drawn that the Singhbhum region was above the ocean before 3.1 billion years ago.
Extensive Volcanism:
The researchers also studied the granites that form the continental crust of Singhbhum region.
These granites are 3.5 to 3.1 billion years old and formed through extensive volcanism that happened about 35-45 km deep inside the Earth and continued onand-off for hundreds of millions of years until all the magma solidified to form a thick continental crust in the area.
Due to the thickness and less density, the continental crust emerged above the surrounding oceanic crust owing to buoyancy (the quality of being able to float).
Evolution of Organisms:
The earliest emergence of continents would have contributed to a proliferation of photosynthetic organisms, which would have increased oxygen levels in the atmosphere.
Weathering of the cratons would have led to nutrient runoff, supplying the ocean with phosphorus and other building blocks for early life.
Craton are the stable interior portion of a continent characteristically composed of ancient crystalline basement rock.
Significance:
At a time when the entire world was debating about changes in climate, it is very important to understand how our atmosphere, oceans and climate came into existence and how they interacted with geological processes operating deep inside Earth to make our planet habitable.
It will allow us to link the interior of Earth to its exterior in deep time.
India has three other ancient continental fragments — Dharwar, Bastar and Bundelkhand regions. To understand their evolution the study will serve as a template for studying these other cratons.
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PDF Refernece URL: https://www.drishtiias.com/printpdf/emergence-of-earliest-continental-landmass
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AN ENVIRONMENT-FRIENDLY PLAY SPACE
Natural materials help Kids' Trek fit in with the landscape
From the tree stumps on the ground to the plants that carpet an adjacent roof, Kids' Trek is, literally, part of the surrounding landscape.
Constructing this half-acre play space was an exercise in sustainability, as builders, horticulturists and craftspeople worked to incorporate native plants from Northwest Trek Wildlife Park and local areas. They also employed realistic-looking, durable materials that fit with the environment.
In other words, no artificial primary colors or giant plastic play structures here. Instead, it's an imaginative playground that encourages exploration of and adventure in nature.
"Kids' Trek incorporates many of the things that people relish about Northwest Trek," Education Curator Jessica Moore said. "We wanted to ensure that Kids' Trek mirrors the lessons of the broader wildlife park in microcosm – in a space that's built especially for children."
Root wads dug out of Northwest Trek's Free-Roaming Area were put together by contractors and reinforced with shotcrete to form a root wad cave for investigating or just taking a play break.
One of the largest outdoor play spaces in Washington, Kids' Trek occupies a spot just inside the main gate at Northwest Trek, opposite the café. It's immediately recognized by a 12-foot-high, 22-foot-wide entry sign shaped from gnarly, cedar logs. The KIDS' TREK name lettered on the sign was fashioned from madrone branches.
In carving out the space for Kids' Trek, landscapers salvaged the plants that were removed - including more than 600 sword ferns - and replanted them around the playground.
Diseased, hazardous and downed trees were harvested from Northwest Trek's 435-acre Free-Roaming Area and turned by a local mill into some 60 benches situated around the Kids' Trek perimeter. And the
collection of branches in the children's construction zone? They were tumbled sticks from the Nisqually River.
Wherever possible, Kids' Trek features native plants, said Jake Pool, the wildlife park's horticulturist/arborist. There are more than 90 different plant species around the play area - even on the roof of the pump house next to the playground. The park's first "green roof" includes a mix of woodland and alpine plants, all reflective of the native habitats of Northwest Trek's animals.
On one side of the playground, a 100-foot-long stream cascades along rocks (all excavated from around the wildlife park), travels under a beaver lodge of tumbled branches and, upon reaching the two river otter sculptures, flows back underground, recycling back to its head. Water makes a more discreet appearance from a "weeping rock" in the toddler area, seeping into the sand to keep it moist.
Rocks used in the 100-foot-long stream at Kids' Trek came from Northwest Trek's grounds. The stream is about 2 inches deep.
That weeping rock is made of shotcrete, one of many Kids' Trek structures formed of long-lasting concrete and polyurethane coatings and meant to look like the real thing. The 13-foot-long slides with the look and texture of granite; the 20-foot-tall hollowed out tree trunk, with nets inside for climbing; the logs across the stream; even the hollowed out "Western red cedar" with a heron sculpture at the top and a burn mark along the side? All shotcrete.
The realistic charring on the huge tree was deliberate, Pool points out. It's meant to tell the story of a 1924 forest fire that swept through acreage that would one day become Northwest Trek. It also helps kids learn how devastating a fire – whether caused by a lightning strike or human carelessness – can be on the landscape. And how nature "resets" such an area and begins new growth.
And don't forget to follow the paths: Hundreds of leaf imprints and animal tracks are embedded around the grounds, prime for counting and naming. Which animal left those hoof prints? What kind of leaf is that?
"When you first walk in, you realize there are things to look for," Moore said. "We want kids to ask questions, to say, `Hey, did you see what I just found?' "
Those opportunities at Kids' Trek are virtually limitless.
#
Northwest Trek, accredited by the Association of Zoos & Aquariums, is a 725-acre zoological park dedicated to conservation, education and recreation by displaying, interpreting and researching native Northwest wildlife and their natural habitats. The wildlife park is a facility of Metro Parks Tacoma and is located 35 miles southeast of Tacoma off State Highway 161.
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Fitzwaryn 'Pathway through life' Curriculum
At Fitzwaryn, we believe that having a career path is important for all our pupils. Therefore, it is part of our responsibility at Fitzwaryn to help reduce the barriers that our pupils have in gaining some form of employment/Further Education after they finish school. As a result, we understand the importance of ensuring our pupils have a considered pathway for life after school. A comprehensive careers programme, embedded in all areas of school life, is key to the success of our pupil's gaining independence and developing their employability skills. Support, advice and guidance is provided throughout discussions at EHCP reviews from Year 9 onwards. Different pathways into further education and employment are explored.
The school's careers programme embraces the eight Gatsby Benchmarks of Career Guidance:
1. A stable career programme
2. Learning from career and labour market information
3. Addressing the needs of each pupil
4. Linking curriculum learning to careers
5. Encounters with employers and employees
6. Experiences of workplaces
7. Encounters with further and higher education
8. Personal guidance
This overview shows how we start preparing our pupils for adulthood right from the early stages of being at Fitzwaryn. Everything within this careers programme helps us prepare our pupils for society and enable them to access it as independently as possible. This curriculum is sequential so that pupils can revisit prior learning to consolidate and build on what they know. Every term, each Key Stage has a focus Skill from the Skills builder essential skills list. Classes will relate all work they complete to these skills, and pupils will share how they have shown these skills within weekly assemblies. Classes will display the skill they are working on, and it will be embedded across the curriculum.
Throughout their time at Fitzwaryn, pupils engage in a range of activities to ensure that they are well informed and can play an active part in determining their future pathways either at Post 16 or Post 19. As with all areas of learning within our school, these opportunities and activities are presented to pupils on an individual basis, that takes account of their individual needs and abilities. The school ensures that every pupil has the opportunity to access a range of independent advice and guidance to help them to understand their choices when they reach Post 16 and again at Post 19 where appropriate.
Key Stage
Pathway through life (Careers Education) Focus
Key Stage 4 Years 10 and 11
- Joining in with older learners carrying out vocational activities in school.
- Lessons linked to their interests.
- Employer Encounters once a year.
- Pupils continue to develop their independence across the school day.
- Provider Encounters x2
- Pupils develop their social skills and have the opportunity to join extra-curricular activities e.g. Choir
- Increased participation in the full range of on-site work related learning activities including student enterprise
- Support from Job Centre for Schools to develop understanding on processes involved in searching for and finding a job. Including developing CV's, interview techniques and applications, where appropriate
- Visits to skills and employment fairs
- Open awards qualification linked to building independence and employability skills
- External work experience
- EHCP transition reviews
- Supporting pupils with transition from school to appropriate further education
- Travel training
- Pupils follow PAT module – "Getting a job"
- Pupils use the local Labour Market Information to make some decisions about their futures
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Successful Learners
Areas of Learning
As Geographers we will be learning about Antarctica and what it is like to live there. We will learn about the different animals that can be found there. We will also compare and contrast this environment to where we live now.
As scientists we will be learning about plants and how they grow and linking this to healthy eating and the 5 Ways to Wellbeing.
As Mathematicians we will be concentrating on finding halves and quarters of shapes and then knowing numbers up to 100: understanding how to put the numbers in order from largest to smallest and vice versa.
As caring citizens we will be continuing our pledge to recycle paper and helping our friends in Reception to recycle plastic too.
How is the UK similar and different to Antarctica?
Christian Values
We will be thinking about the value of respect. How we respect ourselves, our belongings and our environment.
Building Learning Powers
We will be focusing on becoming more collaborative with the other children in our class. We will aim to show empathy and understanding to others by linking this to our RE learning.
Spirituality
We will be encouraging curiosity of another continent which is so different to ours and devising questions that we can send to someone who works at a research station.
Successful Learners
Areas of Learning
As readers, we will be reading a book called "The Emperor's Egg" and using this to find out information about Antarctica and then using this to extend our writing.
As design technologists we will be practicing how to join two pieces of material using the running stitch.
As information technologists we will be using code to write an algorithm to create a computer programme.
As Musicians we will be using the glockenspiels to practice playing a tuned instrument.
In Religious Education we will be learning about how the Bible is in two parts, the stories reveal Christian belief about Jesus and when people met Jesus or heard his stories, they changed their behaviour.
ST GEORGE'S CE PRIMARY SCHOOL
I can't believe we are in our final half term in year 1 …
PE – Please can you make sure that your child brings their PE kit in school if it's not here already. If your child has outgrown their kit, please can you replace it with what is needed. We will be having our PE session on WEDNESDAYs with the sports coach.
Reading Books/Library Books – our library day is still Tuesday, so all children will have a chance to visit and swaps their books. If you know you have a library book at home, please can you return them – thank you.
Water bottles – the children are loving having their very own water bottles to drink throughout the day. As the weather is hopefully getting warmer, the children's water will be topped up during the day, so they will never go without.
HOMEWORK is sent out every Friday to be in for Wednesday the following week! If you want to take photographs and send them to me so I can show the class on the big screen, then that would be brilliant – here's my email address firstname.lastname@example.org
Website – don't forget to look at our class page on the website so you can see all the learning we do in school!
Forest School – the children will have their Tuesday Forest Schools sessions again – they will be doing this every other week.
Thanks for your support – you have all been fantastic!
Mrs Strafford, Mrs Khatun, Mrs Finch and Miss Finch (Year 1 team)
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Girl Scout Silver Award Checklist
Check items off your list once you have completed them. When you've checked off all the items from each section and received approval from your troop leader or council, you're ready for the next section!
Prerequisite
I am a registered Girl Scout Cadette (in grades 6–8).
I have finished a Cadette Journey, including the Journey's Take Action™ project.
I know that I need to finish my project and submit paperwork by September 30th after 8th grade is completed.
I know the Silver Award Take Action project's required elements are 1. Practicing leadership; 2. Addressing a root cause of a community issue I care about; and 3. Creating a plan to make my project sustainable.
I have completed Silver Award training from my council. (This is highly recommended if available.)
I have reviewed the Cadette Workbook for Earning Your Silver Award.
I am excited to get started!
Project Proposal
I developed a title for my project.
I provided information about myself (solo model) or myself and up to three other Cadettes (small team model) and additional adult resources.
I provided the name of the completed Cadette Journey and completion date.
I answered the Journey reflection questions to remember the lessons learned from the Journey's Take Action project.
I decided my project's expected start date and expected completion date.
I researched an issue I am passionate about and identified at least one root cause that is based on a need in my community.
I have identified my target audience (who is going to benefit).
I have identified and engaged experts and others in my community who might be able to help with my project or have knowledge of how my project issue affects my community.
I have described my plan to address my issue's root cause and make my project sustainable by using one of these three methods:
Create a permanent solution that can be used after the project is complete.
Educate and inspire others in the community or within Girl Scouts to be part of the change.
Advocate to change a rule, regulation, or law and encourage others to join.
I have worked with my team (if applicable) to identify all team members' leadership roles, which are all different and will each take approximately 50 hours of work.
I have reviewed my plan and confirm my project is Take Action and not Community Service.
I have listed potential supplies needed and estimated costs.
I am aware of my local council's requirements for any of my project's donations, money-earning activities, or the use of troop funds.
I am aware that each individual team member should spend approximately 50 hours on the project and maintain a Time Log.
Optional: I've identified how I would try to make my project measurable by making a goal to measure the project's success.
Optional: I've identified how I would try to make a national and/or global link.
I have worked with my team (if applicable) to complete all fields on this form, including all questions, lines, and signatures.
I have worked with my team (if applicable) to develop and submit one Project Proposal.
Girl Scout Silver Award Checklist | 1
Girl Scout Silver Award™ Checklist
Check items off your list once you have completed them. When you've checked off all the items from each section and received approval from your troop leader or council, you're ready for the next section!
Final Report
I have updated my Project Proposal responses, sharing my project results—including what I did, how my project went, and what my team (if applicable) and I accomplished (Section 1).
I have submitted a Budget Worksheet,* which has a record of the funds raised (donations, money earned, and troop funds) and spent, including
how they were spent. I've also provided any additional council-required documentation related to money-earning activities (Section 1).
I have identified how I let others know about my project and the impact it had (Section 2).
I have provided copies of photos, videos, flyers, or other evidence that documents what was accomplished (Section 2).
I have submitted a Time Log* of my hours. Each Cadette should spend approximately 50 hours working towards the Silver Award (Section 3).
I have included my reflection on this experience and how it has prepared me to pursue the Gold Award (Section 3).
I have worked with my team (if applicable) to complete all fields on this form, including all questions, lines, and signatures.
I have worked with my team (if applicable) to submit one Final Report, which includes individual sections that each team member completed on their own.
I have submitted the Final Report no later than September 30th after finishing 8th grade.
*Other formats are acceptable for Time Log and Budget Worksheet
© 2023 Girl Scouts of the USA. All rights reserved.
Girl Scout Silver Award Checklist | 2
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Successful Learners
Areas of Learning
As readers we will continue to apply Phonics to develop our fluency. We will aim to develop more sight reading and build up more comprehension when reading larger texts independently.
As scientists we will be learning about germs and healthy eating. We will be thinking about the different groups of food we eat and learning to label them in the correct food groups.
As mathematicians we will begin to learn about statistics with the different ways we can represent data. We will also be learning about position and direction and how to use the correct words to describe movement.
As artist
We are trying out new techniques with various different tools and paints to create different marks and prints.
In Religious Education
We will be learning about the story of ascension and importance of Jesus coming back to earth.
Would you like to live beside the seaside?
Christian Values
The value this half term is RESPECT and we will explore why this is such an important value. We will learn how to be more respectful people within our class. Children will think about themselves and how they can become more respectful and how they can do this.
Spirituality
We will be encouraging curiosity and enquiry of another environment which is so different to ours and devising questions that we can send to someone who lives at the seaside.
Building Learning Powers
Distilling
We will work on our distilling skills by looking at different pieces of evidence and pulling out the essential information we will need. We will be using our noticing skills and making links to our other history learning and discussing similarities.
Questioning
We will be concentrating on our questioning skills and then distilling the information found to help us answer these questions by choosing the most appropriate sources.
Successful Learners
Areas of Learning
As geographers We will think about the beach and how it is different to life in the city. We will compare and observe physical and manmade features. We will think about the different environments we have observed, and we will be answering the question "would you like to live beside the seaside?"
As writers we will research and plan our writing to use key vocabulary to explain and describe the knowledge we have discovered, we will be working creating our own story from a retell of a book.
As information technologists
We will be using computers to help us learn how to research and gather facts about Southport to help our understanding of what is different to Hyde.
As musicians we will be chanting rhymes and learning a new song along with some rhythmic handclaps.
Meta-Learning
We will be talking about what skills we already have and what skills we need in order to complete our tasks, becoming more aware of our own strengths and weaknesses to improve our learning.
Welcome back to school
Welcome to the Summer Term and our final term in Year Two! If there is anything that you need, please feel free to see me and Mrs Clegg before or after school most days at the year two entrance.
Home Learning
Home learning will be set every Friday and is to be returned no later than Wednesday. Please support and check your child's homework as much as you can. Some of the tasks may require your support and collaboration.
Home learning is extremely important to support and embed learning and it would be helpful for you to check this with your child and understand how and what they are learning.
Reading
Please make sure your child has their reading book in school every day and returns their library book on Thursdays. It is extremely important that children read every day at home for at least 10 - 15 minutes to develop a good fluency and understanding. Help by asking them questions and encouraging them to respond to their reading.
PE
Please make sure your child has a full (named) PE kit in school including pumps or trainers so that it is readily available for lessons. Our PE will be on Wednesdays this half term.
Thank you for your continued support,
Mrs Potts & Miss Cokayne
St George's CE Primary School
Information
YEAR 2
Summer Term 2 2023
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Successful Learners
Areas of Learning
As mathematicians we will use scales, measure mass in kilograms and grams and compare mass. We will use pounds and pence, convert pounds and pence, add money, subtract money and find change.
As information technologists we will sort objects using just YES/NO questions. We will complete a branching database using 2Question. We will create a branching database of the children's choice.
As historians we will explain own views about locations, giving reasons. We will use maps, atlases, globes and digital/computer mapping to locate countries and describe features. We will use fieldwork to observe and record the human and physical features in the local area using a range of methods including sketch maps, plans and graphs and digital technologies.
In R.E we will know key stories in the life of David, we will know that David is a key figure in the Old Testament, and we will know that Christians believe that the nature of God is revealed in the Psalms. We will identify values that I think are important, we will connect values and Christian beliefs to events and teaching in the bible. We will ask important questions about the stories of David.
Why would you visit Hyde?
Christian Values
This term in school we are exploring the value of Respect.
Respect – We will learn the importance of treating others with respect. We will discuss practical ways that we can acknowledge the worth of others and showing them respect regardless of our differences.
'And as you wish that others would do to you, do so to them.' (Luke 6:31)
Spirituality
Whilst exploring our local area, we will become self-aware and empathise with the experience of others in the school and wider community. We will also appreciate beauty in our surrounding areas.
Building Learning Powers
This half term we are going to be more reflective learners. In particular, we are going to stretch our reasoning muscle and give reasons for our thinking. We will gain confidence in expressing our ideas and being able to explain our answers to our friends. By stretching our reasoning muscle, we will work more systematically.
Successful Learners
Areas of Learning
As writers we will be studying different books and writing our own narrative from these as well as other genres. We will study author's skills and techniques and use this information to improve our own writing. We will focus on maintaining the correct tense throughout a piece of writing.
As readers we will continue to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference or textbooks and read books that are structured in different ways and read for a range of purposes. We will recommend books that we have read to our peers, giving reasons for our choices. As scientists we will explore rocks in the local environment, we will explore gravestones and how they differ and we will explore the nature and characteristics of different rocks. We will explore soil and make fossils from dog biscuits. As designers we will generate and develop realistic ideas. We will order the stage of making. We will investigate and evaluate shell structures, and construct strong, stiff shell structures.
Dear Parents,
What a year we have had so far! The children have worked extremely hard and we can't wait to stretch our learning muscles even further in our final half term.
Reading
Your child will be given a reading book to take home as well as a reading book which is kept in school. Your child should be reading daily at home and recording it in their diaries. In school they will take part in daily reading sessions within their English lessons.
Homework
Homework will be sent home on a Friday and is to be completed by the following Wednesday. This will link to work we have done in class, but children may need your support. Please also remember that reading and times tables need to be practiced regularly.
PE
We will be doing PE on Wednesday each week. The Wednesday session is with the sports coach. Please remember to keep your PE kit in school so that it is available for lessons. Could you please check that your child's PE kit has their names in all items to reduce the chance of loss. We still do PE lessons outside in winter so your child may wish to bring a warmer top or tracksuit bottoms to wear in these lessons too.
Chess
We are lucky to be having chess lessons this half term on a Tuesday afternoon. The children will be taught by an expert which is a brilliant opportunity for them to learn a new skill.
Times Tables Rock Stars
Please encourage your child to practice their times tables on Times Tables Rock Stars! If there are any log in issues, please let me know.
Earrings
Please remember that earrings are not part of our school uniform, and they should not be worn in school.
Thank you for your support, please feel free to come and see me if ever you have any queries or concerns or you simply want to discuss your child's progress.
Miss Shaw
St George's CE Primary School
Information
YEAR 3 Summer Term 2 2023
Name:
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Statement of Dr. Yossi Inbar Director-General
Ministry of Environmental Protection, Israel to the Round Table on Sustainable Consumption and Production of the 18th Session of the Commission on Sustainable Development May 2010
Madam Co- Chair, Honorable Ministers, Distinguished Delegates,
Ladies and Gentlemen;
It is my honor and pleasure to take part in this round table on sustainable consumption and production, a significant subject that ranks high among the priorities of the international community.
Following Prof. von Weizacker's comments I would like to elaborate on
Israel's' experience in water management. Since the establishment of our state, 62 years ago, we are facing a chronic water shortage. As a result we
have become world leaders in water technologies. Just to name a few:
drip irrigation, desalination of marginal & sea water & treatment of waste water to a level which enables us to reuse them in agriculture for all
crops. Currently we are reusing >70% of our wastewater in agriculture.
Our efficient agriculture results in the highest yield per unit of water &
land. We are ready to share our experience & knowledge with all of you.
In 2003, the Government of Israel began enacting a comprehensive policy related to the principles of sustainable development. Since that landmark
event, we have taken major strides forward, yet we also recognize that much remains to be done. We remain committed to shrinking the gaps between rhetoric and reality by introducing the best available technologies to our industries, implementing integrated pollution prevention and control programs, and most importantly, raising awareness of sustainable consumption and production practices.
In December 2009, a Green Government initiative was approved by our cabinet. The decision mandated the government to lead by example on the issue of sustainable development. As such, the government set measurable targets to reduce paper, electricity, disposable beverage containers consumption. At the same time, the decision gives preference in government tenders for vehicle purchasing to low polluting, low fuel consuming vehicles. This reinforces an earlier government decision on green procurement, which calls for the incorporation of environmental criteria into the public procurement of several products and services. These government decisions are expected to encourage environmentally friendly production by manufacturers, to create a market for green products, to conserve natural and energy resources and prevent pollution, and to increase public awareness of the importance of sustainable consumption.
In parallel to "greening" our government, we are making major efforts to green our schools, from kindergartens to universities. In this regard, we have a positive effect on the next generation of Israelis through curricula that teach students about sustainable development and the environment, as well as programs that encourage concrete action on behalf of the environment and the community, especially in terms of conservation of resources and minimization of waste. Side by side with these efforts, the Ministry of Environmental Protection, local governments and "green organizations" are raising public awareness of sustainable lifestyle patterns which will permeate all sectors of society.
It is my hope that we will emerge from this round table as agents of change for sustainable consumption and production practices in our respective countries and around the world.
Thank you.
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Grace Covenant Presbyterian Church Community Garden 798 Merrimon Avenue, Asheville, NC
The Community Garden, begun in 2010, is a three-season garden, tended spring through fall. Vested volunteer gardeners both from Grace Covenant Presbyterian and from the surrounding community cultivate the garden. They are led by the Garden Manager, a part-time staff member of the church, and the garden Steering Committee, which includes four Team Leaders. Volunteers are organized into 4 teams, each working every other week either on a Wednesday or Saturday morning. About 80-90% of the vegetables we produce are shared with community organizations that distribute food to those unable to afford fresh vegetables and in need of nutrition. The Garden Steering Committee meets yearly to plan and problem solve for the upcoming season. Vegetables we grow include collards, cabbage, carrots, lettuce, spinach, kale, chard, broccoli, cucumbers, squashes, tomatoes, peppers, turnips and many others.
Some of the community organizations that receive and distribute our vegetables:
YWCA Youth Transformed for Life Western Carolina Rescue Ministries Loving Food Resources YMCA of WNC
Basic Facts about Grace Covenant Community Garden:
*We cultivate our community garden "farm style". We plant crops with the same growing requirements either in full beds or in blocks within beds. This planting practice facilitates three-season growing and ease of weeding and nutrient management. Crops are not interplanted or mixed with competing crops. Beds are rotated with crops from different plant families at least every year for pest and disease control.
*We base our crop selection on the needs of our partners and their clients as well as which varieties typically produce healthy and high-yield fruit in our area. We survey our partners yearly to ensure we are meeting their needs.
*Seeds are purchased from independent seed farms, such as Johnny's. Vegetable plant starts are typically purchased from Banner Greenhouses (Bonnie), though plants are sourced more locally when available. We select varieties that have demonstrated disease resistance or tolerance. Organic seeds and plants are used when available, and no GMO seeds are used.
*We practice Integrative Pest Management as much as possible at the direction of the Garden Manager. May - October, when necessary and all other options have been
exhausted, we treat our plants for disease and insect pests using low-spray methods and primarily organic pesticides. Later in the season, we sparingly use some preventative/protective fungicides on tomato plants. We follow all label instructions. We do not use herbicides. Garden volunteers and community members should refer to the kiosk sign for "no harvest days" due to spraying.
*Soil tests are performed every year, and some commercial fertilizer is applied according to test results at the end or beginning of the season. Organic fertilizers are used when possible. We follow the guidelines of the Southeastern US Vegetable Crop Handbook written by the SE Agricultural and Land Grant Colleges and Universities. We apply liquid fish fertilizer, micronutrients and beneficial microbes for ongoing nutrition throughout the season. Finished compost is also applied to each bed once a year.
*Garden volunteers may harvest for their family table during regular team harvest times and at other times convenient for them. Crops generally benefit from frequent harvesting as they mature. Gardeners should refer to the kiosk sign for crop harvest instructions on days they are not with their team.
*Each team has a Team Leader who works with the gardeners to coordinate the activities for each garden work day from the direction of the Garden Manager. Team Leaders are responsible for communication with their team, delegating tasks for each work day, and ensuring the produce is delivered to their corresponding partner.
We partner with Compost Now to receive free finished compost for the garden. Our neighbors send their food scraps to Compost Now to be turned into black gold compost. The neighbors tell Compost Now that instead of receiving the finished compost back, they would like the finished compost to be donated to the GCPC garden. This is an incredible resource for us to receive. Go to Compost Now to sign up for this program and help us receive more free complost.
We partner with our neighboring McDonald's to compost and use their coffee grounds in the garden—a McDonald's business practice toward sustainability and reducing waste. Mc Donald's generously purchased the large-wire composting bins. "Composting with coffee is a great way to make use of something that would otherwise end up taking up space in a landfill. Composting coffee grounds helps to add nitrogen to your compost pile." Click here to learn more about composting with coffee grounds.
Interested in knowing more or joining one of our garden teams? Please contact:
Allison Kiehl GCPC Community Garden Manager firstname.lastname@example.org
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Learning Challenges
Engage
We will explore sand, water, pebbles, seaweed, drift wood, shells and fish to find out more about what you can find at the beach.
Develop
To continue with our learning journey, we will use different texts, observations, videos and games to find out more about what you can find at the beach. The text Hooray for Fish! Will help to develop children's descriptive vocabulary. The stories Sharing a Shell, Someone Swallowed Stanley and Commotion in the Ocean will teach us about the different creatures that live in the sea.
We will read and learn a range of simple seashore songs, poems and rhymes.
We will use sand, shells and pebbles to create our own structures, patterns and artwork. We will look at video footage of different sea creatures and see if we can imitate the way they move.
Learning Challenges
Innovate
Use all the things that we have learnt about the beach to plan our own beach at school and think about what we will see on our beach visit.
Express
We will use the text Grandma's Beach and create a real Grandma's Beach outdoors (sand, water in paddling pools, towels, bikes as donkeys, ice cream etc).
We will be continuing our courageous advocacy journey into helping creatures flourish in our world by sharing with the rest of school the reason that plastics should be recycled.
We will visit the beach We will think about: what we need to wear and take with us? What will we see at the seaside? What we'll find at the beach? What games we could play?
BUILDING LEARNING POWERS – how to make our brains grow!
Empathy
Questioning
Empathy Emma will be helping us to think about how other people are feeling.
The Questioning Queen will help us to ask questions to find out information.
CHRISTIAN VALUES
Respect: We will think about how we can show respect to others by putting them first.
Spirituality – Exercise imagination and creativity, appreciate beauty in the world and be alive to experiences of awe and wonder.
Foundation Stage
What can I find at the beach?
Nursery Reminders
You can help your child to achieve their best and enjoy their learning by;
* read their library book with them. Bring it back every Monday so they can borrow a new one.
* practice our words of the week and do the suggested talking activities.
* talking with your child about what they have done at school.
* encouraging them to be independent. To prepare them for Reception get them to put on and take off their own uniform when getting dressed.
* helping them to write their name independently.
* counting objects up to 10 and then beyond. Spotting and recognising numerals around them.
* trying new activities and challenges with them, encouraging them to show perseverance through trying and trying again.
Thank you for your support
The Foundation Stage Team
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How to Cope with Change
Written by Mrs. Beutel, MA, LPC Catholic Charities Counselor
Change. None of us is a stranger to it. As Benjamin Franklin stated, "Change is the only constant in life." Despite our familiarity with change, it can still catch us off guard and catch us by surprise. In recent months, we have all been faced with the challenge of how to cope with the changes brought on by the pandemic.
As students, you have dealt with the sudden change of going from receiving your education in a school building to in your home. Many students have struggled to adjust to this change for good reason. Spending so much time at home can lead to boredom, increased conflict with family members, sadness about not being able to see friends, grief over cancelled school activities, and in-home distractions leading to procrastination on schoolwork and possibly even suffering academic performance.
Adjusting to these changes involves learning how to cope with your emotions elicited by the changes. Some emotions you may be experiencing include anxiety, overwhelm, disappointment, sadness, boredom, and grief. Below are strategies you can use to cope with your emotions:
* Problem-Solving: For problems within your control to change, solving your problems is often the best way to feel better emotionally. Here are some steps you can take:
1. Identify the problem.
2. Brainstorm solutions to the problem.
3. Ask a trusted other for additional solutions (options).
4. Evaluate your options.
5. Decide on the best solution.
6. Determine how to implement the solution.
7. Implement your choice.
* Use a skill called "emotional self-validation," which has three steps:
- Acknowledging your emotion . "I feel sad."
- Allowing your emotion . "It's okay to feel sad."
- Understanding your emotion . "I understand why I feel sad given that I miss
my friends."
* Practice a deep breathing exercise.
1. Breathe in deeply from your stomach for 4 seconds.
2. Hold your breath for 4 seconds.
3. Exhale for 6 seconds.
4. Repeat until you feel a sense of calm.
* Listen to or play calming music.
* Do artwork or make a craft.
* Take a hot bath or shower.
* Talk to a trusted and supportive person in your life about your thoughts and feelings.
* Pray and meditate on Scripture.
* Focus on a calming scene in your mind or in a picture or photograph.
Engage your five senses to more fully experience the scene. For example, imagine a beach scene:
- Vision: What do you see? The sand, ocean, seagulls...
- Hearing: What do you hear? The waves, wind...
- Taste: What do you taste? The salt from the seawater…
- Smell: What do you smell? The aromatic sea air…
Touch: What do you feel? The sand beneath your feet, the hot sun on
- your skin…
* Use soothing self-talk.
- "I'm okay."
- "I know I can get through this because I have gotten through other difficult times in my past."
- "I'm choosing to be kind and compassionate towards myself just like I am towards my friends."
- "Even though I am struggling with ___________, I still completely and deeply love and accept myself."
* Show an act of kindness.
- Call a friend to encourage him or her.
- Write a thoughtful note to a family member.
- Send a card to someone you know in a nursing home.
* Do something fun!
- Call a friend.
- Watch a funny movie.
- Play games with your friends online.
- Video chat with a group of friends.
What would you add to this list? Consider making a list of your favorite coping strategies to reference when you feel emotionally distressed. This list can be helpful given that we often forget what can help us when we initially experience a change in our lives. Think of the list as your coping skills toolbox to carry along with you throughout your life as you adjust to changes big and small. And remember that you can cope with life's stressors and come out stronger on the other side.
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Successful Learners Areas of Learning
As geographers we will be learning about sustainability and how we can make a difference to our world. We will research alternative energy sources and see which country is the biggest polluter.
As scientists we will be investigating electricity and working practically to design and make circuits.
As mathematicians we will practise our times tables (including the inverse facts) and try and improve our speed of recall ready for our Government Times Tables Test. We will also look at shape, statistics and time.
In PSHE we will be looking at how we can be good citizens and how we can make a difference by the smallest act of kindness.
In art we are learning about the artist Trevor Grimshaw who was a local artist. We will be imitating his style of landscape drawings using a selection of art materials in monochrome.
How can I be a good citizen of the world?
Christian Values
Thankfulness, Honesty, Love, Hope, Forgiveness, Compassion, Friendship, Trust.
We will be learning about respect. We will explore this value in our collective worship and during our learning challenge as we think about what being a good citizen means and how we can show respect to our world. We will learn about courageous advocates who have made a difference and learn to be more like those.
Building Learning Powers- Reciprocity, Resourcefulness, Reflectiveness and Resilience
We will be resourceful as we make links with our learning and the new information given and learn in a variety of ways from experience, different media and looking at courageous advocates around the world. Children will show resilience as they consider how they can improve their sustainability at home.
Character development - Spirituality
We will be guided by our beliefs and be willing to stand up for these. When we look at ways of preserving our world, we will appreciate the beauty of creation with awe and wonder. We will consider WWJD? as we write our final speech at the end.
Successful Learners Areas of Learning
As readers and writers, we will continue to develop our comprehension and vocabulary in all areas of reading and writing in a range of genres both fiction and non-fiction. We will finish the novel 'Krindlekrax' and look at the characters and how they deal with problems in life.
As information technologists we
will learn to use the chrome books to create animations. They will transfer skills from paper to the screen to make an object move and create backgrounds.
In Religious Education we will think about the ways in which we can make a difference and make the world a better place.
In PE (Physical Education) we will learn how to develop our athletic skills as we try to achieve our personal best at hurdles, running, speed bounce and relays. We will also continue learning how to play cricket and develop our fielding and batting skills too.
IMPORTANT NOTES
We cannot believe that this is the last half term this year! Where has it gone?
We are off to the Recycling Centre in Sharston on Tuesday 20 th June which is a great trip. Normal school times and uniform will be required.
We will be taking part in the Government Multiplication Tables Check this June and answering 25 questions online based on times tables up to 12X12. Pupils will have 6 seconds to complete each question, so it is quick! Please encourage your child to practise regularly at home so they can achieve results which they are capable of getting.
HOMEWORK
Homework will be handed out each Friday and should be returned the following Wednesday. Please support and check your child's homework as much as you can and please sign it each week.
READING
Please make sure your child has their reading book in school every day and returns their library book regularly.
PE
Please make sure your child has a full PE kit (named!) in school including pumps or trainers so that it is readily available for lessons.
Thank you for all your support this year- you have been brilliant!
Mrs Twinn and the Year 4 Team
St George's CE Primary School
Information
YEAR 4
Summer Term 2 2023
Name:
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Here Is Hair
GOALS
Comprehension
Reading strategies: Ask students, "What are some of the things that good readers do?" Model how to use picture, print and contextual cues.
Vocabulary
High-frequency Words: is, here, a, some, are Content Words: hair, mirror, chair, clippers, bear, scissors, everywhere, more
Phonemic Awareness
Recognise and produce words that begin with the same sound: /h/
Phonics
Letters and Sounds:
h
Words to Blend and Segment:
hat, ham, hop, had, hid
Fluency
Choral reading with students pointing to the words as they are read.
Before Reading
* Read the title to students. Discuss the meaning of here and hair. Read the names of the author and illustrator. Discuss their roles.
* Help students to use the title and cover illustration to make predictions about the story.
* Together look at the cover picture. Discuss what is happening in the picture. Look at the title page illustration. Ask: What is happening here? How is it different to the cover? What do you think might happen in the story?
* Talk/walk through the pictures. Discuss what is happening on each page. On page 14, students predict the ending.
Reading the Text
* Read the title together. Model how to use picture, print and contextual cues. On page 2 discuss what is happening in the picture. Ask: What is the gorilla holding? What letter does mirror start with? Get your mouth ready to say mirror /m/. Locate the letter that has the /m/ sound. Read the words together: Here is a mirror. Does the sentence make sense? Does it sound right? Does it match the picture? These are the checks (questions) good readers ask as they are reading.
* Follow this pattern for each page up to page 14, discussing the picture and reading the words together.
* Review the predictions for the ending made earlier, then turn the page to reveal the ending. Have students discuss what they see in the illustration. Read the text together.
© Wendy Pye Publishing Ltd
After Reading
Invite students to discuss the story. Prompt if needed.
* Discuss the ending. Is this what students predicted? Do you think the bear was happy with the haircut? How do you know?
* Reread the story together. Notice the rhyming words. (hair, bear, everywhere, chair)
Phonemic Awareness
* Recognise and produce words that begin with the same sound: /h/ Hear the beginning sound in hat and had. Students say the words slowly emphasising /h/. They think of other /h/ words and say them, ham, hop, hair, hid.
Phonics
* Discuss the name and sound of the letter h. Write cvc words ham, hat, had, hop and hid on the board to practise blending and segmenting the sounds together as a group.
* Hear the sounds in hat /h/ /a/ /t/. Say them separately, then blend together slowly, hat.
* Illustrate using alphabet letters h, a, t, touching them as the sounds are made for the word hat.
Word Study
* Talk about the words is, here, a, some, are. Print the flash cards from the inside front cover.
* Read them together. Ask students to locate here, are and some in the text.
* On a piece of paper, students draw a picture from the story. They write the words: Here is/are – a/some__________. They find and write the missing words in the story and read their sentence to a partner.
* Discuss how is/are are used for one or more than one thing. Discuss hair/here. Some words sound the same but are spelt different and have different meanings. Practise using these in different examples, e.g. Here is my hair. I brush my hair. Come over here.
Fluency
* Students choral read the story pointing to the words as they are read. Then they read the story to a partner.
Writing
* Have students write a new story using the same pattern, e.g. "Here is/are – a/some __________ __________ . (e.g. apples, bananas, orange, pear) Students write the story and illustrate it.
Home/School Link
Take the book home and any related activity done in class to share with family.
© Wendy Pye Publishing Ltd
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Tuberculosis （TB） is still present
in Japan.
Number of newly registered patients with TB （2023） Number of newly registered patients with TB （2023）
Estimated death toll （2023） Estimated death toll （2023）
1,587
10,096
For the early detection of TB
If you have a cough or phlegm lasting two weeks or more, or if you experience a persistent mild fever or fatigue, seek medical attention as soon as possible.
ORGANIZER
SUPPORT
Prevent Common respiratory infections
Seasonal flu
COVID-19
Bacterial pneumonia
Etc.
To prevent respiratory infections
Effective infection control measures include good ventilation, hand washing, hand disinfection, and wearing a mask.
Q & A about tuberculosis （TB） and respiratory infections
Q1
How is TB transmitted?
TB spreads through small droplets containing TB, released into the air when a person with advanced TB
coughs or sneezes. Others can get infected by inhaling these small droplets (airborne transmission). Symptoms like a persistent cough, phlegm, mild fever, and fatigue, can be subtle in the early stages, especially in the elderly individuals. If you have a cough or phlegm lasting two weeks or more, or persistent mild fever or fatigue, seek medical attention promptly.
Q
2 What do I need to be cautious about in my daily life?
Regular health checkups, including chest X-rays, are crucial for early detection of TB. Early identification allows effective treatment, reducing the risk of severe illness and preventing the spread to others.
Q 3 Can TB be cured by treatment?
Yes, TB can usually be cured with a course of multiple anti-TB medications over 6 to 9 months. It is crucial to follow your doctor's instructions and complete the full course to avoid drug resistance and ensure effective treatment.
Q 4 What kinds of respiratory infections are there?
Common respiratory infections include diseases such as COVID-19, seasonal flu, RS virus infection, and bacterial pneumonia. They often spread through droplets from coughs or sneezes.
Q5
How can I prevent respiratory infections?
Effective infection control measures include hand washing and cough etiquette. Wash your hands frequently, especially after being outdoors, before and after cooking, and before eating. Cover your nose and mouth with a mask, tissue, handkerchief, or sleeve when you cough or sneeze.
National immunization programs for COVID-19, seasonal flu, and pneumococcal infections are available for people at higher risk, including the elderly and those with pre-existing medical conditions. Contact your local health department for more details.
ORGANIZER
SUPPORT
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MESSAGE OF THE EXECUTIVE SECRETARY OF THE CONVENTION ON BIOLOGICAL DIVERSITY CRISTIANA PAŞCA PALMER
on the occasion of
WORLD ENVIRONMENT DAY
5 June 2017
'Connecting People to Nature'
Reconnecting ourselves to nature is sometimes easier said than done. Many of us live in cities full of concrete and use devices such as smartphones and laptops that, while connecting us to other people, often serve to disconnect us from the simple wonders of the natural world.
And yet, several recent studies have concluded that those who are more connected to nature experience greater positivity, vitality and life satisfaction compared to those less connected to nature. A number of studies link biodiversity exposure to improved health and wellbeing.
That should not come as a surprise. Biodiversity matters for a lot of reasons. It matters for livelihoods. The evidence is clear on that. Biodiversity and healthy ecosystems provide the essential goods and services necessary for human survival. This includes food security, dietary health and resources for medical research. Biodiversity matters for our future.
For this reason, the United Nations General Assembly has, since 2009, adopted nine consecutive resolutions on Harmony with Nature. The core of this worldview recognizes the intrinsic value of nature, and the necessity to promote harmony with nature in order to achieve a just balance among the economic, social and environmental needs of present and future generations.
In light of rapid biodiversity loss over the last decades, achieving this balance becomes especially important. Maintaining the essential services that biodiversity provides requires immediate action and the collective engagement of all parts of society – governmental agencies, non-governmental organisations and the private sector alike. Biodiversity conservation is a pre-condition for achieving sustainable development. Accordingly, biodiversity needs to be integrated into all sectors and across sectors and be part of our mainstream political discourse.
People also depend on biodiversity in ways that are not always apparent or obvious. We know that human health ultimately depends on the ecosystem products and services – fresh water, food and fuel sources – required for human wellbeing and productive livelihoods. But a healthy biodiversity also provides us with a variety of social benefits, such as tourism and recreation. Thus it is intuitive that biodiversity and human wellbeing should be part of any conceptual framework that informs sustainable development.
On a recreational level, nature can offer us a respite from our hectic lives. A chance to unwind and reenergise. Protected areas, such as national parks, nature reserves and marine sanctuaries play a crucial role in maintaining a healthy environment for both people and nature.
email@example.com www.cbd.int
To that end, Canada, the official host of the 2017 World Environment Day celebrations, is offering citizens free access to their 46 national parks for a year to encourage them to 'connect with nature.'
The cornerstone of biodiversity conservation, protected areas are critically important. They provide valuable goods and services that contribute significant benefit to national economies. They contribute directly to the livelihoods of many of the poorest and most vulnerable people. They are also vital to the cultures and livelihoods of indigenous peoples and local communities.
Many protected areas are 'biodiversity hotspots'. These areas are especially rich in endemic species and particularly threatened by human activities, and are crucial for slowing the downward spiral in the populations and variety of animals and plants. In many cases, they are also ideal places for hiking, fishing, or simply relaxing and enjoying the wonders of nature.
But, whether you live near a national park, a forest or a green space in the middle of a city, this day implores us all to go outdoors. Personal connections with the natural world are powerful. And, there are many simple things that we can do to enhance our surroundings and preserve our environment. For example, we can gather friends together and spend a few hours picking litter off a beach or a city park. Regardless of what we do, by exploring our natural environment, we learn to fully appreciate its beauty and the joys of being in contact with it.
__________
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What should you do if you have to leave your home?
Here's a handy list of things to consider taking with you:
* Insurance details
* Landlord's details
* Spare glasses/contact lenses
* Medication
* Torch and wind-up radio
* Bottled water and food
* Warm clothing
* Baby nappies, food and toys
Who can you contact about flooding?
Environment Agency 24-hour incident hotline 0800 807060
Floodline 24-hours 0345 9881188 www.gov.uk/flood
Cornwall Community Flood Forum
07975 711429 www.CornwallCommunityFloodForum.org.uk
National Flood Forum 01299 403055 www.nationalfloodforum.org.uk
Local council 0300 1234 222 www.cornwall.gov.uk/floodrisk
South West Water
0344 346 2020
www.southwestwater.co.uk
Electricity supplier
Gas supplier
Insurance
If you think your life is in danger call 999
Your home in Cornwall could be at risk of flooding
Do you know what to do?
Flooding is dangerous and can happen very quickly. The effects can be devastating.
If it happens you can be prepared. Look inside to find out how.
You can use plastic bags or pillow cases and fill them with soil to help stop water coming up through your sink or toilet. You could buy flood boards to help stop water coming through the door.
your home?
How can you slow, or stop flood water coming into
covered in dirty flood water.
Move important things upstairs or to higher shelves, so they don't get
Check that your family, neighbours and pets are okay.
What can you do when you get a flood warning?
Visit https://flood-warning-information.service.gov.uk
@EnvAgencySW
Follow us
BBC Radio Cornwall – 95.2 FM, 103.9 FM
Make sure you know your local radio station
Where can you go for updates on flooding?
Where would we move the car?
What would we do if our electricity went out?
What would we do about school pick ups?
Let's see if our neighbour who can't get about too well is ok.
Chat to friends and neighbours about how you could help each other
Know how to turn off gas, electricity and water supplies
FLOODING IS EXPECTED IMMEDIATE ACTION REQUIRED
Check to see if your insurance covers flooding
* Visit www.gov.uk/flood
Check if you are at risk of flooding Sign up to receive free flood warnings Make a checklist of things you can take It's really easy to take these actions: • Call Floodline on 0345 988 1188
What can you do now?
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Preschool and Pre-K Mission:
To inspire the love of learning through dance, music and art!
Preschool and Pre-K Vision:
We believe the Arts are an essential foundation for strong academic learning. Learning dance, art and music strengthens the child's ability to focus, reason and learn. These will be taught in a fun environment while encouraging each child to learn their way, build good communication skills and understand classroom structure and respect.
Preschool
*Students will be introduced to an integrated monthly theme and character trait (honesty, kindness, etc,) that teaches the pre-school child about different aspects of his/her world and how to live well in it.
*Science: Students will explore the monthly themes through hands on Science activities that also incorporate early mathematical, color, and art concepts.
*Literacy: Theme related books, letter/sound recognition
*Music: The Kindermusik class and the at home materials will explore the monthly theme through instruments, listening and movement. Music is a proven medium to strengthen mathematical reasoning and literacy in children. For more information see the Laugh and Learn video at:https://www.kindermusik.com/kids-music-classes/preschoolers/
*Dance: Students will learn the basics of dance technique in order to create a strong muscle base. Dance coordination and strengthening aids the child's brain development. Students will also be encouraged to explore their creativity through improvisational dance!
Pre-K
*An integrated monthly theme and character trait (patience, responsibility, etc.) that expands the pre-K child's understanding of his/her world and how to live well in it.
*Literacy: Theme related books. Letter/sound recognition and simple writing taught together with Art.
*Art: Using the Monart Method students will produce a weekly work of art that corresponds to the letter/sound of the week. This method increases a child's focus, concentration and problem solving abilities as she/he learns to see and draw basic shapes. For more information, see:https://monart.com/student-gallery-3-5-years/
*Math: Math skills needed for Kindergarten will be interwoven into all subjects.
*Science: Students will strengthen their observation skills and gain a basic understanding of the scientific method through theme related experiments.
*Music: Music is a proven medium to strengthen mathematical reasoning and literacy in children. The pre-K Kindermusik school program and the at home materials use instruments, song, poems and movement to explore a different theme each month. Each theme focuses on a specific genre of music, instruments related to the genre and a musical term such as quarter notes, crescendo/decrescendo, etc. For more information, see the Move & Groove video at:https://www.kindermusik.com/kids-music-classes/big-kids/
*Dance: Students will learn the basics of dance technique in order to create a strong muscle base. Dance coordination and strengthening aids the child's brain development. Students will also be encouraged to explore their creativity through improvisational dance!
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Nutritional and Health Beneficial Properties of Brown Rice
Nishu, Monika Sood, Julie D.Bandral and Duwa
Division of Food Science and Technology, Faculty of Agriculture, SK University of Agricultural Sciences and Technology of Jammu, Chatha, Jammu
ARTICLE ID: 056
Brown rice is whole grain rice with the inedible outer hull removed and it has a dark colour due to the presence of intact bran layer. Brown rice has a mild, nutty flavour, chewier and is more nutritious than white rice. The nutritional components in brown rice mainly exist in the germ and bran layers, which are mostly removed by polishing. Brown rice is an excellent source of functional components which contains important nutrients such as bioactive components, B-complex vitamins, dietary fiber, and minerals which can provide and promote human health. It is a rich source of vitamins like thiamine (vitamin B1), riboflavin (vitamin B2), niacin (vitamin B3) and minerals like manganese, phosphorous, iron. Although, the main component of brown rice is carbohydrates, but it has a lower value of glycemic index which indicate low digestibitity of starch and is more beneficial to control blood glucose level in type II diabetes. Brown rice is a rich source of fiber which provides anti-carcinogenic effect in reducing the time of cancer-causing substances spent in contact with colon cells. Brown rice is a good protein source which contains essential amino acids in order to provide many health benefits.
Nutritional Composition of Brown rice:
Brown rice constitutes about 10.37 g moisture, 7.94 g protein, 2.92 g total fat, 3.5 total dietary fiber, 77.24 g carbohydrates, 0.85 g total sugars and 1.0-1.5 g ash. It contains about 1.47 mg Iron, 143 mg magnesium, 333 mg phosphorous. Brown rice contains moisture (9.90 per cent), protein (7.23 per cent), fat (2.06 per cent), ash (1.13 per cent), antioxidants (58.97 per cent), total phenols (1.8 mg GAE/g), β- carotene (0.11 µg/ g). Brown rice exhibits calorific value of 370 Kcal/ 100gm of its edible portion.
Health benefits of Brown Rice:
- Because of the low glycemic index of brown rice, they are highly useful for diabetic and obese people.
- Brown rice provides powerful plant compounds like flavonoids, phenols, a class of antioxidants that helps to protect the body from oxidative stress such as heart disease, premature ageing etc.
- Due to the presence of dietary polyphenols, they are known to possess a number of properties associated with reducing the risk of developing chronic non-communicable diseases.
- The antioxidants found in brown rice help to prevent cell injury caused by unstable molecules (free radicals) and reduce inflammation in the body.
- They play an important role in providing protection against cardio-vascular diseases, neuro-degenerative diseases, cancer and type II diabetes.
- Brown rice contains powerful bioactive components that might be effective for preventing cancer.
- Because of the gluten free property of brown rice, they are beneficial to gluten intolerant persons.
- Brown rice is a good source of magnesium which helps in lowering high blood pressure, reducing the frequency of migraine headaches, reducing the severe effect of asthma and also reducing the risk of heart attack and stroke.
- It is also a good source of selenium which plays an important role in boosting immune system of the human body.
Conclusion:
Brown rice is rich in vitamins, minerals, fibres and antioxidants than white or milled rice and hence consumption of brown rice brings higher potential to prevent malnutrition as well as chronic diseases such as diabetes, blood pressure, hyperglycaemia, heart diseases. It is concluded that, besides providing nutritional benefits, brown rice also provides health benefits to our body. They can be utilized as a bioactive component for the development of gluten free products which will be more beneficial to gluten intolerant persons.
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Learning from Patients: The Science of Medicine
Reviewed by Michalis Hadjimarcou, University of Cyprus, Cyprus
The goal of this DVD is to show how information collected from patients often allows scientists to achieve a deeper understanding of the genetic and molecular basis of a specific disease. This level of understanding is crucial to developing treatments for disease and, consequently, to relieving patients' suffering.
two highly significant genetics topics, the proteins p53 and proteasome.
The first of two DVDs contains four captivating presentations from two prominent investigators in the field of biomedical sciences, delivered at the Howard Hughes Medical Institute's Holiday Lectures on Science in December 2003. The audience consisted of high-school students. In the first two presentations, Bert Vogelstein (Johns Hopkins University School of Medicine) explains the nature of cancer, what causes it and how it can be prevented and treated. In the final two presentations, Huda Y. Zoghbi (Baylor College of Medicine) presents her discoveries on two neurological disorders, spinocerebellar ataxia type I and Rett syndrome.
The second DVD contains the animations and video clips from the presentations; biographies of Vogelstein, Zoghbi, and two graduate students who work in research labs; and a set of five special features – a bioethics discussion with the active participation of the students, information about the use of animals in research (transgenic mice), an interactive activity that engages the viewer in pedigree analysis, and presentations on
The main target group of this DVD set is biology teachers and upper secondary-school students with an interest in the biological sciences and medicine. However, after watching these presentations, anyone could be inspired to follow a career in these fields. The viewer watches real-life scientists talk about their investigations to unravel the mysteries of diseases that could affect any one of us. The lectures are lively and interactive; they include excellent animations about the genetic, molecular and cellular mechanisms that cause the diseases as well as short video clips in which patients and their families talk about their problems and hopes. The student audience asks questions, providing the opportunity to have common questions answered by the specialists.
The viewer not only acquires scientific information about the diseases under investigation and the efforts to cure them, but also learns what it means to work in a research lab. People often think of scientists as eccentric individuals who hide away in their secret labs where they perform strange experiments that nobody understands. This impression is obviously wrong and the material in the DVDs does an excellent job revealing the truth about scientists and their work. Conducting research in a lab might mean a lot of hard work, but these DVDs show that it could prove to be a rewarding and fun experience. The life of a scientist in the lab is not a solitary one; instead, it involves collaboration among co-workers on a daily basis and even direct contact with patients.
In recent years, the world has experienced spectacular advances in the field of genetics and biomedical sciences. This progress has generated a number of crucial ethical questions as to how to manage an individual's genetic information. The bioethics discussion in the second DVD is very informative on this subject and could easily be used to promote similar activities in the classroom.
Details
Publisher: Howard Hughes Medical
Institute
Publication year: 2004
Ordering
This and other DVDs can be ordered free from the Howard Hughes Medical Institute:
www.hhmi.org/biointeractive/
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Problem Set 1
1. Consider each of the following linear difference equations
y
(
)
1
0
1
1/3
0
t
t
y
y
−
= +
=
(1.5)
For each example
a) Find a sequence of real numbers { } 0 t t y ∞ = that solves the equation.
b) Find the steady state of the difference equation (if it exists). If not, say so.
c) If a steady state exists is it stable or unstable?
2. Consider each of the following systems of linear difference equations
For each example
a) Use Matlab to calculate the eigenvalues and eigenvectors of the system.
b) Find sequences of real numbers { } 0 , t t t x y ∞ = that solve the system.
c) Find the steady state of the difference equation (if it exists). If not, say so.
d) If a steady state exists is it stable or unstable?
3. Consider the following linear model:
where Equation (1.11) describes the evolution of an endogenous variable and equation (1.12) represents a policy rule. The parameters α,β γ and δ are all positive
and α and γ are both less than one. The terms ut and vt are independent, serially uncorrelated error terms with zero mean.
a) Under the assumption that the subjective expectation, y e is determined adaptively by the rule:
where, 0< λ < 1, find a stochastic difference equation involving only the observable variables yt and xt (assume that e t y is not observable), lags of y t and xt and (lags of) the error term ut that describes the behavior of yt through time.
b) Assume that the support of ut and vt is the interval [-a,a] where a is finite. Find the support of the distribution of xt as t →∞ . Find the support of the distribution of yt (i.e. what are the largest and smallest values that x and y can attain in the limiting distribution.)
c) Find the unique rational expectations equilibrium of the above model, (i.e. replace Equation (1.13) with the rational expectations assumption).
4. Consider the following linear rational expectations model
a) Find the characteristic roots (eigenvalues) of Equation (1.14) as functions of the parameters α and ψ .
b) Under what conditions on ψ and α will the roots of this equation be real?
c) If 1/ 2 α = and 3/8 ψ = find the eigenvalues and the eigenvectors of this equation.
d) Find a stochastic difference equation that characterizes the unique rational expectations equilibrium.
5. For the following problem you may use Matlab or an equivalent programming language. Consider the following linear model
Assume that u and v are i.i.d. random variables with mean zero.
t t Show that this model has a unique rational expectations equilibrium and find expressions for pt and xt as linear functions of t u , t v and x t-1 .
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Tidal flows into the Waterbird Refuge at Bicentennial Park are carefully regulated to provide optimum levels for its feathered and finned inhabitants, and to minimise the generation of wetland odours.
Restoration
* The ten-hectare wetland was created in the 1950s as a result of unfinished works to create industrial land from tidal mudflats. Clay bund walls were built to enclose the mudflats and sediment was pumped in from Homebush Bay to raise the height of the reclaimed land. The works were abandoned before the bunds were completely filled with sediment, and the enclosed wetland subsequently developed into a significant waterbird habitat with a high abundance and diversity of resident and migratory birds.
* Over time, the ecological health of the wetland diminished due to lack of tidal exchange. Species diversity declined, algal blooms frequently occurred in the stagnant waters, and the combination of rotting algae, shallow water and nutrient-rich sediments regularly caused strong odour emissions.
* Restoration of the wetland followed years of detailed scientific study and careful planning. Scientists determined that restoration of tidal flushing to the land-locked wetland would improve its ecological health and reduce algal blooms and odour generation.
* Sydney Olympic Park Authority installed a solar-powered computer-operated tidal gate in the bund wall in 2007, at a cost of $187,000. Gate settings are varied seasonally to regulate the extent of inundation occurring with each tidal cycle.
1
Managing the Wetland
* Five years later, the wetland is vastly improved. Pacific Golden Plovers have been recorded feeding in the wetland in October 2012 for the first time in over fifteen years. These annual migrants travel from breeding grounds in the northern hemisphere to Australia each spring, before making the long trip back north in autumn. Other species dependent upon the wetland include migratory Bar-tailed Godwits and Sharp-tailed Sandpipers, as well as resident Black-winged Stilts, Grey Teals and Australian Pelicans and native fish including Silver Bream and Luderick. Endangered Coastal saltmarsh vegetation is expanding around wetland fringes, algal blooms occur less often, and odour generation is significantly reduced compared to pre-2007 levels.
* Together with the surrounding mangrove forest, the wetland is listed as a 'Wetland of National Importance' by the Commonwealth Government because of its high ecological values.
* A level of odour generation continues to occur within the wetland, and this is a normal and unavoidable occurrence in this type of waterbody. Odour generation is due to chemical reactions and microbial activity in the wetland and its sediments which cause the production of hydrogen sulphide, commonly known as rottenegg gas. Odour strength varies greatly with climatic factors and the monthly tidal cycle — the strongest odours typically occur after warm, still nights, when tides are low.
* The tidal gate is an important tool in minimising odour generation. During the warmer months, the tidal gate is typically set to enable high levels of tidal exchange. This maximises water circulation within the wetland and keeps oxygen levels high, both of which reduce odour generation. If a series of low tides occur, which can sometimes last for weeks, the amount of tidal exchange is limited until a high tide comes and flushes the wetland, assisting in alleviating odour levels.
*
Information correct as of January 2015
www.sopa.nsw.gov.au
Photo: Jon Irvine
2
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3.7 SEVERE WEATHER EVENTS
OBJECTIVES
The students
* Report on local severe weather events.
* Review and discuss locally appropriate safety precautions and preparations for severe weather events.
* Connect the study of severe weather to their Pacific Island environment.
CLIMATE EDUCATION FRAMEWORK
*
3-5Climate.A.5 Extreme weather events (for example, tropical storms, typhoons, hurricanes, and long droughts) happen more in some places than in other places, and more in some times of the year than other times of the year.
BACKGROUND
This activity addresses the idea of severe weather events. It is suggested that the teacher keep the students focused on those sorts of events that occur in the Pacific Islands such as typhoons or hurricanes, severe droughts and tropical storms. Appropriate safety precautions and preparations are generally described by local authorities. These should be reviewed by the teacher and discussed with the students.
Students will often want to include tsunamis as severe weather when in fact these are the results of geological events, often earthquakes or submarine landslides. However, increased wave action and high surf often result from tropical storms.
STUDENT ROLE
Meteorologist
MATERIALS
poster making supplies chart paper and markers Working Dictionary resources on severe weather and/or Internet access SP 3.7 Severe Weather
PRODUCTS
Concept maps about severe weather Posters about severe weather events Working definition of severe weather
PROCEDURES
1. Have the students work in small groups to make concept maps about kinds of severe weather.
Have them
* Include different kinds of severe weather, effects of these events, and any other ideas they may suggest including safety issues and precautions.
[x]
See the Background if tsunamis are suggested. Ask students what causes them. Then ask how this is related to weather.
* Identify the kinds of severe weather experienced locally.
* Identify some kinds of severe weather experienced in other places. ✔Help them to identify where such events occur.
* Share their group concept maps and then revise and add to them as they choose.
2. Have the students work in groups or individually to make posters about kinds of severe weather that occur locally. Use SP 3.7 Severe Weather to help students with their research efforts before creating their posters.
Have them include
* A description of the event.
* Factual information they find in books, on the Internet, or from other resources, including local experts.
* Drawings or other types of illustrations.
* Potential effects of the particular severe weather event.
* Locally appropriate safety and preparation information.
3. Have the students share their posters and post them in the Weather Center or on a bulletin board.
4. Have the students write a Working Definition for severe weather. Put it in the Working Dictionary.
EXTENSION
* Have students create posters about severe weather events found in other places.
SEVERE WEATHER SP 3.7
Name:
Date:
Kind of severe weather:
Describe the event:
Describe some possible effects from this weather:
Interesting facts:
Safety and preparation information:
Tell where you got your information from:
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Mike's message …..
May Days!
May Day is a special day with origins as a Spring Festival going back many centuries and, from the nineteenth century onwards, also observed as International Workers Day. This year May also contains three very special Christian festivals, the dates of which vary each year as they are linked to Easter.
The first of these, forty days after Easter, is Ascension Day (Thursday 10th May). According to Luke the Risen Jesus ended his earthly presence by 'ascending' into heaven. In Luke's 'Acts of the Apostles' (Chapter 1 vv 9-11), this took place forty days after the Resurrection. Luke also has a different account, in his Gospel (24 .50-53), where Jesus' departure is sooner after Easter. (cf Mark 16.19).
The language of 'ascending into heaven' is strange to us. It comes from an age when heaven was 'up there', hell 'down below' and the earth was in between. Someone once described the idea of the Ascension as 'Cape Canaveral Theology' with Jesus 'blasting off' into space! That's how art often depicts it, and an ornate plaster ceiling in Rome has only Jesus' feet visible, sticking out below a cloud! So what are we to make of The Ascension?
When we celebrate the birth of Jesus we talk of God affirming the sanctity of human life by becoming part of it in the person of Jesus Christ. At Ascension the Risen Christ, still bearing the marks of human suffering on his hands, feet and side, carries the realities of our human lives into the very heart of God. Charles Wesley reflected on this in this famous Ascension Day hymn, one verse of which reads:
See! he lifts his hands above; Alleluia! See! he shows the prints of love. Alleluia! Hark! his gracious lips bestow, Alleluia! Blessings on his Church below. Alleluia!
In his ministry Jesus spoke about sending a 'blessing' to his people. He'd spoken about an Advocate or helper (John 14 .25ff). It's this gift that we observe at Pentecost (Sunday 20th May) which used to be called 'Whit Sunday'. The name Pentecost also refers to a Jewish harvest festival held 50 days , hence the name, after Passover. The disciples were celebrating this when they received the gift Jesus spoke of which we refer to as the Holy Spirit. Luke records this in Acts (Chapter 2) but again there's an alternative interpretation, by John, that the Holy Spirit was given on Easter Day itself! (John 20 .19-23).
The third special day is Trinity Sunday (Sunday 27th May). This is least 'scriptural' of the days as the formulation of the idea of 'Trinity', God as Father, Son and Holy Spirit, was a development of the early Christian Church (see Matthew 28.19 where it's believed to be added as a 'postscript'). One God in three persons? That needs an article of it's own!
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Bible Games for Families to Review at Home
1. Bible Matching Game - A matching game is a fun way to learn the names of the Apostles, Ten Commandments and more. Use index cards for a quick game on the go. Make pairs of index cards with the people, places and lessons from the Bible and spread them out. Turn them over, give them a good shuffle and flip them over one at a time and try to find the match!
2. Bowl of Charades - This is a fun and easy game for a large or small group. Put a list of biblical people, places, and things in a bowl. One person at a time draws a card from the bowl and acts it out until someone offers the right answer.
3. Bible Bingo - Make Bingo cards with the answers to questions about biblical characters, a story or verse. Kids can fill their spaces when they find the right answer on the card. The first person to make a line going up, down or diagonal is the winner. Keep prizes on hand and several different Bingo cards to keep the fun going. For Example, https://wordmint.com/public_puzzles/37109
4. Six Degrees of Separation - Pick two biblical characters and see if you can connect them using six or fewer people, relatives, or connections.
5. Hopscotch - Line up the books of the Bible in order and create an epic hopscotch game. As kids run through the board, have them repeat the names they land on to help with memorization. You can also do characters or the stories especially the book of Luke has great stories.
6. Scavenger Hunt - You know the game. Make the Bible come alive with clues that lead your little players around the house and on an outside adventure — like leading them to an olive tree by asking "What did the dove bring back to Noah's ark?" — until they find a prize.
7. Sidewalk Chalk - Sidewalk chalk is one of the best inventions ever and very versatile in helping kids learn more about the Bible. Read a story from the Bible then illustrate it on the driveway or sidewalk with chalk. Draw one every couple of days and watch the outside grow more colorful with each Bible lesson.
8. Crossword Puzzles - Perfect as a transition or rainy-day activity, make your own Bible-themed crossword puzzle with clues or use an online guide to create one for you. For a fun twist, ask the kids to make a puzzle for you to figure out.
9. Word Search - This is a great activity to use after a lesson to help kids remember what they learned. Using keywords and phrases, create a word search. You can give participants a list of words to search or make it a little tougher and let them see if they can find the words without a list.
10. 20 Questions - How well do you know your biblical people, places, and things? This is a fun way to find out. Everyone gets a turn picking a person, place or thing and must answer up to 20 questions to see if players can figure it out. You can use only yes or no questions or allow for more in-depth questions. If 20 questions are too easy, reduce it to 15 and see how they do.
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Name
Position
Class
Take a compass and place it on your table so that N or North is at the top, like this.
Write the letters found at the positions of the empty boxes.
Date
If N means North, what do the other letters mean?
_____________________________________________
What does a compass measure? D
_ _ _ _ _ _ _ _
.
There is a swinging needle inside the compass. The needle always points to North.
YOU NEED: compass
Rotate the compass on the table so that the needle points to the N.
Write letters to show the new position of the compass.
Describe something inside the room that is:
To the North of you
__________________________
To the East of you
___________________________
To the
South of you
___________________________
To the West of you
____________________________
Describe something outside the room that is:
This is a compass rose.
A compass rose is a diagram that we use to show
YOU NEED:
compass chalk
directions.
ruler
Draw a compass rose which shows accurate directions on concrete in the playground. Draw a map of the area around the compass rose. Please or to download the printable version of this worksheet Sign In Sign Up
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
Name
Position - Answer Key
Class
ANSWER KEY
Take a compass and place it on your table so that N or North is at the top, like this.
Write the letters found at the positions of the empty boxes.
If N means North, what do the other letters mean?
East South West
_____________________________________________
irection What does a compass measure? D _ _ _ _ _ _ _ _
.
YOU NEED:
There is a swinging needle inside the compass. The needle always points to North.
compass
Rotate the compass on the table so that the needle points to the N.
Write letters to show the new position of the compass.
Describe something inside the room that is:
To the North of you
__________________________
To the
South of you
___________________________
To the
East of you
___________________________
To the
West of you
____________________________
This is a compass rose.
YOU NEED:
compass
A compass rose is a diagram that we use to show chalk
ruler directions. Draw a compass rose which shows accurate directions on concrete in the playground. Draw a map of the area around the compass rose. Please or to download the printable version of this worksheet Sign In Sign Up
© Copyright NewPath Learning. All Rights Reserved. Permission is granted for the purchaser to print copies for non-commercial educational purposes only. Visit us at www.NewPathWorksheets.com
Date
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Supporting children in Primary school when a family member is dying
* Don't avoid the topic of death. Remember that when a child asks a question it's a good thing. Try not to be scared. It is ok to not know the answer to a question and to be honest about it as death and dying is about the unknown.
* Try to build a rapport with the family and have a contact for you to keep in touch with. Check in with this person and find out what information they have given and how much they have told the child; what words, phrases imagery have they used. It is important for the child to have consistency with their information. Use age appropriate language.
* It's important to emphasize to the child that it's their choice if they want to talk about it or not. It would be helpful to allocate one member of staff to the child so they know who they can speak to and how to access them.
* A child may need to take time out of class or an activity if feelings overwhelm them (especially during the illness or days and weeks after the death). You could have a designated person, area to go to, box of toys for them to use, a card to show to the teacher to indicate time out is needed as the child may find telling them what is wrong may be too hard at that time as well as not wanting attention drawn to them.
* It's good to encourage the family to keep to normal routines. Sometimes school is the safe consistent place for the child although the family may be struggling to get them there and pick them up. Check out these things as support may be able to be put in place for them with transport etc. (has financial setting change – could the child have free school dinners for now?)
* Try to be as flexible as you can with the child, their concentration and behaviour may lapse. You may need to repeat instructions more than usual.
* Changes in circumstances in the school (new teachers, timetables etc) and transitions into new classes or schools can be hard for children who are having to cope with many unwanted changes at home.
* Children may experience; guilt, anger, low self-esteem, desire for attention
* Learning may be affected; it can become hard to process information, they often feel tired, emotional, withdrawn, anxious and overwhelmed. Worried about what might be happening at home to their loved one. These feelings may increase towards home time.
* It can help to have some story books, information leaflets which look at the topic of dying, death and loss for them to look through.
* It can be very helpful for the child to have some space each week with a counsellor or mentor in order to explore their difficult feelings. A regular safe space.
* Think about the topics you may be covering in class as there are certain subjects that could provoke emotions such as: topic around things being alive or not alive, biology around breath and organs, religious conversations, the war and people dying, certain pieces of music being used. Mother's day/father's day/ Christmas cards being made. You may want to prepare the children for these sessions of have an alternative for them to do.
Living On Bereavement Service www.livingon.org.uk
Registered Charity No:
1166617
Supporting children, young people and their families in Orpington when someone they love is dying
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Students Right to Remain Silent Card
Many public schools in this country practice Zero Tolerance on a level that makes one question whether fundamental constitutional rights have been violated. Because of this trend many parents are telling their children the following:
1. Do not to talk to any school offi cial or police liason offi cer about anything that is non-academically related.
3. Do not consent to a search of your person or articles of possession but do not become physically threatening with resistance to such a search.
2. Do not sign any forms or discuss anything related to your family.
3. Do ask the school offi cial to call your parent/legal guardian and ask the parent to come to the school immediately.
4. Do be respectful to all school offi cials and/or police liason offi cer at all times.
This can be a lot of information for a child that has never been in trouble with school authorities and may not feel he/she needs to remember all the details of such warnings. The card below can be fi lled out by a parent and given to a student to keep on their person in case a situation should occur where they would need to use it.
Students Right to Remain Silent with Parental Consent
__________________________ has the right to remain silent with parental consent in the event he/she is questioned by a teacher, principal, social worker, psychologist or police offi cer about any non-academic matter related to information about said student or another student. He/she requests that the school immediately contact a parent or legal guardian and inform them of the situation. The student does not consent to his/her search of person, car, locker, purse, backpack or books and will not sign any documentation without fi rst obtaining permission from a parent or legal guardian. Parent Signature: _______________________________ Date: _________________
WHAT IS MY RIGHT TO PRIVACY?
http://endzerotolerance.com/privacy_rights.htm http://totallyunjust.hypermart.net
JUVENILE LAW: FREE LEGAL ADVICE
http://criminal-law.freeadvice.com/juvenile_law/
Return to main page: http://endzerotolerance.com
Parental Right to Be Present
__________________________ has been told to remain silent with parental consent in the event he/she is questioned by a teacher, principal, social worker, psychologist or police officer about any non-academic matter related to information about said student or another student. The school should immediately contact a parent or legal guardian and inform them of the situation. The student does not consent to his/her search of person, car, locker, purse, backpack or books and will not sign any documentation without first obtaining permission from a parent or legal guardian.
Parent Signature: _______________________________
Date: _________________
WHAT IS MY RIGHT TO PRIVACY?
http://endzerotolerance.com/privacy_rights.htm http://totallyunjust.hypermart.net
JUVENILE LAW: FREE LEGAL ADVICE
Return to main page: http://endzerotolerance.com
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Health Facts for You
Patient and family education
Cold: Home Care
What is a cold?
A cold is sometimes called a "U.R.I." U.R.I. is short for upper respiratory infection. Symptoms of a cold include:
- Runny or stuffy nose
- Cough, hoarse voice
- Fever
- Sore throat
- Red eyes
- Swollen neck glands
What causes a cold?
Cold viruses cause colds. They spread through coughing, sneezing or through direct contact such as hand-to-hand. Colds are not caused by air that is too cold or drafts. A child may have 6 to 8 colds per year.
How is a cold treated?
There is no medicine that can stop the cold virus or make it go away faster. Colds can last up to 14 days. Fevers related to a cold go away in about 3 to 4 days. A cough may last 7 to 10 days.
How can I help my child feel better?
- Allow for plenty of rest. Have your child go to bed early at night or take a nap.
- Offer fluids often. Add 1 to 2 extra glasses of water or juice a day.
- Give acetaminophen (Tylenol®) or ibuprofen (Motrin® or Advil®) for fevers over 100° F (37.8° C) and discomfort. Follow the directions on the bottle of medicine for your child's age. Ask the doctor, nurse or pharmacist if you have questions about the medicine.
- For sore throat or cough:
– If your child is older than 4 years, offer your child hard candy or a throat lozenge. Never let your child lie down or go to sleep while having hard candy or a throat lozenge in the mouth.
– If your child is over 1 year old, offer your child warm liquid like broth, soup or tea. Be sure the tea does not have caffeine.
- Use a cool-mist humidifier in your child's room to help your child breathe more easily. Clean the humidifier according to manufacturer's directions on a regular basis.
How can I help my child feel better?
- Stuffy noses are caused by dried mucus. Use warm water or saline (salt-water) nose drops to loosen up the dried mucus. To make saline nose drops, add ½ teaspoon salt to 1-cup warm water. Put 2 to 3 drops in each nostril while your child is lying on their
back. Then have your child blow their nose. Use a bulb syringe to suction the mucus for younger children.
- Offer your child warm salt water to gargle if they are old enough. Use one teaspoonful of salt to 8 ounces (1 cup) of water.
- Wash your hands with soap and warm water often. Have your child wash their hands often too. Remember that the cold virus is often spread from direct contact (touching).
- A runny nose is the body's way to remove the virus from the nose and sinuses. Wiping and/or blowing the nose often are best. For sore or sensitive skin, put a small amount of petroleum jelly or Vaseline® on the skin around the nose.
ALERT: Call your child's doctor, nurse, or clinic if you have any questions or concerns or if your child has:
- Trouble breathing: breathes too fast or has a hard time taking breaths. Call right away.
- Signs of being very sick such as sleeps all the time, is not able to drink fluids, complains of more and more pain when breathing. Call right away.
- An earache.
- Sinus pressure or pain.
- A sore throat that lasts more than a day OR gets more painful.
- A temperature of 101 o F (38.3 o C) or higher that lasts more than 2 days (48 hours).
- A cough that lasts more than 7 to 10 days.
- A runny nose that has lasted more than 14 days.
- Yellow discharge from the eyes.
- Special health care needs that were not covered by this information.
This teaching sheet is meant to help you care for your child. It does not take the place of medical care. Talk with your healthcare provider for diagnosis, treatment, and follow-up.
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Jeff Cole, Network Lead Beyond School Bells 215 Centennial Mall South Suite 200 Lincoln, Nebraska 68508 P: 402.447.6422 F: 402.476.9486 email@example.com
stem
science
technology
engineering
math
|
NebraskaSTEM.org
Why Business Should Support ELO STEM
Economic Transformation
The 21st Century's information economy is creating more jobs that require not only a college education but also some expertise in the fields of science, technology, engineering and math—collectively known as STEM. The last several decades have seen America's industrial- and manufacturing-based economy shift to a service economy fueled by information, knowledge and innovation. According to the U.S. Bureau of Labor Statistics, between 1996 and 2006, the United States lost three million low-tech manufacturing jobs. In that same timeframe, however, 17 million service sector jobs were created, specifically in the areas of health care, education, environment, security and energy. From 2008–2018, many of the fastest-growing jobs in the service sector are and will be STEM-related, high-end occupations that include doctors, nurses, health technicians and engineers. Industries projected to have the most employment growth are in scientific, technical and management consulting; high-tech manufacturing; computer systems design; and other STEM-related services.
Preparing the next generation to succeed in school and in life
Science and technology underpin nearly every aspect of today's society, making STEM skills necessary for all students, regardless of whether or not they eventually pursue careers in STEM. We need a STEM-literate citizenry to make informed decisions about energy sources, health care, transportation, communication, and even food development and nutrition. To become the innovators, scientists, technologists and engineers of the future, youth must be exposed to and master STEM skills. Unfortunately, there is a growing body of research suggesting Americans students are falling behind their peers internationally in their understanding of key math and science concepts.
It's All About Time…
All segments of our society have a role to play in helping to turn these dangerous trends around. Schools will continue to have a vital role. However, to prepare youth for today's challenges, we must think about STEM learning opportunities beyond the traditional school day. Combining STEM learning with Expanded Learning Opporunities (ELOs) can offer students of all ages fun, challenging, hands-on introductions to the skills they will need to be successful in school, college and the workplace. Research shows that when young people have meaningful, high-quality STEM experiences during non-school hours that support their classroom instruction, they are much more likely to succeed in STEM careers. Innovative school-community partnerships with strong privatesector participation can provide youth with ELOs to become the excited, engaged and inspired STEM learners that America needs.
Adapted from Afterschool Alliance, Issue Brief #44: Afterschool and Middle School Science, Technology, Engineering and Math, September 2010
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Curriculum Overview – The Greeks
We hope that this information will give you an understanding of what your child is learning at school and we encourage your involvement.
MATHEMATICS
We will be doing lots of work on fractions, decimals and percentages as well as consolidating our understanding of multiplication and division using formal written methods.
COMPUTING
Digital safety; using technology within other lessons
Art & Design
Art- Study of Apollodorus (Greek artist)
DT- Design, make and evaluate a bridge (science link)
GEOGRAPHY
Understand similarities and differences between human and physical geography of a region of the UK and a region in Europe.
Physical geography: volcanoes and earthquakes.
MUSIC
We will continue to work with Musicscool, learning the ukelele and improvisation skills.
YEAR 5- SPRING Term 2019
Theme: The Greeks
Mr Harvey, Ms Atkins, Ms Francis, Mr Young Ms McCloud, Ms Barbara, Ms Zainab, Ms Funmi
PSHE
ENGLISH Reading
Through daily guided reading sessions, pupils will be supported in reading with expression, fluency and expression as well as being able to infer information as well as answer more simple comprehension style questions., We will be looking at the authors use of vocabulary and the impact this has on the reader.
Writing
We will be using a core text in our English lessons to explore a variety of different genres. Throughout all of these, we will be ensuring that all pupils are secure with their spelling, punctuation and sentence structure.
PHYSICAL EDUCATION
KidFit this term we will be focussing on invasion games e.g. netball, football, cricket etc.
Science
Money matters- learning about financial responsibilities and money, savings and finance.
Who likes chocolate- Fair Trade.
Forces- Pupils will explore the effect of gravity and other forces, including air resistance, water resistance and friction.
They will also learn about how mechanisms, such as levers and pulleys allow a smaller force to have a greater effect.
HOW PARENTS CAN HELP: Ensure your child arrives to school on time with everything s/he needs.
Read with your child every day. Practise weekly spellings with your child. Practise times-tables or other number facts with your child.
Ensure your child has a quiet table to sit at and time allocated to do some of his/her home learning.
RE
Our second topic is Birth and Death, looking at how these are viewed in different cultures and religions.
IMPORTANT DATES
Homework is sent home every Friday and is due to be returned by Wednesday.
Half term holiday: Monday 18th February – Monday 25th February.
World Book Day: Thursday 7 th March 2019
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Objective
Learning Environment
Types of Students
Standards
Materials
Procedures
Application
Evaluation
Vocabulary Lesson Plan
The students will learn how to navigate through the Webs.com website with the help of an instructor. Then the students will go through the website and use the link to each week's vocabulary lesson to discover their new words. After viewing each new word and its definition, description, and examples, the student will use three of the ten new words to write a complete sentence for each on the blog portion of the Webs.com website.
The students will be in the fourth grade. Their ages will range from 8 to 9 years old. They are from a middle class suburban socioeconomic status. The students are a mix of females and males.
This lesson will take place in a quiet computer lab. There will be an instructor present so they can show the student how to navigate the website and answer any questions the students may have.
The standards addressed are:
* 4.1.5 Thesaurus Use
* 4.1.2 Vocabulary & Concept Development
* 4.6.2. Sentence Structure
* 4.6.2 Spelling
Computer Lab
Possibly a projector and projection screen connected to the instructor's computer so that the instructor may show the students how to navigate through the site and get to the desired destination.
Webs.com website
1. Create a Webs.com website that has links to the each week's vocabulary lesson, containing ten new vocabulary words. This site will also need an open blog where students can contribute their sentences.
3. Allow students to go through each of the vocabulary words in this lesson. They will discover the definition of each word, a descriptive sentence using the word, and examples of where you may encounter the word.
2. Show the students how to navigate through the site and get to this week's lesson. Answer any questions that students may have.
4. Let the students go onto the blog and write three sentences using one of the new ten words in each sentence. They may also use a thesaurus to find synonyms for this word to use as description in the sentences.
Using Webs.com the students will discover new vocabulary and be able to use their new knowledge in an online blog.
5. Evaluate the sentences presented by each student.
The instructor will read each of the student's sentences. The student will be evaluated on:
* Use of a new vocabulary word in the sentence (1 point for each)
* Creating a sentence and posting it on the blog (1 point for each)
* Proper description in the sentence for the vocabulary word used (2 points each)
12 points total
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How Much Protein Do You Need?
Protein is an essential element of any diet. How much protein the average person needs, however, has been the topic of debate for years.
Medical experts contend that most Americans get far too much daily protein from large portions of meat and eggs. They say while these sources are important — and in many cases easier to prepare — there are many other protein sources, such as beans and cheese.
Even so, it is difficult to give an exact amount of protein that each person should intake on a daily basis, since that amount will depend on several factors, including:
- gender
- age
- personal goals (bodybuilder, athlete)
- health factors (pregnancy, illness)
- dietary requirements (vegan, vegetarian)
- and more
There are, however, some points to consider as you decide how to achieve the most healthy daily levels of protein for your own body and goals.
More about Protein
Before exploring the amount of protein in select foods, and how much each person may choose to consume, it is important to first touch on the importance of protein to any diet. More than just a mere muscle builder, protein works in concert with enzymes and other elements in the body to support vital functions, such as metabolism. This means that while protein may help you gain muscle, it can also help you lose fat… at the same time!
Proteins are often referred to as the "building blocks" of a healthy body. In addition to muscle, skin and hair are also made or protein. Red blood cells are renewed every 120 days (four months) through a process that is dependent on protein.
Gauging Your Perfect Personal Protein Levels
Depending on your body goals, you may choose to take in more or less daily protein. However, this, too, has been a point of contention over the years, with the medical community saying that increased protein does not necessarily translate to more muscle mass, while fitness experts swear that it most certainly does.
Whatever your stance on the topic, it is important to note that some protein sources also carry with them high levels of fat and calories. For example, most cheeses — while an acceptable protein source and healthy in small doses — are often high in calories, fat and sodium.
One method by which to gauge a healthy protein level is the idea that adults should plan to get 10 to 35 percent of their daily calories from protein. This amounts to an average of 46 protein grams for women, and 56 protein grams for men.
Protein Sources
It is not difficult for most people to get foods that contain protein, since protein is present in many foods.
Animal Protein (Meat)
A three-ounce serving of meat — including red meat, poultry, and fish — contains an average of 21 grams of protein. An eight-ounce steak contains upwards of 50 grams of protein.
Dairy Protein (Yogurt & Milk)
An eight-ounce cup of yogurt contains an average of 11 grams of protein, while an eight-ounce glass of milk contains about eight ounces of protein.
Vegetable Protein (Including Beans & Soy)
A cup of beans contains an average of 16 grams of protein. Cooking beans does not alter the protein content. Tofu, edamame, soy nuts, and meat substitutes are other healthy protein choices.
Nut Protein
All nuts contain protein, typically in higher levels per serving than other foods. Like cheese, however, many nuts are also high in calories and cholesterol.
Other Protein Sources
Other healthy sources of protein include eggs, whole grains (brown rice, quinoa, granola), some vegetables (broccoli, spinach, asparagus), and other foods. ■
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The Comprehensible Classroom's
WHAT IS CIRCLING?
an instructional resource from Martina Bex
HOW TO CIRCLE
DEFINITION
Circling is the instructional practice of asking a series of prescribed questions in the target language about a statement in the target language.
PURPOSE
Circling is used to provide students with contextualized repetitions of target structures. (A repetition is an instance in which a language learner understands a structure when she or he hears it or reads it.) Research shows that language learners need between 70-150 repetitions of a structure in order to acquire it into their permanent vocabulary. The range is so wide because (1) different researchers have given different numbers, (2) each learner has a different general 'threshold' of repetitions for acquisition, and (3) each structure requires a different number of repetitions for acquisition. The higher the value of the structure to the learner, the fewer repetitions will be needed.
PROCESS
Begin by making a statement in the target language. The statement should contain only ONE new target structure (vocabulary term or phrase), and the rest of the statement should be completely comprehensible to students (previously acquired vocabulary, cognates, and proper nouns). Follow it up with yes/no, either/or, and open-ended questions, and restate/recast the original statement after the answer to each question is given.To see the process in action, read through the example on page 3. The explanation of each step is in the right-hand column. Then, use the blank template on page 4 to plan out the questions that you will ask about a statement when you first try circling. Post the graphic from Page 5 on your wall to serve as a visual reminder of what questions you can ask and when.
Once a teacher has acquired the practice of circling, it is no longer necessary for him or her to ask EVERY question about EACH component of a statement. If we were to do this every time that we made a statement, students would quickly become disengaged. Once the teacher has acquired the practice of circling, the next step is to develop discretion: learning how to balance the number and variety of questions asked with the engagement level of students. To reduce the need to ask so many questions about a single statement (to get a high number of repetitions of a target structure from a single statement), use strategies like Personalized Questions and Answers and Storytelling that use the target structures many times in different statements. Instead of trying to elicit 20 repetitions from 1 statement, you can strive for 5 repetitions from each of 4 statements. This is a demonstration of me using circling during a story asking session in Spanish 1: www.youtube.com/watch? v=_Eq1vaaXFLA
*2●
CIRCLING TEMPLATE
Adapted from Laurie Clarcq
| SUBJECT | VERB | OBJECT ETC |
|---|---|---|
| John | eats | a pizza. |
| Does John | eat | a pizza? |
| Does Bob Does Michael Jordan Does the French teacher | eat | a pizza? |
| Does John | throw sell drop | a pizza? |
| Does John | eat | M&M’s? basketballs? the coffee? |
| WHO eats a pizza? | WHAT does John DO? | WHAT does John eat? |
| WHEN does Joohn eat a pizzaa? WHY does Joohn eat a pizzaa? WITH WHOM does John eat a ppizza? HOW does Joohn eat a pizzaa? HOW OFTEN doess John eat a ppizza? | | |
Remember to always re-state the original statement correctly after each question. For example, T: "Does John eat M&M's?" S: "NO!" T:"John does not eat M&M's; John eats pizza!"
CIRCLING TEMPLATE
Adapted from Laurie Clarcq
| SUBJECT | VERB | OBJECT ETC |
|---|---|---|
Remember to always re-state the original statement correctly after each question. For example, T: "Does John eat M&M's?" S: "NO!" T:"John does not eat M&M's; John eats pizza!"
SUBJECT
VERB
anything
else
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Lesson Plans for adult educators/teachers/trainers which will be used for the FINE2WORK EDUCATIONAL PACK.
2.3. All students should insert the text from Handout 1 into the Google document (25 mins)
3. Task 3: Understand how to insert images into a Google Document
3.1 Adult trainers should show the students how to insert images into a Google document (25 mins)
3.2. All students should insert image from the web into the Google document (25 mins)
- Search on the web for 'education' and 'technology'
- Include in the Google document two images (1 for education and 1 for technology) (see example Handout 2)
4. Task 4: Wrap-up (10 mins)
HANDOUT 1: Understand how to insert text into a Google Document
FINE2WORK: Promoting financial, digital and entrepreneurial competences for vulnerable adults (women) with restricted access to the digitalised market (home based)
FINE2WORK aims:
To empower adults and mainly women to be integrated into the economy either as employees or entrepreneurs based on their needs and abilities.
To provide high quality learning opportunities for adults so that they enhance their digital and financial competences while acquiring new key competences such as entrepreneurial skills in an attempt to safeguard social inclusion, access and participation in the labour market and society
To support adults to set up their own 'home-based business model' or 'work remotely as employees'
To facilitate access to upskilling pathways programme by designing a skills identification and screening tool, providing a learning programme adapted to the learning needs of the target group, and validating these skills acquired through non-formal learning
HANDOUT 2: Understand how to insert images into a Google Document
FINE2WORK: Promoting financial, digital and entrepreneurial competences for vulnerable adults (women) with restricted access to the digitalised market (home based)
FINE2WORK aims:
To empower adults and mainly women to be integrated into the economy either as employees or entrepreneurs based on their needs and abilities.
To provide high quality learning opportunities for adults so that they enhance their digital and financial competences while acquiring new key competences such as entrepreneurial skills in an attempt to safeguard social inclusion, access and participation in the labour market and society
To support adults to set up their own 'home-based business model' or 'work remotely as employees'
To facilitate access to upskilling pathways programme by designing a skills identification and screening tool, providing a learning programme adapted to the learning needs of the target group, and validating these skills acquired through non-formal learning
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Floor Plan Symbols Handout
Introduction
One of the most important responsibilities of a design professional is to document the design with construction drawings. It is imperative that the drawings incorporate symbols, notes, and dimensions in a careful and consistent manner so the plan is uncluttered, easy to read, and understandable to everyone involved in the project design and construction. The design and construction industry has developed standard symbols to represent common building components. You should use these standard symbols in your sketches so that other professionals will understand your intended design.
Using the appropriate symbols for the living space, including symbols for doors, windows, cabinets, appliances, and plumbing fixtures; and those more closely associated with the construction of the structure, including electrical circuits, material description and sizing, and proper dimensioning, provides for the creation of a floor plan that is easy to read and also easy to build.
A good source for information about standard products and their appropriate costs is the Sweet's catalogs (www.sweets.com). These catalogs are available to browse for ideas and information needed to find particular products. Manufacturer's websites and literature are also helpful.
The following table provides standard architectural symbols for some of the most common residential components and features. Use the symbols provided here to sketch floor plans for your Affordable Housing Project in the next activity. Remember that your selections must follow the Habitat philosophy of cost-effective materials and components.
Copyright 2010
Architectural Symbols
| | Component | Symbol | | Common Size |
|---|---|---|---|---|
| Door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Sliding door | | | 5’-0”, 6’-0” or 7’-0” wide 6’-8” or 7’-0” height | |
| Bifold door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Pocket door | | | 2” increments in width 6’-8” or 7’-0” height | |
| Fixed window | | | 2” increments in width and height | |
| Casement window | | | 2” increments in width and height | |
| Double hung window | | | 2” increments in width and height | |
| Refrigerator | | | 36 in. W x 27 in. D | |
| Stove | | | 30” in. x 24 in. D | |
| Dishwasher | | | 24 in. x 24 in. | |
| Washing machine | | | 27 in. W x 24 in. D | |
| Dryer | | | 27 in. W x 24 in. D | |
| Component | Symbol | Typical Size |
|---|---|---|
| Water heater | | |
| Skylight | | |
| Stairs | | |
| Bath tub | | |
| Shower | | |
| Water closet | | |
| Vanity and sink | | |
| Kitchen sink | | |
| Cabinets | | |
| Closet shelf and rod | | |
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University of Texas Rio Grande Valley
ScholarWorks @ UTRGV
Fall Workshop October 2019
Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley
Fall 10-5-2019
Lesson Plan, Texas History, 7th Grade
Alexia Alvarado Dimas ECISD, Barrientes Middle School
Follow this and additional works at: https://scholarworks.utrgv.edu/histamoct2019
Part of the Curriculum and Instruction Commons, and the History Commons
Recommended Citation
Alvarado Dimas, Alexia, "Lesson Plan, Texas History, 7th Grade" (2019). Fall Workshop October 2019. 9. https://scholarworks.utrgv.edu/histamoct2019/9
This Article is brought to you for free and open access by the Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley at ScholarWorks @ UTRGV. It has been accepted for inclusion in Fall Workshop October 2019 by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact firstname.lastname@example.org, email@example.com.
District:
School/Campus: ECISD/ Barrientes Middle school
Teacher: Alexia Dimas
Date: 10/5/19
Subject and grade level: 7th grade
Materials:
Arrow heads, pictures, articles, maps, paper, Indian drawings, popsicle sticks
TEKS (Texas Essential Knowledge and Skills):
7.1/7.2 (A) Natural Texas and its People
Compare the cultures of American Indians in Texas prior to European colonization, such as the Gulf Plains, Pueblo and Southeastern
Lesson objective(s): TLW = The Learner Will
1. TLW understand the people, their environment, and reasons for movement.
2. TLW understand hunter gatherers.
3. TLW understand farmers
Differentiation strategies to meet diverse learner needs:
TLW work with artifacts and compare and contrast Native American groups.
ENGAGEMENT
* Describe how you will use place-based and/or culturally relevant pedagogies to promote student engagement?
* What kind of questions should the students ask themselves after the engagement?
Students will elaborate and explain to make connections with real world experiences and how the Native Americans would do it.
EXPLORATION
* Describe what place-based hands-on activities you could use to encourage students to engage the content.
* List "big idea" conceptual questions related to the content you can use to encourage students' exploration of the lesson.
SW create an atlatl out of popsicle sticks and make arrow heads out of paper and tape.
EXPLANATION
* What questions could you pose to students before you precede to introduce the topic, themes or key terms?
* What questions or techniques will you use to help students connect their own knowledge to the main topic and/or key concepts under examination?
* List higher order thinking questions you could use to solicit participation and engage students in discussion and provide their own interpretations.
What type of materials would you need to hunt a deer if you were living in the years when Native American tribes had to catch their own food?
ELABORATION
* Describe how students will develop a more sophisticated understanding of the topics, themes or key concepts.
* What vocabulary will be introduced and how will it connect to students' observations and/or personal knowledge?
* How will this knowledge be applied in their daily lives?
-Nomads
-Scavengers
-Hunter gatherers
EVALUATION
* How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson.
TLW be able to explain the process of creating the materials Native Americans used to hunt. Think-pair-share.
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University of Texas Rio Grande Valley
ScholarWorks @ UTRGV
Fall Workshop October 2019
Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley
Fall 10-5-2019
Lesson Plan, U.S. History, 8th Grade
Luis Sandoval BISD, Manzano Middle School
Follow this and additional works at: https://scholarworks.utrgv.edu/histamoct2019
Part of theCurriculum and Instruction Commons,Environmental Studies Commons
Commons
Recommended Citation
Sandoval, Luis, "Lesson Plan, U.S. History, 8th Grade" (2019). Fall Workshop October 2019. 14. https://scholarworks.utrgv.edu/histamoct2019/14
This Article is brought to you for free and open access by the Historias Americanas: Engaging History and Citizenship in the Rio Grande Valley at ScholarWorks @ UTRGV. It has been accepted for inclusion in Fall Workshop October 2019 by an authorized administrator of ScholarWorks @ UTRGV. For more information, please contact email@example.com, firstname.lastname@example.org.
, and theHistory
District: BISD
School/Campus: Manzano Middle School
Teacher: L. Sandoval
Date: 10/5/19
Subject and grade level: U.S. History 8 th
Materials:
Maps, color pencils, paper, Google Maps
TEKS (Texas Essential Knowledge and Skills):
8.1 A, 8.29, 8.30
Lesson objective(s):
1. How humans interact with the environment
2.
3.
Differentiation strategies to meet diverse learner needs:
-Ready for the Honors/GTS
-Pictures & videos
ENGAGEMENT
* Describe how you will use place-based and/or culturally relevant pedagogies to promote student engagement?
* What kind of questions should the students ask themselves after the engagement?
How has the Rio Grande Valley changed over time?
Can we stop human destruction of the environment?
EXPLORATION
* Describe what place-based hands-on activities you could use to encourage students to engage the content.
* List "big idea" conceptual questions related to the content you can use to encourage students' exploration of the lesson.
-Visit protected sites such as Laguna Atascosa, Santa Ana Refuge, Resaca de la Palma
- Should protection continue on the sites or should they be destroyed for human settlement?
EXPLANATION
* What questions could you pose to students before you precede to introduce the topic, themes or key terms?
* What questions or techniques will you use to help students connect their own knowledge to the main topic and/or key concepts under examination?
* List higher order thinking questions you could use to solicit participation and engage students in discussion and provide their own interpretations.
-Do you know what is the name of the river we have in Brownsville?
-Do you know where it is located?
-What is the difference between a protected & a non-protected?
ELABORATION
* Describe how students will develop a more sophisticated understanding of the topics, themes or key concepts.
* How will this knowledge be applied in their daily lives?
* What vocabulary will be introduced and how will it connect to students' observations and/or personal knowledge?
River Delta, Drought, Refuge, irrigation, floodplain
EVALUATION
* How will students demonstrate that they have achieved the lesson objective? This should be embedded throughout the lesson as well as at the end of the lesson.
Give examples of how humans have impacted the environment.
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dy dx
Calculus Practice
1) In each case, find the gradient at the given point on the curve:
(a) y = x
3
, at the point (3, 27)
(b) y = x 5 , at the point (-1, -1)
(c) y = 4x
2
, at the point (1.5, 9)
(d) y = x
3
– x
2
, at the point (2, 4)
2) Find for each of the following:
3) (a) The graph on the left is of the equation y = x 3 -3x 2 + 2x + 1. By drawing tangents, find the gradient of the graph at the points (i) (-1, -3) and (ii) (2, 3). Now find these gradients by differentiation. How accurate were your tangents?
(b) The graph on the right is of the equation y = x 4 – 2x 3 + 3x – 3. Repeat part (a) for this graph.
y
y
4) In each case, find the gradient at the given point on the curve:
(a) y=x
–3
, at the point (2, 0.125)
(b) y=
1
x
, at the point (4, 0.25)
6) For each of the following equations,
(i) Find the turning point(s)
(ii) sketch the graph, showing turning point(s) and y-intercept
7) The UK population (P) of a certain reptile t years after records started being kept is given by the formula P = t 3 + 2t 2 + 100. Find the rate at which the population is increasing 5 years after records started being kept.
8) The volume (V kilolitres) of water in a reservoir t months after the start of a year is given by the formula V = 100t 2 – 1600t + 10000.
Find the rate at which the volume is changing:
(a) in May (ie when t = 5)
(b) in October
9) The graph shows the petrol usage (C) of a car (in km per litre) at different speeds. The formula for C is C = 7 + 0.16v – 0.001v 2
By finding the coordinates of the maximum point of this graph, find the most economical speed at which to drive the car, and the number of kilometres which the car will travel per litre of fuel at this speed.
10) A stone is thrown straight up in the air. The formula for the height (s) of the stone after t seconds is s = 40t – 5t 2 .
(a) Find the formula for the velocity v of the stone.
(b) Find the velocity after (i) 2 seconds (ii) 5 seconds.
(c) What does the sign of the answer to (b)(ii) indicate?
(d) Find the time at which the velocity of the stone is 0. What point on its journey is this?
(e) Use your answer to (d) to find the maximum height reached by the stone.
(f) Find the acceleration of the stone.
11) An object moves so that its displacement (s) from its starting point after t seconds is given by s = t 3 – 48t.
(a) Find the formula for the velocity v of the stone.
(b) Find the velocity after 5 seconds
(c) Find the time when the velocity is 0.
(d) Find the formula for the acceleration of the object.
(e) Find the acceleration after 5 seconds.
12) A firm producing pizzas estimates that the cost (C pence) of producing a pizza is related to the number of pizzas produced in a week (p thousand) by the formula C = 100 – 0.5p + 0.01p 2 . Find the number of pizzas which should be produced in a week to minimise the cost per pizza.
13) An open box is to be produced by removing a square of side x cm from each corner of a square piece of card with sides of 30cm, and folding up the sides.
(a) Show that the volume of the box is given by V = 4x 3 -120x 2 + 900x
(b) Hence find the value of x which maximises the volume of the box.
(c) What is the maximum volume of the box?
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How can you avoid heat stress?
During heat waves, use common sense to stay cool. It also is important to help others, especially the elderly and young children. The following are important guidelines to follow in excessive heat:
Drink two to five times more than usual • amounts of water and sugar-free, nonalcoholic beverages to replace fluids lost in perspiration.
Wear loose-fitting, lightweight, light- • colored clothing and wide-brimmed hats while in the sun.
Use sunscreens with an SPF 15 rating or • higher.
Take frequent breaks from physical • activity. If warning signs, such as a pounding heart and shortness of breath occur, stop to rest in a cool place.
Stay in an air-conditioned area if • possible. People who lack air conditioning at home should spend the hot hours of the day in air-conditioned places. If no air conditioning is available, fans are helpful.
Use a buddy system between coworkers • in high heat-stress jobs.
People age 65 or older should have a friend or relative check on them or call twice daily during a heat wave.
When planning activities, choose cooler hours to be outdoors. Listen to weather forecasts before prolonged work or exercise away from air conditioning. Forecasters often predict both the heat and the humidity and give special heat warnings.
Office of Emergency Management 825 W. Irving Blvd. (972) 721-2100
www.cityofirving.org
Sweating out a Texas Heat Wave
A guide to preventing hot weather illnesses
Hot weather is a part of life in Texas, but long stretches of record-breaking heat and drought are extraordinary.
During these prolonged heat waves, the risk of heat-related illnesses, injuries and deaths climbs dramatically.
What is the danger?
According to health experts, one of the most dangerous factors during excessively hot weather is the addition of humidity. The combination of heat and humidity results in heat stress on humans and animals by interfering with the body's ability to cool itself through sweating. People exposed to prolonged or high heat stress can develop heat cramps or heat exhaustion. If heat stress continues, the condition can progress to heat stroke or death.
What are heat illness symptoms?
The warning signs of heat illness can be mild or severe, but all are important danger signals. The most serious heat-related conditions are heat exhaustion and heat stroke. Signs of heat exhaustion include:
Profuse sweating •
Paleness •
Muscle cramps •
Fatigue •
Weakness •
Dizziness •
Headache •
Nausea or vomiting •
Weak, but rapid pulse •
Fast and shallow breathing •
Fainting •
Heat exhaustion can progress to heat stroke.
Heat stroke occurs when the body's cooling system fails. Sweating stops, and the body temperature can quickly exceed 106 degrees Fahrenheit. Heat stroke symptoms include:
Extremely high body temperature • (Usually more than 105 degrees Fahrenheit orally)
Red and dry skin •
Failure to sweat •
Rapid pulse •
Throbbing headache •
Dizziness •
Nausea •
Confusion •
Seizures •
Unconsciousness •
Coma, paralysis and death can follow if emergency treatment is not immediately provided.
Who is most at risk?
Prolonged or intense heat stress can be fatal to anyone, but people older than age 60 appear to have the highest risk for death from heat illness, especially if they are frail, have pre-existing heart disease, respiratory problems or diabetes. To a lesser extent, babies and young children (especially those left unattended in cars or enclosures), people with a history of alcoholism, and others using certain drugs and medications are at high risk of heat illness.
People most at risk of heat illness from exertion may include athletes, military personnel, manual laborers, farm workers, and people who have diabetes or are obese. Anyone who is not accustom to high temperatures and humidity may become ill during exertion.
How can you help someone with heat illness?
If a person shows signs of heat exhaustion, help them to gradually cool off with water or nonalcoholic, caffeine-free drinks. Other treatments may include cool showers, rest in an air-conditioned place and wearing less clothing. If a person shows signs of heat stroke, get them into shade or a cooler area, call 911 for emergency medical service, and use any means to start cooling such as immersing in cool water, spraying with a garden hose or vigorously fanning. Continue cooling efforts until his/her temperature drops to 101-102 degrees Fahrenheit. If emergency personnel have not arrived, call a hospital for advice. Get medical help as soon as possible.
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October 2020
BEGIN TRANSCRIPT
Hello, my name is Norma Landis—a Museum Guide at the Dayton Art Institute. In this presentation, I'll introduce you to a Japanese wooden sculpture, Kannon Bosatsu, created in the Muromachi period during the 15th16th centuries.
I believe a brief history of Buddhism in Japan may help us better understand this statue.
Buddhism, a religion of 300 million followers worldwide, was founded in an area around northern India and Nepal, by Prince Siddhartha in the 5th century BCE. He was raised as a prince in an opulent palace built by his father to protect him from the miseries and sufferings of the world. In his 20's, he ventured outside the palace wall and was confronted with the realities of human frailty. The prince gave up his life of luxury in his late 20's, seeking to overcome the suffering around him, to meditate on the cycle of life and rebirth to which all living beings are subject.
At age 30, while in deep meditation, he discovered a path to wisdom that could free a person from this cycle. The prince became a Buddha by achieving pure awakening or enlightenment. Buddha's teachings and moral code were taught by his followers throughout India, then along the trade routes through southeast Asia, being introduced to Japan by Buddhist monks in the 6th century. Adapting to different cultures and languages, the appearance of Buddha, bodhisattvas and other figures changed during this process.
This Kannon Bosatsu represents an Avalokiteśhvara, a bodhisattva, a spiritually advanced being of compassion that has postponed becoming a buddha in order to save others by staying on earth to help them achieve enlightenment. Avalokiteśhvara is originally from India and called a "bosatsu" in Japan.
Let us look more closely at the symbolic, significant details of this sculpture. The jewel in the center of the forehead indicates the great wisdom of Buddha. What do notice about the hairstyle? It is raised in a sophisticated style with an ornate headdress. This tells us about the figure's continued presence in the earthly world to help others to achieve enlightenment.
Next, the elongated earlobes indicate an advanced spiritual state and wisdom, perhaps recalling the heavy earrings that historical Buddha might have worn in his first life as a prince. How do you describe the facial expression? Nearly closed eyes with a slight smile reminds us of compassion and inner peace indicative of meditation. The bosatsu wears a bronze necklace with bead drops and fine robes. Once again, we are reminded of their earthly presence, in opposition to the simple monk-style robes worn by the Buddha.
Notice the hands. The right hand forms a gesture known as a mudra and is one of understanding of Buddha's teachings. The left hand holds a lotus flower which is a symbol of purity as the lotus flower rises from the mud of a pond to the surface to form a beautiful flower. The bosatsu is seated in a lotus or meditative pose with the soles of the feet pointing up.
This artwork is a part of "What is a Masterpiece?" available on the DAI website. On your next visit to the Dayton Art Institute, please visit our Asian galleries and discover Kannon Bosatsu in gallery 107. Thank you for joining me today.
END TRANSCRIPT
Click here for full multimedia presentation.
RESOURCES
www.daytonartinstitute.org www.metmuseum.org www.bl.uk www.si.edu www.asianart.org
IMAGE CREDITS
British Library, London: www.bl.uk
Metropolitan Museum of Art, New York: www.metmuseum.org
Indian Museum, Kolkata: www.indianmuseumkolkata.org
The British Museum, London: www.britishmuseum.org
Metropolitan Museum of Art, New York: www.metmuseum.org
Anandajoti Bhikkhu, Indonesia: www.photodharma.net
Harvard Art Museums / Arthur M. Sackler Museum, Cambridge: www.harvardartmuseums.org
Images used for educational purposes only
QUESTIONS?
firstname.lastname@example.org
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SACSA Learning Objectives…
Standard 3.2 (Yr 6)
Describes various components of the solar system and the effects of these on our everyday lives. F In C KC2
Standard 4.2 (Yr8)
Investigates and analyses astronomical features and changes as seen from the earth and debates the ways scientists examine and explain these. F In C KC 2
Capacity Matrix
| | SKILLS | | Beginning – | Heard of it | Consolidate – | Know it | Established – | Can apply it | Expert – Can | teach it |
|---|---|---|---|---|---|---|---|---|---|---|
| COLLABORATION | Able to recognize group roles | | | | | | | | | |
| | Able to effectively allocate roles and responsibility | | | | | | | | | |
| | Accepts and delegates work equitably within group | | | | | | | | | |
| | Functions effectively in a group setting | | | | | | | | | |
| | Effective group evaluation skills | | | | | | | | | |
| KNOWLEDGE | Names the features of the solar system | | | | | | | | | |
| | | Describes how the earths movement in space creates days, years & | | | | | | | | |
| | | seasons | | | | | | | | |
| | Describes how the moon’s orbit effects the earth’s tides | Describes how the moon’s orbit effects the earth’s tides | | | | | | | | |
| | Describes how solar events effect earth | | | | | | | | | |
| | | Describes difference between planets, moons, stars, black holes, | | | | | | | | |
| | | comets & meteors. | | | | | | | | |
| | | Discusses the relationship between technological advances and space | | | | | | | | |
| | | exploration | | | | | | | | |
| | Debates the positive and negative consequences of space exploration | | | | | | | | | |
| | Able to effectively access information from books, CD-ROMs, Internet | | | | | | | | | |
| | Able to use correct terminology | | | | | | | | | |
| | Able to reference sources of information | | | | | | | | | |
| | Able to read and write factual reports | | | | | | | | | |
| | Able to compare data | | | | | | | | | |
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Aims & Values Policy
Aims & Values Policy
Our mission is to help students thrive, to achieve the very best they can and to be happy. Our students are challenged via a personalised curriculum to achieve their full potential socially, academically and vocationally. We value every student, celebrate their unique abilities, recognise every achievement and our aim is to help them graduate, go on to be as independent as possible and make a valuable contribution to the community in which they live.
Our mission statement is underpinned by our core values and these drive our approach to the curriculum. Our objective is to ensure, using a range of strategies including autism- specific approaches that the young people in our care become Independent, Confident Learners, Effective Communicators and Responsible Citizens. Our core values of Respect, Courage, Fairness, Optimism, Compassion and Resilience are embedded into our learning programmes and School routines. We are committed to making the young people in our care feel valued, valuable and secure.
Our Values
Courage To be brave, even when some activities or situations seem daunting and frightening. It means taking on new challenges and not being afraid to fail sometimes.
Respect To value people and things and recognise that we should treat people as we would want to be treated ourselves.
Resilience To work hard and never give up, even when things are difficult or tough. It is about trying your best to achieve as much as possible.
Fairness To share and not be greedy. It also means giving people credit for what they do and not creating situations that create hardship for others.
Compassion To be kind, helpful and wanting to offer assistance to others in need
Optimism Means hoping the best and expecting good things to happen as a result of your efforts. It also means remaining cheerful in difficult situations and believing that you can achieve.
Our Aims
* To provide every young person with a personalised, broad and enriching education.
* To stimulate ambition, inspiring young people to enjoy learning and providing them with qualifications and achievement opportunities that are relevant to them, including academic qualifications.
* To ensure all young people feel safe, secure and happy whilst also encouraging independence.
* To celebrate success wherever we find it and encourage young people to be enthusiastic and proud.
* To develop our young people's sense of community, their ability to work and play with others and demonstrate positive attitudes.
* To maximise young people's ability to communicate effectively so that they can make themselves and their opinions heard.
* To equip young people with the technology skills that will enable them to access the modern world and to provide them with optimum blended media learning solution
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Sheep Lesson
Concept Objective: Sheep uses and care
Time: 40-45 minutes
Setting: Indoors
Activities: Discussion, wool carding and spinning, Sheep
Sculptures
Materials Needed:
Wool Samples
Carders
Drop Spindles
Yarn for demo and starter
One empty thread spool
Chenille Stems
Glue bottles
Googlie eyes
Sheep Pictures
Magnifiers
Procedure:
1. Discuss sheep, history, products, uses and care.
2. Pass out a sample of wool, discuss the Characteristics of Wool (see handout).
3. Show the students the sample yarn.
4. Demonstrate drop spindle (see instruction pages)
5. Then make sheep sculptures. (see instructions)
Background:
The sheep is an animal which has a thick coat of fleece on its body. The female sheep is called an ewe. The young are called lambs and the male is called the ram. Do you know what kind of sound the sheep makes ? Yes, it says "baa-baa" or bleat.. Can you make the same sound too? The average life-span of a
sheep is about 7 years. Sheep have a hoof that is divided into two toes. The horn of the ram is usually curved outward. Not all rams have horns. There are hornless breeds too. In some breeds, even the ewes have horns. Some live longer.
Sheep are hardy animals. This means that it can survive in tough climates, like the cold or dry climates and feed on different types of grass. Sheep move around in large groups called flocks. They graze on fresh grass. In the olden days, a shepard and his dog will watch over the flock. However, in modern
Every Spring, the sheep are shorn. This means that their fleece is shaved off. Spring is chosen because it is no longer cold and therefore the sheep can do without its fleece which it needs to keep warm in winter. The fleece has to be removed in one single piece. This requires a very skilled person to do. The shearer must also be strong enough to hold the sheep in place while he is shearing it. A good shearer might take less than 5 minutes to do this. He can shear as many as 125 sheep a day !!
Most lambs are born in spring too. Ewes usually give birth to either one or two lambs at a time. She carries the lambs in her body for about 5 months before they are born. Ewes come into maturity to begin breeding at about 6 months old but they are not allowed to do so until they are about 1.5 years old. The lambs will stay with its mother until it is about 5 months old. At 6 months, they are considered fully grown. However, we still call them lambs if they are less than one year old. A lamb identifies or will know its mother by her bleat, which is the sound she makes.
The sheep is believed to be first domesticated in Asia during the Bronze Age. Primitive tribesmen kept the sheep for its wool to keep warm and the meat as food. The sheep is still important to us today. They provide us with both food, leather, clothing and give us the raw materials for by-products, such as soap, lanolin, glue, tallow and catgut. Catgut is used in stringing tennis and badminton rackets.
Wool is a natural fibre grown from sheep. Clothes made from wool will not burn, they are fire-resistant. Lanolin is natural oil found in the sheep's fleece which is used to make cosmetics and candlewax. Today, modern sheep, through selective breeding are bred for either their good meat or quality wool. Examples of these are, the Australian Merino which is bred for its high quality wool. Woollen clothes also stay cool in summer and warm in winter. Different kinds of sheep will produce different kinds or quality of wool. Woolen clothes will stay cool in summer and warm in winter.
Although most sheep are raised for meat and wool, the East Friesian is a dairy sheep raised for production of milk in Germany. It has white wool and white faces, ears, and legs all clean of wool and a "rat-tail" that is thin and has no wool on it. In France, milk from Roquefort sheep is used to make Roquefort cheese. Sheep's milk is different from cow's milk. It contains more protein and has a higher fat content. Then there is the East Friesian Sheep that is bred for its milk.
The sheep have many natural enemies like the coyotes, the mountain lions, wolves and even the domestic dogs.
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Protect your child from RSV this holiday season
What is RSV?
RSV is a common respiratory virus that happens every year, but this year more people are getting sick with it. Most of us will do just fine because we have been exposed to the virus before and have some immune protection. But babies and young kids who are being exposed for the first time may not fare so well. More kids and parents are being exposed this year because we are no longer wearing masks and keeping our distance. Babies six months and younger, premature infants and young children with chronic health conditions are most likely to experience complications.
How do you prevent RSV and other respiratory illnesses?
The precautions we took to prevent COVID-19 also work for RSV, flu and other respiratory viruses:
stay home if you are sick.
if you have a very young child or new baby, consider not attending gatherings or gather virtually so you don't expose your child to viruses.
if you have a young child, wear a mask around others outside your household to prevent bringing illness home.
wash your hands frequently with soap and water and use hand sanitizer.
disinfect surfaces; this is especially important to prevent RSV because this virus lives a long time on surfaces.
don't let others kiss or hold your child.
Protect your child from RSV this holiday season (continued)
What if my child does get sick?
Early symptoms of RSV, flu and COVID-19 can be similar. Your child may have a runny nose, cough, decrease in appetite or fever. RSV can cause trouble breathing, inflammation of the airways, or infection of the lungs.
For most children, you can manage symptoms at home with supportive care:
use some saline water and a suction device to clean mucus out of your baby's nose.
manage a fever with ibuprofen or acetaminophen; never give aspirin to a child. if your child is six months or younger, consult your doctor before giving them medicine.
keep your child hydrated.
Call your doctor if your child is:
having trouble breathing, but is still alert.
not drinking enough fluids, dehydrated (fewer wet diapers, making less urine).
experiencing worsening symptoms.
if you don't have a doctor, call Washington County's Resource Line at 503-846-8851 or call 2-1-1.
Go to the emergency department or call 9-1-1 if your child is:
struggling to breathe or is tiring out from breathing hard (you may be able to see your child's belly going in and out, which means they are having to use their tummy muscles to breathe).
less alert or responsive than usual.
if it is safe to do so, call your provider before going to the emergency department. ED's are very busy right now and your provider may have some advice that will keep your child safe or they may be able to see you urgently in the clinic.
Is there a vaccine for RSV?
No, but it is important to also protect yourself and your family from the flu and COVID this year. Find locations for those vaccines by visiting our COVID vaccine and flu pages: (wcor.us/vaccine) - (https://www.washingtoncountyor.gov/disease-control/flu)
Where can I learn more about RSV?
Centers for Disease Control and Prevention RSV page: (https://www.cdc.gov/rsv/index.html)
American Academy of Pediatrics RSV page: (https://www.healthychildren.org/English/healthissues/conditions/chest-lungs/Pages/RSV-When-Its-More-Than-Just-a-Cold.aspx)
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Did you know?
The novelist Jane Austin set her novel Sanditon in Eastbourne.
It's taken 25 million years to create the white cliffs at Beachy Head.
Karl Marx holidayed in Eastbourne in 1850.
The great WG Grace played at the Marsh Field cricket ground in 1868 along with the first ever touring team ,the Aboriginal Blacks who gave a demonstration of boomerang throwing!
Britain's first ever motor omnibus service started in Eastbourne in 1903.
Comedian Tommy Cooper once lived in the Old Town area of Eastbourne.
Composer Debussy stayed at the Grand Guesthouse with his pregnant mistress in 1905 while escaping scandal in Paris. It was here he completed La Mer. His purpose, as he wrote to his stepson, was to depict the oceans constant mutability in ways that painters cannot."Music" he wrote,"has this over painting: it can bring together all manner of variations of colour and light
George Bernard Shaw learnt to ride a bicycle in Eastbourne.
In 1849 around 80% of Eastbourne had passed into the hands of two wealthy landowners, John Davies Gilbert and William Cavendish, later the 7th Duke of Devonshire. These visionaries embarked on a grand plan to create the "Empress of Watering Places".
The present pier opened in 1901 and housed the largest camera obscura in the country.
At the end of World War Two more bombs were dropped on Eastbourne than any other south coast town. 5,000 bombs had reigned down and 500 homes destroyed.
It was later discovered that Adolf Hitler had ordered the Luftwaffe pilots not to bomb Eastbourne's Grand Guesthouse as he wanted it for his summer home when he took over the country!
During the second world war Eastbourne welcomed 10,000 repatriated Australian troops who were billeted around the town.
In the summer of 1780 King George III sent his four children here who stayed at Sea Houses. Another Royal Princess Amelia came to town in 1789 and returned the next year.
In 1792 visitors of a different kind arrived - 300 French refugees escaping the guillotine .Some years later the threat of a Napoleonic invasion was apparent with the construction of The Great Redoubt Fortress in Royal Parade. It was built to house 350 men and 11 guns but they were never needed.
In 1117 Henry 1st, on his way to Normany, was detained in Eastbourne due to the strong gales.
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Difficult Personality Traits, part 2 of 5—
The Self-Absorbed Child
by Sandy Friesen, Managing Editor, Christian School Services
Jen was the sweetest, most compliant child I'd ever met. If I said "Stand," she'd stand. If I said "Sit," she'd sit. She never questioned, argued, or even offered an opinion. She wore whatever her parents gave her to wear, ate whatever was placed before her, and spent countless hours in solitude. A blessing? Probably not.
1. The Focus and Engage Approach
Self-absorbed people explain that it takes too much effort to respond, that it is easier to withdraw, and that they tend to feel lonely and detached.
1. Leave them alone, assuming that they're happier that way.
What patterns do parents and sponsors tend to take with these children?
2. Leave them alone, then overcompensate and over-stimulate.
3. Tend to be critical and use condemnation, hoping to evoke a reaction that will motivate the child to respond.
4. Give up and initiate no contact.
How to Help
What are some practices that can help this child?
develop social skills, may not learn to meet life's challenges, may not be able to express themselves adequately, and may not be able to get involved in the process of living.
Dr. Greenspan describes this as gently wooing and teaching the child to enjoy you and themselves.
2. The Two-Way Communication
This involves expecting the child to interact by generating emotional energy through logical conversation. You can ask questions or opinions and wait for or elicit their responses.
3. Express Emotional Ideas and Thinking
Teacher: How do you feel about playing this game?
These children don't seem to experience the emotional intensity, or at least the desire to express it, like many of us do. Help them develop an emotional vocabulary. For example:
Child: I don't know.
scared, willing, or hesitant?
Teacher : Do you feel excited,
Child: A little excited, a little scared.
Child:
Teacher : What does excited feel like?
Teacher :
Like happy or funny.
feel like?
What does scared
Child: Sad, my palms are hot.
those feelings when I try some-
Teacher :
Sometimes I feel thing new. What do you think I
Child: Try.
should do when I feel that way?
Teacher : That's a good idea. Sometimes I pray if I'm really scared. Sometimes I laugh if I'm
Dr. Greenspan, author of The Challenging Child, has researched and grouped personality traits that have historically been labeled "difficult" into the following five categories:
*Self-absorbed
*Highly sensitive
*Defiant
*Inattentive
*Active-aggressive
Jen would probably be consid- own way in the world.
ered a self-absorbed child. This personality type may be described as a thinker, independent, loner, easy, and adaptable. In reality, they may be withdrawn, unmotivated, uncommunicative, unresponsive, passive, and uninventive. These children do not disturb our world, so we tend to leave them alone, especially as infants. The problem is that it takes a great deal of stimuli or interaction for these children to come out of their worlds. Sometimes we choose to leave them there. This oversight doesn't usually represent problems until these children need to make their
If left to withdraw, they may not
excited. What would you like to do?
Child: Try.
4. Opportunities of Involvement
The goals are:
Give opportunities for involvement, then help the child dive in. Partner with him. Sometimes tactual interaction helps, which could include a gentle hug, physical activities, or music.
2. To help him develop meaningful relationships.
1. To bring him out of his private world.
3. To help him know himself and express himself to others.
God did not intend for each of us to be exactly alike. The goal is not to make these children into extroverts. The hope is that these children will see their value in the
Kingdom of God, will love God, and will reach out to others and love and relate to them while loving and appreciating themselves.
Pray and ask the Holy Spirit to give you wisdom.
Questions For Further Study—
1. What misconceptions are often made concerning the self-absorbed child?
2. What are some things you can do to draw the self-absorbed child out of his self-absorbtion?
3. What is the most important thing you and your workers can do in ministering to any child?
These children need our help to gain these skills. Not only do we need to model involvement behaviors for them, but we also need to find ways to draw them out.
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Explicit and Implicit
Examples of implications
ideas that are carried between the lines
1. What is being implied by this sentence?
Informal discussions and sharing of ideas between staff (teachers and teaching assistants) were useful but insufficient to promote consistency of approach and better progression.
Answer
There is value in informal discussions but these needed to take place more often if they are to help to properly maintain consistency of approach and progression among the pupils.
2. What is being implied in this sentence?
In primary schools, some teachers lack the specialist knowledge needed to teach PE well and outcomes for pupils are not as good as they could be.
Answer
Specialist subject knowledge is needed to teach PE effectively in primary schools and improve the outcomes for the pupils.
3. What is being implied in this paragraph?
Although the survey uncovered areas of good practice, the quality of transition between Key Stages 2 and 3 in English was too often no better than satisfactory. The lack of regular communication and exchange of ideas between primary and secondary schools created problems for continuity in teaching and assessment.
Answers (Each of these are closely related in meaning and 'correct')
- Because of the variation across the country of the quality of transition arrangements between key stages 2 and 3 many pupils do not always get a good deal on transfer.
- Better arrangements should be made between secondary schools and their feeder primaries in order to facilitate continuity.
- It would be a good idea if primary and secondary schools liaised more closely.
- The progress of the pupils would be better if there was better communication and information exchange between primary and secondary schools.
Exercises
What is being implied by these statements
From a report on geography teaching
1. Fieldwork encouraged a higher than average take-up of examination courses at a time when examination entries for geography were falling nationally.
___________________________________________________________________________
2. Developing a deeper understanding of people and places, and of the need to live in balance with an increasingly fragile environment, is more important than ever in today’s world.
___________________________________________________________________________
From a report on PE teaching
3. Nevertheless, the report confirms there is more good and outstanding PE than at the time of the last Ofsted PE survey in 2008. Sustained government investment has enabled schools to make significant improvements in PE and school sport.
___________________________________________________________________________
4. More able pupils do not have enough time to practise and achieve their very best. Only a minority of schools play competitive sport to a very high level.
___________________________________________________________________________
Contradictions
Explicit
- If something is explicit it is in the text - there is evidence that you can point to - it can be a fact or an opinion, but it is there in black and white.
For example: the text says "George did not like dogs and had never owned one."
The reader is perfectly clear about George's position on dogs.
If the statement in the question says "George was fond of dogs." - then this would go against what was explicitly stated in the text and have to be EC.
Implicit
- If something is implied (or implicit) it is being suggested by the text.
For example: the text says "George moved away from the dog, he'd never owned one."
This doesn't say the words that George didn't like dogs, but it is the feeling that you get when you read it.
If the statement in the question said "George was fond of dogs." then this would go against what was implied or suggested by the text and have to be IC.
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The 2009 drought in Kenya, the worst recorded in many decades, was devastating for people and wildlife, and its far-reaching effects are still being felt. Together with an attendant surge in poaching, it has led to a ninefold increase in the number of elephant orphans rescued at the David Sheldrick Wildlife Trust, as Lisa Hoffner reports.
orphans unlimited
LISA HOFFNER (2)
'A LONG SPEAR WAS LODGED deep in her skull and protruded from her head, midway between the eyes. There were wounds on her body too, probably caused by an axe.' These gruesome words describe the plight of an elephant – later named Murka – that narrowly escaped death last year and is now one of a growing number of residents at the David Sheldrick Wildlife Trust. Stories like hers have become more common as a result of drought and poaching.
Tucked within Nairobi National Park, the trust is run by David Sheldrick's widow, Daphne, as a safe haven for young elephants and rhinos. The elephants, whose develop ment shares certain parallels with that of humans, are raised in hybrid human–animal herds, with male keepers taking the place of matriarchs in the surrogate setups. These men shadow the elephant calves, feeding them milk every three hours and even sleep ing with them at night. In time, the orphans, along with their keepers, are transported to Kenya's Tsavo National Park to make the transition into the wild. The calves remain in their makeshift family until they have the emotional maturity and skills set they need to survive without human help – a process that can take up to 10 years. 'Elephants have identical emotions to us, plus many additional attributes that we lack,' explains Sheldrick, the grand architect of this unique blend of elephant and human life.
More than 50 years of living and learning in the bush, as well as the number of orphans in her care, give her an insight into the health of elephant populations in Kenya. But she was not prepared for the astronomical influx of newcomers to the orphanage last year. The
16 A F R I C A G E O G R A P H I C
*
FEBRUARY 2011
2009 drought was the worst in decades and its toll on wildlife was enormous. Coupled with a rise in human–wildlife conflict and poaching for ivory, it was especially devastating to young elephants. 'Milk-dependent young died in droves throughout Laikipia and in Tsavo,' recalls Sheldrick. The trust rescued 53 elephant and two black rhino orphans last year, compared to a typical annual intake of about six calves. Elephant-sized baby bottles – and the keepers – worked overtime at the Nairobi nursery, caring for a record number of residents.
is extremely wary of humans, but is healing nonetheless and gradually accepting her new family.
'The 2009 drought was unique,' Sheldrick explains. 'All the protected areas were invad ed by cattle, some trucked in from far afield. They monopolised the few remaining water holes and consumed what little fodder was left, resulting in the loss of more herbivores than in any drought in living memory.' Mystery ailments added another layer of complexity, as many rescued orphans succumbed to gut parasites transmitted by the cattle.
Where there is weakness there is oppor tunity and, with desperation at a peak, the opportunists took their best shot at wildlife
– literally. Elephants and rhinos became the targets of trigger-ready fingers, and poaching reached an all-time high in Kenya. 'While lack of water was the main cause of [elephant] deaths,' reports Yusuf Adan, the senior warden of Tsavo East, '90 per cent of the elephants killed were slain for their ivory.'
Luckier than many to survive at all, Murka bears the wounds that underscore the region's problems. She can't use her trunk for drinking as a healthy elephant would and
At 76 years of age, Sheldrick continues to be intimately involved with the trust and, with the help of her daughter Angela and son-inlaw Robert Carr-Hartley, will continue to care for the likes of Murka. The orphanage has notched up 130 successful elephant and 14 rhino rescues to date and, says Angela, '[Its] future is assured as long as there are wildlife and habitats to be saved.' This is good news, as early reports of a La Niña weather system have analysts predicting another drought in the months ahead. AG
Read more about the work of the David Sheldrick Wildlife Trust in the September 2005 issue of Africa Geographic.
ABOVE Perhaps surprisingly, men rather than women take over the role of matriarch in the orphan herds.
BELOW Daphne Sheldrick has passed her invaluable and hard-won experience of nurturing young elephants – the most difficult species to raise from infancy – to a devoted team of keepers.
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Northshore Christian Academy
A Ministry of Northshore Christian Church ~ www.northshorechristianschools.org 5700 – 23 rd Drive West ~ Everett ~ WA ~ 98203
Phone: (425) 407.1119 Fax: (425) 322.2386
Project Lead the Way— K-5 Curriculum Overview
We are pleased to announce that Northshore is an official Project Lead The Way (PLTW) School! NCA has been accepted by PLTW to take part in the Elementary Launch of its new K-5 program for the 2014-2015 school year. Below is an overview of the program at each grade level. Please follow this link to learn more from the PLTW website: https://www.pltw.org/our-programs/launch
Project Lead The Way is the leading provider of rigorous and innovative Science, Technology, Engineering, and Mathematics (STEM) education curricular programs used in elementary, middle, and high schools across the U.S. The elementary program is new for 2014. The program is set up in modules that follow the design process. Each 10-hour module is aligned to grade-level standards and incorporates the process of hands on engineering.
Kindergarten—Structure and Function
Students discover the design process and how engineers influence their lives. In small groups, students design, build, and test a paintbrush out of available materials to withstand force. Then, the students use the design process to sketch, build, test, and reflect on improved paintbrush design.
Grade 1—Light and Sound
Students investigate light and sound waves including vibration from sound waves and the effect of different materials on the path of a beam of light. The students use the design process to sketch, build, test, and reflect on a device that uses light or sound to communicate over a distance.
Grade 2—Materials Science: Properties of Matter
Students investigate and classify different kinds of materials by their observable properties. After testing materials and analyzing the data, the students determine the best material to solve a design problem.
Grade 3—Stability and Motion: Science of Flight
Students are introduced to how aircraft vehicles fly while investigating the effects of balanced and unbalanced forces on the motion of an object. Students develop an understanding of how engineers work and are introduced to aspects of the aerospace engineering field. Students also learn sketching techniques, discover computer aided design, and use basic descriptive geometry as a component of design and measurement to model their solutions. Using an engineering notebook and other forms of documentation, students document the process by which the design models and solve problems.
Grade 4—Energy: Conservation
Utilizing mobile robotics and building on their prior experience, students design, model, test, and refine a device that converts electrical energy to mechanical energy. The students explore engineering careers that involve energy conservation and mechanical design.
Grade 5—Robotics and Automation
Students explore ways that robots are used in today's world and the impact of their use on society and the environment. Students learn about a variety of components to build and test mobile robots that may be controlled remotely.
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