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Rosa L. Diaz
Superintendent
732-541-8960, Ext. 6001
email@example.com
March 2, 2020
Dear Parents, Guardians, Faculty, and Staff:
Carteret Public Schools continues to work towards ensuring our students are provided a safe, clean and healthy learning environment where they may thrive. Although we have no confirmed cases of coronavirus (COVID-19) in Carteret or anywhere in New Jersey, the District is prepared with an emergency plan for such an event. District Policy 8451, Control of Communicable Disease, provides guidance and compliance measures so that all district decisions and actions are in line with New Jersey Department of Health and Middlesex County Board of Health directives and regulations.
Carteret Public Schools is monitoring all updates from local, state and federal health agencies regarding viral outbreaks, including the coronavirus. The Centers for Disease Control and Prevention has determined that the immediate risk to the American public from the coronavirus is low at this time. For the latest information, visit: https://www.cdc.gov/coronavirus/index.html
The following steps are recommended by the CDC to protect yourself and your family from viral illnesses, including the Coronavirus:
* Wash your hands! Frequent hand-washing with soap and water for at least 20 seconds is one of the simplest — and most effective ways to prevent the spread of germs. Use alcohol-based hand sanitizer if soap and water are not available. Remind your child to wash his or her hands:
o Before eating food
o After using the toilet
o After blowing his or her nose, coughing, or sneezing
* Cover your mouth and nose when you cough or sneeze. Teach your child to cough or sneeze into a tissue — then toss it. If it isn't possible to reach a tissue in time, remind your child to cough or sneeze into the crook of his or her arm.
* Keep your hands away from your eyes, nose and mouth. Remind your child that germs spread this way.
* Stay home if you are sick, especially with a fever.
* Avoid people who are sick. When possible, help or encourage your child to avoid close contact with anyone who is sick.
* Clean and disinfect frequently touched surfaces and objects.
If you plan to travel abroad, be sure all immunizations, including the flu vaccine, are up to date.
Please review the CDC travel advisory prior to traveling: https://www.cdc.gov/media/releases/2020/s0128travelers-avoid-china.html
BOARD OFFICE 599 Roosevelt Avenue Carteret, NJ 07008
Phone: 732-541-8960
Fax: 732-541-0433
www.carteretschools.org
Students who are ill with respiratory symptoms, flu-like illness, or diarrhea/vomiting should stay home for 24 hours fever free or without diarrhea/vomiting. Please report your child's absence and such symptoms to your school nurse and contact your child's primary health care provider.
The New Jersey Department of Health (NJDOH) does not recommend school closure for outbreaks of infectious disease; however, in the event this does occur, district administration will consider plans that include curating online resources for student instruction, best practices for maintaining district operations and facilities in light of possible contagions, and keeping open lines of communication with students, parents, faculty, and staff. We intend to closely monitor the situation and make any decision regarding school closures in partnership with the Middlesex County Board of Health, the Carteret Borough Health Department, and the Office of Emergency Management.
All updates regarding the coronavirus (COVID-19) will be posted on the district website for your review. I have included several resources should you wish to learn more about the coronavirus (COVID-19).
Center for Disease Control (CDC): https://www.cdc.gov/coronavirus/index.html
New Jersey Department of Health Hotline:1-800-222-1222
Thank you for your continued support and cooperation in keeping our school district safe and healthy. | 1,785 | 838 | {
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Nebraska Vietnam Veterans Memorial Lesson Plan for Educators
Topic: Effects of Migration, Occupation and Colonization
Lesson Title: Vietnam's Fight for Independence
Level: High School
Focus Statement: History involves acquiring knowledge about significant events, developments, individuals, groups, documents, places and ideas to support investigations about the past. Historical thinking requires understanding and evaluating change and continuity over time, and making appropriate use of historical evidence in answering questions and developing arguments about the past. It involves locating and assessing historical sources of many different types to understand the contexts of given historical and the perspectives of different individuals and groups within geographic units that range from the local to the global.
Nebraska Education Standards:
SS HS.4.1 (WLD) Analyze and evaluate patterns of continuity and change over time in world history.
World History – Change, Continuity, and Context:
SS HS.4.1a (WLD) Evaluate the cause and effect of historical events in the world
SS HS.4.1c (WLD) Evaluate the impact of people events and ideas, including various cultures and ethnic groups, on the world.
World History – Multiple Perspectives
SS HS.4.2 (WLD) Analyze the complexity of the interaction of multiple perspectives to investigate causes and effects of significant events in the development of history.
SS HS.4.2a (WLD) Identify and evaluate how considering multiple perspectives facilitates an understanding of history.
SS HS.4.2b (WLD) Evaluate the relevancy, accuracy, and completeness of primary and secondary sources to better understand multiple perspectives of the same event.
SS HS.4.3 (WLD) Examine historical events from the perspectives of diverse groups. SS HS.4.3a (WLD) Identify how differing experiences can lead to the development of perspectives.
SS HS.4.3b (WLD) Interpret how and why diverse groups and/or individuals might understand historical events similarly or differently.
Topic: Effects of Migration, Occupation and Colonization
Lesson Title: Vietnam's Fight for Independence
High School
Level:
Lesson Objectives
* Students will familiarize themselves with the development of the country of Vietnam, especially the repeated invading and conquering of the country by China and Japan, and colonizing by the French.
* Students will research the role that the Indochinese Communist Party played in Vietnam during World War II.
* Students will use available printed, film, and internet information about French Indochina (1859-1883) to learn why the U.S. became involved.
* Students will use available printed, film, and internet information about present day Vietnam.
Summary of Tasks/Actions
1. Present an evaluation of the effect that the invasions, occupations and wars between 1847 and 1975 had on Vietnam.
2. Analyze the viewpoints of Ho Chi Minh, the French, the Chinese, and the Russians about the Geneva Conference accords (1954). In small groups, present your findings.
3. Explain why the Vietnamese people and French Indochina as a whole were unhappy with France during their colonial period.
4. Discuss present day Vietnam, and their governmental, and social status.
Materials/Equipment
* Internet access
* Access to maps indicating former borders and names of present day Vietnam
* Audio/visual equipment and screen
* Websites, books, articles, memoirs, etc., describing Vietnam during various occupations and colonization.
* Websites, books, articles, etc., describing Vietnam during WWII, Vietnam war and present day Vietnam
References/Sources
* NVVM.org
* Vietnam Timeline
https://www.worldatlas.com/webimage/countrys/asia/vietnam/vntimeln.htm
* Vietnam Timeline and History Overview https://www.ducksters.com/geography/country/vietnam_history_timeline.php
* A Brief History of Vietnam, Tim Lambert www.localhistories.org/viethist.html | 1,849 | 805 | {
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Klamath County Public Health
CONTACT: Valeree Lane, email@example.com, 541.882.8846 September 22, 2020
FOR IMMEDIATE RELEASE
Klamath County reports 2 new cases of COVID-19
KLAMATH FALLS, Ore. – Klamath County Public Health (KCPH) officials report two new cases of COVID-19 in the community, bringing the local count to 277.
This week's count is four.
Information specific to Klamath County can be found at https://www.klamathcounty.org/1076/KlamathCounty-data.
KCPH Director Jennifer Little encourages everyone to follow CDC guidelines:
Everyone Should
* Wash your hands often
o Wash your hands often with soap and water for at least 20 seconds especially after you have been in a public place, or after blowing your nose, coughing, or sneezing.
* It's especially important to wash:
o Before touching your face
o Before eating or preparing food
o After using the restroom
o After blowing your nose, coughing, or sneezing
o After leaving a public place
o After handling your mask
o After caring for someone sick
o After changing a diaper
o After touching animals or pets
* If soap and water are not readily available, use a hand sanitizer that contains at least 60% alcohol. Cover all surfaces of your hands and rub them together until they feel dry.
* Avoid touching your eyes, nose, and mouth with unwashed hands.
Avoid close contact
* Inside your home: Avoid close contact with people who are sick.
o If possible, maintain 6 feet between the person who is sick and other household members.
* Outside your home: Put 6 feet of distance between yourself and people who don't live in your household.
* Remember that some people without symptoms may be able to spread virus.
* Stay at least 6 feet (about 2 arms' length) from other people.
* Keeping distance from others is especially important for people who are at higher risk of getting very sick.
Cover your mouth and nose with a mask when around others
* You could spread COVID-19 to others even if you do not feel sick.
* The mask is meant to protect other people in case you are infected.
* Everyone should wear a mask in public settings and when around people who don't live in your household, especially when other social distancing measures are difficult to maintain.
* Masks should not be placed on young children under age 2, anyone who has trouble breathing, or is unconscious, incapacitated or otherwise unable to remove the mask without assistance.
* Do NOT use a mask meant for a healthcare worker. Currently, surgical masks and N95 respirators are critical supplies that should be reserved for healthcare workers and other first responders.
* Continue to keep about 6 feet between yourself and others. The mask is not a substitute for social distancing.
Cover coughs and sneezes
* Always cover your mouth and nose with a tissue when you cough or sneeze or use the inside of your elbow and do not spit.
* Throw used tissues in the trash.
* Immediately wash your hands with soap and water for at least 20 seconds. If soap and water are not readily available, clean your hands with a hand sanitizer that contains at least 60% alcohol.
Clean and disinfect
* Clean AND disinfect frequently touched surfaces daily. This includes tables, doorknobs, light switches, countertops, handles, desks, phones, keyboards, toilets, faucets, and sinks.
* If surfaces are dirty, clean them. Use detergent or soap and water prior to disinfection.
* Then, use a household disinfectant. Most common EPA-registered household disinfectants will work.
Monitor Your Health Daily
* Be alert for symptoms. Watch for fever, cough, shortness of breath, or other symptoms of COVID-19.
o Especially important if you are running essential errands, going into the office or workplace, and in settings where it may be difficult to keep a physical distance of 6 feet.
* Take your temperature if symptoms develop.
o Don't take your temperature within 30 minutes of exercising or after taking medications that could lower your temperature, like acetaminophen. | 1,696 | 879 | {
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Case Study:
Oxfam GB Hand Pump Scheme OF Mohammad Hassan's Village Union Council Kishingi.
Oxfam GB Drought Response Program (DRP) has been implementing water interventions in partner ship with ECHO to bring water closer to vulnerable women whose only access to water is 5 to 6 km from their home. This has meant that water collection has become the single greatest burden on the lives of rural women. .
This is the story of Mohammad Hassan's Village some 45 km east of Nushki and situated some 20 km's distance from the Afghan border. The total number of households in the village are 14 with a total population of 112 individuals. The landscape is characterized by a series of hills that stretch northwards to the Chaman border. .
Traditionally the livelihoods of the village were dependent on livestock and rain fed agriculture, however both livestock and agriculture have been badly affected by 5 years of acute drought. Prior to the drought, each household had 30 to 1000 goats and sheep and between 1-2 acres of land. However, the acute drought has resulted in livestock losses in excess of 90 % and the total disruption of agriculture. As a result men have been forced to turn increasingly to daily waged labor as the only viable livelihood option. The increased number of people seeking waged labor has resulted in a significant drop in wage levels.
Jamal Khatoon is a woman of 42 years and according to the villagers is one of the most vulnerable women of Mohammad Hassan's village. Every day Jamal Khatoon rises at 6.00am and travels two hours to a spring (Porchangi Spring) six kms from the village up in the mountains. Jamal Khatoon has a husband, 4 girls (Hameeda, Nazia, Bibi Safia, Amara) and 2 boys Sawali and jameel.
In her own words, Jamal Khatoon describes her day; " I was the only one to wake up in the early morning (6:30 am) and prepare my donkey to fetch 80 liters of water for my family. After 2 hrs travels I reached the spring and filled 4 containers of 20 liters, I start my journey again towards my house where I continue my household responsibilities e.g. prepare lunch for my family and look after my children.
The water collection is very difficult and latterly when I reached home my children were weeping from hunger and it crushes my spirit. Often I find myself wondering why I married with an unlucky man who can't provide enough water for my family. I am just wishing for water and not for other facilities. I have on women dieses, which I can't tell you (Oxfam Engineer).
The new Oxfam pump has made me immeasurably happy and I thank God that my burden has been lifted and now my small kids can fetch water in 20 minutes and I have enough time to do my other households activities. The other good work Oxfam did for us is washing plate where we can easily wash our clothes. These two things (Hand pump and Washing Platform) are big achievements for us. I always ask the other women to pray for Oxfam for such nice work. We all pray to God almighty for Oxfam for helping poor people in far flung areas and really Oxfam is good and I urge Oxfam to continue their water
Photo 3: This whole house for 8 family members where Jamal Khatoon is giving her interview to Oxfam GB Watsan Engineer. | 1,341 | 736 | {
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About the Book
Travelers on a cruise ship hit an underground mine and a cloud of fog before their ship explodes. The few that survive find an island off the coast of South America that in 912 AD was home to a Mayan Empire. The island is unknown and had not shown up on any radar. Now, not only are the castaways fighting to find food, water, and shelter, they are constantly being attacked by giant insects: the bee assassin bug, peanut bug, harvestmen, pond skaters, and toe biters.
During their struggle to live on this island, two of the survivors, Henry and Tracy, meet a man named Zosimo who has been here for 20 years. Zosimo says they are the first people he has encountered since he has been stranded on the island and during that time the island has been covered in fog and the insects have been "asleep."
While several rescue attempts are made for the passengers on the sunken cruise ship, many rescuers succumb to the large insects. When the fog returns, all of the insects are found dead while their victims are going through metamorphosis in cocoons. At this point, only three survivors remain as they finally reach the coast of South America.
Discussion Guide
1. When they first arrived on the island, Sarah and Fiona were acting immature and childish. What, if any, changes are seen in Sarah and Fiona's young personalities? Do you think they would have survived without the help of Mary?
2. The beginning of the book starts in 912 A.D. in a Mayan village. The people there had established an entire society and were succeeding on the island. They all seemed surprised when these large insects started to invade. Do you think they lived peacefully together at some point? What do you think is the significance of the Mayan message that Wayne found in the cave that read "Beware of the demons that sleep," and the engravings he found that looked like insects? What or who do you think created the giant insects?
3. The fog rose, the mosquitoes, birds, crickets, and all other noises disappeared, and then the giant insects came out. What, if any, significance do you believe the fog has on the insects' behavior? Why do you think the island does not show up on radar or maps? Do you think it has to do with the fog?
4. Who do you think had the best strategy dealing with the struggles of the island? Henry and Tracy? Fiona, Mary, and Sarah? Melanie? Wayne? Do you think the strategies Henry and Tracy used when they first arrived on the island were beneficial or could they have done something better?
5. Out of the six large insects mentioned, which one do you believe was the biggest threat to the other insects? To the humans? Describe the features of the insects. Do you think they were accurate?
6. Zosimo mentioned that the insects did not come out for the 20 years he had been there. When the cruise ship exploded all of the insects emerged from the cocoons and began to attack the survivors. What do you think caused the insects to emerge? Do you think it was the sound of the mine or the presence of people? Do you think there has to be a
certain amount of people in order for the insects to emerge? What other factors do you think play a role in the emergence of the insects?
7. The cruise ship exploded because it hit an underwater mine that Zosimo later said was installed by the military. Do you think the military built the mines because they knew about the insects or was it a normal part of their base?
8. Later on the few remaining survivors, Henry, Fiona, Sara, and Tracy discovered that the insects were taking people they had killed and putting them into cocoons. Do you think they will emerge as insects? Do you believe their theory that all the insects were once people? Do you think it explains why the insects only emerge from the cocoons when there are humans on the island?
9. Why do you think Sarah, Fiona, and Tracy didn't kill all the insects when they were all in cocoons? Why do you think Zosimo did not do the same thing in the 20 years he was on the island?
10. What do you think will happen next? Do you think there will be a sequel? If you could rewrite the original ending, would you? | 1,459 | 902 | {
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Google Earth Lessons Guide and Tips
Google Earth
* Coordinates are approximate. Look for tree symbol and hover mouse over to observe the name of the area.
* Places and photos should be checked in the google earth settings on lower left side of program.
* Students are to zoom out to find name of city and state or country if outside of US (and are encouraged to write in the table next to the area name) in order to gain perspective of their surroundings as they travel from place to place.
* Identifying accurate coordinates requires the user to be zoomed in as far as possible.
* The meaning of longitude and latitude should be discussed prior to this activity along with the format, units and how to verbally express the coordinates. The coordinates are posted in this activity without all of the units for ease of pasting onto google earth search bar.
Biomes
* Since there are variations of biomes, discussions during the evaluation of the project can occur. For example, a student may notice that a picture of the tundra could be one that represents an alpine tundra or an arctic tundra. Also since there can be more than one picture posted that represents the area accurately answers may vary.
* There can be several different biomes in one park or area. This is also a great time for discussion about how this occurs. For this project, students will need to pay attention to the type of biome they are to be exploring in order to acquire the correct picture that best represents that biome. For example, Olympic National Park is to be explored for the temperate rainforest but not all of the park would represent a true temperate rainforest. This is where students are then required to use their previous knowledge of the conditions that make a particular biome and search for pictures or areas that represent those the best. In addition, I will encourage students to glide over the mountain tops (zooming in and out) and use street view to explore the area in a more enhanced view than just the pictures that are posted. Some areas do not provide street view access so there are limitations when assigning this type of exploration but could certainly be used for others.
* Guide students to find the environmental issues from the national park or forest websites. Park websites usually have "nps.gov" within the address. Click on Learn about the park and then click on Nature. Answers may vary since many areas have more than one environmental issue.
Course Standards
* Students are required to know the biotic and abiotic aspects of biomes and be able to identify them previous to the Biology I course according to state standards. This lesson is used as a review of the biomes and to fulfill course requirements of knowing environmental issues and how they are managed. | 1,038 | 547 | {
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FOR IMMEDIATE RELEASE
For more information, Contact: Wendie Powell Livestock Production Agent, Wildcat Extension District firstname.lastname@example.org, (620) 784-5337
Large Round Bales Lose Value During Storage
Large round bales really ramped up their popularity in the 1970s, mostly because of their low labor requirements. Just one or two people can harvest and store these large bales. When you compare that to the crew of two to four able bodies you need for small square bales, there's quite a labor savings. Adding to that, producers found that these bales naturally shed precipitation and so be stored outside, saving storage costs. Square bales have to be stored away from weathering. While it is quite true that the round shape of the bale does allow rain to slide right off, and coupled with the binding material- especially net wrap, some moisture is prevented from deteriorating the bale. Still, there has been quite a lot of discussion and research exploring the economics of storage systems for big round bales.
Generally, the value of a storage system depends on the projected hay loss while in storage and the price of hay when sold or used. If hay with a market price of $80 per ton has a 20% loss during storage, then the value of the hay lost would be $16 per ton. This cost of hay value lost added to the cost of the storage system, like an enclosed barn, gives the total storage cost, which can be used to compare various types of storages. One of the biggest problems in determining the total storage cost of a system is estimating the loss of hay value during storage.
Dry matter losses can reach 50% depending on bale quality, storage conditions and length in storage. Severe deterioration is usually confined to the outside two to eight inches of the bale. Depending on the bale's diameter, just two inches can represent over 10% of the bale's dry matter. The depth of weathering depends on many factors, including amount of rainfall and environmental conditions (temperature and humidity) during the storage period, the hay type and condition when baled, and bale shape and density.
Bales should be well-shaped and as dense as possible. One of the important keys to reducing weathering is the tightness of the outer layer of the bale. The tighter the outer layer, the lower the losses regardless of whether the bale was formed using a variable or fixed-chamber baler. Outer layer "tightness," or density, is not easy to measure. One rule of thumb is to push on the outer surface of a newly-formed bale with the palm of your hand. If you can depress the surface more than about a half-inch, the bale could undergo significant storage losses when placed outside and unprotected. If using sisal or plastic twine, wraps should be no greater than eight inches (preferably six inches) apart on the bale. This does, however, require additional time and expense during baling. If bales are stored outside, the added time and expense are easily justified. Research shows net-wrapped bales have storage losses similar to the standard plastic or twine wrap when the outer layers are the same density.
The storage site is another important consideration in reducing bale losses. Store your round bales at a site that is not shaded and is open to breezes to enhance drying conditions. As much as 12 inches of the bottom of a bale can be lost through moisture absorption, so the area should also be well-drained. Ground contact can account for over half of the total dry matter losses. Where practical, keep bales off the ground using low cost, surplus materials such as discarded pallets, racks, fence posts, railroad ties, or used tires. Another alternative is to use a layer of crushed rock about six inches deep to ensure good drainage within and around the storage site.
Bales should be stored in rows, buffed end-to-end. For maximum air flow and sunlight penetration, orient the rows in a north/south direction and allow at least three feet between each row. Vegetation between rows should be mowed. Research has shown that orientation is a minor consideration if the bales are used before early spring because the losses are relatively small until that time. If stored into the summer, bales oriented in an east-west direction can experience severe deterioration on the north-facing surface.
There has been quite a lot of information gathered concerning the economics of large round bale storage. It all comes down to the value of the hay loss in storage. Ideally, the value of the lost hay would be recovered in material costs. I would be happy to chat with you about storage facilities and other options. I can be reached at (620) 784-5337, email@example.com..
# # #
K - State Research and Extension is an equal opportunity provider and employer | 1,858 | 1,009 | {
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From the Delanco Sewerage Authority
Did you invite the Fatbergs??
Now that the holidays are behind us, we're kind of curious…did you invite the Fatbergs for the holidays? Who or what are the 'Fatbergs'? We're glad you asked.
Fatbergs are actually large fat deposits that accumulate in sewer laterals, collection systems, and sewerage treatment plants (STPs); no kidding, look it up! They are so named because of the size of these deposits. Just like large icebergs threaten ocean going vessels, fatbergs are large balls of fat that impede or block the flow of our sanitary systems. So where do they come from?
Holidays are a prime cause of fatbergs; not the holidays themselves but the cooking of holiday dinners. Once everyone is stuffed with holiday turkeys, ham, pork, and beef the clean up begins. Many residents just dump the fat and cooking liquids down the kitchen sink or toilets to get rid of them. Unfortunately, as soon as these fats reach your underground pipes they solidify into globs of fat that continue to build up until it completely blocks your sewer lines. The build-up and/or blockages are not that easy to remove once they accumulate.
To make matters worse, people continue to flush wipes down the toilet. Although the wipes themselves pose significant problems with sewers when the fats and wipes combine they form an almost impenetrable fatberg that has to be mechanically removed. No amount of Drano or Liquid Plumber is going to dissolve that.
So, what can you do with all the leftover cooking fat? There are several "safe" alternatives for disposal for small quantities of fats and grease.
- Pour grease and fats into plastic containers and seal them before tossing them in your regular trash on trash day.
- Use some of the fats for making sauces and gravies for the meal. It is a delicious albeit less healthy alternative that many of our parents and grandparents used to do. Remember those bacon grease cans?
- Pour grease and fats into containers and freeze them prior to placing them in your regular trash on trash day.
- Use liquid dish detergent to dissolve some of the grease prior to washing cooking pots with the rest of your dishes. Liquid dish detergents contain saponifiers that actually convert some of the grease into soap prior to rinsing. Use about a teaspoon of detergent with about a cup of water to break down the grease. Dawn dish detergent is just one example.
- Wipe cooking pots with a paper towel prior to washing dishes to remove as much fat as possible.
- For used cooking oil only, not fats, grease or drippings – Residents who have used cooking oil like peanut, corn, canola, vegetable oil, commonly used in deep frying, can take the used cooking oil to the Resource Recovery Complex, 22000 Burlington-Columbus Road, Florence, NJ 08518. Drop-off is free for all Burlington County residents. Businesses must arrange for their own disposal. For more information and current hours please call (609) 499-5200.
Wipes will always pose an issue with sanitary sewers. Some wipes are far worse than others but they all create problems. Absolutely NO baby wipes, hand wipes, face cloths, "Wet-Ones", Clorox Wipes or any other disinfecting cloths. These items do not break down at all.
If you must use toilet wipes, Cottonelle and Scott make "flushable" wipes that break down better than other brands but again, its preferred that you do not flush ANY wipes down the toilet. Just because a manufacturer prints "flushable" on their product it doesn't mean it's safe for flushing down the toilet; it only means that it is capable of being flushed. Anyone with kids knows you can flush toys down the toilet but that doesn't mean you should.
So, we hope you didn't invite the Fatbergs for the holidays but if you did pour cooking fats down the drain, don't worry, the Fatbergs will visit you soon. | 1,505 | 848 | {
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Key Passage:
For the wages of sin is death,
but the free gift of God is eternal life in
Christ Jesus our Lord.
1. What does this story teach me about God or the gospel?
2. What does this story teach me about myself?
3. Are there any commands in this story to obey? How are they for God's glory and my good?
4. Are there any promises in this story to remember? How do they help me trust and love God?
5. How does this story help me to live on mission better?
WHAT IS THE FAIR PAYMENT FOR SIN? THE FAIR PAYMENT FOR SIN IS DEATH.
God had led the Israelites into the promised land. God made a covenant with them, saying, "I will keep My promises, but this is what you must agree to: Never make a covenant with the people living in this land. Tear down their altars to their false gods."
But that's not what happened. After Joshua and the older generation of Israelites died, the Israelite children grew up and did not remember God\. They did what was evil.
The Israelites fell into a cycle of sin. First, the Israelites would disobey God and worship the false gods of the people living around them. They'd forget about the one true God. God would grow angry. He would let an enemy king take over the Israelites, and the people would have to serve the king. They would suffer greatly.
Then the Israelites would remember how good they had it when they loved and obeyed God. They would cry out to Him, "Save us!" God wanted the people to love and obey Him, so He would raise up a leader from the Israelites to deliver them from their enemies and rule as a judge. The people would obey God as long as the judge was alive.
But when the judge died, the Israelites would turn away from God and the cycle would begin again: Sin, oppression, repentance, rescue, obedience, and then back to sin. This is the story of the Book of Judges.
Christ Connection: The judges saved the people from the consequences of their sin, but not the cause of it. God's plan was to one day send a true Deliverer—Jesus, His own Son—to be the King of His people. Jesus saves people from sin forever.
FOLD
Key Passage: For the wages of sin is death, but the free gift of God is eternal life in Christ Jesus our Lord.
1. What does this story teach me about God or the gospel?
2. What does this story teach me about myself?
3. Are there any commands in this story to obey? How are they for God's glory and my good?
4. Are there any promises in this story to remember? How do they help me trust and love God?
5. How does this story help me to live on mission better?
WHAT IS THE FAIR PAYMENT FOR SIN? THE FAIR PAYMENT FOR SIN IS DEATH.
The Israelites were stuck in a pattern of ignoring God, being attacked by enemies, and then calling out to God to rescue them. God let their enemies, the Philistines, rule over them.
One day, the angel of the Lord spoke to a man and his wife. They would have a son, and their son would save God's people from the Philistines. God had special instructions for their son: He should never cut his hair.
The couple named him Samson. God made Samson strong. Samson decided he wanted to marry a Philistine woman. Samson and his parents went to meet her. Along the way, a lion jumped out and Samson killed the lion. Later, bees made honey in the lion's body.
Samson told a riddle to a group of Philistines at the wedding. The Philistines could not figure it out. They asked Samson's bride for help. She told the men the answer. Samson was angry, and he left without his wife. Samson ran away to another city, where he fell in love with a woman named Delilah. The Philistines gave Delilah money to help them find out.
Samson told Delilah, "If you cut my hair, I will be weak." A Philistine came and cut his hair. The Philistines grabbed him and took him away in chains.
The Philistines made Samson stand between two pillars in their temple. God strengthened Samson. Samson pushed on the pillars and collapsed the temple. Samson and everyone in the temple died.
Christ Connection: Samson's sin led to his own death, but God used his death to save the Israelites from their enemies. Samson's story reminds us of Jesus. Jesus never sinned, but God sent Him to die on the cross and rise again to rescue people from sin and give them eternal life.
FOLD | 1,608 | 1,002 | {
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A Professional Development Video:
Talking to parents about their child's speech, language and communication
The Special Educational Needs and Disability (SEND) Code of Practice highlights the importance of parental and family involvement for children with SEND.
Practitioners have a responsibility to identify where they notice that a child or young person's speech, language and communication skills are not developing as expected for their age and parents should be central to the identification and assessment process.
Remember to consider:
Preparation
❑ Have you talked to the child's parents before about their child's speech, language and communication development? Remember what those conversations consisted of and build on these when you are discussing your concerns in this area
❑ Set aside some time and a space to have your conversation – try to find somewhere with minimal distractions
❑ Gather your paperwork – these might be your observation notes, videos, photos, voice recordings or examples of the child's work
❑ Revise what you know about the child's home life and family situation – consider the child as a whole, and be mindful of the context in which you're having your conversation
❑ Plan for how you would like the conversation to go – what is your end goal? Do you have some advice or information that you can share about next steps?
notes
During the conversation
❑ Begin on a positive note, sharing positive examples of how the child or young person has used their speech, language and communication strengths
❑ Ask the parents how they feel their child's speech, language and communication skills are progressing. Try questions like, 'do you notice that he can be difficult to understand at home? Or 'have you noticed that she sometimes finds it difficult to follow instructions that you give her?
❑ Be honest about your concerns. Explain clearly why you wanted to meet and use the evidence that you have gathered to share your concerns
❑ Use questions to bring parents in to the conversation, making it clear that their opinion, as the person who knows the child or young person the best, is all part of building the picture of their child's strengths and difficulties
❑ Some challenges that you may face during your conversation might include: parents becoming defensive, parents not understanding due to their own language or learning needs, parents not understanding the importance of speech, language and communication or cultural differences, to name a few. Be prepared for these possible challenges that you may come across in your conversation
Next steps
❑ Be solution focused. Try to develop action points with parents and begin your 'asses-plan-do-review' response, involving parents every step of the way
❑ Be aware of your professional boundaries - there will be some actions that you can take forward yourself, and others that may require different or more specialist expertise
❑ Signpost parents to other sources of information – often there are national and local sources of support that parents may be able to draw on
❑ Jointly agree the next steps with parents, making sure that they are practical and achievable. Often working towards small steps as part of a longer term goal is more helpful in ensuring that goals are achievable and that progress is made
notes
notes
PLAN
do
ASSESS
REVIEW | 1,345 | 700 | {
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Topics Oral Presentations - Reading 7th Grade
Speech - Reading 7th Grade - I Period
Due date: TBA
8% - Pair work (Do not meet outside school, split the work)
Objectives:
Expressing ideas orally without the need of memorization.
Applying proper vocabulary and grammar.
Summarizing and paraphrasing the researched topic.
Showing creativity, responsibility and cooperation, among other values, at all times.
Choose a topic:
- Dolphins
- Orangutans
- Elephants
- Monkeys
- Adventure travel
- Vanuatu
- Surfing
- Land Divers
- Music styles
- DJs
- The power of music
- Space exploration
- Telescopes
- Astronauts
- The Festival of San Fermin
Develop the topic thoroughly. Include a PowerPoint presentation and a video of 3 minutes maximum. Any additional materials to enrich the work are not required but appreciated. The projector and materials must be set up before the class starts.
The presentation can be made before the due date, but never after.
Speech - Reading 7th Grade - II Period
Due date: TBA
8% - Pair work (Do not meet outside school, split the work)
Objectives:
Expressing ideas orally without the need of memorization.
Applying proper vocabulary and grammar.
Summarizing and paraphrasing the researched topic.
Showing creativity, responsibility and cooperation, among other values, at all times.
Choose a topic:
- Big, important cities
- High-rise buildings
- Microscopes
- Yellowstone National Park
- Dinosaurs
- Castles
- Microorganisms
- Fantasy books, folktales, fairy tales
- Cells
Develop the topic thoroughly. Include a PowerPoint presentation and a video of 3 minutes maximum. Any additional materials to enrich the work are not required but appreciated. The projector and materials must be set up before the class starts.
The presentation can be made before the due date, but never after.
Speech - Reading 7th Grade - III Period
Due date: TBA
8% - Pair work (Do not meet outside school, split the work)
Objectives:
Expressing ideas orally without the need of memorization.
Applying proper vocabulary and grammar.
Summarizing and paraphrasing the researched topic.
Showing creativity, responsibility and cooperation, among other values, at all times.
Choose a topic:
- Unusual jobs
- Meteorites
- Smokejumpers
- Wildfires
- Clay soldiers
- Ancient monuments
- Legends of the sea
- Pirates
- Ship wrecks
- Dangerous places
- Famous explorers
- People who vanished
- Pyramids
- The Everest
Develop the topic thoroughly. Include a PowerPoint presentation and a video of 3 minutes maximum. Any additional materials to enrich the work are not required but appreciated. The projector and materials must be set up before the class starts.
The presentation can be made before the due date, but never after.
Evaluation Criteria
Total points: 60
* Although it's pair work, each student is evaluated separately.
** Reading during the presentation is not permitted.
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CAN YOU JUST SIT STILL AND PAY ATTENTION?
This is certainly a comment many children hear all day long. Regrettably, it is often said as a statement or command, rather than a question. For children who have a difficult time managing themselves during class time, or homework time, how we adults intervene can significantly impact the child's success and self‐image.
Brain Differences
It is a recognized fact that some people's brains do not produce enough dopamine to keep them alert during normal day‐to‐day activities. This is the foundation for the science behind ADHD. The brain actually struggles to make the connections and stay alert, which is why children can experience a true difficulty staying focused when not intrinsically motivated and interested.
Withhold Judgment
When we see a child struggling to "sit still and pay attention", before we place judgment or expectation upon the child, we might serve them better by truly asking the question, "Can you...". The difficulty they are having may be attributed to several possible explanations – interest level, understanding of the material, competing desires, anger, depression, ADHD, etc. Our explanation guides our intervention.
Movement Can Help Attention
If indeed the child is having trouble paying attention to the task at hand, sitting still may actually increase the difficulty they are experiencing. Movement can help stimulate the networks of the brain that control attention. Here are some helpful tips and strategies that can be implemented both in the classroom and at home:
- Allow your child to hold an item that he can quietly, discretely manipulate. Known as a "fidget", this item can be anything small such as a piece of felt, a rubber toy, a ring, etc. Google "fidget toy" for some great ideas.
- Important: Be sure to help your child distinguish between a "fidget" and "play". To "fidget" means the involvement with the object is in the background, secondary to the task at hand, and is passively being manipulated. To "play" means you are focusing primarily on the object and interacting with it.
- Be sure to instruct your child that while fidgeting they must be quiet if there are others around so as not to create a distraction.
- Allow your child to move around within reason. Sitting on an exercise ball chair or rocking chair can allow the right stimulation to help your child stay engaged in their work. Also, allowing your child to stand up while working might help. This can be done in the classroom as well with the teacher's prior knowledge and approval.
- Music is another great form of stimulation. As with fidgets, it is important to distinguish between background music and music that becomes the primary focus.
- Interactive games for learning facts can be stimulation and fun at the same time. Next time your child needs to memorize vocabulary words, for example, have a catch as you say each word and they respond. Or play a game of concentration; Make two sets of flash cards; one with the word, a second with the definition. Lay them all out face down and find the matching pair.
Sometimes a little investigating, open-mindedness, creativity and patience can go a long way in helping children learn how they learn best.
Written by Cindy Goldrich, Ed.M., ACAC Certified ADHD Parent Coach | 1,270 | 662 | {
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Physical Contact Policy
Physical contact during sailing activities should always be intended to meet the child's needs, NOT the adults. The adult will probably use appropriate contact when the aim is to assist in development of the skill or for safety reasons. Examples where adults may need to make physical contact with a child to support them are as follows:
- First Aid situations where the casualty may need to be moved or supported into a position or may need their wetsuit / raingear taken off for CPR/ AED access and will abide by the UN Convention of "Assumed Consent" to conduct basic life support to the casualty.
- Spotting a trainee on a trapeze simulator in case they sailor slips off the deck, it is important to be standing in a secure stance with an open hand-held between the shoulder blades to prevent the person from hitting their head-first on to the ground.
- Assisting a person to zip up the back of the wetsuit or assisting with a heel hook to get the wetsuit off the ankle when someone is too cold post water activity. This should be done in an open area where others can support the child if needed.
- Lifting, pulling or dragging a person over the side of a rescue boat or dinghy in a man overboard recovery scenario, when the person asks or needs assistance to get back into or onto the vessel. It is important to ensure your own safety first and apply correct lifting techniques as per manual handling training and where possible utilise equipment such as hoists, slings, ladders, ropes to assist first.
- Physical movement or manipulation of the trainee to demonstrate how to perform a manoeuvre using kinaesthetic methodology such as lifting a person's foot to feel the power affecting a windsurfing board or turning a hand with a tiller exercise.
There are many other examples and variations of the above that involve physical contact which occur as part of the sport and the following considerations should always be followed:
- All contact should be in an open environment with the permission and understanding of the participant, when not possible another adult or some other children should attend to support and bare witness as appropriate facilitating the persons privacy and dignity
- Contact should be determined by the age and developmental stage of the participant - Don't do something that a child can do for themselves
- Never engage in inappropriate touching such as touching of groin, genital areas, buttocks, breasts or any other part of the body that might cause a child distress or embarrassment
Toileting/Intimate Care
Children with specific toileting/intimate care needs: Where a child or young person is considering attending at or participating at any activities or sailing camps organised by Irish Sailing, Club or Training Centre that has specific toileting needs, it may be necessary that prior to such attendance or participation, that a meeting is held between the Children's Officer, Senior Instructor/ Member, the child or young person wishing to attend along with the child's parents/guardians where the needs of the child should be addressed and agreement reached that those needs can be met. Irish Sailing accepts that it is fundamental to those who may be involved with the intimate care of the child, agree practices which are acceptable to the club/centre, the child and the parents/guardian. It may be useful to have a unique Intimate Care Policy outlining the agreed practices. While it may be feasible for the child concerned to have a personal care assistant, practices agreed should be
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Style/Persuasion
"I can shake off everything as I write; my sorrows disappear, my courage is reborn." - Anne Frank
Introduction
In this module, students will learn the importance of articles in terms of actual content. As a continuation, students will have the opportunity to practice writing their own articles, which can prepare them for IMPACT's Student Leadership Exchange (SLX) project.
Objectives
1. Students will review journalistic style.
2. Students will learn about the art of persuasion.
3. Students will be able to write an interesting story.
Agenda
1. How to Article (again)
2. Analyzing Real Articles
3. Persuasion Activity
4. Writing Blitz Thingy
5. Crowd-Sourced Survey
How to Article (5 min)
Purpose:
Students get to refresh their memory of article writing and data journalism
Materials:
- Data Journalism Style Guide
- Example of a Data Journalism Article
- Computer
Directions:
1. Provide a quick run-through of the data journalism style guide.
a. Make sure to cover the sections about the five principles of journalism, writing an
effective title, and writing journalistically.
b. The section about incorporating data will be covered in the next module.
2. If needed, journalism style guides from The Acronym, IMSA's student newspaper, can also be used.
Discussion:
1. Does this feel familiar?
2. Is any of this confusing?
3. How would you make your article more compelling?
4. What characteristics or features of an article would make it unique?
Persuasion Exercise (15-20 min)
Purpose:
Get students thinking about how they will choose their words for better persuasion in their articles.
Materials:
- Computer with a blank doc or pencil and paper
- https://www.masterclass.com/articles/persuasive-writing-tips-and-techniques#8-tips-for-better-
persuasive-writing
(Introduced previously, just for reference)
Directions:
1. Take 5 minutes to go through the article on how to write a persuasive piece and answer questions students have about it: i.e. what is a rhetorical question?
2. Students get 5 minutes to write a paper to persuade their facilitators into believing that water is wet.
3. Challenge students to use at least 4 tips from the article.
4. After 5 minutes is up, have students share their responses in front of the class.
Discussion:
1. What have you learned about persuasive writing from this activity?
2. How will you incorporate this into your project?
Facilitator Notes:
Make sure the students know it doesn't matter if they agree with the topic, but they should do their best to write an article that advocates for it.
Analyzing Real Articles (5-10 min)
Purpose:
The purpose of this activity is to allow for the whole class to have a better idea as to what they could integrate into their writing. Having the whole class's opinion on a certain article will help each student learn from the class discussion.
Materials:
- Examples of a Good Data Journalism Article: https://www.bloomberg.com/graphics/2019-whyamazon-rainforest-is-on-fire/
- Additional Article, if needed: https://smamidi6.wixsite.com/universal-cpr
Directions:
1. Show students a real data journalism article
2. Analyze the pros and cons of the article with a class discussion
3. The discussion will be taken place in the form of a game
4. Provide students with either a picture of the color red and the color green to split the class into two groups.
- Ask students to use their assigned picture as a Virtual Background on Zoom.
5. Ask the students of one side to give some pros and ask the other side to give some cons Discussion:
1. Was this a strong article? Why or why not?
Article Blitz (30 min)
Purpose:
Allapply their experiences with journalism while writing an article.
Materials:
- Life
- Memory
- Happiness
Directions:
1. Ask students to divide themselves into groups of three.
2. Inform the students that they should interview a random person on the most interesting thing that had happened to them in the last week.
- Ask students to call another peer, associated with IMSA, that is not currently present in the class.
3. The students should then write a "news article" on the event that they heard about. They should also write a short profile on the person they interviewed
4. The interviewing part should take no longer than 15 min. The other 15 min should be for the short article.
Discussion:
1. What have you learned from this experience?
2. Was this a strong article? Why or why not?
3. What makes a strong article?
4. What should you make sure to include? | 1,979 | 984 | {
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Moonlight
Vowel Teams! Vowels can come together and make a new sound!
/au/ as in haul
/oo/ in book and food
Moonlight
Just Right Reader Inc.
Alissa and Tex love to camp under the night sky. They love to be outside on a warm August night.
For their trip, they haul boots, wood, and a few good books to the camp site.
When the tent is pitched and the fire is hot, they set up the chairs and sit down to relax.
The heat from the fire keeps them toasty warm as the night gets cooler.
"Look up, Tex!" says Alissa.
Alissa and Tex look up. The bright moon shines in the sky.
"The moon looks so big!" says Tex.
Alissa agrees!
"The stars are so bright!" says Alissa.
"Let's read a book by the fire," says Tex. "The moon and stars can be the light!"
"Yes! I have a good book! It is set in a school. Yes, let's do it!" says Alissa.
Alissa and Tex get hooked on the story as Alissa reads.
Tex sees the fire is just embers, but he isn't spooked.
The moon is still bright and he wants Alissa to keep reading the story.
The fire burns out, but Alissa and Tex don't pause. They read on!
They read all night by the light of the moon.
Target Phonics Skill
Vowel Teams -oo, -au
CVC Word Activity Vowel Fun
Choose a word you know to help you remember the sound.
For example:
Long /oo/ as in zoo Short /oo/ as in hook
-au as in haul
Decodable Words
Vowel Digraphs are two vowels that when placed together generate one sound, e.g. -ee in street.
Vowel Trigraphs are one vowel and two consonants that when placed together create one sound, e.g. -igh in high.
Diphthongs are two vowels that when placed together create a sound that starts as one vowel sound and ends as another sound, e.g. -oi in coin.
Published by: Just Right Reader, Inc. www.JustRightReader.com
Text copyright Ⓒ 2021 Illustrations copyright Ⓒ 2021 Cover design copyright Ⓒ 2021
All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, taping, or any information storage and retrieval system, without permission in writing from Just Right Reader, Inc.
Printed in the United States of America
The Only Literacy Program You'll Ever Need
Continue Your Adventure With:
More reading and writing fun at JustRightReader.com!
Moon Light
Decodable Set: 41
Skills: Vowel Teams -oo, -au
Word Count: 197
Designed & Printed in the U.S.A.
Scan here to watch a Reading Lesson! | 1,505 | 777 | {
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Out of darkness – on making The Seer
Mary Scott
About the artwork
About the artist
Title: The Seer
Date: 2015
Dimensions: 105cm x 80cm
Materials: Charcoal on paper
The Seer is the fourth in a series of charcoal drawings titled Breathing of the Terrestrial Machine. Mary began the series in 2014, exhibiting the final drawing 'The Seer' in the City of Hobart Art Prize in 2015.
Mary Scott is a Hobart-based artist who works across many different mediums incorporating techniques of sculpture, drawing and painting into her practice. Her work explores a range of ideas about our relationship to the natural world, our ways of knowing and perceiving and the relativity of all things. She regularly exhibits her work and teaches drawing and painting at the University of Tasmania.
The title of the series is a reference to Leonardo da Vinci's observations about the processes of nature being like a machine. The drawings in the series focus on the human head as the main figurative form. They explore ideas about our relationship with nature and how we might see our own bodies and selves as connected the Earth and part of a larger material and metaphysical system.
Mary: "The materials and the visuality of the world gives us a whole lot of nuances we just don't get through screens…A seer is someone who's there observing and looking…who sits back and lets it wash past, and is very comfortable in that."
page 1 of 2
Out of darkness – on making The Seer
Mary Scott
Student response
1. Inspiration and key ideas – making connections
For Mary, observing the natural world is a source of inspiration for her drawings.
* What does Mary say we can find in the natural world that we just don't get through screens?
* What sorts of things do you observe that inspire your own work? Why are these things important to you?
2. Development – processing ideas and concepts
4. Making – experimenting and problem-solving
Mary talks about keeping things rough on the computer so that she can resolve her ideas through drawing.
* What are some of the differences between working with charcoal and working in Photoshop for Mary? Describe how you interpret these two different ways of working.
* What different technical processes do you engage with in your work? Which ones are the most important for developing your ideas and why?
3. Research - reading, looking, thinking
Leonardo da Vinci's water drawings are important for Mary in thinking about our bodies and the natural world.
* What is it about these drawings that Mary finds inspiring?
Mary talks about the importance of learning to abandon images saying 'behind every image there's probably 10 or 12 images'.
* Why do you think she says it's important to learn this? Do you agree?
* Reflect on what you do when your artwork is not working. Describe a situation where you have abandoned a work, and one where you have kept going – what was the outcome in each case?
5. Refining your work – exhibiting and reflecting
Mary says entering competitions can be a good way to see your work alongside your peers.
* What were some of the other benefits of exhibiting her work in the City of Hobart Art Prize?
* What are some important images or texts for you? How do they help you develop your ideas and aesthetic?
* What are some potential benefits for you in exhibiting your work? What are some other ways you might share your work with an audience?
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Eatable Alphabet
Kitchen Activity Cards for Kids Ages 2+
Developed by ChopChop Family in collaboration with the American Academy of Pediatrics Institute for Healthy Childhood Weight, with funding from the CDC, Eatable Alphabet™ teaches kids aged 2–6 that cooking real food is fun.
Eatable Alphabet is a new resource for children, parents and caregivers which aims to:
* Foster healthy nutrition and food literacy in a positive and joyful way
* Engage parents and children in cooking and food exploration in a fun, positive and engaging manner
* Foster healthy relationships between caregivers, parents, siblings and children (responsive feeding, etc.)
* Incorporate realistic and actionable ideas for parent/ caregiver and child interactions that promote healthy eating habits
Eatable Alphabet Grant Program
Eatable Alphabet decks were granted to 72 physicians caring for underserved communities in 26 states.
Practice settings included pediatric group practices, hospitals, clinics, medical schools, hospitals, and nonprofit community health centers
WHAT PHYSICIANS SAID
* 100% said Eatable Alphabet was easy to integrate into clinical care
* 96% said the Eatable Alphabet helped in the delivery of age-appropriate nutrition counseling in the clinic setting
"We work in an underserved and low SES community, with high rates of childhood obesity, so these high-quality cards have been an amazing educational tool to use on a daily basis. The children and families LOVE the cards, the staff gets so excited when they give a box out. I really wish we could get more to give out to the families, they really make good use of them."
"Thank you so much for this opportunity to share Eatable Alphabet which helped promote literacy, nutrition and cooking skills all in one. It was a huge asset for our group and helped making talking about healthy nutrition more fun. We all really loved this."
"Elevated the importance of early childhood nutrition. Families were very excited to receive the cards and appreciative. Staff was excited about the cards. Made the process of providing guidance regarding early nutrition a positive experience for everyone."
WHAT PARENTS SAID
"My son uses Eatable Alphabet twice a week! He eats healthier… exercises in the backyard, and follows recipes to make avocado toast and fruit smoothies. He now eats more vegetables and loves salad." – Mom of a seven-year-old
"We've tried a few Eatable Alphabet recipes together and it's already helping my son make better food choices."
– Mom of a four-year-old
ChopChop Family is a Boston-based nonprofit organization whose mission is to inspire and teach families to cook and eat real food together. Reviewed by the American Academy of Pediatrics, seven-time winner of the Parents' Choice Gold Award, and winner of the prestigious James Beard Foundation Award for Publication of the Year, ChopChop provides tools for building essential life skills through the lens of cooking. ChopChop Family includes a diverse and inclusive collection of products for children and families. In addition to our magazine, ChopChop: The Fun Cooking Magazine for Families, and cookbooks, the ChopChop Family brand includes Eatable Alphabet (kitchen activity cards), digital content, and cooking curricula, reaching over 3 million families worldwide. The American Academy of Pediatrics Institute for Healthy Childhood Weight strives to translate clinical guidelines into practice and to support obesity prevention and treatment in healthcare, in the community and in homes. www.aap.org/healthyweight | 1,511 | 689 | {
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8945 Ridge Avenue Suite 3 - 4 - 5 Philadelphia, PA 19128 215-483-8558 andorrapediatrics.com
Costochondritis
Costochondritis is the result of inflammation (irritation) of the cartilage of the front of the chest wall where the ribs attach to the breastbone. It causes local pain and tenderness of the chest around the breastbone. The most common sites for Costochondritis to occur are in the 2nd through 4th ribs at the level of the heart or breast. The discomfort usually involves more than just one rib.
Break the word into three parts, and it becomes easier to understand. COSTO / CHONDR / ITIS.
Costo = The main part of the rib made of bone.
Chondr = A shorter piece of the rib made of Cartilage (a softened variety of bone; similar to the tissue forming the bridge in the outer part of the Nose.)
- itis = A commonly used suffix implying Inflammation (or irritation)
The inflammation most often occurs where the two parts of the rib come together, and pressure over this spot will cause pain. Less commonly the pain is where the cartilage joins the "Breast Bone" or "sternum".
As shown in the picture at the right, children will usually complain of pain in the area between the two arrows.
andorrapediatrics.com/process/printer_version/main.cgi?c=default;f=costochondritis;d1=main;d2=hand-outs;d3=knowledge
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In the beginning, the pain is usually worsened by activity or exercise, and can also be very uncomfortable when taking a deep breath. The pain can often be felt by simply touching the involved area.
Eventually the pain subsides to a dull, constant ache or tenderness involving the cartilage and ribs on either side of the breastbone. The cause of this condition is usually unknown but it can be the result of trauma to the rib cage, a viral infection, part of an inflammatory illness or from repeated minor injury or unaccustomed activity, such as painting or moving furniture. The symptoms usually disappear without treatment.
Children may say their heart or lungs hurt because of the location of the pain (around the heart area) or because of discomfort occurs when they take a deep breath. However there is no reason for alarm. Because of the inflammation (swelling) around the ribs, it is uncomfortable to take a normal deep breath.
The heart and lungs are normal in children who experience the discomfort of costochondritis. If your child appears to be having shortness of breath or pain with vigorous exercise, it is important for your child to be examined.
Stress contributes to the pain because it makes the muscles tense. Other things that hurt are lifting, pushing, pulling, sneezing, coughing, long hours of driving or using the computer, repetitive motions and caffeine. Cold, rainy and humid weather also make the discomfort worse.
Treatment
Most cases of costochondritis get better quickly with the following home self-treatment:
1. Rest until movement or exercise no longer causes discomfort. Exercise, deep breathing, and strain on the muscles of the chest may worsen the symptoms of pain and slow the healing process. As a general rule of thumb, avoid or limit activities that worsen your pain. (weight-lifting, push-ups)
2. Apply heat or ice to the affected area to help decrease any pain
3. OTC anti-inflammatory medications (ibuprofen) can be used for up to 2 weeks. Since the underlying problem is inflammation, ibuprofen will help decrease the pain by decreasing the inflammation.
4. Gradual return to exercise, using slow stretching to avoid reinjury.
Most of the time, the pain associated with costochondritis significantly improves within several weeks. While some pain may persist, it is usually mild and only associated with strenuous activity.
Costochondritis can reoccur. Having the condition once does not increase your chances of experiencing the symptoms again.
This information should not be used as substitute for the medical care and advice of your child's physician. Health related topics found on the Andorra Pediatrics web site should not be used for diagnosing purposes or be substituted for medical advice. As with any new or ongoing treatment, always consult your professional healthcare provider before making any changes in treatment or beginning any new treatment. If you have any questions or concerns, please call our office.
andorrapediatrics.com/process/printer_version/main.cgi?c=default;f=costochondritis;d1=main;d2=hand-outs;d3=knowledge
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Create A Cardboard Self-Portrait
reDiscover Center
Arts
Tags: Art, Communities and People, Creativity, Empathy, Expression, Identity, Self-confidence, Sustainability, Visual Arts
45 mins
Grades K - 12
About this Activity
In this activity, students will use creative reuse materials to create self-portraits.
Learning Objectives
Students will:
* Build upon recycled materials to make a face.
* Learn cardboard techniques to play with recreating features.
Materials
* Teacher must collect Creative Reuse materials for the classroom (including but not limited to):
Cardboard
Bottle Caps & Corks
Cereal/Tissue Boxes
Bubble Wrap
Whatever you can find at home!
Toilet Paper Rolls
* Each student needs these tools:
Mirror or photo of themselves
Markers
Liquid Glue
Scissors
Optional: Canary Cutter & Hot Glue Gun
* What materials will you make with? If you don't have something, what alternatives can you use?
https://app.mizzenapp.org/curricula/ckxfbddmafwu90803pptguopq
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Preparation
* The teacher should prepare for this lesson by previewing the YouTube video tutorial. This video will be played for students at the start of the lesson as well as a quick demo to learn the goals and scope of this project.
Links:
Create a Cardboard Self-Portrait
* Gather materials for the project
Suggested: Create a scavenger hunt for your students to bring their own materials from home.
Please refer to our Materials Sheet to share with your students/parents
Links:
Materials Sheet
* Go through Related Pro Tips Section below with all students using the tools.
Pro Tip: "Tool Training: Canary Cutter"
Pro Tip: :"Tool Training: Hot Glue"
Activity Steps
1. Lead a discussion about our faces and self-esteem. It's good to remind and emphasize with students that "Every face is unique. Every face is beautiful." Ask students: Where do our faces come from?"
Attachments:
"Every face is unique. Every face is beautiful."
2. Have students gather the materials they want to work with. Must have cardboard to use for the base of our project, as well as tools to cut and stick materials. Let them pick materials from the pile that speak to them.
3. Play the YouTube demonstration video for students: Create a Cardboard Self-Portrait. Encourage students to start working on their portrait as they are watching.
Links:
Create a Cardboard Self-Portrait
4. Walk students through the steps:
Step 1: What shape is your face going to be?
Examples: Eyes? Nose? Mouth? What else?
Step 2: Lay down some basic features.
Step 3: Add the little details.
How will you use textures to add detail?
Will you add eyebrows to show emotions?
Step 4: Arrange and rearrange your elements to change your selfie's facial expression
Step 5: Glue your elements into place.
5. When students finish their portraits, line them all up on a wall to showcase them!
https://app.mizzenapp.org/curricula/ckxfbddmafwu90803pptguopq
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Variations
1. For upper level students (6-8 and 9-12), ask them to consider if they have any markings on their faces and skin that are a part of their identity and to encourage them to showcase these markings. For example, scars and beauty marks are a part of our features that tell stories about us.
Related ProTips
https://app.mizzenapp.org/curricula/ckxfbddmafwu90803pptguopq
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Answers: Coming of Age: Women in 19th C. America
1. True, largely because the Constitution of 1776, drafted in great hurry, did not differentiate by gender.
2. Oberlin College became the first Co-ed private college and Michigan State University became the first public university to become Co-ed.
3. Underwear—under "pants" created by Amelia Bloomer because hoop skirts would fly up exposing women. And the corset, to give mature women younger shapes.
4. In 1800 women had on average 7 live births, 1/3 -1/2 would not survive until age 5. In 1900 3 ½ live births on average for white women; black women and immigrant women had about 7.
5. In 1800 the dominant life was a shared life at the family farm or business—shared work, shared tasks, shared migration There was no working class except slaves so few people worked outside of their homes or home businesses, shops were generally in the home and families in the cities gardened in their yards.
In 1900, the industrial revolution had created out of house/home work as the norm, wage earning out of the home, "women's skills" for work outside the home in the wage economy, married women's leisure, gender separate lives as the new norms.
6. Queen Victoria, who came to the throne the year Steven Grover Cleveland was born (1837). When Victoria and Albert went to the country palace at Balmoral in Scotland and tried to hike in the heather together, her fabric shoes offered neither support nor dryness. She commanded sensible shoes, made of leather—women would no longer be barefoot in summer! The Victorian Age was afoot!
7. Until they were 21; their brother until age 25. Since the average age at death was about 40 something, about half their lives– and without education or literacy or skills or freedom. In fact, many masters sold these people to Southerners before they reached their "freedom" age. Being "free" did not mean becoming voting citizens necessarily.
8. None. Even New Jersey women were amended out of the suffrage in subsequent constitutions. Political parties became all male organizations with men's social bonding,rituals, and participation.
9. Women created women's religious organizations, taught Sunday schools, organized charities and betterment societies (the Caldwell Women's Club began as a Betterment Society)> won the franchise for widows in school board elections, spoke in public meetings confronted drunks, rowdies, family abusers and the like, demanded abolition and temperance, formed American Female Moral Reform Societies (445 chapters), publicly shunned male sinners and began to shop and bank without their husbands.
10. 242 pounds of coal, 14 pounds of kindling, and generating 27 pounds of ashed to clean. But stoves had reservoirs after the 1860s and hot water was always available—provided you kept it filled! Sewing machines became available by the late 1840s into the 50s and soon women were buying patterns made of paper and making their own clothes. The stove, by the way, required 54 minutes of work each day to keep it running: that is emptying ash, replenishing coal, blacking and polishing the stove and so on. | 1,283 | 702 | {
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The Story of the Jesse Tree
The Jesse Tree was created to help people link the custom of decorating Christmas trees to the events leading up to Jesus' birth. The tradition of decorating Christmas tree actually predates the arrival of Christianity in western Europe and was adopted by the early Church. In order to associate the custom more clearly with Christianity, people made Jesse trees—Christmas trees with decorations related to the events of Jesus' birth and the prophecies about him in the Old Testament. Many parishes and families make Jesse trees during Advent to remind them of these events as they prepare for Christmas. Over the next four weeks of Advent children and teens in our Religious Education program will be decorating the Jesse tree with ornaments that correspond to the story of the Jesse Tree.
The story of God in the Old Testament can be told either in terms of the main characters of the story, or of pivotal events that helped shape and define the people's journey of Faith through the Old Testament. The Jesse Tree is named from Isaiah 11:1: "A shoot will spring forth from the stump of Jesse, and a branch out of his roots." The branch is a biblical sign of newness out of discouragement, which became a way to talk about the expected messiah (for example, Jer 23:5). It is therefore an appropriate symbol of Jesus the Christ, who is the revelation of the grace and faithfulness of God.
First Week of Advent Jesse Tree scripture readings and symbols:
Introduction of the Jesse Tree—1 Sam 16:1-13, Isa 11:1-10--The Tree
God—Creation—Gen 1:1:2-3—Dove
Adam and Eve—The First Sin—Gen 2:4-3:24—Tree with Fruit or Apple
Noah—The Flood—Gen 6:11-22, 7:17-8:12,20-9:17—Rainbow or Ark
Abraham—The Promise—Gen 12:1-7, 15:1-6—Field of Stars
Isaac—Offering of Isaac—Gen 22:1-19—Ram
Jacob—Assurance of the Promise—Gen 27:41-28:22—Ladder
To learn more, go to www.loyolapress.com to watch a beautiful slide show about the Jesse Tree.
Thank you to our families, catechists and volunteers that are making this program possible.
Amazing Peace,
Joni Scott, Director of Faith Formation | 923 | 513 | {
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Rockcliffe CE School Overview for Religious Education
Intent
Implementation
Due to living in an area which is not as culturally diverse as other parts of the country, our RE lessons are intended to offer a broad and rich curriculum to allow for coverage of a variety of ways to explore religions, their community and personal development and wellbeing.
* All children will have access to at least an hour of Religious Education (including assemblies) per week.
* The lessons have an intention of providing a high quality, coherent and progressive experience of the subject, with scope for cross-curricular learning.
* The curriculum is progressive and varied – applying learning of different religions in depth as children progress through year groups.
* Through each unit, children will know about and understand a range of religions and world views.
* They will be able to identify, investigate and respond to a variety of issues.
* SMSC, personal growth and community cohesion are featured throughout each non-statutory strand and are there to ensure opportunities for children to develop positive attitudes and values and to reflect on and relate their learning in RE to their own experiences. These values are also incorporated into our Collective Acts of Worship and reflected upon in values books.
* The intent is to make sure that children understand the relevance of RE in today's modern world and how it affects our lives.
Coverage through RE curriculum & extra-curricular: -Teachers deliver one lesson of Religious Education per week and a
range of faith-based assemblies occur through the year.
- RE display in each classroom and a Values display in the school hall. -Curriculum overview carefully constructed to include different areas of learning, building on learning about specific religions in different year groups.
- The curriculum incorporates objectives and learning from the National Curriculum, The Cumbria Agreed Syllabus and the Carlisle Dioceses Exemplar Unit plans.
-RE lessons are planned and delivered using pre-prepared resources from the Understanding Christianity Programme, Carlisle Dioceses Exemplar Plans and teachers' own resources.
- In EYFS, pupils encounter religions and beliefs through special people, books, stories, times, places and objects and by visiting places of worship. They are introduced to subject specific words and use all their senses to explore beliefs and practices.
-In KS1, children begin to look at other religions, focusing on celebrations and rituals. In detail, full units are completed on Christianity and Islam.
- In KS2, we offer a wider range of learning opportunities about the world's religions including deeper understanding of the origin of those religions and their key stories and teachings. In Key Stage 2, detailed units are completed on Islam, Christianity and Buddhism. -Unit overviews for each Understanding Christianity unit demonstrate where challenge and differentiation will show development of skills.
Assessment: Assessment for learning is ongoing through lessons for each year group.
End of UC unit assessment criteria can be used to inform next steps
Impact
Children will enjoy RE and RE experiences and be keen to find out more.
The children will be encouraged to research independently to further their own enjoyment and fascination about the topic or subject- this independent learning will develop as they move through the school.
Evidence of work will show secure knowledge, coverage and development, with cross-curricular links and supported work where necessary.
A good understanding of different faiths practices and beliefs will result in tolerance and understanding of the differences in our society
(Link to British Values)
Standards in RE will be high: Subject Leader and SLT will monitor the subject by looking at displays, work and by talking with children.
If CPD opportunities arise we will endeavour
CPD Opportunities to attend if possible. | 1,645 | 730 | {
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Miracle Beach STARS Miracle Beach STARS
At Miracle Beach Elementary we are proud of our positive, encouraging, and safe learning environment. We focus on the growth and well-being of each student. We are a welcoming and inclusive school that values respect, honesty, and good manners. Our community has a supportive and cooperative spirit in all that we do.
S
Safe
I make sure that the school is a safe place for all
I respect the property of others
I respect the physical building and school grounds
I accept responsibility for my behaviour / actions and tell the truth
I respect others' personal space
I walk in hallways and classrooms
I stay within school boundaries
I make sure my teacher knows where I am at all times
I give my best effort in all my endeavours (including schoolwork and learning)
I do what I can to be ready to learn
I make good choices for a healthy self (sleep, food choices, physical activity, limited screen time)
I avoid gossip and spreading rumors
I follow adult requests
I avoid distracting others from learning
I understand and follow all school rules
I care for school equipment and materials
I accept other's individual uniqueness
I treat everyone fairly
I respect diversity and individuality in others
I am mindful of my impact on others
I accept myself
I respect others' right to learn
I use a respectful voice, words and body language
I listen respectfully
I work and play with others fairly
I display good manners (holding doors for others and waiting my turn)
I make a positive contribution to my school community
I care for and preserve our environment
I respect nature and the environment
I eat/drink inside only
I understand the impact I have on the natural environment
I use garbage cans and recycle properly
At Miracle Beach Elementary we are...
A Community of Learners focused on:
Maintaining a culture of physical and emotional safety
Creating positive learning experiences
Being supportive, caring, and accepting of all
Respect and kindness
Stewardship of the local area and environment
Our Rights
Our Responsibilities
Culture of Physical and Emotional Safety (Safe)
We have the right to be safe in this school. This means that we will not push, hit, kick, or do/say anything that makes anyone feel frightened, threatened, intimidated or unsafe.
We have the right to expect others to care for personal and school property.
We have the right to be in a learning environment free from illicit and illegal substances.
We have a responsibility to make sure the school is safe for all.
We have the responsibility to respect the property of others and of our school and community.
We have the responsibility not to be in possession of, or under the influence of, or involved in providing others illicit or illegal substances.
Positive Learning Experiences (Thriving Together)
We have the right to learn at Miracle Beach Elementary. This means that we will work together to promote learning and help to create a positive and supportive learning environment.
We have the responsibility to come to school prepared to learn. This means we are focused on learning, respectful of all learners and grow from our mistakes.
We have the responsibility to avoid distracting others or disrupting the learning environment.
Supportive, Caring, and Accepting of All (Acceptance)
We have the right to be part of a supportive and accepting school community. This means no one will treat anyone unfairly because of family, gender identity, appearance, ethnicity, ancestry, place of origin or because we learn differently.
We have the responsibility to respect individual uniqueness within our school community.
Respectful, Kind, and Caring Community of Learners (Respect)
We have the right to be treated with respect, kindness, caring and compassion.
We have the responsibility to treat others (and ourselves) with respect, kindness, caring and compassion.
Stewardship of the Environment, and Place where We Live and Learn (Stewardship)
We have the right to learn about and connect with the environment, and experience the natural beauty of the place where we live.
We have the responsibility to care for and preserve our environment, animals, and the place where we live and learn. | 1,732 | 949 | {
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RE (see RE newsletter)
Spread the word – Pentecost Rules – Reconciliation Treasures – Universal Church
Music
Sing songs Play tuned & untuned instruments musically Listen & understand live and recorded music
French
Recognise and ask for different snacks, give opinion about food, numbers 21-31, months of the year, dates and birthdays.
Science
Living Things & Their Habitats:
Explore and compare the differences between things that are living, dead, and things that have never been alive.
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. Identify and name a variety of plants and animals in their habitats, including micro-habitats. 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.
English (Read Write Inc.) – covering all National Curriculum areas.
Orange – Grey reading level:
The children write every day, rehearsing out loud what they want to say, before spelling the words using the graphemes and 'tricky' words they know. They read stories that includes the key words and sounds they have learnt and go on to complete comprehension-style questions. The children learn to edit grammatical errors and practise building their own sentences before completing a written task.
Spelling, Comprehension and Language group:
Spelling:
- engaging spelling activities for 15 minutes per day.
Comprehension and Language:
- Uses the key teaching strategies in Read Write Inc. Phonics to maintain momentum and pupil progress for 45 minutes per day.
- Develops children's reading fluency and comprehension of fiction and non-fiction texts.
- Improves children's writing by developing their vocabulary, grammar and spelling.
Writing genres covered in Y2:
- Report, storytelling, instructional, poetry and recount.
Year 2 Curriculum Map - Summer Term
Maths
Geometry: Position and direction
Time
Measurement: Capacity, Temperature, Volume
Order and arrange combinations of mathematical objects in patters and sequences.
Use mathematical vocabulary to describe position, directions and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti- clockwise)
Compare and sequence intervals of time.
Tell and write the time to five minutes, including quarter past/to the hour and draw the hands on a clock face to show these times.
Remember the number of minutes in an hour and the number of hours in a day.
Read the time on a clock to the nearest 15 minutes
Choose and use appropriate standard units to estimate and measure length/height in any direction (m/cm); mass (kg/g); temperature (°C); capacity (litres/ml), to the nearest appropriate unit, using rulers, scales, thermometers and measuring vessels.
Compare and order lengths, mass, volume/capacity and record the results using >, < and =.
PE Athletics
Art/DT
On the theme of the natural world, children create sculptures, collages, 3D models of creatures and a giant spider sculpture, inspired by Louise Bourgeois.
Computing Stop Motion
Pupils create simple animations, storyboarding their ideas then decomposing it into small parts of action to be captured.
International Space Station
Building on their understanding of how computers sense the world around us, pupils learn how data is collected and used to keep astronauts safe.
Geography
London and small area of a nonEuropean country (London and Japan).
History
Significant historical events, people and places in their own locality. | 1,595 | 750 | {
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Charlton House Independent School
British Values Statement
Rule of Law
Individual Liberty
Mutual Respect
Tolerance
At Charlton House Independent School, we believe it is our responsibility to prepare pupils for life in Modern Britain. We recognise the multi-cultural and multi-faith nature of Great Britain and understand the vital role we play in promoting tolerance, respect and individual liberty of diverse England.
We actively promote the British Values (defined in the 2011 Prevent Strategy) through our policies, curriculum, mission statement and learning values. British Values feature in many curriculum areas, notably Speaking & Listening, PSHE and RE. Assemblies are carefully planned throughout the year to provide further opportunities to reinforce British Values at a whole-school level.
Actively promoting British Values also means challenging pupils, staff or parents expressing opinions contrary to fundamental British Values, including 'extremist' views.
DEMOCRACY
Our Pupils:
- Have the confidence to ask and answer questions
- Challenge others ideas respectfully
- Are creative in their own thinking
- Contribute to whole class discussions
- Reflect and evaluate the views of the whole school community during School Council
- Recognise, understand and stand up for the rights of themselves and others
The School:
- Values 'pupil voice'
- Elects Prefects, House Captains and a School Council through democratic processes.
- Enables children to write their own class charters
- Let's children choose half-termly house treats
- Rewards pupils in the EYFS and KS1 with weekly Golden Time activities
- Solve problems independently or with others, by thinking of different ideas and approaches
Rule of Law
The School:
- Implements rules through policies, a home school agreement and reminder assemblies
- Elects prefects to support adults in modelling high expectations of conduct
- Organises visits from local authorities (such as the Police and Fire Service)
- Provides pupils with roles of responsibility (e.g. classroom monitors, librarians, eco warriors etc.)
- Provides weekly PSHE lessons that focus on teaching children to keep safe from harm
Our Pupils:
- Learn the difference between right and wrong
- Understand the importance of rules and the consequences if not upheld.
- Maintain high expectations of behaviour by following the school's behaviour policy
- Understand rules are there to keep them safe
- Are all responsible to adhere to the rules
- Understand how attendance and punctuality can impact on their achievement and social/emotional wellbeing
Our Pupils:
- Develop confidence and have self-belief
- Become effective and successful learners by following our Learning Values
- Gain awareness of different feelings and sensitivities
- Are able to describe theirs and others feelings
- Strive to achieve goals set by themselves and teachers
- Know that they are unique and special, as is everyone
- Know how to stay safe and make good choices through partaking in school trips and the PSHE curriculum.
- Attend a range of After School Clubs
The School:
- Provides regular school assemblies that follow national and international themed days and weeks
- Provides themed lunches
- Invites visitors into school
- Provides access to books and resources that reflect diverse Britain and the world
- Maintains a strong anti-bullying culture
- Maintains emphasis is placed on the 'mental health champions' programme
Tolerance and Mutual Respect
Our Pupils:
- Understand that everyone is valued and equal
- Understand that others might have different ideas
- Value differences and respect the rights of others and their beliefs
- Take part in open discussions throughout the curriculum
- Understand the part they play in the world
The School:
- Promotes its mission statement to 'Love one another'
- Promotes eight Learning Values (e.g. Teamwork)
- Collaborates with other schools
- Takes part in charity fundraising events - locally, nationally and internationally
- Follows an RE curriculum which teaches the traditional practices of other major religions
- Visits different places of worship | 1,902 | 807 | {
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What is Stormwater?
Stormwater is the water produced from when rain, snow, sleet, etc. fall to earth. This stormwater can either seep into the ground or collect to potentially become a flood.
To protect the people of the Town of Indian Head from flooding and water quality, the Town has a series of drains, pipes, and water quality improving Best Management Practices (BMPs) called a Municipal Separate Storm Sewer System (MS4). The MS4 directly drains to our lakes, streams, rivers, and ponds so it plays a very important part in keeping our waters clean.
Did you know that every waterway in Indian Head, is part of the Potomac River watershed? Any contaminants released into our watersheds are contributing to the degradation of many already in danger waterways. Indian Head is doing its part to protect local waterways by helping to keep the water clean before it reaches our streams. You can help too, by following the advice in this pamphlet and by participating in local stormwater events.
Town of Indian Head Stormwater Resources
For more information regarding stormwater events, public meetings, and other public participation opportunities, please visit the Town website (listed below). The Stormwater Management subpage also contains links to the Town's annual stormwater reports, ordinances, educational information, and a list of helpful resources on a variety of stormwater-related topics.
Town of Indian Head Office 4195 Indian Head Hwy, Indian Head, MD 20640
—
(301) 743-5511
—
https://www.townofindianhead.org
What is Stormwater?
For Local Businesses
What is a BMP?
You may have noticed man-made ponds, basins, and channels around the Town or on your property. Stormwater is collected and directed to these structures by a network of pipes and inlets. These structures are called Best Management Practices, or BMPs. These structures help remove pollutants from stormwater runoff prior to entering our natural waterways
Town staff will inspect these structures annually to ensure they are functioning as designed. If you have a BMP on your property which is not properly maintained, you may receive a notice from the Town to repair the structure.
Common maintenance issues include:
-Clogged inlets/outlets
-Trash and debris
-Dead grass/vegetation
-Structure erosion
-Sediment and organic waste build up
How can local businesses help reduce stormwater pollution?
Much of the area in the Town of Indian Head is developed, with significant areas of impervious surfaces like your business or parking lot which is a large contributor to stormwater pollution. This means that if everyone joins in, we can make big changes to the quality of our stormwater!
-Inspect/Maintain BMPs on their property
-Clean Stormwater inlets, outlets, swales on property
-Ensure private on lot sewer systems are maintained
-Collect waste from property (grass clippings, leaves, sediment) so it does not go into the stormwater system.
-Limit the use of pesticides, fertilizers, and deicers
-Store materials, especially those that contain potential pollutants, indoors or under a cover (overhead, tarp)
What is an Illicit Discharge?
Federal regulations define an illicit discharge as "...any discharge to an MS4 that is not composed entirely of stormwater." This can include cleaning products, lawn products, trash, and organic debris.
We ask the public to not contaminate our stormwater system with items such as these.
How can an Illicit Discharge be Reported?
The Town has illicit discharge reporting information on the Town's Stormwater (MS4) page. If you witness an illicit discharge, please call The Town's phone number (301743-5511).
Additional Resources
Municipal Website
https://www.townofindianhead.org/index.asp? SEC=C6E491F7-6823-4056-94FA0499B7DE7DC4&Type=B_BASIC
County Website
https://www.charlescountymd.gov/governmen t/planning-and-growthmanagement/stormwater-management
Maryland DEP/EPA
https://mde.maryland.gov/Pages/index.aspx
US EPA
https://www.epa.gov/npdes/npdesstormwater-program | 1,791 | 881 | {
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2018-2019 English 10 Summer Reading
10 Pages a Day!
Austin Flynn: firstname.lastname@example.org
Each student taking English 10 should read the following novel and complete the assignment below by the first day of school.
Text: The Once and Future King by T.H. White
NOTE: The Once and Future King is a funny, action-packed fantasy epic, but it is quite long. Don't let yourself be intimidated by the number of pages. Set aside 15 minutes to read 10 pages each day, and you will have read the entirety of this phenomenal novel!
Assignment: Keep a reading journal of observations, responses, and critical insights. The expectations for the journal are:
* Essential Questions: As you read the book, keep the following question in mind: How do the actions or dialogue in this text relate to fate and free will?
* Essential Quotes: For each section of the book, record at least five quotes (minimum one full sentence; no more than 1 paragraph) and copy it into your journal.
o The Once and Future King sections:
- "The Sword in the Stone"
- "The Queen of Air and Darkness"
- "The Ill-Made Knight"
- "The Candle in the Wind"
* Personal responses: Write a response to each quote that explores how you think the quote helps answer the essential question above. Potential response prompts include:
o To what extent does fate play a role in the characters' actions or decisions?
o How much control does a person have over who they become in life?
o Who or what, ultimately, is most responsible for a person's actions?
o Is it possible to escape fate?
o What makes a character a hero?
o What makes a character a villain?
Quote from the text (include chapter and page number)
Response to the quote (use the prompt questions provided above)
"Ekwefi had suffered a good deal in her life. She had borne ten children and nine of them had died in infancy, usually before the age of three. As she buried one child after another her sorrow gave way to despair and then to grim resignation. The birth of her children, which should be a woman's crowning glory, became for Ekwefi mere physical agony devoid of promise" (Achebe, ch. 9,p. 77)
In our culture, the birth of a child is an event to be celebrated. The pain that Ekwefi feels as she continually brings forth life only to see it pass so quickly casts a shadow over what should be a joyous occasion. The author uses the term "physical agony" to show that Ekwefi no longer feels joy at the prospect of motherhood. Instead, she focuses on what is missing and the pain that takes its place.
If you have any questions, please contact Kristin Chapman, English Department Chair email@example.com | 1,132 | 605 | {
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Worksheet
Is downloading music killing the music industry?
New software is making it easier for people to download music from a website and exchange songs over the Internet. The music industry says downloading music has contributed to a decline in CD sales. Now, the US record industry is planning to prosecute people who swap music over the Internet.
1 Read the titles of four articles from the music press and predict the content of each.
a Internet piracy blamed on sales slump
b The future is digital
c Music industry to take legal action
d Record industry 'stuck in the past'
2 Read extracts from the four articles below and check your predictions in 1. Match each title to the correct extract.
1 The US record industry is planning to sue people who swap music over the Internet. The Recording Industry Association of America (RIAA) says its sales have been hit hard by 'peer-to-peer' software, which allows users to swap music, films and other files over the Internet. It aims to gather evidence against users of such software and file lawsuits against them. Stars including Madonna, Eminem, Sir Elton John and Britney Spears have all condemned unauthorised downloading.
3 Music lovers are complaining bitterly about the latest industry announcement. They say the music industry is 'stuck in the past' and has not come to terms with the fact that users often only want a few songs on a new CD. 'We download songs because of the high price of CDs,' one fan complained. They say burning CDs for a friend is not a crime.
2 The music industry says it is facing a global sales slump and claims that Internet piracy, which infringes copyright, is to blame. CD album sales are down six per cent, while audio cassette sales are down by an astounding 36 per cent. Overall sales are down seven per cent worldwide.
File-swappers trade an estimated 2.6 billion songs, movies and other files a month, an industry spokesperson said.
4 The latest digital music player has hit the US market. This stylish portable machine can hold up to 7,500 songs, so your entire music collection can be portable. It has a huge hard drive – enough to store a new song every day for the next 20 years. Users can now visit the web, preview, buy and download music. When you find a song you like, you can own it. You can burn individual songs to CD as many times as you like.
3 Match the following collocations from the texts above. Some verbs collocate with more than one noun.
4 Discuss the following questions.
* Do you think the RIAA is right to sue people?
* What are your views on downloading music from the Internet?
* How can the music industry combat falling sales?
* Do you think legal ways of downloading music will increase in the future? | 1,085 | 570 | {
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HOROLOGIUM 2019 February Midnight
US
MENSA
TRIANGUL
UM
N6231 Gamma Normids Equatorial
CHAMAELEON
AUSTRALE
S
NORMA
N6124 SUITABLE FOR LATITUDES FROM 15° NORTH TO 15° SOUTH. ADD ONE HOUR FOR
LIBRA
Elschemali
Zuben
E
M5
Alphekka
CORONA
BOREALIS
Galaxy
Nebula
Planetary Nebula
Open Cluster
Globular cluster
2
3
Algol Canopus. The second brightest star after Sirius. Its name comes from greek 'Kanôbos', pilot of Menelaus' ship (conjectural).
Mirphak M34 Adhara. The second brightest star in Canis Major. Its name means 'The Virgins'. Castor. The second brightest star of Gemini. Castor and Pollux are the two twin sons of Zeus and Leda. Its name means 'Small Female Goat'.
The Gamma Normids, a medium meteor shower in Norma. Visible from the 25th of February to the 22nd of March, with a maximum on the 13th of March.
The Orion Nebula is one of the must-see object. Simply beautiful. Generally the first deep sky object observed by beginners. Can be seen with the naked eye even in bad conditions.
Eta Carina Nebula should not be missed. A must for beginners and for astrophotographers. Near the Southern Cross.
Omega Centauri, the largest globular cluster visible from Earth. A beautiful object. A nice object for beginners. Easy to locate.
Beehive Cluster, or Praesepe, a cluster in the Cancer. Wonderful with the naked eye in very dark skies.
The Lambda Cen Nebula (or Running Chicken Nebula) is an open cluster with an emission nebula in Centaurus. Really worth a look.
Bellatrix. Bellatrix means 'Female Warrior'. It is located at the 'Left Shoulder' of Orion.
Regulus. Means 'Little Prince'. The brightest star in Leo, at the front paw of the Lion.
Sirius. The brightest star in the sky. So bright that the Earth atmosphere lets it twinkle in a spectacular manner. Its name means 'glowing' in Ancient Greek.
Pollux. The brightest star of Gemini. Castor and Pollux are the 'Heavenly Twins'. Pollux has a confirmed exoplanet.
Rigel. The brightest star of Orion. The sixth brightest star in the sky. Its name means 'The Foot of the Giant'.
Spica. The brightest star of Virgo. Its name means 'Ear of Grain' in Latin.
Betelgeuse. The eighth brightest star in the night sky. A red supergiant. Its name means 'Armpit of the central one'.
Alhena. The third brightest star of Gemini. Mean 'The Brand' (on the camel's neck).
AP
M92
4
A PLANETARIUM IN YOUR POCKET
The most informative and interactive handheld planetarium App ! Starmap is available on the iPhone™, iPad™, and iTouch™. When your device has a compass, Starmap displays exactly the portion of the sky you are pointing at. Hold the device parallel to your line of vision and discover the map smoothly scanning the sky as you move.
HOW TO USE THE MAP
The map shows what you see looking at the zenith. The apparent inversion of East and West compared to road maps is normal. Hold the map face down above your head, and the cardinal points will be oriented as usual.
As a starting point, face North, holding the map in your eyesight direction, with its North down. As you change the direction, rotate the map accordingly.
The objects listed on the first page can be observed with naked eyes, in clear skies, with moderate light pollution. Close your eyes one minute and let them adapt to darkness. You will be surprised how many more details will be apparent.
Using binoculars, preferably with a tripod, will considerably enhance your star gazing experience. Many deep sky objects like galaxies and clusters will be within reach. Jupiter satellites and Saturn's rings will also be visible. A spectacular experience for beginners in astronomy...
Avoid the nights when the Moon is too bright as its light would make the observation of faint objects difficult.
FOR LARGER TELESCOPES (1)
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Canopus 2019 February 4 am
S
Peacock
VOLANS
IN
Equatorial
CHAMAELEON
PAVO
Miaplacidus
APUS
Avior
SUITABLE FOR LATITUDES FROM 15° NORTH TO 15° SOUTH. ADD ONE HOUR FOR
M55
Albaldah
SCUTUM
M11
Okab
MINI Arcturus. The brightest star in the Herdsman. Appears Orange/yellow. Its name is greek and means 'Guardian of the Bear'.
MINOR Rigel Kentaurus. Also named Alpha Centauri. The brightest star in the southern hemisphere. Its companion Proxima Centauri is the closest star to the Sun.
N2362 Venus is visible. It is the second planet of the Solar System. Generally seen at dusk or dawn as a very bright spot in the sky.
Jupiter is the largest planet in the Solar System. Its satellites can be observed with binoculars. Very bright and easy to find.
Eta Carina Nebula should not be missed. A must for beginners and for astrophotographers. Near the Southern Cross.
Omega Centauri, the largest globular cluster visible from Earth. A beautiful object. A nice object for beginners. Easy to locate.
The Lambda Cen Nebula (or Running Chicken Nebula) is an open cluster with an emission nebula in Centaurus. Really worth a look.
The Ptolemy cluster. Can be viewed with the naked eye, and identified as a brighter zone in the Milky Way.
Antares. A red super giant in the Milky Way. Its name comes from ancient greek 'Against Ares', being compared to the planet Mars.
Mizar. Forms a binary system with Alcor. They are often called 'The Horse and the Rider'. Its name means 'Waistband'.
Regulus. Means 'Little Prince'. The brightest star in Leo, at the front paw of the Lion.
Acrux. The brightest star in the Southern Cross. Its name means 'A, the first, in the cross'.
Spica. The brightest star of Virgo. Its name means 'Ear of Grain' in Latin.
Alkaid. The left most star of the Big Dipper handle.
Denebola. The second brightest star of Leo, meaning the 'Tail of the Lion', opposite to Regulus.
Alioth. The second star in the Big Dipper handle. Its name refer to 'The Fat Tail of the Sheep'.
Algieba. The star at the start of the Lion curl, meaning 'The Forehead'. Binary system, orange-red/greenish.
Alcor. Belongs the Mizar-Alcor sextuple system. Means 'The Forgotten'. The only double star visible with the naked eye.
Albireo
E
AQUILA
SAGITT
VULPECULA
Galaxy
Nebula
CYGNUS
Sadr
M29
Planetary Nebula
Open Cluster
Globular cluster
Deneb
2
3
4
A PLANETARIUM IN YOUR POCKET
The most informative and interactive handheld planetarium App ! Starmap is available on the iPhone™, iPad™, and iTouch™. When your device has a compass, Starmap displays exactly the portion of the sky you are pointing at. Hold the device parallel to your line of vision and discover the map smoothly scanning the sky as you move.
HOW TO USE THE MAP
The map shows what you see looking at the zenith. The apparent inversion of East and West compared to road maps is normal. Hold the map face down above your head, and the cardinal points will be oriented as usual.
As a starting point, face North, holding the map in your eyesight direction, with its North down. As you change the direction, rotate the map accordingly.
The objects listed on the first page can be observed with naked eyes, in clear skies, with moderate light pollution. Close your eyes one minute and let them adapt to darkness. You will be surprised how many more details will be apparent.
Using binoculars, preferably with a tripod, will considerably enhance your star gazing experience. Many deep sky objects like galaxies and clusters will be within reach. Jupiter satellites and Saturn's rings will also be visible. A spectacular experience for beginners in astronomy...
Avoid the nights when the Moon is too bright as its light would make the observation of faint objects difficult.
FOR LARGER TELESCOPES (1)
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Durham
Location
This is where Durham is. If you wanted to travel to Newcastle to Durham it would be about 14 miles if you travel on a plane in a car it would be 18 miles away.
Durham is a city in northeast England, south of Newcastle upon Tyne. The River Wear loops around the cathedral Durham Cathedral and Norman Durham Castle.
settlements
There are 21 settlements in County Durham.
These settlement are: Newton Aycliffe, Chester-le-Street, Durham City, Peterlee, Spennymoor, Bishop Auckland, Seaham, Shildon, Crook, Gilesgate, Ferryhill, Newton Hall, Murton, Consett, Horden, Deneside, Stanley, Barnard Castle, Brandon, Sacriston, Willington.
Durham cathedral was Built in 1093 to house the Shrine of St Cuthbert, Durham Cathedral is renowned for its magnificent Romanesque architecture and spectacular location at the heart of the Durham World Heritage Site. It has been a place of pilgrimage for over a thousand years and is the resting place of the Venerable Bede.
The Cathedral Church of Christ, Blessed Mary the Virgin and St Cuthbert of Durham, commonly known as Durham Cathedral and home of the Shrine of St Cuthbert, is a cathedral in the city of Durham, England. It is the seat of the Bishop of Durham, the fourth-ranked bishop in the Church of England hierarchy.
Durham is a city in northeast England, south of Newcastle upon Tyne. The River Wear loops around the Romanesque Durham Cathedral and Norman Durham Castle. North of the castle, 13th-century, medieval Crook Hall is home to gardens and a maze. South of the river, Durham University offers a Botanic Garden with woodland and tropical plants, and the Oriental Museum exhibiting Asian, Egyptian and Middle Eastern artefacts.
The story of County Durham's oldest inhabited building and its curious spiral staircase. ALTHOUGH he died more than 1,000 years ago, William de St Calais had a profound impact on Durham, establishing the prince-bishops as the first great northern powerhouse and starting the construction of the magnificent cathedral.
Human Geography
* Throughout history, County Durham has been important to settlers ranging from the Romans to the Anglo-Saxons and Normans.
The average age of people in County Durham is about 42 years old. (Office of National Statistics 2011 Census estimates)
Durham City is 265 miles from London and 125 miles from Edinburgh.
147,000 hectares of the county is agricultural land. (DEFRA 2013)
78.1% of working people are employed in service industries in County Durham. That means most people work as firemen nurses taxi drivers police man etc.
Physical geography
The Pennine system is often wrongly called a chain, but it is hardly even a range. Its hills are broken up into numerous short ranges by valleys (often called dales) cut back into them in every direction. The Pennines, in fact, form a north and south watershed that determines the course of all the larger rivers in northern England.
Penines in the west River Tees in the south North Sea in the east Rivers Tyne and Derwent in the north
he Pennines also known as the Pennine Chain or Pennine Hills, is a range of hills and ... During Norse times the Pennines were settled by Viking Danes in the east and Norwegian Vikings in the west. The Vikings influenced place names
Durham facts
The population of Durham
424,000
The current metro area population of Durham in 2021 is 424,000, a 1.44% increase from 2020.
How did Durham get its name
The town was named after Dr. Bartlett Snipes Durham who in the 1840's offered the N.C. Railroad a four-acre tract of his land to build a station. To recognize his gift, the railroad named the station Durhamville after Dr. Durham
What is Durham famous for
Durham is a city in the North-East of England and is well known for its Norman cathedral and 11th-century castle. ... The name "Durham" comes from the Old English "dun", meaning hill, and the Old Norse "holme", which translates to island.
Year Durham County created: 1881.
Year Durham became a place: 1823.
Year Durham got its name: 1853.
Year Durham re-established: 1869.
Durham Population: (City & County) 288,133. ...
Airport: Raleigh-Durham International Airport (RDU), located 12.5 miles from downtown Durham.
Downtown Durham.
Thank you for watching my power point
By Miley | 1,944 | 977 | {
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To Whom I Wish It Would Concern,
You may think that I am misbehaving for fun, you may think that I am lazy and don't want to learn, you may think that I need attention and will do anything to get it; when in fact, I have an inability to build or maintain satisfactory interpersonal relationships with peers and teachers, and often exhibit inappropriate types of behavior or feelings under normal circumstances. At home and at school people say that I have a general pervasive mood of unhappiness or depression. I have an Emotional or Behavioral Disability.
I act out by bullying and initiating physical fights. I may steal and destroy property. I also skip school a lot and shoplift from the corner store. I tend to misunderstand situations, like last week when that girl stepped on my foot in line; she said it was an accident, I thought she was starting something. Teachers tell me that I am difficult to teach because I am always off-task and am non-compliant when redirected. My behavior is affecting my learning and I have fallen behind in all of my classes.
Some of my peers also experience this emotional disturbance, but they may be unidentified because they internalize their behaviors. They may have eating disorders like anorexia and bulimia and are more likely to be described as depressed and withdrawn. They have unfounded fears and excessive worries. They often exhibit self-destructive behavior, including entertaining suicidal thoughts. Because they internalize their disability, these students are even less apt to receive the services that they need to be successful.
I, however, externalize my disability and because of this my behaviors and demeanor have attributed to a bad reputation which has affected my social life and my ability to get a job. If I do not receive targeted interventions, I am likely to drop out of high-school and I may even end up in jail.
You can support me by creating a united school/home front; set limits and stick to them, outline expected and unexpected behaviors, implement a positive behavior system that recognizes those moments when I am doing the right thing, and be direct and genuine when you address my bad behavior. You can support me by teaching me how to act socially; teach me what the proper action is, demonstrate how to act, give me time to practice my new skills, and allow me to apply them in a real situation. I will thrive in a well-managed classroom. One that provides engaging learning opportunities together with clear expectations that allow for a safe learning environment in which I can grow and excel. Teach me self-monitoring; use technology or assistive devices that help me recognize my on-task and off-task behaviors. Teach me self-management; give me a hand-signal to tell you I need help, or give me ear-muffs to keep myself from getting overstimulated. Teach me self-instruction; tell me the steps I need and listen as I learn to tell the steps to myself.
Most importantly, don't give up on me. Trust that with the right direction, I can be successful.
Your Student with Emotional or Behavioral Disorders | 1,154 | 614 | {
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Playing with words
Grade Level: 9-12
Curriculum: English / Language Arts
Keywords: puzzles, Word clouds, Crossword puzzles
Published On:
Last Modified: 2020-03-25 14:08:39
WebQuest URL: http://zunal.com/webquest.php?w=425384
WebQuest Description: In this lesson you ‘re going to learn how to make word clouds and crosswords
IntroductionIn this lesson you ‘re going to learn how to make word clouds and crosswords. Games and puzzles have an inherent appeal to most people, but especially children and teenagers. By employing them in the education arena, educators can sharpen students’ critical thinking and problem-solving skills. Puzzles can also be used to help reinforce skills in subject areas such as English language arts, mathematics, science, and social studies. What Are You Going to Learn?Word clouds enable students to see key words, create headings, and provide prompts for discussion. They can also be used in introducing new stories or for making predictions. Word clouds can be integrated in reading in order to improve vocabulary, comprehension, and writing. Students can create a word cloud that includes new or unknown words to improve vocabulary, or look at the largest words in the word cloud to better understand the main idea and smaller words to analyze the details. Crossword puzzles are especially helpful with vocabulary retention for any subject. Providing definitions in the crossword puzzle format challenges students to explore past experiences, recall recently learned information, and manipulate vocabularies to find the right word. The process of filling in a crossword puzzle encourages independence, creativity, and active engagement. They can also help children with committing spelling words and definitions to memory. Here is a short list of the topics you will learn.Create your own word cloudCreate your own crosswordFind out basic words that can represent a topicUse α word cloud to summarise a presentationUse a crossword to feedback a presentation
In this lesson you're going to be introduced to word clouds and crosswords. There are lots of reasons to learn how to use them. Here are some of those reasons:• You can increase vocabulary • You can form connections between concepts • They generate new ideas or solidify existing ideas • They promote creativity • Playing with words engage and motivate students because they have fun by learning.https://crosswordlabs.com/http://www.wordle.net/ A glance at a cloud is an easy way to preview a passage, or to analyse a text. A tag cloud (word cloud, or weighted list in visual design) is a novelty visual representation of text data, typically used to depict keyword metadata (tags) on websites, or to visualise free form text.Providing definitions in the crossword puzzle format challenges students to explore past experiences, recall recently learned information, and manipulate vocabularies to find the right word. The process of filling in a crossword puzzle encourages independence, creativity, and active engagement.
Let's see how these programs work...Now...We must work....You have to login in:http://www.wordle.net/ https://crosswordlabs.comSo now:You have to find 15 words - definitions that represent typical aspects of your country.You will use them for both the word cloud and the crossword.
As educators, the use of new educational tools is transforming our work, and more specifically the way we support students in the classroom. As schools bring more technology into their classrooms, teachers will in turn strive to put more technology in their students’ hands. Online tools and resources have made it easier for teachers to instruct students, and for students to collaborate with their teachers and with other students and parents.
Standards
Credits http://www.wordle.net/
https://crosswordlabs.com
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Personal, Social and Emotional Development
- Confidently and independently Dressing and undressing (PE, Outdoor clothing)
- Christmas Performance- Being Confident to speak in front of others.
- Looking after our own things- putting on coats.
- Circle times, turn-taking games- Behavioural expectations- It's good to be kind. Initiating conversations with others and during play.
Literacy
- Practising writing our own names, beginning to segment to read and write a simple word (cvc word).
- Giving meanings to marks we make by drawing, writing and painting.
- Copying words
- Writing lists and labels and simple captions
- Writing some letters within words.
- Stories: The Gruffalo, The Gruffalo's child, Owl Babies. Five minutes Peace, night monkey day monkey, Percy the park keeper stories, The Christmas Story, The snowman
- Writing Christmas cards
Understanding the world
- Sorting animals into night and day
- Woodland animals and their habitat.
- Exploring natural materials
- Diwali and the festival of lights ( educational visitor)
- Christingle service at Seghill church with Father Phil
- Christmas Celebrations
- Cooking activities
Physical Development
- Dance- Respond appropriately and rhythmically to music.
- Dances from other cultures-Diwali.
- Turn-taking games
- Finding and moving around space safely.
- Developing pencil hold, scissor skills and letter formation.
- Looking after our own belongings.
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-
-
-
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Communication and Language Development
Developing listening and attention skills- listening to stories and others.
Developing our concentration skills during group activities.
Build up vocabulary to reflect our experiences.
Using language to aid our play.
Listening to others in conversations.
Mathematics
- Counting rhymes, numbers in order counting to 5-10.
- Number recognition and counting. 2d shapes- Recognition and shape hunting. Drawing shapes.
Making shape pictures
- Pattern and repeating patterns- colour and shape.
- Money- Writing prices and Tickets for the Christmas toys.
- Addition and Subtraction- More or less, counting two groups to find the total.
Expressive arts and design
- Night and day painting colours
- Making and decorating Diwa lamps-clay.
(Letters and Sounds)- Phase 1 and 2
phonics- listening games, Initial sounds, rhyme, oral blending and segmenting, beginning Sound recognition starting to recognise tricky words.
- Christmas Crafts- cards, decorations. Writing card inserts.
- Role Play-
- Christmas Performance- acting, singing festive songs.
- Christmas party. | 1,186 | 530 | {
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Healthy Lifestyles Newsletter
SPRING 2020
My Plate For My Family
CHOOSE YOUR VEGGIES, EVERYDAY!
Everyone can enjoy and benefit from eating more vegetables. They are packed full of vitamins and minerals. See how many different ones you can add to your day. Adults and children who require 2,000 calories a day, should eat at least 2 & ½ cups of vegetables each day. Try to include a wide variety of colors of vegetables every day; green, red, orange, yellow, purple and white for good health.
Be a role model for your children.
TIPS TO ADD VEGETABLES TO YOUR MEALS AND SNACKS:
Buy vegetables that can help you save money and time.
To save time in the kitchen, select frozen or low sodium canned. You will save time by not having to wash, slice or chop. These options can also cost less.
Cutting back on sodium.
Look for "no salt added" or "reduced sodium" on the label of canned vegetables to cut back on your sodium intake. Rinsing canned vegetables before eating them can also reduce their sodium content. For best flavor, use canned vegetables immediately after opening for best flavor and nutrients.
Select fresh vegetables that are in season or better yet, grow your own. Vegetables and fruit purchased in season usually cost less and you will enjoy their peak flavor. Try growing some vegetables such as squash, snap peas and tomatoes. Your SNAP benefits can be used to purchase seeds, vegetables and fruits.
Have celery and carrot sticks, cucumber & pepper slices and snap peas available for your kids to enjoy as a healthy snack. Remember to focus on making half your plate vegetables and fruits. Let your children see you enjoying these healthy snacks daily. Store your pre sliced veggies in air tight containers. For a quick meal, add chickpeas along with sliced carrots and bell peppers to cooked whole wheat pasta. Don't forget to add a bag of frozen vegetables to all of your soups and casseroles.
Fresh herbs are also easy to grow at home. Try adding basil, dill or parsley to your favorite dishes for varied flavor. You may also buy a store brand blend of herbs and spices which will last for some time and cost less than the name brand. Avoid seasonings containing salt.
Visit our website for more information about our free programs: www.eatsmartnyli.com
423 Griffing Ave, Ste 100, Riverhead, NY 11901-3071 • 631-727-7850 • www.ccesuffolk.org
This institution is an equal opportunity provider and employer. This material was funded by USDA's Supplemental Nutrition Assistance Program -- SNAP. SNAP provides nutrition assistance to people with low income. To find out more, go to www.myBenefits.ny.gov or contact 1-800-342-3009. Cornell Cooperative Extension is an employer and educator recognized for valuing AA/EEO, Protected Veterans, and Individuals with Disabilities and provides equal program and employment opportunities. Cornell Cooperative Extension is funded in part by Suffolk County through the office of the County Executive and the County Legislature. | 1,326 | 638 | {
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A201/A597 Introduction to Programming I
First Summer 2007
Lecture Four: Friday May 11, 2007 (Lindley Hall 102)
Announcement: lecture moves to ED1204 starting Monday, through the end of semester.
Today we will discuss how to approach problems from Labs 2, 3 and Homework 1, 2.
Let's start with Lab 3.
If you can't be the computer you can't write the program.
So the first step is: be the computer.
We first organize ourselves: letter equivalents are as follows
If somebody gives us a number, can we determine the closest letter grade?
Question: we are being given the number 4.2 what is the closest letter grade? Answer: the number is to the right of the range [0, 4] so it's either A, A+ or error.
Question: we are being given the number 1.26, what is the closes letter grade. Answer: the closest cutoff is 1.3, so we convert to a D+.
Question: we are being given the number 2.5 what is the closest letter grade? Answer: both 2.3 and 2.7 are the closest cutoffs. Problem says choose highest: B-.
So now we know how to solve this problem.
Coding this problem might change our approach a bit: when we determine the closest cutoff above we put the number on the line and look left and right, calculating the distances and choosing the cutoff that is a shorter distance away. The computer can't use this method, but could come close to it.
If we determine the points of equal distance between each pair of letter cutoffs we can split the line in intervals and simply test to see where the number we have been given falls. These points are: 0.35, 0.85, 1.15, 1.5, 1.85, 2.15, 2.5, 2.85, 3.15, 3.5, 3.85. This generates 12 intervals, that is, 12 possible letter outcomes. We could add to this two more intervals, for A+, or error if the number is above 4.0 or if the number is negative. So these are the intervals and their corresponding translations (conversions):
```
any number > 4.0 is either A+ or an error any number >= 3.85 and <= 4.0 is an A if the number is >= 3.5 and < 3.85 the letter is an Aif the number is >= 3.15 and < 3.5 the letter is an B+ if the number is >= 2.85and < 3.15 the letter is an B if the number is >= 2.5 and < 2.85 the letter is an Bif the number is >= 2.15 and < 2.5 the letter is an C+ if the number is >= 1.85 and < 2.15 the letter is an C if the number is >= 1.5 and < 1.85 the letter is an Cif the number is >= 1.15 and < 1.5 the letter is an D+ if the number is >= 0.85 and < 1.15 the letter is an D if the number is >= 0.35 and < 0.85 the letter is an Dif the number is >= 0 and < 0.35 the letter is an F if the number is < 0 the letter is F or we signal error
```
We could draw a flowchart to describe visually how the program determines the answer.
In class we drew the flowchart and then moved to some of the problems in the first homework assignments. Specifically we discussed strings method replace and how we should use it.
We also discussed the boolean type and gave the following truth tables:
Some questions and comments:
* can you simplify p == True? • how do you simplify p == False? • is is true that not (p and q) == not p or not q? • same question for not (p or q) == not p and not q. | 1,387 | 880 | {
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SPaG Exercises: Word classes 1 Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
Set A
Put one letter in each box to show the word class.
1. My oldest friend is easily my best friend.
2. She has to be the kindest person anywhere.
3. My lovely friend Hisham cooks eggs carefully.
4. Two best friends accidentally got their hands stuck together.
5. Superglue is really difficult to wash off.
noun A
verb B
adjective C
adverb D
Exercises: word classes1 – 1A
SPaG Exercises: Word classes 1 Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
6. You rarely meet a man as cool as Hisham.
7. By the last year of school Loren had saved my life nine times already.
8. I find that my greatest friends are all rather strange people.
9. I bumped into a really special person yesterday.
10. If you are friendly you can make fantastic friends absolutely anywhere!
Exercises: word classes1 – 1A
SPaG Exercises: Word classes 1 Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
Set B
Put one letter in each box to show the word class.
1. The third dragon was obviously the biggest.
2. The pirate slowly drew his rusty sword.
3. The ugly sister ran away yesterday.
4. The vegetarian vampires would hunt together.
5. Soon, the chocolate teapot will melt.
6. The ogre’s green eyes suddenly blazed orange.
noun A
verb B
adjective C
adverb D
SPaG Exercises: Word classes 1
Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
7. The mouse quietly crept past the ginger cat.
8. The magic toaster softly gurgled.
9. The troll quietly munched on his fourth toadstool.
10. The red knight laughed loudly.
Exercises: word classes1 – 1B
SPaG Exercises: Word classes 1 Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
Set C
Put one letter in each box to show the word class.
noun A
verb B
adjective C
adverb D
1. The tasty hot dog was actually made of rubber.
2. A group of badgers cleverly tricked me with this rubber hotdog.
3. I tried hard to trick them back with a plastic pie.
4. The first badger easily saw that the pie was a trick.
5. The second badger nearly tried to eat the fake pie.
SPaG Exercises: Word classes 1
Objective 1: To identify the general word class of nouns, verbs, adjectives and adverbs
6. "It's plastic!" cried the third badger loudly after he chomped the plastic pie.
7. Badgers clearly hate being tricked by sneaky humans.
8. I was delighted that the badger stupidly fell for my trick.
9. To celebrate, I decided to eat a massive cheese sandwich quickly.
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Generating Theses
Although generating a thesis is only the first step in writing an argumentative or research paper, writers of such papers are unlikely to succeed without one. Of course, not all formal writing hinges on an explicit thesis, but most writing in academia does. Without a thesis, an argumentative paper wanders, and a research paper becomes a data dump. John Bean discusses many strategies for stimulating thesis development in thesis-governed academic writing, including stating propositions for students to support or refute, presenting questions that demand a thesis-governed answer, and giving assignments that require problem-thesis organization. I here excerpt the last idea, as well as a similar task translated for research papers:
A Generic Problem-Thesis Assignment:
Write an essay of X pages on any topic related to this course. Use the introduction of your essay to engage your reader's interest in a problem or question that you would like to address in your essay. Show your reader what makes the question both significant and problematic. The body of your essay should be your own response to this question made as persuasive as possible through appropriate analysis and argumentation, including effective use of evidence. Midway through the course, you will submit to the instructor a prospectus that describes the problem or question that you plan to address and shows why the question is (1) problematic and (2) significant.
Stress the Asking of Research Questions:
Help students think of their research topics in terms of a question or problem rather than a topic area. (Urge students not to say, "I'm doing a term paper on schizophrenia," but rather to say, "I'm trying to find out whether recent developments in the chemical treatment of schizophrenia are effective.") By teaching question asking, teachers can remind students of the difference between an "all about" paper and a thesis-governed paper focused on a problem. An effective way to emphasize question asking is to word your term paper assignment in the following way:
Pose an interesting problem or question, appropriate to this course, that will require a combination of library [or field or laboratory] research and your own analytical skills to answer. The quality of your research paper will depend on the quality of your initial question. I will be working with you early in the term to help you pose a productive question.
Another alternative is to give your students a problem to explore or a thesis to defend.
--Bean, John C. Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom. San Francisco: Jossey-Bass, 2001. pp. 90, 206-7.
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Homework Policy Parent Version
(Part of Remote Learning Policy – Jan 21)
In delivering homework we aim to promote:
o Consistency of approach throughout the school.
o Progression towards independence and individual responsibility.
o Parents/carers to have a clear understanding about expectations from themselves and the pupil.
o Continuing the quality of learning experience offered to pupils.
o Extending and supporting the learning experience via reinforcement and revision.
o Opportunities for parents and pupils to work together to enjoy learning experiences.
o Consolidation and reinforcement of skills and understanding particularly in English and Maths.
o Pupils, as they get older, to develop the confidence and self-discipline needed to study on their own and prepare them for the requirements of secondary transfer.
HOMEWORK DATES
Homework will be sent out on THURSDAYS and this is due for return by the following WEDNESDAY at the latest. Homework may sometimes be set on Class Dojo and can be responded to on Class Dojo, by up-loading completed work to children's portfolios.
Feedback
Children will receive feedback from the teachers and their homework as soon as possible. There will be a range of ways children receive feedback about their work. This may be part of class work. Feedback could be through:
o class discussions
o sharing their work with peers
o Written feedback from the class teacher or teaching assistant. Written feedback will be given on Class dojo.
o Presentations of work.
o Times tables and spellings will be marked and the children will be given their scores.
Support Given to Homework
Parents / carers play a vital part in supporting pupils working at home. It is important that they:
o Support children in accessing Class Dojo.
o Provide a suitable place in which pupils can do their homework - alone or together with an adult.
o Make it clear to pupils that they value homework, and support the school in explaining how it can help their learning.
o Encourage pupils and praise them when they have completed homework. spellings will be marked and the children will be given their scores.
Please see the table overleaf for guidance on the amount and type of homework to be expected in each year group!
Year Group
Time Allocations
Types of Activities per week
This will be in addition to regular reading and phonics work
| Nursery | Up to 30 minutes | Typical activities may include: Show and tell preparation Activities to support targets against the Early Years Objectives. Phonics consolidation of weekly sound (Spring Term) Reading books (Spring Term) Activities to consolidate learning from within class. |
|---|---|---|
| Reception | Up to 30 minutes | Typical activities may include: Activities to consolidate in class learning. Weekly phonics consolidation. Activities to support targets against the Early Years Objectives. Reading book to be shared at home. |
| Year 1 and 2 | Up to 45 minutes | Typical activities may include: Alternate English, Maths and Topic work based on work completed in class during the week. Alternate phonics and arithmetic tasks. Alternate English, Maths and Topic work based on work completed in class during the week. Weekly spellings set by teacher. Homework might be set in CGP books for SATS style practise questions. |
| Year 3 and 4 | Up to 60 minutes | Typical activities may include: Weekly spellings set by teacher. The amount of spellings will depend on the ability of the child. The spellings will be moving on from the phonics in Key Stage 1. Times tables. Practising individual times tables progressing from 1-12 times table. This then leads to times tables challenges. This may be through the use of Times Tables Rockstars. Alternate English and Maths work based on work completed in class during the week. Research for topic lessons. This will be used to support learning in class. Science based work when appropriate to the topic. |
| Year 5 | Up to 90 minutes | Alternate maths and English activities, to either reinforce concepts covered in class, or to introduce new learning. Research for topic lessons. This will be used to |
| Year 6 | Up to 120 minutes | Alternate maths and English activities, to either reinforce concepts covered in class or to introduce new learning. Targeted End of Key Stage test revision activities, to consolidate and re-cap on learning. Research for topic lessons. This will be used to support learning in class. Science based work when appropriate to class. Spelling activities | | 1,938 | 957 | {
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Teacher Resource
1
ESMAA MOHAMOUD A SEAT ABOVE THE TABLE
(WARREN MOON), 2018
GUIDED OBSERVATION
ELEMENTARY
* Look closely at this image. What do you see? If you could ask the artist five questions, what would they be?
* What would you need to do to sit on this chair? How would you feel once you got up there?
SECONDARY
* What do you find intriguing about this work? Why?
* Consider the title of this work. What does the seat represent?
* What might be challenging about having a seat that is at the table, but also distant from the table?
Esmaa Mohamoud, A Seat Above The Table (Warren Moon), 2018. Found rattan peacock chair, rattan, paint, tape, plastic, adhesive, nails, Overall: 289.6 x 66 x 66 cm. Purchase, with funds from Michael & Diane Hasley and Liza Mauer & Andrew Sheiner, 2019. © Esmaa Mohamoud, courtesy Georgia Scherman Projects. 2019/2264.
Teacher Resource continued
CONTEXT
Esmaa Mohamoud is a contemporary Toronto artist whose work is focused on sculpture and installation art. Her works explore the societal constructs of Blackness and the ways in which Black people navigate contemporary cultural spaces. She is particularly interested in the dynamics of professional sports.
A Seat Above the Table (Warren Moon) is a black rattan peacock chair that soars 10 feet high. It was inspired by the life of football player Warren Moon, who was the only Black quarterback inducted into both the NFL and CFL Halls of Fame. Mohamoud questions representation in this work, asking: why are Black athletes for the most part ignored by the Hall of Fame and other institutions that provide validation in professional sports? Will there come a time when Black athletes find themselves within reach of having a seat at the same table as their peers?
Reflecting on this work, Mohamoud has said: "A Seat Above the Table not only references the ignored achievements of Black athletes, but of Black people in general, by focusing on the lack of equal representation in many aspects. It directly aims to critique the dismissal of qualified Black people in their respective fields. Black people who are not celebrated for their great achievements, Black people who have to work twice as hard just to be half as good, Black people who are told to be content with a silent seat at the table."
BIOGRAPHY
Esmaa Mohamoud was born in London, Ontario in 1992, and spent her childhood in London, Toronto, and Egypt, where her family is originally from. As the only girl in a family of five children she was a die-hard fan of basketball. She grew up idolizing NBA stars and watching one of her brothers dream of becoming a professional basketball player. As an artist, she began by experimenting with various media, and then went on to earn a Bachelor of Arts degree from Western University (2014) and a Master's degree in Interdisciplinary Arts, Media, and Design from Ontario College of Art and Design (OCAD) University (2016).
Mohamoud's work investigates the intersections of race, gender, and athleticism. Her large-scale multimedia installations often repurpose industrial and familiar materials in evocative ways. Her sculptural installations have been exhibited at various museums and galleries throughout Canada and United States, including as part of the exhibition Every. Now. Then. Reframing Nationhood at the Art Gallery of Ontario (2017) and the nationally touring exhibition Here We Are Here: Black Canadian Contemporary Art, organized by the Royal Ontario Museum (2018–19).
>
continued
Teacher Resource
CREATIVE RESPONSE
Draw or write a love letter to the future.
* What does the future look like for you? What does it look like for people around you?
* What do you hope the world will look like?
* What is your hope for the future?
Dear Future,
Love, | 1,660 | 832 | {
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| | Functional Skills OCNW Construction Unit 1 | | Session title |
|---|---|---|---|
| | Functional Skills | Qualification (if applicable) | Qualification (if |
| | | | applicable) |
| Learning aim | | | |
| Timing | | Teaching and learning activities | | Planned learner participation |
|---|---|---|---|---|
| | Welcome students as they enter classroom. Settle students into their seats around whiteboard. Facilitate Register. Tutor to explain learning aims and objectives of lesson and ensure that all are fully aware of what is expected of them this session. Explain that it will combine all their knowledge so far and that it is expected from functional skills that combinations of skills are required to complete the assignment. The best (i.e. the one accepted by the customer) proposal will win a “prize”. Aims written on board or projected onto whiteboard and tips on how to complete gone over. Tutor hands out assignment sheets and explains detailed requirements for stage 1. “customer” (a. n. other tutor posing as customer) enters room and sits among the “builders” | | Group response to questions Listen & ask questions Respond individually Group response to questions and tutor replies to queries. Listen & ask questions Respond individually or as a group. Students collect pens and assignment sheets Students speak, listen, ask questions, and write down replies. | |
| Timing | | Teaching and learning activities | | Planned learner participation |
|---|---|---|---|---|
| | Tutor to brainstorm students and write on board to reiterate what the customer has said and what his requirements are. Explain / brainstorm different stages of build i.e. clear site / ground work / foundations / build / finishing off / clearing site & disposing of waste Tutor explains stage 2 – do a scale diagram of the project required. Ask about scale, what it is and how it can apply to this drawing. Write on the board what scale they are to use. Tutor goes round group one at time and checks progress break Call class together around board. tutor explains stages 3 & 4 need to be researched on the internet | | Listen and respond. Suggest ideas. Individual and group response. Students to do as much of the work as possible (individually, pairs, groups) to embed the ethos of professional working cooperation. Listen and respond. Go off and start drawing. Listen and respond. Articulate concerns. Complete drawing. break student researches on internet and completes sections in assignment sheet Students go to building supply sites and cost up raw materials such as sand, cement, bricks etc needed to complete project. Also equipment hire charges and | |
Costing a building project
Functional Skills L1 workplace assignment
Training session (lesson) plan
Date
Trainer’s views on how the session went and progress against planned session
To obtain an editable Word version of this document please upload and share your own resource contributions atwww.skillsworkshop.org
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CASE STUDY: Mace – Time to Act Campaign
Mace is an internal consultancy and construction business which operates from five global hubs. Mace is proud to champion responsible business behaviours, whether this is controlling carbon footprint, investing in responsibly sourced materials, reducing waste, or protecting the environment, Mace continues to progress industry best practice.
Mace specifies and procures large quantities of plastics and packaging for its construction projects and facilitates management delivery. Mace specifies and procures directly together with suppliers, and indirectly through the advice it provides to its clients.
As a responsible business, Mace is reducing the 3,000 tonnes of plastic waste it generates every year, and will reduce its consumption of single-use plastics by 20% on sites and corporately by 80% by the end of 2018.
This initiative is affirmed in Mace's 'Time to Act' plastic reduction campaign that Mace is promoting across the entire construction industry. The Time to Act campaign encourages the construction industry to reduce its consumption of plastics, primarily single-use plastics, which prove particularly detrimental to the environment and marine wildlife.
The campaign delivers informative posters and slideshows for its construction sites and in its offices, demonstrating the environmental risks associated with plastic pollution, to educate the workforce and to promote the preservation of the environment. Employees are encouraged to participate and to contact the Time to Act email address with their best practice suggestions and case studies.
Alongside the Time to Act campaign, Mace regularly educates its workforce about the environmental risks associated with single-use plastics via its magazine, 'Mace Matters', and its intranet page, 'Infomace'. Both media sources frequently release articles focusing on the environmental impact of single-use plastics and the importance of protecting and preserving the environment.
Furthermore, environmental issues are promoted and communicated to the workforce. All site operatives are informed of the company's environmental policies at site induction and via environmental toolbox talks. Leaflets and booklets depicting good environmental practice are issued to the workforce and posters of the Time to Act campaign are displayed on construction sites to remind operatives about the importance of reusing and recycling plastics.
On 30 January 2019, Mace held a screening of a plastics documentary to its workforce, clients, suppliers, and other construction industry professionals, to showcase the dangers of plastic pollution on the environment. At this event, Mace was proud to announce that it achieved its plastic reduction objectives.
Eliminating Single-use Plastics
Mace has implemented a number of measures to reduce its consumption of single-use plastics including:
- A number of sites have undertaken plastic audits and have implemented a Site Waste Management Plan to monitor the consumption of plastics. At the Hanover Square site, 100% of all plastic waste has been diverted from landfill.
- Mace is working with its suppliers, including Newton Waterproofing and Protec, to introduce closed loop systems and alternatives to plastic and packaging materials on its construction sites. The Chelsea Barracks site collaborated with Newton Waterproofing which provides plastic membranes and plastic sheeting that can be collected and reused which helps to create a closed loop system. As a result, the Chelsea Barracks site has recycled and reused around 1000kg of plastic membrane material.
- Various sites have switched from using single-use plastic cutlery and crockery for environmentally friendly alternatives, including reusable mugs, coffee cups, containers, and lunchboxes. At the Chelsea Barracks site, the site team were consuming over 20,000 plastic cups every week. The plastic cups were since swapped with paper cones which are easily recycled. The initiative generated both environmental and financial savings of over £1000 per week.
- Mace is working with organisations such as WRAP and Plastic Oceans to identify how Mace can help reduce the consumption of single-use plastics and packaging across the construction industry.
To find out more about Mace, please click here to visit their website. | 1,756 | 787 | {
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Transistor-integrated cooling for a more powerful chip
September 9 2020
Credit: Ecole Polytechnique Federale de Lausanne
Managing the heat generated in electronics is a huge problem, especially with the constant push to reduce the size and pack as many transistors as possible in the same chip. The whole problem is how to manage such high heat fluxes efficiently. Usually, electronic technologies, designed by electrical engineers, and cooling systems, designed by mechanical engineers, are done independently and separately. But now, EPFL
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researchers have quietly revolutionized the process by combining these two design steps into one: They've developed an integrated microfluidic cooling technology together with the electronics that can efficiently manage the large heat fluxes generated by transistors. Their research, which has been published in Nature, will lead to even more compact electronic devices and enable the integration of power converters, with several high-voltage devices, into a single chip.
The best of both worlds
In this ERC-funded project, Professor Elison Matioli, his doctoral student Remco Van Erp, and their team from the School of Engineering's Power and Wide-band-gap Electronics Research Laboratory (POWERLAB), began working to bring about a real change in designing electronic devices by conceiving the electronics and cooling together, right from the beginning. The group sought to extract the heat very near the regions that heat up the most in the device. "We wanted to combine skills in electrical and mechanical engineering in order to create a new kind of device," says Van Erp.
The team was looking to solve the issue of how to cool electronic devices, and especially transistors. "Managing the heat produced by these devices is one of the biggest challenges in electronics going forward," says Elison Matioli. "It's becoming increasingly important to minimize the environmental impact, so we need innovative cooling technologies that can efficiently process the large amounts of heat produced in a sustainable and cost-effective way."
Microfluidic channels and hot spots
Their technology is based on integrating microfluidic channels inside the semiconductor chip, together with the electronics, so a cooling liquid flows inside an electronic chip. "We placed microfluidic channels very
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close to the transistor's hot spots, with a straightforward and integrated fabrication process, so that we could extract the heat in exactly the right place and prevent it from spreading throughout the device," says Matioli. The cooling liquid they used was deionized water, which doesn't conduct electricity. "We chose this liquid for our experiments, but we're already testing other, more effective liquids so that we can extract even more heat out of the transistor," says Van Erp.
Reducing energy consumption
"This cooling technology will enable us to make electronic devices even more compact and could considerably reduce energy consumption around the world," says Matioli. "We've eliminated the need for large external heat sinks and shown that it's possible to create ultra-compact power converters in a single chip. This will prove useful as society becomes increasingly reliant on electronics." The researchers are now looking at how to manage heat in other devices, such as lasers and communications systems.
More information: Co-designing electronics with microfluidics for more sustainable cooling, Nature (2020). DOI:
10.1038/s41586-020-2666-1 , www.nature.com/articles/s41586-020-2666-1
Provided by Ecole Polytechnique Federale de Lausanne
Citation: Transistor-integrated cooling for a more powerful chip (2020, September 9) retrieved 27 March 2023 from https://techxplore.com/news/2020-09-transistor-integrated-cooling-powerful-chip.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private
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study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Judging Rubric
Invention Name:
Grade Level:
Team Members:
| | | Points Available | |
|---|---|---|---|
| | Engineering Design Process | | 55 |
| Problem Students should identify a real-world problem to solve with an invention. Students should describe the problem in detail* (where it exists, what needs to be solved, and any other important details). *Younger students can describe the problem in less detail. | | 5 | |
| Research Students should research and answer the following questions: 1. Who or what is affected by this problem? 2. What solutions/inventions already solve this problem? 3. How could the problem be solved better or differently? | | 10 | |
| Requirements Students should identify and list the requirements* for their solution (ex. size, weight, strength, time, cost, etc.). *Requirements are the things any potential solution must do or fulfill to successfully solve the problem. | | 10 | |
| Solution Students should identify potential solutions* and compare these with their requirements to choose the best solution. *K-2 only needs to record the chosen solution. Students should research the originality* of their solution using sources such as the internet, stores, and books. *K-2 is not required to research originality. | | 10 | |
|---|---|---|---|
| Prototype Students should decide how their solution will work, what materials they will use, and what it will look like. Students should draw and describe their solution in as much detail as possible. Students should document their work throughout the build process.* The prototype is a model of the team’s design. It does not need to be fully functional or be made of costly materials. *K-2 is only required to document the design, not the build process. | | 10 | |
| Testing & Improvement Students should test their prototype to see how well it works. Students should describe the test(s) they performed and the results/outcome.* If the prototype needs improvement, students should return to previous steps, make changes, and document those changes. *Older students should record numerical results if relevant. | | 10 | |
| | Teamwork | | 10 |
Communication
30
| Logbook Team info should be recorded on the cover or first page. Originality statement should be signed by all team members. The Logbook should document the students’ work for each step of the engineering design process. The Logbook should show the students’ design journey (decisions, revisions, difficulties, outcome, etc.) rather than just the final result. | | 10 | |
|---|---|---|---|
| Tri-Fold Board The tri-fold board should be neat and attractive. The board should summarize each step of the engineering design process and the final result. | | 5 | |
| Verbal Presentation All team members should participate equally and take turns explaining their project. Students should explain the problem, the steps they took to solve it, the challenges they faced, final conclusions, and the project outcome. The invention should be demonstrated if possible. Students should speak loudly, clearly, with good eye contact, and with minimal fidgeting. | | 10 | |
| Prototype/Model The prototype should clearly communicate the purpose and function of the invention design. The prototype is a model of the team’s design. It does not need to be fully functional or be made of costly materials. At a minimum, the prototype should illustrate how the invention is intended to operate or be used. | | 5 | |
| | Biblical Connection | | 5 |
| The team should select and briefly describe* a biblical principle, story, or character that relates to their project. *K-2 is only required to select a spiritual lesson, not describe it. | | 5 | |
| | Total | | 100 |
Team Feedback
Write a few sentences with some feedback for the team.
1. What was your favorite thing about the team's invention project?
2. What is something the team can improve on?
3. What else did you like about their project? | 1,772 | 959 | {
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Subject questions culture quiz
Test each other on the culture of your country/ countries with questions like those below (asking your partner about their own country). If you are playing for points, you get one point for each time your partner says "I don't know" but not if they say "Maybe…", "I think…", "I'm not sure but I guess…", etc.
⚫ Which foreign country most loves your country?
⚫ Which foreign country most hates your country?
⚫ Which actors from your country have won Oscars/ Academy Awards?
⚫ Which singers and/ or groups from your country are most popular in the USA?
⚫ Which comedies from your country are the funniest for foreign people?
⚫ Which (visual) artists from your country are famous abroad/ popular abroad?
⚫ Which flower is the symbol of your country/ town/ local area?
⚫ Which fashion brand from your country has shops in Europe/ in Hong Kong/ in…?
⚫ Which animal is the symbol of your country/ town/ local area?
⚫ Which teams from your country have recently won the regional championship (Asian Champions League, etc)?
⚫ Which novelist from your country sells most books abroad?
⚫ Which writer from your country has sold most books abroad?
⚫ Which ingredient from your country works best in fusion food?
⚫ Which person from your country has most influence abroad?
⚫ Which person from your country do foreigners find most inspiring?
⚫ Which number is unluckiest in your country?
⚫ Which number is luckiest in your country?
⚫ Who is the most famous person in your country who is not famous abroad?
⚫ Who is the most glamorous celebrity from your country?
⚫ Which is the healthiest food from your country?
⚫ What is the unhealthiest food from your country?
⚫ Which food from your country is best if you have a cold?
⚫ Which normal action in other places do people in your country think is unhealthy?
⚫ Which normal action in your country do people in other places think is unhealthy?
⚫ Which common actions in your country would people in other places think was dangerous?
Ask about any questions which you don't understand, are not sure how to answer, are wondering about your teacher's country, etc.
Which questions above are not subject questions?
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K-2 Teachers Session Redelivery Plan Session 3: Language Comprehension
Slides Recording
Session Objectives
By the end of this session, participants will be able to:
* explain the role of language comprehension in developing skilled readers.
* explain how background knowledge, vocabulary, language structure, verbal reasoning, and literacy/print knowledge lead to reading comprehension.
* Slides 1-3 - Introduction, Recap and Session Objectives
* Slide 4
- Discussion Question: Which "threads" are included as part of the language comprehension strands of Scarborough's Reading Rope, and how do they support a student's ability to read? (Background knowledge, vocabulary, language structures, verbal reasoning, literacy structures - they support a student's ability to make sense of what they are able to decode ).
* Slides 5-6 - Background Knowledge
- Discussion Question: How does background knowledge impact a student's ability to comprehend the texts that they read? What are some things you can do to build a child's background knowledge?
* Slides 7-11 - Vocabulary, Language Structures, Verbal Reasoning, Literacy Structures
- Discussion Question: How do vocabulary, language structures, verbal reasoning, and literacy structures impact a student's ability to comprehend the texts they read?
- Why would limitations in any of these areas impact comprehension, even if a child is a proficient decoder?
* Engage: Why are the language comprehension strands of Scarborough's Reading Rope essential for developing skilled readers? What will you do to support your students' ability to understand increasingly complex language?
Session 3
Slide 1
Introduction
Slide 2
Recap - Review the Recap
Slide 3
So, we have three objectives for today's session, and it's my goal that at the end of this session all of you are able to say, "yes, I can do that now!"
Read through objectives
Slide 4
Discuss the language comprehension threads of Scarborough's Reading Rope - Background knowledge, vocabulary, language structures, verbal reasoning, and literacy structures. Explain how each of these play a role in building a child's ability to comprehend increasingly complex language.
*Ask discussion question in Session Redelivery Notes
Slides 5-6
Share that research consistently shows that children with more background knowledge comprehend texts that they read better than those with limited knowledge of the content. In fact, background knowledge can often compensate for weaker reading skills in terms of a child's comprehension, particularly as it relates to recalling information about the story. It is important that a child not only be able to have background knowledge about a topic, but also be able to retrieve that information appropriately and use it to make connections/inferences between and within texts.
*Ask discussion question in Session Redelivery Notes
Slides 7-8
Talk about how vocabulary is a key factor in a child's ability to comprehend text. Discuss how vocabulary should be taught both directly and indirectly. Read through the slide and explain each bullet.
Slides 9-11
Read through each slide and explain how these threads impact reading comprehension.
*Ask discussion question in Session Redelivery Notes
Slides 12-13
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Year 6 Term 3
WOW Experience and summary
Gymnastics coaching
School Beat session – online relationships
Bikeability training
Learning through Locality
We will discover whether Cheltenham has felt any impacts from migration and how these movements may have benefitted our local community.
Outdoor Learning
During our art sessions, we will think about how we can make expressive marks with a range of natural objects that we might find outside.
Home Learning
Over the course of the spring term, children are invited to research, develop and create a piece of project work of their choosing that demonstrates what they have learnt about any of the areas that we have investigated.
Enrichment and Partnership
Gloucester Cathedral Christingle Service
MFL
We will learn about: Ma Famille
* Learn nouns for family members
* Describe our family by name, age and relationship, etc
*Begin to use possessive pronouns - 'my'
Key Questions
* How migration impacts a nation?
* How do we see light and how does it affect how we see the world around us?
Key Outcomes
* Experimenting with Light
* A short 'Warning' story
* A piece of art that conveys a message
This term's Christian value: Creativity
We will consider how we can show this in our school community, through caring for each other. We will reflect on those who demonstrate these values towards us as well as how we can demonstrate them to others.
Writing and SPAG
Maths
PHSE/RSE
Reading
We will be looking at Pie Corbett's "The Caravan"- a narrative with the structure of a warning narrative. The narrative will also have a focus on descriptive language so we will develop a toolkit that will help us write our own narrative with this in mind.
We will also be preparing for SATs (in May) with example questions and papers.
Science
We will learn about light and how we use it to see the world around us:
* Revise facts about how shadows are formed
* Investigate how our eyes see light and objects
* Investigate reflection and refraction
* Investigate the colours in white light
We will be looking at a range of materials to develop our reading skills; VIPERS:
* Vocabulary
* Inference
* Prediction
* Explanation
* Retrieval
* Summarise
We will also be preparing for SATs (in May) with example questions and papers.
History
We will explore the history of Windrush as an example of migration and investigate the impact that this has had on our nation.
* Who were the Windrush generation?
* Where are they today?
* What impact did they have on Britain?
Computing
We will learn about:
* Ratio
* Algebra
* Decimals
* Fractions, decimals and percentages
* Area, perimeter and volume
* Statistics
We will also be preparing for SATs (in May) with example questions and papers.
R.E.
We learn about: Creation and Science – Conflict or Complimentary?
This topic will focus on the concepts of 'Creation', where humans are made in the image of God, and the 'Fall' (sin), which thinks about the separation between God and humans, between humans and each other, as well as between humans and the environment.
P.E.
We will learn about how we can record data digitally and analyse the results using tools such spreadsheets. We will also learn how to use formulas that can calculate data and display results using spreadsheet generated graphs.
We will develop skills in:
* Hockey
* Gymnastics
We will learn about: Keeping Safe
* Think before you click
* To share or not to share
* Drugs
*Alcohol
Music
We will learn about: Classroom Jazz Using two tunes Bacharach Anorak and Meet The Blues – children will improvise, compose and perform their own versions of jazz.
Art
We will explore:
* Ancient Maya to modern day street art
* Explore imagery and symbols
* Discuss how artists convey a message in their art
* Create expressive mark making and 'chiaroscuro' while considering their audience and impact of their work.
Key Texts
* The Caravan By Pie Corbett
* Holes by Louis Sachar | 1,755 | 875 | {
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ww w.mass.gov/nhesp
Natural Heritage
& Endangered Species
Program
Massachusetts Division of Fisheries & Wildlife
DESCRIPTION: The Eastern Silvery Minnow is a rather stout shiner that is generally around 76 to 127 mm in length. It can best be distinguished by the following combination of characters: a small, slightly subterminal mouth, a lower jaw with a fleshy knob at the tip, a black peritoneum (lining of body cavity), a long coiled intestine, a complete lateral line, and 38-40 lateral line scales. The black peritoneum and the coiled intestine can sometimes be seen through the belly wall. This species is silvery in color and lacks distinctive color patterns.
HABITAT: The Eastern Silvery Minnow is found in shallow areas of large, slow-moving rivers over substrates of sand and mud or sand and gravel. They are often found in habitats such as oxbows and quiet pools. Currently, there are only two known populations of Eastern Silvery Minnow in Massachusetts, both found in the Connecticut River.
Eastern Silvery Minnow Hybognathus regius
State Status: Special Concern
Federal Status: None
FOOD: No detailed food studies have been conducted, but algae and organic matter filtered from bottom ooze have been found in their stomachs. The filtering of the bottom ooze is achieved by the specialized pharyngeal apparatus (bony toothlike projections on the fifth gill arch) and long intestine. A variety of larger fish likely feed on this species, especially those in similar habitats such as Chain Pickerel and Northern Pike.
LIFE HISTORY: The Eastern Silvery Minnow has a life span of only about 3 years and becomes sexually mature in their second year. Spawning occurs in spring, April and May, when water temperatures are between 10 and 20°C. Spawning takes place in well-vegetated backwaters or slow-moving, lower reaches of tributary streams. Spawning is communal and sinking, nonadhesive eggs are laid over bottom ooze. Spawning only occurs during daylight hours. Eggs hatch in only 6 to 7 days in water temperatures of 13 to 20°C. By early August, young of the year can reach 40 mm in length. Little is known about this species in Massachusetts.
Natural Heritage Database
A Species of Greatest Conservation Need in the Massachusetts State Wildlife Action Plan
Massachusetts Division of Fisheries & Wildlife
1 Rabbit Hill Rd., Westborough, MA; tel: 508-389-6300; fax: 508-389-7890; www.mass.gov/dfw
D
THREATS: Habitat alterations due to increased turbidity, erosion and sedimentation, flow alterations, and pollution are major threats to the Eastern Silvery Minnow. They use aquatic vegetation as habitat and increased turbidity and sedimentation can impact the growth of aquatic vegetation. In addition, sedimentation may cover over quality organic matter that they use for food. Flow alterations can degrade backwater areas critical for spawning.
Breeding Season
A Species of Greatest Conservation Need in the Massachusetts State Wildlife Action Plan
Updated 2015 | 1,335 | 650 | {
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Rika Taeymans – Circomotoriek training
28-30 October 2016, Bratislava, Slovakia
Organizer: CirKusKus
Implemented by Visegrad Standard Grant
The workshop organized in Slovakia by Cirkuskus was about discovering a method called "Circomotoriek": a method develloped by Rika Taeymans based on Veronica Sherborn's method.
Rika Taeymans is a circus educator and trainer from Belgium. She has developed an exercising method for parents and infants/toddlers called Circomotoriek, based on Veronica Sherborn's method. To accompany the physical activities she tells inspiring stories for children and parents to play with. Both parents and children learn a lot and have great fun.
Cirkomotoriek is an exercising method for parents and infants/toddlers: concentration, strength, coordination, balance and collaboration are being worked on through the fantasy games and acrobatic tricks. To accompany the physical activities Rika tells inspiring stories for children and parents to play with.
Social Circus Without Borders Project implemented by Visegrad Standard Grant
What was it about?
We looked at the psychomotor development of the child of 3-7 years old and work on relationship games.
Concentration, strength, coordination, balance and collaboration are being worked on through the fantasy games and acrobatic tricks.
We discovered how the "1-1 relationship" (parent-child or therapist-child or teacher-child or older child with young child) and playing together does miracles to the development of the children and to the development of the relationship with their parents. We worked first between the participant to explain the method and to try out movements and then a group of 4-7 year old children will join to play first with us and then with the parents. We tried to manage the same number of children as the adult group. Each session with the children last about 1 hour or 1,5 hour. After each session with the kids we had time to talk about what happened, what we observed and felt.
People from 4 different countries were taking part on the workshops: Slovakia (hosting organization), Poland, Czech Republik and Hungary; for a total of 20 people. The participant are involved in circus organizations, having a teachers diploma or experience with working with groups and love to work with young children and parents.
CirKusKus cooperated with "Academia Universum" to host the workshops, a capoeira gym equipped of a tatami, changing rooms, cafeteria.
The workshops was organized to work first between the participant to explain the method and to try out movements and then a group of 4-7 year old children joined to play first with us and then with the parents. We tried to manage the same number of children as the adult group. Each session with children lasted about an hour to an hour and a half. After each session with the kids we had time to talk about what happened, what we observed and felt.
All participants loved the workshops, Rika is a prepared and experience trainer that introduced us a method where playing together does miracles to the development of the children and to the development of the relationship with their parents. | 1,267 | 661 | {
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Supply list
From the Department of Homeland Security
http://www.ready.gov/america/getakit/index.html
Recommended items to include in a Basic Emergency Supply Kit
* Water, one gallon of water per person per day for at least three days, for drinking and sanitation
* Food, store at least a three day supply of non-perishable food
* Dust mask, to help filter contaminated air and plastic sheeting and duct tape to shelter-inplace
* Moist towelettes, garbage bags and plastic ties for personal sanitation
* Wrench or pliers to turn off utilities
* Can opener for food
* Local maps
* Battery-powered or hand crank radio and a NOAA Weather Radio with tone alert and extra batteries
* Flashlight and extra batteries
* Whistle to signal for help
* Sterile gloves (Non-latex if you are allergic to latex)
* Sterile dressings to stop bleeding
* Cleansing agent/soap and antibiotic towelettes to disinfect
* Antibiotic ointment to prevent infection
* Burn ointment to prevent infection
* Adhesive bandages in a variety of sizes
* Eye wash solution to flush the eyes or as general decontaminant
* Prescription medications you take every day such as insulin, heart medicine and asthma inhalers, you should periodically rotate medicines to account for expiration dates
* Prescribed medical supplies
Additional items to consider adding to an Emergency Supply Kit
* Glasses
* Infant formula and diapers
* Pet food and extra water for your pet
* Important family documents such as copies of insurance policies, identification and bank account records in a waterproof, portable container
* Cash or traveler's checks and change
* Emergency reference material such as a first aid book or information from www.ready.gov
If you have any questions or concerns, please call Cook Children's Home Health at (800) 747-8242. A nurse is available 24 hours a day.
* Sleeping bag or warm blanket for each person, consider additional bedding if you live in a coldweather climate
* Complete change of clothing including a long sleeved shirt, long pants, and sturdy shoes, consider additional clothing if you live in a cold-weather climate
* Household chlorine bleach and medicine dropper (when diluted nine parts water to one part bleach, bleach can be used as a disinfectant, or in an emergency you can use it to treat water by using 16 drops of regular household liquid bleach per gallon of water. Do not use scented, color safe or bleaches with added cleaner
* Fire extinguisher
* Matches in a waterproof container
* Feminine supplies and personal hygiene items
* Mess kits, paper cups, plates and plastic utensils, paper towels
* Paper and pencil
* Books, games, puzzles, or other activities for children
Emergency Supply Kits for purchase
Emergency Preparedness Service http://www.emprep.com/
1(888) 626-0889 (206) 762-0889
Homeland Preparedness http://www.homelandpreparedness.com/ 1(800) 350-1489
Emergency Essentials http://beprepared.com/Def
1(800) 999-1863
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The 2020 BUZZ at OLLI Words, Words and more Words! A Spelling Bee for Adults
April 30 Kellogg Eye Center 1000 Wall Street Ann Arbor, MI 6:00 - 8:30 p.m.
2020 RULES
Rule 1: Format
Spellers may compete as individuals, a two-person team or a three-person team. When competing as a team, one person is designated as the team spokesperson. After hearing the word, the team confers among its members. Only the team spokesperson, however, will spell the word during the competition. This person is identified to the judge prior to competition beginning. *
The 2020 BUZZ at OLLI is conducted in single-elimination rounds.
*For the purposes of this spelling bee, the term speller refers to an individual speller or the spokesperson for a two or three person team
Rule 2: Word List
The words used in the 2020 BUZZ at OLLI Spelling Bee are a selection from the 2020 Scripps National Spelling Bee Word Lists.
Rule 3: The Competition and Time:
In competition, after the pronouncer gives a word to the speller, he or she will be encouraged to pronounce the word before and after spelling it.
The speller will have 60 seconds to spell a word. The timer announces begin and informs the speller when 15 seconds remain. The timer will signal when time is up, and the speller must submit an answer immediately. The 60 seconds begins at the end of the pronouncer's instructions to the speller.
The pronouncer will respond no more than two times to a speller's request for pronunciation and definition.
The speller should be facing the judge when spelling the word to reduce misunderstandings or misspellings.
Spellers, be careful. . .speak slowly and distinctly. The speller may stop and start over, retracing the spelling from the beginning. In the retracing, however, there can be no change of letters or their sequence.
Spellers may not use any electronic devices or paper and pencil.
Upon misspelling a word, the speller (and, where applicable, his or her) team is immediately eliminated from the competition. The next word on the pronouncer's list is given to the next speller.
Rule 4: The Judge's Role:
The judge ensures a speller is identified for each team, listens carefully, determines whether or not words are spelled correctly and upholds the rules. The decisions of the judge are final.
The judge will disqualify a speller who:
**engages in unsportsmanlike conduct
**refuses a request to start spelling
**in the process of retracing a spelling, alters the letters from those first uttered
**in the process of spelling, utters unintelligible or nonsense sounds.
Rule 5: The Championship Round
**The championship round will include two spellers.
**If both spellers in a championship round misspell the word, both remain in the competition; and a new round begins.
**If one of the two spellers responds correctly to the word, a new one-word round begins; and that speller is given the next word on the list (anticipated championship word). If the speller succeeds in spelling the word correctly, that speller is declared the champion. | 1,241 | 699 | {
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www.LessonPlansInc.com
Topic: Sex-Linked Pedigrees Worksheet
Summary: Students will learn how to use pedigrees to trace a sex-linked trait as it is passed down from generation to generation. Students will also learn about genetic disorders.
Goals & Objectives: Students will be able to trace a gene as it is passed down from generation to generation.
Standards: CA Biology 3c* Students know how to predict the probable mode of inheritance from a pedigree diagram showing phenotypes.
Time Length: 20 minutes
Prerequisite Knowledge: Students know how to complete a Punnett square for dominant and recessive traits. Students know vocabulary words like homozygous, heterozygous, dominant, recessive, genotype and phenotype. Students know how to calculate ratios.
Materials:
* Textbook for reference
* Handouts and pencils
Procedures:
1. Students work on the handout by themselves.
Accommodations: Students with an IEP can take the handout home if they need extra time, and/or do the even numbered questions.
Evaluation:
This assignment is worth a total of 14 points.
Name: _______________________ Row: _______
Date:_____________ Period:______
Sex-Linked Pedigrees Worksheet
Background Information: Pedigrees are used to trace a gene as it is passed down from generation to generation. The squares represent a male and the circles represent a female. In the examples on this handout, the shaded circles and squares will represent having the disorder. Make sure to read each question to find out if a disorder is caused by dominant alleles or recessive alleles. A person can be a carrier of a trait, meaning they have heterozygous alleles.
1) Hemophilia is a recessive sex-linked disorder located on the X chromosome where a person's body cannot control blood clotting or coagulation. Write in the genotypes on the line next to / below each individual.
For all phenotype questions, on the first line write: male or female and the second line write: normal, carrier, hemophilia.
10) Fragile-X syndrome is a recessive sex-linked disorder located on the X chromosome. Below is a pedigree tracing the passing of the fragile-X syndrome gene through 3 generations. Write in the genotypes on the line next to / below each individual.
For all phenotype questions, on the first line write: male or female and the second line write: normal, carrier, fragile-X.
11) What is the phenotype of individual 1? ____________________ ___________________
12) What is the phenotype of individual 4? ____________________ ___________________
13) What is the phenotype of individual 6? ____________________ ___________________
14) Below is a recessive sex-linked pedigree tracing the red-green colorblindness gene located on the X chromosome. Write in the genotypes on the line next to / below each individual. | 1,345 | 587 | {
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Narrator: Listening Test
Buying a Present
Section1
You will hear two children, Tania and Victor, discussing their friend Eric's birthday and what present to buy him.
The recording will be played twice. Do as much as you can the first time and answer all the questions the second time.
You have 30 seconds to look at your questions.
[30 sec music]
Listen and answer the questions.
[Tania and Victor are close school friends who often do things together. They are discussing their friend Eric's birthday.]
{Tania:
[frustrated] You’ll never guess what, Victor! It’s Eric’s birthday this Tuesday and I still haven’t got him a present!
Victor:
[worried] Yeah, me neither, Tania. I don’t know what to get him.
Tania:
[relieved] Phew! I’m glad I’m not the only one! I’ve been thinking and thinking, but it’s really hard!
Victor:
Oh man! We have to get him something cool, Tania. I heard that the new boy who sits next to him is going to give him a really awesome cover for his smartphone. It has a picture of a racing car on it. Eric’s only known him for a few weeks!
Tania:
[nervous] Seriously? We’ve been his friends since kindergarten. It’s going to look bad if we don’t get him a nice present.
Victor:
Hey, I know! Why don't we get him a present together this year?
Tania:
Yeah, that’s a great idea! If we put our pocket money together we can get him something cool! So what shall we get him?
Victor:
Well, I don’t know! Hmmmm, I know he really likes art. We could get him a set of paint brushes, or maybe some different kinds of paints.
Tania:
He likes animals, too – what about a goldfish, a pet goldfish – they’re easy to keep, and they don’t take up too much space.
Victor:
He likes board games – he plays with his family, doesn't he? And he –
TAPESCRIPT
TAPESCRIPT
Tania:
I like the board game idea – what kind of board games does he like?
Victor:
Well, I don’t really know – I don’t play many board games. I lost last time I was playing Eric at a game… Hmm... Let’s think of something else.
Tania:
Well, the art idea is all right, but I think he probably has a lot of those materials already. I have an idea. I was watching a programme on art recently and the guy on there was teaching how to draw people’s facial expressions. It looked quite fun. Could we get him art classes? Hmmmm... too expensive maybe. I’m just thinking... ummmm... something for his guitar? Doesn’t he play?
Victor:
He did. I’m not sure if he does now. He’s more into computers and things like that.
Tania:
[excited] Well that’s it then, isn’t it? Victor, you’re a genius!
Victor:
What do you mean?!
Tania:
He likes computers and he likes games. (pause) Let’s get him a computer game!
Victor:
What a good idea!}
Narrator: Now listen to the recording again.
[repeat recording { }]
You have 30 seconds to check your answers.
[30 sec music]
This is the end of Section 1. | 1,183 | 729 | {
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Lola in the Land of Fire Reading & Writing
Cambridge YLE: Movers Reading and Writing
1 A
4
,B
8
,C
4
,D
8
,E
8
,F
4
,G
4
,H
8
2 A ship, B meat, C canoe, D smoke, E explorer, F ice, G island, H fur
3 Selk'nam Tribe
It is very close to Antarctica. They hunt animals on the land and in the sea.
This tribe lives in the north
of the land, in a beautiful place with many islands
They cook and eat the meat. The use the skins to make fur capes.
In winter the weather is very cold but they do not wear many clothes.
.
Yamana Tribe
This tribe lives close to the Selk'nams. They live in the south of the land. They are called 'the canoe people' because they go hunting and fishing in their canoes. The weather here is much colder than in the north. The tribe uses fire for cooking and for staying warm. They use a special wood to make lots of smoke. If there is any danger, they light fires to tell people in the canoes about the danger. When the Yamanas see the smoke, they come home.
These two tribes are friends. Sometimes children from one tribe go to stay with a family from the other tribe. They do this to learn new things and to have new experiences.
4 Possible answers:
The Selk'nams lived in the north. / lived close to the Yamanas.
The Selk'nams lived in a beautiful place.
Selk'nams hunted animals.
The Selk'nams ate meat. / cooked meat. / used the skin and fur. / made fur capes. / wore fur capes. / wanted to learn new things.
The Selk'nams hunted in the sea.
The Yamanas lived in the south. / lived close to the Selk'nams.
The Yamanas and the Selk'nams were friends.
The Yamanas hunted and fished in their canoes.
Lola lived in a beautiful place. / learnt new things.
The Yamanas had a big party. / welcomed Lola. / danced.
Lola went to the south. / went to the other tribe. / stayed with the Yamanas.
The Yamanas used a special wood. / made smoke. / talked to the people in canoes.
The people in the canoe saw the smoke / came home.
Lola / The Yamanas saw a big ship. / lit fires.
The people on the ship came closer / saw the Yamanas / saw the fur capes / saw the fires / wrote books about the Yamanas / drew everything.
© Helbling Languages 2015Worksheet by Cathy Lawday
Worksheet
Lola in the Land of Fire Reading & Writing
6
B Why was Lola very cold? Because the weather was colder in the south.
A Was Lola happy with the Yamanas? Yes, she was.
C What were Lola and the Yamanas afraid of? / What were the Yamanas and Lola afraid of? The ship.
E Why were the people on the ship curious? Because this was the first time they saw people like the Yamanas. They wanted to learn about these strange people.
D What was big and dark? The ship.
7 A was / were, B built, C came, D cooked, E danced, F drew, G fished, H went, I had, J hunted, K learnt, L lit, M lived, N made, O played, P saw, Q sang, R said, S stayed, T talked, U told, V travelled, W used, X wanted, Y wore, Z wrote
© Helbling Languages 2015Worksheet by Cathy Lawday
Worksheet
Answer Key | 1,170 | 808 | {
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Reactivating Your Life (abridged and adapted from Bilsker and Paterson, 2005 by Andrew Grimmer, 2011)
Step 1: Identify activities to increase
There are four main areas in which depressed people often reduce their activity. These are: Involvement with Family & Friends; Personally Rewarding Activities; Self-Care; and Small Duties.
In order to identify some goals to work on, take a moment to consider each of these areas. List some activities in each area that have been affected by depression (or that had been neglected even before the depression began) and that could be increased.
Personally rewarding activities
Examples: Reading magazines. Walking in a natural setting. Doing crafts or hobbies. Planning travel. Seeing movies, plays, or games.
Increasing your activity in this area will make a difference because:
1. It reminds you of your own interests, the things that are important to you
2. It provides you with badly needed rewards as your depression starts to lift
Your ideas: 1
2
3
Self-Care
Examples: Getting dressed each day. Taking time to shower and get cleaned up. Exercising. Eating breakfast. Eating more nutritious food.
Increasing your activity in this area will make a difference because:
1. It will directly enhance your sense of physical well-being
2. It helps remind you that you are a competent person
Your ideas: 1
2
3
Small Duties
Examples: Opening the mail. Paying bills. Housecleaning. Grocery shopping. Running errands.
Increasing your activity in this area will make a difference because:
1. It increases your sense of control
2. It reduces tension with others as you begin to take on a share of the work
Your ideas: 1
2
3
Involvement with family and friends
Examples: Inviting people to do things. Keeping in contact with people where you used to live. Returning phone calls. Getting out to a social group or class.
Increasing your activity in this area will make a difference because:
1. It will help you regain a sense of being connected to others
2. It gives other people the chance to provide reassurance and support
3. It takes you away from being alone and thinking depressing thoughts
Your ideas: 1
2
3
Andrew Grimmer www.bristolcbt.co.uk
Step 2: Choose two of these activities
Pick two activities that are most practical for you to begin changing now. Your first two choices should be from different areas.
Activity 1:
Activity 2:
Step 3: Set realistic goals
Try setting some goals that would be realistic to do this week. Decide how often or for how long you will do the activity, and when you will do it. Now write your goals:
Step 4 Carry out your goals
It's important to realize that you probably won't feel like doing your planned activities. In depression, your motivation to do things is much less than usual. But if you wait until you feel like it, it is likely that it won't happen. Do the activity because you set a goal for yourself and because it will help you get better. After you've done and checked off each goal, you will see what you've accomplished.
Step 5: Review your goals
After two weeks of doing these activities, review the situation.
■ Do you want to increase the activities slightly or keep doing them at the same level until it feels pretty comfortable? It's your choice.
■ This is a good time to add another activity. Pick one from another area. For example, if you had Self-Care and Personally Rewarding Activities goals before, choose one from Involvement with Family & Friends or from Small Duties.
Activity
How often?
When exactly?
3.
■ Set your 3 activity goals.
■ Write them in your schedule.
■ Check off each activity as you do it.
■ Praise yourself each time.
■ Review the goals every two weeks to decide if they need modification and whether you are ready to add a new goal.
Eventually, you'll be working on 3-4 activities at a time or maybe more. Don't get carried away, though: having too many goals can get overwhelming.
Andrew Grimmer www.bristolcbt.co.uk
Weekly activity schedule: plan a balance of activities over the coming week including self care, small duties, involvement with family and friends, and personally rewarding activities. So that you can learn more about the link between what you do and how you feel we suggest you record your mood next
to each activity, scoring from 0-10, where 10 is the worst you could feel and 0 is not feeling at all down or depressed.
Friday
Saturday
Sunday
Andrew Grimmer www.bristolcbt.co.uk
| Monday |
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| Tuesday |
| Wednesday |
| Thursday |
| Friday |
| Saturday |
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defydementia.org
RESOLUTIONS TO REDUCE YOUR DEMENTIA RISK IN 2024
Episode 1: Lightening the Load with Vision and Hearing
1. Hearing and vision changes are part of the normal aging process, BUT it's important to do something about these changes by getting glasses or hearing aids. Physical, social, and mental engagement all depend on your sensory abilities and will be easier with the right supports.
2. Sensory loss increases cognitive load - more effort is required to hear or see something, which makes it harder to do other things, like remember what you just heard or saw.
3. It's never too late (or too early!) to take action to prevent or correct age-related sensory loss.
Resolution #1: Lighten your cognitive load by taking care of your vision and hearing.
Episode 2: Live to Be Social, Be Social to Live
1. Loneliness is the feeling of being alone. You can experience loneliness no matter how many people you know. You can be in a room full of people and still feel lonely. Social isolation is a lack of connections with other people. Loneliness and social isolation are different but closely related.
2. Loneliness and lack of social contact diminish the brain and increase your dementia risk.
3. Social interactions can slow or even reverse these brain changes, so take action now if you are experiencing loneliness or social isolation. You can gradually, and with time, work your way up to being more open, meeting new people, and going to new places.
Resolution #2: Get social by taking part in group activities or volunteering in your community.
Episode 3: Live with Joy, Learn with Purpose
1. Cognitive engagement is any activity that's mentally stimulating and engages your brain, like music lessons, learning languages, or joining a book club. The result is a healthier brain and a decreased risk of dementia.
2. Cognitive engagement is a workout for your brain. It boosts blood flow, creates new brain cells, and builds better brain connections.
3. Choose activities that challenge your brain and bring you joy. Different activities exercise different parts of your brain, so aim for a whole-brain workout.
Resolution #3: Boost your brain by learning something new like a language or hobby.
Episode 4: Let's Get Physical – Boost Your Brain Health
1. Exercising early or late in life can reduce your dementia risk. For those living with mild cognitive impairment, it can reverse negative brain changes, and for those living with dementia it can slow disease progression.
2. It can be difficult to start exercising, but the good news is that any movement is better than no movement at all. For example, if you're sitting for long periods of time, try to stand up for a 2-minute movement break twice an hour.
3. Do something that brings you joy, like walking, dancing, or sports. Do it regularly – schedule it in your calendar or work out with a partner.
Resolution #4: Introduce or add physical activity to your day. Move with purpose and passion, doing something that brings you joy.
Episode 5: Boost Your Brain One Bite at a Time
1. Eating brain-health foods can decrease your brain age by seven and a half years, boost your immune system, decrease inflammation and cell damage, and decrease your dementia risk.
2. Try to avoid plates with lots of beige fried foods and starches. When you go to the grocery store, head to the produce section first. Dark green leafy vegetables, colourful fruits, whole grains, nuts, beans and legumes contain quality vitamins and minerals to improve your brain function.
3. No matter your culture, budget or where you live, you can make tasty, brain-healthy food choices.
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Question: Do you think that Constitution of India does not accept principle of strict separation of powers rather it is based on the principle of 'checks and balance'? Explain.
Answer:
India, the land of diversity has its Governance mechanism designed in a way to protect and promote its Unity and Diversity hand in hand. The constitutional supremacy through checks and balances ensures that neither of organs of governance viz. The legislature, Judiciary or Executive doesn't become authoritative.
Executive and Legislature
The Constitution of India states that the Executive branch of the State (Council of Ministers) shall be collectively responsible to the Legislature (House of the People). This implies that Parliament should oversee the work of the government and hold it responsible for its actions and omissions. Members of Parliament also have the responsibility of passing laws, authorising the expenditure of the government, and representing the interests of their constituencies. While the legislature holds the Executive accountable through parliamentary proceedings, the executive which holds the majority ensures the parliament doesn't become an obstacle for the Governance. The executive can even recommend the dissolution of the legislature. Checks and Balances were also one of the primary reasons for India to adopt a Parliamentary system rather than a presidential system of governance.
Legislature and Judiciary
The doctrine of separation of powers implies that each pillar of democracy – the executive, legislature and the judiciary – perform separate functions and act as separate entities. The executive is vested with the power to make policy decisions and implement laws. The legislature is empowered to issue enactments. The judiciary is responsible for adjudicating disputes. The doctrine is a part of the basic structure of the Indian Constitution, Even though it is not specifically mentioned in its text. Thus, no law may be passed and no amendment may be made to the Constitution deviating from the doctrine. Different agencies impose checks and balances upon each other but may not transgress upon each other's functions. Thus, the judiciary exercises judicial review over executive and legislative action, and the legislature reviews the functioning of the executive.
There have been some cases where the courts have issued laws and policy related orders through their judgements. Eg: The order of the Court directing the Centre to distribute food grains (2010).
The appointment of the Special Investigation Team to replace the High-Level Committee established by the Centre for investigating black money deposits in Swiss Banks.
Executive and Judiciary
The extra-constitutional measures of the executive can be quashed by the judiciary as ultra vires. Through the principle of Separation of powers enshrined under Directive Principles of State Policy under Article 50, a great emphasis has been laid down on separating judiciary and executive.
The higher judiciary also has the power to strike down laws and actions of the Executive as invalid, if they violate the Constitution. This is called the power of judicial review.
Though there is no clear delineation, The Constitution provides for a separation of powers between Executive, Legislature and the Judiciary by demarcating their roles and responsibilities. It also lays down various ways by which
(i) the Judiciary may guard against the unconstitutional exercise of power by Parliament, and
(ii) (ii) Parliament may legislate on or act as a check-in matter related to the Judiciary.
So, each institution acts as a check and balance on the others' powers.
Concerns:
To see that judicial activism does not become judicial adventurism the courts must act with caution and proper restraint.
The judiciary should act only as an alarm bell.
There has been some discussion on the issue of activism by the judiciary, Also it must be noted that there are also instances of the legislature using its lawmaking powers to reverse the outcome of some judgements. ( eg: Issues regarding Customs Amendment and Validation Bill, 2011 issue) | 1,736 | 748 | {
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Name: __________________________
1. Write a line of code that prints "love" using .substring and the String a:
2. What is output by the following:
8. Declare a boolean array of size 100 named vals.
9. After declaring the array in problem 8, what is the value of vals[42]?
```
String a = "ungloved";
```
```
String a = "teach"; for(int i = a.length()-1; i>-1; i-=2) System.out.print(a.substring(i,i+1));
```
3. Write code to store a random integer from 11 to 18 inclusive in a variable named temp:
4. Write a for loop that prints the numbers 17, 15, 13, etc. down to 1.
5. Write code to print the last two characters of String str. Assume the String contains two or more characters.
```
Scanner scan = new Scanner(System.in); String str = scan.nextLine();
```
6. The Thing class has one instance variable "number". When you create a Thing, you have to send over a positive int which gets stored in number. The Thing class has one method: public int getOne() which returns a random integer from between –number and number inclusive. Write the complete Thing class.
7. Write code that uses the Thing class from problem 6 and creates a Thing array with 1000 elements. Leave the element at index 0 as null, and instantiate all the remaining elements with their index number. Then write one line of code which uses the .getOne() method on one of the Thing objects.
10. Declare a String array words of size 100.
11. What would be printed by the following code?
System.out.println(words[99]);
12. Given the following code, write an enhanced for loop that counts and then prints how many entries in words are longer than 10 and contain "lov". Assume the array contains at least one entry.
String[] words = //properly initialized;
13. Given the following code, write an enhanced for loop that prints all values from the array nums that are less than 17. Assume the array contains one or more proper values.
double[] nums = //properly initialized;
13. Given the following code, write code that counts and then prints how many times a 1 immediately follows a 0 in the int array entries. For example, if entries contained { 1, 0, 1, 0, 0, 1, 1 } your code would print 2.
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The EU's biggest coal plant is in Poland. Belchatow power plant is five times the size of the average plant and, with its surrounding mines, it's visible from space. It has become symbolic of Poland's high CO2 emissions. There is no place for a plant this huge and this dirty in Europe, which is supposed to be spearheading the global climate fight.
Damaging the climate
This plant is one of the biggest producers of greenhouse gas emissions in the EU – producing roughly the same emissions as the whole of Slovakia every year. According to official data provided to ClientEarth, carbon dioxide emissions from the Belchatow power plant have been consistently rising. So far in its lifespan, the plant has emitted about a billion tonnes of CO2 into the atmosphere, the equivalent of three years' worth of Poland's national emissions. In April 2014, the European Commission even dubbed it'the most climate damaging power plant in the European Union.'
While it's the biggest coal plant in the EU, Belchatow is also among the biggest lignite coal plants on the planet. Lignite – also known as 'brown' coal – is the dirtiest form of coal.
Expanding the mine
Brown coal plants are fed by nearby mines because transporting the heavy, wet coal is so difficult. So Belchatow power plant is served by two huge open-pit coal mines: Belchatow and Szczercow. As the first ones are exhausted, the operators have been trying to dig another, the Zloczew mine, which would have displaced 3,000 people and meant the destruction of 33 villages, including highly specialised modern farms, homes, schools, shops, chapels and fire stations. The nearby population has been fighting for their land, as mines threaten to take it over.
Polluting the soil and water
Lignite coal mining also has detrimental impacts on land and water, including groundwater pollution and soil degradation. This includes the release of tonnes of toxic heavy metals. For example, operations at the Zloczew mine alone would release five tonnes of mercury, 26 tonnes of cadmium and 168 tonnes of lead – all known neurotoxins and carcinogens – into the environment every year.
How we've been taking action
Belchatow is a notorious ticking timebomb for our climate. That's why, in 2018, we launched the awareness raising campaign "iCo2dalej", which requested that Belchatow take immediate action to reverse its climate impacts. Over 10,000 people have signed the petition calling for an immediate reduction in CO2 emissions. But we saw little to no action being taken by the operator.
In September 2019, we filed an unprecedented lawsuit against operators PGE GiEK, arguing that Belchatow must stop damaging the climate, water and soil of the region, Poland – and further afield.
The beginning of the end
In June 2021, Polish authorities announced Belchatow will start to wind up operations. The plan, published by the authorities in Lodz, sets out an 80% reduction in emissions by 2030 – the equivalent of cancelling a year's worth of emissions from Croatia. The mines will start to close and, by the looks of things, Zloczew will never go ahead.
Meanwhile, the plans state that Belchatow's many coal units will close between 2030 and 2036 – though we and others know that must happen sooner.
Ilona Jędrasik, fossil fuel infrastructure lead in ClientEarth's Warsaw office, said: "The wind is changing – when you see Europe's biggest coal operation heading into retirement, it's clear an era has ended.
"Coal has long been stalling, and profitability is collapsing. The most important thing now is to secure a realistic future for those who have been employed by the coal industry up till now, and plan for a low-emissions future. The Polish Government owes this to Polish people and to Europe."
Izvor: clientearth.org | 1,516 | 815 | {
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Year 5 Homework Menu
Homework will not be accepted after: Monday 27 th March 2023
Our theme this half term is: The Circle of Life
| Maths | Science – Living Things |
|---|---|
| Add: 14 + 23 63 + 24 10 + 44 52 + 41 54 + 32 38 + 31 74 + 21 21 + 37 45 + 22 Subtract: 75 – 16 73 – 38 91 - 53 41 – 25 62 – 44 31 - 26 72 – 57 82 – 67 20 - 16 | Create a poster explaining the 7 life processes - MRS GREN Include a table about living and non-living objects you have found and classified based on the MRS GREN formula. |
| Add: 455 + 436 374 + 136 199 + 291 271 + 143 879 + 51 914 + 27 590 + 345 608 + 234 247 + 581 Subtract: 451 - 218 690 - 526 353 - 136 840 - 525 726 - 419 627 - 258 472 - 238 427 - 233 622 - 394 | Choose a plant and draw its seed. Explain how that plant reproduces. AND Choose an animal and draw its baby. Explain how that type of animal reproduces. |
| Add: 4078 + 7806 3020 + 7033 8389 + 2094 1938 + 8398 8784 + 9969 9771 + 8489 5602 + 9250 2851 + 2330 8976 + 7249 Subtract: 3443 – 2529 9044 – 4234 4869 – 1144 7942 – 2034 1957 – 1732 8638 – 5585 5892 – 4482 4950 – 1194 6503 - 1839 | Create a fact file about an animal or plant • Include a diagram of the different stages of their life cycle and explain. • Compare the lifecycle to another species in the same group. E.g. another mammal or bird. And explain what is different • Explain how the lifecycles are similar • Describe the places this animal or plant is found • Include at least two interesting facts on your chosen animal or plant |
Every child must complete at least 1x English, 1x Maths, and 1x Science or 1x Other activity. The children can choose which star level activity they would like to do. Children can do more than one activity from each heading and will be rewarded at the end of the half term, based on how many stars they collect. If children do not complete the minimum number of activities required, they will have to complete the activities during the reward time. | 1,151 | 633 | {
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Dear Parents
Safeguarding your child: Social Media
I am becoming increasingly concerned at the access some of our pupils seem to have at home to social media websites. Our Designated Senior Person for Child Protection has looked on-line at some of the content from our pupils' sites, which are easily accessible to anyone with an internet connection, and we are troubled by what we have seen. At school we block access to these websites and recommend that parents limit and monitor their young children's internet access at home with their safety foremost in mind.
Today, both Mrs Smith and I have spoken to our Year 5 and 6 children about the benefits and risks associated with social media. It was good to know that the majority of children understood these and knew how to keep themselves safe on-line. However, it is clear that many of our pupils do have access to such sites (some of them without their parents' knowledge) even though the requirements state that children must be 13 years of age for Facebook and 14 years of age for MySpace to register an account. I strongly recommend that you to play an active role in discussing social media safety with your child, as many sites are not appropriate for young children, hence the age restrictions.
We have all seen or heard of troubling incidents reported in the media regarding children's use of the Internet. Children are often unaware that what they say and post online gives away a whole host of information about themselves. Social networking sites in particular are very much like online diaries, where students may post personal information about themselves including their name, age and photographs, their likes, dislikes, interests and friends. Some sites also provide features such as instant messaging and email so that visitors, including strangers, can communicate and have a direct discussion with your child.
Children often do not understand the complexity of privacy settings or that once submitted, the information and images sent no longer belong to just them. Friends, family, colleges, future employers, and strangers all have access to and the right to view their material online. Interestingly, our pupils say they would not share this information with a stranger on the street but somehow feel comfortable when sharing it on the Web for everyone to see.
Please do check whether your child has a social media site that you are unaware of or, if you know they have a site, then check the content. No child should be worried about a parent seeing what they have posted on line.
10 th April 2014
Have they:
* Used part of their real name as their username?
* Posted a video which could identify their location e.g. showing their school logo on a uniform?
* Posted a video from their bedroom?
* Asked people to contact them e.g with questions about themselves?
* Included any of their friends in video clips without parental knowledge or permission?
* Indicated their favourite places to be or go?
If you see any of these or other things you are worried about, then it is important to talk to you child about the appropriateness of their posts.
As a parent myself, I understand how difficult it is to keep up to date with the changing social media scene, and often have no idea how to access them myself. Children are very adept at using new and ever-changing technologies that often, as adults, we are not. We do however have a responsibility to keep our children safe by asking questions of them and discussing the risks with them
Yours sincerely,
M R Tipping
Headteacher | 1,359 | 697 | {
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NATIONAL HIGHWAY HANJIWERA PATTAN
Class :6th
| SUBJECT | ASSIGNMENT |
|---|---|
| Math | 1. Learn about the basic concepts of Integers and its types. 2. Concept of fraction, its types and concept of decimals 3. Learn about equations and their solutions. 4. Basic concept of lines and angles |
| Urdu | ۔ م قشک یترعاب تسھ کا ےتظفل ص حیح .1 ک ینبے انج ےلمس ےظلااف صم وصخم ںیس قب ب یھک یس .2 ۔مقش ۔ق ںیمسک یسام .3 ۔ ق ںیمسک یسام س ےظل احک ےںم ونع .4 ۔ ق ںیمسک یسام س ےظل احک ےٹوب ان.5 ۔ ےئفد اک ےتجالگن : یرن اگنم ضمو .6 |
| English | 1. Concept of poem, prose, drama and its types. 2. Concept of 10 poetic Devices and with examples from poems. 3. Elaborate concept and comprehension of nouns, its types, verbs, auxiliary and secondary helping verbs, modals, Functional unit of all tenses, pronouns, Adverbs, Adjectives, Articles, Prepositions. |
| S. Studies | 1. Concept of maps and Cartography 2. Archaeology concept of time Ancient, Medieval and Modern 3. Democracy, Equality, rights movements. 4. Environment, Ecosystem 5. Crust, Mental and core 6. Mineral rock cycle 7. Delhi Sultans |
|---|---|
| Science | 1. Concept of Nutrition in plants 2. Concept of Nutrition in Animals 3. Concept of Fibre to Fabrics |
| Computer | 1. Various components of computer 2. Types of computer. 3. Using Microsoft Word 4. Hardware and Software 5. Using mail merge feature in MS Word |
| GK | 1. Seven amazing World superlatives. 2. Rarest diseases 3. Country, Capital and Currency 4. Discovery of Penicillium 5. Poisonous animals in the world. |
Note:
1. Students are directed to revise the Term II syllabus too at home during winter break.
2. The above assignment is based on subject wise basic concepts for which they don't need any special book.
3. The above assignment shall be completed with the resources like Tuition Teachers, Reference Books or other mediums.
4. The assignment must be on Assignment Sheets for all subjects.
5. Vacation period – as per Govt Order. | 995 | 626 | {
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*
Personal, Social & Emotional Development
We will be developing the children's independence through various activities and encouraging resilience and self-regulation in order to get them ready for transitioning into year 1.
Regular circle times and class discussions will continue where the children will be encouraged to listen and interact with their friends.
Physical Development
Children will continue to develop both their fine and gross motor skills using the inside and outside learning environments.
In PE each week, we will be practising the skills we need ready to take part in Sports Day on 12 th June.
Communication and Language
We will continue to develop our speaking and listening skills through our provision and class discussions. We will encourage the children to share their thoughts, ideas and opinions in full sentences.
Understanding of the World
During our project learning this half term children will be learning all about dinosaurs. We will be reciting facts to help children understand the past. We will share what the world looked like during the dinosaur era, allowing children time to discuss and explore similar/different.
Expressive Arts & Design
Children will continue to have the opportunity to use their imagination, sing songs, dance and create beautiful masterpieces each day.
Summer 2 Key Words
dinosaur
herbivore omnivore carnivore
plants leaves meat
Triceratops Parasaurolophus Ankylosaurus
Stegosaurus Brachiosaurus
Pterodactyl
Diplodocus Tyrannosaurus Rex (T-Rex)
Literacy
This half term we will continue to learn new sounds, and practise our blending skills and letter formation in order to read and write simple words during phonics. In our story telling session we will be reading Gigantosaurus by Jonny Duddle. We will learn to retell the stories in our own words and take part in activities based on the stories.
Maths
This half term we will be learning about numbers to 20. We will be doing lots of practical activities in order to help us understand these concepts.
Summer 2 home learning Ideas
1. Can you create your own dinosaur model using recycled materials, playdough or construction equipment such as lego?
2. Take a blanket outside and watch the clouds on a cloudy day. Can you spot any clouds that look like dinosaurs?
3. Can you research facts about your favourite dinosaur?
4. Can you draw your own dinosaur and then
A Note To Families
Please ensure your child has a suitable waterproof coat in school each day as we do aim to go outside in all weathers. Please could you ensure your child also brings in a pair of named wellies or they will not be able to use the grass section of the outdoor area.
PE will take place on Monday for Class 2 & Tuesday for Class 1. Please ensure your child has the correct Kit for these days.
If you have any queries or questions at all, please feel free to let us know at drop off or pick up and we can arrange a time to discuss this. Working together we can provide your children with the best possible learning opportunities.
Thank you for your continued support, The Foundation Stage 2 Team. | 1,227 | 648 | {
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3D Printer Safety
10 WAYS TO PROMOTE HEALTHY INDOOR AIR QUALITY WHILE USING A 3D PRINTER
When in use, 3D printers release a complex mixture of pollutants into the air. These emissions include volatile organic compounds (VOCs) and very small particles called ultrafine particles (UFPs). VOCs can be irritants, carcinogens and odorants. UFPs are so small they can be inhaled like a gas and enter our lungs and blood.
2. CONSIDER PRINTER TYPE
3D printers are not all equal. When possible, use a printer that has been ANSI/CAN/UL 2904 certified to produce fewer emissions. Any special printer features, such as direct exhaust lines and filtration systems, should have verification information available to show they are effective.
3. MINIMIZE FILAMENT EMISSIONS
Filaments vary and release different types of emissions. Of the common types, ABS filaments typically have higher emissions, followed by Nylon, and then PLA. Use PLA if possible, but always use the filament type and brand specified by the manufacturer.
4. INCORPORATE FRESH AIR
Whether natural or mechanical, good ventilation is critical. Use the 3D printer in a room with good air distribution and/or operable windows. If possible, use a local exhaust fan above the printer. Be sure to keep the printer away from return air vents.
5. KEEP PEOPLE AWAY
Locate the 3D printer away from heavily trafficked areas, such as hallways and common spaces, to minimize occupant exposure. When the printer is in use, post a sign to alert others to stay away. If the room where the printer is located has a door, close it.
1. UNDERSTAND THE HEALTH RISKS
6. DON'T HOVER
While it may be enjoyable to watch the action, being close to an operating 3D printer significantly increases exposure to emissions. It is best to limit direct observation and rely on cameras or viewing windows instead.
7. PROTECT YOURSELF
If you do need to check on an operating 3D printer, minimize the amount of time spent near the printer and wear protective safety glasses. Basic dust masks are not effective at preventing inhalation of released VOCs and UFPs.
8. KEEP IT COOL
To minimize VOC and particle emissions, operate the printer extrusion nozzle and base plate at the lowest possible temperature. Operating at a higher temperature can increase emissions. But remember, always follow the manufacturer's instructions.
9. GET RID OF THE EVIDENCE
After each use, once the 3D printer has cooled down, remove any filament build-up. Specifically, clean both the extrusion nozzle and the build plate. This will minimize the airborne pollution produced the next time the printer is used.
10. DON'T FORGET WHAT YOU CAN'T SEE
While you won't see any VOCs or UFPs, remember to clean up after use. Dust the printer and surrounding surfaces with a disposable wet cloth. Clean with a high-efficiency particulate filtration (HEPA) vacuum. Finally, thoroughly wash hands with soap and water. | 1,354 | 704 | {
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March 2023
Dear Parents and Carers
YEAR 10 CHILD DEVELOPMENT
UNIT R058- (Topic area 3: Nutritional needs of children aged from birth to five years.) TASK 4: Plan, prepare and evaluate a feed or meal.
As part of the Cambridge National Child Development qualification, students have to complete various coursework component tasks, which, in total, are worth 60% of their overall grade. Unit R058 Task 4 requires students to:
Task 4 – Plan, prepare and evaluate a feed or your meal choice.
You've been asked to plan and prepare a feed or your meal from Task 3.
You must:
* Make a bottle feed suitable for a baby aged 0–6 months.
Or
* Make your two-course meal choice from Task 3.
Your teacher will need to observe you when you make the feed or meal.
You must:
* Produce a plan for preparing your feed or meal to include:
□ equipment
□ ingredients and quantities
□ safety
□ hygiene.
* Make the feed or meal following safety and hygiene practices.
* Ask your teacher to complete a Teacher Observation Record when observing you make the feed or meal.
* Use annotated photos or a video to show step-by-step how you made the feed or meal and followed safety and hygiene practices.
After you have made the feed or meal. You must:
* Evaluate your own performance.
You should consider:
□ strengths and weaknesses of your planning and preparation
□ suggestions for improvements or changes
Total marks for Task 4: 18 marks
Follow us on Social Media:
Facebook -SeafordHeadSchool
Twitter-@Seaford_Head
Seaford Learning Trust
Mr R Ellis,Headteacher
Seaford Learning Trust is an exempt charity and a company limited by guarantee. Registered in England and Wales Company No. 8122579
Seaford Head School
Achieving Excellence Together
The class will be completing their 'R058 Task 4 Practical assessment' on:
Friday 24th March during P1 and P2
Students have been informed of this date and should be prepared. Please discuss this practical assessment with your child to help with the planning and preparation.
The task will need to be planned to include: what the practical involves, how long it will take to make and what ingredients/equipment will be needed. (If they are going to make up a feed, they will need to bring a bottle, suitable sterilising equipment and formula milk powder. If they are making the meal choice from Task 3, they will need to bring the ingredients for this).
I hope you find this information useful and would like to thank you for your continuing support. Please contact me if you have any further questions, firstname.lastname@example.org.
Yours sincerely
Amanda Usher
Mrs Usher (Head of Child Development) | 1,195 | 591 | {
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Michael Dean
Professor Conn
Sound Design for Theatre
Final Project – Eurydice Sound Design Concept
Eurydice is a play reimagining a classic myth written by Sarah Ruhl. It includes themes of romance, life vs. death, and eeriness. Even with its creepy setting, the play manages to hold a childlike and humorous feel during many scenes. The play is divided into different movements, starting on Earth, moving to the underworld, and then frequently bouncing back and forth from these two settings to show the points of view from both Eurydice and Orpheus. Act I is filled with joyful sounds and music to portray the affection of two lovers. When Eurydice enters the underworld in Act II, the music and sounds become creepy, weird, and a little unsystematic at times. Act III begins with a callback to the joyful music and sounds from the beginning, but then it becomes gloomy and silent when death is near.
Sound and music play a very big role for this play because it is one of the major themes that reoccur through every scene. The sound supports the play by showing the audience the setting that the characters are in. For example, there is a scene in Act I when the script calls for "strange noises" when Eurydice trips. The purpose for this sound is to show the audience of a setting transition from Earth to the underworld. Without that sound, it would be hard for anyone to understand what happened to Eurydice. My sound collage uses every sound and song that will be used in the production, and also in the same order they will be used in when following the script. The sound I used most in the collage are the musty dripping sounds because they are referred to constantly through out the play. It is important to the production because it happens for every scene transition to the underworld. Thus, it gives the location a dark, creepy, and lonely feel. For the preshow, I chose the excerpt, "Symphony No. 10, V. Finale" by Gustav Mahler. I chose this piece because the beautiful orchestra music will set the theme for the lover's embrace at the beginning of the play. This will then tie into the music that the scene calls for on page 13. Heavy metal music is used for the leader of the underworld's first entrance on a tricycle. This choice of music is used ironically to show the immature and selfish nature of his mind. Although the script did not call for peaceful music during Act II, Scene 3 (when the father is building Eurydice a room out of string), I felt the need to add it. I imagine this scene could take a while, and I'm sure the audience would not want to sit in complete silence. This music will serve as background music and will also show the comforting and loving nature of Eurydice's father. For the curtain call music, I chose the song "Eurydice" by Sleepthief (Psychomatic remix). I chose this song because the lyrics perfectly describe the theme of the play, and the song is melancholy, which will compliment the atmosphere of the final scene. I used the remix version because it uses drums and is more upbeat than the original, which will be more fitting as people are leaving the theatre.
If performed at a large venue, all the actors will use lavalier microphones to amplify their voices, which will be coming out of the main speakers. Most of the sounds will be coming out of the main speakers for this performance because many sounds are used to describe the entire setting and not a particular item. A speaker will be placed behind the iron water pump (right balcony) so when it is being used, sound will be coming from its direction which will be more realistic. A speaker will also be placed behind the elevator for its "dings" and the rain that falls inside it. The last extra set of speakers will be placed backstage. It will be used in times when a character or object is in another area and makes a sound (for example, the bottle popping and the train whistle). When the train enters and passes through, the sound will pan starting from the left backstage speaker and move to the right backstage speaker so it will feel realistic. By using these sound methods and techniques, the play will come to life and leave a greater impact on the audience. | 1,475 | 886 | {
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LKS2 (Years 3 and 4) Newsletter –Spring 2024
Values this year: Gratitude, Respect, Empathy, Acceptance ,Trust
We hope you all enjoyed a lovely festive time with your families. That all seems a dim and distant memory now!
On Monday 18th January, we are looking forward to our Roman Wow day. Your child can come dressed as a Roman or if they prefer, bring in an artefact from the Roman times. Accompanying plastic swords, helmets or shields can also be worn but will not be allowed out at play breaks.
The Spring term is a little shorter but we still have much to teach and learn. It will really help your child if you could hear them read regularly and support them with their times tables and spellings.
Happy New Year!
Mathematics
We begin the term on the second block of multiplication and division. Many children are struggling because they are not confident with their times tables. Year 3 need to concentrate on the 3, 4 and 8 times tables, while Year 4 need to know them all up to 12 x 12.
Following this, we will be learning to measure length and perimeter before moving on to fractions. Year 4 then move on to decimals while Year 3 tackle mass and capacity.
English
This term we are using the book 'The Day I Swapped my Dad for Two Goldfish'! to teach role-play, narrative writing, spelling, punctuation, grammar and reading for inference.
Our poetry unit is called, 'Traditional Poems', and we will be using some poems written by Robert Louis Stevenson to inspire our poetry writing.
This will be followed by a fiction unit based on 'Pinocchio' adapted by Michael Morpurgo. Using traditional stories enables the children to become familiar with sentence structure and vocabulary used in story writing.
We end the term on a unit based on the fantastic non-fiction book, 'Wild Lives'.
LKS2 timetable
Dolphin Class PE: Tuesday and Thursday
Orca Class PE: Tuesday and Friday
Sea Lion Class PE: Tuesday and Wednesday
Reminders
-Reading Books are changed on Fridays.
-Spelling test day: Monday
-Write Word wallets and reading books need to be in their bags every day please.
Science and Foundation Subjects:
We begin the term studying Animals, including humans followed by Living Things and their Habitats.
In History we are studying the Romans; how and why they settled in Britain and their influence on our world.
Our Art lessons involve prehistoric paintings which link to the learning from our History topic in Autumn 1. This will be followed by another exciting D&T project involving electrical systems, which again links back to our previous science learning on electricity.
In Spring 2, our Geography project is, 'Where does our food come from', using their knowledge of the different biomes, location of countries and trading questions.
-Please only send fruit, vegetables, breadsticks or rice cakes for break time snack.
For a complete list of diary dates and further information why not visit our website on www.langfordvillageacademy.org.uk | 1,207 | 646 | {
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Read Write Inc Phonics
We continue to teach exciting and engaging phonics every day. The children access differentiated phonics groups matched to their ability and identified next steps. We continue to practise our oral blending, Fred Talk to read CVC words and all children are taught how to use their Fred Fingers for spelling. Please remember to use the QR codes and follow the phonics links on your child's class page; these will help improve your child's confidence and phonic skill.
Your child will bring home a reading book or activity matched to their phonic knowledge – this needs to be returned to school every day so your child can read with an adult.
Bolton Library Visit
This term we will be visiting Bolton Library. A letter will follow this with the details. The children will have an opportunity to read, share and listen to lots of stories and experience a public library.
Hedgehogs and Owls - Reception
Spring 1 Overview – 'Come Fly With Me' Mrs Davidson and Miss Ainsworth
Maths
Theme
We are busy mathematicians in Reception! We take part in a 'Mastering Number' session and a Power Maths session every day. We have weekly mathematics group works and we explore number, numerical pattern, shape and measure throughout our continuous provision!
This term we will be continuing to build upon our knowledge of ordinality, cardinality, composition of number and ability to subitise. We continue to develop our knowledge of number bonds. We will also practise our reasoning skills.
Water Bottles
A reminder that your child receives free fresh fruit or vegetable snacks in school so you do not need to send a snack with them. Please ensure that your child has a water bottle to remain hydrated throughout the school day and help their brains be ready to learn.
This term we will first begin by continuing our theme 'Come Fly With Me'. We will recap and develop our understanding of
- Chinese culture
- Indian culture
- Pakistan culture and traditions
- Russian culture
We will also be continuing to support the children's understanding of seasonal change as we notice signs of Spring.
Forest School
If your child is taking part in forest school this half term, a letter will have been sent home.
Hedgehogs Forest School is Tuesday. Owls Forest School is Thursday.
Writing
Your child will develop their writing in a number of ways this term. We continue to provide lots of opportunities to strengthen our fine motor skills with fun and exciting activities in the provision. The children will take part in differentiated writing activities and every child will practise writing their sounds daily in phonics.
How can I help at home? Young children needs lots of opportunities to develop their confidence, fine motor skills and knowledge of letters before they are ready to become capable writers! You can help your child by helping them write simple shopping lists with words such as 'jam' or 'milk'. You can encourage them to write their name, messages or sign birthday cards! Remember, in Reception it is more important to 'sound out' the words, rather than spell them correctly.
P.E
Our P.E. days are Tuesday and Fridays.
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Summer Activities, Heat and Smoke
Sarah Coefield – Air Quality Specialist, Missoula City-County Health Department
In this, my final column for Wildfire Smoke Ready Week, I'm covering outdoor activities and coping with heat and smoke.
Some of us recreate outside, some of us work outside, and some of us have children who really, really, really need to burn off some energy. So, how to balance this against unhealthy air quality?
Fortunately, there are ways to reduce your outdoor exposure. Before heading outside, check the current air quality at fire.airnow.gov and then take a gander at the day's wildfire smoke forecast at MissoulaCounty.us/CurrentAQ. You can also call the Missoula Air Quality Hotline at 406-258-3600. All these resources will provide a current air quality health category that you can use to make decisions about your day.
Reducing activity levels can lower the amount of smoke you would otherwise take into your body. (Vigorous exercise such as running, playing basketball or soccer, and swimming all increase your dose of air pollution because you breathe deeper and more often during those activities.) The Montana DEQ and DPHHS also provide a handy guide for outdoor activities here: https://dphhs.mt.gov/AirQuality.
Pay attention to how your body responds to the smoke and respect the signals it sends you. People will react differently to the smoke, and the longer a smoke event drags on, the less smoke you'll be able to tolerate.
If you must work outside, or if you just really want to be outside even in smoky conditions, consider using a NIOSH-certified N95 respirator or well-fitting KN95 respirator. If you use a respirator, it should fit tight to your face so smoky air can't sneak in around the edges. A couple notes about N95 respirators: They do not come in children's sizes (although sometimes a size small will fit), and they are not super comfortable. If you find yourself constantly removing the respirator because you don't like feeling it against your face or you're having trouble breathing, consider reducing your exposure by staying inside in a place with cleaner air. Cloth masks, bandanas, gaiters, painter masks, etc. will not protect you from wildfire smoke. Replace your respirator when it's visibly dirty and do not use it if you struggle to breathe with it on.
If it's hot and smoky outside, what do you do? If you have air conditioning, use HEPA portable air cleaners (PACs), DIY fan/filter combos, your home furnace fan, or your central air handler to clean the indoor air (see previous columns).
But what about those of us without air conditioning? Here's the thing: Heat exposure is immediately dangerous to life and health. You must cool your home; that means opening your doors and windows and letting cooler, smoky air inside in the evening. It's not ideal. However, HEPA PACs, DIY combos, and efficient furnace filters are incredibly effective at cleaning indoor air quickly. (Note: Wait to turn your air cleaners on until after you've closed your doors and windows. Your air should be considerably cleaner within an hour.)
If you have a window A/C unit for just one room in your home, sleep in that room with the door closed and run your PAC or DIY combo to clean the air in that room while cooler, smokier air is in the rest of your house.
And remember, when it's smoky outside, check on your friends and neighbors. See if they have what they need to get through the season. And take heart: The snow will fly, the hockey puck will drop, the ski hill will reopen, and we'll all remember how great winter can be.
Be sure to visit MontanaWildfireSmoke.org for information to get you through the coming wildfire season! | 1,415 | 798 | {
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Writing and Grammar Readiness Evaluation (3 rd -5 th Grades):
Ask your child to read the passage to you. Fluent readers will be able to read without errors in under 2 minutes. They should be able to easily answer the comprehension questions. If your child is still working towards fluency this passage is a great way to check progress. Time him/her and record the number of mistakes, then in 6 weeks have him/her read the passage to track improvement.
A child entering third graders would need support, while a child entering fourth graders should be able to read the passage and respond to the questions with little support. Fifth graders should have no trouble completing this independently.
If you have any questions about which class might be the best fit for your child, please contact Nancy Byrd at firstname.lastname@example.org.
Hershey Park
Do you love chocolate? If you do, then you must visit Hershey Park. Hershey Park is in Hershey, Pennsylvania. They have some awesome rides! They have twelve roller coasters, with names such as "Storm Runner" and "Cocoa Cruiser." If water rides are more your style, you can choose from fifteen rides. They have children's rides, such as "Sandcastle Cove." There are high thrill rides, such as the "Coastline Plunge – Vortex." You can ride one of forty family rides. Younger children can choose between twenty-seven kiddie rides. Hershey Park is known for its tasty menu choices. They have sandwiches, fries, pizza, and dessert! How does "Hershey's Kit Kat Sundae" sound? If you're a true chocolate lover, you have to stay at Hotel Hershey. They have indoor and outdoor pools. Have you heard about the chocolate spa at the hotel? You can take a bath in chocolate!
Information gathered from: Hersheypark. (n.d.). Retrieved September 1, 2014, from http://www.hersheypark.com/
Directions: Look back at the passage to find the answers.
1. If you love ______________________, then you should visit Hershey Park.
2. Hershey Park is located in ______________________________________, ___________________________________________________________.
3. How many roller coasters are there in Hershey Park?
_________________
4. One of the roller coasters is called the “_____________________ Cruiser”.
5. How many water rides are in the park?
____________________________
6. There are forty __________________________________________ rides.
7. How many kiddie rides are in the park?
____________________________
8. There is a hotel you can stay in called Hotel
________________________.
9. There is a chocolate _________________________________ at the hotel.
10. At the hotel, you can actually take a bath in ____________________!
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In our last lesson, we talked about Gideon. God helped Gideon in the battle with the Midianites. After Gideon died, the Israelites turned away from God again. They forgot all the good things Gideon had done for them.
Gideon was a very good man. He had 70 sons. He also had a son named Abimelech. Abimelech was not like his father. He was not a good man. Abimelech went to his mother's relatives in Shechem and convinced them that it would be better to have one ruler instead of 70 men ruling.
These relatives talked to the other men in Shechem. They decided to make Abimelech their leader. They even gave Abimelech 70 shekels of silver from the temple of Baal-Berith. (Judges 9:4) Abimelech used the money to hire some bad men. He paid the bad men to kill his 70 brothers. The youngest brother, Jotham, hid and was not killed. The men of Shechem made Abimelech their king.
When Jotham heard what happened, he went up on Mount Gerizim and told a parable about the bramble and the trees. (Judges 9:7) In this parable, Jotham told about a group of trees that wanted a king. The group of trees asked the olive tree to be their leader. But the olive tree could not stop giving olive oil long enough to lead the other trees. The group of trees asked the fig tree to be their leader. But the fig tree could not stop making sweet fruit long enough to lead them. The group of trees then asked the bramble to lead them. The bramble was a prickly plant that could stick you and hurt you. It was not a good plant.
Jotham was telling them they had chosen a person to be their leader who was not good for them. He could hurt them.
OT3gr2
The people of Shechem started to hate Abimelech very quickly. Abimelech surrounded the city and killed many of the people. When the people thought it was safe again, they went out in the fields to work. Abimelech killed them. The people who were left went into the city to hide.
When Abimelech heard where the people were, he went after them. Abimelech captured the town and destroyed it. He brought trees in and set them on fire. All the people in the tower of Shechem were killed. (Judges 9:49)
Then Abimelech went to the city of Thebez. He took over the city. There was a very strong tower there. The people ran to the tower to hide. Abimelech went to the tower to burn it. A woman in the tower dropped a large stone down on him. It did not kill Abimelech, but he knew he was going to die. He asked his armor bearer to draw his sword and kill him. Abimelech did not want people to be able to say he was killed by a woman.
Abimelech was a very wicked judge. He was the 6th judge. The seventh judge was named Tola. He was from the tribe of Issachar. We are not told much about him. The eighth judge was Jair. He lived in Gilead and had thirty sons. After Jair died, the Israelites started to worship idols again.
The ninth judge was Jephthah. Jephthah was faithful to God. God chose Jephthah to lead the army against the Ammonites. Jephthah won the battle with the Ammonites. When he went back home, his daughter ran out to meet him.
The tenth judge was Ibzen from Bethlehem. The eleventh judge was Elon, the Zebulite. The twelfth judge was Abdon. We are not told much about these three judges.
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Lesson 10
2 Kings 14 & Jonah 1 - 4
In our last lesson, we talked about the miracles that Elisha worked. We talked about King Jehu, Queen Athaliah, and Joash who was made king at the age of seven. We talked about some other king. Most of the kings we talked about were bad kings.
Amaziah had been made king in Judah. He was a good king. The two nations of God were fighting against each other. King Amaziah went up against Johoash, the king of Israel. King Jehoash defeated King Amaziah. Later, Jehoash tore down the walls of Jerusalem. They went into Jerusalem and took the gold, silver, and all things found in the house of the Lord. (2 Kings 14:14)
There was a prophet of the Lord named Jonah. Jonah was from the city of Gath Hepher. Jonah was a very important prophet in Israel.
The Lord told Jonah to go to the city of Nineveh. Nineveh was the capital of the Assyrian Empire. The Lord told Jonah to preach to the people there. (Jonah 1:2) God wanted Jonah to tell the people to stop the wicked things they were doing. Jonah did not want to do what the Lord commanded him to do. Instead, Jonah went to Joppa and got on a ship that was going to Tarshish. (Jonah 1:3)
The people in Nineveh were wicked. They were Gentiles and had been enemies of the Israelites. Jonah thought the people should be destroyed. Jonah did not want to preach to them. He chose to get on a ship going the opposite direction.
The Lord sent a great wind on the sea. The storm was making huge waves. The storm was so bad that the ship was about to break apart. (Jonah 1:4) The men on the ship were afraid. They started throwing the cargo off the ship trying to make the load lighter.
OT4gr2
Jonah had gone down below to the lower part of the ship and was sleeping. (Jonah 1:5) The captain of the ship went to Jonah and woke him. He asked Jonah to call on his God for help to save them from the storm.
Jonah told the other men that God sent the storm because he had disobeyed God. The men asked Jonah what they needed to do. Jonah told them that if they threw him into the water, the sea would calm down. (Jonah 1:12) The men rowed very hard trying to get the ship to land. The storm got worse. Finally, they threw Jonah into the sea. Then the sea was calm. (Jonah 1:15)
The Lord caused a big fish to swallow Jonah. Jonah was in the belly of the fish for three days and three nights. (Jonah 1:17) Jonah prayed to the Lord from the belly of the fish. Jonah knew he had not obeyed God.
God answered Jonah's prayers. The Lord spoke to the big fish. He made the big fish spit Jonah out on the dry land. (Jonah 2:10)
The Lord spoke to Jonah again. He said, "Arise, go to Nineveh,…preach the message I tell you." (Jonah 3:2) Jonah obeyed God and went to Nineveh.
Jonah preached to the people of Nineveh the words God told him to preach. The people listened to Jonah and believed him. They repented of their sins. They changed from their evil ways. God saved the people of Nineveh.
Jonah should have been very happy that the people listened and obeyed. But, he wasn't. Jonah was very angry. He wanted God to destroy the people because they had been so wicked. Jonah went outside the city to pray to God. God asked Jonah why He should not forgive the people of Nineveh. (Jonah 4:11)
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Autumn 1
Autumn 2
Curriculum Overview 22/23 Year A
Year 4
Spring 1
Spring 2
| Gorilla Iron Man | I’ll Take you to Mrs Cole The Sun is Laughing | | When Jesse Came Across the Sea The Tinderbox | | Wangari Maathai – The women who planted a million trees Wangari’s Trees of Peace | | Tales of Wisdom and Wonder |
|---|---|---|---|---|---|---|---|
| Place Value Addition and Subtraction | | Multiplication and | Multiplication and Division Area Fractions | | Fractions Decimals | | Decimals Money Time |
| | | Division | | | | | |
| | | Length and Perimeter | | | | | |
| | | Multiplication and | | | | | |
| | | Division | | | | | |
| Forces and Magnetism | States of Matter Rocks | | | | STEM week | | Animals Including Humans |
| | | | Stone Age to Iron Age | | | | |
| The UK and Spain | | | | | | | Different Environments of the UK |
| Diwali | | | Signs and Symbols | | | | Islam |
| | Online Safety 3.2 Logo 4.5 | | | | | Spreadsheets | |
| | | | | | | 3.3 | |
| | | | | | | 4.3 | |
| Pop Mama Mia! | Rap Stop! | | R and B Let Your Spirit Fly | | Reggae Three Little Birds | | Disco Bringing us Together |
| | Cooking and Nutrition | | | | Textiles | | Construction |
| Ancient Art Benin | Renaissance Caravaggio | | | Post Impressionism | Abstract Expressionism Jackson Pollock and Lee Krasner | | Cubism Pablo Picasso |
| | | | | Paul Cezanne | | | |
| | | | | Creativity Week | | | |
| | | | | Fruta (Fruit) | | | |
| | | | | Y numeros a 20 Y Puedo | | | |
Summer 1
Summer 2
The history of music, look back and
| Multi Skills Fundamental Movement Balance | Invasion Games Basketball | Dance Perform dances using a range of movement patterns | Net & Wall Games Mini Tennis Skills | Striking &Fielding Softball/Rounders |
|---|---|---|---|---|
| Bee Netball skills Technique Tactics | Indoor Sports Hall Athletics Effort Physical Ability Fitness Levels | Tag Rugby Leadership Communication | Orienteering Problem Solving Responsibility Confidence Tag Rugby Rules Tactics Problems | Net & Wall Games Tennis Skills Technique Feedback Respect Sports Day prep Feedback Respect Understanding | | 1,454 | 701 | {
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RE Year 9
In Year 9 students will begin studying the Cornwall Agreed Syllabus and then will progress to 2 units of GCSE work
Why don't Hindu's want to be reincarnated? and What is good and challenging about being a Muslim teenager today? GCSE Human Rights and social justice and GCSE Crime and Punishment Students shall be assessed on each of these topics
| UNIT 1 | | | | | Working Towards Target | At Expected Target | | Above Expected Target | |
|---|---|---|---|---|---|---|---|---|---|
| Why don’t Hindus want to be reincarnated? | | RE Knowledge | | | | | | | |
| | | Application of Knowledge and Evaluation | | | | | | | |
| | Overall unit performance | | | | | | | | |
| FFL: | | | Meeting | Actively engaged in the learning | Regularly complete HWK to a high standard | | Completing CWK | | Is a resilient |
| | | | behaviour for | | | | to a high | | learner |
| | | | learning | | | | standard | | ‘Doesn’t give up |
| | | | standards | | | | | | easily’ |
| | Achieved: | | | | | | | | |
| UNIT 2 | | | | | Working Towards Target | At Expected Target | | Above Expected Target | |
|---|---|---|---|---|---|---|---|---|---|
| What is good and challenging about being a Muslim teenager today? | | RE Knowledge | | | | | | | |
| | | Application of Knowledge and Evaluation | | | | | | | |
| | Overall unit performance | | | | | | | | |
| FFL: | | | Meeting | Actively engaged in the learning | Regularly complete HWK to a high standard | | Completing CWK | | Is a resilient |
| | | | behaviour for | | | | to a high | | learner |
| | | | learning | | | | standard | | ‘Doesn’t give up |
| | | | standards | | | | | | easily’ |
| | Achieved: | | | | | | | | |
| UNIT 3 | | | | | Working Towards Target | At Expected Target | | Above Expected Target | |
|---|---|---|---|---|---|---|---|---|---|
| GCSE unit: Crime and Punishment | | RE Knowledge | | | | | | | |
| | | Application of Knowledge and Evaluation | | | | | | | |
| | Overall unit performance | | | | | | | | |
| FFL: | | | Meeting behaviour | Actively engaged in the learning | Regularly complete HWK to a high standard | | Completing CWK to | | Is a resilient learner |
| | | | for learning | | | | a high standard | | ‘Doesn’t give up |
| | | | standards | | | | | | easily’ |
| UNIT 4 | | Working Towards Target | At Expected Target | Above Expected Target | Test grade |
|---|---|---|---|---|---|
| GCSE Unit: Human Rights and Social Justice | RE Knowledge | | | | |
| | Application of Knowledge and Evaluation | | | | |
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Guide for Parents/Guardians
English
Reading
DEAR time- Drop everything and read! Try to read for 15 minutes a day. I would love to hear about the books you are reading!
I have uploaded a PDF of the BFG on the website with an audio link of me reading and the children can follow along to the words as I read. For this week they could read Chapter 12 called "Dream catching" independently.
Oral Language (for over the next two weeks)
I have set a tasks on one of the pages below with topics that the children can explain orally and practice using for their procedural writing this week.
Writing
Cursive handwriting practice- Practice a page of your handwriting.
Procedural writing-Procedures are written to explain how something work in a series of sequenced steps.
I want you to make a fort inside or outside your house. This week I want you to write out procedural writing about how to make a fort. I would love to see photos of the forts you create.
I have attached a template below to help with your writing. I have also included an example for you to read.
Writing Menu- If you finish anything early this week you can pick an activity from the Writing Menu below.
Guide for Parents/Guardians
Maths
This week we are looking at the topic of Time.
Planet maths- We will be looking at Time on pages 143-144 for 4 th class and pg.162-163 for 3 rd class. The activities are outlined on the timetable.
Times Tables- revise any times tables you find tricky this week.
Gaeilge
Sa bhaile- I have made a PowerPoint to help the children learn some new words for sa bhaile with a worksheet at the end.
Read the story "Cacaí le mamó" and answer the questions. I have also attached an audio link of me reading the story for the children to listen to and read out loud themselves afterwards to practice their oral Irish.
(The audio link is under the Irish tab on the website not on this document.) With the questions, the children just need to find the correct sentence from the text and write it in their copy.
Guide for Parents/Guardians
SESE-
Geography- There is work on the main page of the website about our areas in Staplestown.
History- There is work on the main page of the website about the history of Staplestown. As an extra task you can ask a family member or friends who has lived in Staplestown about the History of the area.
Art/Drama
Art- Your art task this week is to create and design a crest for our school uniform. Use the template on the main page of the website and try to include things you have learnt from Geography and History this week.
Drama- You can act out a story when you have created a fort for your English this we week.
Music
I have uploaded a document on the website that access the Dabbledoo website with four weeks of lessons available. This weeks lesson is about "Clocks sounds at home ".
SPHE
I have created a PowerPoint about a Wellbeing Garden that the children can draw on a sheet and fill in each item.
PE
See last document for activities.
English- Procedural Writing Example
How to Make Pancakes
Ingredients:
* 1 cup flour
* 1 tablespoon sugar
* 2 teaspoons baking powder
* 1/4 teaspoon salt
* 1 egg, beaten
* 1 cup milk
* 2 tablespoons vegetable oil
Method:
1. Mix the flour, sugar, salt and baking powder in a bowl. If you have a whisk, use it, and make sure the batter it is well mixed.
2. 2. In another bowl, beat the egg then add the milk and oil. Mix until it is thoroughly combined.
3. Add the wet ingredients to the dry ingredients and whisk them together for about a minute. The mixture should be a bit lumpy.
4. Heat a blob of butter in a large frying pan.
5. Pour about a third of a cup of batter into the pan. If you want larger pancakes, pour more. For smaller pancakes pour less batter.
6. It will take about two minutes to cook the first side. You will know it is cooked when bubbles that will form on the top.
7. Flip it over and let it cook for a minute more. When the pancakes are golden brown, put them on a plate and enjoy.
English- Procedural Writing
English- Oral Language
To practice our oral language skills for our procedural writing this week, I want you to pick some of the topics below and see can you explain it to someone in your family step by step.
| How do you make a ham and cheese sandwich? | How do you play tag? |
|---|---|
| How to play hurling? | How do you wash your hands properly? |
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Robert Ray Everhart
Born:
March 30, 1922
Hometown:
Bala-Cynwd, PA
Class:
1943
Service:
Merchant Marine
Position / Rank:
Deck Cadet
Date / Place of death:
November 4, 1942 / 71-05N, 13-20W
Date / Place of burial:
November 4, 1942 / Lost at Sea – 71-05 N, 13-20 W-
Age:
20
Robert R. Everhart reported aboard the Liberty Ship SS William Clark in New York harbor on August 17, 1942. Also joining the ship on the same day were Cadet Midshipmen Herman Garritsen, Richard Holland and Peter Smith. They joined a crew of 38 merchant ship officers and seamen along with 30 officers and men of the Navy's Armed Guard.
The ship sailed on August 22, 1942, carrying a cargo of general military supplies in its holds and a deck cargo of aircraft and tanks to Murmansk, Russia. The William Clark traveled with convoys via Boston (BX-35) and Halifax, Nova Scotia (SC-99) to Reykjavik, Iceland where the ship would normally have joined a Murmansk bound convoy. However, due to the high losses of the previous two Murmansk Convoys, PQ17 and PQ-18, and the demand for warships to support the landings in North Africa, the Murmansk convoys were suspended. In the interim, supplies still had to flow to Russia. So, the seven British, five U.S. and one Russian merchant ships that would have been in the next Murmansk convoy were ordered to sail independently from Reykjavik in twelve hour intervals between October 29 and November 2, 1942 in what was called Operation FB. Of the thirteen ships, three turned back to Reykjavik, five arrived safely and five, including the SS William Clark, were lost.
At 1135 on November 4, 1942, near Jan Mayen Island, the SS William Clark was hit on the port side, amidships, by one of three torpedoes by U-354. The explosion completely destroyed the engine room killing all five of the engineers on duty, including Engine Cadet Peter J. Smith. The remaining crew abandoned ship into two life boats and a motorboat. Although the motorboat was able to keep the survivors together by towing the lifeboats, the towline was eventually broken and the boats became separated. One boat with 26 survivors was rescued after three days afloat by HMS Elstan (FY 240). The second boat with fourteen survivors were rescued by HMS Cape Passiser (FY 256) after over a week at sea. Robert Everhart apparently was in the motorboat which, with twenty other crew members, was under the command of the Captain. This boat was never heard from again.
Cadet-Midshipman Robert R. Everhart was posthumously awarded the Mariners Medal, Combat Bar with star, the Atlantic War Zone Bar, the Victory Medal, and the Presidential Testimonial Letter.
Robert R. Everhart was the youngest son of William T. Everhart and Helen Louisa Van Reed Everhart. His older brothers were Jack and William. Bob attended Lower Merion High School in Ardmore, Pennsylvania. He is described by his family as an excellent tennis player who was respected by his teammates and the student body in general. According to his niece, Bob was deeply loved by his family.
And when the stream Which overflowed the soul has passed away, A consciousness remained that it had left Deposited upon the silent shore Of memory images and precious thoughts That shall not die, and cannot be destroyed
William Wordsworth | 1,494 | 791 | {
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Enterprise Systems 2 | Essential Workplace Team-Building
Skills Training
eLearning Course: E11902
The Enterprise Systems 2 eBook (E11902) concept of organizing work groups into teams is an exciting development. Essential Workplace Team-Building Skills Training has energized today's enterprises and played a key role in enabling companies to compete in the highly competitive global economy. Working on teams has enabled people to work more efficiently and effectively. It has also made work a lot more fun and rewarding for many people.
This online course covers many valuable topics including: why teams work; interpersonal skills; successful team characteristics; conducting team meetings; idea generation tools; problem-solving analysis; design analysis concepts; product design analysis; engineering ethics; patenting; and product evolution.
Teach Team Building Skills
How is Team Building in the Workplace Carried Out?
The decision to create a team is most often made by management. Their first step is to decide what type of team (e.g. cross-functional, departmental, product creation, or process improvement) to create and what its purpose or goal will be. Next, management will normally select the team leader, although sometimes the team members will select the team leader. Management may also select a core group of members to start the group, or even all the members. In some cases, the team leader or core members will select the remaining members. Selection of members may or may not have been voluntary.
The team leader should get an agreement with management on a number of points. These include:
Ground rules the team will have to follow.
Type of reporting to management and any other parties that might need to be informed and how often.
Resources that might be available.
The level of authority the team will have to make decisions and carry them out.
This last point is critical. Many teams have begun their mission with tremendous excitement and creativity, only to become very unhappy when their solution isn't carried out. It's important to remember purpose and process are two of the characteristics necessary to make the team successful.
Access eBook Online Curriculum
Enterprise Systems 2 Allows Online Access to Curriculum
As an online option to printed curriculum, Amatrol's eBooks look like a real book and allow users to flip between pages with ease. Enhanced with features, such as keyword searches and zoom controls, Amatrol's eBooks enable a user to quickly locate and view information, making this online format an efficient learning tool. Available online through Amatrol's Learning Management System (LMS), this comprehensive curriculum advances learners' understanding of concepts at the click of a button. High quality graphics paired with hands-on, applied skills keep learners focused and engaged in their work. Amatrol's eBooks allow courses to be taken completely online anywhere with an internet connection!
Additional Info
Requires:
Computer (see Computer Requirements)
Options:
Enterprise Systems 2 Learning System (96-ES2)
Address
Amatrol 2400 Centennial Blvd Jeffersonville, IN 47130
Contacts
email: email@example.com
phone: (800) 264 8285 | 1,405 | 642 | {
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Spring Term 2020
Year 2
Dear Parents/Carers,
We hope you had a lovely Christmas. Here are the Topic overviews for your child for this term.
The topic overviews are designed to incorporate all the National Curriculum objectives from the Foundation subjects. Below, we have included what the children will be learning about in English and Maths.
In English we are learning about:
First half term:
We will be learning a traditional tale called 'The Magic Porridge Pot' where we will be making and tasting porridge. We will also be looking at non-chronological reports and learning how to write our own.
Second half term:
We will be learning and innovating the repetitive story 'Chicken Licken'. The children will learn the story and then create their own version. We will also be looking at letter writing and will learn how to write a persuasive letter using the appropriate language.
In Maths we are learning about:
First half term:
We will continue to develop the children's ability to solve problems and apply their mathematical knowledge. Children will learn about fractions which will involve finding halves and quarters of given amounts and identifying equivalent fractions. The children will also revisit time reading o'clock, half past, quarter past and quarter to as well as five minute intervals.
Second half term:
The children will be learning about data handling. This will focus on using different forms of data to answer a range of problems. We will also continue to look at measures. This will involve problems and practical work around, volume and temperature. Children will also identify different 2D and 3D shapes and their properties. .
ICT: We will be carrying out research about the Victorians and creating a power point presentation.
Art: Children will study the features of Victorian portraits before creating a portrait of Queen Victoria.
Science:
We will be studying different biological focuses such as: -What all living things need in order to survive.
-The growth and development of animals.
-Lifecycles of different animals as well as human beings.
-How animals use adaptation in order to survive.
History: We will be learning about The Victorians. We will be visiting the Braintree Victorian Museum on Tuesday 28 th January 2020. The children will learn to handle a range of artefacts and experience a Victorian lesson. We will also learn about Queen Victoria and Florence Nightingale.
In the first half term our Topic is: Who were the Victorians?
PE: In P.E. we will be exploring music and movement through dance and developing our fundamental motor skills.
RE: To understand Judaism as a religion and express their own ideas about celebrations.
PSHE: We will be looking at how to maintain a healthy lifestyle.
D.T: planning and creating a healthy salad. The children will use different cutting techniques to prepare a salad.
Music: We will be learning to play the glockenspiel.
ICT: We will be looking at algorithms using the program Scratch. 'Scratch' is a coding program where the children can create their own characters and games.
In the second half term our Topic is: What do we need to survive?
PSHE: We will understand how to keep safe.
PE: In P.E. we will be exploring music and movement through dance and developing our fundamental motor skills.
Art: The children will study the work of Andy Warhol and experiment using similar techniques when creating their own work about healthy foods. They will explore the 'Pop Art' movement.
General Information:
Please ensure your child's uniform and PE kit are clearly named. On your child's PE day, please ensure that earrings are removed for health and safety reasons or the children have tape in school.
PE days for each class are as follows:
Tuesday and Wednesday
Homework:
[x] Reading – This needs to be done daily and recorded in their reading diaries.
[x] Times tables – These should be practiced on a regular basis using Times Table Rock Stars.
[x] English, Maths and spelling homework is given weekly. This is handed out on a Friday and should be returned by the following Wednesday. Children may keep the spellings at home to learn them. There will be a spelling test every Friday.
[x] Homework club takes place on a Monday. If your child needs support with homework please have a quiet word with your child's teacher.
We are encouraging the children to become more independent by following the 5Rs of readiness, resilience, resourcefulness, responsibility and reflectiveness, so please remind your child that it is their responsibility to do their homework and hand in their homework on time.
If you would like to discuss any aspect of this booklet or have any other concerns about your child, do not hesitate to come and see us.
Many thanks for your continued support.
Yours Sincerely,
Miss Wakeham and Mrs Marsh
Parent Information
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Name:
Date:
Show all calculations.
Unless stated otherwise, all results must be provided with three significant figures.
Use the atomic weights from the periodic table provided
1. Where are there more particles, in 100g of oxygen or 125g of carbon dioxide? (5 0 0)
2. A pyrotechnic is preparing thermite for a demonstration, and he mixes 300g of iron (III) oxide Fe2O3 and 90g aluminium. The unbalanced reaction that takes place is
The reaction releases a large amount of heat and, although the reagents are solid, the resulting iron is extremely hot and therefore molten.
The pyrotechnic seeks to optimize the blend so that as little of the reagents as possible is wasted, so he reasons that, since there are only 90g of aluminium, he should try again with 100g of said reagent.
Stoichiometric calculations test
Chemistry IB11
a) Given the intially described amounts (300 and 90 g respectively), which is the limiting reagent? (3 2 0)
b) How much of the other one won't react? (0 2 0)
c) How many grams of iron will form if the yield is only 67%? (1 2 0)
d) How could the pyrotechnic change the amounts in order to optimize the blend? (0 1 2)
3. A five litres helium tank is sold for inflating party balloons.
The pressure inside the tank is 53 atm at room temperature, which is 22ºC.
a) How much helium is there inside the tank? (1 2 0)
b) The party will be on the open air, with a temperature of 15ºC and the balloons have a volume of four litres and are made of latex rubber, which applies an extra 0.06 atm of pressure to the helium. How many balloons will we be able to fill with one tank? (2 2 0)
4. A gas is trapped in a container with a movable lid as shown in the figure. The weight on the lid ensures that the pressure is 3.5 atm. Prove that if the temperature rises from 0 to 100 ºC the volume will increase by 36.63% (0 2 2)
5. We want to prepare 5.5 l of a 0.16 M solution of sodium carbonate Na2CO3 Calculate the weight of sodium carbonate we have to use. (1 1 0)
6. A lab assistant needs to prepare 1 l of sulfuric acid 4M. She has two sulfuric acid bottles, an opened one of sulfuric acid 94% in weight and density 1.8312 g/ml which only contains 230 ml and a new unopened bottle of 1 l of sulfuric acid 36% in weight and density 1.2685 g/ml a) Is there enough sulfuric acid with the opened bottle? If so, how many mililitres does she have to use? If not, how much does she have to pick from the opened bottle? (2 3 0)
Bonus
b) The professor drops by the lab and sees the lab assistant doing the calculations, then says: “let’s hope you have enough with the opened bottle, otherwise you won’t be able to prepare the solution” Is he correct? why? (0 1 2)
7. Prilocaine is an anesthetic very commonly used in dentistry, and a thorough elemental analysis revealed that its weight composition was:
70.9091% C
9.09091% H
12.7273% N
7.27273% O
Mass spectrometry also revealed that it only contains one atom of oxygen.
Calculate its empirical and molecular formulas. (2 2 0)
8. An acid-base titration has been carried out in order to determine the concentration of sulfuric acid in an old bottle whose label is partially illegible.
The base used as a titration agent is potassium hydroxide KOH with a concentration of 0.550 M which has been accurately prepared (by the lab assistant from exercise 6) by measuring the appropriate mass of KOH and dissolving it in water until reaching a final volume of one litre.
The unbalanced reaction is:
In the erlenmeyer we put 3.50 ml of the solution found in the bottle, and in order for the indicator to change colour, 28.35 ml of the KOH solution had to be added.
a) Balance the equation (1 0 0)
b) Calculate the concentration of the sulfuric acid in the bottle. (1 2 0)
Bonus
c) There seems to have been a mistake and the substance the assistance was using turns out not to be potassium hydroxide but sodium hydroxide. Recalculate the concentration of the sulfuric acid (0 2 1) | 1,779 | 1,035 | {
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Nursery Parent Newsletter Autumn 1
Dear Parents, Carers and Families,
Welcome to Nursery!
We hope you and your child are excited about starting this academic year and that this newsletter gives you an understanding as to what your child will be learning this term. You will also find some useful links or activities that you may want to look at or complete with your child.
Each year group is busily arranging a parent workshop for the Autumn term. Dates regarding these will be shared shortly with you. We hope you can attend! If you do have any questions, please do not hesitate to come and speak with us.
| Area | Theme |
|---|---|
| Project: Understanding the World | Me and My Community & Autumn This project supports children with settling into the new rules and routines of school and encourages them to make new friends and feel confident in their class. It teaches children about being helpful, kind and thoughtful at home and at school. This project also teaches children how they are unique and special, the importance of friendship and how people in their family, school and local community are important and can help them. The Autumn project teaches children about the natural changes that happen during the season of autumn, including how the weather changes, why trees lose their leaves and how wild animals prepare for winter. |
| Literacy | Our theme for this half term is All about me and Autumn, we’ll be sharing lots of stories encouraging the children to talk about the characters and illustrations. We’ll be supporting the children to mark make using a variety of mediums as well as practising gross and fine motor skills. |
| Mathematics | We will be singing lots of number songs and rhymes, reciting numbers and practising careful counting. We will begin subitising – looking at a small number of objects and instantly recognising how many objects there are without needing to count. |
| Reading | Your child will shortly be coming home with a library book. Please share this at home and encourage your child to talk about the story and illustrations. |
| PSED | To begin our Nursery year, we will be settling into our new environment, learning routines, making friends and exploring emotions through a range of texts and activities. |
|---|---|
| Music | We will be singing lots of songs and accompanying them with untuned instruments such as shakers or jingle bells. |
| Expressive Arts and Design | We will be painting portraits and making line drawings of ourselves. We will begin to explore colour mixing, make leaf prints and use found natural material to create collages. |
| Suggested reading list | The Colour Monster goes to school by Anna Lienas Lost and Found by Oliver Jeffers So Much by Trish Cooke and Helen Oxenbury Love makes a Family by Sophie Beer Amazing by Steve Antony We’re all Wonders by RJ Palacio |
Other information
Supporting your child at home
Read, read, then read some more! Research show that reading regularly is the best homework you can do. When your child brings a book home, please read it to them and spend time talking about it. Better, spend 10 minutes a day reading to them.
Supporting with Project work
* Look at family photographs together and discuss who is part of your family and extended family.
* Look at baby photographs and talk about how they have grown.
* Look at any childhood photographs of parents and grandparents.
* Talk about the things you like to do together and places you like to go.
* Share and discuss the Did you know? resource | 1,324 | 731 | {
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Saint Peter Orseolo
Catholic.net
Roman martyrology: In the monastery of Cusani, the birthday of St. Peter Orseolo (Urseolus), confessor, previously Doge of Venice, and afterwards monk of the Order of St. Benedict, renowned for piety and miracles.
SHORT BIOGRAPHY
Born in 928 at Rivo alto, Province of Udine, Venice, Italy to a wealthy, noble, and prominent family. Married at age 18 to Felicitas, and the father of one son, Peter, who became the Doge of Venice in 991. Admiral and commander of the Venetian fleet by age 20. Rid the Adriatic Sea of pirates.
Chosen Doge of Venice on 12 August 976, the day after a revolt, the murder of his predecessor, and a fire that destroyed much of the city. Built hospitals and orphanages, started reconstruction of the Cathedral of Saint Mark, and began social programs to help widows, orphans, pilgrims, and the abandoned.
He poured much of his own fortune into the effort, and within two years Peter had restored law and order, and rebuilt much of the city. Rightly considered one of Venice's greatest rulers.
In the night of 1 September 978, believing his duty to the world fulfilled, and possibly feeling crushed by it all, Peter secretly left Venice for the Benedictine monastery of Saint-Michel-de-Cuxa in the Pyrenees on the border of France and Spain, not even telling his family of his plans. Benedictine monk. While the move was sudden, it was apparently something he'd been considering for over a decade. When his wife learned of his move, she approved; they'd lived chastely since the birth of their son, and she knew of his spiritual yearnings. Spiritual student of Saint Romuald at Saint-Michel-de-Cuxa at whose suggestion he built a hermitage, and retired even further from the world, spending the rest of his life in solitude and prayer.
As a monk, he excelled in humility, devotion to prayer, charity, and self-denial. Thereafter, Peter's zeal for even greater perfection prompted him to obtain permission to live in solitude a short distance from the monastery.
Died on January 10, 987 at Saint-Michel-de-Cuxa Abbey, Pyrenees mountains, página 1 / 2
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Saint Peter Orseolo
Catholic.net
France of natural causes his tomb became a site for pilgrimages and miracles.
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Bug Camouflage Scavenger Hunt
One way that bugs can protect themselves is to use camouflage to hide themselves in plain sight! Some bug bodies are made to look like other things like other animals and plants! Let's go on a scavenger hunt! Look for the things below to see what bugs might blend in with! You don't need to take the items out of nature — take a picture to "collect" them instead!
Know before you begin
* This activity should be done outside
* Adult supervision is recommended
* Please choose a safe space for this activity
Things to Find! Green Leaves
Many kinds of bugs look like green leaves! One is the Common True Katydid (Pterophylla camellifolia). The sides of their bodies look like green leaves, allowing them to blend in on trees! Be sure to be careful to not touch any leaves, no one wants to get poison ivy!
Dead Leaves
Some bugs, like the Dead Leaf Mantis (Deroplatys desiccata), blend in with dead leaves around them. When they are disturbed, they will sway back and forth to imitate a leaf in the wind, or they will play dead!
Sticks
There are some bugs, like the Vietnamese (Annam) Walking Sticks (Medauroidea extradentata), that blend in by looking like sticks. When they move, they look like twigs moving in the wind. They will also shed limbs to avoid predators and will grow the limbs back during metamorphosis — then they might look like broken branches!
Flowers
The Orchid Mantis (Hymenopus coronatus) looks like an orchid flower. They sit near flowers, sometimes on leaves or stems, and wait for other bugs to fly by. Then they catch their prey and eat it!
Sand
The Mottled Sand Grasshopper (Spharagemon collare) blends in with the sandy environment that makes up its home. It lives among the grassy part of sand dunes, which makes this type of camouflage perfect!
Thorns
The Thorn Bug (Umbonia crassicornis) looks like a thorn! Sometimes enough thorn bugs can gather on a plant, so it looks like the plant is covered in thorns!
Tree Bark
The Peppered Moth (Biston betularia) has white and black wings that are speckled in order to blend in with tree bark. These moths are famous for showing that insects will sometimes change their appearance based on the environment — pollution made the trees where they lived darker, and the moths started getting dark and darker coloring to blend in!
References
Common true katydid Unraveling the Orchid Mantis Mystery Grasshoppers of Wyoming and the West Thorn Bug Peppered Moths | 946 | 572 | {
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LANGUAGE
___I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.7.1)
__I can identify and understand phrases and clauses, and explain their functions in specific sentences.
__I can identify and understand types of sentences (simple, compound, complex, and compound-complex).
__I can recognize misplaced or dangling modifiers and identify strategies for correctly placing phrases and clauses into sentences to avoid misplaced or dangling modifiers when writing and speaking.
__I can distinguish between clauses and phrases, and between independent and dependent clauses.
__I can distinguish between simple, compound, complex, and compound-complex sentences and choose among them to signal differing relationships among ideas.
___I can demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (L.7.2)
__I can identify, understand, and distinguish between sequential and coordinate adjectives.
__I can understand and apply the varied uses for commas.
__I can identify and correct misspelled words, as well
as recall and apply spelling conventions.
__I can identify and correct mistakes in punctuation and capitalization, as well as recall and apply punctuation and capitalization rules.
__I can correctly use commas, especially to separate coordinate adjectives in writing.
__I can correct phrase/clause placement errors when writing or speaking.
Conventions of Standard English
___I can use knowledge of language and its conventions when writing, speaking, reading, or listening. (L.7.3)
__I can recognize wordiness/patterns of wordiness and redundancy in my own and others' writing and speaking.
__I can distinguish between concise and wordy or redundant language when writing, speaking, reading, or listening.
__I can use strategies for eliminating wordiness or redundancy.
__I can vary choose language that expresses ideas precisely and concisely.
Knowledge of Language
___I can determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. (L.7.4)
__I can identify and understand context clues (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence), varied Greek/Latin affixes and roots, and pronunciation guides.
__I can understand how to use print and digital reference materials, both general and specialized.
__I can determine, clarify, or verify the meaning of unknown and multiplemeaning words and phrases by using context clues, applying knowledge of Greek/Latin affixes and roots, and/or consulting reference materials.
__I can determine the pronunciation and part of speech of words by consulting reference materials.
Vocabulary Acquisition and Use
___I can demonstrate understanding of figurative language, word relationships, and nuances in word meanings. (L.7.5)
__I can identify and understand words and phrases that have connotative and figurative meaning, especially literary, biblical, and mythological allusions.
__I can identify and understand varied word relationships (e.g., synonym, antonym, analogy).
__I can determine the figurative, literal, and connotative meanings of words and phrases.
__I can determine the relationship between words.
__I can determine the difference between words with similar meanings (e.g., refined, respectful, polite, diplomatic, condescending).
___I can acquire and use accurately grade-appropriate general academic and domain-specific words and phrases. (L.7.6)
___I can gather vocabulary knowledge when considering a word
or phrase important to comprehension or expression.
(L.7.6)
__I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression.
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Eating and Drinking
In The Sailing Navy Gallery
Life in the Navy must have been amazing – life on the Ocean waves, new and exciting places to see, guns to fire and meals and drinks on board. In this activity you will discover what mealtimes were like and if they had a wonderful healthy diet like we can have today.
Find the barrels. Which food has attracted the rats to come on board?
I have found something to eat
What do you think the rats are eating?
Would you like to eat the food that has been in the barrel?
The barrels were used to keep food fresh. What keeps food fresh in our homes?
Which do you think works best?
Go to the back of the Nelson Gallery. Eating and Drinking
In The Sailing Navy Gallery
Sailors drank lots of rum and beer when they were at sea.
Draw a circle around the healthy drinks.
water rum beer milk cola
What are your favourites
I'm sure you know that you should get 5 fruit and vegetables a day. Sailors also had 5 a day – ships biscuits that is! These were not like the biscuits we have.
Look closely at the ships biscuits on display.
What can you see in them?
It's not chocolate!
Go to the back of the Nelson Gallery. Eating and Drinking
In The Sailing Navy Gallery
Write two adjectives to describe the biscuits.
1.
2.
Sailors sometimes ate them in the dark so they couldn't see what they were eating.
Sailors needed to eat lots of food for energy, as they worked so hard.
Not eating enough fruit and vegetables can make people ill. Sailors often got a disease because they didn't get enough Vitamin C.
Find the name of the disease and write it in the box.
What happened to the sailors teeth?
Go to the back of the Nelson Gallery. Eating and Drinking
In The Sailing Navy Gallery
Biscuits and porridge were the sailors' foods for activity. Circle their food for growth.
Meat
Vegetables
Bread
As well as food, we need exercise to be healthy.
Which of these activities did they do?
Sailors had to work very hard.
Scrub the decks
Play tennis
Football
Climb the rigging
Raise the anchor
Of all the foods that the sailors ate, what would you choose?
If you were in the Navy, long ago, which foods from home would you miss the most?
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Teach Your Children Discipline
Colossians 3:21
PROPOSITION: The discipline of our children involves a delicate balance and four important principles.
INTRODUCTION:
1. Parental requirements and responsibilities are God-given.
2. As discussed in God's word, child rearing involves a wonderful balance.
a. The Old Testament instructs in the use of the rod of discipline (cf. Prov. 13:24; 29:15).
b. The New Testament instructs against abuse in the administration of that discipline (cf. Eph. 6:4; Col. 3:21).
3. Punish your children when they need it, but do so with love and care, not to discourage them.
DISCUSSION:
I. Discipline is a delicate undertaking.
A. There is a correct way of administering discipline, even when corporal punishment is needed.
B. Here are some ways of demonstrating balance.
1. Be careful not to be so strict that you exasperate children into rebellious anger.
2. Do not over correct children and make it unreasonably difficult to be obedient.
3. Do not harass your children to the point of resentment.
4. Never drive your children to resentment by unreasonable demands and unkindness.
5. Do not scold and nag children so as to make them resentful.
C. Small children watch their admired parents even during the earliest ages and try to be like them.
D. The balance in discipline we are seeking calls for respect.
1. Children must respect their parents (Eph. 6:1, 2).
2. Parents must respect their children.
E. When administering discipline, parents must be in control of themselves.
F. The Bible clearly upholds spanking rebellious children (cf. Prov. 22:15; 23:13, 14), but, just as clearly, we should not angrily and harshly scold, berate, slap, and/or beat our children.
G. Children should be able to realize that they are being disciplined by parents who truly love them and who want them to do what is right and best for them.
II. Discipline is successful with certain principles.
A. It is the parents' responsibility to train the child to want and appreciate having the right things.
B. Early in life, children can be given a God-concept of all that is around them.
C. There are at least four principles helpful to successful training (discipline):
1. Establish and maintain the children's complete confidence .
2. There is also the need for communication and understanding.
3. This suggests a further need: closeness.
4. A fourth principle is consistency (or constancy).
CONCLUSION:
1. God made man and made it possible for him to have children
2. He also made the regulations that govern man, marriage, and child rearing.
3. The teaching of discipline is a crying need of today.
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SPEAKING AND LISTENING
___I can engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues. (SL.7.1)
___I can express my own ideas clearly and build on the ideas of others. (SL.7.1)
___I can analyze the main ideas and supporting details presented in different media, formats, and texts to develop an understanding of a topic, text, or issue. (SL.7.2)
__I can identify and use key evidence from readings, research, and other speakers in collaborative discussions.
__I can recognize, define, and follow rules, roles, goals, and deadlines for collegial discussions.
__I can refer to relevant, prepared textual material in a collaborative discussion to probe, connect, or reflect on the ideas under discussion.
__I can distinguish between formal and informal speaking styles and use formal style in collegial discussions.
__I can acknowledge other's new information or views and modify my own view in a collaborative discussion.
__I can pose and respond to questions with elaboration and detail by making comments that
contribute to or bring the discussion back to the topic, text, or issue under
discussion.
Comprehension and Collaboration
___I can delineate a speaker's argument and specific claims. (SL.7.3)
___I can evaluate the soundness of the reasoning and the relevance and sufficiency of the evidence used to support a speaker's argument. (SL.7.3)
__I can define and identify an argument and claims made in a speech.
__I can identify reasoning and evidence in a speech.
__I can trace the argument and specific claims in a speech.
__I can distinguish between sound and unsound reasoning, relevant and irrelevant evidence, and sufficient and insufficient evidence to evaluate claims in a speech.
___I can orally present claims and findings, emphasizing salient points in a focused, coherent manner. (SL.7.4)
Presentation of Knowledge and Ideas
___I can adapt speech to a variety of contexts and tasks. (SL.7.6)
___I can orally support claims and findings with pertinent descriptions,
facts, details, and examples. (SL.7.4)
___I can use appropriate eye contact, adequate volume, and clear
pronunciation when speaking.
(SL.7.4)
__I can recognize and use strategies and techniques for presenting claims/findings, organizing them logically, and supporting them with descriptions, facts, and details in oral presentations.
__I can determine appropriate eye contact, volume, and pronunciations in diverse speaking environments.
__I can distinguish between formal and informal speaking styles and use formal style in academic settings.
___I can include multimedia components (e.g., graphics, images, music, sound) and visual displays in oral presentations to clarify claims and findings, and emphasize salient points. (SL.7.5)
__I can understand how to access and use the Internet, varied word processing, presentation, and communication software, multimedia components, including graphics, images, music, sound, etc., and visual displays for clarifying and emphasizing information in oral presentations. __I can determine which multimedia components/visual displays best clarify/emphasize oral presentations. __I can download, save, upload, link, share, and attach varied formats of files.
___I can demonstrate appropriate command of formal English when speaking in a variety of contexts. (SL.7.6)
__I can identify and understand a variety of speech types, contexts, tasks, purposes, audiences, organizational strategies, developmental strategies, and delivery styles.
__I can match content, organization, language, delivery, and style of
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__I can distinguish between formal and informal English.
__I can demonstrate command of grade-level language standards (L.7.1 & 3).
___I can explain how ideas on the same topic, text, issue presented in diverse media and formats clarify that topic, text, or issue. (SL.7.1)
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FOUNDATION COURSE
PAPER 2: SECTION-B: BUSINESS CORRESPONDENCE AND REPORTING TEST-8
Max Marks:30
Q1 – The following sentences are given in direct/indirect speech. Out of the four alternatives suggested , select the one which best expresses the same sentence in indirect/direct speech.
1. Mona said, "The man was coming".
a) Mona said that the man had been coming.
b) Mona said that the man has been coming.
c) Mona said that the man was coming.
d) Mona said that the man would have been coming.
2. The boy said to her teacher, "I have been writing articles since morning".
a) The boy said to his teacher that he has been writing articles since morning.
b) The boy said to his teacher that he had been writing articles since morning.
c) The boy said to his teacher that he is writing articles since morning.
d) The boy said to his teacher that he was writing articles since morning.
3. I said, "I came here yesterday,"
a) I said that I came here that day.
b) I said that go here yesterday.
c) I said that I had come there the previous day.
d) I say that I went there the previous day.
4. Darwin said that humans have evolved from apes.
a) Darwin said, "Humans had evolved from apes"
b) Darwin said, "Humans have evolved from apes"
c) Darwin state that humans could have evolved from apes.
d) Darwin mention humans evolution to be from apes.
5. The king said, "My force will protect the kingdom."
a) The king said that his force would protect the kingdom.
b) The king said that the king's force will protect the kingdom.
c) The king ordered that our force should protect the kingdom.
d) The king commanded that his force will be protected the kingdom.
6. Sam said," They came at nine".
a) Sam informed us that they came at nine.
b) Sam said they came at nine.
c) Sam told us that they came at nine.
d) Sam said that they had come at nine.
7. She said, "Smoking is injurious to health".
a) She told that smoking is injurious to health.
b) She said that smoking was injurious to health.
c) She said that smoking had been injurious to health.
d) She said that smoking is injurious to health.
8. Ann told my brother,"I will meet you in your class."
e) Ann told my brother that he will meet her in her class.
f) Ann told my brother that I would meet you in your class.
g) Ann told my brother that she would meet him in his class.
h) Ann told my brother that she would meet him in her class..
9. She told me that she hadn't known about that the week before.
a) She said to me, "I did not know about that last week".
b) She said to me, "I did not know about that past week".
c) She said to me, "I had known about this last week".
d) She said to me, "I did not know about this last week".
10. She said, "We will be going to the stadium tomorrow".
a) She said she would be going to the stadium tomorrow.
b) She said that they would be going to the stadium, the next day.
c) She told that "We would be going to the stadium, tomorrow".
d) She asked, "We will be going to the stadium, the next day".
11. The policeman told the students,"Do not park your vehicles here."
- 3 -
a) The policeman asked them not park your vehicles here
b) The policeman asked them not to park their vehicles here.
c) The policeman asked them not to park their vehicles there.
d) The policeman asked them not to park his vehicle here.
12. She tells me that I am indeed very witty.
e) She tells me."You are very witty indeed".
f) She tells me."I am, indeed, very witty".
g) She says to me."You are, indeed, very witty".
h) She says to me, "You are very witty indeed".
13. He said that he had passed the accounts test.
a) He said, "I have passed the accounts test".
b) He said, "I has passed the accounts test".
c) He said, "I will pass the accounts test".
d) He said, "I pass the accounts test".
14. I said to Nandinee, "Please help me with my homework."
a) I requested Nandinee to help me in my homework.
b) I requested Nandinee to help me with my homework.
c) I requested Nandinee to help me in homework.
d) Nandinee requested me to help her with her homework.
15. We said, "We are quite happy now".
a) We told that we were quite happy now.
b) We said we are quite happy now.
c) We said that we are quite happy then.
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KNOW YOUR RIGHTS TRANS AND GENDER NONCONFORMING STUDENTS
Transgender and gender nonconforming students have the right to be safe and be themselves at school. Public schools are legally required to respect a student's gender identity and gender expression.
HARASSMENT
BATHROOMS AND LOCKER ROOMS
Public schools have a responsibility to create a safe learning environment. Under Title IX, public schools cannot ignore harassment based on a student's gender identity or expression.
Students should immediately report harassment or threats to a principal or counselor. They have a legal responsibility to respond.
ACTIVITIES
Under Title IX, you have a right to participate in all school activities, consistent with your gender identity. Any violation of this right can be filed with the U.S. Department of Justice, U.S. Department of Education Office for Civil Rights, or the ACLU of Indiana.
If a public school permits any noncurricular clubs — clubs that aren't directly related to classes taught in the school — then it must allow students to form a GayStraight Alliance or other LGBTQ-themed clubs, and the school can't treat it differently from other noncurricular clubs.
DRESS CODES
The First Amendment right to free expression can also apply to school dress codes. School dress codes have to treat all students equally.
Public schools cannot force students to wear clothing inconsistent with their gender identity. This also applies to homecoming, prom, graduation, and other special school events.
Indiana public schools are legally required to allow students to use the restroom and locker room consistent with their gender identity. Denying trans students this right in Indiana has been found to be a violation of both Title IX and the Equal Protection Clause of the Fourteenth Amendment.
PRONOUNS
Schools sometimes claim that they can't honor the names or pronouns that correspond with a student's gender identity because they can only use students' legal names. This simply isn't true. There is no law that says schools can only use your legal name on class rosters, student IDs, or the yearbook.
If you do get a legal name change, your school should also update all your official records to match your new legal name.
PRIVACY
Your transgender status, legal name, and gender assigned at birth are all confidential information protected by federal privacy law and your constitutional right to privacy. If your school reveals that information to anyone without your permission, it could be violating federal law.
If you don't want school officials revealing your private information to others, including your legal name, tell them very clearly that you want your information kept private and that they should not disclose that information to anyone without your consent.
IF YOUR RIGHTS HAVE BEEN VIOLATED
Document everything. Take notes and keep copies of who was involved, what happened, where it happened, when it happened, who you reported it to, witnesses, etc.
If anyone at school is harassing or threatening you, it's crucial that you report every incident to a principal or counselor. Usually schools must be put on notice before they can be held legally responsible for protecting you. If you have reported harassment or any other kind of discrimination to your school officials and they have done little or nothing to stop it, file a legal intake form with the ACLU of Indiana at www.aclu-in.org/contact. | 1,461 | 665 | {
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Subject Synopsis/ Indicative Syllabus
Category B: Additional outcomes
e. Talk in public in front of an audience.
f. Work in a team.
g. Develop research skills.
1. Vocabulary and language functionality (to cover the following situations)
- Establishing first contact with a business colleague/a stranger/fellow students/etc (personal introductions/job descriptions)
- Describing persons
- Talk about health
- Talk about tastes, preferences and interests
- Talk about the weather
- Talk about one's district/ town
2. Phonetics and Orthography
- The French alphabet (and pronunciation)
3. Grammatical content
- Key differences between Chinese, English and French grammar and sentence structure.
- Gender and number (numbers)
- Adverbs (state)
- Determinants and quantifiers
- Pronouns (personal)
- Some interrogative forms
- Verbs (present tense)
- Some prepositions and conjuctions
4. Cultural/Social content
- French speaking countries of the world (basic geography and history)
- Famous French people (alive)
- Business links between French speaking countries and China and Anglo-Saxon countries
- Modern French speaking cinema
Teaching/Learnin g Methodology
The lecturer will:
- Present the language through everyday situations (authentic situations).
- Allow students to use their cognitive powers to identify the overall message transmitted through the language used and then analyze it to discover its exact meaning.
- Provide students with material from which they will extract the basic vocabulary to cover their needs at this level. Material to come from real everyday examples.
- Introduce students to different Francophone cultures through contact with real people and events.
- Encourage the use of French as the only language to be used during class.
In addition students will be expected to:
- Attend class and participate.
- Complete the exercises provided by the lecturer to practice new structures introduced in class.
- Read the materials provided to become familiar with the written word (in all its forms), be aware of its different use depending on the source and the recipient and use it as source for new vocabulary.
- Attend events programmed by the lecturer to immerse themselves in French speaking situations.
- Carry out written assignments that might include: essays, blogs, facebook entries
Medium of instruction: English and French
Assessment Methods in Alignment with Intended Learning Outcomes
Students will be assessed on a continuous basis. To facilitate language acquisition a wide range of activities is recommended. These will be carried out in teams or individually depending on the activity and the comfort level of the students. They will include: reading comprehensions, presentations, entries in internet based tools, events attendance, written assignments and tests. In addition class attendance and participation will also be taken into account in the final evaluation. Students will be expected to question and think about culture related topics introduced in class and provide their own opinions.
Electronic tools will be used to promote online comments and debate amongst the students and to bring to their attention information on relevant topics.
The use of the tests is key to allow the student and the lecturer to assess the level of knowledge and understanding achieved, to clarify any grey areas and evaluate the overall running of the course.
Revised by Renia Lopez, April 2017 | 1,513 | 660 | {
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Reusing scrap to make name plates!
Mr. Ravinder Singh from CGPL Instrumentation used Scrap sheets from scrapyard and one sided used papers to make desk name plates. He created 28 name plates for whole department of CGPL - IMD.
Good work!
Benefits:
2. Reduced scrap.
1. No additional Budget required for Name Plate.
3. Reusing of waste paper.
4. Standardized name plate for all members of the department.
Green Hero Mr. Ravinder Singh
Motivating children to plant trees!
Mr. Rajesh Balakrishnan from Jojobera planted a tree with the students of Birsa Prathamik Vidhalaya, Govindpur-Jamshedpur. The aim of organising this activity was to involve Children, who are the primary stakeholders of our Environment.
Great work by our Green Hero!
Benefits:
Planting a tree empowers children into realising that they can make a personal difference for wildlife, our soil and the environment.
Green Hero:
Mr. Rajesh Balakrishnan
Using scrap to make stand support !
Earlier team Dist. Proj & LT Trenching used to do crimping work for Long pipe on Vice. To improve this process team made stand to support pipes using scrap material.
Kudos to Green Heroes!
Benefits:
2. Reduced need for new resources
1. Reduced waste
3. Cost saving of 4000 Rs.
5. Crimping work of pipe has become easy for the worker
4. Elimination of pipe thread damage and cracking
6. Improved ergonomics
Green Heroes:
Mr. Uttam Pawaskar and Mr. Deepak Bagal
Saving of crow!
Team of Versova 220KV project site rescued a wounded and dehydrated crow from other birds. The site team called Animal care agency -PETA and handed over the injured crow to representative for further treatment.
Good work team!
Benefits:
House Crows are known to be useful in removing pests.
Green Heroes:-
Mr. Shailendra Samant and Mr. Naval Mishra
Mr. Ashish Japtiwale, Mr. Kedar Pendse,
Rescue of turtle at 34mw Kodihalli-Karnataka!
Mr. Mariya Lourdu Evaris J and Mr. Rahul Mhatre from 34MW Kodihalli-Karnataka site, rescued a turtle stuck in the drain.
Good work!
Benefits:
Turtles contribute to the health of a variety of environments, including desert, wetland, freshwater and marine ecosystems, and losing these animals could have serious ecological consequences.
Green initiative of Saki Receiving Station!
Saki Team planted 10 Papaya Trees and 3 Mango trees in the Saki Garden.
Great work!
Benefits:
2. Employees whose offices included natural elements scores higher for creativity than those whose offices didn't include such elements.
1. By absorbing sounds (rather than insulating against noise pollution), plants help to reduce the distracting effects of back ground office chatter.
Green Heroes:
Mr. Prakash Naik, Mr. P.C Budhe, Mr. Mohammed Kifayatullah, Mr. B.K Jena, Mr. R.M Ingle and Mr. Vijay Gurav
Best out of waste - Waste minimisation!
Mr. Dipak Sonavane from DSMG Dharavi made Pen/Pencil holders from waste tape rolls. The Pen holder base was made by old calendar's cardboard pages. He used sticker cutouts to decorate it.
Good work!
Benefits:
2. It reduces need to harvest new raw materials.
1. The first option in the hierarchy of waste management involves waste being reduced as much as possible.
Green Hero:
Mr. Dipak Sonavane
Team Khopoli EMD green initiative!!
Old lights of Khopoli office areas were consuming more energy. Team EMD of Khopoli installed new LED lights and achieved energy saving using less resources. The illumination level at all office areas also increased.
Great work by Team Khopoli!
Benefits:
2. Saving 42751 Units per year in Electricity Consumption.
1. Auxiliary power Consumption Saving.
3. Higher Illumination level giving better visibility during work for
4. Better safety of personnel.
personnel.
5. Reduction in carbon foot prints.
observed choke burning incidents.
6. Increase fire safety - Old lights were choke based and we had
Green Heroes:-
Mr. Abhijeet Patil, Mr. Amit Shrivastav, Mrs. Anuja Patil, Mr.Mirza Adhikari, Mr.Nitin Khandbhor, Mr.S S Mohite, Mr.N N Gawali, Mr. Aziz Shaikh, Mr.Vinayak Shirke, Mr.R D Saindane and Mr.Santosh Kharade | 1,950 | 1,045 | {
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Challenging Negative Self-Talk
~ 2 min read
Most people don't realize it, but as we go about our daily lives we are constantly thinking about and interpreting the situations we find ourselves in. It's as though we have an internal voice inside our head that determines how we perceive every situation. Psychologists call this inner voice 'self-talk', and it includes our conscious thoughts as well as our unconscious assumptions or beliefs.
Much of our self-talk is reasonable — 'I'd better do some preparation for that exam', or 'I'm really looking forward to that match'. However, some of our self-talk is negative, unrealistic or self-defeating — 'I'm going to fail for sure', or 'I didn't play well! I'm hopeless'.
Self-talk is often skewed towards the negative, and sometimes it's just plain wrong. If you are experiencing depression, it is particularly likely that you interpret things negatively. That's why it's useful to keep an eye on the things you tell yourself, and challenge some of the negative aspects of your thinking.
You can test, challenge and change your self-talk. You can change some of the negative aspects of your thinking by challenging the irrational parts and replacing them with more reasonable thoughts.
With practice, you can learn to notice your own negative self-talk as it happens, and consciously choose to think about the situation in a more realistic and helpful way.
Challenging the Self-Talk
Disputing your self-talk means challenging the negative or unhelpful aspects. Doing this enables you to feel better and to respond to situations in a more helpful way.
Learning to dispute negative thoughts might take time and practice, but is worth the effort. Once you start looking at it, you'll probably be surprised by how much of your thinking is inaccurate, exaggerated, or focused on the negatives of the situation.
Whenever you find yourself feeling depressed, angry, anxious or upset, use this as your signal to stop and become aware of your thoughts. Use your feelings as your cue to reflect on your thinking.
Tel: 07879551866
email@example.com
A good way to test the accuracy of your perceptions might be to ask yourself some challenging question. These questions will help you to check out your self-talk to see whether your current view is reasonable. This will also help you discover other ways of thinking about your situation.
There are four main types of challenging questions to ask yourself:
1. Reality testing
- What is my evidence for and against my thinking?
- Are my thoughts factual, or are they just my interpretations?
- Am I jumping to negative conclusions?
- How can I find out if my thoughts are actually true?
2. Look for alternative explanations
- Are there any other ways that I could look at this situation?
- What else could this mean?
- If I were being positive, how would I perceive this situation?
3. Putting it in perspective
- Is this situation as bad as I am making out to be?
- What is the worst thing that could happen? How likely is it?
- What is the best thing that could happen?
- What is most likely to happen?
- Is there anything good about this situation?
- Will this matter in five years' time?
When you feel anxious, depressed or stressed-out your self-talk is likely to become extreme, you'll be more likely to expect the worst and focus on the most negative aspects of your situation. So, it's helpful to try and put things into their proper perspective.
4. Using goal-directed thinking
- Is thinking this way helping me to feel good or to achieve my goals?
- What can I do that will help me solve the problem?
Tel: 07879551866
firstname.lastname@example.org
Page
- Is there something I can learn from this situation, to help me do it better next time?
Recognizing that your current way of thinking might be self-defeating (e.g., it doesn't make you feel good or help you to get what you want) can sometimes motivate you to look at things from a different perspective.
You can conquer your negative self-talk by challenging yourself with these questions every time you catch yourself thinking something negative to yourself.
Adapted from piece by BEN MARTIN PHY D.
Hope you find this useful.
Charmaine
Tel: 07879551866
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MEMORY, THINKING AND SLEEP
Important things to know about sleep, cognition (thinking) and memory
* Sleep is important in preparing the brain for learning and remembering new information
* A lack of sleep reduces our ability to learn, pay attention to tasks and make well thought out decisions
* Untreated sleep disorders, such as Obstructive Sleep Apnea, can impair attention, thinking and memory
* Poor sleep and irregular sleep/wake times can affect the academic performance of students
For other helpful tips visit us online at
Note: All words that are underlined relate to topics in the Sleep Health Foundation Information Library at www.sleephealthfoundation.org.au
1. Sleep plays a vital role in forming memories and creative thinking
while those areas that process positive outcomes are more active. Thus, we are less able to make sound decisions and successfully assess risk when we lack sleep. As a result, we may be more prone to accidents, injuries and errors at work and on the road (see Drowsy Driving).
Sleep is important for learning, memory and creativity:
* Sleep helps to prepare our brain for learning new things. When we are well rested we can pay better attention to new information that we come across in our daily experiences.
* Sleep will help make new information 'stick'. During sleep, the brain replays memories from the day, making the neural connections stronger. This helps us remember the things we experienced when we were awake. Different stages of sleep play a role in forming different types of memory, such as learning "how" to do something (like playing a piano) compared to learning facts.
* Sleep also helps our creativity, helping us find new solutions to problems by looking at things in a new way while we sleep. You may have heard people say they will 'sleep on it' in order to solve a problem or make a decision.
2. A lack of sleep can impact brain performance
We all know what it's like when we don't get enough sleep – we can feel foggy in the head the next day. It can be hard to concentrate on tasks, learn new things or use our memory effectively. In fact, if you have been awake for 18 hours, your reaction time and ability to concentrate is similar to a blood alcohol concentration of 0.05%. We also see a dip in performance on reaction time tasks in the early hours of the morning (2 - 4am), as well as in the early afternoon (2 - 4pm) when we are often less alert. It is important that shift workers are aware of these dips if they are working through the night or coping with sleep deprivation. Safety may be an issue.
Sleep loss can also affect our ability to make sound decisions. Researchers have shown that if we reduce sleep to 5 hours per night over a week people make more risky decisions on a gambling task, act more impulsively and have poorer judgement (compared to those allowed to sleep for 8 hours each night).
Brain scan studies show that when we are sleep deprived, the parts of the brain that help us weigh up negative outcomes are less active,
For information on over 70 different sleep related topics, written by professionals, visit the Sleep Health Foundation Information Library at www.sleephealthfoundation.org.au. The underlined topics in this article are covered in detail there.
This information is produced by:
www.sleephealthfoundation.org.au
3. Can sleep disorders affect memory and thinking?
People with untreated sleep disorders, such as Obstructive Sleep Apnea, often report trouble concentrating, remembering information or completing daily tasks (e.g. shopping lists). Studies show they do not perform as well on memory tasks, such as remembering a list of words, compared to healthy adults without a sleep disorder. They also have more difficulty recalling memories from their own lives (i.e. autobiographical memory). The good news is, that if your sleep disorder is effectively treated (see CPAP), many of the problems you experience in memory and thinking will improve.
4. Can sleep issues affect academic performance?
Students commonly do not get adequate sleep. Sleepiness and poor sleep quality are widespread among high school (see Teenage Sleep) and university students. This can affect their academic performance and daytime functioning (e.g. concentration). Research tells us that university students who have symptoms of a sleep disorder are more likely to receive poor grades than students without such symptoms. Also, we know that high school students who have more variable bedtimes and wake times have poorer school performance.
Therefore, getting enough sleep each night and trying to go to bed and get up at around the same time each day is vital to students' academic success (See Good Sleep Habits).
Further information
www.sleepfoundation.org/articles/how-lack-sleep-impactscognitive-performance-and-focus http://healthysleep.med.harvard.edu/healthy/matters/benefits-ofsleep/learning-memory
Sleep Health Foundation
114/30 Campbell Street, Blacktown NSW 2148 T: +61 (0) 2 8814 8655 F: +61 (0) 2 9672 3884
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MODULE 8: HOW IS ARGENTINA'S TEMPERATURE CHANGING SEASONALLY?
STUDENT ACTIVITY 1-4
In Module 7 you learnt the effects on annual temperature if there was an increase in emissions in keeping with scenario A2. Argentina's climate is seasonal and varies according to which region is studied. Because the northern and southern hemispheres experience different seasons at different times of the year the months of the year are used in these graphs rather than the names of the seasons so that comparisons across the globe can be made.
ACTIVITY ONE
In this activity Graphic 8.1 shows the projected temperature changes during December, January and February (DJF) in the 2030s, 60s and 90s according to the high carbon dioxide emissions scenario, A2, outlined in Module 7.
GRAPHIC 8.1
2060s
- All values are temperature anomalies – the variation compared to average temperatures from 1970 to 1999.
- Areas shaded deep red will be 6- 7°C hotter than average temperatures from 1970 to 1999, whereas, areas shaded green will be the same as the 1970 – 1999 average.
- The tiny numbers in the centre of each grid box is the average expected temperature; numbers in the upper and lower corners give the maximum and minimum DJF mean temperatures. All the temperatures are in degrees Celsius.
- The numbers along the y axis are Latitude and the numbers on the x axis are Longitude
This information applies to all the graphics in this unit.
1. Which areas are most affected by the temperature changes?
ACTIVITY TWO
This activity uses Graphic 8.2 to show the temperature changes during March, April and May (MAM) in 2030s, 60s and 90s according the high carbon dioxide emissions scenario A2. See the information about the key to these graphics in Activity one.
GRAPHIC 8.2
2030s
2060s
1.
What is the temperature increase for each decade at each of the locations studied in Unit 1?
ACTIVITY THREE
This exercise uses Graphic 8.3 to look at the changes during June, July and August (JAJ) in the 2030s, 60s and 90s according the high carbon dioxide emissions scenario A2. See the information about the key to these graphics in Activity one.
.GRAPHIC 8.3
2030s
2090s
1. Describe what is happening to the temperatures at each of the locations from Module 6?
ACTIVITY FOUR
This exercise uses Graphic 8.4 to look at the changes during September, October and November (SON) in the 2030s, 60s and 90s according to the high carbon dioxide emissions scenario A2. See the information about the key to these graphics in Activity one.
GRAPHIC 8.4
2030s
2090s
1. Describe what is happening at each of the eight locations studied in Module 6?
2. Look at the graphics for the four seasons. Which months have the least projected temperature variation?
PERSONAL ACTIVITY
- Have you noticed that the water in the sea or a lake seems much cooler than the land in spring and warmer in autumn? | 1,380 | 680 | {
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FOR IMMEDIATE RELEASE
Contact: Valerie Reiter, RS (715) 839-2852 firstname.lastname@example.org www.eauclairewi.gov/health
Protecting our Community's Health in their Home
Radon—A Silent Killer
EAU CLAIRE, WI – January 5, 2016.
You can't see it, smell it or taste it, but it puts your family at risk. Each year, radon kills more people than home fires, drowning, falls or drunk driving. Approximately 21,000 deaths a year are due to radon. During National Radon Action Month, the Health Department is encouraging everyone to learn more about radon and take action to protect their homes and families.
Radon, a naturally occurring radioactive gas that comes from the soil beneath and around some of our homes, is present at elevated levels in some homes here in Eau Claire County. Elevated levels create a risk to the homes' residents. Radon test results of over 1200 homes in the Eau Claire area, tested between 1985 and 2010 have found that 37% of homes have radon levels that exceed the United States Environmental Protection Administration (USEPA) safety standard. Of those homes with exceeding levels, 4% have recorded a level that would require immediate action to protect the home residents.
"There is no way to predict the level of radon in your home. The only way to know is to test." says Valerie Reiter, Environmental Health Specialist for the Eau Claire City-County Health Department. Radon has no smell, taste or color, and therefore, it is impossible to detect with the human senses. It can be easily measured with a simple and inexpensive test.
Take action!
- Radon Test kits can be purchased for $10 from the Eau Claire City-County Health Department, which is located on the ground floor of the Eau Claire County Courthouse at 720 Second Avenue. If you decide to test your home, use only test kits approved by the U.S.E.P.A.
- If elevated radon levels are found in a home, the home can be fixed at a reasonable cost. A trained and certified contractor should do all the contracting work.
- For more information on radon and radon testing, please contact the West Central Regional Radon Information Center at the Eau Claire City-County Health Department at 715-839-4718 or visit our website at www.eauclairewi.gov/radon. You can also obtain information at the Wisconsin Dept. of Health website www.lowradon.org. | 1,068 | 540 | {
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Civics Syllabus 2018-2019
RS
M.
D
E
R
EUS
email@example.com
COURSE OBJECTIVE
Students will learn by identifying, describing, and/or defining the following topics:
- Government
- Democratic Heritage
- Citizenship Rights, Responsibilities, and Duties
- Types of government
- 3 branches of government
- Social Action
- Citizenship Acquisition
STUDENT MATERIALS
- Textbook - American Civics
- Pen/Pencil
- Paper
- Note taking folder or notebook
CLASSROOM EXPECTATIONS:
- Respect yourself
- Follow the Student Code of Conduct Rules located in the student handbook
- Respect others
- Be responsible and active in your own learning. Complete all assignments on-time and to the best of your ability.
- Bring your materials to class every day
- Students are responsible for reading every chapter on their own.
Make-Up Work Policy:
- In order to make up work, your absence must be excused. Once you return to school you have three days to make up assignments. It is the student's responsibility to request all work missed and turn it in on time.
Grades:
Please use the parent portal option for viewing your child's grades; this is an easy way for you to be updated on grades and assignments.
Percentages:
50% Test/Projects
50% Quizzes/Current Events/ Classwork/Daily Grade (Chapter notes) and homework (vocabulary for each chapter)
1
st 9 weeks (40%) + 2 nd 9 weeks (40%) + Final exam (20%) = course average
- Political Parties
- Symbolism and Respect
- Unity in Diversity
- Melting Pot
RETURN THIS SHEET SIGNED BY PARENT AND STUDENT. KEEP THE SYLLABUS FOR REFERENCE!
Please sign showing you have read and understand the syllabus and procedures.
Student Name Printed _____________________________________________________
Student email address _____________________________________________________
Student Signature _________________________________ Date:__________________
Parent/Guardian Name Printed ______________________________________________
Parent/Guardian Signature__________________________ Date: ___________________
Parent/Guardian Phone Number ____________________Best Time to Call ___________
Parent/Guardian email address ______________________________________________
****Parents,
I want to be able to use you as guest speakers to show how government affects you within your job. I would like to be able to have one guest speaker a week to present to the class. If you are interested, please fill complete the information below.****
Job description:
___________________________________________________________________________ ___________________________________________________________________________
When are you available to speak to the class?
___________________________________________________________________________ ___________________________________________________________________________
Please indicate if you have access to parental portal by circling YES OR NO | 1,836 | 572 | {
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*Prep4Winter: Driving
With the temperatures dropping and it starting to become icy on the roads it is event more important to do our pre journey vehicle checks.
One of the things we can do to improve the safety and performance of our vehicles is to check the tyres before we set off on our journey.
Do your tyres have the right tread depth?
The legal minimum tread depth for tyres in the UK is 1.6 millimetres, across the central ¾ of the tread around the complete circumference of the tyre.
Are your tyres the right pressure? Check your vehicle manual for correct tyre pressure.
Other simple checks you should carry out before every journey
* Do all of your lights, including your fog lamps work properly? Are they clean?
* Are your windscreen wiper blades in good condition?
* Are all of your windows clean?
* Is your screen wash topped up adequately?
* Do you have enough de-icer?
*
Always remember the Life Saving Rules
*Prep4Winter: Driving in adverse weather conditions
Aquaplaning
* Reduce your speed to prevent aquaplaning
* If you aquaplane ease off the accelerator and brakes until your speed drops so the tyres make contact with the road again.
Strong Winds
* Keep both hands on the steering wheel
* Expect sudden gusts of wind, especially when passing high-sided vehicles and when exiting from tunnels.
* Plan a route that avoids driving over bridges
Heavy Rain
* You need twice your normal braking distance.
* Check your windscreen wipers
* Plan your movement ahead on the road
Fog
* Check your lights
* Keep your speed down and leave a good distance between you and the vehicle in front
• Reduce your speed (the limit is not an objective)
• Braking distance is 10 times more than normal leave a big gap
• Avoid harsh braking, acceleration and sharp steering.
• Slow down in plenty of time before bends and corners.
• use a low gear earlier to assist braking, brake gently.
• Keep your vehicle well-ventilated. Heaters cause drowsiness.
*Prep4Winter: Ecology
Between late October and early April (depending on weather conditions) a number of wildlife species will enter into hibernation and become more vulnerable to construction activities. Disturbing them is an offence as it will significantly reduce their ability to survive over winter.
* Presence/absence surveys are no longer possible for hibernating species.
* While the track is not considered to be a core habitat for species, they may aim to hibernate in troughing routes and catch pits.
* Always avoid disturbance of hibernating species.
If you have any queries please contact your Environment Manager
*Prep4Winter: Materials & Waste storage
Materials – Keep materials away from wet ground by storing on pallets and covering with hessian or tarpaulin to prevent damage to new materials.
Waste storage – Where possible, make sure skips are enclosed to prevent rainwater and snow in the skips.
Fuels and Oils – store fuels and oils on bunds which are covered to reduce the risk of bunds flooding.
Drip Trays – Drip trays can filled with contaminated rainwater, making it more expensive to remove, use spill nappies or absorbents to remove contamination.
Excess rainwater run-off – Use barriers and absorbent booms to protect watercourses and drainage channels
*Prep4Winter: Ballast Anti-ice Treatment
As the weather is starting to turn and a cold spell is approaching, it's a good time to think about Prep4Winter and the Anti-Ice treatment
Use the GRIP4Track Environmental Workbook to identify the environmental risks associated with the area such as;
Anti-Ice is effective for up to 5 days after initial application but potentially harmful to the environment for up to 28 days. If wagons are not fully offloaded they can only be used on sites that have had their environment assessment form completed and accepted, therefore it is vital to complete the environment assessment forms to retain the full availability of the wagon fleet. Without completing these forms works may be put at risk.
For more information see the Anti-Ice Treatment Process
All possession trains containing Autohoppers trains from
1 st November – 31st March are required to fill out the Environmental Assessment Form and submit completed forms to
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BIRD NOTES by Rick Pyeritz
The sight of any free animal going about its business undisturbed, seeking its food, or looking after its young, or mixing in the company of its kind, all the time being exactly what it ought to be, and can be---what a strange pleasure it gives us.
Schopenhauer
Chance favors the prepared mind.
Pasteur
For three months in 1990, a group from Cambridge University traveled to a lightly explored area of southwestern Ethiopia known as the Nechisar. It was a trip to see what was there, and not only to collect specimens, but to explore and discover what needed to be protected and preserved. The scientists found 38 large mammal species, a rare population of Swayne's Hartebeest, 23 small mammal species including a rodent and a bat new to Ethiopia, 315 species of birds, 69 butterfly species, 20 dragonfly and damselfly species, 17 reptile species, 3 frog species, and numerous plants. Quite a haul.
What was to become the object of international attention and debate was a bird's wing found in an area of Nechisar National Park known as The Plains. The bird's body had disintegrated, but the wing with a few tail feathers remained in good shape. The origin of the wing stumped the expedition members. All agreed it was from a Nightjar.
After return of the expedition to England, the wing found a home at the British Natural History Museum at Tring. The wing was evaluated by experts in African birds and the world's nightjars. The wing's measurements were compared with as many museum specimens as could be located. The final question was--- could a new species be named based on a single wing? The unanimous answer was---yes. The species was named, and the scientific paper was published in the Ibis in 1995.
Taxonomy
Order----Caprimulgiformes Family----Caprimulgidae----Nightjars Genus----Caprimulgus Species----solala----only wing Common Name----Nechisar Nightjar
But the bird had not been seen---that is until Ian Sinclair a well-known South African birdwatcher was in the British Museum researching for a book on Sub-Saharan birds where he saw the wing in a specimen drawer. He recruited three friends, Vernon Head from South Africa, Gerry Nichols from New York, and Dennis Weir from Belfast, to form the Sinclair Expedition of 2009 to find the rarest bird in the world.
Vernon Head later wrote a book on the experience in which he recounts much more than the chase for a rare bird. He reflects on the relationship between birdwatchers and their ability to observe the natural world, and the importance of preserving the wild places of the planet. Also discussed in the book are examples of current bird species which live only in captivity or whose numbers have decreased to the point where there is no hope of ever having a viable wild population and obtain the title of the world's rarest bird.
So, did they find the Nightjar? They failed to get a photograph, but good looks of the bird were seen in the spotlight which had mesmerized the bird. As it finally lifted out of the light's range the distinctive wing pattern was observed by the four birdwatchers. The Nechisar Nightjar became less rare that night--a living bird was seen.
Vernon R. L. Head, The Rarest Bird in the World: The Search for the Nechisar Nightjar Pegasus Books. (2015).
.
Some thoughts on birdwatching from Vernon Head:
"Birdwatching is always about the land; it is a holistic endeavor. Finding a bird involves learning everything about its constantly changing world. The invigorating gathering of facts and clues about a bird and its place in the natural system of things help to describe it before one finally sees it."
"Birdwatching is by no means a sport—it is about a new way of seeing, it is thoughtful and philosophical---but it requires practice all the same."
Questions and/or Comments email me firstname.lastname@example.org. | 1,515 | 870 | {
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SUBJECT Key Stage 5
MODULES/UNITS
YEAR 12: WAYS OF SEEING
An introduction to A Level which explores a range of artists practice that challenges the student's perception of what we see the world
The course is heavily structured throughout the Autumn term to provide a framework and scaffolding to help them transition to A level. Students are still encouraged to be independent, to form and develop their own highly mature, intelligent and personal outcome that explores a range of possibilities, artists and processes. Students will experience a wide range of different techniques and processes including photography, paint, ceramics, sculpture and mixed media. The project will end with a final outcome
Year 12 INSTALLATION PROJECT:
Student led group piece. Students create their own art installation and organize a pop-up exhibition. Student led critiques with year 13 encourage student to present ideas and concepts to an audience. Students also develop the skills to work as a group, negotiating and listening to one another to create and promote and art outcome.
Year 12 COURSEWORK PROJECT 1: Growth and Deterioration
Students will work towards a personalized outcome from their exploration of the theme leading to an exhibition of their work. The project will end with the Year 12 gateway exam Year 12 COURSEWORK PROJECT 2: Student Choice Personal Investigation
Students develop early ideas for their personal investigation to continue into year 13
MODULES/UNITS
Year 13: COURSWORK: PERSONAL INVESTIGATION and ESSAY
In Year 13 will develop their own artistic voice, exploring personalized ideas that are informed by contextual and critical underpinning. This is the major project and worth a total of 60% of the overall mark. The project will end with a Year 13 Mock exam.
Year 13 _ EXTERNALLY SET ASSIGNMENT – worth 40 % of the total A level. A period of preparation followed by the 15-hour exam.
OTHER INFORMATION
Useful Websites
* National PortraitGalleryhttps://www.npg.org.uk
* BBC Bitesize Art and DesignArt and Design - BBC Bitesize
* Victoria and Albert Museum https://www.vam.ac.uk/
* Royal Academy of Arts https://www.royalacademy.org.uk/
* Tate Galleries https://www.tate.org.uk/
* Dulwich Gallery https://www.dulwichpicturegallery.org.uk/
* FitzwilliamMuseum: www.fitzmuseum.cam.ac.uk/onlineresources/
* Saatchi Gallery https://www.saatchigallery.com/
* Kettle's Yard resources: http://www.kettlesyard.co.uk/learn/
* Association for Art History: https://www.forarthistory.org.uk/ · Art UK: https://artuk.org/
* Ashmolean Museum: www.ashmolean.org/collections/
* Black cultural archives: https://artsandculture.google.com/project/black-culturalarchives
* The Heilbrunn Timeline of Art History: https://www.metmuseum.org/toah/
Homework and Revision
Art students should be working for 3 - 4 hours independently of lessons a week
Equipment
Students will be provided with an A1 folder for school storage and A3 sketchbooks. Students should have access to art materials at home.
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Reference: Solving Quadratic Equations
* Standard form for a quadratic equation is: a x 2 +b x+c=0
* To solve an equation with a quadratic expression in it, try these methods:
* Factoring: Get the equation into standard form, first. Then factor the expression so it looks more like (m x+n)( p x +q)=0 . Your solutions are the x values which make the factors equal zero.
* Square roots: If b=0, you can simply get the x 2 by itself and then square root both sides. Don't forget that taking a square root gives you two solutions, usually written with a "±".
* Complete the square: See example below.
* Quadratic formula: Use the magic formula! This one method works on every solvable quadratic. But, it's cumbersome. I recommend you check for a factoring or square root solution before trying this. (Completing the square is probably harder than the formula.)
* The "magic" quadratic formula: x= − b ± √ b 2 −4 2 a
(You must put the equation in standard form first!!)
* The expression inside the quadratic formula's radical, b 2 −4 ac , is called the discriminant. As long as it's written in standard form, the discriminant of a quadratic equation indicates how many solutions there are:
* If the discriminant is positive, there are two real solutions.
* If the discriminant is zero, there is one real solution.
* If the discriminant is negative, there are zero real solutions.
* Example using the "complete the square" method: 3 x 2 +18 x−9=0
* Get x's on one side and the numbers on the other.
3
x
2
* Calculate the c you need for a perfect square: c=b 2 /4 a .
* Factor out GCF on left side, if any. Simplify right side.
* Add your c to both sides.
* Write left side in fully factored form.
* Divide away the GCF, if any.
* Square root both sides. Don't forget the ±!!
* Get x alone.
* Simplify any square roots / fractions. Done!
reference: solving
QEs
c
18
+
=(
x
2
(
3
3
3
x
=
18
+
x
(
(
x
x
/
2
18
x
+
2
x
+
+
6
9
12
+
x
3
3
)=
27
+
2
)
27
=
9
=
2
)
=
+
x
x
3
=±
=−
)
36
12
√
3
±
=−
3
±
12
√
2
12
√
3
2
9
+
=
36
27 | 1,056 | 597 | {
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EMPLOYEE SERIES
Tips For FIFO Kids
Every family is unique. What one family needs to help their family function better or be more connected will be different for each family. There are no hard and fast rules abou t how your family should deal with FIFO lifestyle
What helps you? What makes you feel good or more connected to your away parent/caregiver? Make note of these and tell your parent/caregiver what makes you fee
l happy, special and more connected to them
Put up a calendar or a diary. Even though most of us use our phone for things like this, using a physical calendar for them to refer to can help to see when your parent/caregive r is home next and you can count down the days if it help
What are ways you like to spend home time. When your away parent/caregiver is home do you like to do everything as a family or do you have anything that you want to do wit h them one on one
Are there special events or occasions? If you have a special event or date that you want your FIFO parent/caregiver at try to think of them in advance and let them know what the y mean to you and hopefully the grown ups can make it happen but as they say "if you don 't ask you don't get". There's no guarantee that they won't miss some things, but y our parent/caregiver won't know if you don't tell th
Be open to compromise. Try negotiating when you and your parents don't agree with your requests. This may mean you offer to compromise on certain issues, events or occasions.
Be open to families like yours. There are a lot of FIFO families these days which mean a lot of kids in the same situation as you. Some families will get a FIFO Families membershi p to meet other families like their
Firsts and lasts. It is normal to find it difficult at first when your FIFO parent/caregiver leaves for work or returns to the home. Think about what makes you feel better at this tim e but also communicate this your parents/caregivers. Is there anything you like to do wh en you FIFO parent/caregiver is arriving or leaving?
Need some more help? If you are really feeling worried and unsettled, then it could be worth speaking to a school or independent counsellor.
References:
https://www.ngala.com.au/article/parents-who-work-away/ https://stayathomemum.com.au/my-kids/tips-fifo-kids/ | 814 | 521 | {
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