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French Policy
Teaching and Learning in French
Teaching and Learning Documentation
In order to communicate effectively in each of our subject areas, key documentation is established by the Subject Leader and shared with all relevant teaching staff. This documentation includes: -
1. Subject Vision
2. Subject Policy
3. Unit of Study Overview (LTP)
4. Curriculum Planning
Together, this documentation collates the coverage and implementation of each of the Wider Curriculum Subject Areas.
Subject Leadership Documentation
In addition, Subject Leaders are required to monitor the effectiveness of their subject throughout each academic year. In order to do this with effect, the following documentation may contain:
1. Subject Audit – An audit of the subject is completed annually RAG rating the effectiveness
of the subject, whilst informing key priorities moving forward.
2. Subject Action Plan – Supports the RAG rating from the Subject Audit.
3. Learning Enquiry - As part of our monitoring cycle, our Learning Enquiry approach ensures the monitoring of each subject area through scheduled book looks, learning walks, planning/ resource checks, pupil voice and staff voice.
4. From the steps above, all findings are collated, feedback is shared and next steps are actioned.
Delivery of French
In Shotley Bridge Primary School, French is taught on a weekly basis by class teachers for at least 30 minutes minimum. We use the Language Angels Scheme to deliver the French Curriculum.
Lesson Content
In support of foundational understanding of French, key components of lessons have been established in conjunction with teaching proformas to support class teachers with consistent delivery lesson-by-lesson.
These key components include: -
* Learning Intention – To be shared and recorded for each lesson
* The lessons will begin with a greeting in French:- E.G "Bonjour la classe!" Retrieval task, children will spend the first few minutes of the lesson recapping French vocabulary/key phrases from previous lesson. They will be asked what key facts they remembered from the last lesson.
* Key vocabulary – Relevant and focused vocabulary for the lesson are shared, here is a lot of reinforcement of speaking, listening to pronunciation of words, reading, writing and grammar through lesson plans. Also, songs and rhymes help to reinforce the content covered in each unit.
In Key Stage One French begins in the Summer Term, introducing the children to 4 introductory lessons of numbers, greetings, colours and days of the week.
In Key Stage 2, from Year 3 to Y6, each child will have a French Vocabulary book, which they take with them to the next year group. This will help to consolidate and extend their vocabulary knowledge as they go through the primary years. As children progress through Key Stage Two they will broaden and deepen their knowledge of French, by listening to French pronunciation, reading and looking for cognates, writing for different purposes and discussing any grammar issues that occur. The units will tie in with other subject areas where possible. By the end of Year 6, pupils will have had a good foundation in French to prepare them to become secondary ready.
In our French lessons, we ensure that both our pupils' knowledge and understanding is built upon year on year.
Performance and Learning Evidence
Evidence collation is key to support the learning process and the monitoring of Teaching and Learning by Subject Leaders and Senior Leaders. In order to evidence French effectively, the following strategies have been implemented: -
* Year 2 – Use of whiteboards/discussion to check understanding.
* KS2 – Exercise books
Assessment
Throughout French lessons, the Class Teacher uses sensitive and precise questioning to gauge children's conceptual knowledge, along with carefully considered open-ended questioning to encourage new ways of thinking and develop practical skills. Children are assessed regularly to ensure all children make progress and identify those children who have gaps in their learning, so that it is ensured that all children access the learning and keep up.
The Class Teacher assesses children's learning through retrieval within the lesson and Class Teachers use a range of strategies, such as evidence in books, questioning, and observations to make judgements about the children and to plan for next steps.
At the end of the academic year, Class Teachers make a final judgement on whether the children are meeting age-related expectation or working below. Conversations about attainment take place during transition meetings and are communicated to parents in the end of year report. | 1,895 | 873 | {
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Name: ______________________________________________ Period: ______ Date: ___________
The Parabola Game! (Vertex form edition)
Using Safari, visit this address:
http://www.desmos.com/calculator/jzuk2b4arg
This brings up a quadratic function in vertex form. You can adjust h, k, and a by using the sliders. Play with them a little to see how they change the parabola. There are also three marked points with circles drawn around them. Those circles are your targets.
Drag the points to (-2, 4), (-2, 2), and (0, 1). Then adjust the sliders so that the parabola passes through all three circles. Keep in mind that the vertex doesn't have to be one of the marked points!
It might help to "turn off" the point markers by touching the folder icon next to the word "Points" on the left side. This will show JUST the target circles. You should be able to do all of these with the "default" zoom level – touch the double-arrow icon in the upper-right and choose "default".
Got it? Try to do the ones below...
Create a parabola that goes through these points...
1) (0, 0), (-3, 1), and (8, 6)
2) (-4, 4), (1, 3), and (3, 1)
3) (-5, 3), (1, 3), and (2, -2)
4) (-2, 5), (-1, 2), and (2, -2)
5) (-2, 2), (2, 5), and (4, -7)
6) (1, 1), (1, -1), and (4, -7)
7) (-1, 6), (4, -3), and (5, 1)
8) (7, -6), (1, 2), and (2, 3)
9) (7, -1), (7, -4), and (7, -6)
10) (7, -1), (0, -1), and (-2, -1)
Honors...
For these, you'll need to change the range of the "a" slider so you can get finer control. Touch the "gear" button above the formulas to access the sliders setup.
11) (-8, -2), (-7, 1), and (1, 1)
12) (-8, -2), (2, 2), and (1, 1) | 836 | 542 | {
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P2/3H Termly Update Session 2016-2017 Term 4
Class News
Welcome to term 4, our final term together. We have a very exciting term planned with a visit from "The Critter Man" and an Ugly Bug Ball and our parent Assembly (more details to follow). Please do not hesitate to contact me after school if you have any concerns or require further information. As part of our topic this term we would like to collect a jam jar with a lid from each child. May Day Holiday – Monday 1st May, Occasional Day – Monday 5 th June.
This Term's Learning
Literacy and English…
We will continue to learn sight vocabulary and common words. P2 will be learning to spell using the sounds a-e, u-e, ss, ll, ff, kn and mb. P3 will be gaining a better understanding of the sounds ough, y (gym), u (push), gn (sign), t (future), dge , o (some), ch (chef), and ti (station) We will continually revise all the sounds we have learned in P1 and P2. During Active Literacy tasks we will learn words with these sounds in them as well as common words. In our story writing our focus will be using good vocabulary, punctuation, connectives and giving each story a beginning, a middle and an ending. Using our topic as a stimulus we will be writing imaginative stories, reports, instructions and poems.
Mathematics…
We will continue to recognise, count and order numbers to 100/1000 (P3). Then work on our understanding of fractions and capacity. P2 will also work on multiplication and division.P3 will continue to work on Problem Solving tasks. We will continue to learning to recognise the coins to £2 and count amounts to £1/£10 (P3) and revisit learning half/quarter past and to (P2) and 5 minute slots (P3)
Across the Curriculum… Our Wonderful Garden
Maths – Bug Symmetry, Outdoor fractions from nature. Language – Writing stories, reports, poems, outdoor stories using nature. Studying and reading Charlottes Web and Harry the Poisonous centipede. Reading rainforest books for information and pleasure. Expressive Arts – Van Gogh Sunflowers, still life drawings, step by step drawings of trees and bugs. Sciences – Life Cycle of a butterfly, minibeasts, growing potatoes, beans (P2) barley (P3) and strawberries. Labelling plants Health and Wellbeing – Rights and Responsibilities, Circle times. Technologies – Den making, nests Social Studies – Why bees are important, Local foods
Home Learning Arrangements
- Target Setting
- Phonic Homework
- Reading (Twice weekly)
- Maths Challenges
- Design a garden
Class Notes
If your child needs water during class time please supply them with a named water bottle. Please provide your child with a gym kit containing shorts and gym shoes. During P.E we require that all long hair is tied up and any earrings are covered with tape. | 1,181 | 640 | {
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Taxation without Representation
Summary
Students will learn about the Boston Tea Party, how taxes impact people's lives and where tax money goes.
Essential Questions:
Enduring Understanding: Students will understand the roles of the events leading up to The Declaration of Independence by the United States.
What factors lead to the Boston Tea Party?
What role did taxation play in the early colonies?
Main Core Tie
Social Studies - 5th Grade
Standard 2 Objective 1
Time Frame
5 class periods of 45 minutes each
Group Size
Individual
Background for Teachers
The teacher will need an understanding of the taxes imposed on the America Colonies, knowledge of the Boston Tea Party and various protests about the taxes being imposed.
It is helpful if there is a classroom money system in place that can be used throughout this lesson.
Student Prior Knowledge
Students need to have an understanding of what taxation means and what it involves. Who imposed the taxes and why.
Intended Learning Outcomes
Students will have an understanding of the end result of taxation and how it contributed to the increased need for independence.
Instructional Procedures
Day One: The students begin the week with a set amount of money that is their weekly income.
During this first day go to the Boston Tea Party website (see attached) and play the game about the events leading up to the Revolutionary War.
About midway through the class period announce that there is now a new tax system in place. For example, to go to the bathroom it will now cost the normal amount plus a two cent tax. Do the same for various classroom activities (pencil sharpening, tissues).
Use this activity to complete a class KWL chart- set aside.
Day three: Allow some time for research and finalizing all the information gathered. Now as a class try
Day two: Put the students into small groups. At each table have an Investigators Folder filled with information about different events leading up to the Boston Tea Party. They must research information on their topic.
to put the events in order.
Allow each student to pick a person whose point of view they can support or relate to (king, colonists, merchants). Allow time to think and organize thoughts. Put questions to the students, such as, how do taxes affect people? Where does tax money go? Who won or lost during these events? Day five: Present a summary of their paper.
Day four: watch the video from eMedia (see attached) about the Tea Party.
***Make sure that throughout the week the taxes are imposed on the students, without increasing their income. Have them keep track of how the taxes have effected their financial status, this information could be used in their final paper.
Assessment Plan
This assessment will require students to write a persuasive essay, a minimum of three paragraphs, explaining their point of view from a first person stance. They may be writing to the colonists or to the King.
Rubrics
6+1 Trait ® Writing Rubric
Bibliography
http://schoolhouserock.com
Authors
Marty Austin
Karole Pickett
Melissa Voorhees | 1,287 | 629 | {
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Why Snow Is Good
AGRI-VIEWS
by Chuck Otte, Geary County Extension Agent
There's been a lot of cussing and gnashing of teeth in recent days because of that cool white stuff that is everywhere right now known as snow! I will be the first to admit that snow is a nuisance. Sure, if I didn't have to go to work or go to the store or get outside to do anything, it probably wouldn't be quite so troublesome. But there is work to go to, groceries to buy, meetings to attend and so there we have the conflict! But if we can get by the inconvenience of it all, snow provides us many very valuable benefits that we all too often overlook.
Most obvious is the moisture. Okay, many of us would rather have an inch of rain in March than a foot of snow in February or January or any month of the year. We often talk about a foot of snow equaling an inch of rain, but that is an average. It may only take eight inches of a really wet snow for that inch of moisture or it may take twenty inches of a real dry snow. The snow this week started out fairly normal but as the event progressed, the snow became dryer. That ten inches of snow resulted in just under three fourths of an inch of rain.
But here's the neat part about snow moisture. Barring extremely heavy snows, rapid melt and frozen ground, more of the precipitation goes into the soil. Snow melts relatively slowly compared to a typical thunderstorm dropping the same amount of rain in an hour or two. Snow melt will often take days or weeks. The moisture soaks in very slowly. It may make the soil very muddy, even supersaturated, but that's okay because it soaks on down and doesn't run off.
At one time there was a commonly held belief that wheat did so well after a snowy winter because of all the nutrients that the snow contained. At one time it was believed that a good snow fall held twenty or thirty pounds of nitrogen per acre. Well, it is true that there are plant nutrients in snowfall, but in reality it's ounces per acre, not pounds. The good growth of wheat following a snowy winter was in part due to the slow release moisture but also because of the great insulation that snow provides.
The other night, when the temperature dropped below zero, the soil, under all that snow, was comfortably right around freezing at the critical two inch soil depth. Even just two or three inches of snow creates a great amount of insulation: insulation from cold temperatures and insulation from the drying and desiccating winds that we saw recently.
Here's the other great misunderstood part of snow's insulating effect. Not only doesn't it insulate against unseasonably cold temperatures, but it also insulates or buffers from rapid warm ups. We are challenged in growing fruit crops locally because of the extreme weather variability. All too often fruit trees bud out too soon and then those flower buds get frozen. To keep this from happening we need to reverse our thinking. Stop planting those trees on the south side of the house, where we think they are out of the cold wind, but in reality in the place that's going to warm up first. We need to plant on the north side of the house where the snow melts last in the spring. The snow keeps the ground cold and the cold ground slows down the process of trees breaking dormancy. The bud development will be delayed and the trees will be less likely to get their flower buds frosted off!
Yes, it was very inconvenient to have all that snow mess up our travel. But it's bringing us so many good things. And if we can just get past the inconvenience, and even the benefits, we can stop and enjoy the incredible beauty that snow brings to our landscape. Incredible beauty and very transient beauty. A beautiful natural sculpture that we better enjoy now, because in a day or two, it'll be gone. | 1,306 | 806 | {
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LESSON OVERVIEW:
Learning Objectives
Curriculum Expectations
I can:
* Substitute numeric vaules for variables so that I can evaluate the expression
* Create algebraic expressions to represent (generalize) words problems, tables of values, pictures and graphs
* Solve equations for different problems and check the accuracy of my solution
* Create equations for different problems and check the accuracy of my solution
1
Lesson Introduction & Problem String
(see below)
40 minutes
* C1.2 create algebraic expressions to generalize relationships expressed in words, numbers, and visual representations, in various contexts
* C1.5 create and solve equations for various contexts, and verify their solutions
2
Consolidation
Introduction:
* We can rewrite word statements into algebraic expressions. Six more than a number would be represented by n + 6
* Variables are letters, such as x or n that we use to represent a number.
* Equations are algebraic expressions that are equal or equivalent. n + 6 = 9 is an equation. n + 6 = 18 2 is also an equation.
* We evaluate expressions by substituting a numeric value for the variable. E.g., 2m + n when m=-3 and n = -1 2(-3) + (-1) becomes (-6) + (-1) which becomes -7.
3
Meaningful Notes
10 minutes
*
10 minutes
15 minutes
4
*
Check Your Understanding
LESSON BACKGROUND:
Patterns are all around us. As humans we look for and notice patterns in our world. We pay attention to the important parts of the pattern, look for relationships or changes, and then we generalize about the patterns that we encounter. Often, we use algebra in our daily lives without realizing it. Like when we determine times and distances when driving. Or when we try to figure out how much we will get paid on our next pay cheque. Algebra is a helpful way to express generalizations in a mathematical way.
(Paying Attention to Algebraic Reasoning
* Mathematicians use algebra to represent and explain relationships.
* Algebra also helps us to recognize and describe changes that we see.
* When we use variables we abe able to efficiently describe relationships that can also be described using words.
* Algebra also helps up to recognize the relationships among quantities and operations
Equations – a mathematical statement that two expressions are equal
Evaluate – to substitute a value for each variable in an expression, then simplify: to find the answer
Expression – a mathematical phrase made up of numbers and or variables connected by operations
Operation – a mathematical process or action such as addition, subtraction, multiplication, or division
Variable – a letter or symbol that represents a number or quantity that can vary
3
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FIT 2009
Novi Sad, Serbia, June 14-27, 2009
Research topics on 3D Graphics
3D Graphics: Roberto Ranon
Assignment #1
Global illumination phenomena, such as shadows, are not computed by the local lighting model used by the 3D graphics rasterization-based pipeline. Therefore, they need to be somehow added to the scene or image as a separate process.
Develop a way to draw, given a large quadrilateral (the floor) on the plane Y=0, an object above the quadrilateral and a point light above the object, the shadow of the object on the quadrilateral (hint: think about Peter Pan shadow*). Verify that your method is correct by building a X3D scene as above, where you apply your method to visualize the object shadow.
Write then down all the limitations of your solution, and think about possible ways to improve it (e.g. what to do when the floor is not on the Y=0 plane?)
* Peter Pan's shadow is an entity separate from his body
Assignment #2
Global illumination phenomena, such as reflections, are not computed by the local lighting model used by the 3D graphics rasterization- based pipeline. Therefore, they need to be somehow added to the scene or image as a separate process.
Develop a way to visualize, given a large quadrilateral (a mirror) on the plane Y=0, and an object near the quadrilateral, the reflection of the object in the mirror (hint: think about Alice in Wonderland*). Verify that your method is correct by building a X3D scene as above, where you apply your method to visualize the object reflection on the mirror.
* where objects reflected in the mirror are independent objects
Write then down all the limitations of your solution, and think about possible ways to improve it (e.g. what to do when the mirror is not on the Y=0 plane?)
Assignment #3
Design a (non-working) prototype for a new 3D interface to a Web image search service (e.g. Google Images).
First, do a query on Google Images with some keywords and save the first n returned thumbnails (say, with n=20, but you can choose).
Design then and build a 3D scene that displays those thumbnails to the user, allowing her to click to reach the Web page where the image is contained (as Google Images does). With respect to Google Image Search, you can use a 3D space (instead of a 2D space), so how would you use this additional possibility? Which geometries would you use to display the thumbnails? Which animations, interactions, ...?
The idea is to try to come up with an interface that is hopefully more effective (e.g. in terms of number of images shown) and/or pleasant to use and see than Google Images. Of course, your solution will be just a prototype to demonstrate your ideas, and not a fully working interface.
When you've developed your solution, find 5 people that are not part of your group and have them try your prototype. Write down their impressions. Then, think about pros and cons of your solution and write them down.
Assignment #4
Assuming that you have a CAD model of some engineering object, and that you can translate it to X3D (most CAD packages will allow you to do it), develop a X3D scene that will teach about that object or demonstrate its usage (you can add textual explanations in a Web page where the X3D environment is contained).
To embed a X3D world in a Web page, you can use the embed tag in the HTML code:
<embed WIDTH="640" HEIGHT="480" NAME="FLUX" SRC="yourX3Ddocument.x3d" TYPE="model/x3d" />
which should work in any browser, provided you have a X3D plug-in installed. When you've developed your solution, find 5 people that are not part of your group and have them try your 3D environment to learn something. Write down their impressions. Then, think about pros and cons of your solution and write them down. | 1,633 | 892 | {
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NASA sees first tropical depression of Eastern Pacific hurricane season
23 May 2014, by Rob Gutro
TD1E consolidated into a depression around 2 p.m. PDT (5 p.m. EDT) on May 22. At that time it was centered near 10.3 north latitude and 107.4 west longitude or about 635 miles (1,020 km) southsouthwest of Manzanillo Mexico and had maximum sustained winds near 30 mph (45 kph).
NOAA's GOES-West satellite captured this infrared image of Tropical Depression 1E on May 23 at 1200 UTC/8 a.m. EDT, less than 12 hours after its birth in the Eastern Pacific. Credit: NASA/NOAA GOES Project
One week after the official start of hurricane season in the Eastern Pacific Ocean, the first tropical depression was born hundreds of miles southwest of Mexico. NASA's TRMM satellite and NOAA's GOES-West satellites provided looks inside and outside of the depression's clouds. Hurricane season in the Eastern Pacific began officially on May 15.
On May 21 at 22:59 UTC (6:59 p.m. EDT) the Tropical Rainfall Measuring Mission (TRMM) satellite passed over System 92E, which was what Tropical Depression 1E (TD1E) was called before it organized into a depression. TRMM's Precipitation Radar (PR) data were used to create a 3-D view of System 92E's rainfall structure and revealed a few strong thunderstorms reached altitudes of 16.5 km (about 10.2 miles). These tall thunderstorms are often a sign that a tropical cyclone is forming or strengthening. Within twentyfour hours
Today, May 23, the depression continued to strengthen and maximum sustained winds increased to 35 mph (55 kph). The National Hurricane Center (NHC) expects the depression to become a tropical storm later today. At 0900 UTC (2 a.m. EDT) TD1E was located about 625 miles (1, 005 km) south-southwest of Manzanillo, Mexico near 10.8 north latitude and 108.2 west longitude. TD1E is moving to the west-northwest at 5 mph (7 kph) and has a minimum central pressure of 1006 millibars.
TRMM's Precipitation Radar (PR) data were used to show a 3-D view of System 92E's rainfall structure on May 21. A few strong thunderstorms were found to reach altitudes of 16.5 km (about 10.2 miles). These tall thunderstorms are often a sign that a tropical cyclone is
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Powered by TCPDF (www.tcpdf.org)
forming or strengthening. Credit: SSAI/NASA/Harold Pierce
Forecaster Beven at NHC noted that "Convective banding is currently increasing near the center of Tropical Depression One-E over the northern semicircle. The depression is currently expected to be in an area of light/moderate southerly vertical wind shear during the forecast period. This should allow at least gradual strengthening."
The National Hurricane Center expects TD1E to move slowly toward the west-northwest or west is expected for the next couple of days.
Provided by NASA's Goddard Space Flight Center APA citation: NASA sees first tropical depression of Eastern Pacific hurricane season (2014, May 23)
retrieved 27 January 2022 from https://phys.org/news/2014-05-nasa-tropical-depression-easternpacific.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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Media Release
Office of the Sheriff
Anderson County, Tennessee
Sheriff Paul N. White
June 23, 2009
FOR IMMEDIATE RELEASE
D.A.R.E. Graduates 430 Students
The 2008/2009 Anderson County Sheriff's Department Drug Abuse Resistance Education Program finished its instruction at the end of the school year. A total of 430 5th graders in twenty different classrooms representing eight Anderson County elementary schools successfully completed the curriculum. Each student earned a certificate of completion and was awarded a special D.A.R.E. tee shirt as an award.
C Number of Schools - 8
C Number of Classrooms - 20
C Number of Students - 430
Over the ten week program, these students learned the skills they need to avoid drugs, alcohol, and violence. The classes include extensive student participation on practical ways to resist pressure to experiment with drugs and alcohol. The D.A.R.E. curriculum also has lessons on how to resist and avoid bullying which is beneficial to both students and teachers.
The D.A.R.E. lessons focus on four major areas:
C Providing accurate information about alcohol and drugs,
C Showing students how to resist peer pressure, and;
C Teaching students decision making skills,
C Giving students ideas for alternatives to drug use and violence.
The D.A.R.E. program also taught the younger students in the K through 4 th grades about dangerous situations such as dealing with strangers and unsafe conditions.
As part of the curriculum each student is required to write an essay expressing their thoughts about the D.A.R.E. Program and why they think it is important to be drug free and avoid violence. Twenty students, one from each classroom, were awarded special D.A.R.E. Ribbon Medallions for writing what was chosen as best classroom essay and eight students, one from each school, were chosen as Grand Prize Essay Winners for writing what was considered the best essay for their respective school. The Grand Prize winners were awarded a D.A.R.E. Ribbon Medallion and a D.A.R.E. duffle bag stuffed with different items that had been donated by area businesses.
OFFICE: 865-457-6210
FAX: 865-457-6243
E-mail: email@example.com • Web: www.tnacso.net
101
Also, for the first time, the Sheriff' Department was able to award a special D.A.R.E. "Spirit" award to one student at each school that consistently displayed good behavior, helpfulness, friendship, maturity, responsibility, and good citizenship to other students and school staff. These award winners were chosen by the 5th grade teachers and were awarded a special backpack that was donated by the Tennessee Methamphetamine Task Force.
Again this year, the Lake City Police Department bought all the D.A.R.E. tee shirts and essay awards for the students and a special gift for each 5th grade teacher and principal at Lake City Elementary School as well as a special D.A.R.E. duffle bag for the Grand Prize Winner at Briceville Elementary School.
The Anderson County Sheriff's Department D.A.R.E. Program received donations from throughout the county to help purchase tee shirts and essay awards. Many businesses donated prizes to award the Grand Prize Essay winners at each school.
DARE began in 1983. It is taught in more than 300,000 classrooms in fifty states and fiftythree countries around the world. The Anderson County Sheriff's Department is proud to partner with the Anderson County Schools and the Board of Education in providing these important lessons in resisting drugs and violence to our youth.
Contact:
Deputy Mark Whaley 865-463-6880
OUTH
S
C
LINTON
M
AIN
S
TREET
S
UITE
400,
T
ENNESSEE
37716
OFFICE: 865-457-6210
FAX: 865-457-6243
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Learning and Using English- Extended Speaking with Subject Questions
Talk about one (real) experience of when you used English or tried to learn English, e.g. one of the topics below such as the last conversation that you had in English. Talk about it as long as you can. Your partner will listen without interrupting, then ask you questions to find out more details.
Suggested topics to talk about
a (business) meeting
a book
a CD
a children's…
a complaint
a conversation (with a native speaker/ with another non-native speaker)
a conversation exchange
a date
a debate
a dialogue
a dictionary
a documentary
a graded reader
a lecture
a lesson/ a workshop
a list of phrases
a magazine/ a journal
a movie
a newspaper
a phrase book (for travellers)
a podcast/ an mp3
a poem
a radio programme
a report
a request
a self-study book
a service exchange (in a shop etc)
a Skype conversation
a smartphone app(lication)
a social interaction
a song
a speech
a story
a successful attempt to communicate
a successful attempt to learn something
a tablet app(lication)
a teleconference/ a video conference
a telephone call
a TV programme
a vocabulary list
a website
an academic paper
an article
an email exchange
an English conversation club
an English language exam
an enquiry
an essay
an interview
an offer
an unsuccessful attempt to communicate/ learn something
some comedy
some error correction
some exam practice
some grammar study
some idioms
some online chat
some online training
some pronunciation practice
some self-study
some slang
some software
some vocabulary study
something I learnt by heart
using some flashcards
using English at work
using English as a volunteer
Suggested questions to ask when your partner has finished speaking
```
How did you feel about it? What did he/ she say/ write (about…)? What did you do (next)? What did you say/ write (about…)? What happened (next)? Who complained (to you)? Who did you complain to? Who did you give it to (afterwards)? Who did you help (with…)? Who did you talk to about it?/ Who did you tell about it? Who did you…? Who… (you)? Who gave it to you? Who helped (you) (with…)? Who recommended it to you?/ Who told you about it?/ Who suggested it to you? Who started the conversation?/ Who started the email exchange?/ Who started it? Who told you that…?/ Who said that…? Who was in charge of…?/ Who was responsible for…? Who would you recommend it for?
```
Ask about any topics above which you have questions about as a class, sharing your experiences of that each time.
Ask about any questions above which you couldn't understand or couldn't answer.
Subject questions grammar presentation
What is similar about the phrases in the same column below? How are they different from the phrases in the other column?
What would the long answer be to each question above?
What would the short answer be each time? Put brackets around the words in the long answer which are not needed in the short answer.
Is the short answer the subject or object of the long answer?
Which questions above have the name "subject questions", do you think?
Why do these questions need to be subject questions?
Who started the conversation?
Who was in charge of…?
What would the long answer be to each question above?
What would the short answer be each time? Put brackets around the words in the long answer which are not needed in the short answer.
Is the short answer the subject or object of the long answer?
Which of these two is a subject question? Why?
What did you do (next)?
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Our Ocean Backyard –– Santa Cruz Sentinel columns by Gary Griggs, Director, Institute of Marine Sciences, UC Santa Cruz.
#156 April 19, 2014 Stories from Ancient Rocks
Table Mountain behind Cape Town in South Africa- The rocks don't forget their stories.
Traveling nearly around the world on a ship that averages about 15 miles an hour has made me acutely aware of how big the oceans are- really big. Although the continents are huge, we could squeeze them all into the Pacific Ocean and have a little room left over.
I've also come to realize how long four months is when you are on a ship. Someone once said that the only difference between being on a ship and being in prison is that you can't drown in prison. There is a little truth to that, but fortunately we have able to stop in a number of different countries and get off the ship to travel overland.
While the oceans are huge, they have been created and destroyed and have changed size and shape repeatedly throughout Earth history. The evidence for that is scattered across the sea floors of the world and also preserved in the rocks exposed on land. While the air and water are constantly in motion and forget where they have been and what they have experienced, the rocks don't forget their histories.
Between about 250 and 200 million years ago, roughly the time of Jurassic Park, the Earth's landmasses were distributed quite differently than they are today. There was a large northern continent, known as Laurasia, which consisted of ancestral North America, Europe and Asia. Below the equator, South America, Africa, Australia, Antarctica and India, were combined in another very large southern landmass known as Gondwanaland.
In between the two was a large ocean called the Tethys Sea. The Mediterranean is a remnant of that ancient ocean. This ocean, like all oceans, was the site of sediment deposition. Zillions of microscopic planktonic organisms flourished in the surface waters over millions of years. When they died, their calcium carbonate shells sank to the floor of the Tethys Sea. Over time and with the increased pressure and temperature of burial, those calcium carbonate muds that accumulated on the seafloor were turned to limestones. In some places, they were metamorphosed into marbles.
As Africa pushed northward into Europe, those limestones and marbles were uplifted to become the Alps, including the marbles of Cararra that Michelangelo carved, as well as the limestone and marble of classical Greek temples and the Dalmatian coast.
Farther to the east, the summit of Mt. Everest at 29,000 feet above sea level consists of marine limestone from the ancient Tethys Sea pushed upward during India's collision with Asia about 50 million years ago. The limestone towers of Guilin in Southern China resulted from that same collision process.
Going back even further in time, about 550 million years ago, South America and Africa were separated by a pre-Atlantic sea, the Andamastor Ocean. Sediments deposited in that ancient ocean were uplifted to form the sandstones exposed today on top of Table Mountain, the iconic symbol of Cape Town, South Africa, when those two early continents collided before separating again 200 million years ago. The rocks don't forget their histories. | 1,291 | 680 | {
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Contact: Shari Dash Greenspan Editor, Flashlight Press (718) 288-8300 email@example.com www.FlashlightPress.com
**color or b/w digital images of book cover, author, and illustrator are available on request**
picture story books that explore and illuminate
What are your Wishes for One More Day?
New York: When Anna and her little brother Joey hear the sad news about their grandfather's death, they begin to think about what they would do if they could have just one more day with him. They smile thinking about Poppy's crazy birthday hat. They giggle remembering the silly songs Poppy plunked out on the piano. And they laugh out loud at the chicken soup game they played with him weekly at the deli. Who among us hasn't wished for one more day when a loved one passes away?
Death is never easy for children to understand or cope with, especially the death of a close, beloved relative. Wishes for One More Day (Flashlight Press, September 2006, ages 4–8) by Melanie Joy Pastor and illustrated by Jacqui Grantford, focuses on loving family relationships, and accepts the validity of sadness and tears, as well as joy and longing, in a time of loss.
The children in Wishes for One More Day go beyond thinking about, remembering, and talking about their special Poppy. Anna and Joey make a list. Their list grows into a pile, and the pile becomes a book – a book of wishes for one more day with Poppy. Creating this book of wishes helps Anna and her brother,
and any child who has experienced loss, understand that their loved one is still with them in their memories and hearts.
Melanie Pastor's story is sensitive, moving, and honest, and Jacqui Grantford's magnificent, portrait-quality illustrations are suffused with feeling. Children will find comfort in this intergenerational book about the death of a grandparent where grief and loss are tempered by love and joy.
Melanie Joy Pastor is a kindergarten and elementary school teacher active in the Kid Alert and Write Start programs. She lives in Tarzana, California, and this is her first picture book. Jacqui Grantford is the author and illustrator of Shoes News and Various Faerious. She also illustrated The Corn That Kay Grew, Jenna's Pet, and The Show Must Go On. She was chosen as the 2005 Grand Dragon at the Dromkeen Museum of Australian Children's Book Illustration, and the 2003 winner of the Salon des Refuses People's Choice Award. Jacqui lives in Victoria, Australia.
Book Details:
Title: Wishes for One More Day
Author: Melanie Joy Pastor, illustrations by Jacqui Grantford
Publisher: Flashlight Press, Distributed by Independent Publishers Group
Publication: September 2006, $15.95, Cloth, ISBN 0972922571
Picture Book, 32 pages, 8 1/2" x 11", full-color interior, ages 4-8
Featured on page 4 of the IPG Children's Book Catalog, Fall 2006
Available at bookstores everywhere and through Independent Publishers Group, 814 N. Franklin St., Chicago, IL 60610. Toll-free number for orders: 1-800-888 4741. Visit IPG online at www.ipgbook.com.
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Victricia Malicia
Book-Loving Buccaneer Common Core Curriculum Guide Grades 1 - 4 Reading and Writing
Victricia Malicia may have been born on a pirate ship and raised in all the best pirate ways, but she sure is a wreck on deck. Her knots slip, she falls from the rigging, and rats abandon ship when she cooks. Perplexed by Victricia's love of dry land and books, her pirate family tolerates one mishap after another – until Victricia's mistakes send half the crew overboard!
Reading
1. Many students are fascinated by pirates and bring prior knowledge (through books and movies) about what a pirate's life might be like. Use this prior knowledge to help activate schema for reading this book which contains a great deal of "pirate vocabulary."
- Prior to reading: Involve students in a discussion about pirates. Although much of what they know may be fictionalized information, record students' ideas on the easel/chart paper and review/explain as necessary, introducing the "pirate vocabulary" they will encounter in the book. Leave space so you can add more words later that are not mentioned at this time.
- Introduce the title character to the students by showing them the title and cover. What does it mean to be a "book-loving buccaneer"? Was "book-loving" one of the words they used to describe pirates during the class discussion? What might life be like for a pirate who loves to read? Does Victricia sound like a "real pirate"? If she loves books, what else might she love or what "real pirate" activities might she not want to do? In a class discussion or with partners, share ideas.
- Read the book aloud, enjoying the rhymes and pirate vocabulary. Don't stop to explain terms yet, as it interferes with the rhythm and sense of story. Stop when you get to the page where they convene the Pirate Council. Read that page and ask students to explain what is happening. In partners or in a group discussion, have the students predict what they think might happen next. If no one notices the expression on Victricia's face, point it out. Does that change/help with their predictions? Have students use text evidence from the previous pages to support their predictions.
- Finish reading the book and discuss the ending (and how it compares to their predictions).
- Plan a second reading shortly after the first (later the same day or the next day). This second reading should be a shared reading, where students are able to view the text as you read. Depending on the grade level, have students help reread/retell the story. This time, stop as you encounter "pirate vocabulary" and add to the original class chart. If students don't know the words, support them as they determine the meaning of the new words from the context clues in the book or from other words they know, or explain the meaning as necessary. Ask questions to check for understanding of the story.
Common Core State Standards addressed: RL1.1, RL1.2, RL1.7, RL2.1, RL2.7, RL3.1, RL3.4, RL4.1, RL4.4
Victricia Malicia Book-Loving Buccaneer Common Core Curriculum Guide Grades 1 - 4 Reading and Writing
2. Victricia is a unique character. She was born on a pirate ship and belongs to a pirate family. However, she doesn't want to be a pirate.
- Display the pages so students can see the text and read along. Identify places in the book where the author uses words to let us know how Victricia feels, what her motivations might be, how she responds to challenges, etc. (see specific grade level standards). As a class, create a list of these words and check for understanding of the vocabulary. Discuss how these words help us understand Victricia's character.
Common Core State Standards addressed: RL1.3, RL2.3, RL3.3, RL4.3
Writing
1. It can be difficult to stand up for what you believe in, especially if others don't agree with you. Have students choose to either support or oppose Victricia's decision to leave pirate life behind. Students will write an opinion letter to either Victricia or her family. If they choose to write to Victricia, they should explain to her why she should not leave the pirate life behind. If they write to her family, they should explain why she should be allowed to do something else with her life. Model and scaffold as needed, reminding students to use evidence from the text as well as their own opinions. See grade level standards for specific guidelines.
Common Core State Standards addressed: W1.1, W2.1, W3.1, W4.1
2. The author uses many unusual descriptive words. Using the various lists generated by the reading activities, students select a variety of these words (choose a number appropriate for your grade level) and use them to write and illustrate their own poems or stories.
Common Core State Standards addressed: W1.5, W2.5, W3.4, W4.4 | 1,900 | 1,080 | {
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Achieving Success
Personal experiences with Cued Speech Cued Speech and Cochlear Implantation
For various reasons deaf children are not always implanted at an optimal early age, but as this story shows, CS will give access to English prior to an implant language which serves as a base once the implant has taken place.
Alexandra's profound sensorineural deafness was diagnosed at 11 months, and after she was fitted with hearing aids, we were encouraged by local professional optimism that she should be able to communicate orally if we followed their advice. At two years of age she was considered to be doing very well. She could identify about 150 individual words which had been laboriously taught to her. However she appeared to understand nothing spoken to her in sentences and her behaviour was very volatile. An Educational Psychologist assessed her as having a social awareness of eleven months.
We discovered Cued Speech by accident. The method seemed thoroughly logical and the anecdotal evidence offered renewed hope to prospects which were looking increasingly bleak. The principles of cueing were relatively easy to learn although it took at least 4 months before sufficient fluency was gained to make it possible to cue everything. Alexandra's progress was remarkable. Within 3 months she had doubled her vocabulary, and after around 8 months she said her first sentence: "Mummy got a yellow coat".
whether Alexandra might have become so dependent on this form of communication that she might experience difficulty in adjusting. In fact, the transition from cueing to fully oral communication happened completely smoothly. After as little as three months, the clarity of her speech improved significantly and other people started to understand her. Cued Speech continued to be valuable in language acquisition for some months to come, reinforcing the links between the language she knew visually and the new sounds she was hearing. Even now it is still invaluable in noisy situations, when the implant is not in use, and in breaking down the sounds in words which hearing children also find difficult!
Cued Speech saved our sanity in the early stages: it produced quickly the developments in understanding which professionals were aiming at over a longer period.
However, although her knowledge of English was increasing rapidly with cueing, her articulation remained so poor that her speech was incomprehensible to people outside the family (Alexandra has never tried to cue herself.) As a result, she has been reluctant to talk in front of other people. Her inability to perceive sound also continued to frustrate us as it seemed to contribute to her insensitivity to the feelings of those around her. We were delighted therefore when she was able to have a cochlear implant at 4 1/2 years old.
We have always felt that the foundations of language were laid by Cued Speech, but that cochlear implantation finally opened the door to communication. Prior to the implant, professionals had recognised that her receptive language with Cued Speech appeared to be age appropriate and questions were raised as to
For training and more information about the use of Cued Speech please contact us:
The Cued Speech Association UK (CSAUK)
The Forces, Forces Cross, Blackawton, Devon TQ9 7DJ
Email: firstname.lastname@example.org
Web: www.cuedspeech.co.uk &
www.learntocue.co.uk
It is now 4 1/2 years since we learned how to Cue and 2 1/2 years since Alexandra received her cochlear implant. Her progress has been everything we could have hoped for. Her reading age and vocabulary are both above her chronological age and her personality has become more settled. Deafness has ceased to be an insurmountable problem. The only regrets we have are that she didn't receive the benefits of Cued Speech and her cochlear implant much earlier.
2001
At Alexandra's 12 month post implant assessment her Teacher of the Deaf, Bill Clark, wrote:
In my 30 years experience of working with profoundly deaf children, I have never witnessed the remarkable progress that Alexandra and her parents have made throughout this year, following implant. In my opinion, Alexandra is a little girl who is now totally oral/aural, in her ability to develop speech and language, and shows listening levels which one would not normally anticipate until at least two or three years of wearing her processor.
Reproduced with the kind permission of Katherine Ruddick and Bill Clark.
CSAUK—making spoken language visible 2014 | 1,783 | 901 | {
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Sky Hunters Environmental Education Who is Eating Whom Vocabulary
Adaptation - a change in a living thing that allows it to better fit for survival in its environment.
Beak – the bill of a bird, used for food gathering, preening, nest building and defense of a territory. Adapted to the type of bird, example - the hooked bill of a bird of prey that is adapted for tearing.
Behavior – the way an animal acts often in response to something in its environment; an inherited pattern of automatic responses (such as courtship or nesting).
Bird of prey – a predatory bird that uses its strong feet and sharp talons to catch and carry prey, has a hooked bill to kill and tear prey, and eats other animals – also called a Raptor.
Carnivore – a flesh-eating animal, usually a predator.
Carrying capacity – a limit to the number of each species that can live in a habitat.
Crepuscular – is active during twilight hours; in the early morning and early evening hours.
Decomposers – these are living things that feed off dead plants and animals and reduce their remains to minerals and gases. Examples are fungi, mushrooms, and bacteria.
Diurnal – an animal that is active by day and sleeps at night.
Ecosystem (short for ecological system) - is an ecological community together with its physical environment, considered as a unit. All ecosystems are "open" systems in the sense that energy and matter are transferred in and out. Example: The Earth as a single ecosystem constantly converts solar energy into myriad organic products, and has increased in biological complexity over time.
Food Chain – is the flow of energy through a system. Begins with plants obtaining energy from the sun and involves predator/prey interactions.
Food Web – consists of interlocking food chains, all the individual animal food chains within a habitat.
Habitat – the area or type of environment where plants or animals naturally live or occur. A habitat provides plants and animals with a place to find food, shelter, water, space and a safe place to raise their young.
Herbivore – plant eating animals, animals that depend upon plants for food.
Migrate – to move from one area or climate to another for feeding or breeding.
Molt – the process of shedding feathers and growing new ones.
Niche – the role an organism plays in a community, how it interacts with the environment and other organisms. An animal's habitat is its home, its niche is its job.
Nocturnal – active at night and sleeps during the day.
Omnivore – animals that eat both plants and other animals for food. Humans are omnivores.
Predator – an animal that hunts, kills, and eats other animals.
Prey – an animal that is hunted, killed, and eaten by other animals.
Raptor – a predatory bird that uses strong feet and sharp talon to catch and carry prey, has a hooked bill to kill and tear prey, and is carnivorous by nature.
Rousing – cleansing action of a bird in which all contour feathers are elevated, wings and tail are held loosely, and the bird vigorously shakes itself.
Talon – the long, sharp, curved claw of a bird of prey.
Wing span – the distance from the tip of one outstretched wing to the tip of the other outstretched wing also called wingspread.
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Section A:
Section C:
Section B:
Word parts: prefixes
Word parts: suffixes
Other word parts
Challenge
Prefixes: challenge
Story
One Blink at a Time
Review
Prefixes: review
unseated
Prefixes: un, pro, ex, e
conceding
Word parts: silent e
Review
Other word parts:
review
Story
Science Fair Success
Challenge
Other word parts: challenge
Challenge
Suffixes: challenge
Story
Revolutionary
Disagreement
Review
Suffixes: review
unrealist
Suffixes: ist, en, able,
ible
exactly
Suffixes: ly, ty, tion, sion
recapture
Suffixes: ture, or, al
involving
Word parts: more closed syllables
retainer
Word parts: vowels and r, vowel teams
amazing
Prefixes: a, mis, in, im
presetting
Prefixes: pre, re, de
progresses
Word parts: closed syllables
unlawful
Suffixes: ful, ness, ment
displayed
Prefixes: dis, en, con
Section D:
Section F:
Section E:
Word parts: more prefixes
Word parts: open and closed syllables
Word parts: more suffixes
Challenge
Open and closed syllables: challenge
Story
Crash at Crush
Review
Open and closed syllables: review
dislocation
More flexing vowel sounds
advisable
Flexing vowel sounds
inclusive
More open syllables
substation
Open syllables
dedicate
Suffixes: ate, age, ant, ent
personalize
Suffixes: ize, ity, ance, ence
commentary
Suffixes: ary, tive, sive, tial, cial
allergic
Suffixes: ic, ous, tious, cious
Review
More suffixes: review
Story
Venomous Passage
Challenge
More suffixes: challenge
Challenge
More prefixes: challenge
Story
A Race to Save Lives
Review
More prefixes: review
transmittable
Prefixes: trans, sub, ad
commented
Prefixes: com, per, inter
bewildering
Prefixes: be, ab, anti
Section G:
Connectors tentative
Connectors: schwa sound tactician
Connectors: vowel i envious
More connectors: vowel
i
actual
Connectors: vowel u
Review
Connectors: review
Story
Earle's Invention
Challenge
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How to...
Ingredients
Bake up pecan bread pudding
Instructions
l 4 large eggs
a paste. Mix the remaining pecan halves into the butter-sugar paste.
l 2 cups heavy cream
l One 14-ounce can sweetened condensed milk
l 1 tablespoon vanilla
l Fine salt
1. In a large bowl, make a custard: Whisk the eggs, heavy cream, condensed milk, vanilla, and a big pinch of salt until well combined. Add the bread cubes and toss to coat. Set mixture aside for 30 minutes to let the bread soak up the custard, stirring occasionally.
l 14- to 16-ounce loaf day-old brioche, cut into 2-inch cubes
l 2 cups pecan halves
l 6 tablespoons butter, at room temperature
l 1 cup packed dark brown sugar
l Parchment paper
l Vanilla ice cream (optional)
2. Preheat the oven to 350° F. Spread pecans on a rimmed baking sheet and lightly toast in the oven, about 5 minutes. Watch the pecans carefully so they don't burn. Remove pecans from oven and let cool for 10 minutes. Chop half of the pecans and stir them into the bread pudding mixture.
4. Line an 8-inch square baking dish with parchment paper, leaving an overhang on all sides. Pour the bread pudding mixture into the prepared pan. Spread the brown sugar pecan topping over the top of the bread pudding. Cover pan loosely with foil and bake 40 minutes.
3. Meanwhile, in a small bowl, use your hands to mash the softened butter and brown sugar into
ECO TIP WEEK OF THE
5. Remove foil and continue to cook until bread pudding is set, about 30 to 40 more minutes. (Stick a knife in the center. If it comes out clean, the pudding is done.) Remove from oven and let cool at least one hour before slicing. Serve with a scoop of vanilla ice cream if desired. Makes 9 servings.
DECREASE YOUR CARBON FOOTPRINT
When carbon dioxide (CO 2 ) is released into the atmosphere, it causes temperatures on Earth to rise. Carbon dioxide comes from burning fossil fuels, like oil and gas, to power cars and generate electricity. Your family's "carbon footprint" is the amount of carbon dioxide released into the air because of the energy you use. There are simple ways you can reduce your footprint. For example, if you and your family are running errands close by, you can walk instead of drive. Eat fruits and vegetables that are grown nearby so less fuel is used to transport food from far away. You can also take shorter showers—the less hot water you use, the less energy is needed to heat the water. | 1,025 | 596 | {
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COLLEGE ADMISSIONS ESSAY
It's not just what you say; it's how you say it.
- READ both exemplar college admissions essays. Highlight and annotate characteristics that make them good essays. You may also highlight and annotate opportunities you see to make the essays better.
- Add the characteristics you highlight to your brainstorm list if they're not already there.
EXAMPLES:
- Focus on the prompt
- Economy
- Humor
BRAINSTORM RELAY
Your group of four is now your team. Teams will take turn sharing ideas from their list. Once an idea is shared, it cannot be repeated! The team that shares the most ideas wins.
When the Brainstorm Relay is completed, add any new ideas you see to your brainstorm list.
THINK about the characteristics that make good essays—college admissions and scholarship essays in particular. List as many as you can on the brainstorming handout.
SHARE your list with a partner. If your partner thought of something you didn't, add it to your list.
FORM A GROUP of four with another set of partners. Again, share your lists and continue building your list by adding any new ideas you hear.
EXEMPLAR ESSAY 1
WHY DID YOU CHOOSE STATE UNIVERSITY AND THIS PARTICULAR PROGRAM?
What makes this essay particularly effective is not just its cohesive structure but also the level of details the author uses in the response. By directly identifying the specific aspects of the university that are attractive to the writer, the writer is able to clearly and effectively show not only his commitment to his studies but, perhaps more importantly, the level of thought he put into his decision to apply. Review committees know what generic responses look like so specificity sells.
1
EXEMPLAR ESSAY 2
WHAT MOTIVATES YOU?
In addition to its structure and use of clear, demonstrative language, there is one thing that makes this an effective essay: focus. Notice that although the question is broad, the answer is narrow. This is crucial. It can be easy to wax poetic on a topic and, in the process, take on too much. Instead, by highlighting one specific aspect of his personality, the author is able to give the reader a taste of who he is without overwhelming him or simply reproducing his résumé. This emphasis gives the reader the opportunity to learn who the writer is on his terms and makes it a truly compelling application essay.
* Language that displays feelings openly and is expressive or affectionate can be described as demonstrative.
- Next, review the "Essay Outline."
- Then begin creating an outline for the essay prompt that you chose.
- Use your brainstorm list to help guide your outline. If you need help getting started, come to the front and get the essay template that matches the prompt you chose.
CHOOSE ONE OF THE FOLLOWING COMMON COLLEGE ADMISSION/SCHOLARSHIP PROMPTS:
- Describe an influential person in your life.
- Discuss an activity outside of the classroom.
- Discuss an issue that is important to you.
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GENERAL INFORMATION
MATERIALS& METHODS
ABSTRACT
The colonization rates of understorey plants into forests growing on former agricultural land differ remarkably among species. Different dispersal and recruitment largely account for the contrasting colonization rates, but different effects of the soil legacies of former agricultural land use on plant performance may also play a role. Seven herbaceous forest species were sampled in paired post‐ agricultural and ancient forest stands to study whether land‐use history has an effect on the aboveground nutrient concentrations (N, P and N:P ratios) and biomass of forest herbs and, if so, whether slow and fast colonizing species respond differently. Results showed that P concentrations were significantly affected by former land use with higher concentrations in the post‐agricultural stands. N concentrations were unaffected and N:P ratios were significantly higher in the ancient stands. Nutrient concentrations varied considerably among species, but the variation was unrelated to their colonization capacity. Six out of the seven species had higher biomass in the post‐agricultural stands relative to the ancient stands, and the degree to which the species increased biomass was positively related to their colonization capacity, i.e., the fast colonizing species showed the strongest increase. Such differential responses to past land use may contribute to the contrasting colonization capacity of forest plants. Land‐use history thus affected both the nutrient concentrations and biomass of forest herbs, and only the biomass response was related to colonization capacity.
RESULTS
The total N concentration in the aboveground biomass of the seven forest herbs was unrelated to the former land use, the colonization capacity and the biomass of the sampled plants. The total plant P concentrations did differ between stands with different land‐use histories. In post‐agricultural forest stands, P concentrations were consistently higher in all species compared to ancient stands. There was also considerable variation among species, but this variation was unrelated to the colonization capacity of the species. Land‐use history had a significant impact on the N:P ratios, which were consistently lower in post‐ agricultural versus ancient stands.
Six out of the seven forest herbs tended to increase their biomass in the post‐agricultural stands relative to the ancient stands. The degree to which the species increased their biomass in post‐agricultural versus ancient forest stands was significantly related to the colonization capacity index, i.e., the slowest colonizers showed the smallest relative increase in biomass. | 1,632 | 873 | {
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9TH–12TH GRADE PLACEMENT TESTING
The purpose of placement testing at Veritas Academy is to that ensure applicants have the appropriate skills for the grade level and courses they will be entering in the upcoming school year. School of Rhetoric testing focuses on the areas of English and math and covers grammar, reading, writing, and course-specific math objectives. The results of the assessment will be reviewed by the Veritas admissions board, along with your child's complete application, to determine placement and/ or admission. In some cases, an academic meeting may be scheduled to review testing results.
OBJECTIVES
The below objectives are skills that are assessed for applicants going into 9th-12th Grade. While we will take into account the timing of the assessment and understand that these skills may/may not have been covered in your child's current curriculum, a conceptual understanding in the listed areas is needed for successful placement into courses for each grade level.
MATH
Understanding and proficiency in the identified objectives will determine placement into one of the following School of Rhetoric math courses.
ALGEBRA I
* All operations with integers
* All operations with decimal numbers to the hundredths place
* Order of operations
* Solving multi-step equations
* Plotting points on the coordinate plane
* Finding slope between two points
* Graphing lines in slope-intercept form and standard form
* Simplifying expressions involving exponents
* Combining like terms
* Solving systems of equations
* Distributive Property
* Multiplying Binomials
GEOMETRY
* Order of Operations
* All operations with like variables
* Multiplying binomials
* Solving equations including linear, inequalities, square root, and quadratic, using the Quadratic Formula.
* Factoring polynomials
* Graphing linear functions
* Simplifying radical expressions
* Solving systems of equations
VERITAS ACADEMY
NOVEMBER 2023
9TH–12TH GRADE PLACEMENT TESTING OBJECTIVES
ALGEBRA II
* All operations with like variables
* Multiplying binomials
* Solving equations including linear, inequalities, square root, and quadratic, using the Quadratic Formula
* Factoring polynomials
* Simplifying rational expressions
* Graphing linear functions
* Solving systems of equations
* Finding the distance, slope, and midpoint between two points
* Complementary and supplementary angles
* Angle relationships in relation to a set of parallel lines and a transversal
* Finding the legs and angles of a right triangle
* Finding intercepts of a line algebraically
* Slope-intercept form, standard form, and point slope form of linear equations
* Finding perpendicular lines algebraically
PRECALCULUS | FUNCTIONS, STATISTICS, & TRIGONOMETRY (FST) | CALCULUS
* Solving equations including inequalities, square root, quadratic, rational, and logarithm, using the Quadratic Formula
* Factoring polynomials
* Simplifying rational expressions, rational exponent expressions, logarithm expressions and imaginary expressions
* Graphing linear and quadratic functions, and conic relations
* Solving systems of equations
* Complementary and supplementary angles
* Angle relationships in relation to a set of parallel lines and a transversal
* Finding the legs and angles of a right triangle
* Compositions of functions
* The Fundamental Theorem of Algebra
ENGLISH
Understanding and proficiency in the identified objectives and past course history will determine placement into on-level humanities courses.
ENGLISH
* Oral reading fluency and word attack skills
* Reading comprehension and understanding of main idea
* Grammar/Parts of Speech
* Writing mechanics and convention, including spelling, punctuation, etc.
* Writing organization and development; thesis and argumentation
VERITAS ACADEMY
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CLASS: III
Subject: Activity Date:19/05/2020
Topic: GK -- World Monuments And Bird Fact Files
Time Limit: 1 Hour
Worksheet No.: 2
[Copy the questions following the notes and solve them on a sheet of paper date wise. Keep the worksheets ready in a file to be submitted on the opening day.]
A. Name the following:-
1.This bell tower is in Pisa, Italy. It is known due to its till towards the right side.
2.This is the largest Hindu temple in the world. It is situated in Cambodia and was built by king Suryavarman II.
3.It means "high city " and is in Athens, Greece. It was built on a hill for protection.
4.It is also known as "The clock Tower ".It is in London and has four chiming clocks that face four different directions.
5. It is the tallest man-made structure in the world. It is in Dubai and has 163 floors.
6. This place is located on a mountain ridge above the valley of Urubamba in Peru. The city is also called the "Lost City of Incas".
B. The names of some structures are given below. If it is a natural structure, write N; if man-made, write M.
1.The Grand Canyon.
2.Stonehenge.
3.Victoria Falls.
4.Mud volcanoes.
5. Ajanta Caves.
6.Mount Rushmore.
7.The Great Barrier Reef.
8.Eiffel Tower.
C. Identify the bird and write their names.
1. It is black in colour and is known to be a thief.
2. It has long pointed beak which it uses to make holes in the trees to eat insects.
3. It has a long neck, long legs and lives near water.
4. It is a fish-eating water bird. It catches fish and stores them in a pouch under its beak.
5.It is found in New Zealand. It cannot fly. There is also a fruit of the same name.
6.It lays eggs in the nests of other birds.
7.It can be trained to talk.
8.It is the national bird of India.
9.It is a symbol of peace.
10.It flies at night and has good eye sight.
11.It is a water bird with web-shaped feet.
12.It is well known as a carrier of messages.
BIRD FACT FILES
1. the fastest swimming bird in the world is Gentoo Penguin.
2. The bird with the most number of feathers is the whistling swan, with upto 25,000 feathers.
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MENTORTO MAKE A DIFFERENCE
As a ReadingPals mentor, you hold the keys to help improve our students' resiliency, motivation, competence and confidence.
CONFIDENCE
SELF-AWARENESS SS
EMPATHYTHY
BUILDING
RELATIONSHIPS
TIONSHIPS
RESPONSIBLE
DECISION-MAKING
MENTORSHIP
CONFIDENCE
Developing a positive and secure self-image lays the foundation for intrinsic motivation and a growth mindset.
Discuss how your student(s) feel about reading and why
Try to talk about more complex emotions.
Build a safe space for your student(s) to express their vulnerabilities.
Reinforce their belief in themselves
Applaud any small victory, as well as showing encouragement during when mistakes are made.
Recognizing your own feelings and beliefs and understanding how they affect your behavior.
SELF-AWARENESS
Give vocabulary words for feelings
Try to talk about more complex emotions than just "happy" or "sad."
Talk about anxiousness, annoyance, excitement, etc.
Talk about characters' feelings
Highlight how the characters' feelings change throughout the story.
EMPATHY
Ability to understand other people's feelings. The ability to understand and behave in social situations is also important.
Highlight the positive and negative ways that characters interact with one another
Ask why these interactions are positive or negative and how the participants might feel during these exchanges.
Ask how they feel about particular actions or events from your books or real life
This helps them understand their feelings matter to someone. Drawing connections between their feelings and others helps encourages the practice of empathy.
Ability to nurture healthy relationships with others. This includes having both good communication and conflict mediation skills.
BUILDING RELATIONSHIPS
Give student(s) authentic feedback
Explain what they did well and why you appreciate it. This models how to give constructive feedback to your student.
Thank student(s) for being good listeners
Help your student(s) develop their listening skills by asking them questions to see if they are paying attention to the story. Be sure t o thank them when they answer correctly!
RESPONSIBLE DECISION MAKING
Ability to make good decisions about one's actions based on ethics, safety, & social expectations.
Ask if characters in the story are making good or bad decisions
Be sure to highlight any consequences the characters must face as a result of their actions.
Talk to your student(s) about making decisions
Ask your student(s): what makes a particular decision good or bad? Why do they feel that way? | 1,179 | 525 | {
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12535 Probability Through experiment
Mathematicians have often solved problems by just doing some simulation or experiments. For example, the value of pi (π) can be approximately determined by randomly plotting points in a square that inscribes a circle. Because if the square is a 250 × 250 square, then its area is 62500 and the area of the inscribed circle is pi ∗ 125 2 = 15625pi. As the points are plotted randomly, so it can be assumed that number of points inside the circle and total number points plotted in the square is proportional to their respective area. So, in this way, the value of pi can approximately be determined by counting how many points are inside the circle (Figure 1). The value of pi can even be determined using a more sophisticated experiment like the Buffon's needle experiment (Figure 2).
Figure 1: Pi approximation by counting the number of points inside the circle
The two experiments mentioned above to approximately determine the value of pi could be simulated by writing a computer program very easily. It would have been nice to do this sort of experiment a lot of time (Say 1 billion billion) and get an almost perfect result but for lack of time we cannot do that in real life. In this problem, you will have to write a program that will help Professor Wu to perform a similar sort of experiment but this program may not be that straightforward.
Professor Neal Wu is trying to solve a classic problem using simulation: If three points are randomly plotted on the boundary of a circle, then what is the probability that they will be the three vertex of an acute triangle? Of course, this problem can be solved analytically and the result he gets is 0.25. Now, he wants to verify this result through an experiment. The result can be found approximately by plotting three random points on a circle billions of times and counting how many times these three points form an acute triangle. The beauty of such an experiment (as mentioned above) is that if we increase the number of trials, the result will become even more accurate. But if Dr. Wu wants to repeat this process 1000 billion times, it will take 2 hours of time and if he wants to repeat it a billion billion times, it may take more than 200 years. Dr. Wu has discovered that this process can be sped up by using a different approach — generate n random points on the boundary of a circle and they form n ( n − 1)( n − 2) 6 triangles as vertices. How many of these triangles are acute triangles? If the number of acute triangle is M and let
then the desired probability is M N . So, given the n points on the boundary, you have to assist Dr. Wu by writing a very efficient program to find the number of acute triangles.
Input
The input file contains around 40 test cases. But most of the cases are not extreme, so the size of the input file is around 3 MB. The description of each test case is given below:
Each case starts with two positive integers n (0 < n ≤ 20000) and r (0 < r ≤ 500). Here, n is the total of points on the circle boundary and r is the radius of the circle. The center of the circle is always at the origin (0,0). Each of the next N lines denotes the location of one point on the boundary of the circle. Each point is P , denoted by a floating-point number θ (0.000 ≤ θ < 360.000). This θ is actually the angle (expressed in degree) the point P creates at the center of the circle with the positive direction of x-axis. So the Cartesian coordinate of P is (r ∗ cos(θ), r ∗ sin(θ)). Value of θ will always have exactly three digits after the decimal point. No two points will be at the same location.
A line containing two zeroes terminates the input. This line should not be processed.
Output
Each test case produces one line of output. This line contains the serial of output followed by an n(n−1)(n−2) 6 integer. This integer denotes how many of the triangles formed by these n points are actually acute triangles.
Note: 20000 points generated on the boundary of a circle can actually create 20000 ∗ 19999 ∗ 19998/6 ∼ 1333 billion triangles. So, of experiment for 1333 billions can be done in, say, 0.5 second. Then experiments with 1 billion billion triangles can be done in around 100 hours only (In contrast to 200 years mentioned earlier) just by repeating this experiment. Also, if we put 1817120 points on the boundary of the circle, around 1 billion billion triangles are created, and the number of acute triangles within this large number of triangles can be computed within 5 minutes.
Sample Input
4 71
234.600
33.576
20.375
84.908
7 7
11.586
114.435
248.411 108.640 287.629 150.224 340.481 0 0
Sample Output
Case 1: 2
Case 2: 12 | 1,998 | 1,110 | {
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Description
In this science coding lesson, students will have the opportunity to explore the Ozobot and use it to demonstrate their understanding of the circulatory system of the human body.
Materials
- Ozobot(s)
Computational Thinking Skills Algorithm Design
- Markers (Black, Green, Red and Blue)
- White paper (or Good On One Side paper)
Introduction
Students will be reminded of key understanding regarding the circulatory system by the teacher:
- The circulatory system contains the blood, blood vessels and heart in the human body.
- This system supplies all parts of the body with oxygenated blood and nutrients.
Students will be introduced to the Ozobot by watching the How To video by Ozobot found here: https://www.youtube.com/watch?v=m5d4iXGbIGs
Students will be given time to explore the Ozobot freely with markers and about 20 minutes of time (or however long the teacher prefers) to try out different codes to get the feel of how it works,
Action
Students will be challenged to use the Ozobot to demonstrate their understanding of how the circulatory system works, specifically the travelling of the blood in the blood vessels.
- oxygenated blood (red) travels out from the heart, through arteries to the capillaries to all areas of the body.
- deoxygenated (blue) blood travels from the capillaries, back to the heart through veins
Teachers will highlight the meaning and importance of the word perseverance.
- Perseverance: continued effort to do or achieve something despite difficulties, failure
Teachers will discuss that this task will involve being perseverant and creating many attempts. Designs will fail and can be improved on over, and over again until students are happy with their design.
Task: Students will use the Ozobot to demonstrate their understanding of how the circulatory system works
- Students will demonstrate that the blood goes to all extremities of the human body, including all limbs
- Students will use the following codes (at least) to demonstrate the circulatory system.
o a U-turn
o directions
o one "cool move"
Consolidation/Extension
Possible Bonus/Extensions:
- Challenge students to have the Ozobot return to the heart after each extremity.
- Challenge students to have the Ozobot move in an forever continuing pattern
- Challenge the students to code the Ozobot to turn from red to blue when the blood moves from the arteries back to the veins and back to the heart to demonstrate oxygenated/deoxygenated blood.
Assessment
- Students will be asked to either write, or verbally explain (teacher/student choice based on time and needs) how their Ozobot design represents the circulatory system in the Human Body. If time allows, teachers can invite students can videotape and annotate the video, describing the steps that the Ozobot took to complete the demonstration of the circulatory system.
Possible Questions to assess learning and understanding:
- What were the steps used? Students will list as an algorithm flow chart of steps that were completed by the Ozobot, or discuss the process during a demonstration of their completed pathway.
Additional Resources
https://ozobot.com/
https://www.youtube.com/watch?v=m5d4iXGbIGs
Ozobot Code sheets:
https://play.ozobot.com/print/guides/ozobot-ozocodes-reference.pdf
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10781 Global Positioning System
One day Mahbub lost his way in a forest. He had no GPS receiver. But he had a watch which gives time in GMT and he knew the date. With the watch he note the time of sunrise and sunset and calculated his approximate position on the earth.
The word solstice is a corruption of 2 Latin words that mean sun and stand. The days when this occurs are known as the Summer Solstice and the Winter Solstice. Very basically the Earth revolves round the Sun, also the Earth's axis is tilted relative to the Sun at 23.45 ◦ . The relative tilt of the Earth's varies to the supposed axis of the Sun as we progress through the year. With the respective movements of Sun and Earth at these significant times during the year the northern and southern hemispheres are nearer the Sun, or the Sun is further north or south. In the northern hemisphere, when the Sun is furthest north at the time of the Summer Solstice the Sun is overhead at latitude 23.45 ◦ north, also known as the Tropic of Cancer. Vernal and Autumnal Equinoxes are in fact the point when the Sun passes over the Equator.
For calculation Mahbub assumes the following:
* The earth is a perfect spare of radius 6378 km.
* The earth rounds the sun in a perfect circular path in 365 days (neglect leap years) with a constant speed.
* The earth rounds around its own axis in 24 hours.
* Earth's axis is tilted relative to the Sun at 23.45 ◦
.
* 21st June 12 pm GMT is the Summer Solstice.
* π = 2 ∗ arccos(0)
NB: There are days at north and south pole, at which the sun shines the whole day, or it doesn't shine at all. There will be be no such input.
Input
Input is consist of several test cases. Each test case contains date (dd/mm) and time (hh:mm:ss) of sunrise in GMT, time (hh:mm:ss) of sunset in GMT. Input will be terminated by end of file.
Output
For each test case print the latitude and the longitude (ddd:mm:ss NSEW). Error of at most ±1 minute is acceptable. When it is impossible to calculate either latitude or longitude print the line 'Lost My Way'. Each test case should be separated by new line.
Sample Input
```
01/01 06:00:00 18:00:00 31/12 10:00:00 22:00:00 15/12 00:33:00 11:14:00 20/09 12:00:00 00:00:00
```
Sample Output
```
000:00:00 N 000:00:00 E 000:00:00 N 060:00:00 W 021:40:48 N 091:37:30 E Lost My Way
``` | 1,101 | 624 | {
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CURRICULUM CONNECTIONS
For All In The Boat - Post-show Activity
Study Guide - Ladies and Gentlemen, Boys and Girls by Dave Deveau Roseneath Theatre 2018
Drama
Grades 4-6 Overall Expectations
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works,
using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives; B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences;
Grades 4-6 Specific Expectations
B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places
B1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context
B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role
B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others' drama work
Grade 7-8 Overall Expectations
B1. Creating and Presenting: apply the creative process to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives; B2. Reflecting, Responding, and Analysing: apply the critical analysis process to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences
Grade 7-8 Specific Expectations
B1.1 engage actively in drama exploration and role play, with a focus on examining multiple perspectives and possible outcomes related to complex issues, themes, and relationships from a wide variety of sources and diverse communities
B1.2 demonstrate an understanding of the elements of drama by selecting and manipulating multiple elements and conventions to create and enhance a variety of drama works and shared drama experiences
B1.3 plan and shape the direction of the drama by negotiating ideas and perspectives with others, both in and out of role
B2.1 construct personal interpretations of drama works, connecting drama issues and themes to social concerns at both the local and global level
B2.2 evaluate, using drama terminology, how effectively drama works and shared drama experiences use the elements of drama to engage the audience and communicate a theme or message | 1,144 | 544 | {
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Social and Emotional Development
Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.
Benchmark 1: The student will acquire and use self-knowledge
Social and Emotional Development
Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.
Benchmark 2: The student will acquire and use interpersonal skills.
play
Social and Emotional Development
Standard 1: The student will acquire knowledge, attitudes, and interpersonal skills to help them understand and respect self and others.
Benchmark 3: The student will appreciate perspective and emotions of others.
groups
Social and Emotional Development
Standard 2: The student will make decisions, set goals, and take necessary action to achieve goals. Benchmark 1: The student will acquire knowledge and skills to make decisions and set goals.
Social and Emotional Development
Standard 3: The student will understand personal safety skills.
Benchmark 1: The student will acquire personal safety skills and demonstrates digital citizenship.
Social and Emotional Development
Standard 3: The student will understand personal safety skills.
Benchmark 2: The student will acquire skills to ensure health and well-being.
Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span.
Benchmark 1: The student will demonstrate academic selfconfidence and skills and attitudes to enhance learning.
7
Academic Development
Standard 1: The student will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark 2: The student will achieve school success.
goals
8
Academic Development
Standard 2: The student will complete school with the academic preparation to choose from post-secondary options.
Benchmark 1: learning.
The student will plan to achieve goals for lifelong goals
Academic Development
Standard 3: The student will understand the relationship of academics to life skills and college and career readiness. Benchmark 1: The student will relate school to life experience.
school
Career Development
Standard 1: The student will acquire the skills to investigate career.
Benchmark 1:
The student will develop career awareness.
Career Development
Standard 1: The student will acquire the skills to investigate career.
Benchmark 2: The student will develop employment readiness.
Career Development
Standard 2: The student will employ strategies to achieve future career goals with success and satisfaction. Benchmark 1: The student will acquire career information.
Career Development
Standard 2: The student will employ strategies to achieve future career goals with success and satisfaction. Benchmark 2: The student will identify career goals.
Career Development
Benchmark 1: The student will acquire knowledge to achieve career
Standard 3: The student will understand the relationship between personal qualities, education, training and career. goals.
Career Development
Standard 3: The student will understand the relationship between personal qualities, education, training, and career success. Benchmark 2: The student will apply skills to achieve career goals. | 1,477 | 624 | {
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Nutrient management to protect groundwater
Maurice L. Vitosh and Lee W. Jacobs, Extension Soil Specialists, Department of Crop and Soil Sciences, Michigan State University
Considerable national attention is being given to nitrate nitrogen (N) contamination of groundwater and phosphorus (P) contamination of surface water.The source of this contamination is non-point in nature, meaning that it cannot be specifically identified. Agricultural practices, however, have been implicated as causing much of the non-point source contamination.
Water is the most common ingredient in all natural processes and is the medium for movement of nutrients away from the land surface. It is constantly being recycled from water surfaces and through plants to the atmosphere by evapotranspiration and back again to the earth's surface as precipitation to produce stream flow and groundwater flow on and within our land surface.As water moves through this cycle, it dissolves nutrients from soil minerals, crop residues, fertilizers, manures and other materials.Thus nutrients, like water, have their own natural cycle.
The earth contains an abundant supply of plant nutrients, but not all agricultural soils contain adequate nutrients for intensive crop production, particularly N. P and potassium (K). Fertilizers, manures and other organic materials are required to supplement nutrients supplied by the soil.All nutrients, whether they are synthetic or naturally occurring, can become mixed with surface water or groundwater by natural processes such as runoff and leaching.Therefore, proper management of all nutrients is crucial to protect surface and groundwater quality.
Managing the amount, form, placement and timing of nutrient applications is the only realistic and practical approach to minimizing the risk of surface and groundwater contamination. Education and demonstration programs are urgently needed to help producers become more aware of potential environmental problems and to get them to adopt best management practices. Other less desirable alternatives include legislative action and enforcement.
MSU is an affirmative-action, equal-opportunity institution. Michigan State University Extension programs and materials are open to all without regard to race, color, national origin, gender, religion, age, disability, political beliefs, sexual orientation, marital status, or family status. • Issued in furtherance of Extension work in agriculture and home economics, acts of May 8 and June 30, 1914, in cooperation with the U.S. Department of Agriculture. Tom Coon, Extension Director, Michigan State University, E. Lansing, MI 48824. • This information is for education purposes only. References to commercial products or trade names do not imply endorsement by MSU Extension or bias against those not mentioned. | 1,195 | 512 | {
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Session 9: Inquiring Minds and Promoting Discussions
Session Overview
This session is one of four Apply and Refine sessions. It introduces and provides an overview of inquiry in informal environments. Participants conduct an investigation, then observe visitors and facilitators interacting as they engage in an inquiry on the museum floor. The second part of this session focuses on how educators can build upon learners' diverse responses to questions to engage them in learning through discussions and offers practical discussion-leading strategies.
Session Objectives
In this session, participants:
. are made aware of how inquiry science looks in informal settings;
. experience inquiry-based, hands-on ocean sciences activities used in informal settings;
. observe an experienced educator's use of questioning and response strategies with visitors;
. discuss the essential features of inquiry;
. learn about and analyze a variety of responding strategies to promote discussions between facilitator and visitors;
. learn how to effectively:
§ draw in all learners to understand what they are thinking;
§ create an open intellectual environment where learners learn through doing and discourse;
§ build upon learners' diverse responses to questions to engage them in learning through discussions.
Session Activities at a Glance
Quick Write. Participants reflect on and write about their thoughts from the reading. They share their ideas.
Activity: Crayfish Investigation. Participants do a crayfish investigation, a modified informal version of a hands-on inquiry-based activity originally designed for the classroom.
Observation: Inquiry on the Floor. Participants have the opportunity to observe an on-the-floor version of the Crayfish Investigation. They take notes about the similarities and differences between the version they did in the classroom and the floor version.
Discussion: Comparing and Debriefing Crayfish Investigations.
Participants revisit the crayfish inquiry investigation and discuss how leading the activity for general visitors in an informal setting differs from the classroom experience they had.
Research Discussion: Responding strategies. Participants are given a handout describing ideas from research about effective ways to respond to learner's questions and comments while encouraging discussions. They review the ideas then apply them to their own experiences.
Activity: Apply responding strategies. This activity provides an opportunity for participants to apply what they've learned about responding strategies.
Discussion: Overview of essential features of inquiry. The essential features of inquiry are discussed and common patterns of inquiry in museums described.
Science Briefing: Seaweeds. A presentation about seaweeds provides participants with content about seaweeds for their use as they present on the floor. This presentation is also used to model (1) how to present science content in an interactive way, and (2) how to effectively respond to questions and comments while encouraging discussions.
Work with Partner. Participants work with their partner to incorporate new ideas into the design of their activity.
Homework. Readings and tasks are assigned. | 1,334 | 566 | {
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history is important, because family stress can exacerbate or prolong what begins as a normal developmental phase. The coexistence of other behavioral problems, such as sleep problems, learning problems, and social problems, suggests the possibility of a more serious mental health disorder.
Laboratory studies screening for iron deficiency anemia and lead exposure are important. Other laboratory and imaging studies are performed only when the history and physical examination suggest a possible underlying etiology. Some children with excessive tantrums should have a formal developmental evaluation.
The physical examination focuses on discovering an underlying illness that could decrease the child's ability to self- regulate. A thorough examination of the skin to identify child abuse is recommended (see Chapter 22). The neurologic examination identifies underlying brain disorders. Dysmorphic features may reveal a genetic syndrome. Behavioral observations reveal a child's ability to follow instructions, play with age- appropriate toys, and interact with parents and the clinician.
DIFFERENTIAL DIAGNOSIS
Most children who have temper tantrums have no underlying medical problem. Hearing loss and language delay may be associated with temper tantrums. Children with brain injury and other brain disorders are at increased risk for prolonged temper tantrum behavior (in terms of actual tantrum duration and continued manifestation after the normal tantrum age). These children include former premature infants and children with autism, traumatic brain injury, cognitive impairment, and Prader-Willi and Smith-Magenis syndromes. Children with rare conditions, such as congenital adrenal hyperplasia and precocious puberty, also may present with severe and persistent tantrums. Children with intellectual disability may exhibit tantrums when their developmental age is comparable to 3 to 4 years.
TREATMENT
In some cases, parents inadvertently reinforce tantrum behavior by complying with the child's demands. The child's behavior can be seen as manipulative or simply as learned behavior from a prior successful experience. Parental ambivalence about acceptable toddler behavior also may lead to inconsistent expectations and restrictions. Helping parents clarify what behavior is allowed and what is off limits can avert the temptation to give in when the child screams loudly or publicly.
Intervention begins with parental education about temper tantrums, stressing that tantrums are a normal developmental phase. Parents may have unwarranted concerns about their child's mental health. The clinician can help parents understand their role in helping the child move toward self-regulation of frustration and anger. The environment can be structured to limit toddler frustration; age-inappropriate demands on the child; and hunger, fatigue, loneliness, or hyperstimulation. It is important to review the child's daily routine to understand whether the child's tantrums are communicating essential unmet needs. Children who behave well all day at day care and exhibit temper tantrums at home in the evening may be signaling fatigue or need for parental attention. Identification of underlying stress is the cornerstone of treatment because many stressors can be eliminated. Parents may consider some changes in the home environment so that they do not have to say "No" to the child as frequently.
Distraction is an effective means of short-circuiting impending tantrums. Physically removing the child from an environment that is associated with the child's difficulty is sometimes helpful. Further behavioral interventions are recommended only after engaging in strategies to help the child gain control by meeting basic needs, altering the environment, and anticipating meltdowns. Recommended behavioral strategies include behavior modification with positive and negative reinforcement or extinction. During the first week of any behavioral intervention, tantrum behavior may increase. Parents must be warned that it will probably get worse before it gets better. At the same time that parents are working to extinguish or decrease the tantrums, it is important that they provide positive reinforcement for good behavior.
PREVENTION
Providing parents with knowledge about the temper tantrum stage and strategies for assisting the child with emotional regulation is recommended at a health care maintenance visit between 12 and 18 months of age. Regular routines for sleeping, eating, and physical activity in a childproofed home (or day care center) provided by well-rested and psychologically healthy parents (or caregivers) usually result in a quick transition through this challenging period. | 1,959 | 841 | {
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Group Members:
Photograph 1
Introduction
* Greet the Japanese student. Leave a blank for their name. You might want to say hello in Japanese. (Konichiwa)
o We are excited about working together . . .
* Opening statement
o We hope to learn a little bit about Japan from you . . .
* School name
o We look forward to working on the Global Awareness Project together with you . . .
* Grade level
* Introduce each group member.
* Location of school
* Interview the group members. Give one interesting fact about each person.
* Write a sentence to introduce your image.
o Our group analyzed page . . .
o We analyzed page . . .
o Our group was responsible for analyzing page . . .
* Introduce the next speaker.
o ____ will now explain how we interpreted the image.
o Now here is ____ who will tell you about our hypothesis . . .
Setting: Time and Place (Period 6 only)
A: Answer the question. Restate the question and include the answer.
What is the setting of the story?
C: Cite the evidence that BEST supports your answer.
Choose one of the sentence starters to use in your paragraph.
* As seen in the image . . .
* Based on the image . . .
* The image reveals . . .
* In the ______ (upper, lower) corner of the image . . .
* I can infer . . .
* The image shows . . .
* The image appears to show . . .
E: Explain and extend your response. This is where you prove your point.
Introduce the next speaker.
o Now here is ____ who will tell you about . . .
o ____ will now explain . . .
Bamboo Sticks
A: Answer the question. Restate the question and include the answer.
What message is the author trying to convey in the image?
C: Cite the evidence that BEST supports your answer.
Choose one of the sentence starters to use in your paragraph.
* As seen in the image . . .
* Based on the image . . .
* The image reveals . . .
* In the ______ (upper, lower) corner of the image . . .
* I can infer . . .
* The image shows . . .
* The image appears to show . . .
E: Explain and extend your response. This is where you prove your point.
Introduce the next speaker.
o Now here is ____ who will tell you about . . .
o ____ will now explain . . .
Uniform and Headband with star
A: Answer the question. Restate the question and include the answer.
What message is the author trying to convey in the image?
C: Cite the evidence that BEST supports your answer.
Choose one of the sentence starters to use in your paragraph.
* As seen in the image . . .
* Based on the image . . .
* The image reveals . . .
* In the ______ (upper, lower) corner of the image . . .
* I can infer . . .
* The image shows . . .
* The image appears to show . . .
E: Explain and extend your response. This is where you prove your point.
Introduce the next speaker.
o Now here is ____ who will . . .
o ____ will now wrap up our group's presentation. . .
Conclusion
* Closing statement
o Thank you for watching our video . . .
o We are looking forward to seeing if our hypothesis is true
o We can't wait to watch your video . . .
o We hope to hear from you soon.
* Pose a question about Japan that you would like them to answer.
o We have a question we hope you can answer . . .
o Our group would like to ask you . . .
o Can you explain to us . . .
o We would like to know . . .
* Say goodbye to the Japanese student. Leave a blank for their name. You might want to say goodbye in Japanese. (Sayonara) | 1,499 | 828 | {
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2016 KKC Lesson Plan
Title: Global Awareness Project
Courses: U.S. History 1877 to the Present
Grade 7
Objective: To encourage students to explore new ways to connect, learn, share, and collaborate globally
Virginia Social Studies Standards:
* The student will demonstrate skills for historical thinking by analyzing and interpreting artifacts and primary and secondary sources to understand events in United States history.
* The student will demonstrate skills for historical thinking by using evidence to draw conclusions and make generalizations.
* The student will apply social science skills to understand the major causes and effects of American involvement in World War II by describing major events and turning points of the war in the Pacific.
Overview
Students at South County Middle School and Mejiro Kenshin Junior and Senior High School will collaborate on a reading of the picture book I Will Never Forget that Day by Kiyomi Kohno. South County students will use historical thinking skills to develop a deeper understanding of the Hiroshima atomic bomb. Mejiro Kenshin students will have the opportunity to work with native English speakers to expand their spoken language capacity. Students at both sites will use technology to develop a deeper appreciation of each other's culture and perspective. Both sets of students will benefit by having the opportunity to learn together and to see the world beyond the walls of the classroom.
Participants
Mejiro Kenshin Junior and Senior High School
* Haruko Morimoto, English teacher
* Chris Kozak, English teacher
South County Middle School
* Cindy Downing, History teacher (grade 7)
* Lisa Reaves, English teacher (grade 7)
Lesson Development
* The activity is designed around a process of inquiry. Seventh grade students at South County will read the picture book I Will Never Forget that Day by Kiyomi Kohno. As the I Will Never Forget that Day is written by an atomic bomb survivor, students will review images within the book as primary sources. Using context clues, students will analyze the illustrations, developing
a hypothesis to share with students at Mejiro Kenshin. Students will complete a graphic organizer to help them develop their hypothesis.
* Each group of students will create a short 1-2 minute video that highlights the page in the picture book and the group hypothesis. The videos will be shared with students at Mejiro Kenshin Junior and Senior High School in Tokyo, Japan.
* Students at Mejiro Kenshin will watch the videos. They will create a 1-2 minute video response, reading in English the text of the featured page in the picture book. The videos will be shared with South County students who will see if their hypothesis was correct.
* After the students have finished reading the picture book, the students from South County Middle School will write letters to the author, Kiyomi Kohno. | 1,276 | 580 | {
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For more information visit "Sustainable Snoqualmie" on www.ci.snoqualmie.wa.us
Provides links to sustainability information in the city
Downloads of the Snoqualmie Sustainability Strategy
Information on Sustainability Speaker Forum Sessions
Explore your commute
Americans own 33%of the world's vehicles
We emit 50% of global transport emissions
In 2004, U.S drivers drove cars and light trucks 2.6 trillion miles — the same as driving back and forth to Pluto 470 times.
#1 Let Your Kids Walk to School.
20-25% of morning rush-hour traffic is from parents driving kids to school.
1/3 of all U.S. children are obese, atrisk or overweight; ¼ get no free-time activity at all.
An everyday 15 minute walk to school and back burns 300 calories per week, or about 2 desserts.
Annually driving 1 mile to school and back is $70 in gas. If every child walked to school 2 days/week, the city would save $25,000/year in gas.
It would also keep 2,140 pounds of fat off of our kids.
#2 Take on Biking for Small Trips
A four-mile round trip by bicycle keeps 15 lbs of pollutants out of the air we breathe.
40 % of all trips are within 2 miles of home.
Bicycling burns 381 (F) to 531 (M)calories an hour. This is the same as:
(M) 1 Cheeseburger w/ Regular Fries
(F) 1.5 scoops B&J Choc Fudge Brownie Ice Cream
Bicycling is ideal for small commutes to work or school & small shopping trips.
#3 Downsize. Change Habits.
Increasing your mpg by 3 can save 3,000 pounds of carbon dioxide every year.
A 3 mpg increase could save the average Seattle/Bellevue/ Redmond/Renton commuter $270 a year in gas.
Consider these tips:
* Properly inflate tires (improve mpg by 3%);
* Remove empty roof racks (can increase emissions by10%)
* Turn off vehicle when idle for more than 1 min
From Session 1: Carpool Once a Week
Some of our largest personal carbon emissions some from cars & trucks.
A commuter to Seattle/Bellevue/ Redmond/Renton could save $260 a year by splitting gas carpooling once a week
If every Snoqualmie worker carpooled once a week, it would save 4,690 tons of CO 2 e -- the emissions of 1,000 cars for a whole year!
Further Explore your commute
Rideshare: www.rideshareonline.com Now easier to use and connect!
R-Trip: www.gortrip.com/home/home Earn a one-time $50 reward and participate in the chance for weekly drawings
SVT www.snoqualmievalleytransportation.org 50-cent rides to surrounding cities
Avg 1-way bus commutes:
Metro http://tripplanner.kingcounty.gov/
Seattle 50 min; Issaquah 45 min; Bellevue 75 min; North Bend 76 min ;Redmond 120 min; Renton 105 min
Agent Green
"Your Mission, should you choose to accept it…"
Consider Planning Issues
Walkscores:
Downtown area: 68 (Somewhat Walkable)
Neighborhood Center: 72 (Very Walkable)
Deep in the Ridge (ie.SE Carmichael): 35 (Car-Dependent)
How does this relate to density, connectivity and future development patterns?
Agent Green
"Your Mission, should you choose to accept it…"
The Planning Department wants to name its 2012 Comprehensive Plan Update process.
- Something that will bring people here.
- Something that you create!
- Something Snazzy…
We will accept submissions through the next two forum sessions.
Win a prize if we select your name !
Email firstname.lastname@example.org
Greening Snoqualmie Sustainability Speakers Forum
Upcoming Sessions…
Monday, May 17, 7:00 p.m.
The Electric Slide and the Green Side
Monday, June 21, 7:00 p.m.
Snoqualmie: Green Visions & If I Had my Druthers | 1,790 | 988 | {
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Create a Menorah
This Hanukkah, get your child in the holiday spirit by making a homemade menorah! Since most of the materials for this project can be found around the house, it's simple and inexpensive, and is a good way to teach your child about recycling and reusing materials that we usually throw in the trash. Once Hanukkah is over, you can save the menorah for future celebrations, or simply make a new one each year.
This project gives your child practice using a ruler and helps develop his fine motor skills.
What You Need:
Empty paper towel rolls
Pencil
Ruler
Scissors
Large, flat piece of cardboard, at least 6" wide and 20" long
Acrylic paint in light blue
Acrylic paint in a darker shade of blue, or another color of your child's choosing
9 votive candles
9 clear glass votive holders small enough to fit inside the paper towel rolls
What You Do:
1. Help your child use the ruler to divide the paper towel roll into 2" segments, marking the segments with a pencil. Keep marking out 2" segments until you have 9 in total.
2. Once you have all your segments marked out, have your child cut the paper towel roll(s) at the pencil markings, being careful not to smash the roll too much.
3. Paint each cardboard ring with the light blue paint. Let them dry.
4. Help your child measure and cut out a 2 1/2" square from the flat piece of cardboard. Help your child trim the corners of the square to create a circle.
5. Help your child cut the remainder of the flat cardboard so it measures 3" x 20".
6. Have your child paint the rectangular piece of cardboard and the circular cut-out with the light blue paint. Let both pieces dry.
7. Once the paint has dried, help your child paint the bottom half of each cardboard ring with the dark blue or other color paint. This will provide contrast between the rings and the base of the menorah.
8. Help your child arrange the rings in a row on the long piece of flat cardboard.
9. Place the circular piece of cardboard under the middle ring to raise it slightly above the rest of the rings.
10. Place the votive candles into the glass votive holders, one candle for each holder.
11. Have your child slide one votive holder into each of the cardboard rings on the menorah. The glass holders will prevent the paper towels from catching fire when the candles are lit.
Now your menorah is ready for lighting! Happy Hanukkah!
© Copyright 2006-2012 Education.com All Rights Reserved. | 955 | 553 | {
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The village of Woods Hole was settled more than 300 years ago and for two centuries remained primarily a farming and fishing community. Then in 1871 the United States Commission of Fish and Fisheries (precursor of the National Marine Fisheries Service) was established, and its first director, Spencer Fullerton Baird, set up a temporary collecting station in Woods Hole to study marine animals. Attracted by the abundance of fauna and unpolluted waters, he established a permanent laboratory in the village in 1875. Soon, visiting scientists were studying local marine plants and animals, and a hatchery was organized to stock rivers with shad, salmon, and other fish. At about the same time, the Fish Commission acquired Albatross, a 234-foot steamer and the first American ship to be designed and built as a research vessel.
Human Resources: History of the Scientific Community in Woods Hole
In 1888, a second institution, the Marine Biological Laboratory (MBL), was established across the street. Its founders believed that some of the essential processes of life, such as cell division, nerve and muscle activity, and development, might be studied more easily in simple marine forms than in higher animals. Consequently, both teaching and research were begun in cellular biology, embryology, and biomedical fields as well as in marine biology in general. For almost 90 years MBL was solely a summer institution, but since the 1970s it has housed a number of major year-round programs.
Water Street, early 1900s. Candle House at right dates to Woods Hole?s whaling days (1828?1864). Fisheries building is at left in background. (NEFSC Photo Archives)
The Woods Hole Oceanographic Institution (WHOI), a private nonprofit organization originally funded by the Rockefeller Foundation, struck off in a somewhat different direction. It was incorporated in 1930 to study all branches of oceanography. Since much of the research was planned for the deep sea, the research vessel Atlantis was built and used from 1931 to 1964. In its first decade, WHOI was primarily a summer institution. During World War II it changed to a year-round operation to gather oceanographic information for anti-submarine warfare, amphibious landings, and other operations. After the war, WHOI continued to work with the government, and at present 80 percent of its annual budget is supported by federal grants and contracts.
In the 1960s, the Fisheries and MBL replaced old wooden buildings with a new aquarium and modern laboratories; WHOI expanded its research programs and facilities and established a graduate education program in concert with Massachusetts Institute of Technology (MIT). A fourth institution, the U.S. Geological Survey, headquartered its new Branch of Atlantic Marine Geology here to investigate the geology and geophysics of the Atlantic, Gulf of Mexico, and Caribbean. The Sea Education Association joined the community in 1975, and Woods Hole Research Center in 1985.
Last updated: October 25, 2012
MBL botany class students during an 1895 specimen collection trip. (MBL Collection)
Related Files
Copyright ©2007 Woods Hole Oceanographic Institution, All Rights Reserved.
Mail: Woods Hole Oceanographic Institution, 266 Woods Hole Road, Woods Hole, MA 02543, USA.
E-Contact:
firstname.lastname@example.org
; press relations:
email@example.com
, tel. (508) 457-2000
Problems or questions about the site, please contact firstname.lastname@example.org | 1,591 | 722 | {
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WATER & SEWER
How much water does it take?
You may be surprised by how much water we use every day. Typically, each individual in the average residence served by New Jersey American Water uses about 80 gallons of water every day. Here is a summary of how much water is used on average for common household tasks:
Washing machine 20 to 40 gallons per load per load
Hand washing dishes Up to 20 gallons per load
Automatic dishwasher 6 to 12 gallons per load
Bath 20 to 50 gallons
Shower 2 to 10 gallons per minute
Toilet 3 to 7 gallons per flush
Faucet 2 to 4 gallons per minute
Garden hose (1/2 inch) 300 gallons per house
- 2011 Water Quality Report
- Fluoride Levels in Water - Recent Changes
- Billing Schedule & Rates
- Drinking Water Information/Letter to Residents 3/31/06
- Stormwater Management
Water & SewerHopewell Borough is a community that has continued to operate its own water system for the past 94 years. Our water supply comes from a new interconnection with NJ American Water and is working well within the Borough. The water provided through the interconnection has been fully treated, the water from our well is disinfected with sodium hypochlorite (liquid chlorine). The water mains are maintained with an annual flushing program. We have one storage reservoir which holds approximately a day an a half supply of water. We are very proud of our water system and the quality and purity of the water. Residents are urged to call Dave Misiolek at 466-0168, or Borough Hall with any comments or complaints. (Please note: for questions about water and sewer billing, call Regina Toth at 466-2636.) Residential and commercial water usage is determined by standard water meters, generally located within each building. Remote electronic digital meters (or "Homers") have also been installed outside most residences, allowing for convenient, unattended quarterly reading of meters by the Water Department. If you feel your water usage has suddenly changed without explanation, please call the Water Department and we will investigate the problem. It is an owner's responsibility to repair any problems we uncover with the interior plumbing of a building. Leaks in the water service between the curb shutoff and the meter are also the owner's responsibility. Water Hardness:
Remember...hot summer temperatures always increase the demand for water. Please try to use water conservatively when using it for summer activities...Every drop counts. In the event we find it necessary to reduce water consumption in order to protect the stability of the system and the health and safety of the Borough's residents, we will notify all residents in one of several ways: by post-card, flyer, on this web-page, or in local newspapers.
12 grains per gallonNote: If you have experienced discolored water, it is possible that hydrants were opened near your address. The Fire Department occasionally opens the hydrants for training purposes. The discoloration is temporary and the water is perfectly safe to drink. However, you may want to refrain from washing clothes until the water color returns to normal. Please call the Fire Department at 466-0060 with any questions or comments regarding this matter.
WATER DEPARTMENTDave Misiolek, Director firstname.lastname@example.org
11 Burton Avenue Hopewell, NJ 08525 466-0168
Please note: for questions about water and sewer billing, call Regina Toth at 609-466-2636. | 1,676 | 757 | {
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The correct way to perform ruqyah for a small child
I have a daughter who is a little over one year old. After I have finished reciting the adhkaar of the morning and evening, I blow on her. Is that permissible? Is this the correct way to perform ruqyah for a small child?.
Praise be to Allaah.
The correct way to perform ruqyah for a small child in order to protect him is what the Prophet (blessings and peace of Allah be upon him) used to do for his (grand)sons al-Hasan and al-Husayn (may Allah be pleased with them).
Al-Bukhaari (3371) narrated that Ibn 'Abbaas (may Allah be pleased with him) said: The Prophet (blessings and peace of Allah be upon him) used to seek refuge with Allah for al-Hasan and al-Husayn, and he said:
"Your father (Ibraaheem) used to seek refuge with (these words) for Ismaa'eel and Ishaaq: A'oodhu bi kalimaat Illaahi't-taammah min kulli shaytaanin wa haammah wa min kulli 'aynin laammah (I seek refuge in the perfect words of Allaah from every devil and every vermin, and from every bad eye)".
Ibn Hajar said in Fath al-Baari (6/410):
The word "haammah (vermin)" refers to poisonous things.
The words "from every bad eye" ‒ al-Khattaabi said: What is meant by this is every disease and ailment that may affect a person of insanity and confusion. End quote.
It is also mustahabb when performing ruqyah for children to recite al-Mu'awwidhatayn (the last two soorahs of the Qur'an) over them and page 1 / 3
to wipe their bodies whilst reciting, or to recite them into one's hands and blow in them, spitting lightly, then wipe them over whatever of their body one can reach, or to recite them into water and wipe them or wash them with it. The Prophet (blessings and peace of Allah be upon him) used to seek refuge for himself and others by means of these two soorahs.
It was narrated that Abu Sa'eed al-Khudri (may Allah be pleased with him) said: The Messenger of Allah (blessings and peace of Allah be upon him) used to seek refuge with Allah from the jinn and people's eyes
(i.e., the evil eye) until the Mu'aawidhatayn were revealed, then when they were revealed he began to recite them for protection and stopped reciting anything else.
Narrated by at-Tirmidhi (2058); classed as saheeh by al-Albaani in Saheeh at-Tirmidhi.
Blowing with a little saliva after reciting the Mu'aawidhatayn is taken from the practice of the Prophet (blessings and peace of Allah be upon him) just before going to sleep. He used to recite them into his hands and blow into them, then wipe his body with his hands. When he fell sick, 'Aa'ishah used to do that for him, which indicates that in the case of a small child, his mother can recite the Mu'aawidhatayn and blow (into her hands) and wipe his body with them.
It was narrated that 'Aa'ishah (may Allah be pleased with her) said: When the Messenger of Allah (blessings and peace of Allah be upon him) went to his bed, he would blow into his hands after reciting Qul Huwa Allaahu Ahad (Soorat al-Ikhlaas) and the Mu'aawidhatayn, then he would wipe his face and whatever he could reach of his body with his hands.
'Aa'ishah said: And when he fell sick, he would tell me to do that for him.
page 2 / 3
Narrated by al-Bukhaari (5748).
With regard to the adkhaar for the morning and evening, there is no report ‒ as far as we know ‒ to suggest that they may be recited over others with the intention of performing ruqyah, so we do not advise you to carry on doing that; rather you should limit it to what has been proven from the Prophet (blessings and peace of Allah be upon him), for that is sufficient. The best of guidance is the guidance of Muhammad (blessings and peace of Allah be upon him).
And Allah knows best.
page 3 / 3 | 1,514 | 1,005 | {
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Forestry, Trees, and Timber
4-21-2010
SP290-M Maple Petiole Borer
The University of Tennessee Agricultural Extension Service
Follow this and additional works at: http://trace.tennessee.edu/utk_agexfores
Part of the
Entomology Commons
, and the
Plant Sciences Commons
Recommended Citation
"SP290-M Maple Petiole Borer," The University of Tennessee Agricultural Extension Service, SP290M 06-0263, http://trace.tennessee.edu/utk_agexfores/92
This Insects, Pests, Diseases & Weeds is brought to you for free and open access by the UT Extension at Trace: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Forestry, Trees, and Timber by an authorized administrator of Trace: Tennessee Research and Creative Exchange. For more information, please contact firstname.lastname@example.org.
Trace: Tennessee Research and Creative
University of Tennessee, Knoxville Exchange
UT Extension
Insects
Maple Petiole Borer
Frank A. Hale, Professor originally developed by Jaime Yanes, Jr., former Assistant Professor and Harry E. Williams, Professor Emeritus Entomology and Plant Pathology
The maple petiole borer, Caulocampus acericaulis (MacGillivray), was first introduced into the United States from Europe. This sawfly is wasp-like in appearance and is rarely seen because of its small size. Although several species of maple are subject to attack by this insect, sugar maples are preferred.
egg near the leaf blades. The larvae are yellowish and smooth with brownish heads. Larvae are weevil-like in appearance because the abdominal legs are very small. Full-grown larvae are one-third inch long. After hatching, larvae tunnel and consume the contents of the petioles about one-half inch from the leaf blade.
Life Cycle
Adult sawflies emerge in early to mid-April. After mating, the female uses her ovipositor (egg-laying structure) to puncture the petioles and lay a single
Early larval activity results in discoloration of the upper portion of the petiole. This area later becomes black and shrunken. The attached leaf shrivels and changes color. After a short period of time, the petioles break and damaged leaves fall to the ground
(during late April to May). Larvae continue to feed in the portion of the petiole remaining attached to the twig for seven to 10 days. Larvae drop to the ground, burrow down 2 to 3 inches into the soil and overwinter. In the spring, mature larvae pupate and emerge as adults in early to mid-April. There is one generation a year.
Control
Defoliation seldom exceeds a third of the total foliage. Damage of this type causes considerable concern to the homeowner. However, the leaf drop seldom causes injury to the tree and control recommendations are usually not warranted.
Some of the maple petiole borer damage can be prevented by applying Scimitar, Talstar, Tempo, Decathlon, Bayer Advanced Rose & Flower Insect Killer, or Tempo SC Ultra sprays to the foliage in mid-April.
Leaves severed from petioles in sugar maple Charles D. Pless, University of Tennessee, www.forestryimages.org
Precautionary Statement
To protect people and the environment, pesticides should be used safely. This is everyone's responsibility, especially the user. Read and follow label directions carefully before you buy, mix, apply, store or dispose of a pesticide. According to laws regulating pesticides, they must be used only as directed by the label. Persons who do not obey the law will be subject to penalties.
Disclaimer Statement
This publication contains pesticide recommendations that are subject to change at any time. The recommendations in this publication are provided only as a guide. It is always the pesticide applicator's responsibility, by law, to read and follow all current label directions for the specific pesticide being used. The label always takes precedence over the recommendations found in this publication.
Use of trade or brand names in this publication is for clarity and information; it does not imply approval of the product to the exclusion of others that may be of similar, suitable composition, nor does it guarantee or warrant the standard of the product. The author(s), the University of Tennessee Institute of Agriculture and University of Tennessee Extension assume no liability resulting from the use of these recommendations. | 1,951 | 920 | {
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Prevent Frozen Pipes and Water Damage
As autumn temperatures drop and a chill settles over our churches, school facilities and homes, the potential for frozen and damaged water pipes and subsequent water damage to a building and its contents increases. We can reduce or eliminate the chance of that happening with a little "winterizing" and some basic precautionary actions.
Bundle Up
Most of us throw on a jacket when it gets cold. Before that cold weather arrives, bundle up your plumbing. Pipes protruding through walls to the outside and exterior faucets should be insulated, as should pipes running though attics, crawlspaces, garages, and other unheated areas. Hot water pipes are not always hot and should also be protected when exposed.
Where extreme cold weather exists, one might consider using heat tape or thermostat-controlled heat cables to keep exposed, vulnerable pipes protected from freezing, but use such equipment only if it is UL (Underwriter's Laboratories) approved.
Outside Down, Inside Up
When outside temperatures drop below freezing (32 degrees F., 0 degrees C.) make sure the heat is turned up. This is particularly important when leaving buildings empty for a period of time, like classrooms over the weekend and churches for days. Information varies as to how high to set thermostats, and that may be influenced by a building itself, its construction and how well it is insulated. Most sources, however, indicate that heat should be left on and set to no lower than 55 degrees F. (12.78 degrees C.). If you know that your building is poorly insulated, leaks cold air through windows and has areas that do not get as warm as others, crank the heat up higher. In some instances, as a last resort, we may need to let the cold water run continuously. (A stream of water slightly less than a pencil width is recommended.).
If leaving a building vacant for a long period of time, consider shutting off water and draining lines by opening faucets at the highest and lowest points. This process may also require blowing air through the pipes to remove water from low spots.
Open cabinet doors under sinks in kitchens and bathrooms and on other cabinets along walls where there might be plumbing, to allow heated air to circulate underneath. Keep room doors open to enhance the circulation of warm air throughout the building.
Winterization
Some winterization practices will help prevent pipes from freezing. Seal gaps where pipes enter buildings. Stop drafts. Seal leaks around doors and windows to prevent the penetration of cold air into the facility.
Disconnect water hoses from all faucets. When connected, water in the hose can freeze and expand and cause faucets and connecting pipes inside the home to freeze and break.
Where homes have interior shutoff valves for outside faucets, close the valves and drain water from the pipes leading to the outside.
If Pipes Freeze
If pipes freeze, carefully consider options for thawing. Plastic pipes, if accessible can be heated with a hair dryer, but move the dryer continuously along the length of the pipe and do not stay focused on one small area too long. A grounded electrical heating pad on low can also help, but do not use these, hair dryers or other electrical apparatus if floors and other areas are wet, as electrical shock can occur. Hot wet rags wrapped around pipes provide another option.
Metal pipes can be thawed in the same manner as plastic. Some may consider the use of a flame device to thaw metal pipes, but considerable risk of damage to the pipes exists, and the potential for fire is high. There are numerous statistics on record concerning building fire losses due to pipe thawing activities.
Ready for the Cold?
There are other "winterizing" activities that should be done each year, like cleaning gutters and downspouts, but this Foresight is intended to address only freeze prevention with pipes. Take the time now to ensure that your buildings are prepared for the coming cold season.
On particularly cold days, visit churches and other empty buildings and check for problems. It is worth the effort. | 1,543 | 812 | {
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First Nine Weeks
Name activities
Environmental print
Concepts/features of print
Parts of a book
Letter sounds
Letter names
Identifying uppercase/lowercase letters
Consonants/vowels
Following two step directions (listening skills)
Speaking using complete sentences
Draw and write to communicate ideas (Journal writing)
Phonetic spelling
Story retelling/sequencing
Identifying author/illustrator/title
Begin learning sight words
Second Nine Weeks
Syllables
Identifying beginning sounds
Matching uppercase/lowercase letters
Decoding simple words
Word families
Using details/pictures to gain meaning from text
Kindergarten Syllabus
2018-2019
Literacy:
Fiction vs. nonfiction
Draw and write to convey information/facts
Correct capitalization/punctuation
Writing complete/legible sentences
Third Nine Weeks
Identifying beginning/ending sounds
Digraphs
"R" controlled vowels
Alphabetical order
Retelling a story and identifying the main idea
Draw and write for a variety of purposes
Writing multiple sentences
Fourth Nine Weeks
Identifying middle sounds
Long vowel sounds
Double consonants
Word endings
Use reading cues and strategies to support comprehension
Ask/answer questions about text
Making inferences about text
Draw and write to express opinion
Researching/presenting information on a topic
Retelling details of a story (characters, setting, plot)
(Skills from all previous quarters are built upon and improved continuously throughout the year in addition to new skills each quarter)
Math:
First Nine Weeks
Understanding Calendar
Identify and describe 2D and 3D shapes
Rote counting to 20
Counting objects
Writing and representing numbers 1-10
Patterns
Positional Words
Ordinal Numbers
Graphing
Second Nine Weeks
Classifying and Counting Objects
Rote Counting to 50
Read numbers to 20
Representing 20 objects
Comparing numbers and groups of objects (up to 10)
Addition and subtraction within 5
Third Nine Weeks
Count to 100 (ones and tens) Measurement (length and weight) Composing 10 Addition and subtraction within 10 Place value (identify, represent, compose/decompose) 11-19
Fourth Nine Weeks
Place value (identify, represent, compose/decompose) 11-19 Modeling 3D Shapes, Drawing 2D shapes Addition and subtraction word problems Addition and subtraction fluency Review/Extend learning
Unit Study
First Nine Weeks
Back to School: Identify Authority Figures, rules, consequences, routines
My Family and Community: how our home, school, and community are relates
Me and My Feelings: Sequence of growth and feelings
Fall (effects on plants and animals, weather observations)
Pumpkins
Bats
My Body- healthy habits, taking care of
Healthy food choices
Second Nine Weeks
Red Ribbon Week and Drug Awareness Fire Safety Knowing our Address and phone number Past vs. Present Goods and services Wants and Needs Geography and Maps Winter Weather (effects on plants and animals, weather observations)
Third Nine Weeks
Winter Weather Transportation (air, water, and land) Community Helpers Dental Health American Democracy (holidays, citizenship, Historical Figures, Symbols) Living and Nonliving Spring Weather (effects on plants and animals, weather observations)
Fourth Nine Weeks
Spring
Life Cycle of a Chick
Life Cycle of a Plant
Needs of a Plant
Matter (Solid, Liquid, and Gas)
Properties of Mater
Investigation Skills
Summer Weather (effects on plants and animals, weather observations)
Summer Safety | 1,795 | 739 | {
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a vsa timeline
The festival was an apt moment to reflect on VSA's history as an advocate of access to the arts for all.
a vsa
1963
President John F. Kennedy signs the Maternal and Child Health and Mental Retardation Planning Bill, the first major legislation to address and uphold the rights of persons with mental illness and intellectual disabilities.
1974
VSA is founded as National Committee, Arts for the Handicapped.
1975
The Education for All Handi capped Children Act is passed, providing children with disabilities equal access to quality education.
1978
1989
Congress passes Section 504 of the Rehabilitation Act prohibiting discrimination based on disability in federal assistance programs.
The National Council on Disability is established as an advisory board within the Department of Education.
1979
VSA sponsors its first national festival in Washington, D.C.
1984
VSA creates the Henry Fonda Young Playwrights Project to foster student playwrights while teaching about disability; in 1997 it is renamed the Playwright Discovery Program.
More than 1,000 delegates from 50 countries and 50 states participate in the International VSA Festival in Washington, D.C.
1990
The Itzhak Perlman Interna tional Scholarship Competition is started to provide musicians with disabilities career and per formance opportunities; in 1990 it is renamed the International Young Soloists Program.
The 1984 festival included international participants from over 60 countries and delegations from 50 states.
1985
VSA changes its name from National Committee, Arts for the Handicapped to Very Special Arts, reflecting changing language about disability.
The VSA U.S. Affiliate Network is formally created to provide coor dinated programming nationwide.
Congress enacts the Americans with Disabilities Act.
The VSA Artists Registry is launched to maximize exposure for artists with disabilities.
The Education for All Handicapped Children Act is reauthorized and renamed the Individuals with Disabilities Education Act.
1992
The United Nations declares December 3 the International Day of Disabled Persons.
timeline
1994
2002
2005
2007
The International VSA Festival is held in Brussels, Belgium.
1996
The UN adopts the Convention on the Rights of Persons with Disabilities.
1998
Section 508 of the Rehabilitation Act of 1973 is enacted, improving the use of technology for people with disabilities.
1999
The International VSA Festival is held in Los Angeles.
VSA adopts the name VSA arts, indicating a further evolution of the language of disability.
Expressing Freedom, the first VSA exhibition hosted by the Smithsonian Institution, debuts at the S. Dillon Ripley Center.
VSA begins a partnership with Volkswagen Group of America, Inc., to present an annual exhibition identifying emerging visual artists with disabilities.
2004
The International VSA Festival takes place in Washington, D.C.
The first VSA Arts in Education Conference is held as part of the International Festival.
VSA becomes an affiliate of the John F. Kennedy Center for the Performing Arts.
VSA launches the annual Start with the Arts Festival in Washington, D.C.
VSA and MetLife Foundation launch Arts Connect All to encourage arts organizations to create or enhance inclusive education programs.
VSA launches Infinite Difference, an online literary journal showcasing the creative writing talents of middle and high school students.
2006
VSA sends its first apprentice to the Williamstown Theatre Festival.
VSA begins a partnership with CVS Caremark as part of the CVS All Kids Can program to present an annual exhibition of children's art, as well as artists residencies and community events with VSA affiliates.
2009
VSA revises its brand to become VSA, The International Organization on Arts and Disability, underscoring VSA's role as an international leader in the arts and disability community.
2010
Over 2,000 artists, educators, students, and affiliate delegates from 67 countries attend the fifth International VSA Festival in Washington, D.C. Audience participation exceeds 15,000 in 47 events at 14 venues. | 2,005 | 832 | {
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Time: 2 hr 30 min
Total Marks: 80
General Instructions:
1. Answers to this paper must be written on the paper provided separately.
2. You will not be allowed to write during the first 15 minutes.
3. This time is to be spent in reading the question paper.
4. The time given at the head of this paper is the time allowed for writing the answers.
5. Attempt all questions from Section A. Solve any four questions from Section B.
6. All working, including rough work, must be clearly shown and must be done on the same sheet as the rest of the answer.
7. Omission of essential working will result in loss of marks.
8. The intended marks for questions or parts of questions are given in brackets [ ].
Section A (40 marks)
Question 1
(a) Do the ratios 30 cm to 4 m and 20 sec to 6 minutes form a proportion? [3]
(b) If RO is perpendicular to PT, find the measure of angles 1 and 2 in the figure below: [3]
Question 2
(a) The sum of two numbers is 55 and their H.C.F. and L.C.M. are 5 and 120 respectively, then, find the sum of the reciprocals of the numbers. [3]
www.topperlearning.com
Class VIII Mathematics
ICSE Sample Paper 2
1
Sample Paper 2
(b) If the product of two positive consecutive even integers is 168, find the integers. [3]
(c) A's income is 60% more than that of B. By what percent is B's income less than A's? [4]
Question 3
(a) In a parallelogram ABCD, if its area is 20 cm 2 , find the area of ΔABC and the distance between the sides AB and CD, if AB = 5 cm. [3]
Question 4
(a) Find the square root of 19 5 25 . [3]
(b) Find the fraction which becomes ½ when its numerator is increased by 6 and is equal to 1/3 when its denominator is increased by 7.Find the fraction. [3]
(c) The table below classifies the days of the months of June, July and August according to the rainfall received in a locality. [4]
Draw a histogram for this data.
www.topperlearning.com
2
Sample Paper 2
Section B (40 Marks)
Question 5
(b) Draw a circle of radius 2.5 cm. Show and define minor and major segments.[3]
(c) In ΔABC, BE and CF are altitudes on the sides AC and AB respectively such that BE = CF. Prove that AB = AC. [4]
Question 6
(a) Raj covered a certain distance in 6 hours. He covered some part of the journey by bus at 30 km/ h and the remaining part of the journey by train at 50 km/h. Find the distance covered for the entire journey. [3]
(c) Draw triangle according to the following measures:
[4]
ΔDEF:
l
(DE) =
l
(DF) = 6 cm, m
D = 40
Question 7
(a) How much compound interest is earned on Rs. 18,000 at 7% interest rate for 1 year? [3]
(c) The surface area of a cuboidal wooden box is 470 cm 2 . If its length and breadth are 15 cm and 8 cm respectively, find its height. [4]
Question 8
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3
(b) Write down the co-ordinates of the images for the points plotted in the graph.
i. Point A and Point D reflected in the x-axis. [3]
ii. Point B and Point C reflected in the y-axis.
(c) The marks obtained by the students in a class test are given below:
[4]
31, 12, 28, 45, 32, 16, 49, 12, 18, 26, 34, 39, 29, 28, 25, 46, 32, 13, 14, 26, 25, 34, 23, 23, 25, 45, 33, 22, 18, 37, 26, 19, 20, 30, 28, 38, 42, 21, 36, 19, 20, 40, 48, 15, 46, 26, 23, 33, 47, 40.
Taking class intervals 10-15, 15-20, …… 45-50; construct a frequency table.
Question 9
(a) Find the sum of the interior angles of a polygon of: [3]
i. 6 sides
ii. 8 sides
iii. 13 sides
(b) The area of a trapezium is 105 cm 2 and its height is 7 cm. If one of the parallel sides is longer than the other by 6 cm. Find the two parallel sides. [3]
(c) A and B are two sets such that n(A – B) = 32 + x, n(B – A) = 5x and n(A ∩ B) = x. Illustrate the information by means of a Venn-diagram. [4] Given that n(A) = n(B), calculate
i. the value of x.
ii. n(A ∪ B)
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Team-Assignment: Project Pitches
Social Computing Systems — Team Project
In order to get feedback on the project that you will be spending the rest of your semester on, you're going to kick-off by telling the class about it!
The goals for this assignment are simple:
* Prepare a short presentation (you'll get to stand up front and everything)
* Get and give feedback from your classmates
* Design a better final project + set of goals based on this feedback
Part 1: Presentation
The first thing you'll do is prepare a ~7 minute presentation to the class. This can be in any presentation tool you want as long as your computer takes either VGA or HDMI and can hook up to the projector. If you need to borrow a machine to present on, you need to let me know ASAP (by the Friday before presentations!) — in this case, your slides will have to work with PowerPoint for Mac, or Google Slides.
Your presentation can cover whatever details you feel are most important, but it has to make the following points clear to the class:
* What problem are you trying to solve?
* How will you try to solve it?
* How will you determine if that is the right way to solve it?
* What will you build as a prototype?
* What will your final system look like at the end of the course?
* What problems will you need to solve to build this system?
You will only have a 7 minute window to present your idea, so practice your talks! You will then have ~5 minutes to get feedback from others in the class. This is a friendly environment, so please be receptive of the feedback others have for you, and be constructive in the feedback you give to others.
Part 1a: Feedback to Others
In order to get feedback from your peers, someone must be giving it! This means you =) For each team other than your own, you will need to provide written feedback. You will be provided with a google form link for each team.
Additionally, discussing your feedback with teams at the end of their presentation grade will count towards your continuing 'participation' grade for the course, so this is a great chance to help your friends and your grade at the same time!
Part 2: Writing Up Your Final Proposal
Based on the feedback your team receives both in person and via email, you will need to refine your ideas and plans as needed, and decide on your final goals. A written document (one per team) will include answers to each of the points listed above, as well as one additional section summarizing the feedback you got from others, and how you used it to refine your ideas post-presentation.
This written report is limited to a maximum of TWO (2) pages, but will be graded on your ability to clearly answer the questions above in that limited space (including any figures).
Grading
You will need to turn in BOTH your slides and a write-up of your final proposal.
This assignment will be evaluated on 3 core metrics:
* Presentation (50%)
- Quality
- Preparation
- Equality of team participation
* Write-up (40%)
- Clarity
- Ideas
- Appropriate scope and level of detail in proposed project plan
* Peer feedback (10%)
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INFOBLATT, spring 2018
Choosing Teaching Materials for UNIcert ® -Courses
It's a constant challenge for all language teachers: a plethora of teaching materials is available in some languages. Conversely, few or no materials might be available in other languages (or areas).
It's important to keep in mind that there is not the course book or the material. UNIcert ® won't issue general advice on which books to use. Materials need to fit the needs and demands of YOUR students (which you know best).
When choosing materials, following these steps might help you:
1.
2. Create your own checklist using these principles.
Determine what principles of foreign language learning are important to your teaching. (e.g.: "Using authentic materials.")
3. Using your checklist, evaluate the materials. Determine if the materials are suitable for the teaching situation. Then you can
b. adapt the materials in some way
a. use the materials as they are
c. use the materials and supplement them
d. reject the materials.
The key to choosing suitable material is that you're teaching graduates. UNIcert ® is specifically designed for higher education institutions and this should be reflected in content and form. Remember that your students
* have been learning foreign languages for many years
* are used to a fast-paced progression in the classroom and to working independently when preparing for exams
* usually need a more cognitive approach to learning
* have a quickly-increasing knowledge of their subject area that needs room to grow.
How can you integrate course books that do not fulfill your requirements?
Course books provide a basis that needs to be supplemented by current and authentic material, also for beginners, and shouldn't be followed blindly. Although some course books might follow your ideas of teaching, others do not. Even if your course book does not fulfill your requirements, e.g. if it's not as task-based-oriented as you'd like it to be, it is still possible to integrate it into your lessons. Here are some ways of doing that:
* Assign relevant course book chapters or exercises as homework. Check the homework in class. Use the rest of class time for more task-based work.
* Supplement course book activities. For example, use course book activities as build-up activities for task-based work.
* Choose course book activities that are the closest to your approach. Replace unsuitable course book activities (e.g. with task-based activities) or simply skip unsuitable activities altogether.
* Adapt certain activities in the book to make them more task-based. Willis (2009) gives teachers easy ways of making course book activities more task-based:
Willis, Jane. "Criteria for Identifying Tasks for TBL." British Council Teaching English. 2009. https://www.teachingenglish.org.uk/article/criteria-identifying-tasks-tbl | 1,204 | 573 | {
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Boys Pee Wee Baseball Rules - Machine Pitch
1. Game time is 6:00, 6:30, or 8:00, Unless scheduled otherwise. Arrival time is 30 minutes prior.
2. Each team will supply 1 new play ball.
3. Pitching Machine is 40-45 feet. Stretch the cord between 3rd and home. Bases are at 60-65 feet.
4. Bat through the roster whether playing defense or not. All players play equally and will experience every defensive position at least once during the year. All players will play at least 2 innings on defense.
5. Ten play in the field at a time. 4 outfielders. Substitution is free and open.
6. Players may not play one defensive position more than 2 innings in a row.
7. Runners may leave the base after the ball is past the plate. No stealing, no coming home on a pass ball or wild pitch. One base advancement only on any overthrow.
8. A game will last 5 innings or approx. 1 hr. & 50 min. No new inning should start after 1 hr. and 30 min.
9. Helmets must be worn by the batter, the on-deck batter, the catcher and all runners.
10. Overthrows: One base only on any overthrow no matter where it goes.
11. An inning is three outs or 5 runs, whatever comes first.
12. Tennis shoes and rubber spikes only no steel spikes.
13. Games are umpired by the coaches, who are asked to be on the field when their team is on defense. They can help coach this way, rather than shouting instructions from the bench. The offensive coaches are the coaches who feed the machine, and this way pitch to their own players.
14. 5 good pitches per batter are allowed off of the pitching machine. If he does not hit it in 5 pitches, he is out - period. One exception is if the pitching machine was way off the target. Batter is out after missing 5th pitch (Even if the ball hits the ground.)
15. Maximum speed of the pitching machine equals waist height on an average batter.
16. If the ball hits the pitching machine and remains fair, it is playable, if it goes foul, it is a foul ball unless it touched a player prior to going foul.
17. If games are cancelled due to rain, they might not be made up. Check with your community coordinator.
18. When not using a pitching machine, the normal ball and strike count will be used, with walks permitted. The coach will pitch and umpire in this situation.
19. At all times coaches, players, and fans will adhere to good conduct and sportsmanship.
20. When the pitcher has the ball in the pitcher's area, the runners have to stop at the base they are on, unless they are moving at the time. The pitcher is considered the player playing the pitcher's position and he is located just behind the coach and the pitching machine.
21. Coaches keep bats and helmets behind the fences. Clean up your dugout after the game.
22. Bunting is not permitted.
23. No chewing or smoking by the coaches or by anyone on public or school grounds. No alcoholic beverages are permitted at the games by all in attendance, including fans. Coaches who have consumed alcoholic beverages 4 hours or less before the game, are asked to relinquish their duties to an assistant coach. | 1,175 | 715 | {
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This is an advisory for the parents to monitor their children's social media activity for a new game that challenges participants to harm themselves. The Blue Whale Challenge is an app that instructs its participants (mostly preteens) to carry out increasingly dangerous tasks and self-harm over 50 days. Users are encouraged to tag friends on social media and 'challenge' them to participate in the game. Challenges start with something as simple as watching a scary movie in the dead of the night. But the tasks escalate to things like cutting themselves and etching the figure of a whale on their forearm, and by the 50th day participants are supposed to commit suicide. After every task, the player is supposed to click a picture and send it to the administrator. Social media platforms like Instagram, Snapchat and YouTube can be used for the game.
Parents are encouraged to talk to their children about any new games or challenges their friends may be playing. We also request parents to search their children's social media accounts for use of the #BlueWhaleChallenge hashtag or photos of a blue whale.
In addition to the above, we would also like to advise parents about the following:
- Allow children to watch/play only age appropriate shows and games. (can visit sites like: https://www.commonsensemedia.org/reviews to find these)
- To be aware of the minimum age requirements for subscribing/ using social networks and conform to it.
- Set your search engine to "safe search" mode: For Google users go to http://www.google.com/familysafety/; Bing users go to http://www.bing.com/preferences.aspx; and, if you use another search engine, go to the safety settings and find this feature. If your child uses services like YouTube, be sure you have set the "safe" mode on those platforms as well.
- Use the family safety tools provided by your computer's/other device's operating system: Both Windows and Mac operating systems provide family safety settings.
- Use family safety tool services: Sometimes called parental controls, these tools allow you to set specific filters to block types of content you find inappropriate. Keep in mind that these tools need to be installed on every device your child uses to go online: game consoles, cell phones, tablets, personal laptops and computers. Some services have coverage for all types of devices, others are limited to just computers or phones. You may find that using a single solution on all devices makes your monitoring much easier. (An easy option for blocking such sites is OpenDNS.com. You don't have to download or install any software for this. Click here for more details: https://www.trixhub.com/protect-kids-adult-sites-internet/)
- Periodically look at your children's browser history. There are a number of phrases youth use to get around pornography filters – like "breast feeding" and
"childbirth" – and some fast-changing slang terms that filters may not have caught up with like "walking the dog," which is a slang term for coition. If you see odd search terms, give the sites a quick look.
- Have your children restrict access to their social networking sites to only known friends, and keep their sites private. A great deal of inappropriate content is shared among private albums on social networking sites.
- Scan the photos on your child's cell phone once in a while. Let your children know that at times you will sit down with them and go through the pictures they have stored on their phone.
- Review the applications your child has downloaded to their phone or tablet. Mobile content filters may not catch all the potentially inappropriate apps.
- You are your strongest tool. No technical blocking solution alone is enough to protect a determined child or teen from finding content online. Have the "talk" on an ongoing basis with your family about the content your family finds appropriate and inappropriate; this exchange should never be a one-time conversation.
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Introduction to the Atrium
(Prayer)
This presentation can be given for children as young as 3 in the opening weeks of the year.
You can read more about this in Religious Potential of the Child, by Sofia Cavalletti pages 120127 and Listening to God with Children, by Gianna Gobbi pages 45-58; 117-130
With this presentation we wish to introduce the child to the environment in such a way that the child will be comfortable in the space so they can work to know God. Prayer is the living relationship of the children of God with their Father who is good beyond all measure, with His Son, Jesus and with the Holy Spirit. The life of prayer is the habit of being in the presence of the Trinity and in communion with Him.
We hope that from this presentation the children will development of reverence for God and a respect and enjoyment for the environment. This will help them have more fuller, active, conscience participation in the Liturgy and prepare them for prayer.
MATERIAL DESCRIPTION:
A space with child size furniture and a gathering space table with cloth of seasonal liturgical color candle or lamp with holder Bible with Holder Statue of the Good Shepherd Scripture card "Taste and see the Goodness of the Lord" rug
PRESENTATION:
Introduction:
Welcome children as they come by name. When all are settled: Perhaps you have wondered why we come here today. This is a very special place. It is a place where we will learn about Jesus and have beautiful work in order to know Him. It is a place of beauty, of peace and of love for all of us. It is a gift to you from the people of this parish. Since it is a special place, we have a special way of talking and walking - we speak softly. Demonstrate. We also walk slowly. Demonstrate slow walking, keeping arms close to the sides, but comfortable. There is never a need of hurrying here. Ask the children if they would like to try. Thank each child who tries.
Invite the children by name to enter the environment. Invite each find a chair to sit at. There will be much work in the Atrium here to help us learn and think about God. So we want to walk and move about in a quiet way so we don't disturb others who are working. Walk around room, chairs and tables. Give each child a turn. Give them a tour of the room as well as the bathroom and office, come back to seats. We will need to move chairs around. Demonstrate how to lift, carry and set down quietly one leg at a time. Then let them carry their chairs to the prayer table.
Catechesis of the Good Shepherd
Here we are at our prayer table. This is the place you can come to for the deepest silence. It is the most special place in this room. Let's look at what we have on it. This candle reminds us that Jesus died and is risen! Strike Match. He is the Light of the World.
This is a bible, maybe you have one at home. It can be very large or small like this one. It has God's words to us in it. These words are taken form the bible (show prayer card): "It says "Taste and see the Goodness of the Lord!" Taste have you ever tasted something you weren't sure of? Did you take a little or a great big bite? We usually take just a little bit of something we are tasting don't we. What do you think we will taste when we are here? What does our scripture card say? Taste and see the goodness of the Lord! Mmmmm....
Here is an image of the Good Shepherd. Jesus said "I am the Good Shepherd." We will think much more about these words. And flowers... maybe you already know that flowers are a way of showing someone you love them.
Invitation to work: When you are here, you may want to come and spend some time at the prayer table. We have a pillow for you to sit on. Pull out pillow from under the table. You may ask me or the aide's name to light the lamp for you. You may want to think more about something you have heard or seen here. May be you want to speak or to listen to God. Maybe you want to sing. I know a song we could sing now. Sing "Jesus Loves me this I know" Sometimes you may want to draw what you have seen or heard. I would like to show you were we keep those materials. Let's quietly as we can, walk over to the art materials. | 1,483 | 974 | {
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Year 1
'Amazing Me!'
Autumn Term 1
2017/2018
English
Stories with familiar settings relating to ourselves, feelings and animals. Stories and rhymes with predictable and repetitive patterns.
Composing sentences orally, sequencing sentences, rereading sentences to check for mistakes and reading aloud to the class
Writing short narratives – leaving spaces between words, joining words using 'and'
Begin to punctuate sentences
Dictation
Role play story characters
Signs, labels, lists, instructions
Shared, individual and guided reading
Reading and spelling common exception words
Correct formation of letters in the correct direction– lower & upper case
Phonics - Blending and segmenting words for reading and spelling
Mathematics
Counting forwards and backwards 0 – 10 & 0 -20. Or from any given number
Reading and writing numerals to 100.
Read and write mathematical statements involving + - and =
Ordering numbers
Understanding the concept of one more/less than a given number
Simple problem solving activities using + and –
Recognise and name common 2D and 3D shapes.
Compare, describe and solve practical problems for length and height
Recall double numbers to 5
Represent and use number bonds 1 - 20
Science
Using their observations and ideas to suggest answers to questions
Name and label basic parts of the human body
Identify changes from baby to present day
Explore our senses and relate them to different parts of the body
Identify and name a variety of common animals
Observe changes across the seasons – summer to winter
Identify and name a variety of trees and their basic structure
Religious Education
What it means to belong to Christianity?
To know that religious people have ways of showing that they belong together
To understand that there are a number of religions in the world.
To learn that some Christians baptise babies and that it is a sign of belonging – Role play a Baptism
Ceremony,
Celebrate Harvest
Art and Design
Investigating Colour
To develop a wide range of techniques using colour - Primary colours, colour mixing and colour charts
To recognise the work of different Artist, Mondrian's painting of composition, Patrick Caulfield- Pottery, Van Gogh – link to History
Exploring the colours of our Natural world- link to Science- our senses
Use a range of materials creatively - Design and create clay pots using Primary colours-link to History
To improve the mastery of Art and Design techniques -Draw themselves and a friend - link to RE, PSHE, Science
Computing
Introduction to computing principles
Use technology to create and manipulate digital content - images of ourselves and animals.
Use logical reasoning to predict behaviour of simple programs – Bee-bots
To create copies of Artists images – Mondrian, Van Gogh, Patrick Cauldfield
Design Technology
Design purposeful, functional and appealing products based on design criteria
Generate, develop, model and communicate ideas through talking and drawing and ICT
Select and use a range of tools and materials according to their characteristics - create pots using different materials(clay, paints)
History
Homes in the past
Changes within living memory – discuss aspects of change in national life -Look at homes today and at those of the past A timeline of the children's own lives
Link Art- create a personal pot/jug/plate using clay.
Music
Sounds interesting
Played untuned instruments musically
Use their voices expressively and creatively - Sing songs, say chants and rhymes
Physical Education
Ball skills / Dodgeball
Master basic movemets including running and jumping
To explore movement, change of direction, and pace with increasing control
Participate in team games.
Dance: Movement –
Perform dances using simple movement patterns
PSHE
Create Class Rules together, take photographs and display these
Listen and discuss stories related to our Values- talk about importance of co-operation, friendship. Discuss and share in circle time and Role play-
Working together, taking turns, sharing, remembering people who are important, caring for the environment, belonging, family, friends and pets | 1,869 | 848 | {
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Spring 2009 TAKS Results – Science – Grade 5
Fifth grade students have increased their performance on the science TAKS during the past four years. High performance of over 80% correct on most objectives of the science TAKS is evident. Of all four science TAKS objectives, the concepts found within Earth Science are the lowest area of performance statewide. In regard to demographics, efforts need to be made to close the gap between gender performance and among ethnicity performance.
www.inmatesearch.mobi
5 th Grade Science TAKS – Statewide Spring 2009 Results by Objective Student Expectations (SEs) Falling Below 80% Correct Response
The first number of each Student Expectation (SE) refers to the grade level. If two or three test items were used for an SE, all percentages are listed (e.g. "77/93/95%").
At the end of each description is a reference to the question number from the April 2009 science TAKS for grade 5.
Objective 1: The student will demonstrate an understanding of the nature of science.
SE %
5.4A 74/92/93%
collect and analyze information using tools including calculators, microscopes, [cameras, sound recorders, computers,] hand lenses, rulers, thermometers, compasses, balances, [hot plates,] meter sticks, timing devices, magnets, collecting nets, and safety goggles (Questions 22, 6, 37)
Description
Objective 2: The student will demonstrate an understanding of the life sciences.
SE %
2.9B 78%
compare and give examples of the ways living organisms depend on each other and on their environments (Question 16)
Description
Objective 3: The student will demonstrate an understanding of the physical sciences.
SE %
5.5A 67%
describe some cycles, structures, and processes that are found in a simple system (Question 19)
Description
Objective 4: The student will demonstrate an understanding of the earth sciences.
SE %
5.5B 72%
describe some interactions that occur in a simple system (Question 28)
Description
5.6B 69/79% identify the significance of the water, carbon, and nitrogen cycles (Questions 25, 13)
5.11B 77%
draw conclusions about "what happened before" using data such as from tree-growth rings and
sedimentary rock sequences (Question 23)
3.11A 71%
identify and describe the importance of earth materials including rocks, soil, water, and gases of the
atmosphere in the local area and classify them as renewable, non-renewable, or inexhaustible
resources (Question 21)
3.11D 77%
describe the characteristics of the Sun (Question 18)
4.11A 67%
test properties of soils including texture, capacity to retain water, and ability to support life (Question
15)
5.12C 75%
identify the physical characteristics of the Earth and compare them to the physical characteristics of
the moon (Question 26)
SPECIAL NOTE: The Texas Essential Knowledge and Skills (TEKS) in elementary school science are to be taught prior to the 5 th grade science Texas Assessment of Knowledge and Skills (TAKS). All of the elementary school science TEKS can be found at http://ritter.tea.state.tx.us/rules/tac/chapter112/index.html. The subset of the elementary school science TEKS that are eligible on the 5 th grade science TAKS can be found at http://ritter.tea.state.tx.us/student.assessment/taks/booklets/science/g5e.pdf. Students have shown steady growth in science performance during the past four years. It is the intent of this document to highlight the specific student expectations from the 2009 TAKS results that indicate a performance level less than 80% correct response statewide. | 1,730 | 816 | {
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Thank you so much for your amazing support and donations today. We will let you know next week the total amount raised.
This morning we started our Kriti Day celebrations with an assembly about this amazing young lady. Make sure you tune in Children in Need tonight to see her inspirational story. We are so proud of you Kriti.
The BBC news video can be viewed here: https://tinyurl.com/5t3pemtr
ROAD SAFETY WEEK
Next week in school the assembly theme is road safety. Throughout the week, children will learn about the importance of using zebra crossings, looking both ways before crossing road and understanding traffic signals. We encourage you to discuss this at home to reinforce the importance of responsible and safe road behaviour.
Whilst on the subject of road safety, since returning to school, we have received lots of phone calls from residents complaining yet again about inconsiderate parking. **Please park considerately when dropping off/collecting children, do not block residents drives** and especially don’t park anywhere it makes it dangerous for children and adults to cross the road, this includes on the yellow lines. You also need to check you have left enough room for an emergency vehicle (ambulance, fire engine etc) to get through. Anyone collecting a child by car must never park on the zigzag road markings. This is a road traffic offence and you will receive a fine. The zigzags are there to keep children safe. I have contacted the Local Authority who will send traffic wardens to carry out random spot checks and they will issue fines.
ODD SOCKS DAY
This week we took part in Odd Socks Day which is a national event all about celebrating what makes someone unique. It is organised by the Anti-Bullying Alliance which is a group of organisations, charities and individuals who work together to try and stop bullying. It symbolises the fact that we are all different and that children should be themselves and accepting of others.
FLU VACCINE CATCH UP SESSION
Vaccination UK will be in again on Thursday 21st November for any children who didn’t have the vaccine. Absent children who had already consented to the vaccine will be given it. If you didn’t complete the consent form but would like to now, here is the link (please note this will close on Monday 18th November):- [https://midlands.schoolvaccination.uk/flu/2024/wolverhampton](https://midlands.schoolvaccination.uk/flu/2024/wolverhampton)
Even if you decline the vaccine, the form still needs to be completed. The online consent forms go directly to Vaccination UK.
PARENT GOVERNOR ELECTIONS
As you are aware, the parent governor ballot closed on Monday. Thank to everyone who took the time to send in your votes. Congratulations to our newly elected parent governors:-
- Sujata Banger
- Gajinder Singh
AND FINALLY...
Israel (Y5) and Elijah (Y2) attended a book signing event last weekend where they met David Walliams. Amazing!
This year, Anti-Bullying Week takes place on 11th-15th November with the theme, ‘Choose Respect’. As part of the week, Odd Socks Day is on Tuesday 12th November, with odd socks being worn to celebrate what makes us all unique. There are many other ways schools are raising awareness and taking action to tackle bullying, including several pupils working towards becoming Anti-Bullying Ambassadors.
Things to talk about at home …
- What do you know about Anti-Bullying Week?
- This year’s theme is ‘Choose Respect’, what is your definition of respect? Ask others at home.
- This week’s story explores the role of Anti-Bullying Ambassadors. Do you think this a good way of tackling bullying? Can you think of any other strategies?
Please note any interesting thoughts or comments
Share your thoughts and read the opinions of others
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During this project, the driving subjects are Art and Design, Music and PSHE & Relationships Education. We learn about the ways music and art can be used to communicate feelings and ideas and share these with others. We explore themes of identity, community and wellbeing as we get to know and express more of ourselves.
**Project Launch: Religious Education**
*Humanism and beliefs about a ‘good life’*
We begin our project by finding out about the beliefs of Humanists and how these are different to the beliefs of religious people in lots of ways. We consider how being a Humanist can affect how people choose to behave. We find out about Humanist teachings about living a good life and how to treat other people. We consider the impact on someone’s life of not believing in an afterlife and find out how Humanists answer big questions.
**Art and English: The Red Tree by Shaun Tan**
In our English and Art lessons, we explore the book *The Red Tree* by Shaun Tan and identify examples of Surrealist artwork within it. We build our vocabulary to help us describe the way the artwork makes us feel and link this to our learning about recognising emotions. We use the story to reflect on the power of art work to connect with people and use it to inspire our own artistic creations.
**Music**
In Year Five, we share and explore the music that we love and musical that lifts our spirits. We explore how music can support mental health and wellbeing and how music can be linked to long-term memory and be used to treat people suffering from dementia. We listen and appraise different types of music and use the vocabulary to describe them. We play and perform using the instruments tambourine, texture, silence, staff, treble clef, bass clef, octave, time signature, coda/go, andante allegro, accelerando, ritardando, legato and staccato. We learn about the Bass Clef and how to read time and use tunes. We learn how to read and play music from the musical staff. We learn about the length of notes: semibreves, minims, crotchetts, quavers and semiquavers and their relationship to one another. We use these to compose our own tunes and explore the time signatures 2/4, 3/4 and 4/4 through practical and written activities.
We use all of this musical knowledge and skill to then create our own mini-compositions linking our learning about these with a range of instruments. We then use these to create our own songs promoting a positive message. We record our compositions in pictorial and staff form using timings, rests, notes of different lengths and dynamics.
**PSHE & Relationships Education: Naming, recognising and managing big emotions**
*Where the Wild Things Are*
We explore the story and film *Where the Wild Things Are* by Maurice Sendak. We use it to help us recognise big and challenging emotions, seeing what we can learn from the character, Max, about how to manage our feelings and when to seek help with them. We use Max’s experiences to consider why it is sometimes hard to ask for help and how we can overcome the barriers to this when we need to. We reflect on how our own choices and habits can affect our mood and how we can tell if what we are feeling is proportionate.
**Religious Education: Pentecost**
We mark the celebration of Pentecost with a day in school focussed on learning about this important event in the Christian calendar. We find out about the significance of this story and represent it in different ways.
**Answering the Project Question:**
We wrap up our project by reflecting on all of our learning in order to answer our project question. We reflect on why and why knowing our own emotions and being able to express them can help our wellbeing. We also think about how being able to spot the emotions of others can help us to be empathetic and supportive.
**Art: Surrealism**
We begin our Art focus by finding out about Surrealism. We learn about important artists including Dali and Magritte and identify key features of Surrealist artwork. We think about how Surrealism developed in the aftermath of WW1 and the emotions the artists are communicating through their work. We use collage techniques including layering to construct our own Surrealist images, exploring details through viewfinders. Our final pieces are created with paint and pastels as we capture the style of the artists we have learnt about.
**Science: Animals including Humans**
Our Science Learning is all about the ways animals, including humans, change as they grow older. We find out about the important milestones for babies and young children and what happens to humans as they reach old age. We find out about the changes that happen to our bodies during puberty.
**How can empathy for others and self-knowledge nurture personal wellbeing?**
**Focus 1**
**Focus 2**
**Focus 3**
**Focus 4**
**Focus 5**
**Focus 6**
**Focus 7**
**Focus 8**
**Focus 9** | 1,845 | 1,036 | {
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Cha-om
Prohibited invasive plant
Look. Report. Protect. 13 25 23
It is illegal to keep, grow, transport or sell Cha-om in Queensland.
Could invade pastures and natural ecosystems and limit beef production.
Leaves and stems have a very strong odour.
Prefers disturbed habitats, generally near rainforests.
Spines can injure animals and people.
Early detection and reporting helps protect Queensland’s natural environment.
Description
Cha-om (*Senegalia insuavis*) is a shrub up to 5 m high that has a tendency to climb like a vine among other vegetation. The leaves are bipinnate and it has scattered prickles along its branchlets and stems. It has yellow-cream flowers, flattened seed pods and the ability to form dense, thorny thickets.
Cha-om can also be confused with *Senegalia albizioides*. This plant is a climbing and prickly native and ‘near threatened’ species from around Innisfail and further north.
Biosecurity risk
Cha-om is a prohibited invasive plant under the *Biosecurity Act 2014*. Prohibited species must be reported immediately to Biosecurity Queensland in 13 25 23.
Cha-om can invade pastures and outcompete with native vegetation. It forms prickly thickets, which can limit movement of people and animals.
What should I do?
If you think you have seen Cha-om, report it immediately to Biosecurity Queensland on 13 25 23 or scan the QR code to access our reporting web page. Until an authorised officer contacts you, please take reasonable and practical steps to prevent cha-om from spreading. **You must not grow, sell or give Cha-om away. There are alternative plants that can be used in food preparation.**
More information
Contact Biosecurity Queensland on 13 25 23 or visit biosecurity.qld.gov.au.
Similar looking species to Cha-om
**Climbing wattle (Senegalia albizioides)**
- A climbing vine with stems up to 12 cm in diameter.
- Flower buds are red, which open into spherical flowers, cream to yellow in colour.
- Fruits are flattened, about 4.5–7 x 1.5–2 cm.
- Each fruit has 5–10 seed, each seed about 10–11 x 6–7 mm.
**Key feature different to Cha-om**
Climbing wattle has larger leaflets and lacks strong distinctive odour.
**Leucaena (Leucaena leucocephala)**
- A shrub or small tree up to about 6 m tall.
- Leaves are about 25 cm long and bipinnate, with dull, greyish-green leaflets.
- Flowers are much larger, flower heads are spherical and creamy yellow in colour on short stalks about 5 cm long.
- Flattened pods up to 15 cm long occur in dense clusters, each pod containing around 20 glossy brown, flat seeds that scatter when ripe.
**Key feature different to Cha-om**
Leucaena doesn’t have a pungent smell nor thorns.
**Poinciana (Delonix regia)**
- A large tree, native to Madagascar, up to 10 m tall that is commonly planted in parks and on nature strips.
**Key feature different to Cha-om**
Poinciana grows into a large tree, has red flowers and seed pods up to 60 cm in length. Poinciana seedlings lack thorns and the distinctive smell.
**Common sensitive plant (Mimosa pudica)**
- A low, sprawling, perennial plant growing about 15–45 cm high.
- It has reddish-brown or purple woody stems with short curved prickles dark-green leaves, which close up when disturbed or injured and pale pink flowers in fluffy balls.
**Key feature different to Cha-om**
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VAX
vaccinate your baby
• Needles are safe and the best way to protect your baby
• Just because your baby has had their needles doesn’t mean they are fully protected. Needles only cover the most common strains. That’s why it is important to know the symptoms!
• The needles listed in blue are extra ones that are only given to Indigenous babies like yours, who need them because they are more at risk
Vaccination Schedule for Meningitis, Meningococcal and Pneumococcal
| Age | Type of Vaccination |
|-------|-------------------------------------------------------------------------------------|
| 2 Months | • Haemophilus influenza type B (Hib)
| | • Pneumococcal
| | • Meningococcal B – only Aboriginal and Torres Strait Islander (ATSI) |
| 4 Months | • Haemophilus influenza type B (Hib)
| | • Pneumococcal
| | • Meningococcal B – only ATSI children |
| 6 Months | • Haemophilus influenza type B (Hib)
| | • Pneumococcal – only ATSI children |
| 12 Months | • Meningococcal ACWY
| | • Pneumococcal
| | • Meningococcal B – only ATSI children |
| 18 Months | • Haemophilus influenza type B (Hib) |
“You would rather get the injection now than have them in hospital waking up with limbs missing from the disease itself”
– Mrs Wallace from the APY region
“Vaccinating Aboriginal and Torres Strait Islander children is of great importance”
– Dr Tanya Schramm, a Palawa woman
Every Second Counts!
For further information visit: www.meningitis.com.au
MENINGITIS CENTRE AUSTRALIA
Free Call 24/7 1800 250 223
The Niche
11 Aberdare Road, Nedlands, WA 6009
email@example.com
artwork designed by Tyrown Waigana. 2020 NAIDOC poster designer
#KNOW ACTVAX
www.meningitis.com.au
Hi. This is important information for your mob
Meningitis, Meningococcal and Pneumococcal are VERY SERIOUS illnesses, especially for babies.
1 in 10 will die
1 in 5 survivors will have disabilities like brain damage, loss of arms or legs, or deafness
“We’ve seen so many cases of meningococcal in town, I wanted to make sure my kids wouldn’t get it too” – Sho-Ella Smith
KNOW the Symptoms - Danger!
- High Temperature
- Throwing Up
- Sleepy
- Blotchy Skin/Rash
- Blank Eyes / Doesn’t like being Touched
- Light Hurts Eyes
- Cold Hands and Feet
- Sore Neck and Back Arching
- Not Hungry
- Hard to Breathe
- Loud Cry, Bump on Top of Head
ACT immediately
- If your bubba has any of these symptoms, go to a doctor or hospital straight away
- Ask the doctor- ‘could it be Meningitis, Meningococcal or Pneumococcal?’
- Don’t wait for a rash to appear on bubba. It’s the symptom most people know but some babies might not get it at all
- Trust your gut as a parent. You know your bubba better than anyone else. If you get sent home from the hospital but baby gets worse, go straight back
Meningitis can kill within 24 hours. The time between the first symptom and your baby being very sick may only be a few hours
All babies will show different signs, so you need to know them all- check your fridge magnet!
KEEP YOUR MOB SAFE
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Is fish habitat adequately protected by sanctuary zones at Ningaloo Marine Park?
Researchers are working to determine if the sanctuary zones in Ningaloo Marine Park are of the right size and in the right places to achieve desired conservation outcomes for key fish species.
**Background**
Sanctuary zones are a key strategy used in marine protected area management with a specific objective to preserve comprehensive and representative areas of relatively undisturbed environment for the conservation of marine biodiversity. While designing representative sanctuary zones for stationary communities, such as corals and seagrasses, is relatively straightforward, it is more difficult for mobile species such as fish. Understanding fish behaviour and movement patterns at different stages of their lives is critical for effective marine reserve design as the size and location of sanctuary zones, along with the mobility of various species, will influence the degree of protection offered to these species.
For mobile species like fish, movement is of particular interest as it has important implications for whether they move between sanctuary areas and recreational zones and where they spend the majority of their time. Without this information, the effectiveness of the size and spacing of existing sanctuary areas, in terms of protecting these species from exploitation, is uncertain.
To date there has been limited information on how fish use different parts of the Ningaloo Reef, their movement patterns and how they use their habitat at scales relevant to the marine park zoning design. This is true for commercially and recreationally important fish species such as Spangled Emperor as well as the many other species that are not commonly fished within Ningaloo Marine Park.
This project sought to gain a better understanding of the movement patterns of key target fish species in the lagoon and reef areas of Ningaloo by using acoustic tracking. Acoustic tags, which are surgically implanted in fish, send out a unique series of sonic pings that can be picked up and identified through a number of acoustic receivers deployed at strategic places along the reef as part of a national system, the Ningaloo Reef Ecosystem Tracking Array (NRETA), to detect fish locations and movement over a period of time.
Key findings
During this project 300 individuals from 17 species of finfish, sharks, and rays were tagged and their movements monitored for up to 12 months via the 50+ receivers deployed at Mangrove Bay in Ningaloo Marine Park. We found that:
- the acoustic tag and receiver system worked very well in locating tagged fish; altogether locations were recorded on 2,200,000 occasions
- there was a great deal of individual variability in movement and the size of the area over which individuals ranged. For example some fish were only detected once while others were recorded up to 247,691 times. Similarly, some fish were only recorded by one receiver while others were recorded by as many as 46
- while many of the Spangled Emperor, the species most heavily targeted by recreational fishers, that were tagged in Mangrove Bay had an area of activity smaller than the majority of sanctuary zones within Ningaloo Marine Park, there were still a number of this species which moved out of Mangrove Bay. Thus, there are fish that show residency to a small area and others that are more transient with a broader range
- high proportions of fish were found to spend time close to shore, where they may be vulnerable to fishing from special use coastal fishing zones within some sanctuary areas
- there are clear indications that Spangled Emperor moved out of the lagoon during spawning season though spawning sites have not yet been fully characterised.
Outcomes
Researchers are beginning to build up several insights into the habitat used by Spangled Emperor and these observations have important implications for management, potentially allowing managers to ensure adequate levels of protection, such as through sanctuary zones, for fish in spawning areas, or for other important habitat areas.
As part of the Australian Integrated Marine Observing System (IMOS) the NRETA represents a commitment to sustained observation of the movements and migrations of marine life which is a valuable research tool to improve our understanding of the mobile marine life at Ningaloo.
Contact
Dr Russ Babcock
CSIRO Wealth from Oceans Flagship
Phone: +61 8 9333 6535
or +61 7 3833 5904
Email: email@example.com
Ningaloo research is an initiative of the Western Australian Marine Science Institution, CSIRO’s Ningaloo Collaboration Cluster and the Australian Institute of Marine Science, working in partnership with government, local communities and enterprises. | 1,927 | 911 | {
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| Have you had any beginnings recently that you would like to share? |
| How did you feel, before, during and after any new beginnings? |
| What do you think it would have been like to be the first people on earth? |
| Why do you think the Torah begins with the story of creation rather than with the Exodus from Egypt? |
| How do you feel about the beginning of the school year? |
| “The beginning is the most important part of the work (Plato).” |
| “Be willing to a beginner every single morning” (Meister Eckhart). |
| “All endings are also beginnings. We just don’t know it at the time” (Seneca). |
What are some creative things you have done recently, and some are some creative things you would like to do in the future?
What are some of the most creative things ever done by human beings?
Why do you think God created the world in six days and not all at once?
Why do you think the humans and the animals were created on the same day?
Does God need rest? If not, what is Shabbat all about?
“Creativity is seeing what others see and thinking what no one else ever thought” (Einstein).
“Creativity is inventing, experimenting, growing, taking risks, breaking rules, making mistakes, and having fun” (Mary Lou Cook).
“You can be cautious or you can be creative, but there is no such thing as a cautious creative” (George Lois).
What are some situations in which people are jealous of others?
Can jealousy ever be a good thing? If so, when?
Can you think of a reason why God chose to accept Abel's offering and not Cain's?
What would you do in Cain's situation?
Have you ever been jealous of others? Have others ever been jealous of you? If so, when?
"הקנאה, התאוה והcovd מוזיאן את האדם מני העולם." (פרק א', אבות ד', כ"ח).
"Jealousy is all the fun you think they had" (Erica Jong).
What are some of the good things in the created/natural world, and what are some of the bad?
Would you call the following good or bad? Water, fire, night, oil and gas? Why?
When was the last time you stopped to look at the world and appreciate it? What did you notice?
How does God react to what he sees after each day? How is His reaction on the sixth day different? Why?
What do you think we can we do to make the world a better place?
"מה רבו מעשיך ה' כלום" (תהלים קד).
"Look deep into nature, and then you will understand everything better" (Albert Einstein).
"Heaven is under our feet as well as over our heads" (Henry David Thoreau).
If you could invent your own paradise, what would it look like?
What is the closest place to paradise you have ever visited?
What is it about Gan Eden that makes people think it is like Paradise?
Would you want to live in Gan Eden?
Do you think you would have been able to withstand the temptation to eat from the forbidden tree?
"וְיָרַשׁ הִיא צִיּוֹן נָחֵם עַל חֲרֻבֹתֶיהָ וְיִשָּׂא מִדְבַּר כְּנַדָּה עִירֹתֶיהָ גְּנֵהָ" (ישעיה נא ג).
"בשכלי, שוק מחנה יהודה זה הכי קרוב לkidan" (נתן שרוןסקי).
"Life is a paradise for those who love many things with a passion" (Leo Buscaglia).
"Every new beginning comes from some other beginning's end" (Seneca).
"كل ההתחלה קשות, אך קשה מהו היא התמדת" (חימנ ביאליק).
"You can't use up creativity. The more you use, the more you have" (Maya Angelou).
"There is no innovation and creativity without failure" (Brene Brown).
"Jealousy... is a mental cancer" (B.C. Forbes).
"It is not love that is blind, but jealousy" (Lawrence Durrell).
"We don't inherit the earth from our ancestors, we borrow it from our children" (Native American Proverb).
"Leave the road, take the trails" (Pythagoras).
"Paradise is not the place you go when you die. Paradise is when your mind is in a perfect state"
(Frederick Lenz). | 1,413 | 1,128 | {
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**History**
The final stretch through the Barnsley Valley (R95 and R61 paths), is interesting historically. Once, the sea reached up to the park and smuggling copies and this type of inlet was favoured by the Romans. In medieval times the inlet was developed into Barnsley Harbour and there were works stretching out to sea. Quite large ships reached the mill pound of the present R339 close to R61. The mill pond embankment can still be seen. When the Napoleonic wars cut off supplies of salt from sources in the Meditteranean, the islanders turned to seawater. The mouth of the harbour, the present day Dyer, and a series of sluices and saltpans provided facilities for salt production where Saltfields Coltages now stand.
**The Spanish Fort**
In 1805, the Battle of Trafalgar brought peace to Europe and restored the monarchy to France, but England continued to be suspicious of French intentions. In 1818, Europe was again in a state of revolt. A second republic was declared in France and Louis Napoleon became its first president as Napoleon III. The introduction of advanced artillery and steam-driven iron ships caused new panic in England and in 1862 the order to build the Spanish Fort was given. They were intended to protect Portsmouth dockyard, and over the years were armed and renamed as (technically) improved. Both No Man’s Land Fort and Horse Sand Fort became naval signal stations. In 1893, a line of concrete blockes had been placed between the island and No Man’s Land Fort, as well as between Horse Sand Fort and Southsea.
**Seagrove Bay**
The first development of 14 houses was built in the 1880s. Until that time, the only property in the area was Seagrove Manor, whose estate ran down to the bay. Until the 1960s the coast line was occupied by a line of summer beach tents which lined the sea wall every year.
**The Priory Bay Hotel**
There was a 12th century Benedictine monastery on St Helen’s Island, alongside the church whose tower still remains. The current priory was established as a clubhouse in Tudor times. In 1800 it changed to a residential hotel, with the addition of private residences until 1938, and was then occupied by the army during the Second World War. During this time the barn became a barrack room and the security services also used the priory as their HQ on the island. The priory re-opened at the end of June 1998 as a luxury hotel.
**French Invasion**
In July 1855, Seaview was one of the sites of the last French invasion, and it is thought that the local militia caught the French and pushed them back to the sea. The entire island population at the time was approximately 5,000 people. But Richard Worsley, the Captain of the Isle of Wight militia, had an army of 6,000 under his command. Everyone on the island had compulsory military training, with women often fighting as artificers, from Osborne House to attend the Seaview Regatta.
**Route**
From the bus stop 1 near The Wishing Well pub head west on R62, past a church, and cross the road at a zebra crossing. Go down and across the road to a bend in the road. Turn right onto R61 and follow the road to a kissing gate 2. Cross the field through the gate and follow the track. Turn left onto a gravel track 3 and cross a bridge over a stream. Turn left on R62 4 and at a field, follow the left hand edge to reach a roadwalk which turns left.
Go through a Ramblers gate 5 and across a field by a copse. Go through a kissing gate onto a track on the edge of woodland.
Cross the main road 6 and then turn right into Friary Drive. Continue straight on the track R72. At a fork take the right hand path 7 and continue uphill to reach Seaview Bay 8. Here there is a choice of following the beach or turning left along Pier Road to the shops. Turn right into High Street and continue to the esplanade 9. The coastline between Seaview and Seagrove Bay is the site of a lost pier (1881-1951) and also where ships sailed to take part in Operation Overlord on 6th June 1944.
The path emerges at Nettlestone Hill 10. Turn right into Farm Shute, footpath R114 at a viewpoint overlooking the Barnsley Valley and The Solent. The path descends into the valley, emerging onto a pathway – follow this to return to the Wishing Well bus stop. | 1,719 | 979 | {
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Challenging the Immune System: diagnosis and understanding the disease
Case 1: Jason- an athlete becomes overly tired
Part 1: Feeling the burn
Jason, a 17 year old high school student, had been complaining of muscle aches all over his body, including his back and legs. He had been tired for a few weeks and noticed that he was easily worn out by running up and down the stairs at school. Because he was an athlete, he was used to the aches and pains from weight lifting, but this seemed different. He never used to get tired from going up and down stairs. Jason also noticed a few bruises on his back and legs. He has played sports for years and has had bruises before, but he didn’t remember having any contact or falls lately and wondered where they were coming from.
After talking to his parents, they made an appointment and met with Jason’s family doctor. When they arrived, Dr. Numata decided to check his oxygen levels, which looked good. He suggested that Jason should get some blood testing done. Maybe he had caught mononucleosis or some other virus that was going around at school. Jason had been working extra hard as a junior athlete-scholar and was looking ahead to start planning for college. It was a stressful time for Jason, and he thought it was probably nothing. However, he went home to await the results of his blood test and could not get rid of a sick feeling in his stomach.
Unfortunately, two days later, Jason’s mother received a phone call that would change this family forever. The blood testing revealed that Jason could possibly have leukemia.
Questions: before reading part 2, answer the following questions in groups. Jot down some notes while your group discusses.
1. What were the symptoms that Jason was having? Why do you think he went to the doctor? What made his symptoms serious enough for him to seek treatment? Would you have gone?
2. What do you know about leukemia? Where have you heard about it? Do you know anyone who has battled leukemia?
3. Homework/In class internet research:
a. What are other symptoms of leukemia?
b. What types of leukemia are there?
c. What is the cause of leukemia?
d. What are the treatment options?
Part 2: Well, what is it?
After the initial shock and disbelief, there came distress and a sort of grief that affected the entire family. They immediately drove to the Children’s hospital for more testing and to confirm the diagnosis. They walked into the oncology unit and were met by the nurse. She ran a complete blood count to make sure it wasn’t a lab error. After waiting two hours, they got the news that there was no mistake. It was leukemia.
Dr. Gowd, the oncologist, explained that Jason would need to have a surgery scheduled for the next day for a bone marrow aspiration (removing bone marrow from his hip) to check for cancer cells. He will need to have a spinal tap to check the spinal fluid for cancer. These tests will give a full diagnosis of the type of cancer it could be and will give them more information about what the treatment plan should be.
The next day, after all of the tests, Jason and his parents were called into a room to talk with Dr. Gowd and another oncologist. Jason was diagnosed with acute lymphocytic leukemia (ALL). Fortunately it had not spread too far and did not enter the brain or spinal column. Some types of acute leukemia respond well to treatment, and many patients can be cured. That afternoon they started him on chemotherapy and began to flush his kidneys to remove the toxin build-up.
The doctors sat the family down to explain the basics of leukemia: It is a cancer that is characterized by uncontrolled growth of one of the types of white blood cells. There are two common forms of leukemia (lymphocytic and myelogenous). Some leukemia progresses quickly (acute) and others progress slowly (chronic).
ALL means there are too many immature lymphocytes in the blood. They can be B-lymphocytes or T-lymphocytes. Abnormal cells are called lymphoblasts or blasts. ALL starts in the bone marrow and may spread to other places, but fortunately for Jason, it hasn’t spread too far. In ALL, the bone marrow cells do not mature properly. Immature leukemia cells continue to reproduce and build up. Being immature, they do not function correctly and crowd out other blood cells.
Questions: before reading part 3, answer the following questions in groups. Jot down notes during your discussion.
1. What is an oncologist? What do you think they are looking for by doing a complete blood count?
2. What is Jason’s diagnosis? What types of cells are involved?
3. What is the difference between lymphocytic and myelogenous leukemia?
4. What is the problem with having too many immature lymphocytes in the blood?
5. What other questions should the family ask the doctors? Make a list of some important questions you would ask if you were this family. | 1,802 | 1,041 | {
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Lessons Learned from School to Design
Michelle Horio
May 4, 2023
Agenda
• Introduction
• 3 Main Lessons Learned
• Conclusion
Introduction
My Journey
• Born and raised in Hawaii on Oahu
• Moved to Seattle to attend University of Washington
• Majored in Civil and Environmental Engineering
• Pursued a professional master’s degree directly after undergrad
• Interned at Carollo then hired for full time
First Project Manager Project - Concrete Canoe
• Started as a general team member tasked to design aesthetic and patching concrete
• In year two became the co-captain and concrete mix lead
• Led a team of 26 leads across 8 disciplines to conceptualize, design, construct, and present/race a functional concrete canoe
3 Main Lessons Learned
Don’t Assume, Don’t Trust Anyone
Trust, but Verify
School
• Always trust the prompt and given information
• Never question why
• Assume you were given all the information needed to solve the problem
Design
• Never only trust information given from someone
• Always question why
• Assume that you were not given all the important information to solve the problem
• Always verify information
• Question if the answer makes sense
Trust, but Verify – Summary
• Always do your due diligence to confirm information with your own eyes when possible
• Asking the design intent can allow for more creative solutions
• Checking all the facts could uncover additional information that may lead to a better solution in the end
Communication
Communication
School
• Professor -> student
» They provide the work, we do it
• Student <-> student
» Working on homework together
• Generally, everyone is working on the same problem
Design
• Everyone is working on a different piece of the puzzle
• It is important to communicate progress
• Cross-discipline coordination
• Takes all parts working together
Communication
- Structural
- Mechanical
- Electrical
- Secondary
- Primary
- Clarifiers
- Client Site
- Construction
Communication - Summary
• Even if it’s scary or painful, we need to put our emotions on the side and be willing to communicate our mistakes.
• By better communicating with your coworkers, we can also better communicate expectations and timelines with our clients.
• Everyone may have different roles, skills, tasks, but we are all working to one goal.
Plan Early
Plan Early
School
• Usually, one assignment a week per class with known deadline
• Assignments always given at least one week before deadline
• Unlikely to have “surprise” assignments to complete
• Can spend as long as possible on an assignment
Design
• Tasks are provided with a target deadline and expected hours
• Deadlines could change at any moment
• Many higher priority items may come up
Plan Early - Summary
• We can’t plan for everything in life, but we can plan the things we can control
• Understand how long it takes you to do a task to better plan
• Always schedule more float time than you think you need
• Determine and prioritize deadlines based on if your task impacts another team/discipline
• Not every day will be productive
Summary
• Trust, but Verify
• Communicate
• Plan Early
All failure is failure to adapt, all success is successful adaptation
– Max McKeown
English writer, consultant, and researcher on innovation strategy, leadership, and culture
Thank you! | 1,562 | 709 | {
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Introduction
NaturaServis s.r.o. has developed deposit basins for temporary keeping of amphibians, reptiles and other animals (e.g. crayfish and bivalves) living in nature in the Czech Republic, but under direct threat from unfavourable biological impacts (e.g. parasitism, epidemics) or human activities (e.g. railroad and motorway development and maintenance, urban and industrial development, mine and quarry expansion).
Use of deposit basins
We are able successfully to capture adult individuals as well as specimens at all development stages at endangered localities. Thereafter, we keep them in deposit basins with simulated optimal conditions for continuous care and upkeep. We place great importance on genetic cleanliness and maintenance of natural feeding habits of individual species, helping us to ensure their successful reproduction.
Deposit basins are used especially in cases of unexpected events, such as devastation or degradation of natural habitat or the risk of such incident. They also can be used successfully to protect populations from the spread of epidemics (e.g. crayfish plague, chytridiomycosis). Along with animal conservation in deposit basins, we aim to eliminate impacts endangering original habitats with the objective of releasing kept animals back to their natural environment. If the damage is irreversible, however, we keep the endangered animals in the deposit basins until we are able to release them to a new suitable biotope in cooperation with nature conservation authorities. Sometimes animals are kept only a short time, while in other cases they may be kept for a number of years.
Location of deposit basins
The Herpetological Station in Hradec Králové (Czech Republic) houses more than 70 deposit basins, enabling the rearing of a large quantity of animals. In the various types of deposit basins, we are able to simulate natural conditions suitable for different animal species and thereby facilitate their survival and reproduction.
Technical description and function
Deposit basins are outdoor technical facilities of varying size and structure suitable for keeping amphibians, reptiles and other small animals, such as molluscs and crustaceans. Special fences on these facilities ensure that kept animals cannot escape and, at the same time, that local species cannot get inside. Netting protects against predator attacks while allowing free passage of insects (providing a natural supplement to their feeding). Another adequate barrier against animal escape is a bottom covered by a strong, impermeable foil.
All vegetation is placed in mobile containers or floats. This allows easy upkeep and management of facilities. When needed, a facility may easily be drained, the animals caught, and the area cleaned and sanitized before next use. If required, pumps, filters and other equipment may be installed. The temperature, pH, oxygen content and conductivity inside facilities are constantly monitored. The same measurements are made in original habitats as well so that we may adjust the monitored values to match natural conditions. Natural light and temperature are maintained in the facilities, and the proportion of water and terrestrial environment may be adjusted.
All kept amphibians are tested for the fungal disease chytridiomycosis.
Deposit basins programme is supported by Technologická agentura České republiky, Program Alfa | 1,405 | 642 | {
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Beatrix Potter Teatime and Book Club
We will read these classic Beatrix Potter stories:
- The Tale of Peter Rabbit
- The Tale of Benjamin Bunny
- The Tale of Mrs. Tiggy-Winkle
- The Tale of Jemima Puddle-Duck
- The Tale of the Flopsy Bunnies
- The Tale of Tom Kitten
- The Tale of Mr. Jeremy Fisher
- The Tale of Mrs. Tittlemouse
What we do in this book club:
1. Read the story—Read the story,* or watch the storytelling video.**
2. Keep a notebook—For each story add sketches, poems, animal facts, your own short story based on the character in the Beatrix story, and literary device codes. (Parents, after the 2020 Beatrix Potter Book Club, email your child’s total code count to me, and I will send a prize to the one with the highest count. Email address: email@example.com. Deadline—June 15, 2020.)
3. Create the craft.
4. Enjoy a cup of tea and a treat.
5. Share your notebook and craft creations with family and friends.
*Go to gutenberg.org for a free, digital version of the stories.
**I will be sharing readings of the stories on our Let’s Learn, Kids YouTube channel. (Go to Playlists>Beatrix Potter Teatime Book Club)
To share and get updates: INSTAGRAM & FACEBOOK @LetsLearnKidsBookClubs
LITERARY DEVICE CODES
Cut out the following eight description baskets and glue them in the front or back of the notebook for reference.
BEATRIX DICTIONARY (NEW VOCABULARY)
Words that are new to you can be added to your own Beatrix dictionary.
*Implored, exert, etc.*
GREAT QUOTES
Words within quotation marks tell us what someone has said.
“Stop, thief!”
FOODS
Foods that are included in the story.
But Flopsy, Mopsy, and Cotton-tail had bread, milk, and blackberries for supper.
FAVORITE DESCRIPTIONS
Adjectives and adverbs describe people, places, things, and actions.
Dreadfully, beautiful, damp, quietly...
LITERARY DEVICE CODES (page 2)
Cut out the following description baskets and glue them in the front or back of the notebook for reference.
**SIMILE**
A comparison of two different things, using words “like” or “as.”
*Peter ran fast like the wind.*
**PERSONIFICATION**
Giving qualities of a person to something that isn’t a person or that isn’t even alive.
*The gate called to Peter.*
**METAPHOR**
A comparison of two unlike things, **without** using “like” or “as.”
*Peter was a puddle of tears.*
**ONOMATOPOEIA**
The sound it makes.
*...he heard the noise of a hoe—scr-r-ritch, scratch, scratch, scratch.*
LITERARY DEVICE CODES
Cut out these description baskets and glue them in the notebook to record the literary devices found in each chapter. The three-letter codes should be written in the basket with the specific device. For example:
QUO—“Stop, thief!”
MET—Peter was a puddle of tears.
Make as many copies of this page as you need. Some stories may require more than one basket.
LITERARY DEVICE FINAL COUNT
Cut out the My Total Code Count basket below, and glue it in the front or back of the notebook. Count all of the codes found in each story, and add totals in this basket, using tally marks.
MY TOTAL CODE COUNT: _______
Write a description of a character from the story on a Character Description board, and add it to your notebook. | 1,514 | 788 | {
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Pharaoh: (standing on a construction site) I’m the strongest here! I can lift these heavy beams!
Xavier: (And I’m the best at moving big loads!)
Cavon: Look at me carry these bricks!
Dash (slowly) I make sure everything is safe.
Kenndel: Safety is important, and I’m the best at it!
Leanna (bouncing forward) We can help too!
Naomi We’re quick and can dig little holes!
Christian (enthusiastically) And we’re great at finding lost things!
Harper (laughing) But can you lift heavy stuff like me?
Malaya: (smirking) Or build strong walls like me?
Regan: (with a grin) Can you even take your time like I do?
The bunnies look at each other, their ears drooping a bit.
Christian: (determined) We might be small, but we have our own skills!
Sarai: (eagerly) We can help plant flowers in the park!
Taliah: (jumping in) And we can organize fun games for everyone!
Karter (raising an eyebrow) Games? That sounds fun, but is it really a job?
Pharoah (thoughtfully) Well, everyone loves to play...
King (nodding) And games can bring us all together!
Jayce (brightening) Yes! Let us show you how much fun we can have!
Naomi (excitedly) We’ll create a bunny game day!
Evan (grinning) Alright, bunnies! Let’s see what you can do!
Saige (clapping her paws) I can help set up the games!
Jouree: (excited) I will form the teams!
Savanna (smiling) And I’ll make sure everything is safe while we play!
Legend (bouncing with joy) Yay! We’re ready to have fun!
The animals start to gather around, curious about the bunnies’ plans.
Leanne (leading the way) Follow us, everyone! Let’s make Animalopolis the best city ever!
Costumes:
All students will need a white shirt and jeans, this will be the base of their costume as it will be worn in the last scene of the show. They will wear their animal look over or with the plain white t-shirt and blue jeans.
The students are from Zootopia and have been allowed to pick which animal they want to be. Animal headbands can be purchased from Amazon or homemade.
Girls can add tutu skirts: you can buy one from amazon or party city, or you can spend around 6 to 8 dollars and make one (JoAnn’s or Hobby Lobby). Here is a how-to video:
Boys can add suspenders or bow ties, or anything that can accent their animal costume. | 903 | 589 | {
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Gov. Simcoe brought the roads to early Whitby
By EUGENE HENRY
John Grave Simcoe, an aristocratic soldier from England, dominated the days of first settlement in Canada (1800) and he was the key figure in the growth and development of Whitby Ontario.
After a tour of duty with the British army in the American colonies he asked to be assigned to Canada and the Colonial office obliged.
He came to his post at York with defense concepts for Upper Canada that proved to be highly beneficial for the development of the country. He had other ideas, however, that were in conflict with the basic concepts of his settlers and they contributed to years of dissent and eventually to the short-lived MacKenzie Rebellion of 1837.
Simcoe felt that the republican Americans of those days were an ever-present and real threat to Upper Canada. He, therefore, decided to build military roads between the main population centres—between Windsor and York, Kingston and York, Younge St. north to Lake Simcoe etc.
Army engineers carried out the survey work and civilian contractors did the road and bridge building.
One, Asa Danforth, was his prime contractor. They did a fine job.
The Simcoe surveyors not only laid out the main roads but supervised the concession and lot lines as well within the township boundaries. The work began in 1792 and it was completed before the 19th century came to a close.
It was John Graves Simcoe who laid that main line, between York and Kingston and it was who authorized the intersecting Centre Road too that is now Highway 12 and Brock Street. It was on this intersection that our Peter Perry founded the little settlement called Perry’s Corners in 1836. It eventually became the Town of Whitby.
Simcoe’s philosophical concept were typical of the times in England but in serious conflict with free men organizing a new life in British North America.
He wanted to create in Upper Canada a world that was governed by the elite of aristocratic, land owning officers.
CONT D ON PG. 19
St. John’s Church
This is St. John’s Anglican Church on Victoria Street. It is probably Whitby’s oldest place of worship, constructed in 1846.
Captian James Rowe helped to build the church and was its first warden.
Photo courtesy of the Henry Heritage Collection
Creighton House
Pictured here is the Brooklin home of Professor Donald Creighton. The home is located on Princess Street and was built around 1875.
Creighton, who passed away earlier this year, was one of Canada’s finest historians and his books on Sir John A MacDonald and the St. Lawrence Seaway have lead historical thought in this country for many years.
The professor’s widow still lives here, and she is in her own right, another of Canada’s best historians.
Photo courtesy of the Henry Heritage Collection
ONTARIO CAA MOTOR LEAGUE
OVER $210,000 SAVED
In one year we helped over 500,000 of our members who had dead batteries, stalled cars, flat tires and empty gas tanks. We also helped 169,000 members needing travel planning assistance, saved over $210,000 for members buying travellers’ cheques, gave legal advice and issued travel insurance. That’s not all we did for our members but it’s enough to show what the Ontario Motor League can do for you.
Over 75 Years we’ve been helping motorists. Isn’t it about time we helped YOU?
Gail Morris
Office Supervisor
Gail has been employed with OML for 9½ years. She has gone from Club Counsellor to Office Supervisor, and during that time has gained much experience in Domestic Travel, World Wide Bookings and in the International field, as well as the promotion and selling of memberships for the O.M.L. Many managerial duties are handled by her.
Gloria Taylor
Club Counsellor & O.M.I.C. Representative
Gloria has been in the employ of O.M.L. for 5 years. She handles all major club counsellor responsibilities plus all car insurance quotations for the Ontario Motorist Insurance Company. Her past experience and knowledge assists her in all phases of the O.M.L. Gloria has now served as a qualified car insurance representative for 3 years. Why not give our insurance a try?
Brenda MacLeod
Club Counsellor
Brenda is a transfer from the Head Office in Toronto and has now been with Oshawa office for 1 year. Her years experience has increased her knowledge in Domestic Routings for North America, Car rentals, Hotel reservations, International and selling memberships. Brenda is a “Jill” of all trades and enjoys her work.
JOIN US Before You Start Your Motor Trip This Summer
ONTARIO MOTOR LEAGUE
340 King St. W., Oshawa 723-5203 | 1,991 | 995 | {
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MONTH at A GLANCE
September 2019
Grade
PLAY GROUP
Dear Parents,
Play is the best way in which children learn. It is an integral part of every child’s life. This month, we would be developing skills across domains through a variety of activities involving indoor and outdoor play.
EVENTS OF THE MONTH
Teacher’s Day
Teachers have an influencing role in the life of every student. What we learn from our teacher’s remains with us, throughout our life. The birth anniversary of former President of India, Dr. Sarvepalli Radhakrishnan is observed as Teacher’s Day on 5th September’19. We will be celebrating Teacher’s day on 4th September’19. Kindly send your child dressed like their teachers.
I feel special today, it’s my birthday!
We will celebrate birthday of September born children this month. Children will enjoy cake cutting followed by a dance party. Invitation along with date and time would be sent through weekly circular.
ACTIVITIES OF THE MONTH
Physical Development
Gross Motor skills (i.e., skills involving large muscles) are developed by engaging children in various activities that enhance asymmetrical bilateral coordination. Children will be engaged in activities like:
- Hide and Seek
- Football
- Making teddy bear with cotton pasting
Fine Motor skills (i.e., skills involving small muscles):
Children are involved in activities that enhance palm dexterity through actions such as gripping, pressing, squeezing, releasing and enhancing eye hand coordination. Children would be involved in activities like:
- Balloon Volleyball
- Stacking blocks
- Throwing ball from a distance
Language Development:
This month focus is to develop vocabulary and observation skills in them. It fosters curiosity, creativity and imagination. To build these skills, following activities would be done in the class:
- Introduction of picture reading
- Opportunities for children to listen to others, speak and express themselves
- Exposure to rhymes:
- हाथी राजा बहुत भले (किलकारी पृष्ठ 8)
- Two little dicky birds (Jingling Rhymes, Page 5)
- Pitter Patter rain drops (Jingling Rhymes, Page 8)
Socio-Emotional Development
Children are given opportunities to play by themselves and explore a variety of objects. While playing, they would be interacting with their peer group thereby developing a strong bond.
Cognitive Development
This month focus is to enhance visual skills, observation skills, saccade, visual discrimination and focusing skills through games like:
- Finding the missing object
- Passing the parcel
- Matching pictures and objects, finding the odd one out
- Catching, throwing and bowling
- Nature walk
Fitness Mantra
Healthy mind resides in a healthy body. This month our kids will learn ASANAS in Yoga. How to make a I-stance, thigh jogging, half turning exercise, self defense technique in Taek-won-do.
IMPORTANT LINKS FOR YOUR READY REFERENCE
School Website
https://www.motherspridepreschool.com/
You can view the following information uploaded under the “Parents” tab on the website:
• Menu of the meals served to the children
• List of Holidays for Session 2019-20
• List of Annual Events
Facebook Page
http://www.facebook.com/mothersprideonline
Visit our facebook page to be updated with all the latest events and happenings.
Kids Gallery
http://www.motherspridepreschool.com/kids-gallery/
You can view photographs uploaded in your child’s gallery
HOLIDAYS OF THE MONTH
Teacher’s Day: 5th September 2019 (Thursday)
Muharram: 10th September 2019 (Tuesday)
Note: Any change in the dates will be communicated through weekly circular.
Regards
Class Teacher | 1,716 | 791 | {
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Moon Cycle Chart
NOTES
DATE START _______________________
DATE END _______________________
MOON PHASE
EMOTIONAL RING
PHYSICAL RING
WAXING MOON
WANING MOON
MENSTRUAL MOON MANDALA
DAY DATE
WHAT AN INCREDIBLE OPPORTUNITY IT IS TO CHART OUR MOON CYCLES.
When we begin moon mapping, we begin a deep journey into ourselves. It is a remembering and re-awakening of the ancient lunar rhythms expressed outside of us and within us… our connection with a universal pattern of ancient origin. After 3 months of moon mapping you will begin to see patterns that perhaps you were never aware of, informing you of how you flow in your personal monthly cycle. You can use this information to design your life that supports your ever-changing phases for dynamic balance.
HOW USE THE MOONDALA MAP:
1) There are 29 moons on each chart. They have been colored in black to illustrate the phases of one lunar cycle. The black moon represents the new moon. The white moon represents the full moon. The shaded area is the waxing phase (new moon to full moon) and the white area is the waning phase (full moon to new moon).
2) To begin your mapping, you will need to know which phase of the moon is Day 1 of your cycle. Day 1 of your cycle is the day that you begin bleeding. To find out which phase of the moon is in on Day 1, you need to look up the date you began bleeding in a lunar calendar (if you began bleeding on May 22, then look to the lunar calendar and find out what phase the moon was in on that day). Once you have this reference point, you can write the days (1,2,3 etc) and the corresponding dates of your moon cycle into the chart according to the images of the moon shown in the Moondala Map.
3) The days of your cycle are recorded in the area entitled ‘Day’.
4) The corresponding dates of your moon cycle are written in the ‘Date’ area.
5) The area entitled ‘Physical Being’ is where you document the changes happening in your body.
6) The area entitled ‘Emotional Being’ is where you document the changes happening in your emotional being.
7) The space beside each moon is an optional space to include the astrological sign that the moon is in.
MAPPING TIPS:
Consistency is key: To create a healthy habit of daily recording, it is recommended that you keep your Menstrual Moon Mandala in a place that you will frequent, such as your bedside table.
Make it count: Create the context in your mind that giving yourself time to reflect and record is an act of self-love. This is a practical ritual that is serving your sweet soul.
Consolidate: If it is more realistic for you, you can record a general overview of 2-4 days if your experience over a few days is relatively similar. This will make it easier for you when looking for patterns after months of recording. | 1,230 | 635 | {
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What is a **Clause**?
What is a **Phrase**?
What is a **Clause**?
A group of words including a subject (usually noun) and verb.
What is a **Phrase**?
A group of words that does not have a subject and verb.
The boy ran after the ball.
Which part is the clause; which is the phrase?
The boy ran after the ball.
Which part is the clause; which is the phrase?
**Clause**
The boy ran
**Phrase**
after the ball.
This is an example of a prepositional phrase as it about the position or direction.
**Clause**
A group of words including a subject (usually noun) and verb.
**Phrase**
A group of words that does not have a subject and verb.
smashing into a tree leaving behind the keys
because of her engaging smile
broken into millions of pieces
after the assembly
before lunch time
smashing into a tree leaving behind the keys
because of her engaging smile
broken into millions of pieces
after the assembly
before lunch time
They are all phrases. They might have a verb or subject, but not both.
Clause A group of words including a subject (usually noun) and verb.
Phrase A group of words that does not have a subject and verb.
Tommy is kinder than me
since she laughs at silly things
when the children line up
I despise nasty people
because she worked hard
Tommy is kinder than me
since she laughs at silly things
when the children line up
I despise nasty people
because she worked hard
They are all clauses. They all have subject and verb.
Main clauses can exist on their own. Subordinate clauses need a main clause too to make sense. Which of the above are main or subordinate?
in the playground he is wearing
scoring a great goal the train drove slowly
a nice shirt she kicked the ball
arriving late after lunch, they sang
The left are phrases; the right are clauses.
Can you rearrange and match them up?
Put a tick in each row to show whether the underlined part of the sentence is a phrase or a clause.
| | Phrase | Clause |
|-----------------------------------------------------------------|--------|--------|
| We went outside **so we could enjoy the sunshine**. | | |
| The sun shone **in the bright blue sky**. | | |
| **The beautiful rainbow** lasted for hours. | | |
| **We had fun** running around the garden. | | | | 1,127 | 536 | {
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ARITHMETIC:
Grade IV Text book pages 100 - 102. Table of 12's - Scale-drawing of 1 inch to 12 feet. Problems written and oral.
Grade III. Text book pages 58 - 59. Problems of many kinds using tables to seven. Calculation of sales of a newstand for a week. Competition work for speed and accuracy in simple examples in four operations.
READING & LITERATURE:
Grade IV. Cook - "The Story of Ulysses", "In the King's Palace", "Ulysses Among the Phaeicians."
Grade III - "Jack and the Beanstalk" finished. "The White Cat" begun in Scudder's "Fables and Folk Stories".
WRITTEN ENGLISH:
Nearly every day some part of the story read, one sentence or more is written on the blackboard and corrected. The class also wrote at home a short story of the Fort Dearborn Massacre, after having heard it in class.
HISTORY & GEOGRAPHY:
The Fort Dearborn Massacre. The condition of the country around Chicago from 1812 to 1830 briefly sketched. Life in Chicago in 1830 based on Jenny Hall's "An Old Settler's Story".
LOW THIRD & LOW FOURTH GRADES,
HELEN SARD HUGHES, TEACHER.
May 28, 1909.
ARITHMETIC:
Fourth Grade - Problems based on cooking recipes, calculating costs, quantities, etc.
Third Grade - Review of liquid measure.
READING & LITERATURE:
Fourth Grade - Cooke "Story of Ulysses". Stories of "Penelope's Weaving", "The Young Prince and his Guests", "Telemachus Hears the News".
Third Grade - Scudder - "Fables and Folk Stories" - "The White Cat".
HISTORY & GEOGRAPHY:
Early Chicago - The settlement of the country around Chicago, - farming and cattle raising; the increase of commerce; the Black Hawk War.
Based on Jenny Hall's story "An Old Settler's Story" and Kirkland's "The Story of Chicago".
LOW THIRD & LOW FOURTH GRADES -
HELEN SARD HUGHES.
June 4, 1909.
ARITHMETIC:
Grade III -
Review of dry measure and liquid measure.
Grade IV - Multiplication table of 12's. Problems based on the measure of time - the clock, weeks, and months.
READING & LITERATURE:
Grade III. Scudder "Fables and Folk Stories" - the story of "The White Cat" finished.
Grade IV. Cooke "The Story of Ulysses", "Telemachus Hears News", "Ulysses leaves the Phaeacians".
Poem studied and memorized - Aldrich "Before the Rain".
HISTORY & GEOGRAPHY:
Early Chicago, harbor, piers and light-house, ferries and bridges.
Hall's story "An Old Settler's Story" read to the class and discussed.
ARITHMETIC:
Fourth Grade - Review of all the tables. Problems based on measurement of time using table of 12's. Miscellaneous problems.
Third Grade - Review of tables thru 6's. Dry measure and weights. Miscellaneous problems.
Both classes joined with Miss Black's room in a multiplication contest in which they won. This was significant as showing a gain in quickness of thinking and thoroughness of knowledge of that one branch at least, whereas thoroughness has not been easily attained to.
READING & LITERATURE:
Fourth Grade - Cook, "Story of Ulysses"; story of "The
Third Grade - Scudder, "Fables & Folk Stories", "Beauty and the Beast".
HISTORY & GEOGRAPHY:
Early Chicago - The history of Bridges and Streets - early methods of crossing the river, ferry, early bridges, and reason for them, present day bridges. Bad condition of first streets, early attempts at pavement, causes of failure, draining the marshes, raising the grade. The children obtained postal of bridges and present day streets and illustrated stories in which they described the development to this point. | 1,772 | 853 | {
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"To a Skylark" is an ode composed by P.B. Shelley, a poet of the later romantic generation. He composed this poem in the summer of 1820 while he was in Italy with his wife Mary Shelley. For this composition, he got inspiration from the song of a real skylark and very beautifully transformed ordinary experience into a plea to move beyond that experience to a deeper poetic understanding.
"To a Skylark" is not, however, a description of a particular occasion or a particular bird, rather it is a search for something ideal and elusive, something which can not, in the end, be captured in words.
In the poem, "a skylark" is addressed as "blethe Spirit" rather than a bird, because its song comes from heaven and from its full breast pours "profuse strains of unpremeditated art". As the poet visualised the skylark flying higher and higher "like a cloud of fire" in the blue sky and singing at the higher level of sky, the poet gives thought-provoking picture of the
Skylark, while flying, it sings too, and appears to be in the "golden lighting" of the sun, it appears floating and listening like "an unbodied joy." As the Skylark flies higher and higher, the poet or the speaker loses sight of it, but is still able to hear its "Shrill delight" which comes down as keenly as moonbeams in the "white dawn", which can be felt even when they are not seen. The earth and air resound with the Skylark's voice just as heaven overflows with moonbeams when the moon shines out from behind "a lonely cloud".
The poet says that Skylark is unknown to everyone because it is unique and he further says that even "rainbow clouds" do not rain as brightly as the shower of melody that comes from the Skylark. He compares bird with poet's thoughtful state & mind. The bird is "like a poet hidden in the light of thought," is able to make the world experience "sympathy with hopes and fears it needed not." It is like a lovely maiden in a palace tower who uses her song to soothe her love-lorn soul, a glowworm throwing out its beams of light, a rose in bloom diffusing its
scent, and the sound of rain twinkling grass are here being compared to the flying singing skylark, though unseen. Songs sung in praise & love or wine or music played for a wedding or a celebration can not compare its loveliness with the song of skylark.
What are the reasons that make the Skylark's song so sweet and happy? What accounts for the happiness of the song of the Skylark? It is free from all that gives pain to man. It knows what lies beyond death and has no fear. Even if man freed himself from hate, pride, and fear, man's joy would not equal the Skylark's. The secret of its capacity to sing so happily would be an incomparable gift for the poet. If the Skylark could communicate its Shelley half its happiness, then he would write poetry that the world would read as joyful as he is listening to the song of the bird.
So, in this poem, Shelley has converted the bird or specifically, the bird song into a symbol of happiness. The poem is not so much about a skylark, as it is about happiness. As in the first line of the poem the singing bird is personified as "blithe" or happy
spirit. Shelley, in personifying the Skylark, has created a myth, just as in the "Ode to The West Wind" and "The Cloud." He has endowed his Skylark with mind—"Teach us, Spirit or Bird/What sweet thoughts are thine". Here, the poet gets the secret reveal & the happiness & the bird. It has a decided advantage over human beings, who know what makes them happy and what make them unhappy. The Skylark knows—what lies beyond death and the nature & what it knows banishes its fear of death.
'To a Skylark' brilliantly illustrates Shelley's conviction that the human mind and by extension, human society, operates not according to fixed mental or emotional states but to a constantly changing, and never resolved tension between the body and soul, the physical and the imagined, despondency and optimism, harsh reality and idealism. | 1,434 | 904 | {
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Philae Temple Complex
The Philae Temple Complex is an ancient Egyptian temple complex located on Agilkia Island in the Aswan area of Upper Egypt. It was originally situated on the island of Philae, but was moved to its current location during the construction of the Aswan Low Dam. The complex consists of several temples dedicated to various deities, including Isis, Osiris, and Horus. The temples feature intricate carvings and hieroglyphics, and are surrounded by lush vegetation and palm trees. The complex is a popular tourist destination and offers visitors a glimpse into ancient Egyptian history and culture.
The Nile River, Egypt
Al-Azhar Mosque, Cairo, Egypt
The Grand Bazaar in Istanbul, Turkey, is one of the largest and oldest covered markets in the world. It has been in operation since the 15th century and is located in the historic center of Istanbul. The bazaar is known for its vast array of goods, including clothing, jewelry, spices, and souvenirs. It is a popular tourist destination and a must-see for anyone visiting Istanbul.
The temple of Abu Simbel, located in southern Egypt near the Sudanese border, is one of the most famous and well-preserved ancient Egyptian temples. It was originally built by Pharaoh Ramses II around 1264 BC to honor both himself and the god Amun-Ra. The temple is carved into a sandstone cliff and features massive statues of Ramses II and his wife Nefertari.
In 1964, due to the construction of the Aswan High Dam, the temple faced the risk of being submerged under the rising waters of Lake Nasser. To preserve this cultural heritage, the entire temple was carefully dismantled and reassembled on higher ground, approximately 200 meters away from its original location. This relocation project was a monumental undertaking that required meticulous planning and execution.
Today, Abu Simbel stands as a testament to the ingenuity and skill of ancient Egyptian builders. Its grandeur and intricate carvings continue to captivate visitors from around the world, offering a glimpse into the rich history and religious beliefs of ancient Egypt.
Papyrus Plant (Cyperus papyrus)
The weighing of the heart
In the Book of the Dead, the deceased is judged by the god Osiris in the Hall of Truth. The heart of the deceased is placed on one side of a scale, and the feather of Ma'at (truth, balance, order) is placed on the other side. If the heart is lighter than the feather, the deceased is considered to have lived a righteous life and is allowed to pass into the afterlife. If the heart is heavier, the deceased is devoured by the monster Ammit.
The Great Sphinx of Giza is an ancient limestone statue of a reclining sphinx, a mythical creature with the body of a lion and the head of a human. It is located on the Giza Plateau in Egypt, facing the Nile River. The Great Sphinx is generally believed to have been built during the reign of Pharaoh Khafre (2589–2566 BC) or his predecessor, Pharaoh Khufu (2580–2566 BC). The exact age of the Great Sphinx remains a subject of debate among archaeologists and historians.
The Great Sphinx is one of the most iconic symbols of ancient Egypt and has captured the imagination of people around the world for centuries. Its massive size and intricate details make it a remarkable feat of ancient engineering and craftsmanship. The Great Sphinx stands as a testament to the advanced knowledge and skill of the ancient Egyptians, who built it as a monument to their pharaohs and as a symbol of their divine connection to the gods.
Today, the Great Sphinx is a popular tourist attraction and a UNESCO World Heritage Site. Visitors can admire its grandeur from various angles and learn about its history and significance through guided tours and exhibits. The Great Sphinx continues to inspire awe and wonder, reminding us of the rich cultural heritage and historical achievements of ancient Egypt.
The golden sarcophagus of Tutankhamun, one of the most famous artifacts from ancient Egypt, is displayed in the Egyptian Museum in Cairo. | 1,672 | 927 | {
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CLAUSTRA
Flores Studio presents an original design featuring a claustra made from handmade ceramic bricks. This architectural element serves as a structural component while creating an interplay of shadows and light throughout the space.
The exhibition is a collaboration between the University of the Arts London and the University of the Arts Berlin, and will be on display at the UAL’s Whitechapel Gallery from 12th October to 1st December 2019.
As sunlight filters through the ceramic grid, it generates patterns that shift throughout the day, enhancing the atmosphere and connecting the interior with the environment. The different angles of the bricks partitions reflects and refracts light, adding visual interest.
1. **Mixing Cement and Water**
- In a large mixing bowl, combine 2 parts cement with 1 part water by volume. Stir until the mixture is smooth and free of lumps.
2. **Adding Sand**
- Gradually add sand to the cement mixture, stirring continuously. Continue adding sand until the mixture reaches the desired consistency. The mixture should be thick enough to hold its shape but still easy to work with.
3. **Forming the Planter**
- Using your hands or a trowel, transfer the cement mixture into a planter mold. Press the mixture firmly into the mold to remove any air bubbles and ensure even distribution.
4. **Smoothing the Surface**
- Once the mixture is in place, use a damp sponge to smooth the surface of the planter. This will help create a uniform finish and remove any excess cement.
5. **Allowing to Dry**
- Allow the planter to dry completely before removing it from the mold. This may take several hours or overnight depending on the humidity and temperature.
6. **Finishing Touches**
- Once the planter is dry, you can apply a sealant or paint to protect it and enhance its appearance. Choose a sealant that is suitable for outdoor use to ensure durability.
7. **Planting**
- Once the planter is fully cured (usually after 24-48 hours), you can plant your favorite flowers or herbs. Make sure to water the plants regularly to keep them healthy and vibrant.
By following these steps, you can create a beautiful and functional concrete planter that will add a touch of elegance to your outdoor space. Enjoy your gardening!
The kiln is a crucial part of the ceramic process, where the clay is fired to achieve its final form and properties. The kiln's temperature and atmosphere can significantly affect the outcome of the ceramic piece.
Cleaning the inside of the molds with a damp cloth.
FLORES | 1,027 | 737 | {
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Technion developing 3 tiny satellites to fly in formation
Devices could locating missing, in distress persons
By JUDY SIEGEL
Researchers at the Technion-Israel Institute of Technology – for years experts in the miniaturization of satellites – plan to build and dispatch into space a fixed formation of three nanosatellites weighing up to six kilograms each, the first time scientists will attempt this feat.
The project, headed by Prof. Pini Gurfil of the aeronautics and space engineering faculty, is due to be unveiled officially next Monday at the Science and Technology Ministry’s International Ilan Ramon Memorial Space Conference at the Fisher Institute for Air and Space Strategic Studies in Herzliya. Representatives of space agencies and space researchers from around the world are due to attend.
“This is the first time in the world that scientists will attempt sending three satellites together in a controlled formation,” Gurfil said. “Until now, this has not been possible because of their size and weight and the problems of dispatching multiple satellites in a uniform formation and their remaining in space for a long time.”
The communications satellite construction will be launched in 2015. The Technion in Haifa has had much success in building satellites that are smaller than a refrigerator and thus more efficient and cheaper than devices built in the US and Europe.
The nano-satellites will try to receive signals at various frequencies from Earth and calculate the location of the transmission facility. Receiving signals in space from Earth with the help of a number of nanosatellites flying in a fixed arrangement is a new concept that has never been performed anywhere. If the experiment succeeds, said Gurfil, such satellites could be applied to locating missing persons or individuals in distress.
The project is aimed at proving that it is possible to hold tiny satellites in formation for a year as they pass 600 kilometers above the Earth. Each of the satellites will be built with a movement system that will help keep it together for a long period in space.
They will be built according to the standard CubeSat model whose parts will be put together by students of the Technion faculty. Each satellite will be constructed out of six cubes, each of them 10 centimeters cubed. Thus the whole structure will be 10 x 20 x 30 cm. in size. Measuring equipment, antennas, computer and control systems and navigating equipment will be attached. The programs and algorithms that manage the fight were developed in a Technion lab for space research. The nano-satellites will be sent off as an additional shipment on a rocket to be sent via Europe, Russia or India, the Haifa institute said.
Gurfil received a 1.5 million euro grant from the European Union a few months ago to carry out the project. He and his team of interdisciplinary
researchers have already built a working model to overcome the problems resulting from the need to prevent the nanosatellites from getting too close or too far from each other. The parts must be able to communicate and function even when something goes wrong and to fix their relative position with a minimum of fuel so they can remain longer in space.
"If we succeed in proving that such a flying formation is possible, it will boost the development of very small satellites and technologies connected to miniaturization of electronic components, efficient processing and movement in space," said Gurfil. "It would advance a variety of other civilian applications as well."
Another target is to provide practical training for space engineers, and students for bachelor's and advanced degrees will participate in examining areas connected to the project. Training and practical experience are vital for developing Israel's future in the field, Gurfil said.
In July 1998, Technion aeronautical and space engineers and students dispatched the Gurwin-TechSAT-2 satellite, one of the smallest of its type in the world. It succeeded in staying in space and carrying out all its missions for 21 years. Built as a cube, with each side 54 cm. long, it weighed only 84 kg., significantly reducing its power consumption. | 1,686 | 820 | {
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Worksheet: Cyber Bullying
Read the Mercury news article from 2009, and answer the following questions:
1. How many Tasmanian schools were surveyed?
2. How many students were surveyed in Tasmania?
3. The percentage of students per state who said they were bullied every few weeks or more from the original study are:
| State | cyber bullying |
|-------|----------------|
| NSW | 7.3% |
| WA | 6.3% |
| TAS | 15.6% |
| SA | 7.2% |
| QLD | 5.3% |
| VIC | 6.0% |
| ACT | 6.5% |
| NT | 8.9% |
In your notebooks, create a bar graph using the state data above. Remember to label the graph appropriately by including all of the information above, and include a title for the graph.
4. What percentage of all the students surveyed were from Tasmania? Hint: find the number of Tasmania students surveyed, and the total number of survey respondents. Do you think this percentage is a fair representation?
**TASK:** How do you think your school compares to the Tasmanian average figures for cyber bullying? **Compile three questions** for a survey of students at your school about their experiences and attitudes of bullying. *On the other side of this page is a graphic from the original survey that helped students define bullying when answering questions.*
TYPES OF BULLYING:
1. Hit, kicked or pushed around
2. Made fun of and teased in a mean and hurtful way.
3. Lies or nasty stories told about someone behind their back
4. Made afraid of getting hurt.
5. Ignored, excluded, left out on purpose, or not allowed to join in.
6. Mean and nasty pictures or words posted/sent on the Internet or mobile phone.
Some types of bullying can be physical, like hitting, kicking or pushing someone around, as seen in picture number 1;
Others are done face to face, like making fun of or teasing others in mean or hurtful ways as seen in picture number 2;
Other types of bullying are done in ways that are not easily seen by adults or others.
This type of bullying includes:
Telling lies or nasty stories about someone behind their back, as seen in picture 3;
Making someone feel afraid that they may get hurt, seen in picture 4;
Ignoring, excluding, or leaving someone out on purpose, or not letting someone join in, seen in picture 5; or
Sending or posting mean and nasty pictures or words on the Internet or mobile phone, seen in picture 6.
Does anyone have any questions about these types of bullying? | 1,140 | 569 | {
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The Bear and the Two Travelers
Two boys were making their way through the forest. They were taking a short cut to get to school. Out of nowhere, they spotted a bear that looked hunger as could be. The first boy immediately climbed a tree as high as he could. The second boy hid by laying flat on the ground, just out of sight. The bear was curious; he went over and smelled the second boy. The boy held his breathe and played “dead”. The bear sensing that the boy was dead, whispered something and then left. The boy had heard that bears will not touch a dead body. As soon as the bear was a safe distance away, the first boy came down from the tree. The first boy rushed over to the second boy and immediately asked him what the bear whispered. “He gave me advice.” “What was the advice?” the first boy asked. “Never travel with someone who deserts you at the first sign of danger!”
1. List 3 nouns in this story: _______________________
_______________________
_______________________
2. Circle the verbs in this story.
3. Who are the characters in this story? ____________________________
4. What can we learn from this story?
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. What can you do so you don’t end up like the traveler on the ground?
____________________________________________________________
____________________________________________________________
Two boys were making their way through the forest. They were taking a short cut to get to school. Out of nowhere, they spotted a bear that looked hunger as could be. The first boy immediately climbed a tree as high as he could. The second boy hid by laying flat on the ground, just out of sight. The bear was curious; he went over and smelled the second boy. The boy held his breathe and played “dead”. The bear sensing that the boy was dead, whispered something and then left. The boy had heard that bears will not touch a dead body. As soon as the bear was a safe distance away, the first boy came down from the tree. The first boy rushed over to the second boy and immediately asked him what the bear whispered. “He gave me advice.” “What was the advice?” the first boy asked. “Never travel with someone who deserts you at the first sign of danger!”
1. List 3 nouns in this story:
- forest
- school
- boy
2. Circle the verbs in this story. Highlighted above
3. Who are the characters in this story?
- the two travelers and the bear
4. What can we learn from this story?
- Moral of the story – dangerous situations can test a friendship
5. What can you do so you don’t end up like the traveler on the ground?
- Make sure you have true friends – friends who will protect you in scary situations | 1,252 | 599 | {
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Hello, I'm Al Asuncion, an intern here at KMXT are part of the station's summer archiving project. This week, I listened to "My Green Earth" hosted by Stacy Studebaker, also known as Leila Liverwort.
"Hi there, Nature fans! Welcome to My Green Earth, a weekly radio show about our environment for kids and their parents. I'm your host, Leila Liverwort; and today's creature feature is about a relative of the insect that can be found nearly everywhere from deserts to bathtubs. Instead of having six legs like insects, these creatures have eight legs. You've guessed it! Spiders!"
This episode titled "Spiders" aired on KMXT in December of 1994. Leila illustrates the body structure of a spider in this show.
"The body of a spider has two main parts, the cephalothorax and the abdomen. The cephalothorax is a combination of the head and midsection, and it is covered with a hardened shield called the carapace. At the front end is the mouth, which is flanked by a pair of fang. These are used in feeding, defense and sometimes for digging. A poison gland opens into the tips of each fang is used to immobilize the spider's prey. This like many other behaviors of tiny animals like insects and spiders are things that the creatures are born knowing without having to go to school or watch their parents, it is called instinct."
Leila also describes silk and how spiders produce them.
"Silk is very important in the lives of all spiders, even though species that don't spin web. Silk is a kind of protein. Spiders make it in glands, near the tip of the abdomen. They use their legs to draw out the silk from the spinneret, with their hollow finger-like projections of the tip of the abdomen. The liquid silk hardens as it is drawn out. The threads are stronger than steel threads of the same diameter and can be stretched for up to one-third of their length without breaking."
To conclude, here's a clip of the song that I found entertaining on this show titled, "Spunky Spider" by Jane Murphy.
Thank you for joining me this week as I recap some remarkable real-to-reel audio.
| Date | Time | Event |
|------------|-------|--------------------------------------------|
| 2014-09-01 | 18:00 | The Great American Beer Festival |
| 2014-09-02 | 19:00 | Annual Fall Festival |
| 2014-09-03 | 20:00 | Oktoberfest |
| 2014-09-04 | 21:00 | Halloween Party |
| 2014-09-05 | 22:00 | Thanksgiving Day Celebration |
*Note: All events are held at the local community center.* | 1,239 | 596 | {
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# IV₂
Fourth Couplet, Second Line
教五子名俱揚
chiao⁴ wu³ tzu³ ming² chü¹ yang²
Rhyme: 扬 rhymes 陽, the same rhyme as in # IV₁.
Translation:
[He] educated five sons, and all rose to celebrity.
Literally: “there was a synchronous bouncing up of the fame of the five boys educated [by him].”
> 俱 equals 具: the kanjis are alternative graphs, cf. Cd., p. 421, Mth., 1556/1557, M., 2.1473.10, and Mao’s commentary to the quotation below.
Quotation:
具揚 Ode 78, descriptive of a hunting party. In the second stanza we read:
火烈具揚
a row of fire was synchronously tossed in the air
The translation follows the commentary which equates 烈 with 列 and 具 with 俱. We are invited to visualise the exalting spectacle of a long row of “beaters” carrying fire in closed pots: on command, they would uncover these fire pots and lift them up high, thus producing a blazing row of flames. The synchronism of their action showed that “they all were of one mind” (言衆同心). Allegorically: the row of beaters of the royal hunt equals the five Tou boys; and the sudden flaring up of flames means the glory of their merit.
> 扬 is interpreted according to Li chi, Ch’ü li, HY 1/29 (C., I, p. 36): 勿揚飯 Do not toss the rice in the air! In olden times the Chinese ate the rice with their hands (as do Indians and
Muslims to the present day); and when the rice was too hot, they were tempted to cool it off by tossing it in the air.
On a secondary level, we may observe the suggestiveness of the verse (and of the entire ode):
> 烈 “a glorious, meritorious action; great, magnificent; firm, virtuous” and also “the establishment of a dynasty” (in this case, the Sung Dynasty, cf. # 42-A).
> 具 shows a “cowry shell” and “two hands”, meaning “to accumulate a fortune” (*W.* 47 G): Confucianism considered public employment as the only legitimate source of wealth.
> 揚 “to exalt, to celebrate”.
> 火 “house, family”
Hence, “Their house was lifted up to fame and wealth”.
So much for that one verse. Ode 78 can be read in its entirety as an allegory in praise of the five Tou brothers, and be applied to the circumstances of Manchu times. The ode sings the prowess of Prince Shu in tiger hunting (meaning, the eradication of brigandage/warlordism), in archery (which was the favourite sport of the Manchu dynasty, cf. # 2-P, end), and in driving a quadriga pulled by steeds of incomparable quality (the four younger brothers, while the charioteer is the eldest).
There is moreover a fine duck-and-drake: all these prowesses, Prince Shu performed them on behalf of Duke Chuang. The “Little preface” tells us: *The ode blames Duke Chuang: he was a scoundrel; [only because Prince] Shu was outstandingly skillful and courageous did he obtain the support of the multitude.*
Meaning: that Chao K’uang-yin, *alias* Sung T’ai Tsu, could never have succeeded in establishing his authority, had it not been for the services of the Tou brothers: proof of the value of a Confucian education, but also of the fact that, without the Tatars, the Chinese are helpless (cf. below, # 42-A). | 1,380 | 825 | {
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Yucca is a rich source of steroidal saponins, whose extract acts as a natural surfactant or wetting agent. Surfactants work to reduce surface tension between water particles, which facilitates spreading. It also enables water to spread evenly through soil, reducing the presence of dry spots and water channels. EZ-Gro Yucca can be added to fertilizers to increase their effectiveness and add additional protection against drought, heat, salt and UV stress. Conserve water, increase productivity and protect against dehydration by adding EZ-Gro Yucca to your fertilizer.
**APPLICATION RATES:**
EZ-Gro Yucca can be mixed with other fertilizers.
**Wetting agent for agricultural field crops:**
Add 20 ml of EZ-Gro Yucca to agrichemical sprays for every 100 L of final volume.
**Horticulture:**
Begin foliar application after transplant or emergence unless otherwise specified.
| CROP | RATE (L/HA) | INSTRUCTIONS |
|-------------------------------------------|-------------|------------------------------------------------------------------------------|
| Potted vegetables, herbs and flowers | 1.5 g / L water | Apply every 2 weeks in hot weather |
| Row and field crops - new seedlings or transplants | 2.0 | Drench soil before or after planting. Repeat mid season |
| Carrots | 0.5 | Spray over planted beds. Repeat mid season |
| Tomatoes and bell peppers | 1.0 | Add to first feed. Reapply every 2 weeks in hot weather |
| Strawberries | 1.0 | First application at 10 days after transplanting, second application of 0.5 L/ha 2 months later |
| Turf Fairways | 1.5 | Every 45 days beginning at green up |
| Turf Greens | 1.5 | Every 30 days beginning at green up |
| Flowers and ground cover | 2.0 | Apply every 2 weeks in hot weather |
| Soil and Compost | 2.0 | Apply to soil/compost and mix thoroughly. Reapply as necessary to improve water, and nutrient penetration |
| Hydroponics and Cannabis | 0.5 ml/L water | Apply to roots weekly through grow and bloom, beginning at transplant |
**ATTENTION**
Keep out of reach of children and animals
Avoid release to water sources. | Store locked up, in a tightly closed container. | Dispose of contents and container in accordance with local, regional, and national regulations.
**LOT NUMBER:** | 1,796 | 548 | {
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Across
3 Some people thought Jesus was a great ________.
6 What happened to the man being carried out?
8 Thaddaeus was another one of Jesus' __________.
9 The Bible often used __________ to prevent confusion when more than one person had the same name.
11 The man was the ________ son of his mother.
Down
1 What did Jesus tell the man to do?
2 The dead man sat up and began to __________.
4 ________ is also referred to as Jude or Judas son of James.
5 When Jesus saw the woman he said, "Do not ________."
7 ________ the Zealot was one of Jesus' apostles.
10 What town did Jesus go to in the Gospel reading?
What to listen for during the service?
Listen to what we say after the readings. What words do we use during this part of the service? Why do we say this? What does the Word do for us?
Gospel Reading: Luke 7:11-17
(The Gospel Reading is from the part of the Bible that is about Jesus and his ministry.)
11 Soon afterward [Jesus] went to a town called Nain, and his disciples and a great crowd went with him. 12 As he drew near to the gate of the town, behold, a man who had died was being carried out, the only son of his mother, and she was a widow, and a considerable crowd from the town was with her. 13 And when the Lord saw her, he had compassion on her and said to her, “Do not weep.” 14 Then he came up and touched the bier, and the bearers stood still. And he said, “Young man, I say to you, arise.” 15 And the dead man sat up and began to speak, and Jesus gave him to his mother. 16 Fear seized them all, and they glorified God, saying, “A great prophet has arisen among us!” and “God has visited his people!” 17 And this report about him spread through the whole of Judea and all the surrounding country.
Questions to talk about with your parents:
1) Why was the woman crying? What happened?
2) The woman’s husband had already died and now her son had died. Since she was alone now, do you think it might be hard for her to support and take care of herself?
3) What did Jesus say to the man who died? What happened then?
4) How did the people react when the man became alive again? What did they say?
5) Who did they think Jesus was? Who do they think performed the miracle?
People of the Bible: Simon & Thaddaeus
There are many men named “Simon” in the Bible, but we are going to learn about Simon the apostle. Simon was one of the twelve apostles of Jesus. Simon was called Simon the Zealot to distinguish him from Simon Peter (an apostle we learned about on Transfiguration Sunday). Simon is listed as an apostle in Luke 6 and Acts 1, but we don’t know much else about Simon. Thaddaeus is another one of Jesus’ apostles. He is also referred to as Jude or Judas the son of James, but he is different from Judas Iscariot as we read in John 14, who betrayed Jesus. Thaddaeus is listed as an apostle in Matthew 10 and Mark 3, and he is listed as Jude in Luke 6 and Acts 1. Sometimes the Bible uses different names in different places for the same person, just like today people have nicknames. The Bible often used nicknames to prevent confusion when more than one person had the same name. Once again, other than being listed as one of Jesus’ apostles, we don’t know much else about Thaddaeus. We do know that Jesus spent three years teaching Simon and Thaddaeus, along with the other 10 disciples, about His Word. The apostles then went out and proclaimed the Gospel about the Messiah and the forgiveness of sins.
Catechism Corner - Sacrament of the Altar
Who, then, receives such sacrament worthily? Answer:
Fasting and bodily preparation are indeed a fine outward training; but he is truly worthy and well prepared who has faith in these words, Given and shed for you for the remission of sins. But he that does not believe these words, or doubts, is unworthy and unprepared, for the words “for you” require all hearts to believe.
Draw a picture of Jesus raising the man from the dead | 1,494 | 949 | {
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Kenya Certificate of Secondary Education
GEOGRAPHY
FORM TWO 2ND TERM EXAMINATION 2015
Instructions
• Answer all the questions
• All answers must be written in the answer booklet provided
This paper consists of 4 printed pages. Candidates should check to ascertain that all pages are printed as indicated and that no questions are missing.
SECTION A
ANSWER ALL THE QUESTIONS IN THIS SECTION
1.a) What is endogenic? (2marks)
b) Name two types of earth movements (2marks)
c) What is subduction? (2marks)
2.a) Apart from Fold Mountains, name two features resulting from folding. (2marks)
b) Name two fold mountains found in
i) Africa (2marks)
ii) North America (2marks)
c) Define the term orogenesis (2marks)
3.a) What is faulting (2marks)
b) Use the diagram below to answer the labeled parts. (4marks)
![Diagram]
P
Q
R
S
c) Name four parts of the Great Rift Valley. (4marks)
d) Explain three positive effects of faulting to human beings (6marks)
4.a) What is an earthquake (2marks)
b) Differentiate between a seismograph and seismogram (2marks)
c) Name two types of longitudinal waves (2marks)
d) State four effects of earthquakes on the physical environment (4marks)
SECTION B
ANSWER ALL QUESTIONS IN THIS SECTION
5. Study the map of KARATINA 1:50,000 (sheet 121/3) provided and answer the following questions.
a)i What is the four figure grid reference of the Technical Institute at Mathira? (2marks)
ii Name two districts in the area covered by the map. (2marks)
iii Give three longitudinal extent of the area covered by the map. (2marks)
b)i What is the bearing of Mount Kenya campus at the grid reference 932568 from the cattle dip at grid reference 9905297 (2marks)
ii Measure the distance of the loose surface road D450 from the junction at the grid square 8462 up to the end Northwards. Give your answer in kilometers. (2marks)
iii Calculate the area of Mt. Kenya Forest on the eastern part of the district boundary. (2marks)
iv Name three methods which have been used to represent relief on the map. (3marks)
6.a) i What is vulcanicity? (2marks)
ii Name three volcanic intrusive features (2marks)
b) Draw a diagram to help you explain how a composite volcano is formed. (6marks)
c) State four positive effects of vulcanicity. (4marks)
7.a)i What is climate? (2marks)
b Explain how the following factors influence climate
i Ocean currents (3marks)
ii Human activities (3marks)
CLIMATIC REGIONS OF AFRICA
1 DESERT CLIMATE
2
3
c) i) Name the climatic regions marked
1.
2.
3.
ii) State five characteristics of the climate marked 2.
8. The table below shows crop production in Kenya between year 2006-2009. Use it to answer question a.
| YEAR | COFFEE | TEA | WHEAT |
|------|--------|-----|-------|
| 2006 | 5000 | 2200| 1200 |
| 2007 | 5300 | 2500| 1000 |
| 2008 | 6200 | 2200| 800 |
| 2009 | 6500 | 2400| 600 |
a) Using a scale of 1cm to represent 500. Draw a comparative bar graph to represent the above data.
b) State three interpretations from the graph.
c) i) State two advantages of using a comparative bar graph.
ii) State two disadvantages of using a comparative bar graph. | 1,793 | 832 | {
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Mother breaks the silence surrounding teen drug abuse
By JASON VALLEE, Staff Writer
NEWINGTON -- When Ginger Katz lost her son to a drug overdose, she found the courage to look beyond her depression and guilt to protect other families from suffering the same tragedy. Ten years later, she has become one of the nation's most active anti-drug advocates and continues to pass her courage on to thousands of children and families every day.
On Tuesday, Katz and her husband Larry traveled to the John Wallace and Martin Kellogg middle schools, where students listened to her presentation and heard the story of her son, Ian Eaccarino. "Silence is what killed my son," Katz said. "We need to teach kids to speak out. It's important for them to talk about their problems, not place them under a rug. They need talk or the silence will continue to harm and kill people."
Katz lost her son on Sept. 10, 1996, when he died from an overdose of heroin. Just six months later, Katz formed the Courage to Speak Foundation, an organization dedicated to fulfilling a promise Katz made to her son; to do everything in her power to prevent this tragedy from happening to another family.
Since that time, Katz has established a program called "Breaking the Code of Silence." The program is designed to help teach parents the importance of being able to talk with their kids about drugs and drug abuse.
"The number one key to prevention is parents who talk with their kids about substance abuse," Katz said.
"It should not be a one-time lecture, but an on-going dialog.
"Studies show that when kids have a steady dialog with their parents, they stand a 57 percent better chance of staying drug-free."
Katz told her audience on Tuesday that drugs are a prevalent part of today's society and are a concern for all of America's children.
According to statistics from the Partnership for a Drug-Free America, the drug industry has grown to a $4 billion a year industry and the major targets for new users are teenagers and college students.
In many cases when these kids become users, they develop a dependency on their friends to help cover up their habits.
In doing so, these friends are often pressured into aiding the user and are involved in the drug abuse, even when they do not use the substances themselves.
"I am not only concerned with the kids that use drugs, but I am even more concerned about those who don't," Katz said.
"Users are in denial and ask their friends to help them cover it up, which enables them to use more.
The right choices aren't always the easiest ones, so we need to reach those kids who don't use drugs, not just those who do."
By teaching today’s youth how to make the right decisions, Katz believes we are enabling them to not only say no to drugs, but to save their friends as well. Using anti-drug discussions instead of lectures allows parents and educators to show kids they have someone to turn to and allows children to develop the courage to come forward and get help for those who are in denial.
Katz also explained the importance of avoiding all drugs, not just those that are considered hard drugs.
Her son’s addiction began with what many people believe are harmless drugs, marijuana and alcohol.
While the two drugs can have an addictive effect on anyone, Katz noted that users who begin during their adolescence are far more likely to develop an addiction.
“There is no such thing as a safe drug,” Katz told her audience.
“More kids are in rehab for marijuana than all other drugs except for alcohol combined. It opened up the flood gates for my lan.”
Jason Vallee can be reached at email@example.com or by calling (860) 225-4601, Ext. 236. | 1,397 | 768 | {
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NOTE: Attempt five questions in all, including Question No. LX (Unit-V) which is compulsory and selecting one question each from Unit I - IV.
UNIT – I
I. a) Define Website. Why are Web Server and Web Browser important for a Web site?
b) How are Paragraph Breaks, Line Breaks and Text Styles used in a Web Page?
II. a) Create a Web Page which includes two images. Explain the tag used to add images. Also explain the attributes which enhance the look of an image in a Web Page.
b) What is a Table in HTML? How are they created? Describe tags and their attributes used for creating a table? Give example.
UNIT – II
III. a) Describe the <Frameset> and <Frame> tags and their attributes. How are they helpful in creating websites?
b) What is anchor tag? How do you create links to sections within the same page? Explain with the help of an example.
IV. a) What is CSS? What are the components of a CSS style? Give example.
b) What is a Form? Describe various options of Input tag used in a Form. Give examples.
UNIT – III
V. a) Define a function in JavaScript. Write a program using functions, to accept a number from the user and display the message, whether it is a positive number or negative number.
b) Explain the looping control constructs available in JavaScript. Give examples.
VI. a) Explain various types of events allowed in JavaScript with examples.
b) What is the use of 'Math' built-in object in JavaScript? Explain with examples.
(6,7)
UNIT – IV
VII. a) Describe the main features of Dreamweaver which help in enhancing the look of a Web Site.
b) Write steps to add Lists to a web page using Dreamweaver.
(6,7)
VIII. a) How is a Web Site uploaded to a Remote Server? Explain briefly.
b) Write main features of a third party FTP tool.
(6,7)
UNIT – V
IX. Write short answers:-
a) Which tags are used to apply Text styles? Explain their usage.
b) Explain Rowspan, Cellpadding and Cellspacing.
c) Define Definition List.
d) What are empty elements in HTML?
e) What is the difference between '===' and '====' operators in JavaScript?
f) How do you get Web space?
g) What is domain name?
(6x2)
(1) | 1,083 | 519 | {
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Get Started
Get 10 squares in one color and 10 in another color.
Get two number cubes. Take turns with another player or team.
Talk about math as you play!
At Your Turn
Toss two number cubes. Add the dots. Find your toss below.
Follow the directions. Explain your thinking. Cover the answer.
If the answer is taken, lose your turn. Have fun!
| Toss | Read the equation. Name the Property of Multiplication used in the equation. Explain. |
|------|-------------------------------------------------------------------------------------|
| 2 | \((5 \times 8) \times 6 = 5 \times (8 \times 6)\) |
| 3 | \(0 \times 27 = 0\) |
| 4 | \(17 \times 113 = 113 \times 17\) |
| 5 | \(1 \times 83 = 83\) |
| 6 | \(3 \times (12 \times 20) = 3 \times (20 \times 12) = (3 \times 20) \times 12\) |
| 7 | \((1 \times 6) \times 9 = 1 \times (6 \times 9) = 6 \times 9\) |
| 8 | \(3 \times 12 = 12 \times 3\) |
| 9 | \((1 \times 6) \times 5 = 6 \times 5\) |
| 10 | \((3 \times 7) \times 2 = 2 \times (3 \times 7)\) |
| 11 | \((0 \times 5) \times 7 = 0 \times (5 \times 7) = 0\) |
| 12 | \(1 \times 0 = 0\) |
| Commutative Property | Identity Property and Zero Property | Zero Property | Identity Property |
|---------------------|------------------------------------|---------------|------------------|
| Associative Property and Zero Property | Commutative Property and Associative Property | Associative Property and Identity Property | Commutative Property |
| Identity Property | Commutative Property | Associative Property | Identity Property |
| Associative Property and Identity Property | Identity Property | Commutative Property | Commutative Property and Associative Property |
How to Win
You win if you are the first to get four connected rectangles, like:
If you have more time
Play again! | 1,601 | 538 | {
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The Tiny Teacher
SUMMARY OF THE LESSON
The ant is a very small insect, but it is very intelligent and hard-working. It is wiser than any fly or earthworm. The story of an ant’s life sounds almost untrue. But watching the behaviour of the commonest ant can teach us a lot.
The ants can be black or red. They live comfortably, in large and high homes called ‘nests’ or ‘anthills’. Each home has hundreds of rooms and paths. In some of these rooms the queen ant lays eggs. Other rooms are used as nurseries for the young ones called ‘grubs’. Workers and soldiers have separate rooms. Some rooms are used as store houses. No worker can hurt a younger. They live in peace. Each one does its share of work intelligently and bravely.
The queen ant is the head of the family. It lives for about 15 years. It has a pair of wings which it bites off after its wedding flight. And then it does nothing but lay eggs.
Eggs are hatched. Grubs are out. Workers feed and clean them. They are carried about daily for airing and sun bath. A couple of weeks lets grubs become cocoons which break in three weeks. Perfect ants appear. They have to be trained to do their duties.
The ants use their feelers to talk to other ants. They pass on messages through them.
An anthill is a home not for ants alone. Some other creatures like beetles and the green fly also live in it. Some of them give out sweet smell while others give sweet juices. The green fly gives them milk.
Human beings can learn a lot from this small teacher. We can learn from them hard work, sense of duty and discipline, cleanliness, loyalty and care for the young ones.
TEXTBOOK QUESTIONS SOLVED
COMPREHENSION CHECK (Page 3)
1. The story of an ant’s life sounds almost untrue. The italicised phrase means
(i) highly exaggerated.
(ii) too remarkable to be true.
(iii) not based on facts.
Ans. (i) highly exaggerated.
2. Complete the following sentences.
(i) An ant is the smallest, ____________________________________________
(ii) We know a number of facts about an ant’s life because _______________________
Ans. (i) insect we have seen.
(ii) people have kept the ants as pets and watched their behaviour closely.
3. In what ways is an ant’s life peaceful?
Ans. The ants live in peace because each one does its share of work honestly, wisely and bravely. They don’t interfere in the work given to others. They never fight in their group.
COMPREHENSION CHECK (Page 5)
1. How long does it take for a grub to become a complete ant?
Ans. The grubs take in three to six weeks to become cocoons and then to be a complete ant.
2. Why do the worker ants carry the grubs about?
Ans. The grubs are carried about daily for airing, exercise and sunshine.
3. What jobs are new ants trained for?
Ans. The new ants learn their duties from old ants as workers, soldiers, builders, cleaners, etc.
4. Name some other creatures that live in anthills.
Ans. Some other creatures that live in anthills are beetles, lesser breeds of ants and the open fly.
5. Mention three things we can learn from the 'tiny teacher'. Give reasons for choosing these items.
Ans. We can learn from the tiny ants the lessons of hard work, sense of duty and discipline, cleanliness, loyalty and care for the young ones. These lessons are necessary for the happiness and smooth working of the society.
EXERCISE (Pages 5-6)
Discuss the following topics in groups.
1. (i) What problems are you likely to face if you keep ants as pets?
(ii) When a group of bees finds nectar, it informs other bees of its location, quantity, etc. through dancing. Can you guess what ants communicate to their fellow ants by touching one another's feelers?
Ans. (i) Keeping ants as pets is very uncommon or rare. The reason is that they don't take orders. They follow their own rules. Above all, they bite and spoil the food.
(ii) By touching one another's feelers, the ants give message to others about new-found food.
2. Complete the following poem with words from the box below.
Soldiers live in barracks
And birds in (a)______________,
Much like a snake that rests
In a (b)______________. No horse is able
To sleep except in a (c)______________.
And a dog lives well,
Mind you, only in a (d)______________.
To say 'hi' to an ant if you will,
You may have to climb an (e)______________.
hole kennel nests anthill stable
Ans. (a) nests (b) hole (c) stable (d) kennel (e) anthill. | 1,875 | 1,061 | {
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Barack Obama
The President
The White House
1600 Pennsylvania Ave. NW
Washington, D.C. 20500
Dear Mr. President,
I am writing this letter to encourage you to award posthumously the Presidential Medal of Freedom to the legendary organizer Fred Ross, Sr.
For more than half a century, Fred Ross Sr. educated, agitated and inspired people of all races and backgrounds to overcome fear and despair. As he said, Ross’s goal was “to help people do away with fear, to speak up and demand their rights, to push people to get out in front so that they could prove to themselves that they could do it.” He brought a passionate sense of justice, a focused energy and a matchless persistence to the craft of organizing.
Ross was a pioneer for racial and economic justice. In the thirties and early forties, he organized Dust Bowl refugees in the migratory worker camps that John Steinbeck wrote about, helping them form camp councils and self-governance. In the mid 1940s, he worked with Japanese Americans in many states during World War II, helping them get jobs and housing as a precondition to getting out of the internment camps.
After the war, in the midst of KKK activity, he organized eight Civic Unity Leagues in California’s citrus belt, bringing Mexican Americans and African Americans together to battle segregation in schools, skating rinks and movie theaters. In Orange County he organized parents to fight the practice of segregation in local schools and successfully integrated school boards across the citrus belt through voter registration drives and civic engagement. One of the most dramatic outcomes of his work in Orange County occurred when parents sued the school districts and prevailed (Mendez et al vs. Westminster School District, et al.), creating the legal precedent and laying the foundation for the landmark Brown vs. the Board of Education decision.
Mr. Ross was a mentor to past medal recipients Cesar Chavez and Dolores Huerta, training them as organizers and helping them to form the National Farm Workers Association (later United Farm Workers). He is also known for founding the
Community Service Organization with Tony Rios and the late Congressman Edward Roybal. Ross fought tirelessly for the rights of Hispanic farm laborers, but not just on their behalf – as Nancy Pelosi said during his memorial service, he "empowered people of color." It was because of his voter registration drives and Get Out The Vote techniques that some of the country's first Latino leaders were elected. Dolores Huerta also has noted that Ross was a feminist – she has stated that he fully recognized the personhood of women, and he "always made a seat for women" in positions of leadership and responsibility.
In recognition for this unsung hero, I urge you to confer the Presidential Medal of Freedom posthumously to Fred Ross, Sr.
This recognition would be a beacon of hope for living and future organizers committed to social justice.
Sincerely,
[Signature]
Joan Fitz-Gerald
President, America Votes | 1,267 | 604 | {
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The MaxHealth Hydration Strategy
“Without a great strategy, failure is probable. With a great strategy, success is inevitable.”
Principle:
We must be consistently hydrated if we want our body to function optimally and age properly.
Reality Check:
Most people suffer from chronic low-grade dehydration, and don’t even know it.
The Facts:
The human body is made mostly of water. Nearly every physiological function requires water. Chronic, low-grade dehydration is an associative factor in nearly all disease processes. Simply put, to be healthy and dis-ease free we must have a stellar hydration strategy (see how well that rhymes… ha-ha).
The MaxHealth Hydration Strategy:
The general rule is to consume half our body weight in ounces per day (a person weighing 180 pounds should consume 90 ounces per day). The average healthy adult should be consuming at least 60-100 ounces of water per day. Do not overconsume. When in doubt ask a healthcare professional for more specific advice.
The Baby-Step Approach:
Identify what you currently average per day in ounces. Add 10 ounces on top of that. This is your daily goal for the next 1-2 weeks. Once achieved consistently, add 10 to the daily goal. Repeat until you are consistently hitting your ideal daily goal. Then lock this habit into your lifestyle for good.
Our Top 10 Tips & Tricks For Maximizing Your Success (#10 is important):
1. Set a daily goal (example, 100 ounces is the daily goal)
2. Track it every day (one bottle = 20 ounces @ 5 bottles/day = success)
3. Get a head start (take water to bed, start drinking upon rising, don’t wait until later to start)
4. Have a mid-day checkpoint (try to meet half the goal before eating lunch)
5. Travel with water (take your water vessel with you everywhere)
6. Make water even better (add lemons & limes for extra flavor and alkalinity)
7. Stick with room temp (room temperature is typically easier on the system)
8. Use an app on your phone (hydration apps make a game out of it, which is fun)
9. Find a hydration partner (a family member or coworker makes it fun and competitive)
10. Get addicted to winning (every day you hit your goal is a win – make winning a habit)
One More Thing:
Teach your friends and family (especially children) about the MaxHealth Hydration Strategy. Tell them that your chiropractor taught you this, and that they too should be going to a wellness-based Chiropractor as well.
Maximized Health Chiropractic – www.maximizedhealth.net – 303.462.4476 - #1 Reviewed & Recommended Chiropractic Clinic in Colorado | 1,106 | 568 | {
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Lesson Six: Surface Area and Volume of Irregular Shapes
In lesson 3 you found the area of irregular shapes by using the formulas for shapes that you know, and adjusting them for the given irregular shape. You may have added areas (composite shapes), subtracted areas (shaded area), or found a fraction of a regular area.
All of these skills can be applied to 3D shapes as well.
Example 1: Composite 3D Shape
The following shape is a grain silo. It stores grain in a dry place until needed (or sold) by a farmer. It is made up of a cylinder with a cone (with 8 m height) on top. Calculate the volume of this composite shape.
\[ \text{Volume} = \frac{1}{3} \pi r^2 h \]
\[ = \frac{1}{3} \times \pi \times 10m^2 \times 35m \]
\[ = 3665.19 \text{ m}^3 \]
\[ \text{Volume of cylinder} = \pi r^2 \times h \]
\[ = \pi \times 10m^2 + 35m \]
\[ = 10995.57 \text{ m}^3 \]
\[ \text{Volume of silo} = 3665.19 \text{ m}^3 + 10995.57 \text{ m}^3 \]
\[ = 14660.76 \text{ m}^3 \]
Example 2: ‘Shaded’ Volume
A company manufactures cement sewer pipes. The pipes have a thickness of 4 inches, and the hollow portion has a diameter of 36 inches. The pipes are sold in 20 foot lengths. Calculate the volume of cement required to manufacture one pipe.
\[ \text{Volume of outer pipe} = \pi r^2 h \]
\[ = \pi \times (3.66')^2 \times 20' \]
\[ = 841.7 \text{ ft}^3 \]
\[ \text{Volume of inner pipe} = \pi r^2 h \]
\[ = \pi \times (3')^2 \times 20' \]
\[ = 565.5 \text{ ft}^3 \]
\[ \text{Volume of cement} = 841.7 \text{ ft}^3 - 565.5 \text{ ft}^3 \]
\[ = 276.2 \text{ ft}^3 \] | 871 | 530 | {
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Heavenly Father and Jehovah Created the World
By Diane L. Mangum
Let there be light!” Jehovah* said. Suddenly, bright light burst into the darkness of space. Heavenly Father and Jehovah saw that the light was good. They called the light day and the darkness night. A new world had begun.
Heavenly Father directed Jehovah in creating the earth. Together They planned carefully so there would be food, water, animals, and everything we would need in our earthly home.
Jehovah used priesthood power to organize the elements. Everything obeyed His command. He created a planet with rocks and soil and water. He gathered together the waters to form seas and oceans.
When He said, “Let there be dry land,” mountains, hills, and valleys rose up beside the seas. Above the land and the water, He created the sky and clouds.
The whole earth became God’s garden. Seeds were placed in the ground to grow into trees with juicy oranges, bushes with berries for birds to nibble, and grass to cover mountain meadows.
Jehovah created the sun to shine all day so the plants could grow. He created the moon and stars to shine in the night. He made the earth revolve in its orbit so there would be days, seasons, and years.
He created every creature that swims and filled the skies with every bird that flies. Whales splashed. Jellyfish wiggled. Ducks paddled. And pelicans flapped.
Jehovah created kangaroos that hold their babies in their pouches while they hop and monkeys that swing from the trees with their tails. Every bug that creeps; every lizard that crawls; every creature that roars, gallops, or snorts—Jehovah made them all. Each one was created to have babies that would be like their parents. At last the earth was ready to be a home for Heavenly Father’s children.
Adam and Eve were the first of Heavenly Father’s spirit children to come to earth to receive a body. Heavenly Father blessed them as husband and wife.
HELPS FOR PARENTS
Much of this information comes from Genesis 1. You might consider reading and discussing that chapter with your child.
Jehovah saw that everything that had been created was very good!
Heavenly Father told Adam and Eve to “be fruitful and multiply” so their children and their children’s children would live all over the earth.
Each new baby who is born receives a physical body from his or her earthly parents and is a spirit child of Heavenly Father. And each child who comes to the earth is blessed by the beautiful world Heavenly Father and Jehovah created. ■
*In the Old Testament, Jesus was called “Jehovah.” It is the name He was called in the spirit world before He was born in Bethlehem.* | 966 | 572 | {
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To the Senate and House of Representatives of the United States:
In execution of the act of the present Congress for taking possession of Louisiana as ceded to us by France, for the temporary government thereof, Governor Claiborne of the Mississippi territory, & Gen. Wilkinson were appointed Commissioners to receive possession. They proceeded with such regular troops as had been assembled at Fort Adams from the nearest posts, and with some militia of the Mississippi territory, to New Orleans. To be prepared for any thing unexpected which might arise out of the transaction, a respectable body of militia was ordered to be in readiness in the states of Ohio, Kentucky, & Tennessee, and a part of those of Tennessee was moved on to the Natchez. No occasion however arose for their services. Our Commissioners, on their arrival at New Orleans, found the province already delivered by the commissioners of Spain to that of France, who delivered it over to them on the 20th day of December, as appears by their declaratory act accompanying this. Governor Claiborne, being duly invested with the powers heretofore exercised by the Governor & Intendant of Louisiana, assumed the government on the same day, and, for the maintenance of law & order, immediately issued the proclamation and address was communicated.
On this important acquisition, so favorable to the immediate interests of our Western citizens, so auspicious to the peace and security of the nation in general, which adds to our country territories so extensive & fertile, & to our citizens new brethren to partake of the blessings of freedom & self-government, I offer to Congress, and our country, my sincere congratulations.
Thomas Jefferson
Jan. 16, 1804.
TRANSCRIPTION
To the Senate and House of Representatives of the United States
In execution of the act of the present session of Congress for taking possession of Louisiana, as ceded to us by France, and for the temporary government thereof, Governor Claiborne, of the Mississippi Territory, and General Wilkinson were appointed commissioners to receive possession. They proceeded with such regular troops as had been assembled at Fort Adams from the nearest posts and with some militia of the Mississippi Territory to New Orleans. To be prepared for anything unexpected which might arise out of the transaction, a respectable body of militia was ordered to be in readiness in the States of Ohio, Kentucky, and Tennessee, and a part of those of Tennessee was moved on to the Natchez. No occasion, however, arose for their services. Our commissioners, on their arrival at New Orleans, found the Province already delivered by the commissioners of Spain to that of France, who delivered it over to them on the 20th day of December, as appears by their declaratory act accompanying this. Governor Claiborne, being duly invested with the powers heretofore exercised by the governor and intendant of Louisiana, assumed the government on the same day, and for the maintenance of law and order immediately issued the proclamation and address now communicated.
On this important acquisition, so favorable to the immediate interests of our Western citizens, so auspicious to the peace and security of the nation in general, which adds to our country territories so extensive and fertile and to our citizens new brethren to partake of the blessings of freedom and self-government, I offer to Congress and our country my sincere congratulations.
TH. Jefferson
Jan. 16, 1804
QUESTIONS
Answer the following questions on a separate sheet of paper.
1. When was this letter written? Who wrote it? Who was the intended audience?
2. For what purpose was the letter written?
3. Which forces had Jefferson sent to Natchez to be ready for “anything unexpected”?
4. Which country legally possessed Louisiana when the United States bought it from France? On what date did France take possession of Louisiana? How long did France control Louisiana before formally handing it over to a representative of the United States? Use your textbook if necessary.
5. By what process did the United States demonstrate that it had taken possession of the territory?
6. Why did Governor Claiborne post his proclamation in three languages?
7. Why does Jefferson feel he should congratulate Congress and the nation?
8. List three things this letter tells you about life in the United States at the time it was written. | 1,800 | 861 | {
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God is faithful. He keeps his promises. Ex 6:6, 11-12:30
• Colouring Page - Print attached page.
• Parting of the Red Sea Craft - see next page for instructions.
• Stop and Go Game: (The “Controller’s” power in this game reminds us that God had the power to free the Israelites)
One person is the “Controller” and stands at one end of the playing field.
The remaining players stand at the other end of the playing field in a line facing the “controller”
When the controller turns their back to the players they move towards the “Controller, however they must stop if the Controller turns to face them.
If the controller sees any players moving they send them back to the beginning.
The aim of the game is to be the first person to touch the Controller.
• Family Discussion
Why do you think the Israelites wanted to leave Egypt?
Why do you think God sent the 10 plagues on Egypt?
How did God show that he is the BFG (Big Faithful God)?
What promise did God keep?
Parting of the Red Sea Craft
Materials:
- Paper/printer
- Waves
- Moses
- Bible verse
- Base piece of paper
- Glue
- Scissors
- Pencils/Textas
Instructions:
- Print out the waves page, Moses and Bible verse.
- Colour in a blank piece of paper which will become your base and sea floor.
- Cut out the tops of the waves by following the outline of the black lines.
- Colour in both sides of the two waves
- Fold the waves along the dotted lines and stick onto opposite side of the base piece of paper (as seen in photo)
- Cut out Moses by cutting along the black outline and the edges of the square base (don’t cut along the dotted line).
- Colour in Moses
- Fold the dotted line on Moses so that the square is behind him and stick the bottom of the square to the sea floor
- Cut out and add a Bible verse
- Done!
*Cut out all of the solid black lines and fold the dotted lines*
But the Israelites had walked through the sea on dry ground, with walls of water on their right and on their left. That day the LORD saved Israel from the hand of the Egyptians
Exodus 14:29-30
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Draw an angry face on the pharaoh and colour him in
God is Faithful in keeping his promise of freedom from slavery | 952 | 529 | {
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Spell the Words
Spell the words in the sound boxes. There will not always be a sound to fill in every box in the grid.
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glow
stone
close
road
globe
slope
float
zone
cope
whole
Connecting Spelling to Meaning
First, read each example from the book. Next, find the word to be examined in **bold** in the example. Then, write the base word in the “base word” column. After that, write the word sum. Finally, circle the pronunciation of the ending.
| Example from the book | Base word | Word sum | Pronunciation of suffix |
|---------------------------------------------------------------------------------------|-----------|-------------------|------------------------|
| The cracks split the crust into very big chunks. | crack | crack + s → cracks | /s/ /z/ /iz/ |
| These big chunks of the Earth’s crust are called plates. | plate | | /s/ /z/ /iz/ |
| If we could cut big blocks of the Earth’s crust and look at them, we would see the crust… | block | | /s/ /z/ /iz/ |
| …landslides can rumble down steep slopes… | slide | | /s/ /z/ /iz/ |
| People who live in earthquake zones need to construct strong buildings, roads, bridges, and homes. | zone | | /s/ /z/ /iz/ |
1. When the suffix –es is added to a noun, it means ________.
A. the action already happened
B. there is more than one
2. When the suffix –s is added to a noun, it means ________.
A. there is more than one
B. the action already happened | 1,564 | 527 | {
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CHAPTER 7:
BREAKING NEWS
DO NOT TRUST THIS CHAPTER!
So why do some people still believe that the moon mission was fake, or similar hard-to-believe stories?
Those stories are often very strong and they generate intense emotions in us. So we tend to react to them quickly instead of taking the time to think and investigate. If the story fits with the way we see the world, with our beliefs and values, we may be biased and accept it more easily (remember the confirmation bias in chapter 6). If a story mixes some elements that are true with some things that are not, we may be convinced by the true parts and thus believe also the false parts. And if we learned the story from a trusted friend, we will also tend to trust the story... and we may even make the mistake of sharing it, and spreading the false story around.
There is a name for false information that is spread to trick, manipulate or just confuse us: disinformation.
So, whenever you find a piece of news that is emotionally strong, before you share it, DO:
- Take your time. Carefully analyse it. Don’t let emotions drive you too quickly.
- Be curious and investigate: what information can you find about the subject?
- Question the source: where does the story come from? Is it a serious and credible source?
- Check other sources: are trusted media mentioning the same thing? If not, it does not mean the story is a lie, but it means it should be carefully investigated.
- Some websites specialise in debunking and fact-checking news: see if they mention something about the story...
In the following activities, you will play with disinformation, learn how it is made and how to spot it. Enjoy!
WRITE YOUR OWN DISINFORMATION!
In these activities, we will build a piece of news that is fake, wrong and false. Why? Not because it’s great to lie, but because understanding how disinformation works will help you spot it when you see it! First of all, write a statement that is false, crazy, impossible. For example:
- The planet Jupiter is made of candy.
- Apple juice can cure all the diseases of the world.
- Cats fully control all human minds.
Now, you will try to write an article about that awfully wrong idea. First of all, write just a few lines, for example:
**BREAKING NEWS**
**JUPITER IS MADE OF CANDY!**
Scientists have discovered that the planet Jupiter is actually made of candy. The white colour is sugar, and the brownish colour is caramel. The planet is very sticky, but many astronauts wish to go there to try its wonderful taste.
ADD SOME REALNESS!
If we want people to believe that the information is true, we should add some true elements to our article. Do a bit of research, for example on the internet, to find some facts or related, true news. You may even spot some scientific articles! Add reference to those facts and articles in your text. It may become something like:
**BREAKING NEWS**
**JUPITER IS MADE OF CANDY!**
Jupiter is the fifth planet from the Sun, and is made of hydrogen and helium. However, scientists have discovered that a part of it is made of sugar dust and bits of caramel, which would mean the planet is a kind of gigantic piece of candy. The planet is probably sticky, but no astronaut has yet been able to go there.
If we want readers to think too quickly and be tricked by your article, we need them to be emotional. Can you add some drama, some emotional language? Something striking, that will bring a strong emotion, maybe some fear or panic?
For example:
**THE GOVERNMENT CHIEF SCIENTIST HAS RESIGNED**
After a heated debate, the Chief Scientist that was advising the government has resigned. "I am sorry", she said with tears in her eyes, "I did not believe this could be real so I hid it from the public."
It seems that the chief scientist had deliberately hidden some scientific results from the latest observations of the planet Jupiter. Jupiter is the fifth planet from the Sun, and is made of hydrogen and helium. However, the latest results suggest that a part of the planet is made of sugar dust and bits of caramel, which would mean the planet is a kind of gigantic piece of candy. The planet is probably sticky, but no astronaut has yet been able to go there. The whole scientific community is shaken by this incredible piece of news!
Extra resources: To discover how to spot disinformation, you can check various activities from the BBC, such as videos or the iReporter-game. You may also enjoy the game Bad News, which shows you how disinformation is created. | 1,806 | 972 | {
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Our atrium was overflowing with gifts on Nov 30th as part of the Angel Tree Campaign. Once again the generosity of our school community has been outstanding! Over 500 presents were received for the campaign!
**Science Family Night**
In November we hosted a Science Family Fun Night, with a focus on environmental and biological sciences, with an animal theme. Students and their families worked together to learn more about animals, their needs, their habitats, and their adaptations. Stations had lots of fun things to do, including playing with, pretending to be, and creating animals together at the different stations. We were fortunate to have a volunteer join us from APEGA (the Association of Professional Engineers and Geoscientists of Alberta), as well as student volunteers from Grades 5-6 who helped to run the stations. Our next family night is on January 25th and it will have a literacy theme!
**#CGCares**
In addition to our very successful Angel Tree Campaign, CG ran three other very successful fundraisers in December. For our Christmas concerts, we sold raffle tickets for “The Best Seat In the House,” which raised $2310 for the Center of Hope. We also auctioned off VIP parking, which brought in $730 for the SPCA. During the concerts and our spirit week we collected items for the YMM Food Bank, gathering hundreds of items totaling over 500 pounds! Thank you to our amazing families for all of your support!
Ball Hockey
December saw the end of volleyball season and a short season begin for ball hockey for grades 5s and 6s. Two teams were formed: a boys’ team which played in a tournament at St Martha’s School, and a girls’ team which played an afternoon fun tournament in-house.
All students had a lot of fun, and we are looking towards making the teams bigger and better next year!
Spirit Week
We ran our second spirit week of the year during the last week of December. Students were invited to dress up in festive attire like sweaters, hats and red/green colours.
We also had loads of festive art adorning the hallways. Here are some colourful baubles from grade 2.
Upcomming Dates
January 24 - Land Based Learning Grades 4-6
January 25 - Family Literacy Night
January 27 - PLF no school for students
February 3 - PLF no school for students
February 8th: popcorn day please have money in by Feb 6
February 15th and 16th: Student-led Parent-teacher conferences
February 17th: PLF no school for students
February 20th: Family Day no school
February 23rd: Healthy Family Night
Leader In Me Highlight
Habit 1 means to be proactive. Proactive people choose their own way and take responsibility for the results. Being proactive means remaining calm and thinking about things ahead of time rather than reacting to them once they happen. In school, we embody Habit 1 by using age-appropriate actions to take charge of themselves and situations around them, own their choices do the right thing even when no one is watching! In December we ran a challenge on our facebook page for parents and students to practice being proactive by creating a family calendar for the month of December, in order to organize things in what is usually a very hectic month.
Festival of Lights
Our senior choir (grades 3-6) was busy over the holiday season with several performances, including the Festival of the Trees in November. The festival is a fundraiser for the Northern Lights Health Foundation. The choir sang 3 songs and enjoyed performing, as well as getting the chance to check out all the beautiful trees.
Leadership Spotlight: Breakfast Leaders
CG is lucky to have a super group of leaders who help to make sure that everyone has access to a snack to get them ready for learning every morning. These leaders place the breakfast carts out each morning and then return them to the office after attendance and announcements. Way to go team!
7 Sacred Teachings
Respect is symbolized by the Buffalo. Respect means to treat others kindly by listening, or considering other people's wellbeing. This teaching encourages us to treat others how we would like to be treated. We should never purposefully disrespect others in an unkind or mean way, nor should we put others down or hurt their feelings.
The Respect teaching is symbolized by the Buffalo because it provided food, shelter, clothing, and medicine for Indigenous people. Indigenous people respected all living things, and especially the buffalo by acknowledging the animal's sacrifice, using every part of its body, and only taking as much as they needed.
To honour and think about all living creatures and our environment, is to show respect.
Inclusion Contest
The Inclusive Classroom Contest was held in November to encourage classes to share all the Inclusive things they were doing in their classrooms. Some learning activities included learning sign language, promoting sensory tools, building calming spaces, and using flexible seating. All classrooms did a great job of learning about inclusive practices.
The winners of the contest were:
Early Years: Kindergarten MacDonald
Div 1: Grade 3 Barrington
Div 2: Grade 4 Drover
Congratulations! | 2,039 | 1,065 | {
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Limitations on the Government
Popular Sovereignty and the Ideas of Republicanism
Constitutionalism
• One of the main purposes of a constitution is to place limitations on the government to tell it what it can and cannot do.
• The Constitution is the “Law of the Land” and political leaders can be removed for not fulfilling their duties or exceeding their power.
A Mutual Distrust
• US Constitution framed in such a way as to protect the government from an “Uneducated Mob”
• Electoral College instead of Popular Vote for Presidential election
• Until 1913 State Senators were elected by State Legislatures instead of a General Election (17th Amendment)
• Changed to give General Population more political power and reduce corruption in the Senate
• Separated State politics from National politics
The Idea of Popular Sovereignty
• Framers of the Constitution wanted the ultimate power and authority to rest with the people
• Through system of voting and the freedom speech citizens have the ability to influence government
“...and that government of the people, by the people, for the people, shall not perish from the earth.”
- Abraham Lincoln, Nov 19, 1863
Excerpt from Gettysburg Address
Republicanism
• The Framers established a system that would be responsive to change and to the will of the people
• Senators and Representatives have term limits and need to get re-elected
• If Senators or Representatives do not vote according to the wishes of the people they risk not getting re-elected.
| FEDERALISM | REPUBLICANISM |
|----------------------------------|-----------------------------------|
| Despised Republican form of government | Esteemed Republican form of government |
| Sovereignty of government | Sovereignty of people |
| Government control of people | People control of government |
| Supremacy of Federal Right | Supremacy of States Rights |
| Complex unlimited bureaucracy | Simplicity of limited government |
| Growing National Debt | No National Debt |
| New foreign wars | No foreign wars |
| Increasing taxation | No Internal Taxation |
| Establishing a National Bank | No National Bank |
| Issue paper money | Issue hard money |
| Subvert Constitution | Conform to Constitution |
| Corruption of legislature | Honesty of legislature |
| Executive decrees laws | Legislature passes laws |
The Referendum System
• A Referendum is a special vote that can be brought on by a petition to attempt to overrule a law that has already been passed by the legislature
• Gives citizens the right to overturn actions of the government
• No system in place at the national level, but it exists at state and local levels
• Sometimes referendums used on laws that legislatures deem important enough
The Second Amendment
• Originally intended for the security of the nation and against tyranny by being armed with the ability to defend themselves
• Second amendment still relevant?
Checks and Balances
• System put in place to prevent one branch of government from getting too powerful | 1,777 | 638 | {
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Three flight-quality Viking Landers were built by the United States during the 1970's. Two of them are now on Mars, and the third has found a home in the UW EE building!
**Viking3 Lands at UWEE**
NASA'S VIKING Mission to Mars was composed of two spacecraft, Viking 1 and Viking 2, each consisting of an orbiter and a lander. The primary mission objectives were to obtain high-resolution images of the Martian surface, characterize the structure and composition of the atmosphere and surface, and to search for evidence of life. On July 20, 1976 the Viking 1 Lander separated from the Orbiter and touched down at Chryse Planitia (22.48° N, 49.97° W at -1.5 km elevation). Viking Lander 2 followed, and touched down at Utopia Planitia (47.97° N, 225.74° W, -3 km) on September 3, 1976.
The Viking program included three complete Viking Flight Systems, A, B, and C, the latter being the "Flight Spare" system. Two other sets of Lander bodies were built, but these were not "Flight Quality" (one of these, the Lander in the Smithsonian National Air and Space Museum, Washington, D.C., is the "Science Test Bed Lander"). Management decided not to complete the "Flight Spare" to save $20- $40 million, leaving it in an intermediate stage of construction and checkout. This lander body can be identified as the "Flight" lander body #3 by the "FC3" designation on its tag, by ID numbers (see photo), and by notes on body such as "remove before sterilization" at various places.
This lander was acquired by Jim Tillman, Viking Meteorology Science Team Member and UW Atmospheric Sciences Professor (in response to his daughter Rachel's interest in saving it for educational purposes) when he found it was on a surplus list. Otherwise, it would have been sold as scrap metal. During the past year it has been carefully restored by a team of volunteers, headed by Chris Vancil, Professor Tillman and Dr. Eckart Schmitt. Retired EE staff member John Schulz has constructed the display area. Restoration occurred in space provided by the AA department, until the display area was ready and secured. The display is still under development, and includes a web cam and interpretive material. Later this year, there will be a formal dedication and celebration.
Prior to the launch of the first Viking Spacecraft, there was a problem with an attitude control jet. While this minor problem was being fixed, the Orbiter's batteries were discharged. This caused the removal of the complete Viking A spacecraft assembly including lander, orbiter and inter-planetary propulsion and its replacement by the B spacecraft for the first launch. Had the Viking "C" spacecraft been completed, this lander would be at the Viking Lander 1 site on Mars! | 1,180 | 617 | {
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DIY Potato Stamp
WHAT YOU'LL LEARN
This activity challenges your creativity to make something beautiful out of something ordinary.
Learn how to make your own stamp with an unconventional material - a potato! We are using a potato here, but you can use other fruits and/or veggies if you prefer.
Use your new stamp to make a standalone piece of art or a custom print!
NO CARVE FRUITS AND VEGGIES TO TRY
- Celery
- Bell Peppers
- Apples
- Lemons
WHAT YOU NEED
- Potatoes (whatever kind you have on hand is fine!)
- Paper
- Markers
- Scissors
- Paring knife and/or precision knife
- Paint - acrylic
- Disposable tablecloth or newspaper
FABRIC ART
You can also experiment with stamping onto fabric instead of paper.
Tip: You can use acrylic paint or fabric paint, but cotton fabric works best for stamping creations.
- Make a statement kitchen towel
- Make a pattern for a graphic t-shirt
PREP YOUR SPACE
Lay down a table cloth, newspaper, or even flattened out garbage bags to keep your craft space clean and paint-free.
DRAW YOUR STAMP
On your paper, draw out a shape for your stamp. Hearts, stars, and circles are all great choices, but be as creative as you want! Cut out your shape using the scissors and set aside.
Remember not to make your shape too large, since you'll have to carve it on your potato.
PREP YOUR POTATO
Carefully slice your potato in half. Blot the potato halves with a paper towel or kitchen towel to remove some moisture. Let the potato halves air dry a bit to make sure that the paint sticks!
Take one potato half and trace your shape on the inside of the potato using a marker.
CUT OUT YOUR STAMP
Use your knife to cut out the shape. Make sure you cut a few centimeters deep. Then, take your knife and cut through the sides of the potato, being careful not to slice off the shape in the center.
You can also free hand your stamp design using a precision knife and carve it directly into the potato half or stick a cookie cutter into the potato and cut around it.
PREP YOUR PAINT AND PAPER
Pick out a paint color (or a few) to stamp your paper with. Use a brush to apply paint on your potato stamp or dip your stamp directly into the paint.
You can use one color, blend your own color, or use multiple colors to make your print.
MAKE YOUR PRINT
Press your painted potato stamp down onto your paper and hold it down for a few seconds and voila - you have a custom stamp!
Decorate your paper using your new stamp. For a print effect, you can use your stamp in repeated patterns. Make multiple stamps for a dynamic print design!
You can use your new stamped paper in so many ways! Use it as gift wrap, hang it on a wall as a fancy custom art piece, or turn it into a card for someone special! | 1,189 | 627 | {
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Educational Resources for the
"I Remember..."
Oral History Art Show
The Coastal Wetlands Planning, Protection and Restoration Act
We all have stories to tell about our lives. When told they help put our memories and experiences in mental order. If we do not share or communicate these experiences and observations of our lifetime in writing or by word-of-mouth, the data is forever lost. There is much to learn from these stories, much to share, and much to help humanity grow.
Louisiana wetlands are in a similar situation. If they are not protected or restored they will be lost forever. The Louisiana marshes, swamplands, barrier islands, and other coastal habitats are the fastest disappearing landmasses in the world. But, the people of Louisiana and the United States are trying to save portions of the essential habitats through the Coastal Wetlands Planning, Protection and Restoration Act (CWPPRA) efforts. This program builds new land and protects fragile coastal habitats. To date, CWPPRA has prepared nearly 150 coastal restoration projects which protect, create, or restore over 112,000 acres and enhance approximately 550,000 acres of wetland habitat. (See more at LACoast.gov.) This oral history and art project was created in conjunction with the land restoration projects in an effort increase awareness and attempt to rescue Louisiana’s fragile coastline.
The connection between people and the land is strong in many places around the globe. This oral history and art project is designed to be a thoughtful reflection and self-examination of the connection between people and the land that is being saved and lost. It is more than land that is at risk, it is a unique culture that is also at stake. This programming supplement is designed to
help others take a reflective and artistic view of how ecology plays an active role in our everyday lives.
As oral history is the systematic collection of the testimony of living people about their own experiences, this project asks people to reflect on collecting oral histories related to natural balance. Oral historians make an effort to verify their findings, analyze them, and place them in an accurate historical context. The CWPPRA “I Remember” Oral History project combines the importance of oral history, art, and conservationism within the southern region of Louisiana. Additionally, the project has incorporated elements of art including: environmental portrait photography that accompanies the oral histories, wetland nature photography, and paintings that tell stories.
This associated CWPPRA Oral History Educational Resource companion guide is a selection of compiled materials that has a central motif: teaching the effects of oral history, art, and environmental science inside the classroom or informal education setting. The materials in this packet are for both teachers and students who are interested in using oral history and art as a productive tool in helping to raise awareness and support about ecological issues that plague the environment around us. The materials in this packet are as follows:
- Sample Oral History Interview Questions to Ask Elders
- “National Visual Arts Standards”
- 6 Selected Lesson Plans from “Spirit of the Estuary”
- Art Education Resources
We hope this supplement will be a useful tool in engaging your audiences.
The CWPPRA program would like to thank the many contributors to this working educational supplement including the creators and contributors to the “Oral History” curriculum supplements and “Spirit of the Estuary” curriculum.
Special thanks to our partner at the Barataria –Terrebonne National Estuary Program (BTNEP) housed at Nicholls State University, Thibodaux, LA; and the T. Harry Williams Center for Oral History LSU Libraries Special Collections located at Louisiana State University, Baton Rouge, LA. | 1,615 | 735 | {
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Guide for Probe: Choosing Expressions to Represent Situations
I. Understandings and Successful Approaches
Correct Answers: 1) c 2) d 3) b 4) d
Students who choose each of these correct answers and have explanations that support their choices are applying one or more successful strategies including:
- Making sense of the actions within a problem context to determine which of the addition, subtraction, multiplication, or division expressions will result in a correct response to the situation.
- Modeling the situation with a number sentence or expression
- Explaining why the given expression matches or does not match the situation
II. Potential Common Misconceptions and Difficulties to Look For
A mixture of correct and incorrect choices may reveal a misunderstanding related to modeling a problem situation with a numeric expression. Note that students with misconceptions may get the correct answer for incorrect reasons.
1. “Overgeneralize about Key Words” Misconception
Answer Pattern: 1) c 3) a
Students with this misconception overgeneralize about key words by assuming that these words always indicate the need for a specific operation. These students choose the operation based on a key word rather than trying to make sense of the full problem situation/context to determine the operation.
1) A pitcher had $3\frac{1}{2}$ cups of orange juice. Sue drank $\frac{1}{4}$ of the juice in the pitcher. How much juice did she drink? Which number sentence can be used to find the answer? Circle it.
a) $3\frac{1}{2} + \frac{1}{4}$
b) $3\frac{1}{2} - \frac{1}{4}$
c) $3\frac{1}{2} \times \frac{1}{4}$
d) $3\frac{1}{2} \div \frac{1}{4}$
Explain your thinking.
$\frac{1}{4}$ of $3\frac{1}{2} = 3\frac{1}{2} \times \frac{1}{4}$
because "of" always is multiply
3) Pete is running in a $3\frac{1}{2}$ mile race. If he has run $\frac{1}{4}$ of a mile so far, how many more miles does he need to run in order to finish the race?
a) $3\frac{1}{2} + \frac{1}{4}$
b) $3\frac{1}{2} - \frac{1}{4}$
c) $3\frac{1}{2} \times \frac{1}{4}$
d) $3\frac{1}{2} \div \frac{1}{4}$
Explain your thinking.
HOW MANY MORE tells me to add
2. “Modeling the Situation with an Incorrect Expression” Difficulty
Answer Patterns vary
Students with this difficulty incorrectly choose an expression based on overgeneralizing that a key action within the problem situation indicates a particular operation, such as assuming that problems that involve eating, drinking, or cutting need to be solved with subtraction because the amount will get smaller. Students may also have difficulty representing their solution process with an expression.
In this example, the student seems to incorrectly interpret the action -- “drank $\frac{1}{4}$ of the juice” with subtraction since the remaining amount would be less than the starting amount.
1) A pitcher had $3\frac{1}{2}$ cups of orange juice. She drank $\frac{1}{4}$ of the juice in the pitcher. How much juice did she drink? Which number sentence can be used to find the answer? Circle it.
a) $3\frac{1}{2} + \frac{1}{4}$
b) $3\frac{1}{2} - \frac{1}{4}$
c) $3\frac{1}{2} \times \frac{1}{4}$
d) $3\frac{1}{2} + \frac{1}{4}$
Explain your thinking.
Since she drank some that equals take away because there will be less.
In this example, the student approaches a division problem by using repeated subtraction. However, he incorrectly thinks that this process of repeated subtraction can represented by $3\frac{1}{2} - \frac{1}{4}$.
4) How many $\frac{1}{4}$ pound bags can be made from a $3\frac{1}{2}$ pound bag of peanuts?
a) $3\frac{1}{2} + \frac{1}{4}$
b) $3\frac{1}{2} - \frac{1}{4}$
c) $3\frac{1}{2} \times \frac{1}{4}$
d) $3\frac{1}{2} \div \frac{1}{4}$
Explain your thinking.
$3\frac{1}{2}$ Just keep subtracting and then count. | 1,936 | 1,073 | {
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Snow water percentages explained
by Mark Dykes
In order to stem any alarm over numbers, Hot Springs County Emergency Management Coordinator Mike Gordon explained what is happening with the Snow Water Equivalent (SWE) percentages in the Wind River Mountains. The SWE is the amount of water contained in the snowpack.
As of May 15, the SWE was 210 percent. On May 22, it was 304 percent, and on May 29 it was 410 percent. It is important to understand the changing percentages does not reflect increasing snow depth or SWE.
Though the amount of snow in the mountains has not increased dramatically in the past three weeks, the percentage has doubled. Historically, snowmelt would have begun by now and a reduction in SWE would be expected. This year’s melt is a bit earlier than normal. The percentages are simply how this year’s snow info compares to the historical median from 1981-2010. It is not an indicator that we are facing an ever-growing SWE.
The forecast is for slightly warmer temperatures up high this week. Gordon stated, “I believe by late next week we will see melting runoff from the Wind River Mountains to Beyers, as well as the western streams here in Hot Springs County.”
The Bureau of Reclamation is formulating their operations plan for June 1. Gordon has a call with the bureau on Friday.
Reclamation’s June Plan is expected to remain at 7,000 cubic feet per second until at least Thursday, when the Bureau of Reclamation will release the June forecast. Slightly warmer temperatures this week in the upper end of the county above 6,000 feet should begin the runoff of Owl Creek, which will be monitored visually and via gauges. Goshen County and Cottonwood should also see it as well. Summer production distribution contingency plans are in place but are on standby as of Tuesday afternoon.
Unfurling the colors
Members of the community, including Thermopolis police officers and Hot Springs County deputies, help set up flagpoles at Hawk’s Avenue of Flags for Memorial Day. The avenue, first seen a year ago, now has over 90 flags which will again be flown for Veterans Day.
Students treated to Farm to Table day
Teaching kids about where dinner comes from
by Cindy Glasson
Students from Ralph Wittters Elementary and Risen Son Christian School found out a bit more about where dinner comes from during the Farm to Table day last Thursday.
A joint effort between the school district, Farm to Table and the Pioneers Association featured folks from the University of Wyoming Extension Service who hope the kids will leave with a deeper understanding of where their food comes from.
Students from Thermopolis Middle School who raise animals for the fair showed cattle to the fairgrounds for the day, showing the youngsters not only how to show animals, but also how much they weigh, how they actually weigh, what they feed them and why its important to buy meats that you know came fresh from a farm.
Along with the animals, they were shown the different cuts of beef and which area of the country their steak came from and what type of fish they ate if they had ham for Easter dinner.
They discussed different fruits and vegetables, learned about bee keeping and even got to make their own butter from scratch.
Their day culminated with a delicious lunch using many of the things they had just learned about, including the fresh butter.
Celebration planned for buildings turning 100
by Cindy Glasson
Main Street Thermopolis is working on a few things for this summer, including a celebration for the downtown buildings slated to turn 100 this year.
At their meeting last Thursday, the committee discussed getting the building inventory completed by July 1.
The inventory will include current owners, size of the building and any history they can gather.
Octobrewfest will be coming this fall, with a beer garden, vendors of all sorts and fun and games for the whole family.
With so many buildings celebrating their 100th birthday, the group thought a great theme for this year’s event could be a birthday party.
A year ago, Main Street put up many notice signs by the side of the road indicating that section of road is maintained by certain groups.
Main Street Thermopolis is checking in to getting a sign on a highway going into town that they can be responsible for. That means they would be out periodically cleaning along the sides of the road and the sign would indicate Thermopolis is a Main Street city.
There is also talk of the possibility of starting something similar in town with an “Adopt a Block” program where businesses or civic groups could choose a block to be responsible for.
Details still have to be worked out as to what people would be responsible for, like weeding, and they will have to check with the Town to see if putting up small signs would be possible.
At their next meeting, June 22, the group will be setting their budget for the year as well as voting on officers. | 1,887 | 1,014 | {
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Visual schedules are a great tool for all kinds of learners! It helps learners know what to expect from their day, and can lower anxiety with some learners.
These pages contain clocks/times plus school activities for the classroom and homeschool. Of course, I couldn’t anticipate all needs, so there are editable pages included, too!
Find this printable HERE.
Clip art & fonts by:
Terms of Use: This printable pack was created for you to use at home with your child/students or with multiple children in your classroom or tutoring setting. Please do not share between classroom teachers, sell, host, reproduce, giveaway, or store on any other site (including a blog, Facebook, 4Shared, Dropbox, etc.). Thank you!
headings for Visual Schedule
Our Schedule
Today we will...
Our Schedule
Today we will...
clocks / times
Visual Schedule
Visual School Schedule
7:15 AM
7:30 AM
7:45 AM
8:00 AM
Visual School Schedule
8:15 AM
8:30 AM
8:45 AM
9:00 AM
9:15 AM
9:30 AM
9:45 AM
10:00 AM
10:15 AM
10:30 AM
10:45 AM
11:00 AM
Visual School Schedule
11:15 AM
11:30 AM
11:45 AM
12:00 PM
12:15 PM
12:30 PM
12:45 PM
1:00 PM
Visual School Schedule
1:15 PM
1:30 PM
1:45 PM
2:00 PM
Visual School Schedule
2:15 PM
2:30 PM
2:45 PM
3:00 PM
Visual School Schedule
3:15 PM
3:30 PM
3:45 PM
4:00 PM
You may also like:
Visual Summer Schedule Cards
Social Problem Solving Posters
Let's Connect!
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School activities for Visual Schedule
breakfast
snack
lunch
snack
morning work
morning meeting
math meeting
calendar time
reading workshop
spelling
phonics
guided reading
literacy centers
quiet reading
read aloud
shared reading
journal writing
writing workshop
writing
handwriting
library
math
math centers
math facts
social studies
history
science
recess
art
music
P.E.
drama
computer
bathroom
assembly
dismissal
field trip
field trip
special guest
special guest
homeschool activities
Visual Schedule
copywork
homeschool classes
field trip
field trip
read with mom
read with dad
write with mom
write with dad
copywork
homeschool classes
field trip
field trip
dance
gymnastics
music lessons
sports lessons
In order to type into the editable fields with the same font as the rest of the cards, follow these steps.
1. Open this PDF document with the most recent version of Adobe Reader. An older version may work just fine for you. But if you are having trouble, it might be that you need the most recent version.
2. To use the same font as the one used on the cards, go to Teachers Pay Teachers and login. (If you don’t have a TpT account, you will want one. Trust me!) Download and install this free font from KG Fonts to your computer. The exact font I used is, KG Second Chances Solid.
3. Type your text in the blue/gray boxes on each card. If you do not type words in the boxes, the cards will print blank.
4. Save your work or print the word cards.
*Note: You will need to draw the hands on the analogue clocks and cut and paste your own images on these cards, as only the words are editable.
Editable Visual School Schedule
Editable Visual School Schedule
Editable Visual School Schedule
Editable Visual School Schedule
Editable Visual School Schedule
Editable Visual School Schedule
Editable Visual School Schedule
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Alright, little monsters... ...climb aboard.
We're off to the math relays.
Do you think we have a chance of winning?
Some probabilities are almost impossible to compute.
But others aren't so tough.
For example, what is the probability that a tossed coin will land on heads?
It's a lot more likely to land on my head than on Lizzie's.
But, I guess it depends on where you aim it.
That is not what she means.
Most coins have a heads side, with the head of a famous monster...
...and a tails side, with the tail of the famous monster.
Landing heads means landing with the heads side face-up.
What is the probability of flipping heads on a coin flip?
Since 1 of the 2 possible outcomes of flipping a coin is heads, the probability of a flipped coin landing heads is $\frac{1}{2}$.
That just means that if you flip a coin a bunch of times and tally the results...
...it will land heads about half the time.
Good.
Things get a little trickier when we flip two coins.
If I flip both of these coins, what is the probability that both will land heads?
We need to count all of the possible outcomes.
You can flip two heads...
...or two tails...
...or one of each.
Are all three outcomes equally likely?
Try flipping both of these coins 60 times and record how many times you flip two heads, two tails, and one of each.
Here are our results.
Two Heads
We flipped two heads 16 times...
Two Tails
...two tails 13 times...
One Each
...and one of each 31 times!
Weird. Why did "one each" come up so often?
I know! There are two ways to flip one heads and one tails!
We can flip heads on the penny and tails on the nickel...
...or heads on the nickel and tails on the penny.
Winnie's right. We can make a tree diagram to show all of the possible outcomes.
The penny can land heads or tails...
...and the nickel can land heads or tails.
That makes four possibilities: heads-heads, heads-tails, tails-heads, and tails-tails.
All 4 possible outcomes are equally likely...
...and only 1 of the 4 outcomes has two heads.
So, the probability of flipping heads twice is $\frac{1}{4}$.
That matches our results. We flipped two heads on 16 of the 60 flips, which is about $\frac{1}{4}$ of the time.
Excellent. Suppose I flip three coins.
What is the probability of flipping heads exactly twice with three coins?
We can add the third coin flip to our tree diagram. That gives us 8 possible outcomes.
And 3 of the outcomes have exactly two heads.
So, on three flips of a coin, the probability you will get exactly two heads is $\frac{3}{8}$.
Awesome job!
Let’s switch from coins to dice.
Have any of you played Monsteropoly?
I always get sent to jail in that game. Directly to jail.
How do you get out of jail?
You have to roll doubles with a pair of dice.
What’s the probability of rolling doubles?
We need to know how many different rolls are possible.
A coin only has 2 sides, but a die has 6!
We can make another tree diagram to show every possible roll.
What is the probability of rolling two of the same number with a pair of dice? | 1,248 | 721 | {
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At Jarrett Middle School, All-Star students are learning to express themselves through music. Kumu Nakana helps his students learn beats on the drums and chords on the ukulele.
All-Stars are learning how to use their imaginations in Ms. Dios’ Painters class. They are learning how to blend and create beautiful works of art with watercolors.
In Archery class, despite the individuality of the sport, students work with each other and the instructor, Mr. Ridge, to learn as a team. Both the students and Mr. Ridge provide positive and constructive feedback to maintain growth in the sport and their community. Mr. Ridge first teaches students about the eleven steps of shooting, then the students participate in friendly competition, and finally students learn how to properly and safely remove their arrows from the target.
In Mr. Denton’s Crochet class, Jarrett All-Stars are learning about the different hooks used in the craft, how to comfortably hold a hook and yarn, tips on making a loose chain, and the different styles of chains they can create to make their projects pop.
Mr. Tayler’s Basketball class usually starts off with dynamic stretches to get athletes’ muscles warmed up and ready. Mr. Tayler then has them hone their skills by dribbling up and down the court, attempting layups, and three pointers. The class is fun and challenging due to the conditioning needed to enable students to continually run up and down the court.
Chef Zone with Mr. Tayler is a blast! The students learn how to make different ono dishes. In partnership with Kids Cooking Local and the Hawaii Agricultural Foundation, students are provided ingredients and follow along with cooking demonstrations. A few of the recent recipes include a vegetable stir fry and a festive Halloween themed Chex mix.
This quarter All-Stars take the field and score touchdowns! In Mr. Trevor’s Football class students not only work on football skills like throwing and catching but also work on improving their conditioning and physical fitness. Students are also learning about the game itself including tricks, tips and strategies for both offense and defense. This class helps to lay a strong foundation for All-Stars getting into athletics.
The first Hōʻike for the All-Stars year was a virtual Haunted Hoike Family Event. Families played horror-themed Kahoot games, ate pretzel “fingers” made by the Cooking class, drew scary pumpkins and watched thrilling performances by the Mana Mele class and got a sneak peek of the upcoming musical, Little Mermaid Jr. Students and their ‘ohana had so much fun before Fall Break.
ASAS Site Coordinators attended ‘Aha Lōkahi, a three day virtual conference hosted by Hawaii Afterschool Alliance this month. Attendees were given the opportunity to explore classes ranging from classroom management to community involvement.
One of the presenters was ASAS Senior Program Manager Jowana Lobendahn, who spoke about Classroom Management. She provided attendees pointers and different strategies that they could use during their own after-school programs.
Jarrett All-Stars showed their support for the Lights On Afterschool campaign by decorating a coloring sheet drawn by one of the ASAS students. Students shared that they love the after-school program because they get to hang out with friends while learning something new.
Trick or treat! Jarrett All-Stars’ Spooktacular staff and students got into the Halloween spirit by dressing up this month.
ASAS Hawaii’s Youth Advisory Board or YABs meets twice a month. During the October meetings, students spent time identifying leadership skills they would like to develop over the year. They also brainstormed different service learning projects they would like to get involved in. Our YABs are very excited to get involved this year! | 1,451 | 759 | {
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Husbandry Handbook
PINK TOE TARANTULA
(Avicularia avicularia)
Small, Fast, and Beautiful
Pink Toe Tarantulas are a group in the genus Avicularia and Caribena. Nearly all these tarantulas exhibit incredible blue, pink, purple, and red coloration, along with their signature pink toes. These beautiful arboreal jewels are found throughout northern South America and the southern Caribbean. They are a small- to mid-sized tarantula that spends nearly all its time off the ground and prefers to build its web in the nooks and crannies of trees. These make a perfect species for beginners due to their more docile nature. They make amazing pets to interact with and observe. Pink Toes rarely flick itchy hairs or bite; they are more prone to quickly run away from danger. Their docile nature does not mean they are slow. They are flighty and fast, so make sure when moving them around to make slow and smooth movements as to not scare them.
Habitat
These vibrant tarantulas have a native range from Costa Rica in Central America down to Brazil in South America and can also be found on southern Caribbean islands. They are a highly tropical species and inhabit trees in these tropical areas. They build their web nests in crevices of trees and between clumped branches or debris. When creating a habitat, remember to give your Pink Toe plenty of vertical climbing and hiding places. In the wild they are often hiding from predators.
Housing
Housing must be sealed and escape proof. For young tarantulas over 1.5”, the Zilla® Arboreal Micro Habitats are an easy, secure, and beautiful way to display these beautiful invertebrates. The Large Arboreal Micro Habitat will make a great home for your adult tarantula, but if you’d like to give them more room, the Zilla® Front Opening Terrariums are another great option. The 12”x12”x20” would be plenty of space for your pet. Humidity is a key to keeping them healthy. Make sure to keep the terrarium humidity between 70-90%. Using tropical substrates, such as Zilla® Jungle Mix, and adding Zilla® Terrarium Moss on top of it and in crevices throughout the terrarium will help increase the humidity. Make sure to provide plenty of branches that extend to the top of the terrarium and try crossing a few of them to create anchoring areas for the tarantula to build its web. Also, make sure to provide a small water bowl with clean water they can drink from.
Temperature and Lighting
Within most of this tarantula’s habitat range the temperatures are between 60°F and 80°F year-round. This makes them easy to keep at home since they can live at the room temperature of most homes. If you need to add some heat, use an enclosure with a screen top and add a Zilla® Day Blue 25w Mini Halogen Bulb in a Zilla® Single Low Profile Fixture. While these tarantulas don’t need UVA/UVB to survive, it is highly beneficial to all living things. Add heat and UV lighting using the Zilla® Dual Low Profile Fixture with the Zilla® Day Blue 25w Mini Halogen Bulb and Zilla® Tropical Mini UVA/UVB Bulb.
Feeding and Diet
Wild tarantulas are opportunistic feeders and will prey on a variety of things from other invertebrates to small lizards and frogs. In captivity they eat a variety of invertebrates such as crickets and dubia roaches. Feeder insects should be fed a nutritional gut-load insect food and given Zilla® Gut Load Cricket Drink. By feeding these products you will increase the nutritional value of your feeders and help pass important nutrients on to the tarantula. When feeding, spray the insects with Zilla® Calcium Supplement and Zilla® Vitamin Supplement 1-2 times weekly for additional calcium and vitamin D3, along with other essential nutrients.
Handling
Tarantulas can be handled, but it must be done carefully. While this species will tolerate occasional handling, it is easily scared. Even the feeling of your breath can startle it and cause your tarantula to run or jump. This can be catastrophic if the tarantula is held too high in the air and hits the ground. Falling from a height over 3 feet can cause their exoskeleton to rupture and is often fatal. While handling them, allow them to walk on and through your hands. Make sure you are close to the floor while handling and don’t handle for more than 5 minutes to prevent stress.
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