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To Whom It May Concern,
I am writing to you today regarding the Regent Par 3 Golf Course redevelopment plan, taking the liberty as a community member with a valid concern and expressing my beliefs.
I would like to take this opportunity to introduce myself. My name is Areej Fatima, and I am a Grade 11 student attending Thom Collegiate. As you already know, Thom Collegiate is a public school located within the Coronation Park Community district. Correspondingly, the Regent Par 3 Golf Course is also located in the same district. This golf course contains some of Regina’s oldest remaining trees, maturing well over 50 to 60 years. The City wants to redevelop the land which the golf course currently occupies to include “a large sports field, and other amenities that would necessitate the removal of well over 100 of the mature trees possibly even more than 200.” Cutting down such a large number of trees is only slated to cause immense environmental damage. Regent Par 3 is one of the oldest urban forests in Regina, but it has countless of other qualities as well. Urban forests help to filter air and water, control stormwater, conserve energy, and provide animal habitat and shade. Large urban trees are exceptional filters for urban pollutants such as greenhouse gases, evidently a large factor of concern in the health of our environment today. These trees improve the quality of the air we breathe and it does not make any sense to cut them down, especially considering the reactions of the community members. A recent survey was done to determine the opinions of other Coronation Park Community members, on whether there should be any residential development on the Regent Par 3 Golf Course. The results revealed that 76% of residents voted “no” and a mere 5% voted “yes”. Shouldn’t the City Council listen to the voices of the residents who will be directly impacted by this redevelopment? They are the ones who will have to live through whatever changes are made, whether beneficial or detrimental. It is common knowledge that the Coronation Park Community is not the most well-off area in Regina, and the residents would benefit from saving money in any way. A little research reveals that trees properly placed around buildings can reduce air conditioning needs by 30%, and save energy
used for heating by 20-50%. This results in a great amount of expense saved by these residents. Children raised in low-income areas are at a higher risk for mental and physical health problems, developmental delays, behaviour disorders, and are more likely to live in poverty as adults. This urban forest can help avoid that.
But, this doesn’t have to be the end of the redevelopment plan. There are so many ways that we, as a community, can work our way through it and benefit both the Council, and the residents. One suggestion is to have the plan take place elsewhere, for example, less than 100 feet to the north at the ACT Ball Diamond field or ½ a block east at the Pony Park Ball Diamond field, or even across from Gladys McDonald School. There are already so many ball diamonds in Regina, even more in high poverty neighbourhoods compared to wealthy neighbourhoods. In Coronation alone, there are 16 ball diamonds. It wouldn’t hurt to change one of these to a sports field, especially compared to cutting down a whole urban forest. Another solution would be to redevelop around these trees and avoid cutting down something that adds values and many benefits. Some potential recreational changes includes a fenced off-leash dog park, a disc-golf course, and a seasonal washroom facility. Every single one of these options could be built without the need to cut down the trees, in fact, they may even benefit from the aesthetic.
The goal for the City Council should be to benefit the residents as much as possible, and revoking or even changing this redevelopment plan could be the first step to a brighter future for the city of Regina. Cities have an international duty to conserve and protect urban forests. Why should Regina be an exception?
Sincerely,
Areej Fatima | 1,622 | 826 | {
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Another tribute - Horniman Circle
Inside the walled Bombay Fort, in front of the first public building of the Asiatic Society and Town Hall, was a large open space used for trading cotton. Cotton was the largest trading commodity, especially during 1860's. Britain imported 80% of cotton needed for the Lancashire Mills from America and only 20% from India. American Civil War changed this equation. Export from America was interrupted and Indian trade benefitted from this. The 'Green' came to be known as 'Bombay Green' and stockbrokers and traders flocked to the area with their bales of cotton to feed the Lancashire Mills.
Cotton trading soon moved northwards leaving the open space to become a dump for coconut shells and debris. It was the then Police Commissioner, Charles Forjett, who thought of converting it into Circle Green, with buildings for offices of premier banks in a semi-circle, roads going in different directions and a garden in the middle. He was supported by Governors Lord John Elphinstone and Sir Bartle Frere. It was the first colonial urban design scheme in Bombay.
Urban planner and architect James Scott was entrusted with the task. The Green was planned in 1869 and completed in 1872. The buildings are characterized by a uniformity of design and the use of a covered arcade at ground level. It is fine example of Venetian-Gothic architecture. In the centre trees were planted around a beautiful fountain, to give a garden for citizens. This then was named Elphinstone Circle.
1948 saw the birth of Independent India and the name of the impressive area was changed to Horniman Circle. Why? Who was Benjamin Guy Horniman? Why was this tribute given to him, an Englishman, after freedom?
Benjamin Guy Horniman (1873-1948)
Benjamin Guy Horniman was a British journalist and editor of The Bombay Chronicle, a newspaper founded by Pherozeshah Mehta. This paper became the mouthpiece of the Freedom Movement under Horniman. The Jallianwala Bagh Massacre in Amritsar on 13th April 1919 and its aftermath were brought to attention of the British public by Horniman. He smuggled photographs of the incident to the Daily Herald and there was total revulsion over the incidents. The Government set up the Hunter Commission and Brigadier General Reginald Edward Harry Dyer was removed from duty and widely condemned in Britain and India as 'the Butcher of Amritsar'.
Horniman himself was arrested for the coverage of the Massacre and criticism of the colonial government. He was deported to London and the Chronicle closed temporarily. However, in England he continued his crusade against the colonial government and authored 'British Administration and the Amritsar Massacre in 1920'.
He returned to India a few years later and resumed the editorship of the Chronicle. In 1929 he launched his own newspaper, the Indian National Herald and its weekly the Herald. In 1933 he started the Bombay Sentinel, an evening paper. In 1941 he, along with Rusi Karanjia and Dinkar Nadkarni founded the Blitz.
Horniman worked as Vice President of the Home Rule League under Dr. Annie Besant, and called for satyagraha against the Rowlatt Act through his publications and at public meetings. He died in 1948, but the citizens of India will always remember his campaigns for freedom. To honour these, the Elphinstone Circle was renamed as Horniman Circle.
The Horniman Circle Gardens are open to all citizens and annually, on the second weekend of January the Indian Heritage Society-Mumbai organizes a two-days classical music programme on the pavement outside, facing the Asiatic Library, called Mumbai Sanskriti as a tribute to the city's heritage. An effort to 'Use Live Music to Save Heritage'.
Dr Anita Garware
Chairperson,
Indian Heritage Society,
Mumbai
(More pictures on Page 7)
SUGGESTION FOR A SUNDAY VISIT
Pictures by Rahul Patel and courtesy Sumer Shankardas:
Pic 1: Mumbai Sanskruti Festival. Held annually, in the month of January. The Indian Heritage Society-Mumbai organizes a two-days classical music programme.
Pics 2, 4 & 5: Facade of buildings on Horniman Circle.
Pic 3: Asiatic Library and the road adjacent to it, at the end is the Collectorate of Mumbai City.
Pic 6: Tree cover in the Horniman Circle garden. | 1,872 | 938 | {
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Lake Mineral Wells Trailway Map
POINTS OF INTEREST
(GPS coordinates shown in decimal degrees)
1. HIGH POINT ON THE TRAILWAY 32.8176° -97.8794°
Water either runs southwest to the Brazos River or northeast to the Trinity River from here.
2. GARNER, TEXAS 32.8341° -97.9865°
Garner was a common rail shipping point for agriculture produce from area farmers.
3. DRY CREEK BRIDGE 32.8321° -97.9945°
View the sandstone cut bank along Dry Creek.
4. TRAIL TO LAKE MINERAL WELLS STATE PARK 32.8081° -98.0272°
Head north from here on the steep, switchback trail to Lake Mineral Wells State Park.
5. HIGHWAY 180 OVERPASS BRIDGE 32.8005° -98.0362°
This overpass was built for the trailway. The railroad ran at ground level and crossed Highway 180.
6. VIETNAM MEMORIAL PARK 32.7995° -98.0385°
The Army's Primary Helicopter Center was at nearby Fort Wolters during the 1950s, 1960s, and early 1970s.
7. ROCK CREEK COAL MINE 32.8026° -98.0429°
Coal from the nearby Rock Creek Coal Mine was loaded onto trains here in the 1900s.
8. ROCK CREEK BRIDGE 32.8061° -98.0453°
Rock Creek winds its way south through Lake Mineral Wells to the Brazos River.
LEGEND
- Headquarters
- Restroom
- Parking
- Vault Toilet
- Wheelchair Accessible
SCALE
0 2 Miles 4 Miles
All trails are multiuse unless otherwise indicated.
Contour intervals 20 feet. Trail lengths are in miles.
Elevation levels are in feet.
No claims are made to the accuracy of the data or its suitability to a particular use.
Map compiled by Texas State Parks staff.
This publication can be found at tpwd.texas.gov/spots/parkinfo/maps/park_maps
© 2024 Texas Parks and Wildlife Department PWD MP P4503-D023L (7/24)
Lake Mineral Wells Trailway
Discover the roots of a community.
Experience the story of western development as you hike, bike, or ride horseback on this rails-to-trails corridor. The historic Weatherford, Mineral Wells & Northwestern Railroad was once the lifeblood of the community. Today you can witness the rich natural and cultural history of the Western Cross Timbers from this gentle trail.
STAYING SAFE
KNOW YOUR LIMITS. Prepare for sun and heat. Wear sunscreen, insect repellent and appropriate clothing/hiking shoes.
DRINK PLENTY OF WATER. Your body quickly loses fluids when you’re on the trail. Bring a quart of water per hour of activity.
TELL OTHERS WHERE YOU’LL BE. If possible, avoid exploring alone. Tell someone where you are going and when you plan to return.
WEAR A HELMET WHEN BIKING. Check with park HQ to match the ride to your skill level. Wear a helmet to protect yourself in case of a crash.
POTENTIALLY HARMFUL PLANTS AND ANIMALS LIVE HERE. You’ll see them more easily if you stay on trails.
YOU MAY NOT BE ABLE TO CONNECT. It’s a good idea to take along a cell phone and GPS unit, but don’t count on them.
TRAIL ETIQUETTE
Trash your trash. Keep the park natural. Pack out all of your trash and Leave No Trace.
Leave feeding to nature. Feeding wild animals will make them sick and more likely to harm people.
Take only memories and pictures. Please don’t disturb or remove any of the park’s plants, animals or artifacts.
Share the trail. Watch for others. Mountain bikers should yield to hikers and horseback riders.
Use only your muscles. To protect park resources, no motor vehicles are allowed on the trails.
Stay on the trail. Respect the rights of neighboring private property owners.
Wildflowers
FOR EMERGENCIES, PLEASE CALL 9-1-1. | 1,872 | 900 | {
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1. Answer any FIVE of the following in a sentence or two each. \((5 \times 3 = 15)\)
(a) Who caught the poet’s attention in “The Solitary Reaper”?
(b) Why was the author angry with the photographer?
(c) Where did Lochinvar come from and whom did he love in the poem?
(d) Mention the two kinds of donkeys in the story “The Donkey”.
(e) What was the predicament of the soldiers of the Light Brigade?
(f) What are the poet’s feelings as he listens to the song in “The Solitary Reaper”?
(g) What is the name of Sir Roger’s Wife?
POETRY
2. Answer any FOUR of the following in about 80-100 words each. \((4 \times 5 = 20)\)
(a) How did Ellen express her love toward Lochinvar?
(b) Describe the role of soldiers in the poem “The Charge of the Light Brigade”?
(c) How is the song of the “Solitary Reaper” carried through the valley?
(d) Write a note on the nostalgic element in William Cowper’s poem.
(e) Summarise the poem “The Solitary Reaper” by William Wordsworth.
(f) Bring out the central theme of the poem “The Solitude of Alexander Selkrik”.
3. Answer any FOUR of the following in about 80-100 words each. \((4 \times 5 = 20)\)
(a) What did the author think about his own face in the story “The Photographer”?
(b) What did Sir Roger understand about Hectar and his wife?
(c) How does Sir J Arthur Thamson distinguish donkey from the horse?
(d) How did the photographer’s efforts become wasted?
(e) Explain briefly the first fight as described by Hazlitt in the essay “The First Fight”.
(f) What does the author want to prove about donkeys?
4. Answer any ONE of the following in about 200 words. \((1 \times 10 = 10)\)
(a) Justify the title of the essay “The Fight by William Hazlitt”.
(b) Narrate the story of Lochinvar.
(c) Why did the writer say “Is it me”? after looking at his photograph?
(d) Write a critical summary of Sonnet 75 by Edmund Spencer.
5. Write a precis of the following passage and suggest a suitable title. \((1 \times 5 = 5)\)
Games and sports are a necessary part of our life. They are to the body what education is to our mind. Those who have not played any games in life should consider their education incomplete. Gandhiji greatly lamented for not having given proper education to games during his formative years.
Games provide us relaxation and entertainment. They instill into our minds the spirit of healthy competition, discipline, sportsmanship and team spirit. Moreover, games make our minds fresh and strong. A book worm who studies day and night gets his mental faculties blunted.
6. Expand the following hints into a story. \((1 \times 5 = 5)\)
An English Sailor becomes prisoner of war in Germany ———— war ends ———— he is released ———— reaches home ———— London ———— walks the street one evening ———— finds a bird-seller selling birds ———— buys all cages ———— opens them ———— sets the birds free.
7. Write a report on any ONE of the following in about 250 words. \((1 \times 15 = 15)\)
(a) A visit to An Exhibition
(b) Fresher’s day celebration in your college
(c) One day picnic with your friends | 1,374 | 768 | {
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Robert Edwin Peary (1856-1920)
"I must have fame," young Robert Edwin Peary told his mother more than once. In the dwindling nineteenth century, large areas of the planet still had not been visited by man. After much deliberation, Peary made his choice: he would become an arctic explorer, would be the first man to reach the North Pole.
Peary could be called a self-made man in the truest sense. Within three years of his birth on 6 May 1856, at Cresson, Pennsylvania, his father died. His mother packed family possessions and took her "Bertie" and Charles Peary's body back to her native Maine. There she buried her husband, established residence, and devoted herself to bringing up "Bertie" — almost as a girl. Mary Wiley Peary taught him the handiwork practiced by genteel young ladies of that period and sent him out to play wearing a bonnet to protect his fair skin. Nearly as dismaying to this sensitive boy was the fact that he and his mother (who never remarried) were considered poor relations by the family. All this propelled him at an early age to prove himself. Significantly, his youthful companions soon used "Bert" as his nickname.
Peary graduated from Portland High School, earned a degree from Bowdoin College, then took a naval commission in the Civil Engineer Corps with the thought that work on a proposed Nicaraguan canal might win him fame such as had come to the Frenchman De Lesseps for the Suez Canal. Nicaraguan plans collapsed, but Peary stayed in the Navy.
About 1885 Peary's interest in the North was rekindled. He began poring over voluminous reports of arctic explorers during his free hours. On 13 October of that year, he wrote himself a memorandum (which I found in 1962 in his own voluminous papers) that the time had come "for an entire change in the expeditionary organization of Arctic research." Instead of utilizing large parties and several ships, he wrote, he would have a small group relying on Eskimo assistance. He had not been to the Arctic then, but the method he outlined would eventually bring him success.
From 1886 to 1909 Peary devoted himself to planning and leading eight arctic expeditions — one of them of four years' duration. With increasing difficulty, he obtained leaves of absence from the Navy, raised his own money, recruited his own men, made his own rules — and expected strict compliance.
During one expedition he froze his feet and lost most of his toes to amputation, then suffered hellish agony when frequent bumps against jagged ice left the stumps bloody and aching. Nevertheless, arctic exploration continued to come before all else: health, the Navy, finances, family (he married Josephine Diebtsch in 1888; they had two children).
The early desire for fame became an obsession to reach a goal. During years of exploration Peary mapped unknown lands and showed Greenland to be an island, but he did not get to the North Pole. To him this meant failure.
Finally, he succeeded, at the age of 52 — a wiry, auburn-haired, mustached man who could still hold his six-foot frame erect, but whose drawn, ruddy face and squinting eyes indicated hard experience. On 1 April 1909, he said good-bye to the last of four compact supporting parties that had accompanied him across the treacherous, ever-shifting ice of the Arctic Ocean. Then, with a black assistant, Matthew Henson, four Eskimos, five sledges, and 40 dogs, he struggled across more floating ice and reached the Pole five days later, according to his navigation, only to return to civilization and learn that Dr. Frederick A. Cook, a former Peary expedition member, was claiming to have arrived first. Virtually all scientific and geographical organizations eventually credited Peary with the achievement and discredited Cook, but controversy still flares occasionally.
After 1911 Peary retired as a rear admiral, voted the "Thanks of Congress". For nearly a decade he and his family enjoyed normal life, although the Cook dispute cast a pall. On 20 February 1920, Peary died from pernicious anemia.
Letters of condolence and tribute came from presidents, kings, geographers, and explorers. It was Peary himself, however, who had expressed the most appropriate tribute — years earlier. After the polar attainment a college classmate recalled that Peary had an affinity for quoting some poignant lines written by another Bowdoin man, Henry Wadsworth Longfellow:
"A boy's will is the wind's will,
"And the thoughts of youth are long, long thoughts." | 1,761 | 991 | {
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Happy Spring, Forest Hero! Volunteers
The snow is gone (mostly). The birds are singing (loudly). The plants are starting to get their leaves (more on that later). It must be spring! The warmer temps have us thinking about growing plants and changing climates. This edition of our quarterly newsletter comes right in the middle of Earth Week, and the return of the iNaturalist City Nature Challenge! We'll keep it short, since we bet (like us) you're longing to get outside, but we just had to share these articles, tools, and projects with you.
As always, thank you for all you do to protect biodiversity in Vermont.
Cheers,
Elizabeth Spinney & Lina Swislocki
In this issue:
Cool Tools
- Plants on the Run
Interesting Articles
- Conservation Needed
- Fertile Ground
- Cross off Callery
Network News
- Looking for Observers
- City Nature Challenge
Cool Tools
Plants on the Run
As the climate warms, many species will shift their ranges northward. This includes some invasive species, and some "neonatives" -- species that evolved in ecosystems south of us but have invasive tendencies here. [This article and flowchart](#) from researchers at UMass Amherst helps explain the concept and provides some guidance for when and how to act.
Interesting Articles
Conservation Needed
[This map](#) shows where biodiversity is at the most risk in the continental United States. Vermont looks... okay, but what's going on in Brattleboro?
Fertile Ground
Phosphorus is a vital component of fertilizer, and is a finite resource. Phosphorus runoff from farms and cities is wasteful, and is terrible for our water. Researchers at the University of Minnesota are investigating using bacteria to capture and recycle phosphorus from wastewater.
Cross off Callery
States across the country are adding Callery/Bradford pears to their invasive plant lists. Read more about the tree and why it's a problem here, then keep your eye on your local garden centers this spring and help them to spread the word and not the plant.
Network News
Looking for Observers
We are still looking for observers for our projects! We need folks from outside Chittenden county to help us record the phenophases of invasive plants you see (like Wild parsnip and Knotweed), and folks throughout the state who are interested in helping track the locations of Vermont's limited Tree-of-Heaven population. Find more info here or get in touch with any questions. Thanks in advance!
City Nature Challenge
Every year, iNaturalist hosts a global bioblitz called the City Nature Challenge. Check out their project page to see what's going on in your area or around the world, or to start a challenge of your own! | 1,112 | 577 | {
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The game is designed for children 4, 5 and 6 years old.
One child and an adult instructor, or 2 or 3 play at a time with adult supervision.
Race to 100 Level 1 is the beginning of a 2 year journey where the child learns to master basic addition and subtraction facts while playing a series of games and associated activities.
By playing Race to 100 Level 1, the child learns:
- How to advance on a game board.
- How to recognize the numbers 1 to 100.
- How to write his numbers.
These are all skills used in games and activities that follow. Race to 100 Level 1 is the beginning of success. Moving to the next game or activity as soon as possible involves a good acquaintance with Race to 100 Level 1 but not complete mastery of all the skills presented in the game.
If you also own The Dollar Game Level 1, alternate play with Race to 100 Level 1 with The Dollar Game Level 1. This will increase interest and skill building.
To Play Race to 100 Level 1
Race to 100 Level 1 consists of:
• a game board
• 2 different colored decahedrons (10-sided dice)
• 3 frogs to use as markers
• record sheets to practice writing numbers
To play:
1. Place the markers at start.
2. Roll one die; then move the marker to the matching number space on the board.
3. If you roll a zero, you do not move that round.
4. For the second round, roll again and advance the number to the new position. Count out loud (1, 2, 3, .... ) while traveling across the board.
5. Ask the child to name the number in the space where his marker is now. (Tell him, if he doesn’t know.)
The first player who reaches 100 wins.
**Example:** First throw is 5. While counting out loud 1, 2, 3, 4, 5, move the marker to 5 on the board. Second throw is 8. Move marker 8 more spaces while counting out loud 1, 2, 3, 4, 5, 6, 7, 8 and emphasize the new number as being 13. Third throw is 3. Move 3 spaces counting out loud 1, 2, 3 and talk about the new number being 16.
Variations in Play
Score Sheets and Simultaneous Play
7 When a child is ready to learn to write numbers, he/she can score a record of the die rolls and all the number positions reached on the game board. See the Race to 100 Level 1 example score sheet and note the two columns: one labeled Die Roll and the second labeled Position on Board.
8 If the players are using the score sheet, players can roll their dies simultaneously and record their rolls on the score sheet in the Die Roll column. Then they move their markers on the game board while they announce their new positions. Lastly they record their positions in the Position on Board column. All players reaching 100 in the same round of play are winners. | 1,121 | 657 | {
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NEW VALLEY PRIMARY SCHOOL
REMOTE LEARNING
Friday 8th January
RECEPTION CHERRY CLASS
Remember to email pictures and videos to:
email@example.com
| Time | Activity |
|------------|------------------------|
| 9:00-9:15 | Exercise |
| 9:15-10:00 | English |
| 10:00-11:00| Video call |
| 10:15-11:00| Phonics |
| 11:00-12:00| Investigation time |
| 12:00-12:45| Lunch Time |
| 12:45-1:30 | Creative time |
| 1:00-2:00 | Video call |
| 2:00-3:00 | Maths |
| | Numberblocks |
At New Valley, we are proud to:
Rainy-day Rabbit
Once upon a rainy day,
a boy gazed out through gloomy grey.
He watched the rain race down the pane
and wished the sun would shine again.
Now this young boy, whose name was Ned,
preferred toy rabbits to a ted.
His favourite was called – well, you can decide -
and this rabbit stayed close by Ned’s side.
They’d been together from day one
so now rabbit was coming slightly undone:
blue fur worn flat, one floppy felt ear,
yet he was treasured and most dear.
As these good pals peered through the storm,
they spied alike two friends forlorn.
From a window, in a house, across the street,
Olive and her owl stared sadly through the sleet.
She was most fond of her fluffy, orange owl
and never far away from this feathery fowl.
Olive too, wondered when this rain would end
so she could play with her friends again.
Rabbit and Ned considered how they might get together.
Determined to join their chums, despite the dreadful weather.
Although it seemed impossible, blue rabbit knew for sure,
that with imagination you can open any door.
Anything can happen, no dream is out of reach
so, he began to wish about many ways that they could meet.
Perhaps, across this puddled street, they’d sail a tiny note,
tucked aboard a flower-shaped, colourful paper boat?
Maybe blow a bridge of bubbles to float and stretch afar
or scatter stepping-stones from wishes hidden in the stars?
Over the road, Olive and her owl were certain too
that with some inspiration they’d connect across the blue.
In stories they had heard of means to travel through the air-
a magical carpet, a flying car or a wooden wishing chair.
As these ideas were whirring, an ending seemed quite distant,
when suddenly Rabbit remembered fortunes can alter in an instant!
Without any warning, a welcome change came in the weather.
Sunshine brought a reminder that nothing lasts forever.
At last, doors and windows, one by one, were opened wide
and finally, from inside their homes, the children stepped outside.
While in the sky a rainbow danced red, orange, yellow, green
blue, indigo and violet, the brightest colours ever seen!
For when we come together and our hopes and dreams are one
There always will be rainbows and every day some sun.
Friday 08.01.21
**Phonics**
Please click the link and play the game on ‘Phonics Play’. Start with phase 2 and progress as you see fit. Only play with the following digraphs: qu/ch/sh/th/ng/nk/igh/ay/ee
**Literacy**
- Please read the story on the previous slide out loud to your child. Now we’re ready for Talk Time! Ask your child the following question:
- What can you see in the clouds?
- Cloud art: Look up at the clouds. What pictures can you see in them? If it is a grey day, like in the story, you can use these pictures and your imagination.
- Draw what you see on the cloud pictures. If you can, take pictures outside of clouds and print them out. You could join them together in a sky full of cloudy pictures.
- Try writing a sentence ‘In the clouds, I can see …’. In the clouds, I can see a rabbit. What can you see? (Remember they should sound out the words.)
**Maths**
*Learning about '0'*
- Provide a range of loose parts and labelled pots including 0 for the children to count items into.
- Picture cards and dot plates to represent different quantities including zero can also be sorted and matched to numerals. | 1,729 | 963 | {
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Getting good sleep on a regular basis is a key component to positive mental health and overall wellness.
The Sleep Foundation explains sleep hygiene as “practices and behaviors that influence sleep quality and duration.” These considerations can include, but are not limited to, your routines (both bedtime and morning), as well as your diet, exercise, and daily habits. It is important to understand that sleep hygiene is not a one-size-fits-all approach for everyone. Some helpful sleep hygiene tips are: establish a sleep schedule every day of the week (and aim to limit “sleeping in” to less than an hour on your days off); create a comfortable sleep environment that’s adequately quiet and dark (consider blackout curtains, sleep masks, fans or noise machines). Also, don’t force yourself to sleep if you haven’t fallen asleep after 20 minutes, as you may find it helpful to do something calming (i.e., reading, journaling – something with neutral stimulation).
Neuroscientist and sleep expert Matthew Walker humorously describes sleep as “the greatest legal performance enhancing drug.” However, it is his belief that is it not nearly utilized enough by performers. A unique aspect about performance is that it is not exclusively found on a court, field, or track. Each of us has the unique opportunity to perform through our responsibilities at work, personal relationships, and chances for personal development. We have learned that restful sleep is integral for performance enhancement, but it can be especially critical after performance to experience proper recovery. On average, adults (18-60+) need approximately 7-8 hours of sleep each night. Elite athletes usually require around 10 hours of adequate sleep. Determining your needs regarding sleep hygiene can help ensure that you’re able to effectively navigate the various areas in your life with the necessary mental and physical energy to perform at a high standard.
PLEASE TAKE A FEW MINUTES AND CONSIDER THE QUESTIONS BELOW, AS THEY CAN ASSIST YOU IN CREATING YOUR OPTIMAL SLEEP HYGIENE PLAN.
☐ Are you satisfied with the quality of your sleep?
☐ Are you sleeping 7-8 hours per night consistently?
☐ Can you stay awake all day without feeling like you’re going to doze off?
☐ How consistent are your bedtime and morning routines?
☐ What is your sleep environment like, and is it conducive to quality sleep?
☐ What habits during your daily life might detract from your sleep hygiene?
☐ What habits during your daily life might support your sleep hygiene?
SOURCE(S):
Neuroscientist & Sleep Expert Matthew Walker Explains Why All Star Athletes Sleep 10+ Hours a Day - YouTube
Physical Health and Sleep: How are They Connected? | Sleep Foundation
CDC - How Much Sleep Do I Need? - Sleep and Sleep Disorders
Shaun Tyrance, Ph.D
Team Clinician Dr. Shaun Tyrance enters his third NFL season with the Chiefs in 2021. Dr. Shaun Tyrance joined the NFL as just the second full-time team clinician hired by an NFL team. As a licensed therapist who specializes in working with athletes, Tyrance joins the Chiefs with years of experience helping players and coaches perform at their highest levels personally and professionally. His athletic experience extends across the professional and collegiate ranks, covering a wide-ranging list of sports, including football, basketball, baseball, golf and motorsports. In addition to working with athletes and coaches, Tyrance has consulted with Fortune 500 companies to help them hire the best individuals and get the most out of their employees.
Explore more at the Chiefs Wellness Program homepage --> | 1,596 | 727 | {
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Verbs
"This is a word that shows an action, an event or a state of being."
Verb is derived from the Latin word “verbum” which means action.
In primary section, verb is often taught to us as ‘action word’, so that we can understand it easily. But as we reach higher classes, we understand that verb is not just an action word but it also shows an event or a state of being.
Verb is considered as an important part of speech as each and every sentence consists of at least one verb.
It is very easy to locate verb as it is often positioned after noun or pronoun.
For eg: Sara ran after her dog. (Here, verb ‘ran’ is given after the noun ‘Sara’)
The main function of verb is to describe what the subject is doing. And it also provides us with additional information like tense or voice of the sentence.
And because of its importance, verb is considered as the heart of English language.
Without verb it is impossible to make a sentence, but sometimes verb itself can be a sentence.
For eg: Sing. (Here, even though sing is the only word, it is implied that ‘you’ is the subject. Thus, ‘Sing’ is a sentence in itself)
Verbs are mainly of three types:
1. Main Verbs
2. Helping Verbs
3. Linking Verbs
Now, let us study about them in detail.
**Main Verbs**
It is also known as ‘Action verbs’, as it is used to express action, something that an animal, thing or a person does.
The action can be either physical or mental action.
For eg: Ram raises his hand. (Here, raises is a physical action)
For eg: She thinks about poetry all day long. (Here, thinks is a mental action)
The main verbs are of two types: Transitive and Intransitive
**Transitive Verb**
The transitive verb transfers its action to someone or something.
The receiver of this action is known as ‘Direct Object’.
It expresses doable activities that relate or affect someone or something.
*Eg: Rani eats cookies.* (Here, ‘eats’ is a transitive verb as it affects the direct object ‘cookies’)
**Intransitive Verb**
Intransitive Verb also refers to doable activities but there is no direct object.
It does not transfer its action to anyone or anything.
They make sense without transferring their action.
*For eg: Rani eats to stay healthy.* (Here, ‘eats’ is the intransitive verb as it doesn’t transfer its action)
To identify whether a given verb is transitive or intransitive, you have to follow certain steps.
1. Spot the verb in the sentence.
2. Ask the question, "What is receiving the action of the verb?"
3. If direct object is present -> Transitive verb
4. If direct object is absent -> Intransitive verb
**Helping Verb**
It is also known as 'auxiliary verb'.
As the name suggests, it helps the main verb.
It gives some context to the main verb.
It shows the tense or helps to form a question or negative sentence.
*For eg: Hari **is** going to Surat tomorrow.* (Here, helping verb ‘is’ with main verb ‘going’ tells that the sentence is in present continuous tense)
We can convert this sentence into a question (Is Hari going to Surat tomorrow?) or a negative (Hari is not going to Surat tomorrow)
Helping Verb has two categories: Modal Verbs and Phrasal Verbs
**Modal Verb**
It is used to express possibilities, abilities, permissions, obligations, etc.
*For eg: He **can** shoot a three point shot easily.* (Here, ‘can’ is used to show the ability of the person)
The most important thing about Modal Verbs is that unlike other verbs, they never change their forms. You can use Modals in any tense, but it will remain in its original form only.
**Phrasal Verb**
It is a combination of two words that are used together to take on a different meaning to that of the original verb.
Main Verb + Adverb/Preposition = Phrasal Verb
Each time the verb takes up different word, the meaning changes.
For eg: Naina **looks after** her grandmother. (‘looks after’ means to take care of)
For eg: Don’t **look down** on poor people. (‘look down’ means to show contempt)
**Linking Verb**
It expresses a state or sensory experience.
It is also known as ‘stative verb’.
It typically relates to thoughts, emotions, relationships, senses, etc.
It links subject to a noun or an adjective.
For eg: I **believe** that everything happens for a reason. (Here, ‘believe’ is the linking verb)
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THE SIX-BLOCK PROBLEM SOLVING PLAN
1. Define the problem
2. List the possible solutions (brainstorm)
3. List what might happen for each solution
4. Select best solution
5. Put plan into action
6. Did it work? – evaluate outcome
RELAXATION EXERCISES
- Diaphragmatic Breathing
- Muscle relaxation
- Visualization
Helpful Thoughts
THOUGHT CHALLENGERS
- Are you exaggerating?
- Are you sure this is really going to happen?
- Is this really true?
- How much does it matter what other people think?
- Are you forgetting the positives?
- Can you really expect to be perfect at everything you do?
- What is the worst thing that could happen?
THE CALM WAY TO HANDLE CONFLICT
C - Cool down
A - Acknowledge feelings
L - Listen and list
M - Make a solution
ATTENTION TRAINING
- To focus on the positives aspects of every situation
- To expect good things to happen
GOAL
COPING STEP PLAN
Parent Strategies for Helping Your Child to Be More Resilient
- Ignore anxious behaviour, such as continuous reassurance seeking. *Catch your child being brave!*
- Use descriptive praise, always stating the behaviour you are reinforcing, i.e., “I’m so proud of you for trying out for the basketball team, even though you were worried.”
- Try to model positive coping. *Modelling* is an important way to teach children positive coping skills, i.e., “Sometimes mom (dad) feels worried and sad, but after a few deep breaths and some helpful thoughts, I feel better.”
- Help your child to identify the positive aspects of a situation. *Attend to the positive!* Praise partial success! Praise for trying, not for perfection!
- When your child is worried, stressed or nervous you can help by taking the following steps…
- Share child’s plan with teacher (school)
- Build in breaks during the day with teacher’s assistance
- Drink of water
- Quiet time
- Relaxation exercises
- Go for a walk (kick a ball)
- Rest and sleep
- Encourage your child to *allocate calm relaxing* times into his/her day
- Encourage your child to make & keep *healthy friendships*
- Stay calm. Remind your child that he/she *has the skills* to handle difficult situations
- Remind your child to give her/himself *interpersonal rewards*
- Remember it is important to have *quality times* as individuals, as couples and as families, and to establish *support networks*
- Focus on solutions – use the *6 Block Problem Solving Plan* or the *Coping Step Plan*
- Remember: N = ow reward yourself! You’ve done your best!
- Plan ahead for difficult situations. Be proactive! Practice, Practice and Practice!
*STAY CALM – DON’T FORGET TO PRACTICE* | 1,269 | 617 | {
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Reading
• Summarises main points of an argument or discussion within their reading & makes up own mind about issue/s.
• Can compare between two texts.
• Appreciates that people use bias in persuasive writing.
• Appreciates how two people may have a different view on the same event.
• Draw inferences and justify with evidence from the text.
• Varies voice for direct or indirect speech.
• Recognise:
o clauses within sentences
• Uses more than one source when carrying out research.
• Creates set of notes to summarise what has been read.
Writing
• Add phrases to make sentences more precise & detailed.
• Use range of sentence openers – judging the impact or effect needed.
• Begin to adapt sentence structure to text type.
• Use pronouns to avoid repetition.
• Use:
o Brackets. o Dashes. o Commas.
• Use commas to clarify meaning or avoid ambiguity.
• Link clauses in sentences using a range of subordinating & coordinating conjunctions.
• Use verb phrases to create subtle differences (e.g. she began to run).
• Consistently organize into paragraphs.
• Link ideas across paragraphs using adverbials of time (e.g. later), place (e.g. nearby) and number (e.g. secondly).
• Legible and fluent handwriting style.
Mathematics
- Count forwards & backward with positive & negative numbers through zero.
- Count forwards/backwards in steps of powers of 10 for any given number up to 1000000.
- Compare & order numbers with 3 decimal places.
- Read Roman numerals to 1000.
- Identify all multiples & factors, including finding all factor pairs.
- Use known tables to derive other number facts.
- Recall prime numbers up to 19.
- Recognise place value of any number up to 1000000.
- Round any number up to 1000000 to the nearest 10, 100, 1000, 10000 or 100000.
- Round decimals with 2dp to nearest whole number & 1dp.
- Add & subtract:
- Numbers with more than 4 digits using efficient written method (column).
- Numbers with up to 2dp.
- Multiply:
- 4-digits by 1-digit/2-digit
- Divide:
- 4-digits by 1-digit
- Multiply & divide:
- Whole numbers & decimals by 10, 100 & 1000
- Count up/down in thousandths.
- Recognise mixed numbers & fractions & convert from one to another.
- Multiply proper fractions by whole numbers.
- Solve time problems using timetables and converting between different units of time.
The New Curriculum
End of Year Expectations
Year 5
This booklet provides information for parents and carers on the end of year expectations for children in our school. These expectations have been identified as being the minimum requirements your child must meet in order to ensure continued progress throughout the following year.
All the objectives will be worked on throughout the year and will be the focus of direct teaching. Any extra support you can provide in helping your children to achieve these is greatly valued.
If you have any queries regarding the content of this booklet or want support in knowing how best to help your children please talk to your child’s teacher. | 1,382 | 680 | {
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AN2.3 Curriculum Links Animal Growth and Changes (grade 2)
Outcomes: Students will identify what snow fleas are, and where to find them.
Materials: Information sheet for the teacher: Facts on snow fleas (included)
Pictures of snow fleas taken from the internet (included)
For activity 1: Paper, felt markers, colored crayons, and artistic talent!
For activity 2: Warm clothes, a warm or humid winter day.
Explore: Ask the students if they have ever heard of snow fleas. Explain that they really are such creatures. Get them to try and guess what they might look like. Do they think they are big? Small? What color could they be?
Activity: 1) Have the students do a drawing of what they think a snow flea could look like. They can be imaginative, and creative in the drawings.
When they are done their drawings, give them a short lesson on what snow fleas do, and where to find them. Show them real pictures of Snow Fleas and bring their attention to how small they really are. You can get the students to compare their drawings to the pictures of the real thing. Is there any difference in the characteristics of the snow fleas in the drawings and the characteristics of the snow fleas in real life? Did they have a different idea of what snow fleas were before the lesson?
Next to reinforce the lesson you can get the students to repeat the following rhyme after you.
(to the tune of "Mary Had a Little Lamb")
Mary had a little lamb,
Little lamb, little lamb.
Mary had a little lamb
With fleas as white as snow.
And everywhere that Mary went,
Mary went, Mary went,
Everywhere that Mary went,
Those fleas were sure to go.
They followed her to school one day,
School one day, school one day.
They followed her to school one day
In time for show and tell.
They made the children scratch away,
Scratch away, scratch away.
They made the children scratch away,
And Mary got expelled.
2) If weather permits, go out with the students to find snow fleas. They are more likely to be seen on a mild, humid winter days. One of the best spots to find them is near the base of a tree that is covered with snow.
You can organize the activity in different ways. For example, you can go with the class as a group to “hunt” for snow fleas, or divide the class in smaller groups (accompanied with an adult supervisor) and let them look for the snow fleas with a small reward for the first group to find them. From the lesson, they should be able to guess the most likely place to find them.
**Closure:** At the end of the activity, the students should have gained knowledge on the snow fleas. They should be able to form a general idea about what they look like, where they live. Tell them that their homework assignment is to go home and tell their parents about snow fleas. Perhaps they could convince their parents to go out and look for them together. Ask them when they return to class what the reaction was.
Snow Fleas Pictures
Snow fleas are small insects that reach the length of 2 to 6 mm (1/16 inch to 1/4 inch) when fully developed. Although they are for the most part dark in color, some species have been found to be of a blue, orange, gold, brown, or green color. They are part of a family called springtails, as they have a stiff appendage called a furcula that they clip to their underside like a spring catch. When released, this “spring” can project them in the air to a height of 30 cm (~12 inches). These wingless insects jump so quickly when they are disturbed that it might seem as though they have disappeared.
These fleas, even though they prefer colder weather, can be found through the year. They like wet surroundings, and make their home in the soil. They are harder to observe during the warmer months, as they live under the ground, coming out only when they need to go feed.
Snow fleas do not bite to feed, unlike most common fleas. The snow fleas feed on bacterias, fungi, algae, and mold which can be found on decaying leaf matter.
They are generally found in large groups on the snow. It has been described that from far away, seeing a group of snow fleas looks as though someone sprinkled pepper or ashes on the snow. The snow fleas have been found swimming on ponds, on sheets of ice, and even on icicles.
Mating for the snow fleas begins in the late winter, or in the early spring months. The females deposit their eggs into the soil, and they hatch during the spring. The nymphs feed through the summer and reach their adult size for the winter.
Researchers from Queen’s University have been able to isolate a special anti-freeze protein from the minuscule insects. This protein is now being researched to be used as a way to prolong the transplantation period for organ transplants.
A Snow Flea Colony: | 1,670 | 1,059 | {
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11-th Irish Mathematical Olympiad 1998
May 9, 1998
Time: 3 hours each part.
Part I
1. Prove that if $x \neq 0$ is a real number, then $x^8 - x^5 - \frac{1}{x} + \frac{1}{x^4} \geq 0$.
2. The distances from a point $P$ inside an equilateral triangle to the vertices of the triangle are 3, 4, and 5. Find the area of the triangle.
3. Show that no integer of the form $\overline{xyxy}$ in base 10 can be a perfect cube. Find the smallest base $b > 1$ for which there is a perfect cube of the form $\overline{xyxy}$ in base $b$.
4. Show that a disk of radius 2 can be covered by seven (possibly overlapping) disks of radius 1.
5. If $x$ is a real number such that $x^2 - x$ and $x^n - x$ are integers for some $n \geq 3$, prove that $x$ is an integer.
Part II
6. Find all positive integers $n$ having exactly 16 divisors $1 = d_1 < d_2 < \cdots < d_{16} = n$ such that $d_6 = 18$ and $d_9 - d_8 = 17$.
7. Prove that if $a, b, c$ are positive real numbers, then
$$\frac{9}{a+b+c} \leq 2 \left( \frac{1}{a+b} + \frac{1}{b+c} + \frac{1}{c+a} \right) \leq \frac{1}{a} + \frac{1}{b} + \frac{1}{c}.$$
8. (a) Prove that $\mathbb{N}$ can be partitioned into three (mutually disjoint) sets such that, if $m, n \in \mathbb{N}$ and $|m-n|$ is 2 or 5, then $m$ and $n$ are in different sets.
(b) Prove that $\mathbb{N}$ can be partitioned into four sets such that, if $m, n \in \mathbb{N}$ and $|m-n|$ is 2, 3 or 5, then $m$ and $n$ are in different sets. Show, however, that $\mathbb{N}$ cannot be partitioned into three sets with this property.
9. A sequence $(x_n)$ is given as follows: $x_0, x_1$ are arbitrary positive real numbers, and $x_{n+2} = \frac{1 + x_{n+1}}{x_n}$ for $n \geq 0$. Find $x_{1998}$.
10. A triangle $ABC$ has integer sides, $\angle A = 2\angle B$ and $\angle C > 90^\circ$. Find the minimum possible perimeter of this triangle. | 1,020 | 673 | {
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III Semester B.Com. Examination, Nov./Dec. 2016
(Freshers + Repeaters) (2015-16 and Onwards) (CBCS)
ENGLISH
Language English – III
Time : 3 Hours Max. Marks : 70
Instructions: 1) Answer all the Parts.
2) Write the correct question number.
PART – A
I. Answer any five of the following in one or two sentences each: (5×2=10)
1) What tempted Monsieur Seguin’s goats to go to the mountains?
2) Why did the mother of Mr. Shymnath sell all her ornaments?
3) The author was ‘in for’ an evening of ___________ in ‘The Night I met Einstein’.
4) What was the unusual sight for the milling crowd in the railway station in ‘The Bench’?
5) Hitler did not believe in herd-poisoning. True/False.
6) Mention any two activities people usually do during working hours as mentioned in ‘Managing the Common Herd’.
7) When did the Government of India pass the RTI Act?
II. Answer any four about 80 to 100 words: (4×5=20)
1) Why does the narrator tell the story of Monsieur Seguin’s goat to Gringoire?
2) How does Shymnath use his mother to please his boss?
3) Narrate the thoughts of Karlie which motivated him to sit on the bench.
4) Why did Hitler compel people to spend enormous time marching?
5) Discuss any one case study, where RTI has been successful.
6) Describe Theory Z, as discussed in the poem ‘Managing the Common Herd’.
III. Answer any two of the following in a page and a half each: (2×10=20)
1) Discuss the plight of the mother during and prior to the visit of the boss in “Dinner for the Boss”.
2) Bring out the appropriateness of the title "The Bench".
3) Give a detailed description of the images used by Shakespeare to highlight the passing of time in "Sonnet 12".
PART – B
IV. Write a report on the failure of clearance of garbage, in about 250 words, using the following hints.
Heaps of garbage on the roadside – foul smell – insects – stray dogs – air pollution – water pollution – spread of diseases.
V. Develop a narrative using the tree diagram given below, using suitable cohesive devices.
Diseases
- Communicable Diseases
- Biological agents such as viruses, bacteria, etc.
- Spreads from person to person
- Concern of the society
- Non Communicable Diseases
- Malfunctioning of some vital organs or deficiency of nutrients, etc.
- Does not spread from person to person
- Concern of the individual
VI. Write a letter to the Corporator of your area requesting for measures to be taken to eradicate increasing mosquitoes, using the following hints.
- No spraying of anti-mosquito chemicals
- Overflowing of drains
- Increase in dengue and malaria incidents. | 1,306 | 671 | {
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| **Guided Practice:** | What initial practice of lesson skill or the follow-up activity, under direct supervision of the teacher will be used?
Each student will be given a plastic bag with shapes inside. The shapes will be used to construct an insect. Model by taking each shape out of the bag one at a time and hold them up for the students to identify. Ask the students how many shapes will be needed to construct the body (3). Tell the students to choose three shapes as the body of their insect. After the shapes are chosen, the shapes will be labeled 1, 2, and 3 and placed together to form the body of an insect. Model the task for the students. Tell the students to add the legs and ask the students how many shapes will be needed to add legs (6). Tell the students to choose six shapes for the legs of their insect. After the shapes are chosen, the shapes will be labeled one through six and placed along the body to resemble legs. Model the task for the students. Ask the students what body part is left to add (feelers) and how many shapes will be needed to add feelers (2). Tell the students to choose two shapes as the feelers for their insect. After the shapes are chosen, the shapes will be labeled one and two and then placed at the head to resemble feelers. Model the task for the students. The teacher will then ask the students to place all their shapes in a bag and build the insect again, using the numbers written on the shapes as a check. **3d** |
| **Checking for Understanding:** | What check(s) will be used to determine if learners have understood the material and activities of the lesson?
Circulate among the students to demonstrate the task and observe the practicing of the task **1c** |
| **Reteach:** | If necessary, what alternative teaching methods will be used to teach the same information or skill? What alternative instructional modifications and adaptations that address all learners’ needs are necessary, if any? |
Construct an insect jigsaw puzzle made of the body parts that fit together before the lesson. Students will work with an insect puzzle until they can independently construct their own insect using the materials from the guided practice activity. 5a
What alternative instructional modifications and adaptations that address all learners’ needs are necessary, if any? 1d, 2b
Make other learning resources available, such as picture books, fiction and nonfiction books, computer programs and videos to assist learners in constructing their knowledge of insects. Additional learning centers related to insects will be set up to meet the needs of diverse learners.
Independent Practice:
What practice of the skill concept of the lesson, without direct (step-by-step) adult supervision will take place?
Students will work individually at a computer learning station to construct their own insect using the software package KidPix. The insect should have three body parts. The insect should also have the correct number of antennae (2) and legs (6). Students can label the body parts of the insect if they choose. The finished products will be displayed around the classroom.
While students are waiting for a turn at the computer learning station, they will use glue and construction paper to glue down the insect made during guided practice. Students who finish early may label their insect and draw a background on the construction paper.
Technology Integration:
Using the KidPix software package, students will click on various shapes and lines to create their own unique insect. Encourage the students to use a variety of shapes in addition to the circle to create their insect. Students may use the insert text capability to label the parts of the insect if they choose. Students will use a printer to produce a hard copy of their creations.
Assessment or Evaluation:
What formal assessment that provides learning criteria and indicators through traditional or alternative assessment means will be used?
To demonstrate mastery and understanding of the lesson objectives, the student will be able to construct an insect containing the proper number of body segments, legs, and feelers.
The teacher will collect the insects made during independent practice. These will be used for formal assessment purposes. The insect should contain the proper number of body segments, legs, and feelers. Body parts do not have to be labeled. 5a | 1,683 | 880 | {
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Adopt The Sun Safety Habit For Good Health
Recommendations
For You and Your Family: Get It Together for Sun Safety
- Limit time spent in the sun.
- Avoid the sun's rays between 10:00 am-3:00 pm.
- Apply a sunscreen with a sun protection factor (SPF) of 15 or greater every day of the year.
- Wear clothing that protects the skin—long sleeves and long pants, a wide-brimmed hat, and sunglasses.
- Stay in the shade whenever possible—find shade trees and ramadas, or bring an umbrella.
- Avoid artificial tanning from booths, beds, or lamps.
- Be careful not to get a sunburn.
- Examine your skin regularly.
- Make sun safety a family habit.
For More Information...
Call the Family Sun Safety Project at 318-7100
Call the Arizona Cancer Center at (520) 626-7935 in Tucson or 1-800-622-COPE from elsewhere in Arizona
Talk to a dermatologist, a doctor who treats skin diseases
Contact the National Cancer Institute at 1-800-4-CANCER; or
Contact your local chapter of the American Cancer Society or call 1-800-ACS-2345
ARIZONA® CANCER CENTER
a National Cancer Institute-designated comprehensive cancer center at
The University of Arizona
Health Sciences Center
1515 North Campbell Avenue
Tucson, Arizona 85724
Copyright 1996. All rights reserved.
Printed on recycled paper. PB1
You are at great risk for skin cancer. Your loved ones are also at great risk for skin cancer. Because you live in Arizona you are at much greater risk than you think!
Skin cancer is a grotesque growth of skin cells. When a person gets too much sun, the deadly radiation in sunlight will actually distort a part of the cell (the DNA or genetic material) so that the cell makes new abnormal cells instead of healthy ones.
Skin cancer is the most rapidly spreading form of cancer. The occurrence rate of skin cancer has literally doubled since the 1970s. In fact, skin cancers are now more frequently diagnosed than all other cancers combined. And one in six Americans will develop skin cancer during their lifetime. Sadly, about 9,300 Americans will die from melanoma, an extremely deadly type of skin cancer, this year alone.
Alarmingly, Arizona’s rate of skin cancer is the greatest in the country. Over 30,000 Arizonans are afflicted with skin cancer each year. Distressingly, this translates to over 80 Arizonans a day who contract skin cancer. Arizona’s low latitude, high elevation, and clear skies put everyone in Arizona in extreme jeopardy of developing skin cancer.
Overwhelming evidence verifies that more than 95% of all skin cancers in the U.S. are caused directly by exposure to ultraviolet light or sunlight. Arizonans are dangerously vulnerable due to their frequent sun exposure. We spend too much of our time, leisure and otherwise, in outdoor activities such as hiking, bicycling, boating, and swimming which over expose us to the sun.
As parents, you must be aware that protecting your family from skin cancer is something you can do for them everyday. The decisions you make daily—about what your children wear or the activities they engage in—are critical ways you can keep your family healthy and cancer-free.
With so much time spent outdoors we are bombarded by the sunlight that causes skin cancer. Any good parent will practice sun safety behaviors to maintain the healthy and cancer-free skin of their family. | 1,464 | 734 | {
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The three questions you might ask yourself before choosing to wet a line in Ohio’s many lakes and reservoirs are “when, where, and how to find and hook fish?” Fishing reports on the Division of Wildlife’s Website can provide the details about each of these important points, but did you know that additional details about “where” can be found by searching the Website for a map of a specific lake? In fact, many of our lake maps have been updated to provide current depth and shoreline information and other features such as roads, facilities, and fishing access sites.
To see the current list of all lakes, visit www.dnr.state.oh.us/wildlife/fishing and choose “Lake” in the left navigation bar under “Find a Map.”
Updates of lake contours are important because these waters change over time. Normal aging from natural and artificial processes such as sedimentation from inflow streams and eroding shorelines cause lakes to become shallower; whereas, dredging activities undertaken to aid navigation creates unnatural depth. Information about these bottom alterations is not only important to navigate our reservoirs, but it can also vastly improve your catch rates. While anglers generally target structure visible at or near the water’s surface, the underlying terrain can be just as significant in locating fish. Identifying areas that attract fish such as underwater humps, holes, points, channels, and drop-offs will increase the likelihood of filling your live-well.
Other revisions to the lake maps include the addition of facilities, roads,
Thousands of geographically referenced depth points are collected to describe the area in as much detail as possible. As the driver navigates the boat along a transect, the datalogger records the coordinates along with a water depth every three seconds and access sites resulting from improvement projects and development. New features which are only available on-line include geographic coordinates and a zoom option. When paired with a personal GPS (Global Positioning System) these new features are particularly useful in locating and navigating to prime fishing spots. The zoom option provides a tool to zoom-in to a specific area on the map, and the UTM (Universal Transverse Mercator) coordinates, located along the map’s outside edges, allow you to identify waypoints. Saving these waypoints in your personal GPS before you head out to the lake can save a lot of driving time and increase the amount of time spent fishing.
Creating a lake map involves detailed surveying, computer analysis, and extensive editing of the results. Since 1998, Division of Wildlife staff has been collecting geographically referenced depth data from a list of prioritized lakes in each wildlife district. Thousands of individual points are collected using a survey grade depth finder connected to a survey grade GPS while a biologist drives a boat along a series of transects from one end of the reservoir to the other. Areas with a lot of variation in depth, particularly the shoreline, are surveyed intensively to ensure that the new maps describe the area in as much detail as possible. Once survey data are collected, they are processed to develop depth contour lines and shoreline features.
After the lake contours are completed, other features such as roads, access, and facilities are added. Once the facilities and contours are reviewed by the lake manager, the new lake maps are printed and posted on the Division’s Website. Currently, 31 lake maps have been updated and over 100 more updates will be completed over time. So log on to the Division’s Website, find your favorite lake, and map your way to angling success this spring. | 1,465 | 707 | {
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Section I
Explicate the following little poem by Robert Frost in simple, correct English. (15%)
Fire and Ice
Some say the world will end in fire,
Some say in ice.
From what I've tasted of desire
I hold with those who favor fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.
Section II
Translate the following passage into Chinese. (15%)
Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly, and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things differently according to their worth. In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through you - how many you can make your own. A few friends are better than a thousand acquaintances. If this be your aim, as it should be, you will not be impatient if it takes more time and effort to read a great book than it does a newspaper.
(Taken from Mortimer J. Adler's "How to Mark a Book")
Section III
Translate the following passage into English. (20%)
魏武行役失汲道，三軍皆渴，乃令曰：「前有大梅林，甘酸，可以解渴。」士卒聞之，口皆出水，聚此得及前源。（原文見劉勰著《世說新語》）
(Suggestion: 魏武者，曹操也，素以智足吾詐聞，此即一例，可以 Emperor Wei Wu 譯之。汲道，水源也，可以 water supply 譯之。樹 plum 也。)
Section IV
In not more than 80 words, write a summary based on the author's adventure in the darkness. Use your own words as far as possible. (20%)
Lost in the Darkness
As I stepped out of the train I felt unusually solitary, since I was the only passenger to alight. I was accustomed to arriving in the summer, when holiday makers throng coastal resorts, and this was my first visit when the season was over. My destination was a little village eight miles distant by the road, but only four if you took the cliff path over the moor. This I always did, unless it was raining: and I left my luggage at the bus office beside the railway station, to be conveyed for me on the next bus, so that I could enjoy my walk unhampered by a suitcase.
It took me only a few minutes to come to the foot of the cliff path. Half way up I paused to enjoy the sight of the purple hills stretching away to my right and to my left the open sea. When I reached the top I had left all signs of habitation behind me. The moorland turf was springy under my feet, the air was like wine and I felt rejuvenated and intoxicated with it. Glancing seaward a minute or two later, I was surprised to notice that the sky was already aflame with the sunset. The air grew perceptibly cooler and I began to look forward to the delectable hot meal I should have when I reached the inn. It seemed to be getting dark amazingly quickly. I did not think that I had walked unduly slowly and I was at a loss to account for the exceptionally early end of daylight, until I recollected that on previous visits I had walked in high summer and now it was October and the nights were drawing in.
All at once it was night. The track was grassy and even in daylight showed up hardly at all against the moor, so it was difficult to keep on it now. If only I had been a smoker with matches always to hand, or if my torch had been in my pocket instead of in the suitcase, I could have walked with more assurance. As it was, I was terrified of hurtling over the edge of the cliff to the rocks below. When I did stray, however, it was towards the hills. I felt my feet squelching and sticking in something soggy. There was
no bog to my knowledge near the track, so I must have wandered a long way off my course. I extricated myself with difficulty and very cautiously edged myself towards the sound of the sea. Then I bumped into a little clump of trees that suddenly loomed up in front of me. This was providential rest and shelter until the moon rose. I climbed up the nearest trunk and managed to find a tolerably comfortable fork in which to sit. The waiting seemed interminable and was relieved only by my attempts to identify the little stirrings and noises of animal life that I could hear. I grew colder and colder and managed to sleep only in uneasy, fitful starts, waking when my position got cramped. At last, when the moon came up, I discovered that I was not more than fifty yards from the track and I was soon on my way again.
Section V
Write a short composition on the following topic.
A Private Library All Your Own (30%) | 1,552 | 1,092 | {
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**Step 1:** Write down everything you eat and drink today; include the amount you had.
**Step 2:** Sort the items into the food groups they belong to. Write down how many servings you had of each in the columns below.
| Vegetables and Fruit | Grain Products | Milk and Alternatives | Meat and Alternatives | Non-food-group food |
|----------------------|----------------|-----------------------|-----------------------|---------------------|
| | | | | |
**Morning**
e.g. One slice of toast with peanut butter and a small carton of milk
| | | | | |
**Lunch**
| | | | | |
**Snack**
| | | | | |
**Dinner**
| | | | | |
**Snack**
| | | | | |
**Step 3:** Add the total number of servings you had from each group:
| | | | | |
Servings I need from each group:
Put a ✓ if you had at least the number of servings above.
Healthy Eating for Me
Name: ________________________________
1. According to Canada’s Food Guide, every day I need:
___ servings of Vegetables and Fruit
___ servings of Grain Products
___ servings of Milk and Alternatives
___ servings of Meat and Alternatives
2. My average intake (determine this using your completed food records):
___ servings of Vegetables and Fruit
___ servings of Grain Products
___ servings of Milk and Alternatives
___ servings of Meat and Alternatives
3.1 I met my serving recommendations for (check all that apply):
☐ Vegetables and Fruit
☐ Grain Products
☐ Milk and Alternatives
☐ Meat and Alternatives
3.2 I did not meet my serving recommendations for (check all that apply):
☐ Vegetables and Fruit
☐ Grain Products
☐ Milk and Alternatives
☐ Meat and Alternatives
4. Choose your area for goal setting:
☐ Meet recommended number of Food Guide Servings in a food group
☐ Increase variety in a food group
☐ Replace a Non-Food group choice with a Food Group choice
5. Write a SMART nutrition goal for yourself:
Specific – describes exactly what food will be eaten
Measurable – allows change to be easily identified
Achievable – includes foods a person likes and enjoys eating
Realistic – fits lifestyle, food preferences and budget
Time-tagged – describes when the plan will be implemented
e.g. I will drink a 250 mL carton of chocolate milk at lunch Monday, Wednesday and Friday next week.
My Healthy Eating Goal:
List three barriers that might prevent your plan from happening. How will you overcome each?
Barrier / Solution 1:
Barrier / Solution 2:
Barrier / Solution 3: | 2,003 | 603 | {
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A guided tour of The Palace of Knossos in Crete, leads to a detailed examination of artefacts and remains of the highly sophisticated Minoan civilization extant from 4000 to 1500 BC. It documents the history of an exquisite jewel from the Queen's Chamber - The Ring of Minos.
From the remote Neolithic period the soil of Crete has lovingly protected priceless treasures, which have been, and continue to be, brought to light by archaeological excavations. These masterpieces of Cretan, and especially of Minoan civilization, are now displayed in the Herakleion Museum, and form a collection of unique value. The publication of the Guide to the Herakleion Museum by Ekdotike Athenon is intended to help the visitor to become acquainted with the treasures of Cretan art in a scientific and methodical way, and, through the exhibits, to trace the evolution of the civilization of the island throughout the many centuries of its history. The structure and composition of the book has been designed with these aims in mind, and the relevant photographs are set out alongside the text. The visitor thus has the opportunity to come into contact, room by room, with the great artistic achievements of Minoan civilization, and to form an idea of the character of its unique cultural heritage.
Food Trails continues Lonely Planet's 52 Perfect Weekends series by exploring destinations famed for their food and drink. Discover 52 amazing itineraries for delicious days out in places such as Rome, Paris, Melbourne and New Orleans with recommendations for where to stay, what to do and of course what to eat.
On March 23, 1900, Arthur John Evans and his staff began to excavate on Crete, looking for the fabled site of Knossos, where an extraordinary civilization, a precursor to classical Greece, was rumored to have existed. Almost from the first shovel stroke, artifacts began to emerge. Evans realized that here was "an extraordinary phenomenon, nothing Greek, nothing Roman. A wholly unexplored world." The Palace of Minos at Knossos recounts the exciting story of uncovering a remarkable society lost to the world for 3,500 years, from its initial discovery through its excavation to the structure we see today. Sidebars on archaeological techniques, illustrations of the sites, tables, and diagrams throughout provide a wealth of information on the Palace. The use of artifacts and other "documents" recovered from the Palace bring out the voices of the people of the past, offering clues to who they were and how they lived. The Palace of Minos at Knossos concludes with a fascinating discussion of the work of Sir Arthur Evans and Sir Scarfe who talks about the misperceptions about Knossos and what we really know about its culture.
Introduction; Historical outline; Myth and tradition; History of the excavations; Minoans and Knossos; The archaeological site; Route from Herakleion to Knossos; Tour of the palace; The main features; West court - west façade; West porch - corridor of the procession - central court; South propylaeum - west magazines - piano nobile; Throne room - tripartite shrine - pillar crypts; Grand staircase - hall of the double axes - queen's hall; Upper floor of the domestic quarter - shrine of the double axes; Royal workshops and magazines - east hall; North entrance - north lustral area - theatrical area; The dependencies of the palace; Art treasures from Knossos.
The Rough Guide to Crete is the ultimate travel guide with clear maps and detailed coverage of the Greek Islands' best attractions. Discover the vibrant Greek Islands from the historic mass of Crete and barely inhabited islets to Athens' sea-set suburbs and lively nightlife. Our detailed Greek Islands maps help you find stunning temples, frescoed chapels and hidden coves, with detailed | 1,574 | 796 | {
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Recall area bounded by a polar curve: $A =$
Things to watch for when using more than one polar curve for area.
- Points of intersection
- Symmetry
1. Find the area of the region common to the polar curve $r = 4 \cos \theta$ and $r = 2 \sin \theta$.
2. Find the area of the common region to the polar graphs of $r = 2$ and $r = 2 - 2 \sin \theta$.
3. Find the area of the region common to the two polar curves $r = -6 \cos \theta$ and $r = 2 - 2 \cos \theta$.
**Area Bounded by Two Polar Curves**
$$A =$$
$$A =$$
4. Find the area of the region bounded by the two polar curves \( r = 1 \) and \( r = 1 - \cos \theta \) as shown in the graph below.
9.9 Area Bounded by Two Polar Curves
Calculus
1. Find the area of the common interior of the polar graphs \( r = 4 \sin 2\theta \) and \( r = 2 \).
2. Find the area of the common interior of the polar graphs \( r = 2 \cos \theta \) and \( r = 2 \sin \theta \).
3. The polar curves \( r = 2 - 2 \cos \theta \) and \( r = 2 + 2 \cos \theta \) are shown below.
Which of the following gives the total area of the shaded regions?
A. \( \int_0^\pi (2 + 2 \cos \theta)^2 \ d\theta \)
B. \( \int_{\pi/2}^\pi (2 + 2 \cos \theta)^2 \ d\theta \)
C. \( 8 \int_0^{\pi/2} (1 - \cos \theta)^2 \ d\theta \)
D. \( \int_0^{\pi/2} ((2 - 2 \cos \theta)^2 + (2 + 2 \cos \theta)^2) \ d\theta \)
4. Let \( R \) be the region in the first quadrant that is bounded above by the polar curve \( r = 5 \cos \theta \) and below by the line \( \theta = 1 \), as shown in the figure below. What is the area of \( R \)?
5. The figure below shows the graphs of the polar curves \( r = 3 \cos 3\theta \) and \( r = 3 \). What is the sum of the areas of the shaded regions?
6. Let \( S \) be the region in the 1st Quadrant bounded above by the graph of the polar curve \( r = \cos \theta \) and bounded below by the graph of the polar curve \( r = \frac{5}{2} \theta \), as shown in the figure above. The two curves intersect when \( \theta = 0.373 \). What is the area of \( S \)?
7. Find the area inside the polar curve \( r = 2 \cos \theta \) and outside the polar curve \( r = 1 \).
8. Write an integral expression that represents the area of the region outside the polar curve \( r = 3 + 2 \sin \theta \) and inside the polar curve \( r = 2 \).
9. What is the total area outside the polar curve \( r = 5 \cos 2\theta \) and inside the polar curve \( r = 5 \)?
10. Find the area of the common interior of the polar curves \( r = 4 \sin \theta \) and \( r = 2 \).
11.
No calculator! Let $R$ be the region bounded by the graph of the polar curve $r = f(\theta)$ and the lines $\theta = 0$ and $\theta = 1$, as shaded in the figure above. The table above gives values of the polar function $r = f(\theta)$ at selected values of $\theta$. What is the approximation for the area of region $R$ using a right Riemann sum with the four subintervals indicated by the data in the table? | 1,442 | 917 | {
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The children are enjoying participating in the Meadowbrook IditaRead! We learned how to use a new app on our iPads called, Sora, and we love listening to stories on our iPad to help us earn reading minutes!
**Math:** To celebrate our 100th day of school, we had a math party. We used 100 plastic cups to stack different pyramids and we made portraits of what we thought we may look like when we are 100 years old. Also, the children estimated which bags of items contained 100 items and popcorn kernels was the winner! Each of the 4K students brought in a collection of 10 items. When we counted together each of the 9 childrens’ collections and Mrs. Kuhnle’s collection, we reached 100! We have an anchor chart of base ten frames that we add a circle to each school day so that we can keep track of the days we have been to school in 4K. We were so excited to fill 100 days!
**Social/Emotional:** Our Second Step curriculum reminded us how to listen to our body and what different sensations might tell us. For example, if your heart feels like it is racing and your tummy is hurting, it could mean that you are feeling worried. We also discussed comfortable and uncomfortable emotions. As a reward for the children showing kindness to others, they earned a sledding party! We had a blast sledding on the Meadowbrook hill and afterwards, enjoyed some hot chocolate with marshmallows and whipped cream. At our Valentine’s Day party, to show our friendship with one another, we gave each other valentines and placed them in bags the children created. Our plexiglass safety screens were also decorated with hearts.
**Literacy**
**Reading:** We have been retelling story events and parts of a story. When the weather outside was super cold, we read *The Mitten* by Jan Brett. Each 4K student was assigned an animal to portray and we even climbed inside of a huge mitten! We all fit until the little mouse tickled the bear’s nose which made the bear sneeze and the mitten break from all of the animals moving about. The children have been learning about how to make a rhyme and listen for rhyming words in stories that we read. To help with our rhyming, we read several Dr. Seuss books and tried to guess the next rhyme that Dr. Seuss would use in his stories. The 4K children thought it was so neat that Dr. Seuss also drew his own pictures for his stories. We celebrated Dr. Seuss’ birthday by having different dress up days for some classic Dr. Seuss books. Almost of all the 4K class loved trying some real green eggs and ham! Sam I am would be so proud!
**Writing:** For our Handwriting Without Tears curriculum, we learned about the letters B, R, K and A. We also made a rainbow with our names, writing our name in each color of the rainbow. We also worked on some journal entries about what our homes and neighborhoods look like and a job the children would like to do when they are older.
**Upcoming Events:**
*March 17th-Wear green for St. Patrick’s Day
*March 29th-April 5th-No School-Spring Break | 1,091 | 690 | {
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Henry Tayali, Title Unknown, c. 1972
Henry Tayali was from Zambia, a landlocked country in southeastern Africa. Henry was from a small town called Serenje.
He died in 1984, but he is still one of Zambia’s most famous and popular artists.
Henry spent a lot of time in the capital city of Zambia, Lusaka. In his paintings he liked to show what was happening in the city. He painted restaurants and cafes. He painted people who were rich and people who were poor.
Here is another painting and a print by Henry. Do they look different to one that you have in Argyll?
Village Scene at Night, early 1960s © Rhodrick Tayali
Bier Garten, 1971 © Rhodrick Tayali
Henry painted people in their own homes. On the left is a family living in a simple house with no electricity. Not everyone in Lusaka lived like this, but some people did.
Henry also liked to show busy scenes with lots of people in places like cafes. Look closely at the picture on the right. There are so many tiny people!
This is Zambia on a map. It is a big country which is land locked, meaning that it is not by the sea. Instead it is surrounded by other countries.
The red spot shows you where the capital of Zambia, Lusaka is. Lusaka is a big city, and it is where Henry spent a lot of his time working as an artist. Here is a photo of the busy city at night.
Time to look closely at Henry's painting!
It looks like a busy scene, doesn't it? Look at it up close, and then move slowly backwards. **Do you see different shapes and different colours?**
Up close it looks like a bit messy, with lots of different colours all together. When you move away you can see that there is a group of people, all wearing different colour clothes.
**How many different people can you count?**
Some of them have very clear noses and eyes, but some others only have the outline of a head. Henry does this to create the idea of a busy place.
He liked to make pictures of places where people would come after a hard day of work.
**What sounds does this painting make you think of? What do you think the people are talking about?**
This painting travelled to Argyll from Lusaka. Sadly, we have lost the title of the work. We have been trying really hard to find out what Henry might have called this painting, but for now it just known as 'Title Unknown'. **What title would you give it?**
Here is a photo of Henry. It was sent to Argyll by his son, Rhodrick. He wants everyone to know what his Dad looked like.
What does Henry look like? Does he look like a very serious artist? Can you see some of his other paintings here? Do they look like the one we have in Argyll?
Some of them look a bit messy, don't they? Perhaps they are more busy pictures.
On one side of the photo is a big painting. Can you see any shapes in that painting? If you look closely you can see arms and clenched fists. These are signs of strength. Henry thought that people should always look out for each other. His painting shows people raising their arms and fists together.
Here are some ideas for things you could do now that you have learned a bit about Henry and his paintings:
1. Can you make a picture of a busy place? How can you use different colours and different shapes to make it feel busy?
2. Think about something that really matters to you. What is something you think is really important? Henry thought it was important to use art to show that some people had a hard life in the city. What would you like to use art to show people?
3. Can you imagine what life is like in a big city? What are some of things that make you think of a big city? Draw a picture of what your perfect city would look like.
4. Cut up lots of pieces of coloured paper and see if you can recreate Henry’s busy scene in a collage.
Have fun! | 1,204 | 864 | {
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Richard Dobbs Spaight (1758-1802)
Born in New Bern, Spaight was a leading Federalist. Federalists promoted a stronger national government and wanted the passage of the U.S. Constitution. He was governor of North Carolina from 1792 to 1795.
Spaight was orphaned at nine. He received his primary education in Ireland and graduated from the University of Glasgow.
Spaight had a long and distinguished political career. After serving as a military aide during the Revolution, Spaight served in the House of Commons (1779-1783, 1785, 1787, and 1792). During his 1785 term, he served as speaker. He was a delegate to the Continental Congress in 1783 and 1785. He also represented North Carolina during the Constitutional Convention. He served three terms as governor of the Old North State. At this time, governors served one-year terms.
Spaight has been considered one of North Carolina’s Founding Fathers. He signed the U.S. Constitution. During the ratification debates, he argued in Hillsborough for the Constitution’s ratification.
While Spaight was governor of North Carolina (1792-1795), the New Bern native worried about growing divisions between the young United States and France. He worked to avoid war. Yet, he strengthened the state’s coastal defenses. During his terms, North Carolina settled its financial disputes with the national government. The state also settled its border dispute with South Carolina, and it dealt with threats from the Cherokee in the west.
Soon, Spaight questioned Federalists’ broad interpretations and application of constitutional law. While serving as a U.S. representative from 1798 to 1801, Spaight switched political parties.
Although a sickly person for much of his life, Spaight died a premature death after a duel with John Stanly in 1802. It was this duel that prompted North Carolina to outlaw the practice.
Lesson Plan: Signers of the Constitution (Part 2)
1. What did Federalists believe?
______________________________________________________
2. From what town was William Spaight?
______________________________________________________
3. How many terms/years was Spaight governor?
______________________________________________________
4. Did Spaight sign the U.S. Constitution?
______________________________________________________
5. Why did Spaight change political parties?
______________________________________________________
Richard Dobbs Spaight
Instructions: Cut out the three sections as one piece. Then, fill out the information. Accordion fold the piece with the signer’s portrait on top. | 1,293 | 530 | {
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Jalapeño Pepper
Capsicum annuum
General Information
- Edible
- Sun Exposure: Full sun
- Water needs: Moderate
- Temperature: Grows best at temperatures above 60 °F and below 90 °F. Do not plant when frost (below 38°F) might still occur, as this will kill the jalapeño plant
- Days to harvest: 70 to 85 days after transplant of seedlings to outdoor garden
- Harvest season: Mid- to late summer
Planting Guide
- Location: Plant in full sun with rich loamy soil. Avoid planting in an area where you may have recently grown other plants of the nightshade family (tomatoes, potatoes, eggplants), as they can share diseases.
- Compost: Add aged compost to the soil 1 week before planting
- Spacing: Plant 14-24 inches apart from each other in both directions.
Care Guide
- Irrigation: Avoid overwatering your jalapeños. Let the top inch of soil dry out before watering again (2x per week is a good starting point in hot weather). It is also important to avoid moisture on the fruit, so drip irrigation is a good option.
- Pruning: Prune to remove dead or diseased branches or increase productivity and general health. It is best to cut right after a leaf node on a stem, or as close to the stem as possible without harming it. Focus on cutting lower stems, as these have a tendency to touch the soil and contract diseases.
• **Pests**: The jalapeño plant resists most common pests like aphids, but if these do appear you can either spray them off with water and organic pesticide, or physically remove them if larger like worms or caterpillars.
• **Diseases**: Avoid planting in zones with species from the nightshade family, as these can spread disease to the jalapeño. Also, watch for sun damage, which can cause the flowers to wilt and die, or the fruit itself to scald. Set up sun shades or move the plant to a cooler place if you notice this issue. Blossom-end rot is another common problem. Identified by dark, sunken spots on the peppers, this issue is usually caused by calcium deficiency from uneven watering or lack of nitrogen in the soil. It can be mitigated with a calcium spray on the foliage and by making sure the soil is consistently moist.
**Sources:**
https://www.gardeningknowhow.com/edible/vegetables/pepper/growing-jalapeno-peppers.htm
https://www.almanac.com/plant/jalapeno-peppers
https://askinglot.com/how-long-does-a-jalapeno-plant-take-to-grow
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The Floral Hairclip
Barkha, the graded reading series is developed for students of Grade I and II. The objective of the series is to provide opportunity to young children to engage with books and read meaningfully. Gradation across levels has been achieved by variation in syntax, number of words and complexity of sub-plots. Barkha facilitates reading for pleasure in children and helps them become fluent readers. Children find everyday events as interesting as stories; hence, all the stories of Barkha are based on their daily life experiences. The stories of Barkha are spread out in four levels and five themes—(i) Relationships; (ii) Birds-Animals; (iii) Musical Instruments, Games and Toys; (iv) Around us and (v) Food. Another objective of the reading series is to provide plenty of books to children. It also helps in cognitive development of children in all curricular domains.
It is suggested that Barkha books be kept at a place in the classroom where children have easy access.
All rights reserved
No part of this book may be reproduced or transmitted by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.
OFFICES OF THE PUBLICATION DIVISION, NCERT
- NCERT Campus, Sri Aurobindo Marg, New Delhi 110 016 Phone: 011-26562708
- 108, 100 Feet Road, Hosdakere Halli Extension, Banashankari III Stage Bengaluru 560 085 Phone: 080-26725740
- Navjivan Trust Building, P.O. Navjivan, Ahmedabad 380 014 Phone: 079-27541446
- CWC Campus, Opp. Dhankal Bus Stop, Panihati, Kolkata 700 114 Phone: 033-25530454
- CWC Complex, Maligaon, Guwahati 781 021 Phone: 0361-2674869
Publication Team
Head, Publication Division: Anup Kumar Rajput
Chief Editor: Shveta Uppal
Chief Production Officer: Arun Chitkara
Chief Business Manager: Vipin Dewan
Production Assistant: Sunil Kumar
The Floral Hairclip
Kajal Butterfly Sophia
One day, Kajal went to the garden. There were many butterflies in the garden.
The butterflies were hovering over the flowers. They were sucking nectar from the flowers.
Kajal ran after the biggest butterfly. It had blue, yellow and red wings.
The butterfly flew and sat on a rose. Kajal ran after it.
The butterfly flew and sat on a marigold. Kajal ran after it.
The butterfly flew and sat on a jasmine. Kajal ran after it.
The butterfly flew and sat on a Sadabahaar* flower. Kajal ran after it.
*Sadabahaar – periwinkle
The butterfly flew and sat on a sunflower. Kajal ran after it.
Sophia was also in the garden. She had a floral clip on her hair.
The flower on the clip was pink in colour. Also, there were green leaves under the flower.
The butterfly flew and sat on Sophia’s hairclip. The butterfly thought it was a real flower.
After the butterfly flew off, Kajal took Sophia’s hairclip. She clipped it on her own hair.
Kajal put on the hairclip and sat there. She sat quietly without moving.
Kajal waited for the butterfly. Kajal kept sitting and waiting.
Suddenly, many butterflies came near her. A butterfly even came and sat on her hairclip.
Stories of Kajal and Madhav
For further enquiries, please visit www.ncert.nic.in or contact the Business Manager at the addresses of the Regional Centres given on the copyright page.
राष्ट्रीय शैक्षिक अनुसंधान और प्रशिक्षण परिषद
NATIONAL COUNCIL OF EDUCATIONAL RESEARCH AND TRAINING
ISBN 978-93-5580-096-1 (Barkha Set)
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Choosing the Right Preschool
by Abby Sakovich, M.S., CCC-SLP
A child reaching preschool age can be both an exciting and frightening time for parents. Is she ready? Where will he be most successful? Will she make friends? Will he like his teacher? With so many similar-sounding preschool philosophies available, the decision can also feel overwhelming. Choosing the “right” preschool for your child depends on his/her individual needs, your family’s resources, and the overall goals of preschool education.
Types of Preschool Programs
Waldorf
Designed to facilitate both independence and inclusion, Waldorf schools aim to develop “life-long learners.” Children are encouraged to explore the world on both tactile and intellectual levels. This is often accomplished through integrating the arts into each area of curriculum. Children engage with developmentally appropriate curriculum and activities through song and dance. Waldorf schools recognize technology as an important part of education, but only when developmentally appropriate.
Ideal for children who...
• enjoy hands-on, play-based activities.
• have an interest in the arts.
• learn at their own pace in structured and unstructured settings.
Montessori
Children are in the driver’s seat in a Montessori classroom. Instruction is child centered, and comes in the form of play-based learning. Children learn through trial and error in play, not by being taught or shown by an adult. With this in mind, children learn at their own pace no matter the level at which they are performing. The teacher-student relationship is developed and nurtured in Montessori classrooms, and older students are encouraged to help younger students.
Ideal for children who...
• work well independently and in groups.
• are comfortable playing with older and younger children.
• enjoy hands-on, play-based activities.
Preschools vary in philosophy and structure, and some may be more appropriate for your child than others. Before deciding on a preschool, carefully consider what type of learning environment you prefer for your child. If you find a preschool that looks appealing, also consider whether it will be a good fit for you as a parent. If the school appears to be a good fit for your family and child, schedule a visit. A good way to determine a school’s overall philosophy and instructional methods is to spend time observing. This will provide a snapshot of what a day in the life of your child will look like if you determine they are to enroll there. It may be helpful to speak with parents whose children attend a particular preschool to learn more. Lastly, trust your parental instincts. No one knows your child better than you and has better insight into what will help your child be the most successful.
**Cooperative**
Partnership and conflict resolution are often the focus of this type of preschool setting. Parents play an active role in both the classroom and how the school is run. Parents are encouraged to develop partnerships with teachers as they observe their child learning in the classroom.
**Ideal for children who...**
- enjoy hands-on, play-based activities.
- work well in groups.
- may be shy and benefit from adult models or encouragement.
Resources:
“Comparing Preschool Philosophies: Montessori, Waldorf and More” accessed July 3, 2018 from http://www.pbs.org/parents/education/going-to-school/choosing/comparing-preschool-philosophies-montessori-waldorf-and-more/
“Choosing a Preschool or Childcare Center” accessed July 3, 2018 from http://www.pbs.org/parents/education/going-to-school/choosing/preschool/
“Is a Waldorf school right for my child?” accessed July 5, 2018 from https://www.greatschools.org/gk/articles/waldorf-school/
“The Parent Co-op Model: A Pre-School Option, PART ONE” accessed July 5, 2018 from https://midpeninsula.citymomsblog.com/parenthood/theparent-co-op-model-a-pre-school-option-part-one/
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THE STORY OF OUR SCHOOL
Hello we are both in Year 4 at Stanbridge.
We’re going to tell you all about our school.
Once upon a time in the small, leafy village of Stanbridge, somewhere near Leighton Buzzard stood a small village school that had over the years taught generations of children. It was a friendly, busy, buzzing place with lots of happy smiley children and teachers…….
Turn the page, sit back and enjoy the story of our school.
This is our school.
It’s called Stanbridge Lower School and it’s been here a very long time. It’s over 100 years old.
Miss Godwin is our Head Teacher and she helps us if we are worried or concerned about anything.
Mrs Coupland works with Mrs McGregor in the school office.
They order our school lunches, answer the telephone, and help all our mums and dads when they need to buy school uniform.
This is Miss Hughes. She is the teacher in our Reception Class.
In Reception you will learn how to read and write letters.
You will learn how to say each letter correctly. This is called phonics.
This is the Reception Classroom.
It is very calm and peaceful and you will really enjoy exploring and sharing whilst making new friends.
In Reception we also...
We learn about numbers and how to add and take away.
Write stories together and then perform them.
Hello. I am Mrs Felstead and I work in the Reception Class.
In Reception we do lots of learning outside.
These are all of our teachers.
Miss Hughes
Is the Senior Teacher too.
She helps to organise our school
Miss Bunn
teaches Year 4.
This is Mrs Forbes and she teaches Year 2 with Mrs Ashpole.
This is Mrs Turney.
She teaches Year 3.
This is Miss Waller and she teaches Year 1.
Mrs Patterson has taught lots of children across the years, even some of our Mums and Dads.
Hello. I’m a teacher who works with lots of children across the school.
I help you learn to read and write and add and subtract.
We do English lessons every day and our writing gets better and better each year.
Don’t forget your PE kit because we get very active at Stanbridge.
We do Maths lessons every day too. They are fun.
As well as topic work.
Our topic work includes doing lots of lovely art work, finding out about religions as well as fun stuff like making pumpkins for Harvest.
Mrs Davies helps everyone in school.
She makes sure we all come to school each day.
She really likes to make sure we are always feeling happy and safe.
She helps all our Mums and Dads with anything they are worrying about.
She helps you if you have fallen over or bumped your head.
At Playtimes we have a snack.
In Reception, Year 1 and Year 2 you are given...
In Year 3 and Year 4 we bring in our own healthy snack to enjoy.
This is our Woodland Garden.
These pictures were taken in the Autumn.
Can you see the bird houses?
Wildflowers will grow in the Spring.
All of these happy people work with children around our school to help us learn. They look after us really well.
Hello. I’m Mrs Loi. I love cooking and I run after school club.
Hello. I’m Miss Benesch and I used to go to school here and now I work here helping children to learn.
Hello. I’m Mrs Probert and I help the children learn in their classrooms.
We all love playing on our school field.
It is huge and has lots of wooden play equipment to play on.
Sometimes we can see the farmer’s horses and cows in the fields at the back of our school.
Our school dinners are really tasty, and really healthy.
We have a salad cart and fresh fruit everyday with our main meal.
Miss Benesche looks after us at Lunchtime with Mrs Molloy and lots of other adults.
This is Mrs Payne our Chair of Governors. She is a very important person at our school.
She has governors who work with her. There are 10 governors altogether.
They help us make our school a better place to learn and make sure our school is safe.
Say “Hello” to our teachers in Pre-school.
This is Mrs Biggs.
This is Mrs Thackray.
In Pre-school they are busy all day. They…….
Paint with all the colours of the rainbow.
Build sandcastles in the sand.
Splash in the water.
Go on exciting adventures outside on the field.
Share books together.
Make beautiful sounds with the musical instruments.
They have fun everyday.
We have to do homework every day……
We read for 10 minutes everyday.
We do maths homework every week.
We do phonics and spelling homework too.
The PTFA do lots of exciting events across the year for us to enjoy.
Discos. Where you can win prizes for being the best dancer.
We love winning prizes in the raffles.
You’ll really enjoy the Easter Egg Hunt.
All the money raised goes towards outings and providing us with new equipment in school.
Each day we contribute another chapter to the story of our school.
We have enjoyed telling you about our school.
We look forward to seeing you soon.
The story of Stanbridge continues... come and be a part of it.
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Shrubs
Ten of the most common shrubs found throughout Vistoso Trails are represented here. There are, of course, many more, but these provide a good overview of the most common and visible species. In many cases, the photos here only show the most notable part of the plant to assist with identification during the times of the year when the plant is most likely to be noticed. At other times of the year these shrubs may lack those features (fruit, flowers, leaves, etc.). Check iNaturalist or other online sources for a broader range of photos.
In this guidebook:
- Big Bursage (Page 131)
- Triangle-leaf Bursage (Page 131)
- Cheesebush (Page 132)
- Desert Broom (Page 132)
- Pink Fairy-Duster (Page 133)
- Spiny Hackberry (Page 133)
- Brittlebush (Page 134)
- Chuparosa (Page 134)
- Creosote Bush (Page 135)
- Jojoba (Page 135)
| Common name | Scientific name | Notes |
|-------------|-----------------|-------|
| Big Bursage | *Ambrosia ambrosioides* | A member of the sunflower family. Large triangular leaves with jagged edges. |
| Triangle-leaf Bursage | *Ambrosia deltoidea* | A member of the sunflower family. Small, triangular leaves. |
Common name: Cheesebush
Scientific name: *Ambrosia salsola*
Notes: A member of the sunflower family. Named for its cheese-like odor when the leaves are crushed.
Common name: Desert Broom
Scientific name: *Baccharis sarothroides*
Notes: Another member of the sunflower family. Common along the edges of the greens.
| Common name: | Pink Fairy-Duster |
|-------------|------------------|
| Scientific name: | *Calliandra eriophylla* |
| Notes: | A legume, more closely related to acacias than palo verdes. Low growing. Spring flowers. |
| Common name: | Spiny Hackberry |
|-------------|-----------------|
| Scientific name: | *Celtis pallida* |
| Notes: | Thorny. Bears yellow, edible fruit that is much loved by native birds. A caterpillar host plant. |
| Common name: | Brittlebush |
|-------------|------------|
| Scientific name: | Encelia farinosa |
| Notes: | Spring flowers. Grayish green, triangular, and lightly fuzzy leaves. |
| Common name: | Chuparosa |
|-------------|----------|
| Scientific name: | Justicia californica |
| Notes: | Spring flowers. Attracts hummingbirds. Seed pods explode to disperse seeds. |
| Common name: | Creosote Bush |
|-------------|--------------|
| Scientific name: | *Larrea tridentata* |
| Notes: | Smells like “desert rain” after rainfall. The dominant shrub in many American deserts. |
| Common name: | Jojoba |
|-------------|-------|
| Scientific name: | *Simmondsia chinensis* |
| Notes: | Jojoba oil is used in lotions and shampoos. Totally native despite its scientific name. | | 1,464 | 698 | {
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Straight or Curly?
Defending Our Freedom to Choose
Rebeca Espinosa
BEFORE YOU READ: What does it mean to “push back against a custom”? Have you ever pushed back against a custom or witnessed others doing it? Share your story.
A Movement for African-Latina Identity
Traditionally, in the Dominican Republic, women have gone to the beauty parlor to straighten their hair. We are told that natural curly hair is “bad,” so we go through the long and costly processes trying to straighten it. However, in recent years, women have started to push back against this custom. There is a movement of women who want to defend our natural beauty and rebel at the idea that we must be “perfect” according to white standards. This women’s movement affirms African-Latina identity.
End Discrimination
One accomplishment of this movement is that we have demanded an end to discrimination in the workplace and in schools. At work, women have argued that supervisors cannot request that they go to the beauty parlor. Women should be allowed to wear natural hair to work. And at school, teachers cannot complain that students with big hair are blocking other students from seeing the blackboard. Yes, everyone needs to see the blackboard, but teachers can find other solutions. The campaigns against discrimination have reached the media, and we are getting more attention.
“Miss Rizos” is a blog, part of an online movement, a series of events and gatherings, and now a hair salon in Santo Domingo – all started by Carolina Contreras. In Spanish, “pelo rizo” means curly hair, and Miss Rizos sells products designed for black women’s natural hair. What do you think “Yo amo mi pajón” means? Learn more at www.missrizos.com. Photo used with permission from: Joan Encarnacion for La Galería Magazine <lagaleriamag.com>, a magazine and online forum for Dominicans in the diaspora.
A New Type of Beauty Salon
Another accomplishment is that there are women entrepreneurs who have opened beauty salons especially for women with curly hair. This helps women feel more comfortable wearing their hair naturally. (See the photo of “Miss Rizos” and the caption on the previous page.)
More Women Joining the Movement
Every day, more Dominican women join this movement, and they have started to show off their natural hair. We do not criticize women who prefer to continue straightening their hair. But we defend women’s right to make their own decisions. It can be hard to break free from the customs you were raised with. For example, I have a friend who told me that ever since she was little, her mother took her to the beauty salon to straighten her hair. It wasn’t until she lived in Spain that she realized that she just had curly hair. At that moment she thought, “If God gave me this type of hair, why shouldn’t I keep it?”
Feeling Free to Choose
Whether it’s curly or straight, every woman deserves to feel good about herself. We deserve to feel confident and sure of ourselves. Stereotypes about what is beautiful should not get in the way.
Rebeca Espinosa is a student at the Foothills Adult Education/EdAdvance program in Woodbury, CT. She has a Bachelor’s degree in Organizational Psychology and two Master’s degrees, one in Business Administration and the other in Pedagogy. In her free time, she enjoys cooking, visiting new places, playing with her son, watching movies, and reading.
AFTER YOU READ:
1. According to the author, what are three things women have done to defend their freedom to choose straight or curly hair?
2. This is a classic five-paragraph essay. Choose a sentence in the introduction that you think is the thesis statement. Look at the three body paragraphs and underline the topic sentence. Which of the body paragraphs is strongest? Why?
Don’t Touch My Hair!
After fighting to be allowed to wear natural hair, many African Americans then struggle with white people wanting to touch their hair!
Momo Pixel created an online game in response to unwanted hair touching. Use the arrow keys to swat the hands away! Play it here: <hairnah.com>. Read an interview with her: <www.thecut.com/2017/11/hair-nah-game-momo-pixel-interview.html>.
Look up the music video and the lyrics to, “Don’t Touch My Hair” by Solange.
Watch 4-year old Caidyn Bennett talk about what it’s like going out in public with his mom and having people comment about his hair and pet his head. His mom says, “Be polite.” What would you say? Read a story about it here: <www.nydailynews.com/news/national/meet-tiny-internet-star-caidyn-bennett-don-touch-hair-article-1.3483036>. | 1,838 | 1,010 | {
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EXPLORATIONS IN ART + DESIGN
HOW TO:
THESE ACTIVITIES ARE INSPIRED BY OBJECTS IN THE RISD MUSEUM COLLECTION. YOU CAN DO THEM BY YOURSELF OR WITH OTHER PEOPLE. ALL YOU NEED IS SOME PAPER OR A SKETCHBOOK, PENCILS, COLORED PENCILS, OR MARKERS. HAVE FUN EXPLORING!
RISD MUSEUM
RISDMUSEUM.ORG
Family and Youth programming at the RISD Museum is made possible by support from the Carter Fund for Museum Education. Additional support is provided by Mary Jane and Glenn Creamer, Charles and Pamela Meyers, Toots Zynsky and Ernesto Aparicio, and the James W. and Gloria M. Winston Endowed Scholarship Fund.
This painting by Bridget Riley is an example of abstract art. She was interested in how each stripe of color relates to the one next to it. Many artists choose to express themselves just through lines, shapes, and color instead of making an image of a thing, person, or scene.
Bridget Riley
Gather
1981
Oil on linen
Bequest of Richard Brown Baker
**LOOK CLOSE:**
Can you focus on one line of color at a time? When you do, can you also see the others? How many colors did the artist use in the painting?
The artist made this painting after traveling to Egypt, where she was inspired by the colorful decorations she saw in ancient tombs.
**MAKE IT:**
Go on a walk or look around your house. Make a list of six colors you see. Make your own striped drawing using the colors you listed.
EXPLORATION #2
SEEING FUNCTION
A functional object is used to do something. Think of all the objects you use in a day—each one was designed by someone or even by a whole team of people!
MAKE IT: LOOK AROUND YOUR HOME FOR FUNCTIONAL OBJECTS, THEN USE THE LIST BELOW TO GET STARTED. MAKE SKETCHES OF YOUR EXPLORATIONS.
1. FIND AN OBJECT YOU CAN WRITE A LETTER WITH.
2. FIND AN OBJECT YOU CAN SIT ON.
3. FIND AN OBJECT THAT HOLDS SOMETHING.
4. FIND AN OBJECT USED FOR EATING.
Top: Gorham Manufacturing Company; Teapot; 1884; Silver; The Gorham Collection. Gift of Textron Inc.
Bottom: Gorham Manufacturing Company; Salad Fork; ca. 1880; Silver; The Gorham Collection. Gift of Textron Inc.
This panther and lion are all that is left of larger objects that have been lost or damaged over time, so we don’t know for sure what the original objects looked like. The panther handle was probably attached to some kind of vessel or jar, and the lion might have been part of a piece of furniture.
**MAKE IT:** Design a vessel or jar that might be attached to the panther handle. Draw it on a piece of paper.
**MAKE IT:** Imagine a piece of furniture that might be attached to the lion. Sketch your design on a piece of paper.
This box is an example of carved lacquer. It was created by coating wood with many layers of a hard and shiny finish made from dye and tree sap (lacquer) and then carving intricate designs. Because this technique takes a long time and great skill, lacquered objects such as this one are considered special luxury items.
**Chinese**
Box with Birds and Flowers
1800s
Carved red-lacquered wood
Gift of Misses Anna and Louisa Case
**Look Close:** Closely examine one of the flowers carved into the box and draw it on a piece of paper. Notice the shapes of the petals and leaves and the details carved into them.
**Make It:** Design your own special box and cover it in detailed patterns or images.
This portrait by Derrick Adams is part of a series of artworks showing Black Americans resting and playing in water with air-filled floats. A portrait is an artwork of a person or group of people.
Derrick Adams
Shark Float
2017
Color screenprint with inkjet print collage on paper
Walter H. Kimball Fund
Look close: Color helps to create the mood of an artwork. List some of the colors you see and write down how each color makes you feel. Everyone’s reaction to certain colors is different and very personal.
Make it: Think about a time you felt relaxed. Try to remember details about the weather or what you were wearing. Create a portrait of yourself in that scene and choose colors that match your mood at the time. | 1,958 | 952 | {
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What is an ecosystem?
British botanist Roy Clapham (1904-1990) created the term in 1930 to mean the combined physical and biological components of an environment. In 1935 British scientist Arthur Tansley (1871-1955)—who initially urged Clapham to coin the term—further refined it to mean “The whole system, … including not only the organism-complex, but also the whole complex of physical factors forming what we call the environment.”
Humans tend to put boundaries around ecosystems in order to study, understand, and describe them. However these artificially imposed boundaries are transparent and meaningless to the species residing within them. A large mammal that is protected in one ecosystem may be a pest in another, or a prize to hunters in still another. Yet this animal roams, feeds, and mates unaware of these boundaries. A bird of prey may breed in the northern fringes of a continent in the spring, yet return south to its wintering grounds in autumn, migrating between—and being part of—vastly diverse ecosystems to survive. The river by which the bird nests is considered a small part of the larger continental ecosystem in which the bird thrives.
Today we define an *ecosystem* as a community of living and non-living things that work together as a unit. It includes the cycle of energy flowing from the sun to plants, to animals that eat plants, to predators that eat animals, and returning to the earth through excretion, decay and death. It includes the geology of an area, the type of rocks, components of the soil, and chemistry of the water and atmosphere. And it incorporates the climate, the amount of solar radiation, precipitation, and types of weather patterns. Central to the ecosystem concept is that *living organisms interact with the other elements of their environment*. Ecosystems range in size from microscopic to global, to cosmic, and each can be part of larger ecosystems. While Upper Waterton Lake can be considered an ecosystem in itself, it is also part of the larger mountain, highland, and freshwater wetland ecosystems, the Flathead Watershed ecosystem, and the Crown of the Continent ecosystem.
As humans play an integral role in the ecosystems in which we live, we are constantly challenged in our efforts to comprehend, manage, and protect them. Over 50 years ago, visionary ecologist Aldo Leopold conceived many of the ideas that led to the development of current day ecosystem management. Today, most U.S. and Canadian agencies embrace “ecosystem management” in their policies. This includes a wide range of ideas and practice informed by scientific knowledge, ongoing research, natural boundaries, and human values. | 1,109 | 548 | {
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Americans often gain one-to-two pounds during the holiday season.
While this weight gain isn't a lot, research shows it tends to stick and add up over the years. These extra pounds can be avoided by thinking about what are going to eat, eating in moderation and taking a few simple steps.
- In preparation for a big holiday party or feast, do not skip meals throughout the day as this may result in overeating.
- **Eat Breakfast!** Research shows that people who eat a good breakfast eat fewer calories throughout the day. Include lots of fiber by eating fruits, vegetables and whole grains. Most higher fiber foods can help your stomach feel satisfied without extra calories if they are not prepared with a lot of extra fats and sugars.
- Holiday meals tend to be large, buffet-style and include second and third helpings. Avoid eating large portions of foods that you think are “healthy.” Include nutrient-rich foods, but remember that these foods have calories, too. Eat them in moderation, especially if they have added fats and sugars. Enjoy a little dessert, too!
- To help avoid overeating:
- Use a smaller plate, put less food on your plate and watch the portion size.
- Fill your plate with vegetables and salad before the entrees and desserts. Eating a salad before your meal can help you eat fewer calories overall.
- Eat slowly and savor every bite. Wait 10 minutes before going for seconds as you may not be hungry.
- After dinner, get some physical activity. Walk, dance, play, whatever you can do!
**Attention Senior Citizens:**
Have a nutritional question or concern? If you are participating in services offered by Schenectady County’s Senior and Long Term Care services, you are eligible to have free consultations with Lester Rosenzweig, Registered Dietitian. Call Cornell Cooperative Extension, at 372-1622, ext. 269. Leave a message, if necessary, for Les to call you back.
What is a good breakfast?
- Your best bet is a mix of foods that have carbohydrates, protein, healthy fats, and fiber. Carbs will give you energy right away, and the protein will give you energy later on. Fiber and protein will help you feel full. Ideally, you should get between 7-and-10 grams of fiber and about 20 grams protein at breakfast.
- You don’t need to eat a big meal for breakfast, but it’s a good idea to have something small within an hour of waking up.
- Try a whole-grain cereal, low-fat milk and fruit, or a breakfast smoothie made from low-fat yogurt, fruit, and a teaspoon of bran. Nuts or whole-grain granola bars are also easy options.
Healthy Holiday Gift Ideas
Fruit Basket - Fill a basket or decorative bowl or platter with colorful fruits of all varieties, fresh and dried. Add nuts and a nut cracker.
Soup Starter Kit - Fill a crock pot or large mason jar or container with a variety of dry beans, whole grain brown rice and dry seasonings. You can add a cookbook on crock pot cooking or soups.
Exercise Bag - Buy an attractive canvas bag and include a colorful water bottle, hand/wrist weights, pedometer and a calendar. Include a gift certificate to a health club or sporting goods store.
Tea and Coffee Sampler - Fill a basket or large mug with a variety of flavored teas and coffee sampler packs.
Pasta Set - Fill a pasta pot or gift bag with a variety of pastas, including whole wheat pasta. Add a couple of jars of sauce and some dry seasonings or parmesan cheese.
References: Eatright.org Stay Mindful with 4 Tips for Holiday Eating
www.webmd.com/food-recipes/most-important-meal#1
www.diabetesforecast.org/2011/sep/
Consumer-centered access for long-term care information, referrals and assessments. For information, call 382-8481, #9, ext.304
Schenectady County Department of Senior and Long Term Care Services denies no person services or access to service based upon race, color, sex, religion, national origin, marital status and/or handicapping conditions. Schenectady County Department of Senior and Long Term Care Services is primarily funded with County tax dollars. Supplemental funding is through the New York State Office for the Aging under Title III-B/D, III-C-1, III-C-2, III-F of the Federal Older Americans Act, and New York State Expanded In-Home Services for the Elderly (EISEP), Community Services for the Elderly Act (CSE), Congregate Services Initiative (CSI), and the Wellness In Nutrition (WIN).
HO - Smart Holiday Eating November 2016 | 1,896 | 968 | {
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The Sadness of My Hair
Melvin Reyes
This is a story about a guy from Nicaragua.
He was born in 1986 during the war in a little state called Estelí. His father was a soldier, and his mamá took care of him and his siblings.
The war ended in 1990.
In the middle of his childhood, in 1995, his parents decided to go live in the capital, Managua. His father started studying, and his mamá worked a lot to provide them with food. Life was hard. They lived in a little house and didn’t have electricity or much money for food and clothing. His father got his PhD in Nicaraguan history, but he then abandoned his family.
It was a hard time for his mamá because he and his siblings were going through adolescence. His mamá worked really hard to pay for their education. They were growing up, and he and his siblings started at the University. But his sister got pregnant, and his little brother didn’t like to work.
The guy worked for a company that delivered propane, and he helped his mamá with the bills. But, it was not enough. He had a couple of uncles in the U.S. With their help, he could emigrate to the U.S. He stopped his studies at the University and started enjoying a little bit of life because he and his mamá knew it would be dangerous to take the train across Mexico. When he left, the guy promised his mamá that he would not cut his hair until he saw her again.
That’s me. I live in Vermont. I haven’t seen my mamá in eight years. My hair is so long. When I look at it and touch it, the sadness is entangled in my hair.
NOTE ABOUT ACCENTS: How do the accents in Estelí and mamá affect pronunciation?
Melvin Reyes was born in Nicaragua and is currently a student at Central Vermont Adult Basic Education in Montpelier. He has been writing poetry in Spanish and English for the last two years.
What is the Main Idea?
Which of the following sentences captures the main idea of this essay? Explain why the one you pick succeeds when the others do not. (See p. 12 for more “main idea” practice.)
1. This is a story about a guy from Nicaragua.
2. He delivered propane, his mamá worked hard, and his sister got pregnant.
3. In this story, Melvin Reyes describes the symbolic act of not cutting his hair to convey the sadness he feels at leaving his mother behind in Nicaragua, where economic hardship forced him to migrate to the U.S.
4. The author, Melvin Reyes, had a hard life in Nicaragua, and now he feels very sad because he hasn’t seen his mother or cut his hair for eight years.
Answers: 1. No. This gives little information about what the story is about. 2. No. This does not convey the main idea. 3. Yes. This captures the main idea. 4. No. This almost captures the main idea, but it leaves out Melvin’s immigration to the U.S., which is a key part of the story. | 1,016 | 654 | {
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PowerUp your kid’s lunch
Mix-and-Match Meals are quick and simple, and will give your kids the power they need to play, learn and grow.
Select 1 or more foods from at least 3 categories below:
(1 fruit + 1 veggie + 1 protein + 1 whole grain) and add a water or milk to drink! Better yet, let your kids have fun picking and checking off their own mix-and-match lunch combos!
To make these lunches even more fun use lots of color and shapes. When food is fun, kids tend to eat better or at least want to try it!
Get kids in the kitchen with PowerUp Kids Cook classes!
Sept. 13 Snack with Style*
Sept. 20 Power Packed Lunches**
Oct. 4 Squishy Squash**
Oct. 18 Chop Chop**
Nov. 8 Paint Your Plate for Thanksgiving*
Nov. 15 Thanksgiving Helpers**
Dec. 6 Ho Ho Holiday Treats**
* Taught by chef partnership with Cooks of Crocus Hill
** Taught by PowerUp Registered Dietitian
Stay active together at PowerUp sponsored open gyms!
Available at multiple locations throughout the St. Croix Valley.
Go to powerup4kids.org for details, registration and locations!
BROWN BAG IT!
Keep it SAFE & COLD!
3-4 Hour rule: after 3-4 hours at room temp, throw it out!
• Freeze yogurt and add it to the lunch bag in the morning.
• Use frozen fruit and veggies (like berries, cherries, mango, grapes, peas, corn)
• Freeze Fruit (like berries) into ice cubes
• Use ice packs, specially made for lunch bags
• Uncut fruits and veggies are safe at room temp; once it’s cut, keep it cold!
Always include a water or milk!
Bagles Gone Bananas
Whole grain mini bagel with nut butter* and banana + Cantaloupe + Strawberries
Lunch Crunch
Mix of popcorn, + dried fruit + sunflower seeds + a mix of colorful peppers, apple and orange slices + side of Roasted Garbanzo Beans
Frozen vanilla Greek yogurt
Vanilla yogurt + a mix of frozen berries (or use fresh or dried) + pea pods + whole grain cereal (like Cheerios®)
Fruit & Cheese Kabobs
Kabobs + Whole Grain Crackers + a mix of veggies, like grape tomatoes, fresh green beans, jicama sticks
Chomp Pinwheels
Whole grain tortilla with hummus, spinach leaves, shredded vegetables and turkey rolled and cut into pinwheels + strawberries and kiwi fruit
Veggie Pasta Salad
Fun shaped whole grain pasta or wild rice with chopped veggies tossed with a vinaigrette dressing + hard-boiled egg + apples and grapes
*If your child is allergic to peanuts or tree nuts, try sunflower butter.
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Lakeview Health Foundation
Lakeview Hospital
Stillwater Medical Group
Hudson Hospital & Clinic
Westfields Hospital & Clinic | 1,227 | 627 | {
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I sometimes get to thinking back how things were when I was a small boy growing up through those hard depression years on a small farm in Oklahoma. I can remember very well when the black people came out in our part of the country to live. Times were hard - poverty and hunger forced them out of the towns and cities to find food. There were hundreds of acres of unoccupied land to the north and west of where we lived that was owned by oil men. The oil men were only concerned with the mineral rights. First, just one family of black people came and settled on the land, then other black families soon followed. Within one year's time, there were ten or twelve black families settled on the land - all of them were squatters. Most of the land was pretty rough country: hills, rocks, a lot of underbrush. But there was some good timber on the land and some of the land was pretty good for farming. All of the colored folks built log shacks to live in - anything for shelter. They had no money and were just trying to survive through that great depression. They would clear off some land, cut down all of the trees and brush, then plant corn, beans, Irish potatoes, cabbage, turnips, and watermelons. They canned all of the produce they could. Most of them dug a cellar to store their produce in for the long winter. After the first year, they did pretty well if they had raised a good crop. The winters were very cold back then. For meat, they would eat opossum, rabbit, squirrel, tortoise, crows, frogs and skunks. I did some trapping in those days and caught quite a few skunks. I would skin the skunks for their pelts, then give this old man their carcasses - sometimes three or four at a time. He would remove the musk bag from the skunk and bury the carcass in the ground for three days. This would take away all the odor. The old fellow would then dig the skunks up, wash them off good, then bake them to a golden brown. The black folks had to live off the fat of the land to survive, so they ate about everything they could find. Some of them found a place where there might be some water, then all pitched in and dug an open well about twenty feet deep. They found plenty of good, cool drinking water. But some families would have to carry their drinking water a mile or more. They would go down to the creek to wash their clothes while their kids would play on the sandbars, swim in the water and have fun. My brother and I would swim and play with those black kids. We ate some good meals with their families. Some of those black women were very good cooks. Later on, most all the black families raised chickens and hogs. All of the colored folks had these things in common; they all liked pork-fried chicken, sweet potato ice cream and watermelon. Their clothes were ragged and worn out. Most of the men, women and children had no shoes to wear. They would cut up burlap sacks and wrap them around their feet in the winter to keep their feet from freezing. But they did keep warm in their log shacks because they had plenty of firewood around them. Without us being aware of it, one black man would get our team of work horses out of the big pasture every Sunday throughout the summer and plow his field with them. (None of the colored people had a mule or a horse to plow their fields with at that time.) He raised a much better crop because he had cultivated with our team. After we found out that the man had used our team of horses throughout the summer, I asked Dad what he was going to do about it. Dad said, "He has a big family and they are very poor. But I will talk with them about that a little later on." I know that Dad never did talk to him about it. My Granddad Haney farmed on a pretty big scale in those days. Some of the colored folks worked for him. Granddad raised lots of sweet corn for roasting ears and always had a big patch of watermelons and a lot of sorghum cane. Granddad owned a sorghum mill and made sorghum molasses for many years. In late summer, the neighbors would start bringing their cane to the old sorghum mill. They brought their cane in by the wagon loads. They was rick after rick of cane stacked high all around the old mill. Granddad would make their sorghum molasses for a share of it. Granddad Haney told his colored neighbors and employees up front that he would not tolerate any stealing. "I will kill a nigger if I catch him stealing from me.", Granddad said. "But if you run out of anything to eat during the winter, don't go hungry. You come see me and I will help you." He said, "I have a crib full of corn, several barrels of sorghum molasses, lots of potatoes and a smokehouse with plenty of meat." The colored folks had a lot respect for Granddad Haney. And Granddad proved himself time and again by helping them through those long, cold winter months. Granddad never did have any trouble with thieving. I think everyone knew better than to cross him.
Now this is how it was when poverty came to live with us and all around us for a while out here in these old hills of Oklahoma. Where dreams come true, when adversity becomes our teacher and not our foe. | 1,578 | 1,150 | {
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teachstarter
Teach Starter
Colour the pictures that begin with a short ‘a’ sound.
Colour the pictures that begin with a ‘b’ sound.
Colour the pictures that begin with a hard ‘c’ sound.
Colour the pictures that begin with a ‘d’ sound.
Colour the pictures that begin with a short ‘e’ sound.
Colour the pictures that begin with an ‘f’ sound.
Colour the pictures that begin with a hard ‘g’ sound.
Colour the pictures that begin with an ‘h’ sound.
Colour the pictures that begin with a short ‘i’ sound.
Colour the pictures that begin with a ‘j’ sound.
The Three Little Pigs
Coloring Page
Teach Starter
www.teachstarter.com
The Three Bears
Coloring Page
| apple | bear |
|-------|------|
| bread | chair |
| floor | table |
| house | ball |
| door | flower |
| pig | tree |
I Can Count!
Count the number of items in each row. Write the number in the box.
| Items | Number |
|----------------|--------|
| | |
| | |
| | |
| | |
| | |
| | |
I can trace the number 1.
All About the Number
By ...........................................
I can write the number one.
What number comes after 1?
I can colour 1 object.
I can draw a picture of 1 object.
I can circle the number 1.
I can show the number 1 on a ten frame.
I can trace the number 2.
I can write the number two.
I can colour 2 objects.
I can circle the number 2 on a ten frame.
I can draw a picture of 2 objects.
What number comes before 2?
What number comes after 2?
I can trace the number 3.
I can write the number three.
I can colour 3 objects.
I can show the number 3 on a number line.
I can circle the number 3 on a ten frame.
What number comes before 3?
What number comes after 3?
When Does It Happen?
Cut out the pictures. Paste them under the correct heading on the next page.
Draw three more activities you do each day. Paste them under the correct heading.
The bee is __________ the hive.
The bee is __________ the hive.
The bee is __________ the hive.
The bee is __________ the hive.
The bee is __________ the branch.
The bee is __________ the hive.
This is me!
I have a family.
Here is a picture of my family.
Draw and colour a zany hairstyle for this person. Remember that hair can be coloured, plaited, and twisted into different shapes. Maybe the hairstyle will even include unusual objects!
Sorting Objects by Property
Use your senses (touch and sight) to sort objects.
Draw a picture of the object and circle its description.
| Spiky/Smooth | Heavy/Light |
|--------------|-------------|
| | |
| Shiny/Dull | Bendy/Stiff |
|--------------|--------------|
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Choose 1 of these activities to do every day. Try to spend about an hour learning every day, as well as doing some exercise. Don’t forget to download and sign up to Grasmere on Class Dojo!
| | Listening & Understanding | Speaking: | Physical Development: | Personal, Social and Emotional: |
|---|---------------------------|-----------|-----------------------|---------------------------------|
| Mon | Join in with some ‘HAPPY’ songs!
Listen to the song ‘If You’re Happy and You Know It’ See if you can join in with the actions!
https://www.bbc.co.uk/cbeebies/radio/happy-and-you-know-it
Listen, sing along and dance to the song ‘Happy’ by Pharrell Williams (feat. Minions)
https://youtu.be/WopnuZL3AE8
Look out for the Minions! | | | ‘Happiness’
Talking about what makes us feel happy!
Draw a picture or take a photo of one of your happy things and send it in to Class Dojo |
| Day | Activity | Resource |
|-----|--------------------------------------------------------------------------|--------------------------------------------------------------------------|
| Tue | ‘Hop Little Bunnies’ lift the flap book. Listen and play along. | Make your own easy printable Bunny ears using this link |
| | | [https://www.crayola.com/free-coloring-pages/print/bunny-ears-coloring-page/](https://www.crayola.com/free-coloring-pages/print/bunny-ears-coloring-page/) |
| Wed | Join Toby, his friend Tia and his family as they prepare for and celebrate Easter. | Let’s grow a cress caterpillar |
| | [https://youtu.be/-qVW9ijhIU](https://youtu.be/-qVW9ijhIU) | [https://youtu.be/StIJgYF-Ki8](https://youtu.be/StIJgYF-Ki8) |
| Thurs | Let’s learn all about ‘on top’ and ‘under’…..join me to find out more? | A reminder of our ‘Hop Little Bunnies’ book Read by Justin (Mr Tumble) |
| | | [https://youtu.be/z6lH9ecclw](https://youtu.be/z6lH9ecclw) |
| Fri | ‘That’s not my Chick’…… a reminder of one of our key texts for this term which explores the concepts of ‘texture’ and ‘sensory awareness’. Let’s revisit our cress to check for any signs of change/growth. | | Join in with ‘Cosmic Kids Yoga Disco – Bunny Bounce’! https://youtu.be/9gV85rd3yTc Have fun bouncing like a Bunny! | | | 1,666 | 592 | {
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1. By what property did Mendeleev arrange the elements?
2. By what property did Moseley suggest that the periodic table be arranged?
3. What is the periodic law?
4. What is a period? How many are there in the periodic table?
5. What is a group (also called a family)? How many are there in the periodic table?
6. State the number of valence electrons in an atom of:
a. sulfur b. calcium c. chlorine d. arsenic
7. Give the names and chemical symbols for the elements that correspond to these atomic numbers:
a. 10 b. 18 c. 36 d. 90
8. List, by number, both the Period and Group of each of these elements:
| Symbol | Period | Group |
|--------|--------|-------|
| a. beryllium | Bb | |
| b. iron | Fe | |
| c. lead | Pb | |
9. Which of the following pairs of elements belong to the same period?
a. Na and Cl b. Na and Li c. Na and Cu d. Na and Ne
10. Which of the following pairs of elements belong to the same group?
a. H and He b. Li and Be c. C and Pu d. Ga and Ge
11. What are the transition elements?
12. In what type of orbitals are the actinide and lanthanide electrons found?
13. Would you expect strontium to be chemically more similar to calcium or rubidium and why?
14. What is the heaviest noble gas? What is the heaviest alkaline earth metal?
15. What are the Group 1 elements called?
16. What are the Group 2 elements called?
17. What are the Group 17 elements called?
18. What are the Group 18 elements called?
19. What is the name given to the group of elements that have the following valence shell electron configurations?
a. $s^2$ b. $s^2p^6$ c. $s^2p^6$ d. $s^1$
20. Why do all the members of a group have similar properties?
21. What do we mean by the “atomic radius”?
22. Within a group, what happens to the atomic radius as you go down the column?
23. Explain your answer to Question 22: Why does the atomic radius change?
24. Within a period, what happens to the atomic radius as the atomic number increases?
25. Explain your answer to Question 24: Why does the atomic radius change?
26. How are neutral atoms converted into cations? How are neutral atoms converted into anions?
27. Metals usually form what type of ions? Nonmetals usually form what type of ions?
28. What is ionization energy?
29. What do we mean by the first, second, and third ionization energies for a particular atom?
30. What is the general trend of ionization energy as you go from left to right across the periodic table?
31. What is the general trend of ionization energy as you go down a group on the periodic table?
32. When an atom becomes an anion, what happens to its radius?
33. When an atom becomes a cation, what happens to its radius?
34. Where, generally, are the metals located on the periodic table?
35. Where, generally, are the nonmetals located on the periodic table?
36. What is electronegativity?
37. List the following atoms in order of increasing electronegativity: O, Al, Ca
38. List the following atoms in order of decreasing electronegativity: Cl, K, Cu
39. What is the general trend of electronegativity as you go down the periodic table?
40. What is the general trend of electronegativity as you go left to right across the periodic table?
List properties of metals
List properties of nonmetals | 1,564 | 846 | {
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Chapter 30 - Maxwell's Equations and Electromagnetic Waves
1. Electromagnetic Waves
Consider a sinusoidal electromagnetic wave with fields $\vec{E} = E_{\text{max}} \hat{j} \cos(kx - \omega t)$ and $\vec{B} = B_{\text{max}} \hat{k} \cos(kx - \omega t + \phi)$, with $-\pi \leq \phi \leq \pi$. Show that if $\vec{E}$ and $\vec{B}$ are to satisfy $\frac{\partial E_y(x,t)}{\partial x} = \frac{\partial B_x(x,t)}{\partial t}$ and $-\frac{\partial B_x(x,t)}{\partial x} = \mu_0 \varepsilon_0 \frac{\partial E_y(x,t)}{\partial t}$, then $E_{\text{max}} = c B_{\text{max}}$ and $\phi = 0$.
2. A source of sinusoidal electromagnetic waves radiates uniformly in all directions. At a distance of 10.0 m from this source, the amplitude of the electric field is measured to be 3.50 N/C. What is the electric field amplitude 20 cm from the source?
3. Two square reflectors, each side of length $a$ and of mass $m$, are located at opposite ends of a thin, extremely light, rod length $l$ that can rotate without friction and in vacuum about an axle perpendicular to it through its center. These reflectors are small enough to be treated as point masses in moment-of-inertia calculations. Both reflectors are illuminated on one face by a sinusoidal light wave having an electric field of amplitude $A$ that falls uniformly on both surfaces and always strikes them perpendicular to the plane of their surfaces. One reflector is covered with a perfectly absorbing coating, and the other is covered with a perfectly reflecting coating. What is the angular acceleration of this device?
4. HeNe Laser
He-Ne lasers are often used in physics demonstrations. They produce light of wavelength 633 nm and a power 0.500 mW spread over a cylindrical beam 1.00 mm in diameter (although these quantities can vary). What is the intensity of this laser beam? What are the maximum values of the electric and magnetic fields? What is the average energy density in the laser beam?
5. Space Dust
Interplanetary space contains many small particles referred to as *interplanetary dust*. Radiation pressure from the sun sets a lower limit on the size of such dust particles. To see the origin of this limit, consider a spherical dust particle of radius $R$ and mass density $\rho$.
a) Write an expression for the gravitational force exerted on this particle by the sun (mass $M$) when the particle is a distance $r$ from the sun.
b) Let $L$ represent the luminosity of the sun, equal to the rate at which it emits energy in electromagnetic radiation. Find the force exerted on the (totally absorbing) particle due to solar radiation pressure, remembering that the intensity of the sun’s radiation also depends on the distance $r$. The relevant area is the cross-sectional area of the particle, not the total surface area of the particle. As part of your answer, explain why this is so.
c) The mass density of a typical interplanetary dust particle is about 3000 $kg/m^3$. Find the particle radius $R$ such that the gravitational and radiation forces acting on the particle are equal in magnitude. The luminosity of the sun is $3.9 \times 10^{26}$ W. Does your answer depend on the distance of the particle from the sun? Why or why not?
d) Explain why dust particles with a radius less than that found in part (c) are unlikely to be found in the solar system. [Hint: Construct the ratio of the two force expressions found in parts (a) and (b).] | 1,557 | 834 | {
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Theme – History/Geography
London’s Burning
The key theme of our topic is The Great Fire of London. We will learn all about the significant event. The children will also learn about what it is like to live in Shanghai. They will find China on the map, and learn physical and human features and how it compares to London.
English
Narrative – Traditional Tales – The Enormous Turnip
Narrative – The Owl who was Afraid of the Dark
Non-fiction – Writing a recount about a residential trip to Kingswood
Non-fiction – non-chronological report about Samuel Pepys
Poetry – Great Fire of London
Talk for Writing “The Enormous Turnip”
Talk for Writing “The owl who was afraid of the dark” – Jill Tomlinson
Read and Respond– Owl Babies
Art
We learn the skill of collage (David Mach) and printing (William Morris)
Theme – Silhouette (Fire of London)
PE
We will play small sided net games including tennis and volleyball.
Small sided volleyball style game Dodgeball – dodging skills
Maths
Children will learn:
• Choose, use, estimate and measure lengths, heights, weight, capacity and time
• Develop their understanding of groups and repeated addition
• Recall and solve problems using multiplication and division facts for the 2, 5- and 10-times tables.
PSHE
Good to Be Me / Going for Goals
SEAL
Making Choices
SRE
Keeping our Bodies safe and clean and having healthy teeth – Wolves “Healthy Lifestyles” PSHE programme.
RE
Questions that puzzle us
Computing
Programming A – robot algorithms
Learners will use given commands in different orders to investigate how the order affects the outcome. They will also learn about design in programming.
Music
I wanna play in a band
Play the part in time with the steady pulse
Data and information – pictograms
Learners will begin to understand what data means and how this can be collected in the form of a tally chart. Presenting date in pictograms and block diagrams.
Design and Technology
Children will learn about construction and make their own wooden house.
Children will learn about mechanisms for a fire engine.
Science – Animals and Electricity
Children will learn about Living Things and the difference between living/dead/never alive. Children will learn about the characteristics of habitats and why they’re suited.
Children will learn about how plants and animals depend on each other. They will – Identify and name plants and animals in their habitats including micro-habitats | 1,067 | 521 | {
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Influenza
Influenza is a respiratory illness caused by viruses. It is contagious and can cause mild to severe illness; some people may die from influenza. An estimated 36,000 people die each year from flu-related causes.
How Flu Spreads
Coughing or sneezing spreads flu from person to person, as can touching a surface contaminated with flu virus and then touching one’s mouth or nose. A healthy adult may be able to spread the flu to others up to one day before symptoms develop and up to five days after becoming sick. You may pass the flu to someone before you realize you are sick; it is very important you stay home after symptoms develop so that you don’t continue to spread the virus. If you become sick, expect to stay home from work until you are no longer contagious – up to seven days after symptoms begin or until you are symptom free. Minimize contact with others; avoid travel and going to work or school.
Health experts agree the best way to prevent getting the flu is to get a flu shot. If you believe you have contracted the flu, contact your physician to determine treatment.
Flu Symptoms
- Fever
- Headache
- Extreme tiredness
- Dry cough
- Sore throat
- Runny or stuffy nose
- Muscle aches
Stomach symptoms such as nausea, vomiting, and diarrhea also can occur, but are more common in children than adults; vomiting and diarrhea also are associated with the novel H1N1 flu virus (swine flu).
To Prevent Flu at Work
- Thoroughly wash your hands often with soap and water or with an alcohol-based gel for 30 seconds.
- Use antibacterial cleaners on surfaces that are touched frequently.
- Avoid close contact with people who are sick.
- Cover your nose and mouth with a tissue when coughing or sneezing; when a tissue is not handy, use your elbow or sleeve.
- Get lots of sleep, manage your stress level, drink plenty of fluids and eat a balanced diet.
- Get a flu shot.
Emergency Signs
Adults who show these signs of infection should seek urgent medical care:
- Difficulty breathing or shortness of breath
- Pain or pressure in the chest or abdomen
- Sudden dizziness
- Confusion
- Severe or persistent vomiting
- Flu-like symptoms improve, but return with fever and a worsening cough
Sources: Centers for Disease Control and Prevention and Occupational Safety & Health Administration
Safety tips developed based on generally accepted safety standards believed to be reliable at the date of publication. Information is for general guidance only and should not be relied upon for legal compliance purposes.
Founded in 1925, CopperPoint Insurance Companies is a western-based super regional commercial insurance company and a leading provider of workers’ compensation and commercial insurance solutions. With an expanded line of insurance products and a growing 10 state footprint in the western United States, CopperPoint is in a strong position to meet the evolving needs of our brokers, agents and customers.
The company has $4.8 billion in total assets and an enterprise surplus of $1.4 billion. The CopperPoint Family of Insurance Companies include CopperPoint, Alaska National and PacificComp. All companies are rated A (Excellent) by AM Best. | 1,387 | 664 | {
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Bergen: A Historic Coastal City With Numerous Attractions
By: Karen Dabrowska
Europe's northernmost country, the Kingdom of Norway is famed for its mountains and spectacular fjord coastline, as well as its history as a seafaring power. It also enjoys one of the highest standards of living in the world, in large part due to the discovery in the late 1960s of offshore oil and gas deposits.
Bergen, the second largest city delightful, friendly place for after Oslo the capital, with a tourists. population of 258,500 is a Traditionally Bergen is thought to
have been founded by King Olav Kyree, in 1070 AD, four years after the Viking Age ended. Modern research has, however, discovered that a trading settlement was established already during the 1020s or 1030s. Towards the end of the 13th century, Bergen became one of the Hanseatic League’s most important bureau cities.
The main reason for Bergen’s importance was the trade with dried cod from the northern Norwegian coast which started around 1100. By the late 1300s, Bergen had established itself as the centre of the trade in Norway. The Hanseatic merchants lived in their own separate quarter of town. Today, Bergen’s old quayside, Bryggen on UNESCO’s list of World Heritage sites. The city has throughout its history...
been plagued with numerous great city fires. In 1198 the Bagler faction set fire to the city in connection with a battle against the Birkebeiner faction during the civil war. Bergen was also devastated by fire in 1248, 1413, 1455, 1476, 1582, 1675 and 1686. The greatest fire was in 1702 when 90 percent of the city was burned to ashes. In 1349, the Black Death was inadvertently brought to Norway by the crew of an English ship arriving in Bergen. In the 15th century the city was attacked several times by the Victual Brothers and in 1429 they succeeded in burning the royal castle and much of the city. Throughout the 15th and 16th centuries, Bergen remained one of the largest cities in Scandinavia and was Norway's biggest city until the 1830s, when the capital city of Oslo became the largest. Bergen retained its monopoly of
Panorama of Hanseatic buildings
Cable Car to Mt Ulriken
handicrafts and souvenirs is a good place to get their bearings. Situated next to the fish market is Bryggen (the waterfront). Parallel rows of buildings, with their seaward-facing gables represent a building tradition dating back almost 900 years.
Nearby is Rosenkrantz Tower dating from medieval times. The tower was erected by the governor of Bergen Castle (Bergenhus), Erik Rosenkrantz, and served as a combined residence and fortified tower. The view of the sea front is amazing and it even has a mermaid's cave, the start of the Niels Klim's subterranean journey described in Ludvig Holberg's famous story.
Another historic building is Håkon's Hall which takes its name from its first builder, King Håkon Håkonsson who constructed it between 1247 and 1261. King Magnus Lagabote,
Hakon’s son and co-ruler was married in the hall used for both ceremonial occasions and practical daily activities.
The old Bergen Exchange, containing the Fresco Hall, was built in 1862 and extended in 1893. The murals on the walls in the Fresco Hall were painted by Axel Revold (1887-1962-), and have long been recognized as a national treasure. They were painted during the years of 1921-23. The North Country has three panels representing fishing near Lofoten in Northern-Norway. The Bergen Wall includes four panels, showing the heavily loaded vessels arriving at the Bergen harbor. The third wall called The World Wall, shows man’s importance in the busy machine age, the cultivation and processing of the products of nature, and nature’s abundance under exotic skies.
Bergen Byspills an outdoor theatre group stages its performances next to historical monuments.
View from Mt Ulriken
and buildings. The theatrical events are brought closer to the public by actors who pop up in different places, with a vast number of characters and spectacular shows.
A curiosity is the city’s shortest street - 18 meters long - named Bekketomten dating back to 1887. Mount Ulriken in Landaas five km from the centre of Bergen provides great views of the city. Walking up the mountain is possible but hard. The second option is to take the shuttle bus from the tourist information (in the centre of Bergen) to the Mount Ulriken cable car and walk from there. The easiest option is to take the shuttle bus and continue by the cable car to the top. There are free telescopes and Ulriken Mountain Café is open when the cable-car is running. During the summer the outdoor restaurant serves grilled food. It is also the venue for outdoor concerts. | 1,935 | 1,064 | {
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| Class: | IX |
|-------|----|
| Poem: | व्यायामाचे महत्त्व |
| Date: | 27th April to 2nd May, 2020 (one week) |
**Objectives:**
The students will be able to:
* identify the main theme of the poem.
* understand the importance of Exercise.
* understand the importance of physical development.
* improve speaking and listening skills.
* widen vocabulary related to lesson.
* will able to develop habit to exercise daily.
* will able to solve exercise on it.
**Learning outcome:**
- Able to give importance to daily exercise.
- Able to solve exercise on poem.
- Able to analyse profits and losses of regular exercise.
- Will be enthusiastic while working.
- Will able to encourage others to do Exercise.
- Will able to write summary of poem.
**Transaction Methodology:**
Transaction should proceed in following manner-
1. Download Marathi Aksharbharti textbook –
* Go to google and type –www.mpscmaterial.com
* Click on menu/pages, MPSC Books.
* Scroll down to go to State Board Books, then click on Read: Maharashtra state Board 9th std books pdf (Marathi/English)
* Scroll down and Click on---Download (5.8MB): Aksharbharti Marathi 9th English Medium
2. Watch video on the You Tube- Type-Vyamache Mahatva-class 9 Marathi By Shalini Hublikar---
**Assignment:**
Multiple Assignment Activity-Any one
1) व्यायामाचे अनेक प्रकार सांगून प्रत्येकाचे महत्त्व एक परिच्छेद लिहा. सोवत त्याचे चित्र रेखाटा
2) 'योगासने' याना व्यायामात महत्त्वाचे स्थान आहे. फाकल्या वेळेत कमी पाच ते सहा योगासने शिका. त्यांची नावे, कृती व फायदे, तसेच योगासने करतानाचे फोटो याची नोंद करा.
*Multiple Assessment should have enough content (4 pages) related to topic with pictures drew by student himself/herself.
* Use Google to find information.
* will be marked for total 10 Marks.
2) Exercise on Text---Copy poem from the textbook and write meaning of each stanza in Marathi.
| submission: | Students should do Multiple Assignment activity on full scape paper or project paper, scan it and send on firstname.lastname@example.org on or before 2nd May, 2020. Text Exercise on the lesson can be done in the notebook. Hard copy of Multiple assignment activity and notebook to be submitted when school reopens. Please note that the above activities are part of your internal assessment and it is mandatory. |
| Resources: | You tube video related to poem. Marathi Aksharbharti-Class 9 Textbook-Maharashtra Board. | | 1,128 | 647 | {
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3. Roman Citizenship
The Roman concept of citizenship represents both a measure of their capacity to govern and one of their key contributions to Western culture. In the Greek city-state, citizenship was something which could not be separated from the intimate and varied life of the polis. It enabled a man to live the good life because it entitled him to participate in all the activities which the polis sponsored. Justice, Plato wrote, meant that every man in this society was doing that for which he was best suited and was receiving in return what was his due. It was the result of a harmony and a balance among the classes. There was little tendency here to picture the state as a legal creature called into existence in large part to protect individual rights. The Greek made no distinction between the state, which commands obedience, and society, which enlists cooperation. There was no hint that an Athenian citizen could retain
war had been fought between the Romans and many other Italians (90-88 B.C.) that full Roman citizenship became general among persons living in Italy.
A more crucial test of Roman purpose and vision came when the issue arose of citizenship for the provincials. They were not distant kinsmen nor did they share the same peninsula. During the last two centuries of the republic, citizenship was granted to provincials on a very selective basis. Augustus made no basic change in this policy. He and his immediate successors believed that it should be given only in instances where it was especially deserved. For example, non-citizens in the army were made citizens upon the completion of their long term of service.
Having gone this far in extending the concept, it represented only a broadening of existing policy to arrive at the decree of Emperor Caracalla in the year 212 granting citizenship to practically all freemen who did not yet have it. As we have seen, he did this in part because the empire was then in difficulty. However, a common imperial citizenship was the culmination of a process whose direction had been charted long before. It was quite in keeping with the spirit of a large and impersonal state which would not entirely swallow up the individual, but which would preserve for him a certain area, however small it might be, in which his dignity, integrity, and res privatae would be secure; in which, to use Stoic terms, his divine spark would not be extinguished.
It must be remembered that there was an aspect of citizenship as it is understood in the Western World today which received little attention from the Romans. As we have already seen, they were not greatly interested in voting, in holding public office, and generally in keeping a constant check on their rulers; nor were non-Roman citizens, who would have found it next to impossible to vote in Rome regularly if their residence happened to be Athens or Damascus. One of the prices that had to be paid for the Pax Romana was a moratorium on whatever interest remained in these tags of political liberty. The emperors assumed that when they received the imperium in the usual way, from the Senate, they had received their power through the consent of all the people and were entitled to rule with a free hand. As one of the great commentators on the Roman law put it: "What pleases the prince has the force of law, since the people assign to him and confer upon him all their sovereign authority and power." It was for other reasons than direct participation in government that men were proud to say: Civis Romanus sum (I am a Roman citizen). Witness the account of the affirmation of St. Paul:
But when they had tied him up with the thongs, Paul said to the centurion who was standing by, "Is it lawful for you to scourge a man who is a Roman citizen, and uncondemned?" When the centurion heard that, he went to the tribune and said to him, "What are you about to do? For
this man is a Roman citizen. So the tribune came and said to him, "Tell me, are you a Roman citizen?" And he said, "Yes." The tribune answered, "I bought this citizenship for a large sum." Paul said, "But I was born a citizen." So those who were about to examine him withdrew from him instantly; and the tribune also was afraid, for he realized that Paul was a Roman citizen and that he had bound him.* | 1,571 | 912 | {
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Declared out of print June 2013.
Some facts and recommendations in this publication are no longer endorsed by WSU Extension.
Please look for up-to-date information in the WSU Extension Online Store at https://pubs.wsu.edu.
POTATO SCAB
Common scab, caused by *Streptomyces scabies*, is often found on potatoes, and at times occurs on roots of fleshy-rooted vegetables such as beets, radishes, and rutabagas (Fig. 1). The scab organism can survive many years in the soil.
Scab severity is closely related to soil acidity (sourness) or alkalinity (sweetness). Scab is usually minor in moderately acid and moderately alkaline soil. As soil pH approaches neutrality (pH 7), scab increases. This is why addition of alkaline-producing materials such as lime, ashes, and manure to a garden having acid soil may suddenly increase scab occurrence.
Scab is also influenced by soil temperature and moisture. It is usually less serious in cool soil. Tubers are usually infected when quite young. Infection is very limited in wet soil, but can be very severe in drier soil. Subsequent scab lesion development is affected very little by soil moisture.
**Symptoms.** Rough, corky patches which develop on the potato tuber skin may be circular or nearly circular (Fig. 2), but may also be indefinite, irregular areas. These may
---
**Fig. 1.** The potato scab organism can also attack other fleshy rooted vegetables such as radish.
**Fig. 2.** Scab lesions appearing as definite, corky areas on the potato.
be a nuisance to gardeners, but are usually easily removed unless other organisms have entered the lesion and caused decay.
Sometimes scab lesions are associated with, and masked by, damage from potato flea beetle and symphylan. Such damage usually appears as corky, winding trails, and/or small holes in the tubers. For further information, see EB1198, *Potato Flea Beetle: Biology and Control*, and EB1351, *The Garden Symphylan: Its Biology and Control*.
**Control.** Plant certified seed Russet Burbank, Netted Gem, and Norgold have moderate resistance. A red variety, Red Norland, is moderately resistant.
Rotate garden crops, not planting potatoes in the same area more often than once every 3–4 years. Include corn for several years in the rotation, if possible, especially if scab has been severe.
Use caution in adding alkaline-producing materials to acid soil. This may be of special importance in western Washington where soils are usually acidic. Sometimes acid-producing materials, such as sulfur or ammonium sulfate, may be added to slightly acid soil to increase acidity, but base such additions on a soil test. It may be best to make additions over several years rather than attempting to increase soil acidity to the desired level (about pH 5.2) in one year.
Keeping soil moisture high during early tuber development may help control scab. Do this for about 5 weeks beginning about 2 weeks after the plants emerge from the soil. However, be careful not to overwater since it may cause rotting or poor plant growth. Also, avoid planting in warm, dry soils.
By Roy M. Davidson, Jr., former Agricultural Research Technologist, and Ralph S. Byther, Extension Plant Pathologist, WSU Puyallup, Puyallup, WA.
College of Agriculture and Home Economics, Pullman, Washington
Issued by Washington State University Cooperative Extension, Larry G. James, Interim Director, and the U.S. Department of Agriculture in furtherance of the Acts of May 8 and June 30, 1914. Cooperative Extension programs and policies are consistent with federal and state laws and regulations on nondiscrimination regarding race, color, national origin, religion, gender, age disability, and gender preference. Trade names have been used to simplify information; no endorsement is intended. Revised September 1991. A | 1,718 | 843 | {
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Welcome to Term 2! We warmly welcome Pip Draeger and Nadine McEwan who have taken over the teaching in SJ15. We also congratulate Mr and Mrs Newport on the safe arrival of their baby girl!
Taonga:
Our overarching theme for the year is Taonga (special gifts/treasures). This term we are developing understanding around; ‘We know and understand the richness of taonga in Aotearoa’s history’. In the first few weeks there will be a focus on the ANZAC’s and our role in this part of history. If you have any service men or women in your family and have family stories you can share, we would appreciate you sharing this with your child. We are then going to start a research project based on New Zealand Heroes, past and present. You may find your child coming home asking questions or wanting to find out more!
Literacy/Numeracy:
Our beginning Literacy unit is also connected to our learning about ANZAC’s. This is a great opportunity to explore letter writing, build new vocabulary, and research into what life was like in that time.
New Zealand Read Aloud: In Week 4 we will be starting our second book of the year, continuing to connect with lots of classes around NZ. We had so much fun connecting with the author, visiting the farm and building farmyards last term, that we can’t wait to get stuck in!
The teachers and children are working on a new way to approach Maths where students can question, explain and justify their mathematical thinking. Teachers are being observed and mentored twice a term by specialist facilitators. Other schools have had huge success with this programme in addressing the needs of all students.
Religious Education:
The Holy Spirit and the Sacraments hold a special place in our Catholic faith. They are intertwined through everything we believe and create a richness that enhances our faith journey. We will develop understandings that:
- The Holy Spirit is a taonga in our Catholic faith.
- The Sacraments are a taonga that connect our Catholic history with our faith now.
Sport:
Our team PE focus will be on Gymnastics and Winter Sports.
Sports available to the Year 3&4’s this term are:
| Sport | Teacher in Charge |
|---------|-------------------|
| Hockey | Miss Hewett |
| Basketball | Mrs McEwan |
PE Gear:
Can you please check your child now has the correct t-shirt and shorts for the PE uniform and that these are named. We always put our PE days on our homework reminders sheet. Sneakers are optional and often depend on what we are learning.
Reports/Interviews:
Mid-Year Reports are due out in Week 8. This will give you a good indication of how your child is working and their goals. We will be holding parent-teacher-child interviews in Week 9. We hope to see you all there as this is a great time to check in and focus on next steps.
We would like to thank you for your support, especially at times when we have asked for parent help. Ngā mihi.
Crystal Hewett, Julie Kelleher, Pip Draeger and Nadine McEwan
Poipoia te kakano kia puawai
– Nurture the seed and it will blossom | 1,240 | 668 | {
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Write the percent as a fraction in simplest form, or write the fraction as a percent.
1. 32.5%
2. 20.4%
3. \(\frac{3}{11}\)
Find the percent of the number.
4. 50% of 85
5. 42% of 20
6. 16% of 105
7. 89% of 250
A computer randomly generates an integer from 1 to 16. Find the probability of the given event. Write your answer as a percent.
8. \(P(2)\)
9. \(P(\text{even number})\)
10. \(P(\text{factor of 16})\)
12. On a math test, you scored 69 points out of 75 total points. On your next math test, you scored 51 points out of 60 total points. For both tests combined, what was your score as a percent of the total points?
Write the percent as a decimal or the decimal as a percent.
13. 123.6%
14. 0.056%
Write the fraction as a percent.
16. \(\frac{13}{2}\)
17. \(\frac{7}{5}\)
Find the percent of the number.
19. 16.5% of 60
20. 206% of 35
22. A candle factory made 4 million candles last year. Of those, 0.9% were defective. How many candles were defective?
Use a proportion or the percent equation to answer the question.
23. What number is 120% of 74?
25. 25.2 is 42% of what number?
27. What percent of 600 is 19?
Use the percent equation to answer the question when $n = 40$.
29. What percent of 50 is $n$?
30. What is $(n + 10)\%$ of 80?
Find the new amount.
33. Increase 75 by 52%.
35. Decrease 24 by 25%.
37. You bought a pair of jeans at an outlet store. You see the same jeans at another store for $51, which is 36\%$ more than you paid for them at the outlet store. How much did you pay for the jeans at the outlet store?
In Exercises 38–40, use the given information to find the total cost.
38. Food bill: $32$
Sales tax: 6\%
Tip: 15\%
In Exercises 41 and 42, use the given information to find the original price. Round your answer to the nearest cent.
41. Retail price: $40$
Markup percent: 85\%
42. Sale price: $199$
Discount percent: 20\%
43. A store marks up the wholesale price of an item by 42\%. The retail price is $75.97. What is the wholesale price?
Find the unknown quantity for an account that earns simple annual interest.
44. $A = \$530$, $P = \_\_\_\_$, $r = 4\%$, $t = 15$ years
45. $A = \$3360.50$, $P = \$2600$, $r = \_\_\_\_$, $t = 9$ years
46. You deposit $4280 into a savings account that earns 1.75\%$ interest compounded annually. Use a calculator to find the balance of the account after 8 years. Round your answer to the nearest cent. | 1,211 | 746 | {
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EAR: OTITIS EXTERNA (Swimmer’s Ear)
“Swimmer’s ear”, also called otitis externa (Oh-TIE-tis ex-TER-nuh), is an infection of the skin in the outer ear canal. This is the area from the eardrum to the outside of the ear (Picture 1). It is called “swimmer’s ear” because it is usually caused by bacteria or fungus found in swimming pools, lakes and rivers. Because the ear canal is dark and warm, bacteria and fungus can easily grow when water stays in the ear canal.
CAUSES OF SWIMMER’S EAR
- Swimming or playing in dirty water such as lakes and ponds as well as swimming in pools with chlorine.
- Cleaning your child’s ears can remove the protective layer of wax in the ear canals making him or her more prone to infection.
- Skin allergies and eczema
- Bacteria from overuse of hair products
- Injury to the skin in the ear canal
SYMPTOMS OF SWIMMER’S EAR
- Itching or pain of the outer part of the ear
- Pain when the ear is touched or moved
- Reddened or swollen outer ear
- The ear may feel plugged
- Drainage coming out of the ear canal
- Fever
- Muffled hearing for a short time
- Swollen or enlarged lymph nodes
TREATMENT
Your child’s doctor will examine your child’s ears and gently clean them.
- An antibiotic (an-ti-bi-AH-tik) ear medicine may be prescribed to fight the infection and lessen itching and swelling.
- You may be taught how to suction drainage from your child’s ear before putting the ear drops in.
- An ear wick may be necessary – your doctor or nurse will explain this to you.
- Give your child acetaminophen, such as Tylenol®, for pain.
HOW TO USE WARM COMPRESSES
Warm compresses (packs) may help to ease the pain. To use the warm compresses:
1. Wet a folded washcloth in comfortably warm (not hot) water, and wring out the excess water.
2. Have your child hold the warm washcloth over the ear several times a day for 10 to 15 minutes each time. The best times may be before school, after school, after dinner, and at bedtime.
3. When the compress cools, wet the washcloth again with warm water. You will probably need to wet the washcloth 3 or 4 times during a 15-minute treatment.
4. Use a clean washcloth every day. Launder the washcloth before it is used again.
ACTIVITY
- Keep the ear as dry as possible for 7 to 10 days.
- Dry your child’s ears well after swimming or showering.
- After your child swims, use a mixture of half rubbing alcohol and half white vinegar to dry the ears. Put three to four drops of the mixture in each ear. **Do not do this if your child has ear tubes or a hole in his ear drum.**
- A hair dryer on the coolest setting can be used to dry the ear. Hold the dryer four to six inches from the ear.
- No swimming is allowed until your child is completely pain-free. Check with your child’s doctor or nurse before he goes swimming. Showers should be avoided. Give your child a bath instead. If your child needs to shower, he or she should wear a shower cap.
- Your child should never put anything in the ear that can injure or scratch the canal.
- Ask your child’s healthcare provider if he should wear ear plugs for swimming.
MEDICATION STORAGE AND SAFETY
- Store all medicine out of children's reach.
- Keep a list of what medicines your child takes and when and why they are taken.
- Always keep medicine in the labeled container it came in.
- Do not use this medicine after the expiration date printed on the container.
- Do not stop giving this medicine or change the amount given without first talking with your child's doctor.
- Do not give this medicine to anyone other than the child for whom it was prescribed.
- If your child sees a new doctor or goes to an emergency room, be sure to tell them about all the medicines your child is taking.
- Your child's school will need a note from you and the doctor if this medicine is to be given at school by the school nurse.
WHEN TO CALL THE DOCTOR
Call your child’s doctor if your child has any of the following:
- Pain that is not eased by ear drops or heat, or that lasts more than 2 days.
- Any discharge or drainage from the ear.
- Redness or swelling of the outer ear or behind the earlobe.
- Temperature over 101°F by mouth or 102°F under the arm.
- Any problems with giving the medicine.
If you have any questions, be sure to ask your child’s doctor or nurse. | 1,790 | 1,019 | {
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Worked exercise Topic 1
In the following table the $n^{th}$ successive ionization energies of several elements are collected. Look at them and answer the following questions:
| Element | Ionization Energy (kJ/mol) |
|---------|----------------------------|
| | 1$^{st}$ | 2$^{nd}$ | 3$^{rd}$ | 4$^{th}$ | 5$^{th}$ |
| D | 630 | 1230 | 2390 | 7090 | 8840 |
| L | 590 | 1150 | 4900 | 6470 | 8140 |
| M | 650 | 1590 | 2980 | 4740 | 6690 |
| Q | 500 | 4560 | 6900 | 9540 | 13300 |
| R | 550 | 1060 | 4210 | 5500 | 6910 |
Which two elements of the following pairs belong to the same group? Why?
1) D and L 2) M and Q 3) D and Q 4) L and R 5) M and R
What of the following chloride derivatives are correct? Why?
1) QCl$_2$ 2) RCl$_2$ 3) LCl$_3$ 4) DCl$_4$ 5) QCl
Solution:
You all should know what Ionization Potential is. As we explained in class, if we take an electron from an atom that has a filled or half-filled valence shell this requires a great energy because the initial configuration is very stable. On the other hand, if arrive to a filled or half-filled valence shell after, let's us say, $n$ successive ionizations, then the $(n+1)$th ionization will require a great amount of energy. This means that the trend followed by previous ionizations will change abruptly.
So to discover when we arrive to a very stable configuration we must investigate the trends. This can be done by inspection of the above table or, perhaps better, if we plot the data in a joint figure as done below.
If you look at the figure, you will discover that:
- The first ionization of Q is similar to all elements but the second ionization requires high energy. That means that the electronic configuration after the first ionization is very stable. Therefore, the ion Q$^+$ is stable.
- L and R present an abrupt change after the second ionization. That means that the electronic configurations after the second ionization are very stable. So ions L$^{2+}$ and R$^{2+}$ are stable.
- D reaches a stable configuration after the third ionization. That means that the electronic configuration after the third ionization is stable. So ion D$^{3+}$ is stable.
- M presents a continuous increase in ionization up to the fifth one and we can not extract any information about its stability.
**Which two elements of the following pairs belong to the same group? Why?**
1) D and L \hspace{1cm} 2) M and Q \hspace{1cm} 3) D and Q \hspace{1cm} 4) L and R \hspace{1cm} 5) M and R
Obviously the correct answer is 4)
**What of the following chloride derivatives are correct? Why?**
1) QCl$_2$ \hspace{1cm} 2) RCl$_2$ \hspace{1cm} 3) LCl$_3$ \hspace{1cm} 4) DCl$_4$ \hspace{1cm} 5) QCl
Among these binary compounds, only those that formed by Q$^+$, L$^{2+}$, R$^{2+}$ or D$^{3+}$ cations will be formed
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Columbia Ridge Landfill provides safe and professional disposal services for communities, businesses and industries primarily from Oregon and Washington. Located in north central Oregon, the site provides convenient truck access from Portland and rail access from Seattle. In addition, the site’s dry climate and unique geology support superior environmental performance, while the rural locale allows for a 10,000-acre buffer managed for agriculture and wildlife. Columbia Ridge is also a platform for wind power and green technologies that use waste to generate renewable energy and clean fuels.
Columbia Ridge is a modern Subtitle D landfill that accepts primarily municipal solid waste (MSW or household waste) as well as industrial and special wastes. It is engineered with overlapping environmental protection systems that meet or exceed rigorous state and federal regulations and are subject to highly regulated monitoring and reporting requirements. Columbia Ridge uses sophisticated monitoring protocols to verify that its environmental protection systems are operating properly. Monitoring data gathered by company and independent professionals is submitted to the Oregon Department of Environmental Quality (DEQ) and the US Environmental Protection Agency.
**Containment Design**
Columbia Ridge has a multi-layer composite liner system that includes an engineered clay barrier and a 60-mil high-density polyethylene (HDPE) membrane to ensure that waste and wastewater (leachate) are contained and isolated from soil and groundwater.
**Groundwater Monitoring**
The site’s geology and hydrogeology provide unique natural protections because the groundwater is approximately 200-feet deep and separated from the waste by low permeability soils. Groundwater is monitored at seven wells, both upgradient and downgradient of the waste disposal footprint.
**Landfill Gas Management**
Columbia Ridge manages landfill gas to generate renewable energy, reduce emissions, and prevent odor. The system collects 5,400 cubic feet per minute of landfill gas through more than 84 wells. A portion of the gas is sent to an on-site energy plant, with the remaining gas managed by flares per federal requirements.
**Leachate Collection & Treatment**
The leachate collection and treatment system consists of a highly permeable gravel drainage layer covering the entire landfill base, with perforated pipes at low points to collect and route leachate to a double composite lined evaporation pond. It also includes a recirculation process that pumps leachate from the pond back in to the landfill, to accelerate waste decomposition and enhance landfill gas production.
WASTE MANAGEMENT
Acceptable Material
- Abrasive Blast Media
- Agricultural Wastes
- Animal Carcasses
- Asbestos-Containing Material (Friable & Non Friable)
- Auto Shredder Residue
- Biosolids
- Construction & Demolition (C&D) Debris
- CERCLA Wastes
- Dredged Wet Sediments
- Filter Cake
- Incinerator Ash
- Industrial & Special Wastes
- Medical Waste (Treated)
- Municipal Solid Waste (MSW)
- Petroleum Contaminated Soil
- Sludge
- Treated Wood
Unacceptable Material
- Appliances
- Batteries
- Discarded Vehicles
- Hazardous Wastes
- Loose Sharps
- Tires
- Used Oil
Additional Services Provided
- Electronic Waste Recycling
- Household Recycling Drop-off
- On-site Rail Spur
- Transportation Services
- White Goods Recycling
Renewable Energy
- The energy plant at Columbia Ridge uses landfill gas to generate renewable energy as part of Waste Management’s increasing focus on extracting value from waste. Gas collected from the landfill powers 12 engines which produce 12.8 MW of electricity. The electricity currently powers 12,500 homes in Seattle through an agreement with the City of Seattle.
- In addition, Columbia Ridge is home to more than 90 wind turbines with the capacity to generate 150 MW.
Community Partnerships and Involvement
Columbia Ridge is proud to be an active supporter of community events and programs that make Gilliam County a strong and healthy place to live, work and play. | 1,932 | 808 | {
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A physical property is observed with the senses and can be determined without destroying the object. For example, color, shape, mass, length and odor are all examples of physical properties.
A chemical property indicates how a substance reacts with something else. The original substance is fundamentally changed in observing a chemical property. For example, the ability of iron to rust is a chemical property. The iron has reacted with oxygen, and the original iron metal is changed. It now exists as iron oxide, a different substance.
Classify the following properties as either chemical or physical by putting a check in the appropriate column.
| Property | Physical | Chemical |
|---------------------------|----------|----------|
| 1. blue color | | |
| 2. density | | |
| 3. flammability | | |
| 4. solubility | | |
| 5. reacts with acid to form $H_2$ | | |
| 6. supports combustion | | |
| 7. sour taste | | |
| 8. melting point | | |
| 9. reacts with water to form a gas | | |
| 10. reacts with a base to form water | | |
| 11. hardness | | |
| 12. boiling point | | |
| 13. can neutralize a base | | |
| 14. luster | | |
| 15. odor | | |
PHYSICAL VS. CHEMICAL CHANGES
In a physical change, the original substance still exists; it has only changed in form. In a chemical change, a new substance is produced. Energy changes always accompany chemical changes.
Classify the following as being a physical or chemical change.
1. Sodium hydroxide dissolves in water. ________________
2. Hydrochloric acid reacts with potassium hydroxide to produce a salt, water and heat. ________________
3. A pellet of sodium is sliced in two. ________________
4. Water is heated and changed to steam. ________________
5. Potassium chlorate decomposes to potassium chloride and oxygen gas. ________________
6. Iron rusts. ________________
7. When placed in H₂O, a sodium pellet catches on fire as hydrogen gas is liberated and sodium hydroxide forms. ________________
8. Evaporation ________________
9. Ice melting ________________
10. Milk sours. ________________
11. Sugar dissolves in water. ________________
12. Wood rotting ________________
13. Pancakes cooking on a griddle ________________
14. Grass growing in a lawn ________________
15. A tire is inflated with air. ________________
16. Food is digested in the stomach. ________________
17. Water is absorbed by a paper towel. ________________ | 1,728 | 613 | {
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The school has a rich scientific and cultural life, which is actively supported by the school administration. The school has a large number of clubs and societies that provide opportunities for students to develop their interests and talents. The school also organizes various events and competitions throughout the year, such as science fairs, math contests, and art exhibitions. These events not only enhance the academic experience but also foster a sense of community and teamwork among students.
In addition to the regular curriculum, the school offers a variety of extracurricular activities that cater to different interests. Students can participate in sports teams, music groups, drama clubs, and other clubs that promote creativity and physical fitness. The school also encourages students to engage in community service projects, which help them develop empathy and social responsibility.
Overall, the school provides a well-rounded education that prepares students for success in both their personal and professional lives. The combination of rigorous academics, diverse extracurricular activities, and strong support from the administration ensures that every student has the opportunity to reach their full potential.
The students of the 5th grade of the school №104 of the city of Krasnodar have been working on the project "Agriculture in the future". They have created models of agricultural machinery and presented them to their classmates. The students have also learned about the history of agriculture and its role in modern society.
NACHTRINNH
10
Kunst und Kreativität für Kinder
The students of the 4th grade of the school №105 of the city of Krasnodar took part in the competition "Mathematical Olympiad". The competition was held on March 23, 2017. The students demonstrated their knowledge and skills in solving mathematical problems. The competition was organized by the Department of Education of the city of Krasnodar. The students who participated in the competition were given certificates of participation. The winners of the competition will be awarded with prizes. The competition was a great success and the students showed their talent and dedication to mathematics.
The children of the school №10 in the city of Krasnodar, Russia, conducted an experiment on the generation of electricity from fruits and vegetables.
The children were very interested in the potato battery experiment.
The students of the 10th grade of the Lyceum №24 named after A.A. Krymskaya took part in the competition "Geography of the World". The students of the 10th grade of the Lyceum №24 named after A.A. Krymskaya took part in the competition "Geography of the World".
The students of the 5th grade of the school №107 of the city of Krasnodar visited the laboratory of the Institute of Agricultural Mechanization and Automation of the Southern Federal University. The students were shown the equipment of the Institute, the possibilities of its use in the field of agricultural machinery. The students were shown the equipment of the Institute, the possibilities of its use in the field of agricultural machinery.
The teacher is giving a lesson to students in a classroom setting. | 1,292 | 637 | {
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School Values at Whyalla Secondary College
Context
Developing a culture for Whyalla Secondary College and adopting a whole school approach to values education benefits our students for their lifespan of their schooling years and can last into employment and beyond. These core values must share a collective consciousness of the school and must be brought to life through the school interactions and personal beliefs of the staff, students and Whyalla community. They must ensure a common understanding of what we are striving for and help to communicate ‘our story’ – its mission, standards and desired outcomes.
Our Objective
Our objective is to create lifelong learners who can problem solve, think critically and creatively, and conduct themselves ethically, in a continuously evolving global environment.
Inclusion
Inclusive education values diversity and the unique contributions each student brings to the classroom. In a truly inclusive setting, every child feels safe and has a sense of belonging.
What does this mean to WSC?
It is vital that we develop and apply a range of ideas that improves the way we do things in our school in support of improved student outcomes. This represents our school’s focus on ATRIUM philosophy; the notion that the school and the Whyalla community is inclusive of all students and caters to their learning needs to ensure post-school success.
Innovation
Innovation is fundamental to encouraging teachers and students to explore, research and use all the too Is to uncover something new. It involves a different way of looking at problems and solving them. The thinking process that goes into it will help students develop their creativity and their problem-solving skills.
What does this mean to WSC?
Staying relevant by challenging the status quo to turn ideas into solutions that add value to the WSC community for the improvement of student learning. Innovation as one of our school values represents the emphasis on digital technologies and its link to driving improvement in student outcomes.
Integrity
Students who stand up for principles in which they believe have high degrees of self-efficacy. Students who developed integrity and a desire to become civically engaged allow young people to believe in themselves in their chosen future pathway.
What does this mean to WSC?
Staff and students operate with integrity at all times at our school, following their moral and ethical convictions and doing the right thing in all circumstances.
Whyalla Secondary College Pupil Free Day
On Monday 13 September, staff from the college held a Professional Development session where permanent staff from the current 3 high schools attended. The purpose of this day was to allow staff members to become familiar with the team, understand and create positive school culture and develop and apply current knowledge of the teaching and learning pedagogy.
Have you seen the Whyalla Secondary College Website?
The Whyalla Secondary College website! Explore the college’s curriculum and the way we encourage different ideas, cultures, pathways and experiences through our motto of ‘inspiring possibilities’. Scan the QR code below to view the website. | 1,277 | 585 | {
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Phrasal verb break
1. **break down** - stop working
- lose control of feelings
- fail
- My car **broke down** on the way home last night!
- She **broke down** when she started talking about her bad childhood.
- I was a little embarrassed about my **breakdown** at work.
2. **break in**
- enter a building or car by using force, in order to steal something
- to interrupt when someone is talking
• We had our house **broken into** last week.
• ‘Hilary,’ he **broke in** gently,
‘I’m just trying to help.’
3. **break out** - to start suddenly (of war, fighting or other unpleasant events) - to escape from a place or situation escape
- They had escaped to America shortly before war **broke out** in 1939.
- Fire **broke out** during the night.
- Several prisoners **broke out** of the jail.
4. **break up** - stop for holidays
- to end a relationship with someone
- to separate into smaller pieces
- The ship **broke up** on the rocks.
- She just **broke up** with her boyfriend.
- The ship **was broken up** for scrap metal.
5. **break off** - to end a relationship/agreement
- The governments broke off diplomatic relations.
- She returned the ring and they broke off their engagement.
1. We ............ for the holidays in June.
2. Someone ............. my car and stole the radio.
3. Negotiations between the two sides have ...............
4. She needed to break out of her daily routine and do something exciting.
5. I am afraid my computer will ........... if I try to run it at too high speed.
6. She is back to work now, after she ............... the other day.
7. Her house was ............. last week.
8. Jenny and George have ...............
9. The school will ............... for the holidays soon.
10. When she heard the bad news she ............... and cried.
11. Government negotiations ...............last week.
12. The couple ............for a while, but then got back together.
13. The secretary ............... on the meeting to bring us coffee.
1. We broke up for the holidays in June.
2. Someone broke into my car and stole the radio.
3. Negotiations between the two sides have broken down.
4. She needed to break out of her daily routine and do something exciting.
5. I am afraid my computer will break down if I try to run it at too high speed.
6. She is back to work now, after she broke down the other day.
7. Her house was broken into last week.
8. Jenny and George have broken up.
9. The school will break up for the holidays soon.
10. When she heard the bad news she broke down and cried.
11. Government negotiations broke down last week.
12. The couple broke up for a while, but then got back together.
13. The secretary broke in on the meeting to bring us coffee.
Phrasal Verbs
**BREAK**
- **Break into**
- interrupt (a conversation)
- Samuel break into the conversation and told us.
- **Break down**
- To stop functioning (vehicle or machine)
- I’m very sorry because my father’s car broke down yesterday.
- **Break up**
- End a relationship
- Clay and Michael broke up. They had been together for two years.
- **Break in**
- Force entry
- The burglar broke in through the front door.
- **Break away**
- Escape from a person
- Samuel tried to break away, but she held his tight.
- **Break out**
- Escape
- The prisoners broke out of jail yesterday.
- **Break off**
- End something
- Hannah broke her engagement to Clay off.
Learn more phrasal verbs! | 1,501 | 840 | {
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Program Elements
- community festival space
- playground
- spray-ground/water jets
- community garden with storm water collection
- wetland restoration
- wetland trails
- education
- open field
- picnic and bbq spaces
- green roof entry
- active rain water
- handicapped parking and access
- improved neighborhood access
- nature trail
- wetland viewing spaces
Park Identity
The framework of this park serves as a canvas for the community to express their true identity. The various spaces allow cross-culture intermixing of ideas and thoughts through the use of the details. Such details include paving surfaces, walls, decorative art spaces that can be added by the local community allowing them to fully explore the true identity of their park.
Historically all cultures have ties to the process agriculture. The community garden serves as a space for people of all cultures and ages to collectively explore these historical roots.
Public Safety
This park is meant to be visually accessed from all angles. The border to the West is opened up allowing motorist and pedestrians on the street to view it. Each side edge of the park remains open allowing the local residents, who can serve as informal "guardians", the view to the activities taking place within.
Getting the White Center residents involved with the entire project as well as post construction customization will instill a sense of stewardship over the park insuring the space remains a safe haven for all.
The various activities that take place within the park such as the spray ground, playground and the community garden will draw users to the park during all seasons and weather conditions. This will dramatically cut down on the undesired uses of the space.
Sustainability
Restoring the wetland areas and pond habitat will be done by replacing the overgrown invasive species with natives. The green roof uses current technology to filter rainwater as it enters the site.
The ecological processes that take place within the wetland can be closely observed by the residents instilling a sense of stewardship over the space.
The materials used on the site are recycled and re-salvaged whenever possible.
Multicultural Uses & Expressions
This park contains spaces of various sizes. Larger areas are capable of hosting festivals and gatherings while the smaller spaces can be used for more intimate occasions such as family outings and personal retreats. Elements such as the spray ground and community garden are universal spaces open to people of all ages and stages. Not secluding cultural uses allows for an intermixing which is becoming increasingly important in today's globalizing world.
Various elements of the park are created to express the diverse cultural background of the people. These elements include paving surfaces, walls, lampposts, park benches and tables.
Environmental Learning
Every aspect of this park is designed to offer educational opportunities. The green roof and interactive rain garden reveal the importance of rain water management. The community garden demonstrates the usefulness of collecting and re-using rain water. The swale and wetland outlooks allow for an in-depth understanding of the critical process that take place throughout this site. The boardwalk allows for visual as well as physical connection into these processes instilling understanding that leads to respect of urban nature.
Community Involvement
There are various ways that the community can get involved with the park. Local students can display their creative talents as billboard houses and art work within the park. Restoration projects can work at minimizing invasive species as well as planting native species. Many of the individual details are left open for the community to develop as the park evolves. | 1,469 | 710 | {
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Hello! My name is Ping An, but you can call me Ping. China is a wonderful place but it needs Jesus! Will you help me tell China about Jesus?
FIREWORKS!
"I'm so excited for the fireworks this year!" Lulu shouted as she ran into the kitchen where her mom was cleaning up from breakfast. The Chinese New Year is a huge celebration with lots of big fireworks, but Lulu's favorites are the ones that explode in the shape of words!
"Mom! Do you think the fireworks will write my name in the sky this year?"
"No sweetie. I don't think they will. The fireworks aren't just for you, after all. They are for everyone, and, most important of all, they are going to scare away all the evil spirits and bring us good luck this year!"
"But mom, my teacher says that there are no such things as spirits and gods."
Before her mom could answer, Lulu's friends knocked on their door and yelled, "Lulu! We got some firecrackers! Come play with us!" Lulu quickly forgot the topic of mysterious spirits and gods, as she went to go and play with her friends.
There are real spirits in the world, but what Lulu and her friends and her mom don't know is that there is only one true God!
The Bible tells us all about God and His Son, Jesus, and how we need to trust in Him to be saved from our sins. Lulu and her mom don't have a Bible.
They don't know about God or Jesus!
Would you pray that God would send more people to China to tell children like Lulu and adults like her mom about Jesus?
HOW TO WRITE CHINESE
去 “QU” - TO GO
In Mathew 28:19 the Bible tells us to “去” or go and teach all nations!
Will you “去”-- go and tell the world about Jesus and how He died to save us from our sins?
Fireworks are fun and exciting! Here’s how you can make your own with water!
1. Fill a glass container with warm water leaving an inch or so for the oil to be added later.
2. Add oil to a small cup (a few tablespoons).
3. Add a few drops of coloring to the oil (only about 2 drops per color with 2-3 colors).
4. Lightly stir oil with a fork to break up coloring.
5. Gently pour in the oil so that it layers on top of the water with the coloring drop suspended in the oil.
6. Watch your fireworks experiment display!
He who asks a question is a fool for five minutes. He who does not ask a question remains a fool forever.” - Chinese Proverb
The Bible says that fools are people who don’t believe in God, but many Chinese have never heard! Will you tell them about God? | 877 | 588 | {
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TEAM LEADERS
Our female-led research team has been working together to promote research, conservation, and education opportunities for more than eight years.
Dr. Catherine Macdonald
Dr. Macdonald is a shark scientist and Lecturer in Marine Conservation Biology at the University of Miami’s Rosenstiel School of Marine and Atmospheric Science. She has more than 10 years of experience leading conservation-relevant shark research projects in South Florida and the southern Caribbean.
Dr. Julia Wester
Dr. Wester teaches Environmental Policy at the Abess Center for Ecosystem Science and Policy at the University of Miami, and has worked as an environmental legislative aide for South Florida. She has been working on shark conservation issues since 2011, and will be leading policy and management proposals associated with this research.
Protecting an undiscovered nursery habitat for juvenile Great Hammerhead Sharks (Sphyrna mokarran)
EXECUTIVE SUMMARY
• There are no known nursery areas for the great hammerhead on the east coast of the United States.
• Our woman-led research team has collected data demonstrating for the first time that juvenile hammerheads are present in the nearshore waters of southeastern Florida.
• We are seeking funding for acoustic tags and receivers to identify key habitat and potential conservation threats.
• $30,000 has already been raised by NTOA (NTOA.org) to support the research and fund the creation of a short film by National Geographic filmmakers.
• This represents a potentially groundbreaking discovery with implications for how sharks are protected near the major urban center of Miami.
Visit NTOA.org to learn how to get involved and support this project!
Our Mission
We are an interdisciplinary research team of ecologists, physiologists, and social scientists doing conservation-relevant shark research. So far in 2019 our team has caught and released 316 sharks and rays from 13 species as part of our scientific research program.
Over the last year, we have caught, collected data on, and released eight juvenile great hammerheads less than 200cm in length. Little is known about them at this age and size. There has only ever been one other report of a juvenile great hammerhead on the US Atlantic coast, just off South Carolina in 2017. This work is a potentially groundbreaking discovery with implications for how sharks are protected near a major urban center.
Although people think of them as powerful, invulnerable predators, hammerhead populations face major threats to their survival, primarily from overfishing. Great hammerhead populations have declined in recent years. This species is difficult to protect from being unintentionally killed in fisheries given their long-range migrations, frequent interactions with commercial fishing gear, and stress in response to capture. These conservation threats mean that identifying and protecting hammerhead nurseries is vitally important for hammerhead conservation and management.
Saving endangered sharks at their most vulnerable
CRITICAL NEXT STEPS
This project will establish how juvenile hammerheads use Biscayne Bay and will scientifically prove the area is a critical nursery habitat. Resources are needed to purchase boat time, acoustic tags, and underwater receivers to establish the exact areas juvenile hammerheads are using as well to create outreach tools and conservation policy recommendations.
FUNDING
We are seeking a total of $90,000 to rapidly complete this work. Time is of the essence. Without this extra funding, using only our normal resources it would take more than 5 years to purchase necessary equipment, collect data, and analyze and disseminate our findings. We have already raised $30,000 and will begin filming for the project in February 2020 to raise awareness. | 1,636 | 727 | {
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What is Tuberculosis?
Tuberculosis (TB) is a bacterial disease that usually affects the lungs. Sometimes it attacks other parts of the body, such as the brain, kidneys, spine, or other organs. TB can cause death if not treated.
How is TB spread?
TB germs are released in the air when a person with TB disease coughs, sneezes, or laughs.
What are TB symptoms?
- Cough for three weeks or longer
- Weight loss
- Decreased appetite
- Fever
- Chest pain
- Coughing up blood
- Tire easily
Tuberculosis (TB) Clinic
515 Keller Avenue
Waukegan, IL
Call for an appointment:
(847) 377-8700
Clinic Hours:
Monday, Wednesday, Friday
8:00 a.m. to 5:00 p.m.
Tuesday, Thursday
8:00 a.m. to 6:30 p.m.
No TB skin tests on Thursdays
Website:
lakecountyil.gov/TB
Lake County Health Department and Community Health Center
3010 Grand Avenue
Waukegan, IL 60085
Phone: (847) 377-8000
Working to prevent and control tuberculosis (TB)
LakeCounty
Health Department and Community Health Center
What is the difference between TB Disease and TB Infection?
People with active **TB disease** have TB germs in their body multiplying. They usually have one or more symptoms. They can spread TB to others.
People with **TB infection** do not have symptoms. They have TB germs in their body that are asleep (latent or dormant). They cannot spread TB to others. However, they can develop TB disease if not treated.
Can TB be treated or cured?
**Yes!** If you have TB, follow your doctor’s advice. Get the required follow-up tests. Take your medicine as prescribed. **Don’t forget to cover your cough.**
Should I get tested for TB?
Ask for a TB screening if:
- You have had a cough for 3+ weeks.
- You have symptoms of TB.
- You have had close contact with someone who has (or may have) TB.
- You were born in or traveled to a country where TB is common.*
- You have a medical condition such as diabetes, cancer, end-stage renal disease, HIV/AIDS, or use medicine that reduces your ability to fight infection.
- You are 10% below ideal body weight.
- You work in healthcare, or work/live in congregate settings serving high-risk clients.*
*See our website for more information.
Clinic Services
**TB Skin Tests**
Skin tests are used to screen for active TB disease and TB infection. Call the clinic to make an appointment. Clients must return within 48-72 hours to have their test read.
If your TB skin test result is positive, a nurse will ask questions to assess your risk for TB disease.
**TB Blood Tests**
TB blood tests are available for people who:
- Have received BCG vaccination.
- Have a medical condition or use medicine that reduces your ability to fight infection.
**Medication and Treatment**
Treatment is available for TB disease and TB infection. Clients must return to the TB clinic for their medication refill and health evaluation.
Chest X-Rays
If the TB test is positive, an appointment for a chest x-ray will be scheduled. This helps to see if there is TB disease in the lungs.
If your doctor or employer sends you to the TB Clinic for a chest x-ray, **you must bring a written referral or prescription, including your TB test result.**
Home Visits
TB Clinic staff visit clients at their homes, school, or work to ensure treatment.
Education and Outreach
TB education is available for clients, health care providers, agencies, and the public.
Call (847) 377-8700 or visit lakecountyil.gov/TB to learn more. | 1,654 | 803 | {
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Eating out is bad for us. Studies have shown that food provided outside the home contains more calories and more fat, especially saturated fat. The trouble is, many of us are eating this food every day without really realising what’s in it.
In recent years great efforts have been taken to help us understand the composition of packaged food. The clear marking of allergens, ingredients lists and “traffic light” indicators on the front of packs show retail customers how much fat, saturated fat, sugar and salt are contained. However, there is an important gap in this admirable trend.
Those of us who eat our lunch in a workplace canteen find it a lot more difficult to access the kind of information that leads to informed choices. And canteens can play a critical role in terms of healthy eating. They are a captive, sometimes subsidised, setting that is often used to provide the main meal of the day. In effect, many of us are eating out five times a week without really acknowledging it.
Right to know
So how many of us are using these canteens? Well, three quarters of workers in the UK stay at work over lunchtime, with 31% eating at a workplace canteen. That’s more than 7m of us. While nutritional and allergen labelling is now widespread in our supermarkets, workplace canteens rarely provide such information in an easily accessible format. Influencing dietary behaviour here could be instrumental in reducing employees’ risk of developing chronic diet related diseases such as type 2 diabetes or obesity. It should give companies and organisations healthier, happier and more productive employees.
The personal and economic benefits are clear. Health, simply put, can contribute to an organisation’s value. And we have got used to knowing: there is growing consumer interest in information on food eaten out of the home. This includes the nutritional content of dishes, the origin of ingredients and the presence of possible allergens. It could easily be argued that it is a fundamental right to know what we are eating.
New EU regulation requires the clear labelling of the presence of 14 allergens for pre-packaged food and food served. The 2010 Patient Protection and Affordable Care Act, in the US goes further, requiring nutritional information to be posted in restaurants and large fast food chains. There are similar requirements in Ireland. However, more can be done in workplace canteens to ensure that diners are able to make informed choices. Where dish information is available, it is often not provided in a consumer-friendly way. Possibly as a consequence of this, studies have found that the increased presence of data is not always having a strong influence on consumer choice.
On the menu
So how can we change this? Currently, most information on food offered at work is printed out on a menu card or information board. If you’ve ever eaten in a canteen you will know how cursory the glances are from busy staff to these sources. And if you do take the time to look, the information is normally limited to a description of the dishes with little nutritional or other enhanced information available.
It means that each diner has to work hard to find the information that is relevant to them. After all, the ideal nutritional intake of a manual worker will be quite different than for staff who just push pens or hammer keyboards for a living. What is healthy for one diner might not be so ideal for the next. The need for a personalised approach to providing information is clear, and the solution might lie in our pockets.
Technology, most notably apps on our mobile phones, have been shown to have good potential for providing detailed but clear individualised information. People will happily interact with a well-designed bit of software where they wouldn’t hunt down the printed menu.
That is why a pan-European partnership between industry and academia has developed the FoodSMART project. This project is developing a smart phone app, which uses detailed dish data uploaded by the caterer to provide you with personalised information. You can tailor the information to your particular dietary requirements and preferences and it should allow the lunchtime crowd to assess their food intake precisely and efficiently. It can also make individual recommendations to help diners improve their health and well-being. All you have to do is scan a QR code with your phone to access the menu and all of this enhanced dish information.
Any initiative encouraging us to eat more “attentively” can help to reduce calorie intake. Enhanced information also allows those with food intolerances and specific dietary needs the freedom to eat away from home with ease. The millions of us who eat at a workplace canteen have been left in the dark while other initiatives help to shape our lifestyle choices. So whether you download an app, hunt down the menu cards or interrogate the canteen staff, it is probably time we did something about a
five-day-a-week habit that could be damaging our health.
Diet, Obesity, Work, UK, Lifestyle, Health, Fat, morbidity and mortality | 1,961 | 1,005 | {
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The Special Olympics Sports Skills Program is designed for people with intellectual disabilities who may exhibit any number of physical impairments. The Special Olympics Figure Skating Badge Program allows athletes to learn skills in a progressive order and earn badges at each level. Athletes who complete the Special Olympics Badge Program will be prepared to move into the existing badge program at local rinks.
**Badge 1**
- Stand unassisted for 5 seconds
- Sit on ice or fall and stand up unassisted
- Knee dip standing still unassisted
- March forward 10 steps assisted
**Badge 2**
- March forward 10 steps unassisted
- Swizzles, standing still – three repetitions
- Backward wiggle or march assisted
- Two-foot glide forward for distance of at least length of body
**Badge 3**
- Backward wiggle or march
- Five forward swizzles covering at least 10 feet
- Forward skating across the rink
- Forward gliding dip covering at least length of body – L and R
**Badge 4**
- Backward two-foot glide covering at least length of body
- Two-foot jump in place
- One-foot snowplow stop – L and R
- Forward one-foot glide covering at least length of body – L and R
**Badge 5**
- Forward stroking across rink
- Five backward swizzles covering at least 10 feet
- Forward two-foot curves left and right across rink
- Two-foot turn front to back, on the spot
**Badge 6**
- Gliding forward to backward two-foot turn
- Five consecutive forward one-foot swizzles on circle – L and R
- Backward one-foot glide length of body – L and R
- Forward pivot
**Badge 7**
- Backward stroking across the rink
- Gliding backward to forward two-foot turn
- T-stop left of right
- Forward two-foot turn on a circle – L and R
**Badge 8**
- Five consecutive forward crossovers: L and R
- Forward outside edge – L and R
- Five consecutive backward half swizzles on a circle: – L and R
- Two-foot spin
**Badge 9**
- Forward outside three-turn – L and R
- Forward inside edge – L and R
- Forward lunge or shoot the duck at any depth
- Bunny hop
**Badge 10**
- Forward inside three-turn – L and R
- Five consecutive backward crossovers – L and R
- Hockey stop
- Forward spiral three times length of body
**Badge 11**
- Consecutive forward outside edges – minimum two on each foot
- Consecutive forward inside edges – minimum two on each foot
- Forward inside Mohawk – L and R
- Consecutive backward outside edges – minimum two on each foot
- Consecutive backward inside edges – minimum two on each foot
**Badge 12**
- Waltz jump
- One-foot spin – minimum of three revolutions
- Forward crossover, inside Mohawk, backward crossover, step forward – step sequence should be repeated clockwise and counterclockwise
- Combination of three moves chosen from badges 9-12 Special Olympics
To provide a fun and positive experience that will instill a lifelong love of skating. | 1,388 | 685 | {
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DEALING WITH GROWING PAIN
“Its just growing pains, get on with it” was my school rugby coaches’ reply, when I told him my right knee was painful. In fact because I was fourteen years old, going through a growth spurt, playing a lot of sport and not stretching enough, my quadriceps (thigh) muscles had become so tight that they created an abnormal pull on the tendon that attaches these muscles to the knee. Causing inflammation of this attachment, a condition known as Osgood-Schlatter disease that gave me two years of chronic knee pain. Unfortunately, I didn’t fully understand this until many years later, after learning about the various injuries that can affect children as they grow and develop.
Times have moved on and thankfully parents and teachers are much more aware of the potential injuries that can affect the developing body. However, there are still many children visiting my clinic complaining of what could be described as growth related problems. The majority of the time, when a child or teenager complains of “Growing pains”, they are just that. There is usually no obvious cause, and they present as aches and pains in the muscles. The symptoms will disappear without any further intervention needed, although if they are distressed it can be helpful to do some gentle massage, heat treatment (such as hot baths) and get them to stretch more to help speed up the healing process.
“Postural strain in children is becoming a more prevalent problem.”
More serious problems can arise, when the child/teenager’s body is subjected to increased or repetitive strain during the development phase. This may be a result of over exercise from sport or dance, or can be induced by poor posture. The strain is beyond what the body can cope with, leading to injury and pain.
Perhaps the two most common injuries due to overuse are Osgood-Schlatters (knee) and Sever’s (heel) disease. Both affect the attachment of the tendon to the bone and lead to increased pain in the respective areas, especially during and post sport, although the pain will be prolonged as the condition deteriorates. The best treatment for these conditions is rest with treatment of the inflamed area, and correct advice on stretching and exercise management. Both conditions generally respond very well to this approach.
Postural strain in children is becoming a more prevalent problem. It can be due to an underlying structural cause, such as scoliosis (lateral curvature of the spine) but often is because of external factors, such as a poor studying position, heavy school bag or playing of computer games. There are several different reasons for scoliosis of the spine and its treatment is dependant on the cause, so if you notice any abnormal curvature in the spine, professional assessment is recommended. Its not always easy to make children see that what they do with their body now can effect their posture as an adult, but the problem can be managed if they can be encouraged to carry out a small amount of stretches and some easy postural exercises.
So, the old saying “prevention is better than cure” is the important thing to remember when dealing with developmental growth problems in children. Some relatively easy prevention methods are:
• Make sure your child stretches after sport/physical activity and encourage their teachers/coaches to do the same.
• If your child is very active and participates in a lot of sport, try to mix their routine; for example, football one day with swimming the next. This is better than football four days in a row.
• Ensure your child has the correct size footwear for the sport they are doing.
• Try and encourage them to use a desk or table when studying.
• Emphasize the importance of regular breaks when studying or using the P.C/ playing video games
• Persuade them to use a rucksack, as the schoolbags tend to be extremely heavy. If a rucksack is not an option, then a bag slung across the body is better than on one shoulder.
Children’s bodies heal faster than us oldies, so if your child/teenager is complaining of pain or discomfort on a regular basis, or if it is progressively worsening then it is probably wise to have them assessed by a qualified practitioner. | 1,610 | 856 | {
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Instructions on making a model pyramid with a cross-section
Materials you will need:
Sheet of oaktag, construction paper, or other stiff paper about 20 inches (50 cm) square, pencil, felt-tip pen, ruler, right-angle ruler, scissors, glue, cardboard, sand (optional) or sand-colored paint
A. 1. In the middle of the stiff paper, draw a square $7\frac{1}{2}$ inches (19 cm) on each side.
2. Divide each side of the square in half and draw lines (as shown in Figure 1) that extend 6 inches (15 cm) out from the midpoints on the sides as shown. Mark these points A, B, C, and D.
3. Draw lines from each point to the corners of the square closest to it (dotted lines, Figure 2). This will make four triangles with sides of equal length.
4. Draw two fastening tabs on the triangles that are opposite each other as shown in Figure 2. Each tab should be about 1 inch (2.5 cm) wide and 2 inches (5 cm) long. Draw the tabs roughly on the middle of each side.
5. Draw diagonal lines connecting the opposite corners of the base square.
6. Label each triangle as shown (1, 2, 3, 4).
B. To see inside the pharaoh’s burial chamber, make an interior view panel.
1. Draw a triangle as shown in Figure 3. Mark a base line $10\frac{1}{2}$ inches (26.5 cm) long on the paper’s edge.
2. Divide the base line in half, marking a point $5\frac{1}{4}$ inches (13 cm) in from the edge. Use the right-angle ruler to mark a top line $4\frac{3}{4}$ inches (12 cm) above the center point. Connect the top point and the edges of the base line.
3. Draw tabs A and B the same size as the pyramid tabs. Add tab C.
4. Cut the shape out around the heavy black line as shown in Figure 3.
C. On this panel, draw a diagram of the pyramid’s interior and label the parts as shown in Figure 4.
1. Fold back tabs A and B.
2. Fold tab C forward.
3. Fold the pyramid tabs over onto the front of each triangle.
D. The interior panel will now fit inside the pyramid.
1. Spread glue on the underside of folded-out tab C.
2. With this tab forward, glue the base line onto the diagonal line as shown in Figure 5.
3. Then glue the side tabs of the interior panel onto triangles 1 and 4 using the tabs to hold them together.
4. Fold triangles 2 and 3 toward the inside. If you want to close the pyramid entirely, put a piece of double-sided tape on each tab of triangle 3. Press it against sides 2 and 4 to close them up, or leave sides 2 and 3 open so you can view the interior.
E. You can make a base for your pyramid.
1. Cut a 12-inch (30.5-cm) square of stiff cardboard.
2. Spread it with glue and sprinkle on a coating of sand. Shake off any loose sand. Or, paint the board to look like sand.
3. To attach the pyramid, spread glue on the bottom of the pyramid base and press it down on the platform. (See Figure 6.) | 1,212 | 730 | {
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Monday July 15th
Dance Workshops
Fairy Tale Fantasy
Dress as your favorite princess & join us to learn a fun Princess themed routine and dance moves including fairy runs and princess turns
Ages 3-5 (CDM/Minis)
5:00-5:45pm
Broadway Bonaza
Dress up like a Mama Mia character or an outfit to fit the musical's vibe and come learn various dances from the Mamma Mia musical along with Broadway Jazz styled combos to various songs from the soundtrack
Ages 6-12 (Beg/Int)
5:55-6:40PM
Contemporary Tricks
Come learn choreography to various contemporary songs and learn "contemporary" tricks Ex: shoulder rolls, hinges, back rolls, panache rolls, and various jumps
AGES 6+ (BEG/INT)
6:50-7:35pm
Monday July 15th
TECHNIQUE WORKSHOPS
Strength, Flexibility, & Conditioning
Come learn new exercises to develop muscle strength and cardio endurance to enhance your dance career along with flexibility stretches to achieve more tricks.
Drills & Skills
Technique focused on jazz styles for leaps and jumps. Come learn progressions, activities, and more to help you soar through the air in your next dance routine.
Hip Hop Tricks
Come learn choreography to various hip hop songs and learn “hip hop” tricks
Ex: headsprings, kickups, & partner tricks
Ages 6-12 (Beg/Int/Adv) 5:00-5:45pm
Ages 6+ (Beg/Int/Adv) 5:55-6:40PM
AGES 6+ (BEG/INT/ADV) 6:50-7:35pm
Tuesday July 16th
DANCE WORKSHOPS
Under the Sea
Dress as an underwater animal or in your favorite bathing suit & join us to learn a fun Under the Sea themed routine and dance moves including Swimming arms and Scuba diving moves.
Ages 3-5 (CDM/Minis)
5:00-5:45pm
Speciality Dances
Come learn speciality dances including the YMCA and dances from Footloose.
Ages 6+ (Beg/Int)
5:55-6:40PM
Dance Mashup
Come learn choreography in styles including lyrical & contemporary and ballet & jazz while dancing to music mashups and remixes.
AGES 6+ (BEG/INT)
6:50-7:35pm
Tuesday July 16th
BRING A FRIEND / FAMILY MEMBER TO DANCE
Bring a Friend or Family member to the workshop and learn dance moves and a fun routine in various styles including jazz, hip hop, lyrical, and ballet.
No prior dance experience needed.
Friend can be the same age or older than the dancer
Cost covers the dancer & friend/family member.
Ages 3-5 (CDM/Minis) Ages 6-9 (Beginners) AGES 10+ (INT/ADV)
5:00-5:45pm 5:55-6:40PM 6:50-7:35pm
Wednesday July 17th
MUSICAL THEATER WORKSHOPS
“Sing” Musical Theater
Dress up like a “Sing” character or an outfit to fit the musical’s vibe and come learn various dances from the Sing musicals along with Broadway Jazz styled combos to various songs from the soundtracks
Ages 7+ (Int/Adv)
5:00-5:45pm
Stage Presence
Come learn how to boost your performance qualities learning techniques such as:
- Breath exercises
- Attaching intention to movement
- Working through the floor
- Body language
- Weight of movement
Ages 8+ (Beg/Int/Adv)
5:55-6:40PM
Improv Acting
Come learn how to act impromptu style with improv exercises including:
- “Yes, and”
- Directional focus
- Blocking
- Stage terms
- Character work
AGES 8+
(BEG/INT/ADV)
6:50-7:35pm
Wednesday July 17th
ACROBATIC WORKSHOPS
Jungle Safari
Dress up as a jungle animal and learn acrobatic moves including:
- Bridge walks like a gorilla
- Handstands like a giraffe
- Cartwheels like a monkey
Ages 5-10 (Beginners)
5:00-5:45pm
CIRCUS SPECTACULAR
Dress up as a circus person and learn circus tricks with acro moves:
- Juggling while on balance beam
- Jump Rope with dive rolls & acro skills
Ages 7+ (Int/Adv)
5:55-6:40PM
Partner Acro
We will pair you with different partners throughout class to try tricks with handstands, cartwheels, walkovers, somersaults, etc.
AGES 7+ (INT/ADV)
6:50-7:35pm | 2,014 | 1,074 | {
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E. The Decline and Fall of Triumphal Islam
1. During the long Dark Ages following the early period of Islamic conquests, there was a balance between Islamic culture and its neighboring cultures.
2. The Europeans tried to reconquer the Holy Land (today Israel) during the *Crusades* (*1095-1291*), but they were eventually expelled.
3. The Muslim invaders of Iberia were eventually kicked out in 1492, but at the same time the Ottoman Empire (a Turkish Muslim empire) conquered Constantinople in 1453 on the edge of southeastern Europe.
4. Muslim armies always more successes than failures until the year **1683**.
5. In that year, the Turkish Ottoman Empire laid siege to the city of Vienna, in the heart of central Europe.
6. On this new occasion, however, they were defeated by Polish forces that came to reinforce their Christian neighbors from the north, and then they were driven back for good.
7. This makes the failed siege of Vienna in **1683** an important “turning point” in history.
8. In response to Europe’s greater power, the Ottoman Turkish leaders began to want to *learn* from the Europeans, by sending ambassadors and students to Europe. This was known as the “Tanzimat Reforms” starting in 1839. (The word “Tanzimat” in Turkish means “reorganization.”)
9. Triumphalism was not dead yet. The purpose of the reorganization was to help Islamic culture return to being the strongest so that it could defeat all others.
10. The Ottoman leaders were not able to understand what made Europe stronger, so their empire declined all the way until **World War I**.
From the turning point of the failed siege of Vienna in 1683, the Ottoman Empire consistently shrunk until it became a much smaller, weaker version of itself before WWI.
G. The World Wars and the Disintegration of Triumphal Islam
1. By the time of **World War I**, the Ottoman Empire was desperate to restore its power. The Turks allied with Germany hoping to defeat Russia, France, and Britain.
2. The alliance backfired completely and the Ottoman Empire was cut up into the separate countries of: Turkey, Syria, Iraq, Saudi Arabia, Transjordan (later simply “Jordan”), Lebanon, and (eventually) Israel.
The modern disintegrated state of the Islamic world is mainly caused by the defeat of the Ottoman Empire in World War I, when France and Britain carved up the empire and made a number of new countries in its place.
4. Isolated further to the east, the only other major Islamic nation, Persia (which became Iran) was not directly affected by World War I. However, it was invaded and controlled by Britain and Russia during World War II.
5. By the end of the world wars, there was no part of the Islamic world that had not come under outside control. This was the complete reversal of the expect triumph over the world that Muslims believed in. A belief in *Triumphal Islam* would return, however… | 1,171 | 636 | {
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Hazelnut
Taken from: http://www.hort.uconn.edu/plants/c/corave/coravel.html
- **Habitat**
- native to Europe, western Asia and northern Africa
- zone 4
- **Habit and Form**
- a deciduous small tree or large shrub
- typically 12' to 15' tall as a mature plant
- most often develops numerous upright stems from the roots, creating a thicket
- generally maintains an overall upright shape with a rounded head
- **Summer Foliage**
- alternate, simple leaves
- 2" to 4" long and 1.5" to 3" wide
- broadly ovate in shape
- doubly serrate margins
- leaves slightly pubescent above, pubescent below
- leaves mature to dark green
- **Autumn Foliage**
- reddish
- **Flowers**
- monoecious, with male and female flowers
male flowers are large 2" to 3" pendulous catkins in 3's mostly
blooming in late winter and early spring
female flowers are small and inconspicuous
- Fruit
- a nut about 0.75" long, set in an involucre
- the distinctive husks (involucre) are somewhat noticeable in late summer and autumn
- fruit (nut) is edible and is grown as a commercial crop
- Bark
- pale brown or gray brown
- not a significant ornamental feature
- smooth on older stems
- Culture
- an adaptable plant
- does well on poor, dry soils
- full sun is best; also tolerates shade well
- selected clones are grafted and root suckers may need to be removed regularly
- Landscape Use
- as a specimen
- in small groupings
- for difficult, dry sites
- for edible fruit
- as a barrier
- for naturalistic areas
- for hedging
- Liabilities
- most notable liability is with selections that are grafted onto seedling stocks. The understocks usually sucker badly, creating a maintenance need.
- ID Features
- alternate leaf arrangement
- pubescent leaves
- suckering habit
- nut with an involucre covering
- large male catkins in spring
- twigs are bristly-hairy and rough to the touch
- Propagation
- seed requires warm then cold stratification
- cuttings are very difficult
- selections are grafted onto seedlings | 1,048 | 566 | {
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Helping Your Child Make a Healthy Transition to High School
Amanda Casey, LMSW
Somers Middle School Prevention Specialist
Communication is Key!
- Be a good listener
- Validate your teen’s feelings
- Ask questions to generate discussion
- Be consistent with your consequences
- Offer praise often!
- Create a safety plan with your teen you both feel comfortable with
Stay Involved:
- Set aside time to be with your teen
- Continue to show your love/concern and provide guidance
- Capitalize on those times your child opens up a little bit by asking more open-ended questions (What was that like for you, tell me more)
- Encourage involvement in activities after school and on the weekends
- Most importantly, get to know your child’s friends and their parents
Signs and Symptoms of a Problem
- Change in friends
- Excessively secretive
- Sudden mood swings
- Communication at home significantly decreases
- Frequent absences or lateness in school
- Sudden loss of interest in usual activities
- Major change in eating and sleeping patterns
Teach positive ways to deal with stress:
- Go for a walk
- Practice deep breathing
- Listening to music
- Eat right
- Get enough sleep
- Take breaks when feeling overwhelmed
- Identify supports around you
Support at Somers High School
Counseling Support Team:
Counseling Staff:
Guidance Counselors:
Mr. Carino
Ms. Pappas
Mrs. Tracy
Ms. Cawley
School Social Worker:
Mrs. Rigaglia, LMSW
School Psychologists:
Mrs. Candido, M.S.
Mrs. Pirraglia
Student Assistance Counselor:
Ms. Pereira, LMSW
Taking the leap from Middle School to High School is a huge transition for your child. It is so important to be there for them as much as you can be during this time. The summer of 8th grade is when teens are more likely to try things such as vaping, smoking, alcohol and other drugs. Keep a close eye on what they’re up to and who they are surrounding themselves with.
**Adolescents: A Time of Change**
**Physical changes**
- Puberty: body undergoes enormous transformation
- Interests and curiosity spikes
**Emotional Changes:**
- Emotional rollercoaster- mood swings
- Intensity of feelings and emotions
- Confusion and self doubt
**Intellectual Changes:**
- Thinking more abstractly
- Increased pressure to compete and succeed at school, sports, etc.
**Social Changes**
- Need to fit in
- Peers/ friends take on a greater importance
- Exposure to older kids and new behaviors
- Finding own identity
Have discussions with your child about decision making and refusal skills. A fun idea may be to come up with scenarios that a teenager might be placed in i.e; being offered a substance, vape, alcohol or marijuana, and practice with your child on how to shut down a request. Come up with excuses- some examples:
- “I’ll be grounded”
- “I have work after school”
- “I’m not really interested in that”
- “My parents will kill me”
- “I have plans to pick up my sister after school”
- “No thanks!”
- Leave the situation
*Come up with a code word/phrase or emoji with your child they can use to text you to get out of a situation they aren’t comfortable being in!* | 1,411 | 718 | {
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Drinking Water Warning
DO NOT DRINK THE WATER
Drinking water with manganese concentrations of 1000 micrograms per liter or greater pose an immediate health risk. A sample collected on 11/10/2020 had a concentration of 1100 micrograms per liter and a sample collected on 11/25/2020 had a concentration of 1100 micrograms per liter resulting in an average concentration of 1100 micrograms per liter. Water at this establishment contains manganese exceeding U.S Environmental Protection Agency’s (EPA) health advisory level of 300 micrograms per liter (µg/L). Manganese levels in well water vary throughout Wisconsin and are typically below 50 µg/L.
What precautions should be taken at this time?
- **DO NOT DRINK THE TAP WATER - USE ONLY BOTTLED WATER.** Bottled water should be used for all drinking (including baby formula and juice), making ice, brushing teeth, and food preparation.
- **DO NOT TRY TO TREAT THE WATER.** Boiling, freezing, filtering, adding chlorine or other disinfectants, or letting water stand will not make the water safe to use.
What does this mean?
Water from this facility can be used for washing and cleaning laundry and dishes. According to the Wisconsin Department of Health Services, manganese above the US EPA health advisory level is an acute hazard for infants younger than 6 months and adults over the age of 50. People of all ages are urged to avoid long-term consumption of high manganese water because it is linked to some chronic diseases, according to Wisconsin Department of Health Services.
Manganese is a common element found in minerals, rocks, and soil. It is also a normal part of a healthy diet but can be harmful if consumed in excess. Manganese is found naturally in groundwater, but levels can be increased by underground pollution sources. Manganese may become noticeable in water at levels greater than 50 micrograms per liter of water (µg/L). At this level, the water will have a brown color and leave black deposits on bathroom fixtures.
What is being done to correct the problem?
We are evaluating the following options to meet the US EPA Health Advisory Level:
______________________________
If you have questions regarding the safety of our drinking water, please contact:
Darlene Wundrow 715-868-2188
Name of Responsible Person Area Code-Telephone Number
228 E River Ave. Bruce WI 54819
Street Address City State Zip
I certify that the information and statements contained in this public notice are true and correct and have been provided to consumers in accordance with the delivery, content, format, and deadline requirements in Subchapter VII of ch. NR 809, Wis. Adm. Code.
_________________________ 12/8/2020
Signature Date
Tier 1 Notice
** Please share this information with all the other people who drink this water, especially those who may not have received this notice directly (for example, people in apartments, nursing homes, schools, and businesses). You can do this by posting this notice in a public place or distributing copies by hand or mail. | 1,404 | 637 | {
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Compton Verney
Scale 1:4000
Contours 2.5m
Orienteering Map
MEDIUM
Permanent Orienteering Course:
2.2 km with 30 m climb
30 - 40 mins walk
(NOT suitable for Pushchairs or Wheelchairs)
Special Symbols...
- Life belt, post or sign
- Art Installation or Exhibit
- Large boulder or monument
- Seat (permanent)
- Playground equipment
- Log
- Tree stump
- Fenced tree
- Small tree or bush
- Very large tree
- Large tree
Standard Symbols...
- Contour
- Index contour
- Form line
- Passable Crag
- Lake
- Stream
- Ditch
- Marsh
- Open land
- Rough open land
- Open land with small bushes
- Forest: runnable
- Forest: slow run
- Undergrowth: slow run
- Forest: walk
- Undergrowth: walk
- Vegetation: impassable
- Hedge
- Distinct vegetation boundary
- Paved area / hardstanding
- Paved footpath or track
- Small unpaved footpath or track
- Less distinct small path
- Bridge
- Passable wall
- Impassable wall
- Passable fence or railing
- Building
- Canopy
- Access Forbidden...
- Private land
Printed map: © 2021, Compton Verney
Artwork: © 2021, Bruce Bryant
Survey and cartography by:
NewMaps | Bruce Bryant
Welcome Centre: SP 313527
Possession of this map does not give right of access for orienteering or for any other purpose.
Permission must be obtained from Compton Verney (01926 645500)
Map based on GPS data, aerial photography, topographic surveys and EA Open LIDAR data
Based on Ordnance Survey mapping with the sanction of the Controller of Her Majesty's Stationery Office.
© Crown Copyright 2021 OS 100015287
© Environment Agency copyright 2021. All rights reserved.
Permanent Orienteering Course:
Medium Course
2.1 kilometres, 30 metres climb
30 - 40 mins walk
(NOT suitable for Pushchairs or Wheelchairs)
Orienteering around Compton Verney Grounds: How to play
Around the grounds you will find small red and white signs with a letter and a number on them.
Use the map overleaf to find your way to the signs, which are called controls.
Starting at the red triangle, close to the Welcome Centre, follow the course visiting each control in order from No. 1 to the finish, a double red circle control.
Record the code letter in the appropriate box below as proof you have visited the control.
When you have finished, see if you can make the name of a famous person from the letters above.
(You do not need the letters from Nos 8 nor 12)
Further Information:
These courses have been designed to be interesting and to encourage people to explore the park.
Please be aware of the dangers of traffic, anglers’ lines and keep away from the water’s edge.
Young children should always be closely supervised.
The course is open whenever the House and Grounds are open.
Remember, there are seasonal changes in vegetation which affect visibility and runnability.
Contact Compton Verney Visitor Services for more details about course on 01926 645 500.
Orienteering:
If you have enjoyed this experience why not try one of the other permanent courses here at Compton Verney.
All courses have been specially prepared by Octavian Droobers, the local Orienteering Club.
The sport of Orienteering is enjoyed by people of all ages, and can be a walk, jog or run, depending on ability.
Finding your way and visiting controls in order is a bit like a treasure hunt, using a compass to navigate can be useful.
See the local club website for details of other events in the area:
www.octavian-droobers.org or email firstname.lastname@example.org
The national sports body is British Orienteering:
www.britishorienteering.org.uk | 1,682 | 865 | {
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Week 3 Spellings:
sacrifice
secretary
shoulder
signature
sincere(ly)
soldier
stomach
sufficient
suggest
symbol (h)
Strategies to learn your spellings:
Rainbow writing:
Write over the word repeatedly in the colours of the rainbow so the children learn the pattern.
Dictionary work:
Use a dictionary to find the definition of unknown words.
What kind of words are they (adjective, verb, adverb)
Writing:
Write a sparkling sentence including the spelling word as well as year 5 punctuation targets.
If you have one, use a thesaurus to find alternatives such as synonyms or antonyms.
Grammar
L.O. To understand what is meant by cohesion.
Text has cohesion if
* it is clearly organised so readers can find their way round the ideas
* it includes words and phrases that act like 'signposts', helping readers to follow the author's train of thought
* the writing 'holds together', so that it is easy to read and understand.
Cohesive devices refer to conjunctions, connectives and pronouns used to link the parts of a piece of writing.
Using the same verb tense throughout a text also offers cohesion.
Basically, when a person's writing has cohesion, an attempt has been made to link clauses, sentences and paragraphs so that the writing flows/hangs together.
Look at the following text and look at what they have identified as cohesive devices:
When a person in Egypt died, their body was taken to be mummified immediately. It took 70 days to complete the process.
First, the brain was removed through the nostrils with a hook. Then a cut was made in the side of the body, through which the organs were removed. These were put into canopic jars decorated with the heads of gods. The heart was left in the body so that it could be weighed against a feather in the afterlife. The body was washed with wine and water mixed with spices. The inside of the body was filled with sweet-smelling herbs and sewn up.
Later, the body was dried out in a bath of natron, which was a kind of salt. After forty days, it would have dried out to look like leather. It was oiled, stuffed and wrapped carefully with bandages. Charms called amulets were placed in certain places in the bandages because Egyptians believed the body needed to be protected from evil spirits. Finally, a mask was put over the head.
The time connectives (in red: first, then, later, after, finally) are used to show that this is a process that has several steps and an end goal. These words are also adverbs, because they tell us when something is done.
Pronouns (in blue: these to refer to the organs and it to refer to the body) are used to show that the writer is referring back to a person or object already named.
Conjunctions (in green: and, so, because) are used within sentences to link ideas within a sentence.
**DEFINITION AND EXPLANATION**
Cohesive devices connect clauses and sentences with conjunctions (eg but, when, because) or adverbs (eg however, then, therefore).
Cohesive devices such as adverbs and adverbial phrases maintain the cohesion of a text in several basic ways, including:
- **addition**: also, furthermore, moreover
- **opposition**: however, nevertheless, on the other hand
- **reinforcing**: besides, anyway, after all
- **explaining**: for example, in other words, that is to say
- **listing**: first(ly), first of all, finally
- **indicating result**: therefore, consequently, as a result
- **indicating time**: just then, meanwhile, later
Can you identify the cohesive devices?
Are you always tired because your new baby keeps you up all night? The BabyMop is a brand new invention to save you time! If you are a busy parent and don't have time to clean your floors, this is the mop for you. Furthermore, you do not have to keep your baby occupied. The babygrow has a mop-like texture. Therefore as your baby crawls around they will also be mopping your floor! Moreover, all the extra exercise will leave your baby feeling tired.
Finally, you will be able to rest!
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10.12. MONOCLINIC SYSTEM
10.12.1. Definition
The Monoclinic System includes all those forms that can be referred to three crystallographic axes which are essentially unequal in length and further that one of these is always inclined. (Mono = single, clino = inclined).
10.12.2. Axial Diagram
Since all the three axes are unequal, they are designated by the letters \(a\), \(b\) and \(c\). The \(c\)-axis is always vertical. The inclined axis is \(a\)-axis. It is inclined towards the observer and is also referred as clino axis. The longer horizontal axis is as usual designated as \(b\)-axis and runs from right to left. It is also referred as ortho axis. (Fig. 10.32)
The angle between the \(a\)-axis and the \(c\)-axis is designated as \(\beta\) and is always an acute angle.
For the determination of the axial ratio, the length of \(b\)-axis is taken as unity.
10.12.3. Normal Class Symmetry
There are three symmetry classes placed in Monoclinic System. The symmetry of the normal class (gypsum type) is as given below:
| (a) Axis of symmetry | 1 axis of two fold Symmetry only. |
|----------------------|----------------------------------|
| (b) Planes of symmetry | 1 plane of symmetry only. And a Centre of symmetry. The plane of symmetry is that plane which contains the crystallographic axes ‘\(a\)' and ‘\(c\)'. |
10.12.4. Forms
The common forms of this system are:
1. Pinacoids. A pinacoid, as already defined, is an open form of two faces, each face being parallel to the two axes and cutting the third at a unit length. Three pinacoids are distinguished in the Monoclinic System:
(i) \(a\)-pinacoid (100). It is also called orthopinacoid; as the symbol indicates, each face cuts the \(a\)-axis and is parallel to the other two axes (Fig. 10.33A).
(ii) \(b\)-pinacoid (010). It is also called clinopinacoid; in this each face cuts the \(b\)-axis at unit length and is parallel to the other two axes.
(iii) c-pinacoid (001). It is also called base. The form has two faces, each cutting the vertical axis at unit length.
2. Domes. A dome is also a form of two faces, each face meeting the vertical axis and one of the other two axes. It is parallel to the third axis (Fig. 10.33).
Two types of domes are recognized depending on to which of the other two axis it is parallel.
(i) Orthodome (hol). An open form of two faces, each face is parallel to the ortho axis and cuts the other two axis.
(ii) Clinodome (ohl). An open form of two faces, each face is parallel to the clino axis and cuts the other two axis.
3. Prism. These are open forms of four faces each, in which each face is essentially parallel to the vertical axis.
There are three types of prisms recognized in the Monoclinic system.
(i) Unit Prism (110). It is an open form of four faces in which each face is cutting the \(a\) and \(b\) axis at the assumed axial ratio of the species.
(ii) Orthoprism (hko, h>k). It is an open form of four faces in which each face is parallel to the vertical axis and meets the clino-axis (\(a\)-axis) at a greater distance.
(iii) Clinoprism (hko, h<k). It is an open form of four faces in which each face is parallel to the vertical axis and cuts the ortho axis with a smaller intercept.
4. Pyramids. These are closed forms and in these each face meets all the three axes. Three types of pyramids are distinguished.
(i) Unit Pyramid (hhl). Each face cuts all the three axes at the assumed axial ratio of the species.
(ii) Orthopyramid (hkl, h>k). A type of pyramid in which each face makes a smaller intercept on the orthoaxis. e.g. 321 etc.
(iii) Clino pyramid (hkl, h<k). That type of pyramid in which each face makes a smaller intercept on the clinoaxis. e.g. 231 etc.
**Examples of Monoclinic Minerals:**
(1) Gypsum (2) Orthoclase (3) Pyroxene
A. Gypsum B. Orthoclase C. Pyroxene
*Some Minerals of Monoclinic System*
**Fig. 10.34.** | 1,852 | 1,031 | {
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Legend and folklore symbols: Amesha Spentas
The Archangels of Persian mythology, these seven immortal beings belong to the retinue of the highest divinity, Ahura Mazda.
The Amesha Spentas are seven divine beings belonging to the Persian pantheon of immortals. They are described as divine, but they are not gods and their role is to uphold truth and justice on Earth.
In Zoroastrianism, the Amesha Spentas are thought of as aspects of the highest god (Ahura Mazda), who bring blessings and comfort to mortals. They are: Ameretat, whose name means ‘living’; Armaiti, meaning ‘beneficent devotion’; Asha Vahishta, ‘excellent order’; Haurvatat, ‘wholeness’; Khshathra Vairya, ‘desirable dominion’; Vohu Manah, ‘good sense’; and Sraosa, who is the messenger of Ahura Mazda.
Angels and demons
Each member of the Amesha Spentas personifies a virtue, brings gifts to mortals and has a period of time dedicated to them. However, they also have eternal opponents and must constantly keep at bay the Daevas, seven terrifying Archdemons.
Vohu Manah is one of the Amesha Spentas and personifies wisdom.
The symbolism of the Persian archangels
The Amesha Spentas contributed to creation and each one presides over a part of it and the gifts it brings to mortals.
Ameretat ('not dying', 'living') personifies immortality and protects all plant life. The fifth month of the year is dedicated to her. Armaiti ('beneficent devotion') is righteous.
Note Amesha Spentas months on your calendar.
Asha Vahishta ('excellent order') personifies truth and moral and physical order. The second month is his.
Haurvatat ('wholeness') is associated with life after death and is the bringer of prosperity and good health. The third month is dedicated to her. Khshathra Vairya ('desirable dominion') is a protector of the poor and creator of metal; he has a helmet, shield and spear. His is the sixth month. Vohu Manah ('good sense') personifies wisdom and protects animals. He is represented by the cow and the 11th month is his. Sraosa, the messenger, guides souls to the afterlife and the 17th day of the month is his. | 936 | 530 | {
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Study Skills
Junior Cert History
Myths
- I have to write so much in history.
- You have to be good at spelling and grammar.
- My presentation is not good.
- History is all about dates.
Facts
- Marks are awarded for the quality of your answers not their length.
- There are absolutely no marks lost for poor spelling or grammar.
- No marks are lost for presentation. It makes no harm to make a good impression though!!
- There are no marks awarded or lost for dates in your answers. The key is getting events in the right order.
How to study for History
Start by revising by TOPIC.
Follow the principle of UNDERSTANDING the causes, course and consequences. Get events in the right order!
PREVIEW the text. Start with a quick skim of the chapter. Note section headings, key words, etc.
Adopt an *active* approach:
- **LOOK** for answers to the key questions that help us understand the topic.
- **READ** the chapter with these questions in mind. *Use a pen* and make *brief* notes. Do not write out the book.
Adopt an *active* approach:
- TEST yourself on the material that you have studied e.g. do questions from the end of the chapter.
- REVIEW briefly the material on first a weekly and then a monthly basis.
Significant Relevant Statement
Central to the marking of longer Junior Cert Questions, e.g. Q4 – People in History
- Relevant Introductory material
- A significant event
- An important phase of the topic
- An important consequence
- An explanation of a term valid to the topic
- Valid judgement/opinion based on fact
- Relevant illustration / map
Try and make notes useful!
- Organise notes by year and then by topic.
- Notes should be summaries and not too detailed.
- Write up your note in your own words and use examples where relevant.
- Use pictures and highlighter pen to give your notes a memorable appearance.
Second Year Course
- The Age of Exploration
- The Reformation
- Plantations in Ireland
- Revolutionary Movements
- The Industrial Revolution and the Famine
Special Studies
- A leader of a voyage of exploration – Magellan/Columbus
- A religious reformer – Martin Luther
- One plantation in detail – Ulster/Munster/Laois-Offaly/Cromwellian
- One revolutionary leader – Wolfetone/Washington/Robespierre
- Life in a factory town in Britain and life in rural Ireland
Key Questions - Columbus
- Why did Columbus set sail?
- Who sponsored his voyage?
- What was the voyage like?
- Where did he discover?
- What were the results of his discoveries?
Key Questions - Luther
Why was Luther unhappy with the church?
What did Luther do that made him famous?
What was the reaction of the Church?
What happened at the Diet of Worms?
How did Luther’s beliefs spread?
What were the main beliefs in his church?
What effects did his actions have?
| Key terms - Luther | Explanation |
|-------------------|-------------|
| Justification by faith alone | |
| Indulgences | |
| 95 Theses | |
| Papal Bull | |
| Diet and Edict of Worms | |
| Key People | Role |
|---------------|-----------------------|
| John Tetzel | |
| Pope Leo X | |
| Charles V | |
| Frederick the Wise | |
Spider Diagram: Causes of the Reformation
- Abuses - SNAP
- Humanist writers
- Printing Press
- Wealthy Church
- Renaissance
Outline Format
A. Causes of the US War of Independence:
a. Stamp Act – “No taxation without Representation”
b. Boston Massacre
c. Boston Tea Party
d. Continental Congress
e. Lexington and Concord
B. Main events...etc.
Diagram – Origins of Plantation
Flight of the Earls
Land confiscated
Ulster Planted by King James
Settlers arrive from England and Scotland
Past exam papers
- Use past exam papers to practice the Picture, Documents, Short Answer and Source Questions.
- http://www.examinations.ie/exammaterialarchive/
- Website contains the questions and marking schemes
- Focus should be on understanding, practice and repetition | 2,035 | 892 | {
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SUMMARY OF THE LESSON
It was Christmas Eve. Ray’s old-clock shop was still open even at that late hour. The old and deaf owner was repairing a clock he had sold that very day.
He stood up to close the shop. Just then he saw two men coming to his shop. One was in his twenties, the other was close to fifty. The younger one stayed at the door. The older man did not seem friendly.
Ray kept his head cool. He wrote on a paper how he might help him. He pointed to the board with old-clocks and watches hanging on it. He did not lend money on security. But he was gentle enough to help the needy.
The older man took out his wrist watch from his pocket. He asked how much the shopkeeper would give him for that. He was surely in a bad situation. His great need had brought him to Ray’s shop.
Ray was very kind and generous. He loaned more than the watch was worth for. He pulled out a fifty dollar note from the cash box. He put it into the man’s hand. They both knew that the watch wasn’t worth that much.
The man before walking out of the shop wrote that he would be back to take away his watch soon. He also wrote ‘Merry Christmas’.
Soon the clocks struck the midnight hour all together. They gave timeless message of peace, hope and goodwill in the world.
TEXTBOOK QUESTIONS SOLVED
EXERCISE (Page 14)
1. What made Ray think the visitor was not really a shopper?
Ans. Ray was deaf and dumb, but a good judge of men. His old wise eyes told him that the new visitors to his shop at that late hour, was not a shopper or customer. There was no friendliness in his eyes.
2. Why do you think he had come to the shop?
Ans. The visitor had not come to the shop to buy anything. Perhaps his intention was to loot the owner of his cash. He was in dire need of money.
3. How did Ray communicate with him?
Ans. Ray could neither speak nor hear. So he communicated with his customer by writing his message on a notepad. The visitor also wrote his reply on paper.
4. What do you think the man said to his friend who waited at the door?
Ans. The older man pointed to his ears and shook his head from side to side. Thus he conveyed to his younger companion that the shopowner could neither hear nor speak.
5. Ray was not a pawnbroker. Why then did he lend money to people in exchange for their old watches and clocks?
Ans. Ray was not a pawnbroker, a person who lends money on security of some item. He did not lend money on interest. He was, however, kind and helpful. He couldn’t say ‘No’ to the needy people.
6. “The watch was nothing special and yet had great powers.” In what sense did it have ‘great powers’?
Ans. The watch was just ordinary. But it had the power to pull a person out of a bad situation. The older man got the money he needed without hurting Ray. The generous shopkeeper also escaped physical injury. In this sense the watch had great powers.
7. Do you think the man would ever come back to pick up the watch?
Ans. No, it is very unlikely that the older man would ever come back to pick up his watch. He had, after all, got a price higher than the watch was worth for.
8. When did “the unfriendly face” of the visitor turn truly friendly?
Ans. The unfriendly face of the visitor turned friendly when he got a fifty dollar note for his ordinary watch. He felt obliged and happy. | 1,120 | 763 | {
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Herald of Peace
In ancient Greece, a truce was called before and during the Olympic games to assure safe passage for athletes and visitors to Olympia. Runners, called “heralds of peace,” traveled through Greece announcing the beginning of the truce. Our modern-day Olympic Torch Relay stems from this ancient custom, and Falling Waters, W. Va., resident Richard A. Smith has taken his place as a Herald of Peace.
On Dec. 20, Richard had the honor of carrying the Olympic torch in Cumberland, Md., on a piece of its 46-state journey to Salt Lake City, along with longtime friend Nanci Cogswell who nominated him. “Richard is my adopted stepfather. He has pulled me through a lot of rough times,” said Nanci. “It was awesome when he passed the flame from his torch to mine.”
Richard also called the experience awesome. “I carried the torch hoping to represent a peaceful type of relationship with the world. The Olympics ties the world together. If we can do it then, why can’t we do it all the time?”
Bearing witness to peace is nothing new for Richard. In 1952, he was called out of his Brethren Volunteer Service assignment in Falfurrias, Texas, for induction into the military. When his draft board would not recognize his conscientious objector position, he refused to be inducted and was imprisoned, serving eight months of an 18-month sentence.
Richard embodies the Olympic spirit of self-sacrifice and good will. An ordained Church of the Brethren minister, he served pastorates in the Denton, Md., and Johnsonstown, W. Va., congregations, as well as 19 years as a juvenile probation officer. Now retired, Richard is a member of the Hagerstown, Md., congregation where he serves as spiritual mentor to Manchester College student Margo Miller.
Richard had saved up $300 to purchase the Olympic torch he carried. But Margo, who is studying in Quito, Ecuador this year, related an experience to him that changed his mind. She had been stopped by two hungry young boys on the street who wanted to shine her shoes. As tennis shoes don’t shine well, she offered to buy them something to eat. With a board full of options at the restaurant, they simply asked for rice. Margo’s reflections on the new meaning this experience gave to the phrase “Live simply, so that others may simply live” so impressed Smith that he decided to donate his $300 to Christian Peacemaker Teams.
When fellow torchbearer Bev Hoffmaster, a member of the Martinsburg, W.Va., Church of the Brethren, learned of Smith’s sacrifice, she told her sister, Brenda Spaulding, who initiated a collection among Smith’s friends to purchase his torch for him. With or without his torch, one can be sure that Richard Smith will continue to be a Herald of Peace.—Peggy Reiff Miller | 1,106 | 606 | {
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This October set your reuse goal
Why reuse?
Reuse is about valuing our stuff, by using and reusing it for as long and as often as possible. This avoids the need to extract raw materials, manufacture and distribute new stuff, and avoids waste thereby cutting down on greenhouse gas emissions.
Reuse Month 2020
National Reuse Month 2020’s aim was to inspire you and provide you with the skills and tools to reuse more At Home, At Work, and At Play. For example, you may have already reused by getting shoes resoled rather than replacing them, or borrowing books from the library. To cut down on waste and greenhouse gas emissions, we asked everyone to go further in October and beyond by prioritising repair, buying second hand and upcycled, borrowing, swapping and refilling.
Looking for ways to take simple action? Try the following:
Repair and Revive
- Fix or clean up what you already have.
- Try repairmystuff.ie for local repair help.
- Learn to fix & upcycle
Buy pre-loved or upcycled
- Find pre-loved at your local charity shop, social enterprise, vintage shop or market
- Design with upcycled goods.
Borrow, Rent or share it
- Doing some DIY? Having a party? Borrow or rent gear you won’t use often.
- Alternatively, try sharing equipment you don’t use with friends, family or community.
BYO B&C
- Bring your own reusable coffee cup/ water bottle to the office or sports.
- Bring your own bags & containers when shopping.
How to be a reuser at home
Buy (or donate)
Buy (or donate) pre-loved instead of new with Irish Charity Shops; social enterprises (Limerick, Cork, Kerry, Longford), Babymarket, vintage stores & markets
Repair or revive
Repair or revive appliances with an authorised repair person, the Repair Directory or local sources
Swap
Swap anything, even the kitchen sink, for free on FreeTrade, WeShare, or at a swapsie event, or trade with Adverts, Done Deal & Facebook groups
Borrow
Borrow cookbooks or infrequently used items, like ice cream makers. Try your local library, WeShare, a family member or neighbour, or lease it with Tryilo
Refill
Refill reusable containers & bags when shopping or packing food for on the go
Upcycle
Upcycle existing or buy upcycled for that special touch. Try social enterprises (Dublin, Limerick, Cork, Kerry, Longford) | 993 | 526 | {
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March 5, 2020
Dear Parents and Guardians:
We understand that many families have questions regarding the recent outbreak of the Novel Coronavirus (2019-nCoV) and how it may impact our local community. The Center for Disease Control and Prevention is providing daily updates and recommendations.
While this is a public health concern, the CDC continues to report that the immediate risk to the general public remains low at this time. As with seasonal flu and strep infections, there are general precautions we can all take to remain as healthy as possible.
- Practice good hand hygiene. Wash your hands often and thoroughly with soap and water for at least 20 seconds. Avoid touching your eyes, nose, and mouth with unwashed hands. Use Alcohol-based hand sanitizer when soap and water are not available.
- When coughing and sneezing, cover your mouth and nose with a tissue. You can also cough or sneeze into your sleeve. Throw used tissues in the trash and immediately wash your hands with soap and water for at least 20 seconds.
- Avoid sharing drinking glasses, cups, eating utensils, dishes, towels or other items. Wash these items thoroughly with soap and water after use.
- Avoid close contact with people who are sick whenever possible.
- Practice other good health habits: Clean and disinfect frequently touched surfaces at home, work or school, especially when someone is ill. Get plenty of sleep, be physically active, manage your stress, drink plenty of fluids, and eat nutritious food.
It is important to keep children home from school when they are ill. If your child has any of the following symptoms please keep them home from school: temperature greater than 100.4°, coughing, vomiting, diarrhea, any rash not yet diagnosed by a physician, red or pink itchy eye, and/or drainage from eye, and any contagious illness such as chicken pox, strep throat or flu. For additional guidance on when to keep your student home, please refer to our school nurse, Ms. Margaret Joyce at 978-671-3625.
The Novel Coronavirus (2019-nCoV) is an evolving situation that we are following closely and will continue to update you as information is shared with us. Please rest assured that we are monitoring student health concerns. We are in close communication with the local Board of Health and Massachusetts Department of Public Health/School Health Unit. Our School Facilities Department is vigilantly sanitizing our educational spaces as we typically do during cold and flu season. We are following all recommended guidelines to ensure the safety of our students and staff.
Information about COVID-19 will change quickly and recommendations may change accordingly. We will be vigilant about remaining as informed as possible and passing that information along to you as appropriate. Two websites that will provide updates include the Center for Disease Control at https://www.cdc.gov/coronavirus/2019-ncov/ and Massachusetts Division of Public Health Services at https://www.mass.gov/orgs/department-of-public-health.
We remain deeply committed to students and staff wellness and will continue to share new information with you, as necessary, about this evolving situation.
Sincerely,
Melanie L. Hagman
Interim Superintendent-Director
Margaret Joyce, RN, BSN
School Nurse | 1,391 | 659 | {
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Nodaway Valley Schools to Incorporate Innovative TIPS Platform into Student Safety Efforts
As the new school year begins and already we see tragic stories of bullying, suicide and violence emerge throughout school systems and communities; Nodaway Valley Community School District in Iowa is focusing on prevention.
Nodaway Valley CSD is implementing Awareity’s proven and multi-award-winning TIPS (Threat assessment, Incident management & Prevention Services) prevention platform to help improve school communications, raise awareness and improve student safety. TIPS is an innovative solution equipping students, teachers, staff, parents and community members to anonymously report bullying, cyber bullying, weapons, abuse, vandalism, suicide risks and other concerning behaviors.
It is impossible for a school to prevent something they don’t know about. Evidence clearly reveals school officials need students, parents, faculty, staff and community members to be their eyes and ears to help them more effectively prevent behaviors that can have a negative effect on the school’s safe learning environment.
According to Dr. Casey Berlau, Superintendent for Nodaway Valley CSD, “We want our students to tell us about any concerns they have. If it is hurting their ability to learn, it needs to stop. Kids will withdrawal if you tell them to report something and then do nothing about it. TIPS is helping our team proactively identify, respond and address student safety issues before they escalate.”
How it works: if you observe a student making threats, witness bullying on the school bus, online, or at school, or have concerns about friends, students or others, simply go to the Nodaway Valley CSD website and click on the TIPS REPORT INCIDENT select the appropriate incident type, share the necessary details and SUBMIT. TIPS can also be used to report acts of kindness and for ongoing student surveys.
Once an incident report is made, the principal and designated staff members are immediately notified and can securely review the report details to begin coordinating an appropriate assessment and response. TIPS provides all team members with the right tools to track and document the actions taken, see related reports, set automated reminders, review past reports and connect the right dots so no students or incidents are overlooked.
“Most fights don’t start on the playground – fights start the night before on Facebook and schools are just seeing the escalation the next day at school,” says Awareity’s President Rick Shaw. “I have heard administrators say they just don’t have time to deal with all of the problems being brought to their attention, but if those administrators would just take time to handle small situations when they start, it will save them a lot of time and pain dealing with bigger issues that were allowed to escalate. We applaud Nodaway Valley Schools for listening to their students and taking proactive action with TIPS.”
The TIPS platform is being utilized in over 400 schools across the nation and has empowered schools to intervene and prevent multiple suicides, bullying escalations and active shooter attacks. TIPS is the only comprehensive reporting solution available that also includes tools for threat assessment and ongoing training and policy acknowledgement.
About Awareity:
Awareity is reinventing the way schools and organizations of all types improve safety, prevent regulatory failures, compliance fines, lawsuits, privacy breaches, safety disconnects, operational challenges, ethical lapses, incident reporting failures, workplace violence and more. Awareity offers an innovative and cost-effective prevention platform to connect the dots, eliminate embarrassing gaps and realize a better bottom line.
Contact:
Katie Johnson
402.730.0077
firstname.lastname@example.org
www.awareity.com
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Armenians are an ancient people that history records struggling against an expansive Babylonia more than 3,000 years ago. Later, Assyrian attacks led them to organize into a state around Lake Van. Although this state declined as major powers competed for control of the southern Caucasus, the rugged mountainous terrain allowed Armenians to maintain much autonomy and to maintain their distinctive culture. Conversion to Christianity in the first decade of the 4th century allows Armenia to claim to be the world’s oldest Christian nation.
In about 387 A.D., Armenia was divided between the Roman and Persian empires. In the west, the Romans were followed by Byzantium and the Ottomans as rulers of western Armenia. In 1801, the Russians expanded south of the Caucasus Mountains to challenge the Persians, and by 1828 were masters of eastern Armenia.
As a result of the October 1917 revolution, Russian troops withdrew from Transcaucasia. After a brief occupation by the Central Powers, three former Russian states — Armenia with Azerbaijan and Georgia — went their separate ways, with Armenia declaring its independence on May 28, 1918. After the Bolsheviks had routed the White Russian forces north of the Caucasus, their army moved into the former Russian Caucasus. On December 3, 1920, Armenia was proclaimed as a Soviet Republic.
Hoping to end the political strife among them, the Bolsheviks again merged Armenia with Azerbaijan and Georgia on March 12, 1922 to form the Transcaucasian Soviet Federated Socialist Republic (TSFR). In 1936, Joseph Stalin redrew the map of the Caucasus again recreating the individual republics. Nagorno-Karabagh and Nakhchivan, areas claimed by Armenia, were assigned to Azerbaijan with the special status of autonomous republics. Responding to the breakup of the Soviet Union, Armenia declared its independence on August 23, 1990, one of the first Soviet republics to do so.
Russian postal service to Tbilisi was established in 1805, and in 1830 limited service was extended to Yerevan. In December 1857 Russia issued its first postage stamps, which became valid in Transcaucasia on March 1, 1858. Although Armenia declared its independence in May 1918, it continued to use Czarist stamps without overprints until October 1919, when inflation and a stamp shortage forced it to surcharge 1-kopeck stamps to satisfy the 60k rate. In December 1921 special stamps were issued for the Soviet Republic. Armenian stamps remained in use until September 15, 1923 when TSFSR stamps were introduced. These were replaced by Soviet stamps in January 1924. The new Armenian Republic issued its first postage stamp on May 28, 1992. It depicts Mt. Ararat. | 1,231 | 589 | {
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Wilhelm Grimm was born on February 24, 1786, in Hanau, Germany. He and older brother Jacob studied German folklore and oral traditions, publishing a collection of stories eventually known as Grimms' Fairy Tales which includes narratives like Briar Rose and Little Red Riding Hood. Wilhelm oversaw editorial work on future editions of the collection, which became more geared towards children.
**Early Life**
Wilhelm Carl Grimm was born on February 24, 1786, in the town of Hanau, Germany, to Dorothea and Philipp Grimm. Wilhelm Grimm was the second oldest of six siblings, and would later embark on an industrious writing and scholarly career with his older brother, Jacob. Wilhelm and Jacob studied law at the University of Marburg from 1802 to 1806, following the path of their lawyer father. Due to health issues, Wilhelm didn't start regular employment until 1814, when he obtained a position as secretary at a royal library in Kassel, Germany. Jacob Grimm would join him there in 1816.
**'Grimms' Fairy Tales'**
Influenced by German Romanticism, a prevailing movement of the time, the brothers robustly studied the folklore of their region, with an emphasis on recording village oral storytelling that was vanishing with the advent of new technology. Jacob's and Wilhelm's work culminated in the book *Kinder-und Hausmärchen* (Children's and Household Tales), the first volume of which was published in 1812. A second volume followed in 1815. The collection would later come to be known as Grimms' Fairy Tales, with famous stories that include Snow White, Hansel and Gretel, The Golden Goose, Little Red Riding Hood and Cinderella.
Despite the emphasis on village oral traditions, the stories were in fact an amalgamation of oral and previously printed fairy tales, as well as information shared by friends, family members and acquaintances, with non-German influences. For instance, French writer Charles Perrault had earlier written a version of The Sleeping Beauty, known as Briar Rose in the Grimm collection. The brothers aimed to make the collection more palatable to children by its second edition, and hence made note that they had altered and expanded the language of the stories. Wilhelm, seen as the more easygoing of the two with a passion for the arts, served as editor on future editions of Tales.
Marriage and Later Years
While Jacob remained single, in the mid-1820s, Wilhelm married Dortchen Wild, with whom he would have four children. By 1830, the brothers had taken on work at the University of Göttingen, with Wilhelm becoming an assistant librarian. The two left the university in the mid-1830s—the result of being banished by the king of Hanover after they protested changes he'd made to the region's constitution. In 1840, the brothers decided to settle in Berlin, Germany, where they became members of the Royal Academy of Science and lectured at university. They subsequently took on a massive project—a comprehensive dictionary of the German language. The book reached completion years after Wilhelm's passing.
Wilhelm Grimm died on December 16, 1859, in Berlin, Germany. Throughout his life, he authored or co-authored nearly two dozen books.
The Brothers' Legacy
Grimms' Fairy Tales have been retold in a wide variety of media formats over the past several decades, and as such, the storylines have often been tweaked to fit varying ideas of what's appropriate for children. The Grimm legacy continues to be celebrated. Marking the 200th anniversary of the brothers' historical collection, 2012 saw a number of special tie-in publications and special events, including the release of a bicentennial edition of *The Annotated Brothers Grimm*, edited by Harvard mythology scholar Maria Tatar, and a retelling of the brothers' classic tales by Philip Pullman, *Fairy Tales From the Brothers Grimm*. | 1,624 | 814 | {
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Tall and Short: Describe and Compare Measurable Attributes
By Celeste Bishop
Rosen Classroom, United States, 2013. Paperback. Book Condition: New. 198 x 196 mm. Language: English . Brand New Book. Working with measurements and data is an essential skill for all math students. Readers are introduced to concepts like describing and comparing measurable attributes and sorting objects into categories. Each skill is explained with the help of accessible text and bright images. Readers learn to compare heights in a way that is easy to understand when they explore this title, which highlights standard K.MD.A.2 of the Common Core State Standards for Mathematics.
Reviews
A top quality publication along with the font used was intriguing to read. I really could comprehend everything using this written e ebook. Its been designed in an remarkably straightforward way and it is only after i finished reading through this publication by which basically altered me, modify the way i believe.
-- Cathrine Larkin Sr.
Very useful to all of group of people. I actually have read through and so i am certain that i will planning to study yet again once again down the road. I am just very easily can get a satisfaction of looking at a created book.
-- Mark Bernier
Write Better Stories and Essays: Topics and Techniques to Improve Writing Skills for Students in Grades 6 - 8: Common Core State Standards Aligned
Createspace Independent Publishing Platform, United States, 2012. Paperback. Book Condition: New. 277 x 211 mm. Language: English. Brand New Book. Mr. George Smith, a children's book author, has been conducting writing workshops at schools since 2004....
The Magical Animal Adoption Agency Book 2: The Enchanted Egg
Hyperion, United States, 2016. Paperback. Book Condition: New. Alexandra Boiger (illustrator). 198 x 129 mm. Language: English. Brand New Book. There's a new resident at the Magical Animal Adoption Agency—but this one hasn't hatched yet! Mr. Jams brought home...
The Adventures of a Plastic Bottle: A Story about Recycling
SIMON SCHUSTER, United States, 2009. Paperback. Book Condition: New. Children's Tk, Pete Whitehead (illustrator). Original ed.. 203 x 196 mm. Language: English. Brand New Book. Learn about recycling from a new perspective! Peek into this diary of a plastic bottle...
Buy One Get One Free
AUTHORHOUSE, United States, 2006. Paperback. Book Condition: New. 198 x 122 mm. Language: English. Brand New Book. There was a slave story told that only a few knew about. A story about a young man who was blessed by God and...
The Fire Children
Rebellion, United Kingdom, 2015. Paperback. Book Condition: New. Not for Online. 198 x 130 mm. Language: English. Brand New Book. Fifteen years have passed since Mother Sun last sent her children to walk the world. When the eclipse comes, the people...
Children's Educational Book: Junior Leonardo Da Vinci: An Introduction to the Art, Science and Inventions of This Great Genius. Age 7 8 9 10 Year-Olds. [Us English]
Createspace, United States, 2013. Paperback. Book Condition: New. 254 x 178 mm. Language: English. Brand New Book. ABOUT SMART READS for Kids. Love Art, Love Learning Welcome. Designed to expand and inspire young minds; this is... | 1,552 | 727 | {
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Join Ealing’s school wide Giant Walk to School
In aid of COP26
Our school is participating in Ealing’s school wide Giant Walk to School on **Friday 12th November 2021** in support of COP26. Showing our commitment to help alleviate the climate crisis and increase active and sustainable travel to and from school. Pledging our support to reduce carbon emissions one step at a time!
**What is COP26?**
COP26 is the **2021 United Nations annual climate change conference** which is taking place in **Glasgow** this November and will be the biggest meeting of world leaders that the UK has ever hosted! At COP meetings, governments from across the globe agree on **targets for the future**, with the aim of **reducing greenhouse gases** and **protecting the planet**. These decisions affect people all over the globe; they help us all work together to become **greener** and more **sustainable**.
**What are the benefits of walking, cycling, scooting or Park & Striding to school?**
- Actively travelling to school helps children feel **happier** and **healthier** and they arrive refreshed, fit and ready to learn.
- More families that actively travel to school means fewer cars on the road during the school run, helping to **reduce congestion** and **air pollution** and **increase road safety** at the school gates.
**What if you can’t walk all the way to school?**
- If you live too far away or don’t have time to walk the whole way to school, you can **Park and Stride**. Park or hop off public transport at least ten minutes away from the school and walk the rest of the way.
- Don’t forget to check the attached walk to school map to find the most convenient route for your child.
**WHAT CAN YOU DO?**
We are committed to do our part and help **alleviate the climate crisis** by **encouraging** as many parents, **pupils** and **teachers** to travel to and from school in the most **sustainable ways** possible. Join us on **Friday 12th November 2021**, by walking, cycling, scooting or Park & Striding to school and show your commitment to making a cleaner, greener and less polluted route to school.
Plan your walk to school with your child!
Walking to school is a great way to engage with your child and teach them about crossing the roads safely along your journey.
Walking to school with your child counts towards the recommended daily target of at least 180 minutes of physical activity for children under 5 years old, or a minimum of 60 minutes of moderate activity for 5 to 18 year olds!
Walking is the most popular way parents travel and you and your child can meet lots of friends from school along the way.
- Popular walking route
- Pelican crossing
- Zebra crossing
- Pedestrian island
- 10 minute walk area
- Footpaths
- On-street park & stride
- School main entrance
- Minutes to walk to school
Please remember that any advice we have provided you has not been based on any medical check. While physical exercise is beneficial in most circumstances, we recommend that if you are concerned about the suitability of these activities or experience discomfort whilst exercising, you seek medical advice from your GP. | 1,308 | 691 | {
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Creating Trauma Informed Classrooms
Deborah Chalmers, LCPC
Elysia M. Aufmuth, LCSW
illinois action for children
Children Exposed to Trauma (CET) What does it mean?
- One time episode vs. regular ongoing exposure
- Impacts all children regardless of race, class, geographic location, family background
- Violence
- Home, community, media
- Abuse and/or Neglect
- Physical, emotional, psychological, or sexual
- Accidents
- Medical needs
- Natural disasters
- Homelessness
- Death or loss of loved one
Trauma’s Impact on Children
• Survival instincts: Fight, flight, or freeze
• Developmental impacts: Socially, emotionally, cognitively
• Behavioral changes: Regression, aggression, withdrawal, personality changes
• Increased likelihood of expulsion
What do CET need?
- Safe, secure, and loving relationships
- Consistency
- Predictability
- Protection
- Patience
- Supportive relationships with parents
- Safety, safety, safety
What are Trauma Informed Classrooms?
• Caregivers who are positive, loving, and patient – Who “Get Them”
• Environments that create safe, predictable, calm, cozy spaces
• Activities that allow children to explore feelings, develop skills, and PLAY
• Teaching social-emotional skills
• Maintaining relationships with family
How do we support the teachers?
• Compassion fatigue
• Need for support, reflection
• Education and information on trauma
• Time to think, plan, collaborate
• An ear to listen, an extra set of hands to help, eyes to observe
Resources
• Illinois Childhood Trauma Coalition - http://illinoischildhoodtrauma.org/
• NCTSN - http://www.nctsn.org/category/location/Illinois
• Barr Harris Children’s Grief Center - http://barrharris.org/
• Caregiver Connections - http://www.caregiverconnections.org/
But Let’s Be Real…
• Not enough resources
• Parents not always ready or comfortable - May take time
• Access issues
• Your role is essential to helping children exposed to trauma!
Next Steps
• Thinking about your program…
– What are you already doing to support CET?
– What 3 things will you take with you from today’s sessions to use in your program?
“Anything that’s human is mentionable, and anything that is mentionable can be more manageable. When we can talk about our feelings, they become less overwhelming, less upsetting, and less scary. The people we trust with that important talk can help us know that we are not alone.”
— Fred Rogers | 1,220 | 558 | {
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miles (28,000 km²) of ocean.
According to official reports, the ship was carrying 53,094,510 gallons (1,264,155 barrels) of oil, of which about 10.8 million US gallons were spilled into the Prince William Sound. During the first few days of the spill, heavy sheens of oil covered large areas of the surface of Prince William Sound.
Multiple factors have been identified as contributing to the incident: Beginning three days after the vessel grounded, a storm pushed large quantities of fresh oil on to the rocky shores of many of the beaches in the Knight Island chain. Exxon Shipping Company failed to supervise the master and provide a rested and sufficient crew for Exxon Valdez. The third mate failed to properly maneuver the vessel, possibly due to fatigue or excessive workload.
Exxon Shipping Company failed to properly maintain the Raytheon Collision Avoidance System (RAYCAS) radar, which, if functional, would have indicated to the third mate an impending collision with the Bligh Reef. Captain Joseph Hazelwood, who was widely reported to have been drinking heavily that night, was not at the controls when the ship struck the reef.
Other factors, included: Ships were not informed that the previous practice of the Coast Guard tracking ships out to Bligh Reef had ceased. The oil industry promised, but never installed, state-of-the-art iceberg monitoring equipment. Exxon Valdez was sailing outside the normal sea lane to avoid small icebergs thought to be in the area. (Source: Wikipedia).
a) Identify the key players in the case
b) What are the professional responsibilities neglected by each of the key players in the case? http://www.ktuonline.com
c) What are the ethical issues attached to the case?
d) How do you think that the disaster management team of the Exxon reacted to the accident?
e) What are the lessons learned from the Exxon Valdez oil spill?
PART A
Answer all questions, each carries 6 marks.
1. Your college recently organised a seminar on ‘Say No to Tobacco’. The speakers included well known educationists and doctors. Write a report on the same for your college magazine in not more than 100 words.
2. a) You were asked to give a speech on global warming for the Environment Day celebration in your college. Prepare the data needed by the method of mind mapping.
b) Give 3 differences between critical thinking and creative thinking.
3. What are the different steps taken in group problem solving?
4. a) Explain the meaning and need of work ethics.
b) What is environmental ethics and comment on environmental ethics and engineers?
5. Give a short note on leadership styles.
PART B
Read carefully the following case and answer the questions given below, it carries 20 marks.
(Case study)
The Exxon Valdez oil spill occurred in Prince William Sound, Alaska, March 24, 1989, when Exxon Valdez, an oil tanker owned by Exxon Shipping Company, bound for Long Beach, California, struck Prince William Sound’s Bligh Reef, 1.5 miles west of Tatitlek, Alaska at 12:04 am local time and spilled 10.8 million US gallons (or a mass of 35,000 metric tonnes) of crude oil over the next few days. It is considered to be one of the most devastating human-caused environmental disasters. Prince William Sound’s remote location, accessible only by helicopter, plane, or boat, made government and industry response efforts difficult and severely taxed existing response plans. The region is a habitat for salmon, sea otters, seals and seabirds. The oil, originally extracted at the Prudhoe Bay oil field, eventually covered 1,300 miles (2,100 km) of coastline, and 11,000 square | 1,614 | 771 | {
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Name
Use your best cursive writing to copy the words.
seven
letters
refrigerator
Use your best cursive writing to copy the sentences below.
What seven letters did the boy say when he opened up the refrigerator? "Q-U-C-U-R-M-T!"
Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha!
Tip! Check your SIZE. Is each of your letters the right height and resting neatly on the line?
Bonus Chuckle!
What do you call a fly with no wings?
A walk!
Use your best cursive writing to copy the words.
basketball
drools
dribbles
Use your best cursive writing to copy the sentences below.
What is the difference between a beagle and a basketball player? One drools and the other dribbles!
Hai! Hai! Hai! Hai! Hai! Hai! Hai! Hai! Hai!
Bonus Chuckle!
What kind of cats like to go bowling?
Alley cats!
Use your best cursive writing to copy the words.
cannot
rabbit
glasses
Use your best cursive writing to copy the sentences below.
How do you know cannots are good for your eyes?
Because you never see rabbits wearing glasses!
Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha!
Tip! Check your SHAPE.
Are all of your letters the right shape and closed where they should be?
Bonus Chuckle!
What do you call a bear with no teeth?
A Gummy Bear!
Name
Use your best cursive writing to copy the words.
black
white
skunk
Use your best cursive writing to copy the sentences below.
What is black and white and red all over? A baby skunk with a very bad case of diaper rash!
Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha! Ha!
Tip! Check your SPACING. Are all of your letters and words evenly spaced?
Bonus Chuckle!
What did the little porcupine say to the cactus?
"Is that you, Mommy?"
Name
Use your best cursive writing to copy the words.
ball
team
around
Use your best cursive writing to copy the sentences below.
Why did the soccer ball decide to quit the team?
It was sick and tired of being kicked around!
Hai! Hai! Hai! Hai! Hai! Hai! Hai! Hai! Hai!
Tip!
Check your SMOOTHNESS.
Do all of your letters have the same line thickness?
Bonus Chuckle!
What should never be eaten after it is served?
A tennis ball! | 928 | 535 | {
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SYLLABUS FOR PHYSICAL EDUCATION
Freshmen—First & Second Semester
Sophomores--Second Semester
School Mission Statement: To challenge you to grow in knowing, loving and serving God and others.
Course Description: In 1 Corinthians 3:16, we read “you yourselves are God’s temple.” Christian education is concerned with the unique development of each student to serve God and others as can be seen in our mission to challenge students to grow. That education promoting growth includes physical education where you will learn that your body is important. Because the body is an integral part of us all, we being created in the image of God, should value the body as a God-given possession through which we live the Christian life. The task of physical education is to educate you in the proper use of the body. To help you train and keep your bodies fit, instruction will be given in the development and care of your body ranging from simple calisthenic exercises to units providing knowledge and skills of athletic games and activities. Physical education will also include decisions and actions that pertain to health, fitness, and Christian work and leisure. In your play and activity, you will be encouraged to be honest, unselfish, disciplined, helpful, and respectful to those you compete and participate with.
Instructor: Darrel Ulferts
Email: email@example.com
Cell: 712.441.0621
Teaching: Physical Education will be taught every Monday, Wednesday, and Friday each week unless prior arrangements are made and announced.
Our PE classes will be held in the gym, weight room, and/or outdoors depending on the weather. All classes will begin with dressing properly for active intensive play. All classes will start with a conditioning and flexibility time to help students build endurance and prepare their body for the activity for that day.
Goals:
1. Students will see how physical activity helps develop the total human being.
2. Students will learn how to play many individual and team sports.
3. Students will see how a life-long exercise and activity promotes the “temple of the Lord.”
4. Students will see competition as a means of bringing out the best in themselves and in others.
5. Students will display Christ-like sportsmanship and actions.
6. Students will increase their understanding of muscular and fitness activities.
7. Students will play hard and enjoy the activity.
8. Students will be respectful to their teachers, classmates, and equipment at all times.
Course Activities
1. Speed-A-Way
2. Polo
3. 2 ball indoor soccer
4. Variations of indoor kickball
5. Indoor tennisball
6. Fitness Tests
7. Indoor Lacrosse
8. Floor Hockey
9. Winter Olympics
10. Badminton
11. Zumba
12. Table Tennis
13. Whiffle ball
14. Softball
15. Frisbee Golf
Assessment Plan and Policy:
Physical Education is a pass/fail course. Full participation and proper dress is required for a passing grade. Students not actively participating will be given a verbal warning. Proper dress includes:
1. gym shoes
2. T-shirt
3. Sweat pants or gym shorts. School clothing and/or jeans are allowed.
All students that are not able to participate because they are not feeling well or injured but still in school, will be assigned to the media center to prepare a report on an assigned activity. The report must be completed on Google docs and shared with Mr. Ulferts (firstname.lastname@example.org) before credit will be given.
Students with a total of five or more absentees/improper dress violations/missing reports in a 9 week period will receive a fail for the 9 weeks. Students that have met the participation standards for the course and have less than 5 absentees/improper dress violations/missing reports in each grading period will receive a “pass” and receive full credit for the quarter. | 1,620 | 809 | {
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### Plan 4
| School | Capacity | Enrollment | Percent Capacity |
|--------------|----------|------------|------------------|
| King | 404 | 354 | 87.6% |
| Leal | 459 | 404 | 88.0% |
| Prairie | 378 | 337 | 89.2% |
| Thomas Paine | 326 | 269 | 82.5% |
| Wiley | 348 | 334 | 96.0% |
| Yankee Ridge | 348 | 320 | 92.0% |
| School | Enrollment | Percent Capacity |
|--------------|------------|------------------|
| King | 351 | 86.99% |
| Leal | 407 | 88.79% |
| Prairie | 342 | 90.5% |
| Thomas Paine | 267 | 81.9% |
| Wiley | 326 | 93.7% |
| Yankee Ridge | 325 | 93.4% |
| School | Number Eligible | Percent Eligible |
|--------------|-----------------|------------------|
| King | 335 | 94.6% |
| Leal | 244 | 60.4% |
| Prairie | 285 | 84.6% |
| Thomas Paine | 192 | 71.4% |
| Wiley | 239 | 71.6% |
| Yankee Ridge | 167 | 52.2% |
**Legend:**
- **Elementary Schools**
- **Existing Attendance Areas**
- **Proposed Attendance Areas**
**Disclaimers:**
- This map was created for illustrative purposes only and is not to be used for any other purpose.
- Information on the map may not be accurate and should not be used for any other purpose.
**Notes:**
- Willow Springs from Wiley to Leal
- Dunbar Court housing from King to Thomas Paine
- Area bounded by Race St, Florida Ave, Vine St and Montclair Rd from Wiley to Yankee Ridge
- Area south of Windsor Rd and west of Philo Rd from Wiley to Yankee Ridge
- Edgewood and Beringer Commons from Thomas Paine to Prairie
- West of S Lierman and Ivanhoe from Prairie to Thomas Paine | 1,528 | 530 | {
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IB History of Americas Year I (class of 2017) Summer Work
Below is a summer assignment to get you started thinking about the history we will cover next school year. The work must be either hand written or typed, either way a hard copy must be turned in. You also must write the title of each part of the work as well as any questions that you are to answer above your answers. This work will be collected on the first day of school and there will be an assessment of what you learned from this assignment.
Go to gilderlehrman.org
Click REGISTER at the top and create a login as a student. Remember your login name and password.
Using the tabs at the top left side of the website:
Click HISTORY BY ERA
Click COLONIZATION AND SETTLEMENT, 1583-‐1763
Click EARLY SETTLEMENTS
Click ESSAYS
Choose both of the following essays, print them out and annotate them…meaning read with a pencil! Or take notes on a sheet of paper.
* Conflict and Commerce: Rise and Fall of New Netherland
* Jamestown and the Founding of English America
Next click on PRIMARY SOURCES
Choose all 4 of the following primary sources, read them and answer the accompanying questions that follow the documents. Write your questions as well as the answers.
* A Jamestown Settler describes life in Virginia, 1622
* John Winthrop describes life in Boston, 1634
* Late 17c map of New England, 1682
* The Surrender of New Netherland, 1664 | 653 | 1,219 | {
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Social Smarts and Science Smarts
We all have many different types of intelligences or "smarts" in our brains. At school and home we spend a lot of time building up ourscience smarts -‐ which is a good thing. But did you know that there are othersmartsthat are just as important?Social smarts are something we've all got to work on building, but sometimes we don't pay enough attention to how we can learn them.
It feels good to all of us to know information about the world (science smarts), but figuring out how to share that information with other people involves oursocial smarts!
Here are a few examples of the difference between the two types of smarts. We've started the list but there are so many more. What other things can you think of that involve your science smarts or your social smarts?
Your job is to continue to build BOTH yourscience andsocial smarts at home and school!
For Discussion:How could you usesocial smarts in the following places?
1. At dinner with your family.
3. Sitting in a classroom at school.
2. In the car driving with your family or others.
4. Walking in the halls.
5. Playing or hanging out with someone during recess or lunch? | 412 | 981 | {
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Mean, SD and Graphing in Excel 2007
1. Open Excel and enter your data in columns. You can label the columns if you prefer. For example:
2. To calculate mean:
a. Click on the box in which you want the mean to be placed
b. Click the formulas tab at the top of the screen
c. Select the "insert function button"
d. A new box pops up. Search to find the AVERAGE option, click OK
e. Highlight the data of which you want the average to be calculated, click OK
3. To calculate standard deviation
a. Click on the box in which you want the SD to be placed
b. Click the formulas tab at the top of the screen
c. Select the "insert function button"
d. Search to find the STDEV option, click OK
e. Highlight the data of which you want the SD to be calculated, click OK.
f. NOTE: be sure not to select the mean as one of your data points for calculating standard deviation. This is a common mistake.
4. To select the correct number of digits for your answer (remember, you want correct precision)
a. Select the top box between row 1 and column A. This should highlight your entire spreadsheet.
b. Click the HOME tab along the top
c. Select format cells and then format cells again.
d. Select number, and indicate the number of decimal places you want included. Hit OK.
| BOY | GIRL |
|---|---|
| 12 | 15 |
| 12 | 76 |
| 45 | 58 |
| 78 | 36 |
| 5 | 12 |
| 45 | 6 |
| 78 | 53 |
| 97 | 79 |
5. To graph
a. Along the top, select INSERT
b. Highlight the column headings (i.e. boy/girl), hold down the CTRL key and highlight the means
c. Select the type of graph you want
d. When you click on the graph, a new set of tools opens up, called CHART TOOLS. From this you can change the chart layout (do this to add a title) or bar colors.
e. Within your graph, click on and delete the key that says "series 1"
f. To add axis labs, select the LAYOUT tab under CHART TOOLS and choose the "axis titles" option.
6. To add SD error bars
a. Click anywhere on the graph to open the chart tools
b. Click the layout tab
c. Select error bars and thenmore error bar options.
d. Select custom and specify value
e. A little box comes up that looks like:
f. Delete what is in each box
g. For EACH box (positive and negative) select the cells on the Excel page that include the standard deviations. Highlight them all at once.
h. Hit ok. | 1,045 | 2,006 | {
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Who is Fitzy Fox?
READING DISCUSSION QUESTIONS
------------------------------------------
Identity
What is Fitzy Fox confused about? What does Fitzy Fox find out that helps answer his question about his identity? What makes your identity?
Belonging
Who are you connected to? Where do you fit in? Who helps you to feel like you belong?
Who does Fitzy Fox know in his own neighbourhood and how does that give him a sense of being part of a community?
When Fitzy Fox visits London, what are some of the things that might make him feel out of place? What makes him feel comfortable and welcome?
Have you ever had a time when you didn't feel like you quite belonged? What did you do?
Asking for help
How did they help?
On his journey, Fitzy Fox was helped by many different characters; some he knew well and others he had never met before. Can you remember some of the helpers in the story?
Who are the people in your life who have helped you?
Feelings
How did Fitzy Fox feel at the beginning of the story compared to the end? What different feelings did Fitzy Fox feel throughout the story? When have you felt a similar way?
Resilience
In what ways do you think Fitzy Fox showed resilience? When have you shown resilience in your life?
Worries
What were some of Fitzy Fox's worries? What did Fitzy Fox learn about sharing his worries? What do you do when you are worried?
Self esteem
what. How do you think these words helped Fitzy Fox?
At the very end of the story Fitzy fox's mummy says she would love him no matter
What do you think is the message at end of the story?
What can you learn from the story?
---------------------------------------------------------
Visit www.fitzyfox.com
for more teacher resources! | 717 | 1,416 | {
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Advice Idioms Exercise
A Match the idioms with the meanings and then translate the idioms.
| Idiom | Meaning | Translation |
|--------------------------------------------|---------------|--------------------------------------------------|
| 1- Don't think twice about it | a – not important | .................................................. |
| 2- Every cloud has a silver lining | b – good from bad | .................................................. |
| 3- It doesn't matter | c – do it | .................................................. |
| 4- You might as well | d – don't hesitate | .................................................. |
B Circle the correct answer.
1 You really upset Maggie yesterday.
..........................................
A Don't think twice about saying sorry
B You might as well say sorry
C You'd better say sorry
5 It's an easy decision. .......................
A Don't think twice about it
B You might as well
C Every cloud has a silver lining
2 We have to leave in half an hour so
..........................................
A don't think twice about
B you might as well
C you'd better
6 I know it's a bit expensive but it's also a great opportunity. .......................
A Don't think twice about it
B You'd better take it
C You'd better say sorry
3 I know you're sad because your girlfriend dumped you, but that means you're free to come on holiday with us. .......................
A Don't think twice about it
B You might as well
C Every cloud has a silver lining
7 There'll be a lot of sales people at the party and I know how you hate them but there's a free bar so
..........................................
A you'd better come
B you might as well come
4 A: My parents won't let me go out tonight but there is a good movie on tonight.
B: ..........................................
A Don't think twice about it
B You might as well
C Every cloud has a silver lining
8 A: I'm afraid I broke your favourite glass.
B: ..........................................
A Don't think twice about it
B It doesn't matter
C Every cloud has a silver lining
Answers
A 1D 2B 3A 4C
B 1C 2A 3A 4A 5C 6B 7C 8A | 1,501 | 517 | {
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Aa Bb
Cc Dd
Ee Ff
Gg Hh
Mm Nn
Oo Pp
Qq Rr
Ss Tt
Uu Vv
Ww Xx
How to use these flash cards:
- **Say with me** -
Let your child repeat what you say e.g,
'Capital A small a, or
A is for apple Ah-ah apple
- **Say what you see** -
Give your child a chance to guess what they see
- **Trace the letter** -
Let your child trace the letter with his/her finger
- **Imitate** -
Let your child make the shape of each letter with their hands/body
There are 5 vowels in the English Alphabet:
A E
U O I | 1,021 | 535 | {
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Child Psychology Meta: Solution
Cyrus "Cy" Kohsis, LICSW, has fused data from his various patients, creating an overlay puzzle. Each jumble of letters, when separated, reveals the beginning and end of a clue phrase.
The next step of the puzzle is to connect the two ends by using the words from each of the Social Studies puzzles' answers. In the Private Eye division, small riddles clue toward which answer to use; Gumshoes have the matching puzzles named outright. In order presented, the clue phrases (with the word or words linking the two in bold) are:
Geography ( WHERE'S THE BEEF)
The one who / Where's The / Roman Laurels: CAESAR
(A homophone on "where's/wears" is in play!)
Toasted / Beef/ Sandwich: HAMBURGER
Public Health (PAINKILLER)
Scary Stories / Killer / Living Scarecrow: HAROLD
Enterprise / Pain/ Reliever: MCCOY ("Bones" McCoy)
History (SONG DYNASTY)
"Dog Eat Dog" / Song / Writer Adam: ANT
Forsythe's / Dynasty/ Billing: TOP (John Forsythe was the star!)
Political Science (FIRST AMENDMENT)
Man who sent the / First / President email: CLINTON
Thirteenth / Amendment / warrior: GRANT (Ulysses S. Grant literally fought in the Civil War, making him the "warrior" for it)
Solvers now have a list of eight answers. Seven belong to a set, while the eighth clues to it. The seven "set" answers are HAMBURGER, HAROLD, MCCOY, ANT, TOP, CLINTON, and GRANT, while the eighth--CAESAR--is the clue.
What do all of these answers have in common? Simple--hills!
-Hamburger Hill: location of a Vietnam War battle
-Harold Hill: main character of The Music Man
-McCoy: A clue to Hank McCoy (of X-Men), which in turn clues Hank Hill, main character of King of the Hill. Looking back, we realize this "double-layer" clue was too challenging.
-Anthill: Self-explanatory.
-Hilltop: Self-explanatory.
-Hilary Clinton: "Hill" is a nickname of "Hilary"
-Grant Hill: Famous Celtics basketball player.
Combining seven "Hills" with the word CAESAR leads to the meta-answer:
THE SEVEN HILLS OF ROME! | 1,083 | 567 | {
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Suitable for
3-7 years
Fionah's activity guide Famous structures around the world
Aim
The aim of this activity is to find out about the variety of structures civil engineers build by exploring different famous structures from around the world.
Time required
10:00 minutes per activity
Story to guide activity
If I built a house by Chris Van Dusen
Materials
→ Famous structure cards. These can be found in the resource pack. Printing the resource pack gives you two copies of each structure. However, some games require four copies per structure so you might wish to print two copies of the resource pack. To obtain a printed pack of cards please contact us.
LDE_Lesson Plan_Famous structures around the world_Fionah_08_AW.indd 2
15/11/2022 08:28
Instructions
1. Explain that civil engineers like Fionah build many different types of amazing structures and show some of the cards and talk about the structures and their properties
2. Play different games with the structure cards (e.g. matching pairs etc) – see options below.
3. Extend the activity with circus skills and balances – see the guide on the website
4. Extend the activity with your own build
Game ideas
Structures Matching Pairs: The goal is to collect the most pairs. Place all cards face down. A player turns up two cards at a time. If they match you can keep the pair; if not return face down in the same position. Remember where they are to match the most pairs.
Swop: The goal is not to be left with a single card. Before playing remove one single structure card. Deal out all remaining cards. First each player checks for pairs and if they have any remove them from their hand. Next take it in turns for a player to pick one card (unseen) from the player to their left until someone is left with just one card.
Snap: The goal is to win all of the cards. Deal out all cards and each player keeps their pile face down in front of them. Players take it in turns to take the top card from their pile and place it face up. When someone turns up a card that matches a card already face up the first person to spot a matching pair and shouts "SNAP" wins that pair.
Happy Structures: The goal is to collect the most sets of four cards. Deal out all cards. The first player asks any other player for a particular card – you can only ask for a certain structure if you already have one in your hand. If the other player has the card they must hand it over and you can ask again. If an asked player does not have the card your turn ends and the next player takes a turn to ask.
LDE_Lesson Plan_Famous structures around the world_Fionah_08_AW.indd 3
15/11/2022 08:28
Background information
Civil engineers are responsible for infrastructure which includes canals, roads, bridges, dams, statues, buildings, tunnels etc. Some of the structures have lasted a long time and today civil engineers are looking at how can they design sustainable infrastructure that will stay fit for purpose for a long time. Our civil engineer Fionah is really interested in the use of new materials and recycling, for example recycling plastic for use in roads.
Prompt questions
→ Discuss different aspects of the structures
→ What are they used for?
→ Can you think of examples of similar structures near you?
→ What are they made of?
→ What shapes can you see in the structures?
Extensions
→ Try our circus activities on structures and balances.
→ Why not extend the activity by giving the children the opportunity to build a structure? This could be completely open as to what they choose or given more direction, e.g. read If I build a house and a house build, or linking with the presented structures e.g. to build the tallest tower or a structure with the most lean or if you want to incorporate mechanisms a structure that is a bridge that lifts up like Tower Bridge.
→ Why not explore which shapes make strong structures through tower building? You could use marshmallows and spaghetti or cocktails sticks and jelly beans. How tall can you build?
LDE_Lesson Plan_Famous structures around the world_Fionah_08_AW.indd 4
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"Incapable of conversing about any TV show."
(from S cience Connection member profiles)
"Curious about what you know and think; how great if that's reciprocal."
"have a growing mosses & liverworts collection too...finally it doesn't sound weird mentioning it in a profile :)"
"I've come here (in peace!) aspiring to be a geek magnet."
"Born with only half a brain! Fortunately, it was the half needed for reading, 'riting and calculus. The half needed to understand fashion trends, fingernail painting, People magazine and boutique shopping is entirely absent."
ADVANCES
PALEONTOLOGY
Faux Fossils
Scientists artificially age insects in a bid to learn how their colors evolved
On its way from flight to fossil, an ancient beetle's wings lost their color and then their form. Slow-baked and squished by sand, the glittering green wings darkened and turned blue, then indigo, then black.
SciConnect.com (Join us!)
That tale of an insect's life, death and fossilization sounds simple enough, but it took paleobiologist Maria McNa mara years of painstaking work to piece
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Scientific American, June 2013
20
together. The University of Bristol re searcher wanted to know how ancient insects' warning signals, camouflage and mating displays evolved. Studying ordi nary fossils tells only part of the story, since most fossilized insects are black today, probably because they lost their colors while buried underground.
McNamara and her team decided to work backward. They artificially aged modern beetle (shown above) and wee vil wings to figure out how fossiliza tion might affect color. They reported their results in Geology in April.
Fossilization is not a gentle process. To simulate it, McNamara left the insect wings in pond water for 18 months, then baked them at temperatures as high as 518 degrees Fahrenheit, hotter than most home ovens, and pressures al most 500 times the atmosphere's to simulate the crushing and heat that converts mud-trapped debris into sub terranean stone fossils. The team found that the process broke up and thinned out the beetles' reflective shells, chang ing the wavelength of light that they reflect, from green to blue to black.
More important, they found that the weevils maintained color-produc ing structures known as photonic crys tals, which could mean any fossil with out these structures probably never had them. McNamara concludes that photonic crystals must have evolved recently, at least in weevils, because she examined three-million-year-old wee vils that lacked them.
Some scientists disagree. Andrew Parker, an entomologist at the Natural History Museum in London, notes that "every fossil goes through a com pletely different process," so it will be difficult to generalize lessons from one species or fossil to others. But he finds the idea tantalizing: "We can start to add up a picture and put together scenes of what life would have been like in color." —Lucas Laursen
COMMENT AT ScientificAmerican.com/jun2013
© 2013 Scientific American | 1,479 | 765 | {
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Dutch Elm Disease – Q&A
1|
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Dutch Elm Disease – Q&A
When did it start?
Dutch elm disease has been around for about 100 years. Initially, it was caused by the fungus Ophiostoma ulmi, but the devastating epidemic which took off in England in the late 1960's resulted from the accidental introduction of a new and highly aggressive form of the pathogen which turned out to be a new species - Ophiostoma novo-ulmi. Bark beetles (Scolytus spp.) are also an essential part of the Dutch elm disease cycle because they spread the fungus from diseased to healthy trees. But despite familiarity with the disease, many myths abound. Some queries about Dutch elm disease come up year after year. Here's a selection!
Are there any elms left?
Most of the mature elms that formed a part of our landscape have been lost. In 1985 it was estimated that 30 million elms had died of Dutch elm disease in Britain, after that no further surveys were undertaken to estimate elm losses. But that doesn't mean there are no elms left – quite the reverse. When an English elm (Ulmus procera) is killed by the disease, some roots remain alive and new elms regenerate from these. A single dead elm is often replaced by a thicket of vigorous young elms. Other elm species are prolific seed producers from an early age, and seedling elms grow rapidly. So not many big elms remain in Britain, but there are many millions of young elms growing around the countryside.
Are the young elms resistant to Dutch elm disease?
Sadly no. Elms that grow from the roots of dead elms are genetically identical to the 'parent' tree and just as likely to succumb to the disease. Some elms, such as smoothleaved elm (U. carpinifolia) do have some resistance but they, and the seedling elms that they produce, can still be killed by the disease.
Is that big elm I saw the other day resistant to Dutch elm disease?
Probably not. Apart from the trees that remain in Elm Disease Control areas such as Brighton, Hove and parts of East Sussex, pockets of mature elms, and even some large individual trees exist around the countryside. Almost invariably when cuttings are taken from these trees and challenged with the Dutch elm disease pathogen, they turn out to be susceptible to O. novo-ulmi. These trees, known as 'escapes', have probably avoided infection through lack of exposure to the beetles that spread Dutch elm disease. Interestingly, the beetles favour certain species of elms when it comes to feeding. Their favourite is English elm and their least preferred is Wych elm (U. glabra). If a Wych elm is infected it actually succumbs more readily to the pathogen than English elm, but Wych elm often avoid infection because the beetles feed on this species less and so it is considered to have field resistance.
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Dutch Elm Disease – Q&A
Is it true young elms can't get Dutch elm disease?
Unfortunately not. Young elms often avoid infection because they are overlooked by the beetles which seem to prefer taller elms. Also, when all larger elms have been killed, the beetles run out of places to breed as the elm bark has to be certain thickness for breeding to be successful. As breeding material (i.e. large recently dead elms) runs out, beetle numbers dwindle and the small elms remain safe for while.
Will Dutch elm disease ever die out?
Not in the foreseeable future but there are some glimmers of hope. Elm breeders have produced resistant elms which are gradually being introduced into the landscape. Some resistant elms are even being tested as food plants for elm-dependent rare butterflies (see http://www.hantsiow-butterflies.org.uk/conservation/elmreport%202006.pdf). There has also been research to look into the possibility of producing genetically engineered English elm with resistance to Dutch elm disease, but the end result is a long way off. We also know the Dutch elm disease fungus can be infected by viruses that weaken it and make it less pathogenic, but so far it has not been possible to turn this into an effective means of control. So Dutch elm disease is likely to be around for a while, but so are the elms.
Joan Webber
Forest Research, Alice Holt Lodge, Farnham, Surrey, GU10 4LH
References
* Brasier, C. (1996). New horizons in Dutch elm disease control. Report on Forest Research 1996. HMSO, pp. 20-28.
* Dunn, C.P. (2000). The elms: Breeding, Conservation and Disease Management. Kluwer Academic, Boston.
* Greig, B.J.W. (1994). English elm regeneration. Arboricultural Research Note 13/94/PAT. AAIS, Farnham.
Published by Forest Research © Crown Copyright 2010
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MAT2705-04/05 20f Test 1 Print Name (Last, First) _________________________________|__
Show all work, including mental steps, in a clearly organized way that speaks for itself. Use proper mathematical notation, identifying expressions by their proper symbols (introducing them if necessary), and use EQUAL SIGNS and arrows when appropriate. Always SIMPLIFY expressions. BOX final short answers. LABEL parts of problem. Keep answers EXACT (but give decimal approximations for interpretation). Indicate where technology is used and what type (Maple, GC). Only use technology to CHECK hand calculations, not subsitute for them, unless specifically requested. [Make sure you check every solution using Maple!]
pledge
When you have completed the exam, please read and sign the dr bob integrity pledge and hand this test sheet on top of your answer sheets as a cover page:
"During this examination, all work has been my own. I have not accessed any of the class web pages or any other sites during the exam. I give my word that I have not resorted to any ethically questionable means of improving my grade or anyone else's on this examination and that I have not discussed this exam with anyone other than my instructor, nor will I until after the exam period is terminated for all participants."
Signature: Date:
1. Suppose the deer population (with in months) in a small forest initially numbers 25 and satisfies the initial value problem
a) What is the equilibrium population of deer?
b) Use Maple to state the general solution of this differential equation.
c) Looking at the exponential(s) in this solution, read off the exact value of the corresponding characteristic time and give its decimal approximation to 1 decimal place.
d) Solve this generic initial value problem using Maple (in terms of ).
e) Derive this same result by hand by solving the initial condition for your arbitrary constant, backsubsituting and simplifying.
f) Given your previous results, write down the solution with the concrete initial number of deer stated above and simplify the quotient coefficents by hand dividing out common multiples (this is an artificial problem with simple numbers!).
g) What percentage of the limiting deer population has been reached in 5 years?
h) How long does it take for the deer population to read 99 percent of the limiting population? [Does 1 percent of the limiting population really make sense in this context? Explain.]
i) Make a rough hand sketch of the concrete solution, including the lines representing the equilibrium solutions, labeling all key points (all the numbers from responding to previous parts) as well as locating the point on the horizontal axis, keeping the characteristic time in mind for the choice of window.
2. Consider the IVP:
a) Find the general solution of this differential equation by hand, step by step.
b) Find the IVP solution by hand, step by step.
c) Find the exact values of where this solution has an obvious global maximum value for and their decimal approximations to three decimal places.
d) Make a rough hand plot of the function for showing all of its key features, keeping in mind the characteristic time considerations for this exponential.
3. Assume that a body moving with velocity encounters resistance of the form.
c) What is the limiting displacement (change in position) as ? [This shows that with a 3/2 power function resistance model, a body only coasts a finite distance before coming to a stop.]
d) If the initial velocity is 25 ft/minute and after a time interval of minute, the velocity has fallen to 16
ft/minute, what is the value of ? How far does the body coast?
e) How long does it take for the body to reach within 1 ft of the stopping location?
Maple hints:
Just use for , no need for subscripts.
If you want to plot multiple expressions in , you can use this plot command:
>
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Curriculum Overview | Drama 2022-23
What will my child learn in Drama?
We make exceptional
things happen everyday
Year 7
Year 8
Year 9
Year
10
Year
11
Introduction to Live
Theatre Evaluation
Evaluation continued
Describe , Explain,
Analyse Set Text.
Assessment: Section B
Style Questions
Students will take part in workshops focusing on
their devising skills; their ability to create original
and creative stories and
Within the Community
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 |
|---|---|---|---|---|
| Technique Toolkit How can we use drama techniques to communicate meaning? | Technique Toolkit continued How can we use drama techniques to communicate meaning? | Script and Character. How does language communicate character? | Genre How can we find different ways of telling stories? | Genre How can we find different ways of telling stories? |
| Voice How can we use our voice to create meaning? | Voice continued How can we use our voice to create meaning? | Scripted extracts How can we take language from the page to the stage? | Devising from Stimuli Why do we need to tell stories? | |
| Exploring Practitioners Stanislavski, Brecht, Artaud, Frantic Assembly. Planning for devised performance inspired by the work of one of the practitioners. | Exploring Practitioners Stanislavski, Brecht, Artaud, Frantic Assembly. Planning for devised performance inspired by the work of one of the practitioners. | Devising from stimulus Workshops and rehearsal period to prepare a devised performance based on the given stimuli and practitioner style. | Devising from stimulus Workshops and rehearsal period to prepare a devised performance based on the given stimuli and practitioner style. | Set Text Workshop Exploration of a Set text best suited to each academy (eg. Hansel and Gretel, Blue Remembered Hills etc.) |
| Introduction to KS4 Drama Unit 1: Performing A term of skills building in order to gain knowledge that will equip them for the rest of the course. | Internal Unit: Performing Text o Practical workshops a classic text and a modern text. Understanding of the themes, characters and style of performance | Internal Unit: Modern Text o Assigned groups and an extract from their modern text. Work collaboratively and independently to learn lines, block their scene. o Rehearsals | Internal Unit: Classic Text o Assigned groups and an extract from their modern text. | Internal Unit: Performing Text: Students will also complete a written evaluation strengths and weaknesses of their practical performances. |
| Internal Unit: Performing Text Performance brief released by exam board of stimulus and coursework. | External Unit: Live Performance Performance brief released by exam board of stimulus and coursework. | External Unit: Live Performance Written coursework completion with a focus on the planning and preparation part of the devising process. | External Unit: Live Performance Written coursework completion with a focus on the planning and preparation part of the devising process. | |
At BBA we make exceptional
things happen everyday «Academically«Professionally«Socially«Personally« | 1,467 | 662 | {
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