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Baby teeth – start A with right upper
| Upper Teeth | Erupt | Shed |
|----------------------|-----------|-----------|
| Central Incisor | 8-12 mos. | 6-7 yrs. |
| Lateral Incisor | 9-13 mos. | 7-8 yrs. |
| Canine (Cuspid) | 16-22 mos.| 10-12 yrs.|
| First Molar | 13-19 mos.| 9-11 yrs. |
| Second Molar | 25-33 mos.| 10-12 yrs.|
| Lower Teeth | Erupt | Shed |
|----------------------|-----------|-----------|
| Second Molar | 23-31 mos.| 10-12 yrs.|
| First Molar | 14-18 mos.| 9-11 yrs. |
| Canine (Cuspid) | 17-23 mos.| 9-12 yrs. |
| Lateral incisor | 10-16 mos.| 7-8 yrs. |
| Central incisor | 6-10 mos. | 6-7 yrs. |
Adult teeth – start 1 with right upper
| Erupt | Upper Teeth |
|----------|--------------------------------------------------|
| 7-8 yrs. | Central Incisor |
| 8-9 yrs. | Lateral Incisor |
| 11-12 yrs| Canine (Cuspid, Eye Tooth) |
| 10-11 yrs| First Premolar (First Bicuspid) |
| 10-12 yrs| Second Premolar (Second Bicuspid) |
| 6-7 yrs. | First Molar (6-yr molar) |
| 12-13 yrs| Second Molar (12-yr Molar) |
| 16-25 yrs| Third Molar (Wisdom Tooth) |
| Erupt | Lower Teeth |
|----------|--------------------------------------------------|
| 16-25 yrs| Third Molar (Wisdom Tooth) |
| 12-13 yrs| Second Molar (12-yr Molar) |
| 6-7 yrs. | First Molar (6-yr molar) |
| 10-12 yrs| Second Premolar (Second Bicuspid) |
| 10-11 yrs| First Premolar (First Bicuspid) |
| 11-12 yrs| Canine (Cuspid, Eye Tooth) |
| 8-9 yrs. | Lateral Incisor |
| 7-8 yrs. | Central Incisor | | 1,707 | 572 | {
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Rate of permeation of aspirin through cellulose tubing
Student worksheet
Health and safety note
Wear eye protection. 0.1 mol dm −3 sodium hydroxide solution is irritant.
Principle
The ease with which a drug can move through a cell membrane is measured by the drug's permeability. Two main techniques are used by pharmacologists to determine permeability: parallel artificial membrane permeability assay (PAMPA) and Caco-2 assay.
Both are used routinely in drug development and pre-clinical development. However, neither is readily available for use in a school or college. Therefore, in this experiment cellulose tubing is used as the membrane. Cellulose tubing is a partially permeable membrane. It may be used to model passive transport through cell membranes. Passive diffusion through membranes is driven by concentration differences and does not require an input of energy.
Equipment and materials
For the permeation
- 15 cm length of cellulose tubing knotted at one end
- Sawn-off plastic syringe barrel to support the cellulose tubing (Figure 1)
- Elastic band
- 400 cm 3 beaker
- 5 cm 3 pipette (or plastic syringe)
- Paddle stirrer
- 0.05 mol dm −3 aspirin in buffer solution
For the colorimetric analysis
- Calibration graph for the colorimetric determination of aspirin (see Colorimetric analysis of aspirin)
- Colorimeter and suitable filter
- Boiling tubes (at least 6) and rack
- 0.1 mol dm −3 sodium hydroxide solution – Irritant
- Dropper pipette
- 0.02 mol dm −3 iron(III) chloride solution
- Bunsen burner and test-tube tongs
- 50 cm 3 volumetric flask (or a 50 cm 3 measuring cylinder)
Method
1. Measure 350 cm 3 of buffer solution into a 400 cm 3 beaker. Place a paddle stirrer in the beaker. Tie a knot in the end of the cellulose tubing. Soak the tubing in water and use an elastic band to fasten it to the sawn-off syringe barrel (figure 1).
2. Measure 5 cm 3 of 0.05 mol dm −3 aspirin in buffer solution into the tubing.
3. Clamp the sawn-off end of the plastic syringe so that the level of the aspirin solution in the cellulose tubing is level with the buffer solution in the beaker (figure 2). Start the paddle stirrer.
Figure 1 Preparing the cellulose tubing for permeability experiments.
Old
plastic
syringe
cut into
two
pieces
here
Elastic
band
Cellulose
tubing
Knot
Top of the
plastic
syringe
4. Choose a spot about 4 cm below the water surface and about 2 cm from the side of the beaker from which to withdraw samples.
5. Start the stopwatch and immediately withdraw a 1 cm 3 sample and put into a boiling tube labelled 'zero time'.
6. Withdraw further 1 cm 3 samples every 5 minutes for 30 minutes labelled '5 min', '10 min', '15 min', '20 min', '25 min' and '30 min'.
For 'zero time' and the other six diluted samples:
7. Add 2 drops of 0.1 mol dm −3 sodium hydroxide solution each sample and warm the mixture for a few minutes over a small flame.
8. Allow to cool and add 10 cm 3 0.02 mol dm −3 iron(III) chloride solution.
9. Measure the absorbance of the solution and use it to calculate the concentration of aspirin.
10. Now calculate the concentration of aspirin in the solution from which the sample was taken.
Processing the data
If the experiment was left long enough and samples taken, the graph would be similar to that shown in figure 3.
Equilibrium concentration of aspirin
Time / minutes
However, permeation is quite slow and it is likely that you will obtain a straight line graph (possibly a slight curve). This is can be used to measure the initial rate of permeation, when the concentration of aspirin is 0.05 mol dm −3 .
Therefore,
1. plot a graph of concentration of aspirin against time; and
2. calculate the gradient of the straight line or the gradient (figure 4).
Figure 4
Possible extension ideas
The experiment could be repeated using different initial concentrations of aspirin in the same buffer and, in each case, determining the initial rate of permeation. Plot a graph of initial rate of permeation against initial concentration of aspirin. From this decide whether the permeation process is:
- zero order;
- second order.
- first order;
Further extension ideas are:
Investigate the effect of pH on permeation rate by using a number of buffer solutions. Investigate the effect of temperature on rate of permeation could be investigated. Compare the rate of permeation of aspirin with that of paracetamol and other compounds. | 2,026 | 1,075 | {
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Composing with my junior high/ middle school band during rehearsal? YES YOU CAN!
Presentation at the 71 st Annual Midwest Clinic
Wednesday, December 20, 2017 from 1:45-2:15 p.m. McCormick's Place W180
I. Two common questions:
A. "I've got a student in my band who has been composing? I don't know how to help him. Do you have any suggestions or could you look at their work?"
B. "Where do your ideas come from?"
C. Re-creation and Improvisation have largely dominated school music experiences.
D. Planned creation – or composing – has been another story.
E. Young composers must summon incredible courage.
II. Inspiration and Execution
A. There are two dimensions: What has been outwardly expressed (vocally, on an instrument on paper) and being experimented with, and what is yet to be discovered.
B. The filters of previous experience and the composer's long-term knowledge will allow discovery of new ideas that complete an incomplete form, and the idea happens during transition.
C. The filters and these emerging moments create a new filter and help a composer develop their own compositional grammar.
III. Why Composing Makes Sense
A. Improvisation and the recreation of music in our ensembles is an important part of who we are in instrumental music.
B. While the student owns a fleeting moment with an improvised solo, or contributes to the recreation of another's music, don't we owe them an opportunity to express their own ideas in written form?
C. Beyond that, wouldn't engaging with concepts and elements within the music we are studying reinforce reading and performing skills?
IV. Composition as a Teaching Tool
A. Process rather than product
- Rules are good to have. Watch them find a way around them.
- Improvise, record, transcribe, revise & grow!
B. How can a young composer capture an emerging moment?
C. Write for chamber groups first!
- The worst thing that could happen?
V. Ideas for teaching composition using Junior High/Middle School Band Repertoire
A. Irish Jig for Young Feet by Travis J. Weller (FJH Music, Grade 2)
2. Open discussion and explore antecedent and consequent phrases in melodic statements.
1. Provide students an introductory composition opportunity to write and perform music in 6/8 meter.
B. Palo Duro Sunrise by Jack Wilds (FJH Music, Grade 1.5)
1. Engage students in a composition exercise working within specific guidelines (e.g. A set pentatonic scale, 8 measures in length).
2. Introduce pentatonic scales and identify different music styles in which they are used.
C. El Cid by Scott Watson (Alfred Music, Grade 1.5)
1. Engage students in a collaborative chamber group exercise.
2. Introduce concept of ostinato and explore how it can be used.
3. Allow percussion to make choices for orchestration.
D. Unraveling by Andrew Boysen Jr. (Kjos Music, Grade 3)
1. Engage students in a composition exercise exploring a different and unique melodic language.
2. Create a different emotional state through melodic language.
E. Friends of Freedom by Timothy Loest (FJH Music, Grade 2)
1. Engage students in analysis and composing in a familiar form
2. Allow students to assume different roles in a collaborative process (What happens when the horns write the trio melody?)
F. 1. Arrange a trio of a folk song or Christmas Carol
A. Take the show on the road and get caroling!
2. Write to an emotional state – What "sounds happy"?, What sounds like "I hate Mondays and the trumpets are out of tune?"
3. Write in the absence of rule – "What sounds good to you?"
Contact Information
Travis J. Weller, Ph.D. Messiah College Director of Music Education & The Symphonic Winds email@example.com firstname.lastname@example.org | 1,610 | 847 | {
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Input And Output Math Definition
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Input And Output Math Definition
Functions are mathematical language to show the relationship of two variables, most often found in college level algebra and trigonometry. An example of a function is f (x) = x + 4. The solution, f (x) is also the y variable, or output. To solve the equation, simply choose a number for x, the input.
What Does Input and Output Mean in Math? | Reference.com
A function is a rule that relates each input value to one and only one output value. Mathematicians often compare the idea of a function to a coin stamping machine. The coin is your input, and when you insert it into the machine, the output is a flattened piece of metal with something stamped on it.
What Is the Input & Output in Math? | Sciencing
a function is a special type of relation where: every element in the domain is included, and; any input produces only one output (not this or that) an input and its matching output are together called an ordered pair; so a function can also be seen as a set of ordered pairs
What is a Function - Math is Fun
The math definition of a polygon is a closed shape, that is in a math text, and if you really wanted to know the mathematical definition of a polygon you could simply go home, or find a text book ...
What is the definition of output for math - answers.com
Range can also mean all the output values of a function. See: Range of a function. inputs. a function is defined by its set of inputs, called the domain; a set containing the set of outputs, and possibly additional elements, as members, called its codomain; and the set of all input-output pairs, called its graph.
math definitions Flashcards | Quizlet
Input and Output Tables. This is a useful tool that essentially uses the basic concept of arithmetic sequences, where there is a reoccurring pattern that is depended on the input value, which ultimately, affects the output value.. To simplify certain math problems that provides a hefty amount of data that requires your children to organize than solve the actual question, the input and output ...
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pseb solution maths 9th 10th, what is median in math terms, clear the board math game, math expressions grade 4 homework and remembering, fun math games bloxorz, basic hypergeometric series encyclopedia of mathematics and its applications, mathematique collection phare 5eme, how can i get better at math, scientific notation math games, t chart for math, apps for math help, georgia high school graduation test math, educational insights math whiz, vorlesungen ber die mathematik by georg von vega, math for fifth graders, funny mathematical equations, math competition elementary school, math equation word problems, 60 worksheets finding place values with 10 digit numbers math, continental math league practice problems, square symbol in math, which artic animals love math, mathematical definition of similar, national mathematics olympiad 2014, identifying properties in math, mathias hoffmann design living emotions, mathematics for accounting, my maths sign up, mathematical definition of a function, practice asvab math questions, what does biased mean in math | 1,358 | 685 | {
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Thomas N. Gellert – The School Music News Editor
Practice ≠ Rehearsal
"The purpose of a rehearsal is to learn everyone else's part and never your own! Your own preparation before the rehearsal is your personal 'welcome gift' to your fellow musicians." — Anonymous (seen on a sign at a rehearsal, early 2019)
"Did you practice today?" My guess is that there are many parents who ask this question of their budding instrumentalist and/or vocalist every day. Yet, I find myself routinely correct-ing and reminding my private students (and occasionally their parents) that practice and rehearsing are two en-tirely different things.
Unfortunately, in today's world where kids are so over-extended to begin with, practice and rehearsing are often lumped together to mean the same thing. "Sure, I picked up my horn today to practice (in band) as opposed to practicing on my own."
of technical studies, etudes and solo literature that would have otherwise been introduced in group lessons. During rehearsals our full band warmup process (incorporating scales, long tones, rhythmic exercises, sometimes sight-reading, etc.) would replace the tailored warm-up routine that I would have happily created for each of my students if I only knew that they would use it outside of school. One of my horn teachers in college called this "the prescription" and, boy, was he right: every student should have his or her own personalized warm-up routine.
In my mind that's like having a team scrimmage where an athlete's individual skill set is fine-tuned at the expense of the whole team's performance. Translation: it's better to work on developing your own individual abilities before you join the team on the field. Doesn't this philosophy also hold water when we look at an individual musician's preparation (at home and/or in a school practice room) before a rehearsal takes place?
every day. Instead, it's important to find a way to educate our students and their parents that regular home practice is a necessity that should not be ignored. There is a common misunderstanding among many parents (and, kids) that there are "shortcuts" to practicing regardless of whether the instrument is your voice or a member of the orchestra or band. I recall that occasionally kids would come in to tell me that they "practiced" for 2-3 hours the night before. "That's great!," I'd say. Never mind the fact that it was only one day out of seven that the kid practiced. Did it make a difference? No. The quality of practice is an entirely different subject for a future editorial so, I won't even attempt to address this right now.
It's a tough choice
Sadly, I will admit that during my days as a high school band director I was guilty of spending way too much time working on music we were playing in band during in-school lessons. The reality that most of my students did not have the luxury of a private teacher outside of school, coupled with the fact that very few of them rarely picked up their instrument outside of our in-school lessons and rehearsals, forced me into making a difficult decision. Thus, the music we performed in band took the place
8 |
|
School Music News April 2019
There is a common misunderstanding … that there are "shortcuts" to practicing
The trouble is, when you have a before-school band rehearsal at 7:15 a.m., when do kids do their individual warm-ups? The same holds true during the school day when the bell rings and kids have to quickly unpack, sometimes scarf down their lunch and then begin the full ensemble warmup ahead of rehearsing. This is not individualized practice by any stretch of the imagination! But, it is reality in many places.
Reinforcing practice
I won't re-visit the notion that today's kids have much less free time to practice outside of school because I know that you already deal with this
Go back to the beginning of this editorial and re-read the quote I have used as my lede. I think that this quote should be strategically posted in every rehearsal room in every school because it really defines why we practice outside of rehearsal time. As educators we routinely talk about accountability with students, but sometimes we don't clearly define what practice and rehearsals are all about. It's never too late to re-visit this concept with your kids.
I know that you are in the final stages of preparing your spring concert program(s), and I hope that this short essay gives you some ideas for future use with your students.
All the best for a wonderful performance to you and your students, and be sure to stress with them the importance of practice first to make rehearsing more productive! || | 1,685 | 971 | {
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Cities Make Progressive Efforts to Protect the Mississippi River
By Eleanor Burkett, University of Minnesota Extension, Brainerd Regional Office, 218-828-2326, email@example.com
Approximately 10% of the first 400 miles of the Mississippi River is owned by cities, whose infrastructure includes a lot of hard surfaces that reduce infiltration and increase the amount of stormwater runoff that carries pollution into the river. Local officials in communities along this corridor from Bemidji to Little Falls have questions about how they can protect and improve water quality. Specifically, they need to know the most cost-effective way to reduce polluted runoff into the Mississippi River in compliance with Minnesota state requirements.
Crow Wing Soil and Water Conservation District (SWCD) contract-
Little Buffalo Creek watershed rain garden project: areas highlighted in yellow show rain garden project sites.
Crow Wing SWCD
ed HDR Engineering, Inc. to help answer these questions for the City of Brainerd in 2012. They studied the Little Buffalo Creek Watershed, which runs through commercial, industrial, and residential areas of the city before it joins the Mississippi River. The study assessed soils, spatial data, and land use, and used local knowledge to identify areas ripe for pollution reduction practices. Prioritization of these practices was determined with a cost analysis that factored in construction, project life, and pollutant removal over the life of the practice. This study and the final report, which was funded through the University of Minnesota Central Region Sustainable Development Partnership, provided information that city engineers and council members needed for choosing practices that were prudent and cost-effective.
study was done in the neighboring City of Baxter in the Whiskey Creek Watershed.
As a result of this study, 17 filter gardens were planted in 2013 in the Little Buffalo Creek Watershed, reducing the amount of nutrients, sediment and stormwater runoff entering the river and creating habitat for birds, bees and other wildlife. The Clean Land and Water Legacy helped to fund these projects with a matching grant. SWCD partnered with the City of Brainerd, Central Lakes College, Crow Wing Master Gardeners, and landowners. For more information about this project visit: http://z.umn.edu/cwswcdlittle buffalocr. The following year, a similar
In 2014, the Mississippi Headwaters Board contracted with HDR Engineering, Inc. to assess water quality and stormwater runoff for Bemidji, Grand Rapids, and Little Falls. This created a consistent process and a decision-making tool for cities located on the first 400 miles of the Mississippi River corridor. A Clean Water Legacy grant application has been submitted by the Mississippi Headwaters Board to replicate this process for more cities within the headwaters region.
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Background:
Orange daylily is a very popular ornamental, prized by gardeners for its hardiness and versatility. It was introduced into the United States in the late 19th century. Many different cultivars, numbering in the thousands, offer a variety of sizes, forms and colors.
Invasive Plants in Pennsylvania
Orange Daylily
Hemerocallis fulva
Description:
Biology and Spread:
Orange daylily is a bulbous perennial. Its leaves are long, grass-like, and bright green in color, curving toward the ground. Flowers are large, showy and orange, usually with a light-colored stripe down each petal. At the end of each flowering stalk, flowers open one at a time, each for one day only.
Range:
Native to Asia, orange daylily now occurs in every state in the eastern U.S. and in scattered locations in the West.
Ohio State Weed Lab Archive www.forestryimages.org
Habitat:
Infestations often occur near plantings and at old home sites. Habitats commonly invaded include meadows, forests, floodplains, ditches and forest edges.
Though daylilies can reproduce by seed in their native region, cultivated varieties are reportedly sterile. Orange daylily spreads vegetatively through the expansion of its thick, tuberous roots, which rapidly form dense clumps. Gardeners often inadvertently spread orange daylily to new locations when throwing away whole plants.
Ecological Threat:
Once established, orange daylily spreads to form dense patches that displace native plants. This is a serious problem in sensitive habitats with high diversity, such as river floodplains. Its thick tubers, which are buried under a dense mat of its own vegetation, make orange daylily a challenge to control.
Dan Tenaglia, Missouriplants.com www.forestryimages.org
How to Control this
Species:
Physical
When infestations are small, plants can be dug up using a shovel. Make sure to remove the entire root system. Tubers that are left behind often re-sprout.
Look-A-Likes:
Native Alternatives:
Yellow daylily (Hemerocallis lilioasphodelus) is a related invasive species. The leaves of orange daylily could be confused with native grasses and sedges, and its flowers superficially resemble those of our native wood lily.
Larger infestations can be treated by mowing at the lowest setting, followed by mulching or using black plastic sheets to smother the plants. Keep orange daylily covered for at least a year.
Chemical
Yellow daylily
Use a systemic herbicide, such as glyphosate, in order to kill the entire plant.
Treatments are best done in fall when plant resources are being sent to the roots and most non-target species are dormant.
Howard Schwartz, Colorado State U. www.forestryimages.org
Wood Lily
A great variety of native lilies provide a much more interesting display, such as Canada lily (Lilium canadense), wood lily (L. philadelphicum) and Turk's cap lily (L. superbum). Hardy plants, such as orange coneflower (Rudbeckia fulgida), give more color to gardens than orange daylily.
References:
Dave Powell, USDA Forest Service www.forestryimages.org
Center for Invasive Species and Ecosystem Health: http://www.invasive.org/browse/subinfo.cfm?sub=3407
Illinois Wildflowers: http://www.illinoiswildflowers.info/weeds/plants/or_daylily.htm
Plant Invaders of Mid-Atlantic Natural Areas: http://www.invasive.org/eastern/midatlantic/
For More Information:
DCNR Invasive Species Site:
http://www.dcnr.state.pa.us/conservationscience/invasivespecies/index.htm | 1,575 | 799 | {
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Cover Crops and Compost Crops for No-Till Gardening
Approximate plant and harvest times are for zone 7
(last frost April 25, first frost October 20—adjust times for your area accordingly)
Suggestions for Fall Planting
Plant cereal rye (looks like wheat seed, not grass seed)
- Plant where you want to let it grow to maturity and harvest the seed (about midJune). Transplant or seed the next crop into the stubble. The rye straw may go into the compost or back on the bed as mulch.
- Plant where you want to cut it at pollen shed (about first week in May) to lie down as mulch. Transplant into stubble two weeks later.
- You may add Austrian winter peas or hairy vetch to the rye, but not too much.
Plant winter wheat
Plant Austrian winter peas or crimson clover
- Manage the same as rye. Rye will provide more biomass than wheat, but you may prefer to grow out wheat for the seed to eat.
- Where you want a legume crop preceding the next crop
- Where you want to have a bed ready to transplant into in mid-late April. Cut the winter pea or clover crop at flowering and leave it lie for two weeks before transplanting into it. Or remove the biomass at harvest and use for compost material, allowing you to immediately plant the next crop.
Plant oats or oilseed (or fodder or Daikon) radish
- Where you want to plant the next crop in early March. These crops will winterkill, unless the winter is unusually mild or the crop is planted in a protected place.
- It is best to plant these crops in early September so they can put on growth before cold weather.
Suggestions for Spring Planting
Plant field peas or fava beans
- Plant in early March and manage as for Austrian winter peas.
Plant oats or spring wheat
- Plant in early March and manage as for cereal rye.
Suggestions for Summer Planting:
Plant buckwheat
Plant cowpeas
- Where you want something to fill the bed for about 30 days between main crops. It will be flowering then. Pull it out and put it in the compost. Buckwheat doesn't provide much biomass, but its flowers attract many beneficial insects.
- Where you want a legume as a preceding crop. It does best when the soil has thoroughly warmed up, so it is a good choice after the wheat and rye harvest in June. If growing for biomass for the compost pile, pull it out at flowering. If you cut it, it may grow back. In about 80 days from planting it will have produced dry seed. | 983 | 565 | {
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Final Checklist: Library's Periodicals Desk
Let's check how much you have learned so far about the U.S. academic life! Using this self-evaluation chart to see how much you have learned as a result of these video- & Webbased activities.
(i) Print out this checklist and use it to evaluate your progress and overall comprehension.
(ii) Give yourself a check [ √ ] in the YES! column for each of the topics that you have learned.
(iii) If necessary, you may go back to the activities page to check out the information that you have missed.
| 1.1 Searching for a Newspaper Article | What 'periodical materials' are |
|---|---|
| | The use of the 'Periodicals Index' |
| | How the periodical materials are broadly arranged |
| | Where to find current newspaper issues |
| | Where to find older newspaper issues |
| | The two methods that a library user can search for journal materials from Cal State L.A. library's Journal Search page |
| 1.2 Locating a Journal Article: Understanding a Citation | What a 'citation' is and the types of information displayed on a citation page |
| | What a 'Library Catalog' is |
| | What a 'database' is |
| | The difference between the citation retrieved from a database and the one retrieved from the Library Catalog |
| | What an 'abstract' is |
| | The type of information the "Library has" statement provides |
| | The information that a library user needs to have in order to locate a specific journal article |
| 1.3 Locating a Journal Article: Latest Received Link | The type of information displayed on the 'Latest Received' page |
| | What it means by 'missing,' 'bnd prp,' 'arrived,' and 'expected' on the Latest Received information page |
| 1.4 Locating a Journal Article: Online Database Search | The extent to which a library user can access the databases |
| | What an ‘accession number' is |
| | What a 'descriptor' is |
| | The correct procedures a library user should follow in order to locate articles found from a database search |
| | What a 'microform' is |
| | What a 'microfiche' is |
| | The types of library materials that are usually preserved in the microform format |
| | The main reason of preserving library materials in the microform format |
| | How to operate the machine in order to read or photocopy the printed materials on the microfiche cards |
| TOPIC | I have learned about.... |
|---|---|
| 2.2 Reading/Printing Articles from Microfilms | What a 'microfilm' is |
| | The difference between microfiche and microfilm |
| | How to operate the machine in order to read or photocopy the printed materials on microfilms |
| | Where to return microfilms after use | | 1,278 | 645 | {
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PMR First Third Ministry
Online Children's Church
Program Outline: June 7, 2020
Based on Genesis 1: 1-2:4a (Revised Common Lectionary)
Purpose of this Outline:
* This Outline is for you to help run a 'virtual Sunday School' program for your Children in your congregation, feel free to use this just as a jumping off point or as a Program outline
Preparations ahead of Online Gathering:
* Families should be sent an email with the Zoom link for the gathering ahead of time
* If there is anything that they need for this gathering, this should be included in the email as well
o For this Gathering, ask Children beforehand to draw 3 things/people/places that they love about God's creation
* You will need to gather the following supplies: Christ Candle, Lighter/Matches, Family Story Bible
* Security Measures:
o When planning a Zoom Meeting it is important to remember the following: enable the waiting room feature so that you are in control of who you allow into your Zoom meeting, require a meeting password for you Zoom meeting so that it is more secure and not at risk for hacking, and email Zoom meeting link to your families and do not post on Social Media sites with the link (it is easier for hackers to find links this way)
Program Outline (30 minutes of total programming)
* Greeting & Welcome (4-5 Minutes)
o Greet each child as they log on to Zoom (by each child's name)
o Lighting of the Christ Candle (feel free to say the words that you say as you light the Christ Candle)
- "There was once someone who said and did amazing things and people started to follow him, and as thy followed him they just had to ask who he was, and one time when they asked he said, I am the Light of the World."
* Check in (2-3 minutes)
o Check-in Question
-
* Gathering Prayer (3 minutes)
o Mini- Meditation
- Offer slowly and leisurely, allowing time for each action to take place
- "Get into a comfortable sitting position. Take three lo-o-ng breaths and become limp and heavy as you can. Forget about everything else, for now, by gently closing your eyes and thinking only about your breath going in and out of you. Then, imagine there is a little light in your heart. Imagine that light growing slowly, bigger, and brighter, filling up every part of your body. Look how bright you are! Like a shining star! Imagine your lovely light growing bigger and spilling out of you onto everyone around you, and into your house, your street, and then your town. Do you feel the happiness of sharing your
lovely light? (pause.) Now, when you are ready, wiggle your fingers and toes, and slowly open your eyes and say, "Thank you, God!" and off you go, feeling great!"
* Written by Jani Francis. Gathering, Pentecost 1 2020, page 59. Used with permission.
* Share the Story (4-5 minutes)
o Read from the "Family Story Bible", 'God Makes a World', pages 10-12
o Alternative, if you would rather show a video or do not have access to a Family Story Bible, here is the Creation Story told in the Godly Play way:
https://www.youtube.com/watch?v=yBZSfu9TyrY
* Reflection (6-8 minutes)
o Pose some questions to the children and allow them to respond in their own time, by taking turns, or by mutual invitation
- Questions:
- What are some wonders of God's creation?
- How do we take care of God's creation?
- God put us in charge of caring for creation, but is there ways that we have not done that?
- This week challenge the kids to come up with one way that they can be good stewards of creation for the summer.
* Closing Prayer (2 minutes)
o Repeat after me prayer
- "Dear God, thank you for your beautiful creation, and help us to love one another ant take care of this amazing earth. In Jesus' name, Amen."
o Prayer Walk
- Encourage Children with their families to talk a walk out in Nature and find places where God might be in creation, the things/people/places they love, and how we might love God's creation
o Remind Children that this Sunday is also the 95 th Birthday of the United Church of Canada, encourage them to sing 'Happy Birthday' or maybe make a cake for the church! | 1,610 | 944 | {
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Phone: 905.546.2489
Fax: 905.546.4841
Dear Parents and Caregivers,
Fall is here and in anticipation of the upcoming flu season we are encouraging you to join us in taking action to prevent and manage flu in our community. As we continue to live with COVID-19, our goal is to protect the health of our children and reduce symptom confusion by minimizing the spread of flu.
It is more important than ever to reduce the spread of flu.
Flu vaccination is the single best way to help prevent your child from getting and spreading the flu. Children are more vulnerable to complications and hospitalization from the flu because their immune systems are still developing, and their airways are small and more easily blocked. The Public Health Agency of Canada recommends the flu shot for anyone 6 months of age and older
Parents, caregivers, and those who work closely with children are encouraged to get their own flu shot to help protect the children they interact with.
Public Health recommends getting the flu shot early because it takes two weeks to take effect. The flu shot will be widely available in Hamilton in mid-October.
Where to get the flu vaccine
This year getting your flu shot may look differently. Primary care providers and pharmacists will have flu shot space set-up to ensure physical distancing requirements are met. Some providers may offer drive-through or walk-through clinics as well. There may be a requirement to pre-book your shot. To find out more about flu shot options in the City of Hamilton, visit www.hamilton.ca/flu
Note: children 6 months to 4 years old need to get their flu shot from a doctor or nurse practitioner but children 5 years and older can get their flu shot from a pharmacist.
Our schools will continue to practice public health measures such as handwashing and masking to reduce the spread of viruses. In addition to the flu shot, we ask that you take some time to review the tips on staying flu-free this season on the back of this letter.
We appreciate your continued cooperation in helping fight against the flu and keeping our kids healthy.
If you have questions, please contact your healthcare provider, school nurse, or Hamilton Public Health Services (905-546- 2489).
Other tips to avoid getting – and spreading – the flu
The government of Ontario recommends the following actions to avoid getting and spreading the flu.
Learn more: www.hamilton.ca/flu
| Wash your hands often | Even after getting the flu shot, washing with soap and water for at least 15 seconds helps keep the virus from spreading If soap and water are not available, use a hand sanitizer (gel or wipes) with at least 70% alcohol |
|---|---|
| Cover your mouth when you cough or sneeze | Use a tissue and throw it out rather than putting it in your pocket, on a desk or table If you don't have a tissue, cough into your upper sleeve |
| Don't touch your face | The flu virus spreads when people with the flu cough, sneeze or talk and droplets enter your body through your eyes, nose or mouth |
| Stay at home when you're sick | Viruses spread more easily in group settings, such as businesses, schools and nursing homes |
| Clean (and disinfect) surfaces and shared items | Viruses can live for 24 to 48 hours on hard surfaces such as countertops, toys, door handles, computer keyboards and phones | | 1,389 | 710 | {
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AsthmaStats
Asthma as the Underlying Cause of Death
Asthma deaths have decreased over time and varied by demographic characteristics.
Deaths due to asthma are rare and are thought to be largely preventable, particularly among children and young adults. National asthma guidelines recommend early treatment and supportive efforts that focus on providing quality health care and patient education to patients who are at high risk of asthma-related death.
Number and rate of asthma deaths by year, United States: 2001-2016
The rate of asthma deaths decreased from 15 per million in 2001 (n=4,269) to 10 per million (n=3,518) in 2016. Adults were nearly five times more likely than children to die from asthma. The asthma death rate was highest among the 65 years and older age group compared with all other age groups. Females had a higher death rate and nonHispanic blacks were two to three times more likely to die from asthma compared with other race groups (non-Hispanic white and non-Hispanic other) as well as Hispanics. Among children, boys and non-Hispanic blacks were more likely to die from asthma. The same is true for adults.
Asthma Deaths by Demographic Characteristics
CDC's National Asthma Control Program (NACP) was created in 1999 to help the millions of people with asthma in the United States gain control over their disease. The NACP conducts national asthma surveillance and funds states to help them improve their asthma surveillance and to focus efforts and resources where they are needed.
| | | Total | | Child | | Adult |
|---|---|---|---|---|---|---|
| | Rate* (SE) | Rate* (SE) | Rate* (SE) | Rate* (SE) | Rate* (SE) | Rate* (SE) |
| Total | 10.0 (0.2) | | 2.8 (0.2) | | 13.3 (0.2) | |
| Sex | | | | | | |
| Male | 8.5 (0.2) | | 3.4 (0.3) | | 10.1 (0.3) | |
| Female | 11.2 (0.3) | | 2.2 (0.2) | | 16.3 (0.4) | |
| Race | | | | | | |
| White (NH) | 8.2 (0.2) | | 1.2 (0.2) | | 12.3 (0.3) | |
| Black (NH) | 22.3 (0.8) | | 11.4 (1.0) | | 26.6 (0.9) | |
| Other (NH) | 8.5 (0.7) | | -- | | 9.9 (0.8) | |
| Ethnicity | | | | | | |
| Hispanic | 7.8 (0.5) | | 1.7 (0.3) | | 7.7 (0.4) | |
| Not Hispanic | 10.5 (0.2) | | 3.2 (0.2) | | 14.2 (0.3) | |
| Age Group | | | | | | |
| 0-4 years† | -- | | 1.8 (0.3) | | -- | |
| 5-17 years† | -- | | 3.2 (0.2) | | -- | |
| 18-34 years† | -- | | -- | | 5.8 (0.3) | |
| 35 – 64 years† | -- | | -- | | 11.5 (0.3) | |
Note: NH = Non-Hispanic, SE = Standard Error
*Rates are age-adjusted to the 2000 standard population
†Rates are not age-adjusted, Source: CDC WONDER | 1,636 | 933 | {
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The PNG Story
The first Presentation Sisters arrived in Pa- pua New Guinea in 1966, a hundred years after the first group of Presentation Sisters arrived in Australia at Richmond, Tasmania. The first five Sisters went to the village of Ningil in the Torricelli Mountains in the Saundaun Province to teach in the village school. Since then the Sisters established communities at Malol and Aitape. In 1998 the Sisters at Malol were among the first people to alert the world to the disaster caused by the tsunami in that area.
Following that the Sisters moved to be with the people as they were resettled in new villages.
During 2003 three Sisters visited several remote villages in the Torricelli Mountains
The Presentation Sisters in Papua New Guinea
PNG Fact Sheet No. 1
Aitape
Malol
Ningil
Yimut
with the prospect of establishing a new community to work with the local people. Consequently the sisters formed a community in Yimut and on 11 November 2007 the first national bishop of the Aitape diocese blessed the priest's house, sisters' convent and church there.
The Presentation Sisters of Papua New Guinea gather in Aitape January 2013 for retreat, community meetings and holidays. The Sisters are in Aitape, Ningil, Wewak and five other remote villages.
www.presentationsociety.org.au
(continued from previous page)
Nagle House and the Novitiate house are in Aitape. Aitape is inland from the coastal village of Arop. Arop was directly in the path of the 1998 tsunami and was worst hit of all the coastal villages. Many lives were lost and the area was devastated. Arop has since been rebuilt further away from the coast.
Ningil and Yimut are in very rough and rugged terrain. There is no road into Yimut. The truck can only go as far as Nuku. There it is unloaded and the Sisters and the Nationals continue their journey on foot. They have to carry their cargo on their backs for the eight hour walk to Yimut. In Ningil and Yimut the Sisters are engaged in education and pastoral work. Ningil also has a Health Clinic run by the Sisters.
FIND OUT MORE
We have two more factsheets about our Sisters in PNG: Ministries of the Presentation Sisters in PNG and The Presentation Sisters and Transport in PNG.
Study / Formation
Community Health Worker training is conducted at Raihu School of Nursing attached to Raihu Hospital in Aitape and at Lemacot School of Nursing in New Ireland Province. This training gives those Sisters who attend qualifications in Community Health with a Double Certificate. They are trained in obstetrics and general nursing.
Teacher training is held in Wewak at Kaindi Teachers College attached to Madang University.
Pastoral Studies are available at Divine Word University, Madang, Xavier Institute Port Moresby and at St Martin's Pastoral Centre Aitape.
Ongoing Formation / Spirituality in Leadership, Scripture etc is provided at Xavier Institute Port Moresby and also at Madang University.
The ongoing education of the Sisters is important as they are instrumental in contributing to the immediate development of the local area in Health and Education and in turn to the future development of the country.
For the latest updates from the Presentation Sisters in PNG, see their page on our website: http://presentationsociety.org.au/ congregations/papua-new-guinea/
www.presentationsociety.org.au | 1,473 | 730 | {
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Kyosuke Nakanishi Tokyo Metropolitan University 6-6, Asahigaoka, Hino, Tokyo, JAPAN email@example.com
Tsubasa Yoha Tokyo Metropolitan University 6-6, Asahigaoka, Hino, Tokyo, JAPAN
firstname.lastname@example.org
Paul Haimes Edith Cowan University 2 Bradford Street Mount Lawley WA 6050 Australia email@example.com
Tetsuaki Baba Tokyo Metropolitan University 6-6, Asahigaoka, Hino, Tokyo, JAPAN firstname.lastname@example.org
Kumiko Kushiyama Tokyo Metropolitan University 6-6, Asahigaoka, Hino, Tokyo, JAPAN
email@example.com
NAKANISYNTH: A Freehand Drawing Waveform Synthesizer
Abstract
NAKANISYNTH is a synthesizer application that allows users to produce sound loops by freehand drawing sound waves and envelope curves. Since the only input required involves drawing two waveforms, users can easily produce various sounds intuitively without complex manipulation. This application has a keyboard where users can edit waveforms and make sounds simultaneously. Therefore, it is easy for the user to understand the relationship between a waveform and the sound it produces.
Keywords: synthesizer, sound synthesis, user interface
1 Introduction
2 System
Most musical synthesizers have several parameters for producing sound. These synthesizers can manipulate sound in intricate ways, but their interfaces tend to be complex. Therefore, it can take a lot of time to learn how to use these devices, which can be a barrier to entry for beginners. In this context, we suggest freehand drawing waveforms as an alternative to the manipulation of several parameters .
In the field of computer music, there are related works that use the same technique of converting a freehand drawing waveform into a sound. Wavetable (Gerard Roma and Anna Xambo, 2008) and Graph-Sono (Seiichiro Matsumura, 2009) are musical interfaces that enable users to draw waveforms [1]. In our application, we have removed complex controllers from the interface to make it more simple and intuitive.
NAKANISYNTH is an iOS application developed with openFrameworks. The upper half of the screen is used for drawing waveforms and the lower half is used to play sounds(See Figure 1).
2.1 Freehand Drawing Waveform
Users can draw a waveform of any length on any position along the horizontal area. In each of the waveforms, the value of the vertical axis means amplitude and the value of the horizontal axis means time. The drawn waveform data is interpolated with linear interpolation based on the sample rate and the maximum length of wave data used within the application, which is stored in an array (see Figure 2). A maximum of five wave's data can be saved. A frequency is generated by resampling the array. It is easy to observe the differences in sounds created by waveforms because users can edit and change waveforms while simultaneously making sounds.
2.2 Playing Sounds
Users can make a maximum of 10 sounds simultaneously by touching the playing sounds area (see Figure 3). The frequency increases from the left to the right of this area. Users can also change the frequency range with a slider. There is an option to choose between keyboard mode or ribbon controller mode. In the ribbon controller mode, the frequency changes continuously so that users can make a beat sound or vibrato.
The volume becomes louder from the bottom to the top of the playing sound area, which users can adjust manually. The cycle of envelope loops is adjusted with a slider. Therefore, the user can make a looped melody and modulate it by shortening the cycle time. In order to make it easy to imagine the relationship between the waveform and the generated sound, a visualization of the waveform's sound output is shown in the playing sounds area.
3 Conclusion and Future Work
In this work, we focused on the intelligibility of sound synthesis. When we exhibited the application at an event for children, we confirmed that it is a useful and enjoyable device because many children enjoyed producing sounds with it. In future versions, we will add functions such as modulation and other effects, and ensure that it is of high enough quality to be a viable instrument for music composition and live performance.
References
[1] Gerard, R., and Anna, X., A tabletop waveform editor for live performance, Proceedings of the 2008 Conference on New Interfaces for Musical Expression(NIME08), pp. 249-252, 2008.
[2] Seiichiro, M., 18 th International Conference on Artificial Reality and Telexistence, pp.356-357, 2008 | 2,001 | 984 | {
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How to Make your Canada Day Party Sustainable
Celebrate Canada's 150th birthday by taking care of our beautiful country
This year, most Canadians are planning a proper shindig to celebrate the milestone birthday of their native land. And while we encourage festivities, we also support parties that don't negatively impact those beautiful natural places that make Canada so special. Here are some tips on how to enjoy your Canada Day sustainably.
Festive Food
Locally-grown foods will not only go a long way to supporting local farmers, but will reduce the carbon footprint of your food.
Eat fruits and vegetables that are in season so that they don't have to be imported over long distances.
Prepare your own dishes at home or get guests to participate in a potluck so that you aren't buying ready-made food in disposable containers.
Eco-friendly Decorations
Avoid cheap dollar-store items that will only end up in the landfill. You can make bunting from fabric that can be used again for future celebrations.
Plant your garden with red and white flowers for a natural celebration.
Decorating with flags is a great idea if you are able to reuse them at future national events.
Avoid floral arrangements that are not locally grown. Imported flowers have a large carbon footprint and may also be sprayed with chemical pesticides, some of which are banned in Canada.
Opt for fabric tablecloths and napkins which can be placed in the laundry rather than disposable ones that end up in the landfill.
Avoid disposable cups, plates and flatware or, if you must, opt for biodegradable items that can be composted.
It takes 200 years for a drinking straw to decompose, so make drinks that don't require straws.
Sustainability is in the Details
Opt for recycled toilet paper. If each household in Canada used 1 roll of recycled toilet paper rather then virgin paper, we would save 47,962 trees every year.
Set up a social media page where guests can rideshare. This reduces their traveling carbon footprint.
Send party invites via email or online rather than using cards.
Encourage party guests to take home leftovers rather then sending them to the landfill.
Set up recycling and composting bins so your guests can effectively separate their garbage.
As a party favor, give your guests some native Canadian plants, seeds or bulbs so that their gardens can be a haven for local wildlife.
One of the best things you can do to celebrate Canada Day is to plant a tree. Opt for a native tree species for your own garden, or donate a tree to a reforestation program.
Source URL (modified on 06/22/2017 - 15:35):
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Exam
Review:
Curve
Sketch,
Related
rates
and
Optimization
Problems
A. Curve Sketch - y
= x
5
−
5x
4
a) Determine the x-intercepts
b) Determine the y-intercepts
c) Take the first derivative
a. Determine coordinates of maximum and minimum points
b. Determine intervals where graph is increasing and decreasing
d) Take the second derivative
a. Determine the coordinates of the points of inflection
b. Determine intervals where graph is concave up or concave down
e) sketch the graph
B. Related
rates
1. Water
is
being
poured
into
an
inverted
cone
(has
the
point
at
the
bottom)
at the
rate
of
4
cubic
centimeters
per
second.
The
cone
has
a
maximum
radius of
6cm
and
a
height
of
30
cm.
At
what
rate
is
the
height
increasing
when
the
2. The
radius
of
a
sphIfere
is
increasing
at
a
rate
of
2
meters
per
second.
At what
rate
is
the
volume
increasing
when
the
radius
is
equal
to
4
3. A 20 m ladder leans against a wall. The top slides down at a rate of 4 ms -1 . How fast is the bottom of the ladder moving when it is 16 m from the wall?
4. At
noon,
ship
A
is
100
km
west
of
ship
B.
Ship
A
is
sailing
south
at
35
km/hr and
ship
B
is
sailing
north
at
25
km/hr.
How
fast
is
the
distance
between
the ships
changing
at
4:00
P.M.?
5. A
stone
thrown
into
a
pond
produces
a
circular
ripple
which
expands
from the
point
of
impact.
If
the
radius
of
the
ripple
increases
at
the
rate
of
1.5 ft/sec,
how
fast
is
the
area
growing
when
the
radius
is
8
ft?
C.
Optimization
Problems
2. A
box
with
a
square
base
has
no
top.
If
64
cm 2 of
material
is
used,
what
is
the maximum
possible
volume
for
the
box?
1. A
shepherd
wishes
to
build
a
rectangular
fenced
area
against
the
side
of
a barn.
He
has
360
feet
of
fencing
material,
and
only
needs
to
use
it
on
three sides
of
the
enclosure,
since
the
wall
of
the
barn
will
provide
the
last
side. What
dimensions
should
the
shepherd
choose
to
maximize
the
area
of
the enclosure? | 1,099 | 953 | {
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Land rights at last for indigenous protectors of Paraguay?s Atlantic Forest
Title After ten years of negotiations, the indigenous Kue Tuvy Aché community in Paraguay have gained formal recognition of their ownership of the land known as Finca 470, part of the Bosque Mbaracayú Important Bird Area. During the course of those ten years, the Kue Tuvy Aché worked with BirdLife Partner Guyra Paraguay and others to develop a management plan which protects the 4,000 ha of native Atlantic forest which makes up Finca 470, while enabling them to pursue sustainable livelihoods. This work was begun with the support of institutions including BirdLife Partner Nature Canada, the Canadian International Development Agency (CIDA), and Conservation International. ?If it were not for the Aché, this last remaining block of forest within the buffer zone of the Mbaracayú Biosphere Reserve would already have been lost?, said Alberto Yanosky, CEO of Guyra Paraguay. Under the shade of the forest, the Aché have grown 20 hectares of yerba mate trees, which are certified organic with the support of the Guayaki Company. The yerba mate produced is exported into the US, where it commands a premium because of its unique designation as the only shade-grown yerba mate produced by an indigenous community within the remnants of the Atlantic Forest. However, throughout those ten years, legal title continued to be withheld, and the Aché were forced to struggle constantly to protect the land from encroachment by speculators, illegal loggers and landless people from elsewhere in Paraguay. Thanks to the efforts of several Congressman, the land was finally transferred to the Kue Tuvy Aché by Law N° 4304/11 of Paraguayan Republic on 9th August 2011. ?As a member of the Congress, I have a commitment to this indigenous community, to respect their rights but also to thank them and reward their work toward biodiversity conservation and sustainable development?, said Senator Alfredo Stroessner, one of the Ache?s strongest supporters in their battle for recognition. The Aché, and their sustainable agricultural model, were also supported by the UGP (Unión de Gremios de la Producción) trades union. ?This is a victory for a community which celebrates life through the wise use of natural resources, and teaches the whole country and the world that development can only be possible if we link it with biodiversity conservation?, said Alberto Yanosky. | 1,037 | 516 | {
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Message to Patrick
from Carla MacInnis Rockwell, a 44 year old woman with cerebral palsy, to Patrick, and 8 year old boy with cerebral palsy
Hi Patrick,
My name is Carla and I was 8 once ... a long time ago. I also have cerebral palsy. Not the same type as you, though. I have spastic diplegic cerebral palsy. That affects the way my legs move.
Your mom is right. CP happens in the brain. It's sorta like a big bruise that didn't go away. But at least we can walk, right? The summer of 1963, when I was 8 I had an operation on my knees to help me walk better. I used to wear huge heavy metal braces up to my waist with lots of straps. And the ugliest boots you ever saw. That was from age about 2 to 8. From age 8 to age 12, I wore ugly below the knee braces, and even uglier boots! From 12 til 28, I wore no braces. Yea! And regular shoes!! For a brief time when I was an adult, I wore braces again, but they were so awkward, I kept tripping over my feet. Guess where those braces are? ... In my closet!!
When I was growing up, I had 1 younger brother, 4 older brothers, and 2 older sisters ... big family. I learned how climb trees, ride a two-wheeler. Heck, I was even on ice skates. What a sight that was! I used to ask my parents why I had cp, just like you're asking your Mom. You know and I know that cp happens when a baby is born too soon, or its brain doesn't get enough oxygen. Stuff like that. But you know what, I like to think I have cp for another reason. That's so I can show people what I can do without two typical legs.
As you get older, Patrick, you will realize that it's what sits on top of your shoulders that is the most important thing. Develop your mind as much as you can. But don't forget all those exercises and things to make your legs and the rest of your body strong. Having cerebral palsy doesn't make you who you are, or who you will become. It's just a tiny part of you. Being kind to others, and understanding and gentle are far more valuable than running marathons will ever be. But ... you can still work hard so you might one day run a marathon. Anything is possible!!
Never forget, Patrick, there are lots of things you can do that don't need legs. A president of your United States had polio and ran your country during a period of war. A woman who could not hear or speak became a great writer and scholar, using sign language to communicate.
I am 44 years old, and I am a writer. Perhaps your mother could read some of the stories my terriers, Mr. Jake and Mr. Alex wrote. I hope you like them. I use the voice of my dogs to explain about disability. Funny how animals know I'm "different" in the way I move. Bet they are with you, too.
Asking questions about cp is a good thing, Patrick. Learn all you can about it, so that when people ask you, you can tell them. And don't be worried if people stare at you when you walk. Let them know that having cp isn't really such a big thing after all. You can be sort of like a teacher, telling people about what cp is and all about what you can and can't do ... yet. Hope you and your family have a great summer. And if you know how to swim, get lots of that fun stuff in. It will make your legs and stomach very strong!
Cheers!
Carla MacInnis Rockwell | 1,184 | 823 | {
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Family Meal Ideas for a Green Lifestyle
With the busy, hectic lifestyles that most families have today, mealtimes together are the best time to reconnect, interact and relax. It can also be a great opportunity to share your values and re-affirm your family's dedication to support a clean environment.
Even food choices can reflect those ideals and goals. By reducing meat consumption, choosing organic, and patronizing local food sources, families can enjoy their meal and what their choices stand for at the same time: a cleaner, greener planet. Though it may sound simple, we are all consumers and our choices have an impact.
Cut Back on Meat
Everyone loves a good burger on the grill. Meat is fine in moderation, but our demand for animal and meat products has made an impact on the environment, not to mention our overall health and fitness. Consider that in the USA, 70% of homegrown cereals and grains are fed to farmed animals. This industry consumes one-third of all domestic nonrenewable resources, including fuel. Because of this, more environmentally conscious families are decreasing their intake of meat or taking it out of their diet completely. If the thought of giving up that barbecue scares you, the good news is that you don't have to become a vegetarian or vegan to make a difference. By just having a few meatless meals a week, your can decrease your environmental impact and benefit your family's health as well.
Choose Organic
Many concerned parents choose organic products for their family because they are free of pesticides. They might not even realize the environmental benefits of organic agriculture. It is completely sustainable because it is produced in such a way that the land is not harmed, and is preserved for future use. Organic farmers preserve the soil, fertilize naturally without chemicals, and conserve water. Quite often they also sell locally, which conserves fossil fuels and energy otherwise spent for transportation.
Though once only found in heath food and specialty stores, organic foods are becoming available everywhere, from grocery stores, to bulk warehouse stores, to farmer's markets. Even if there isn't a wide variety of organic foods available or affordable for you, you can look into participating in a community garden or starting one yourself in your yard.
Eat Local
To support not only a better environment, but also your local economy, purchase and eat foods grown near or in you local community. Think of how much pollution and energy is saved when food doesn't have to be refrigerated, frozen, or transported thousands of miles. Fresh is best, and that's what you'll get locally from food that hasn't traveled far. It is often more economical as well. Imported, out of season foods will cost more. Most importantly for families, eating local is safer, as it is often organically grown and there is a much lower chance of food contamination during shipping or processing. Parents can feel confident preparing locally grown food with their children that it is wholesome, safe, and eco-friendly.
Hopefully you will be encouraged to try some of these great ideas to get you started incorporating green ideals into family mealtime. Families that eat together can think green together, and enjoy great tasting food at the same time. | 1,218 | 647 | {
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Agricultural Biotechnology
Benefits for Hawaii
Agricultural biotechnology is thriving in Hawaii. It's contributing to the livelihood of farmers, the health of our environment and the strength of our economy. With its year-round growing season, skilled workforce and expert knowledge base, Hawaii has become the gateway to the future of worldwide agriculture. By integrating innovative technology with local farming practices, agricultural biotechnology can continue to grow the state's agricultural sector and preserve the landscapes that define our Islands.
Paul Brewbaker Economist
TZ Economics
"Seed companies are actually the largest part of Hawaii agriculture today. As the seed companies grow, so will Hawaii agriculture."
The papaya ring spot virus nearly devastated commercial papaya production on Big Island in the 1990s. Papaya production plummeted from 53 million pounds to just 25 million pounds over a seven year period. Cornell researcher Dr. Dennis Gonsalves figured out a way to use the genetic portion of the virus to "inoculate" papayas against the disease. Growers embraced the technology and the industry saw an immediate turnaround. By 2003, papaya production in the region had rebounded to 40 million pounds per year.
Agricultural Biotechnology
Benefits for Hawaii
* Hawaii is the world's leading producer of seed corn, which accounts for $169 million – or 96% – of the state's $176 million agricultural biotechnology industry. By supplying seed corn to the world, local farmers and scientists are also helping to build the economic future of our state.
Stephen Ferreira Plant Pathology Specialist
University of Hawaii College of Tropical Agriculture & Human Resources
"Agricultural biotechnology is a powerful tool that all growers in Hawaii should be using to solve important production and quality problems."
The Hawaii Crop Improvement Association (HCIA) is a nonprofit trade association representing the agricultural seed industry in Hawaii. Now the state's largest agricultural commodity, the seed industry contributes to the economic health and diversity of the islands by providing high quality jobs in rural communities, keeping important agricultural lands in agricultural use, and serving as responsible stewards of Hawaii's natural resources.
www.hciaonline.com
* Hawaii's seed companies employ more than 1,800 Hawaii residents. Since 2006, the industry has experienced 73% job growth. The number of full-time jobs in this sector has increased 268.5% in the last three years.
* Biotechnology keeps agricultural lands in production. Farmers around the world are planting seed corn from Hawaii, supporting our economy while improving crop yields and helping stabilize food production.
* Agricultural biotech offers real benefits to Hawaii farmers by increasing efficiency and productivity of farms across the state. From soy beans to corn to the state's formidable papaya industry – which was nearly devastated by the ringspot virus – ag biotech is playing a major role in improving the ways that crops are grown so that Hawaii farmers are able to grow locally and feed globally.
* In tropical environments like Hawaii, there is no winter period that disrupts the cycle of pests and diseases. Problems caused by insects and diseases are difficult to control. Biotechnology can help farmers overcome these problems by providing solutions that do not rely on the application of pesticides or other agricultural chemicals that can harm the environment.
* Agricultural biotechnology helps promote responsible stewardship of the land by facilitating low-till farming, which helps prevent soil erosion and encourages water conservation. | 1,664 | 735 | {
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Language Development 2
Helping your child develop language
You & Your Child
A guide for new parents
The way children learn language is so complex that even specialists have a difficult time completely explaining how it happens.
Children learn a lot about language on their own and at their own pace. The complex learning process occurs almost unconsciously.
When you talk to your baby, even for the first time, you are introducing him or her to your voice and to the sounds that are common in the language you speak.
As a parent, there are several things you can do to support your child's language development. The most basic rules are to encourage your child to talk and listen, to respond to your child's sounds, words, and questions, and to always be patient when he or she is trying to talk.
ON BACK WHAT YOU CAN DO TO SUPPORT YOUR CHILD'S LANGUAGE DEVELOPMENT.
You & Your Child may be reproduced for non-profit use only.
HELPING YOUR CHILD DEVELOP LANGUAGE
Interact with your child
The most important thing you can do to encourage language development is to respond to your child, something that comes naturally to most parents.
Respond to the sounds your child makes – whatever they are. Imitate the sounds, even if they are not real words. Make a surprise face, or laugh – anything that will help your child realize the sounds he or she makes will get a response from you.
Talk to your child often
Children learn language by listening to those who are closest to them. You should:
Talk to your child from the day he or she is born.
Use exaggerated expressions and gestures when you talk to your baby.
Talk directly to your baby. Allow your baby to see your face and your expression. If you have a large family, make sure you don't ignore your baby. He or she needs one-on-one talk.
Name things that your child sees and does
Pointing out objects and telling your baby or young child what they are called helps them learn words.
Name objects in your house and outside. Describe what they are. For example, "Here is your coat."
If your child points to an object and says, "That?" label the object with a word. For example, if your child points to a cup and says, "That?" you say, "cup."
Label actions. When you take your child's hand, say, "I'm going to hold your hand." If you pick up your child, say, "Up we go."
Don't worry about "made-up" words
Children sometimes make up words. This is nothing to worry about and you shouldn't correct your child. Just show your child that you understand what he or she is saying. The correct words will come.
UNDERSTANDING HOW YOUR CHILD LEARNS LANGUAGE
Ages Birth-4 Development
Songs and rhymes help
Children love songs, rhymes, and stories. Listening to them helps children learn language.
Sing songs, tell nursery rhymes, and read story books to your child from infancy on. When children are older, answer questions and talk about the nursery rhymes and stories you read.
Expand what your child says
Young talkers often use few words to communicate. Add to your child's language by expanding upon what he or she says. But don't criticize or scold.
For example, if you ask which jacket your child wants to wear and he or she responds by pointing and saying, "this," simply say, "Oh, you want to wear the green jacket."
Have conversations
You can help expand a preschool-age child's use of language by having discussions with him or her about what they are doing or feeling.
Be patient if your child stumbles a bit. Gently help your child with the meanings of words that he or she doesn't seem to have a clear understanding of.
Encourage, don't discourage
Be careful not to discourage your child from using language.
Don't finish your child's sentences when he or she is having trouble or is speaking slowly.
Don't ignore your child if you cannot understand what he or she is saying. Be patient and encourage him or her to keep trying to communicate.
Don't correct a toddler's pronunciation. Just say the word clearly and correctly yourself. n Don't correct your young child's grammatical errors. He or she will learn the correct grammar later. | 1,578 | 881 | {
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One-week Teaching Guide
Soundscapes of People and Place
Carla Diaz
Western cultures in particular, says [composer Barry] Truax, have invested far more time and effort into establishing the visual landscape than they have any soundscape or acoustic sense of place. He thinks one reason that may be is because everything about acoustic spaces is fluid. We tend to like the solidity of a fixed visual map.
—Kathryn Miles, "Mapping the Bottom of the World," Ecotone 20
About this guide
These materials are geared toward undergraduate creative-writing courses, but they may be used in other contexts as well. Instructors are welcome to adapt this guide to suit their courses and classrooms. If you use or adapt these materials, in part or in full, please credit Carla Diaz and Teach Ecotone.
Ecotone's Sound Issue offers poetry, stories, essays, and a map of songbird call dialects, all of which engage with or evoke sound. Using writing from the issue, this guide aims to help students develop greater sensitivity to sound in their writing, and to recognize the use of it as an effective tool in rendering both character and scene.
Some of the writing and art from Issue 20 is available at ecotonemagazine.org; the remainder can be found in the print edition of the magazine.
Relevant fields: Creative writing, English
Reading
Barbara Hurd, "The Ear Is a Lonely Hunter"
Kathryn Miles, "Mapping the Bottom of the World"
Luzene Hill, "Sovereignty through Print: New Type, and a New Letterpress-printed Book, in the Cherokee Syllabary"
David Gessner, "A Quiet Lie of Nature Writing"
Margaret Kimball, "Dave"
Aisha Sabatini Sloan, "D is for the Dance of Hours"
Questions for discussion
A) In Barbara Hurd's essay, "The Ear Is a Lonely Hunter," she recalls walking in the woods with a tracking expert, paying attention to the pressure of her footsteps. She realizes she hasn't paid the same attention to the physical experience of touching the keys when prac- ecotonemagazine.org
Issue 20: Sound
ticing piano. How, she wonders, would that attention shape her playing? She recalls a piano lesson, during which her teacher reminds her to play:
as if you were reentering the piece anew each time . . . as if you were Mozart, creating each measure for the first time, exploring where the next note should go, a toe inching forward over uncertain ground . . . . Play as if your ear were the creator. (46)
What do you think the piano teacher means by these imperatives? In what ways has Hurd applied the lesson of using her ear as the creator to the writing of this essay?
B) In Luzene Hill's essay "Sovereignty through Print: New Type, and a New Letterpress- printed Book, in the Cherokee Syllabary," she includes a sample folio that shows a spread from the book, printed by artist and printer Frank Brannon, which includes both text and image. After spending time with these pages from the book, try to describe your sonic experience of them. What is the auditory effect of Hill's visual choices? How might the sonic experience of the book change depending on the reader?
C) Margaret Kimball uses color, geometric patterning, and empty space within images to create a sense of sound in her comic "Dave." Find and describe one example of the way in which Kimball manipulates sound and silence on the page. How might you use the example of her treatment of visual space to create rhythm, pacing, and volume in your own writing?
Sounds of Character
Writing exercise
In his essay "A Quiet Lie of Nature Writing," editor-in-chief David Gessner describes a morning in Colorado: "That morning, fog had chopped off the tops of the mountains, and then the afternoon rain, spiced with hail, hammered the roof of our house" (11; emphasis added). Elsewhere in Issue 20, in her essay "D is for the Dance of Hours," Aisha Sabatini Sloan writes that Aretha Franklin sings "with the crackling warmth and smokiness of a fire" (142). Both writers use senses of taste, touch, and smell to deepen their descriptions of sound. We will use this strategy to render character in a piece of fiction or nonfiction.
i. First, think of someone you know. Write a short scene or moment of action in which they are doing something mundane—for example, sitting in traffic, cooking breakfast, making their bed.
ii. Find three opportunities within this scene to expand by evoking an experience of sound. Consider the various synesthetic approaches available to you for describing things like color, texture, and flavor.
iii. Swap work with a partner. In your partner's writing, highlight the descriptions that evoke sound most vividly. Then highlight one place where the writer might amplify their description.
iv. After a break (a few minutes, a day, a week), reread your work. Revise it with your new thoughts, and your partner's feedback, in mind.
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Industry Live
Information on the event
54 students from Years 7-12 from the following schools attended the Industry Live Job Interviews event on November 14:
1. Bourke High School NSW
2. Collarenebri Central School NSW
3. Coonamble High School NSW
4. Lightning Ridge Central School NSW
5. Faith Lutheran College QLD
6. Findon High School SA
7. Mungindi Central School NSW
8. Goodooga Central School NSW
Industry Live
Useful resources
Veritasium – Science, Engineering and all thing interesting https://www.youtube.com/user/1veritasium/featured
3Blue1Brown – Amazing explanation of mathematical concepts from helping understand calculus your learning at school to visualising higher dimensional shapes (like what's a cube in 4D or even 10D??)
https://www.youtube.com/channel/UCYO_jab_esuFRV4b17AJtAw/featured
Minute Physics – "Simply put: cool physics and other sweet science." https://www.youtube.com/user/minutephysics/featured
Motherboard – Fascinating insights into some people who do the best science and engineering in the world from the people who maintain the NY Times printing press to the man who designed and operates the world's most accurate clock. https://www.youtube.com/user/MotherboardTV/featured
Smarter Every Day – exploring the world around us using science and engineering. https://www.youtube.com/user/destinws2/featured
Hacksmith - We take fictional ideas from movies, video games & comics, and make real working prototypes! (they build cool stuff)
https://www.youtube.com/user/MstrJames/featured
Vsause – Questions about our universe and our perceptions of it https://www.youtube.com/user/Vsauce/videos
This Old Tony – An old guy with crazy amounts of knowledge working in his home shop making cool projects and tools.
https://www.youtube.com/channel/UC5NO8MgTQKHAWXp6z8Xl7yQ
Industry Live
Real Engineering – Fascinating insights into both simple and challenging problems. How feasible is hydrogen as a fuel? How to find exoplanets? https://www.youtube.com/channel/UCR1IuLEqb6UEA_zQ81kwXfg/videos
Crash Course Engineering – A look into what is engineering and what are some key principles. Made by crash course who many teachers will know.
https://www.youtube.com/watch?v=ToC8rFFp88Y&list=PL8dPuuaLjXtO4A_tL6DLZR otxEb114cMR
Another resource: https://careerswithstem.com.au/
Post event advice and tips from panellists
Oliver:
Try and stick with maths if you can, even if it's not your favourite subject! It gives you options for the future.
Allison:
Engineering is about connection, collaboration and creativity.
Maria:
I studied lots of different subjects and looked for a mentor to help me with deciding what I wanted to do. | 1,342 | 637 | {
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ARTS WEEK COURSE DESCRIPTIONS
iPad Film-Making *half day intensive*
A new spin on one of our most popular classes. ROB GRELLA brings his expertise from our tech dept. and will work with students to learn some of the basics of this challenging art form. Students in this class will be filming and learning to edit on their iPads using the iMovie application.
STEPS - A Workshop for Writers, Poets & Dancers *half day intensive*
Every step counts: The steps in a dance. The steps to writing a poem. The steps one must take to inspire others. As leaders, we learn to say what we mean, mean what we say, and stand up for something greater than ourselves. As artists, isn't our journey the same? Lead by CAMILLE EDWARDS and her brother COURTNEY EDWARDS, STEPS, is a performance art workshop that will focus on the many steps one must take to fully own their artistry. As an ensemble, we will use writing, spoken word, and Hip Hop dance to create a single piece of art that inspires and empowers others. Calling all writers, poets, and dancers! The challenge? You have to be ready to do it all.
Kuba Printmaking *half day intensive*
Through a process involving printmaking and collage, students will explore and re-create patterns informed by African Kuba textiles with ALLISON DOHERTY. Students will be looking at how Kuba textiles informed some modern artists' work and will do some research before creating patterns of their own. They will work collaboratively on creating abstract patterns, which will contribute to a large composition. This composition will then be cut apart and used on the surface of individual works of art.
Animal Masks and Symbols
Join JOHN REGAN to explore African Animal Masks! Starting off with some research about different styles and symbols used in the creation of African masks, students will explore who makes them, how they are made and where they come from. Using simple materials to create our own mask in the style of traditional masks, students will get to unleash their creativity and bring the animals of Africa to life!
Interwoven Identity
Photography and Studio Art come together in this hands-on project led by JESS LEVEY. Inspired by Artist Kyle Meyer's "Interwoven" Project that he completed when living in Swaziland, students will create portraits of various aspects of their identity which they will weave together, creating three dimensional photographic sculptures.
Mudcloth from Mali
Guest Artist JANET GOLDNER joins us straight from Mail, Africa, with materials in hand to guide students in creating their very own pieces of Mud Cloth fabric. After learning about the history, symbols and "how-to", student will use clay slip on natural cloth, to create their designs and then add natural colors for a fantastic finished project.
Fauxsaics - Digital Mosaics!
Inspired by the work of Nick Misani, students will follow our resident mosaic guru AMANDA FISK to create "fake mosaics" from sketch to finished product using iPads and Apple Pencils. Students will be introduced to composition, color theory as well as the app Procreate. If sticky tile glue isn't your thing but you love the idea of making detailed, original artwork join in for a fantastic fun time with Fauxsaics!
Funga Alafia Drumming
In this workshop students will learn drum rhythms from a traditional West African "Welcome" song/dance. Following along with new guest artist ABBA WEDDERBURN, students will use their hands and the sound of the beating drum to create the foundational rhythms and vibrations played during this song of fellowship. These rhythms reflect the harmonious sound of earth and sky, drum and song alike. While exploring the history and origination students will be able to execute the rhythmic sounds of West African drumming.
Funga Alafia Dance
New to MS Arts Week this year, join MARIA LUCAS to learn a traditional West African "Welcome" dance. Explore the history and origination of the dance while simultaneously expressing it through our bodies. This dance demonstrates movements created to give honor to the earth and sky, as well as showing honor and respect to our neighbor and welcoming one another in fellowship.
Dance Fusion
Leave the judgement at the door and get moving on the floor! This class is all about letting go of "supposed to" and focuses in on feeling good. Fusing together guest artist and professional dancer CLINTON EDWARD'S background of modern, ballet, yoga, and contemporary dance. Utilizing floor work to ground the energy and across the floor movement to find space, Clinton's combinations pull from various styles including lyrical, hip hop, contemporary, jazz, theatre, and gaga, sometimes all in one phrase! | 1,943 | 976 | {
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Knowledge Organiser – South America, Brazil
| | Key | Definition |
|---|---|---|
| | Vocabulary | |
| Amazon Basin | | The area drained by the River Amazon and all its tributaries. |
| Amazon River | | The longest river in South America. It Flows through Peru, Bolivia, Venezuela, Colombia, Ecuador and Brazil. |
| Compass point | | Points on magnificent compass marking the four main directions; North, South, East. West, and intermediate directions. |
| Continent | | Very large land mass. The continents on Earth are: Europe, Africa, Antarctica, Asia, Australasia, North America or South America. |
| Latitude | | Imaginary horizontal line used to show how north or south something is on the Earth’s surface. |
| Longitude | | Imaginary vertical line used to show how east of west something is on the Earth’s surface. |
| Mountain | | Large landform, often with a peak, rising high above the surrounding area. |
| Mountain Range | | A chain of mountains. |
| Physical feature | | Naturally occurring e.g. rivers, mountains. Lakes. |
| River | | Natural watercourse flowing downhill towards river, ocean or lake. |
| Rockies | | Another name for the Rocky Mountains. A mountain range that stretches north to south across Canada and the USA. |
| Slum | | A densely populated and area of a city, usually associated with poverty. |
| Source | | The original point where river begins. |
| Tributary | | A river or stream that flows into a larger river. |
| Village | | Place where people live, smaller than a town. |
Year 5 – Geography
KEY KNOWLEDGE:
Question 1: What is the difference between a continent, country, state and city?
Answer:
A continent is one of serval large land masses on earth. Ordered by size they are: Asia, Africa, North America, South America, Antarctica, Europe and Australasia. Continents are made of a number of separately governed countries. Countries are regions that are identified as having a distinct nationality. States are a way that some countries are divided up politically e.g. in the USA. Cities are large, permanent human settlements. They generally have extensive housing, transport links and wider utilities and are densely populated. E.G: London, Manchester, Glasgow, Cardiff and Exeter.
Question 2: What are the differences between North and South America?
Answer: North America and South America are two continents. Both North and South America are located in the Western hemisphere. However, North America is north of the equator and South America is south of it. North America is larger than South America and has a larger population. North America has 23 countries in it whilst South America has 12. The main languages of North America are: English, Spanish and French. In South America they are: Portuguese and Spanish. | 1,358 | 623 | {
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Definitions
Nocturnal: Active at night
Diurnal: Active during the day
Crepuscular: Active at dawn and/or dusk
Cathemeral: Not following any activity pattern
Dickinson County Nature Center
22785 Nature Center Road, Okoboji
712-336-6352
www.dickinsoncountynaturecenter.com
WHEN ARE YOU AWAKE?
Some animals we see during the day. Some are only awake at night. Some don't seem to fit into either category.
Let's take a look at activity periods and what animals fit into which category.
Nocturnal
Animals that are active at night are considered nocturnal.
Most people think of nocturnal animals and think of raccoons, because they are common in many places in the world. They are awake at night looking for food such as fruit, seeds, nuts, birds' eggs and plants.
The nine species of bats that are native to Iowa are nocturnal. They love to eat mosquitoes after the sun goes down, and they find their food not with their eyes but with echolocation. Bats listen to an echo of a call to build a map of their surroundings. The animals can tell how far away something is by how long it takes the echo to return.
Owls also love to hunt at night because they can sneak up on the prey. They have big eyes and wide pupils that help them see their prey, and they also have good hearing that helps them find prey in the dark. Plus, because they hunt night after night in the same location, they know where branches, trees and other things that they might hit are located so they can avoid them.
You might hear a coyote howling in a prairie or forest area in Iowa when the sun is setting, because they are communicating where they are to other coyotes in the area. Most coyotes hunt at night by themselves, but sometimes in the winter they will gather together and hunt as a team.
Other nocturnal animals that live in Iowa include opossums, skunks, foxes, bobcats, mice, rats and badgers. However, because people have moved into their native habitats, sometimes that can change these animals' eating patterns and you might see some of these animals out during the daytime.
Diurnal
Diurnal creatures wake and sleep with the rising and the setting of the sun. In Iowa, those animals include squirrels, chipmunks and ground squirrels, raptors such as bald eagles, hawks and osprey, turtles and most species of songbirds and waterfowl.
When an animal is awake has to do with a lot of factors: Temperature, humidity, levels of light, prey and predators, and more.
For instance, a turtle may be diurnal because it is cold-blooded. It acclimates to the temperature around it, but to warm itself, it needs to bask in the sun. That means that it has to be awake and active during the day.
Bald eagles and hawks are awake during the day, because that is when their prey is active. Squirrels, chipmunks, ground squirrels are active, so their predators are active.
Animals without night vision must be awake during the day so they can see to eat and find a home.
When an animal is awake and active is innate, but it is also incredibly important for how it lives and functions.
Crepuscular
When an animal is not nocturnal or diurnal, it may mean it's crepuscular. It simply means that an animal is active at dawn and dusk.
These animals come out the most as the sun starts to set or rise.
Scientists think that crepuscular animals are this way because they are avoiding predators. A lot of animals that are looking to prey on other animals are active during peak daylight or evening hours.
For instance, the rabbit is a crepuscular animal because it has predators such as greathorned owls and coyotes that are nocturnal and also hawks and falcons that are diurnal.
Other animals choose to be active during the dawn and dusk hours to avoid competing with other similar species. This may be the reason that the barn owl is crepuscular instead of hunting against so many other owl species that are nocturnal.
Although many people haven't heard the word crepuscular before, many animals we are familiar with are in fact crepuscular: Deer, skunks, opossums, American woodcocks, rabbits, barn owls and even domesticated dogs and cats.
Plus, crepuscular animals can be broken down even further. Those who are most active in the morning are called matutinal, and those most active at dusk are verpertine.
Cathemeral
Animals that don't have any real pattern of waking and sleeping are called cathemeral.
These animals could be awake at night or awake during the day, and they don't have any adjustment needed between these times. Their pattern is not a pattern at all, it is completely irregular.
There doesn't seem to be a hard-and-fast reason as to why animals are cathemeral either. It may be that at different times of the year, access to food is easier either in daylight or at night, so they switch up their hours to make it easiest to find food. It may be because of temperature changes that being awake at a certain time of day is most efficient. It could also be that an animal's schedule changes to avoid predators in different seasons.
Lions are considered cathemeral, because they can sleep during day or night and are active when they need to find food or water, whenever that may be.
Other animals considered cathemeral could be bobcats, mountain lions, frogs and even coyotes can fit into this category. | 1,921 | 1,187 | {
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City of Pendleton Coed Volleyball Basic Rules
GYM
All games will be played at Sunridge Middle School. Please remember it is a privilege to use this facility. Please do not leave children unattended. To help prevent damages, no food is allowed on gym floor. There is absolutely no basketball allowed during volleyball time.
TEAM
(A)Recreational league- A team consists of a max of 6 players, at least half of which must be women.
(B)Power League- A team consists of a max of 4 players, at least half of which must be women.
MATCHES & SCORING
A. Each match will consist of three games.
B. Rally scoring will be used.
C. There will be a point scored on every score of the ball.
D. Offense will score on a defense miss or out of bounds hit.
E. Defense will score on an offensive miss, out of bounds hit, or serve into the net.
F. Game will be played to 25 pts.
G. Must win by 2 points.
THE SERVE
( A ) Server must serve from behind the restraining line ( end line ) until after contact.
( B ) Ball may be served underhand or overhand.
( C ) Ball must be clearly visible to opponents before serve.
( D ) Served ball may graze the net and drop to the other side for point.
( E ) First game serve is determined by a volley, each subsequent game shall be served by the previous game loser.
( F ) Serve must be returned by a bump only. no setting or attacking a serve.
(G) Call out score before each serve.
ROTATION
( A ) Team will rotate each time they win the serve.
( B ) Players shall rotate in a clockwise manner.
PLAYING THE GAME ( VOLLEY )
( A ) Maximum of three hits per side.
( B ) Player may not hit the ball twice in succession ( A block is not considered a hit ).
( C ) Ball may be played off the net during a volley and on serve.
( D ) A ball touching a boundary line is good.
( E ) A legal hit is contact with the ball by a players body above and including the waist which does not allow the ball to visibly come to a rest.
( F ) If two or more players contact the ball simultaneously, it is considered one play and the players involved may not participate in the next play.
( G ) A player must not block or attack a serve.
BASIC VIOLATIONS
( A ) Stepping on or over the line on a serve.
( B ) Failure to serve the ball over the net successfully.
( C ) Hitting the ball illegally ( Carrying, Palming, Throwing, etc. ).
( D ) Touches of the net with any part of the body while the ball is in play. If the ball is driven into the net with such force that it causes the net to contact an opposing player, no foul will be called, and the ball shall continue to be in play.
( E ) Reaching over the net, except under these conditions: 1 -When executing a follow-through. 2 -When blocking a ball which is in the opponents court but is being returned ( the blocker must not contact the ball until after the opponent who is attempting to return the ball makes contact). Except to block the third play.
( F ) Reaches under the net ( if it interferes with the ball or opposing player ).
( G ) Failure to serve in the correct order.
THE COURT
PLAYING AREA
Both indoor and outdoor courts are 29'6" x 59'.
NET HEIGHT
Net height for men, co-ed mixed 7'11-5/8".
BALL
The ball weighs between 9 and 10 ounces. Ball pressure is between 4.5 and 6.0 pounds
VOLLEYBALL LINGO
Translations
"Ace"
When the ball is served to the other team and no one touches it.
"Sideout"
"Roof"
"Stuff"
"Dig"
When the team that served the ball makes a mistake, causing the ball to go to the other team.
When a player jumps above the height of the net, and blocks the ball.
When a player jumps about the height of the net, blocks the ball, and the ball goes back at the person who attacked the ball.
When a player makes a save from a very difficult spike.
"Kill"
When a team spikes the ball and it either ends in a point or a sideout.
COURT LAYOUT | 1,643 | 938 | {
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The 12 Pathways to Wellbeing Overview
Pathway, n. a route, line, course of action; a way of behaving; a way of life.
Wellbeing, n. The state or condition of experiencing wellness, having quality of life (with or without illness or injury).
Click the image below to view the Pathways to Wellbeing
Pathways to WellbeingBeing aware of and incorporating the Pathways to Wellbeing into our lives provides access to living well. The philosophy of the Lewis Institute For Health and Wellbeing is that there is no one pathway to follow – there are many. Understanding this and having a willingness to take the time to explore various paths contributes to sustainable wellbeing.
The Pathways to Wellbeing model provides a mind, body and spiritual framework for this exploration.
Mind-Body Awareness
Each moment there is instantaneous communication between every part of the body. What happens in the body influences the mind (thoughts and emotions). In turn thoughts and emotions affect the body.
There is no separation between mind and body.
Physical Exercise
Regular physical exercise is a powerful and essential tool to regulate and enhance all systems of the body, including the brain, irrespective of our state of health or age.
Flexible Body, Flexible Mind
Some of us look and feel older than our age and some of us younger.
The age of our body is often different from our chronological age.
A flexible body and a flexible open mind enhance health and slow the ageing process.
Optimal Nutrition
Thousands of years ago Hippocrates said "let food be your medicine and medicine be your food" This is just as relevant today – except we now have many more foods from which to choose, including many with sub-optimal value and some which are harmful.
Breath Awareness
Using the breath well can bring balance to the nervous system and hence to the rest of the body.
Being aware of the immediate effect that the breath has on the functioning of the mind and the body is a powerful tool to incorporate into our lives.
Stress Release
Too much stress can overload body systems and when this occurs the potential for illness increases and ageing accelerates.
Stress is a part of living and the body's systems are finely tuned to deal with stress.
Understanding the nature of stress and how to release it is an important tool for living well.
Meditation
The practice of meditation creates peace of mind and many other health and emotional benefits.
Spending some time each day cultivating a quiet peaceful mind is an antidote to stress (and its effects on the body).
Environmental Awareness
In this way, we are moment by moment connected to our home, work and other environments.
The five senses of the body are constantly transmitting information from our immediate environment to the brain and the body.
Being environmentally aware allows us to recognise the negative and positive effects of these environments and to choose or create them with care.
Power of The Group
to a community that shares and reinforces positive attributes our health is enhanced. The opposite effect is true – being isolated from others or living within a negative
Humans are community beings. When we feel connected to a group of individuals or community adversely affects health and well-being
Being Creative
Inviting into your life new experiences or ways of thinking promotes vitality and a sense of wellbeing.
Being creative means stimulating the mind and body.
Service To Others
When you share in and experience the interconnectedness of all beings your health is enhanced.
Being of service to others acknowledges that we all share this world and that the well-being of each is connected to the well-being of all.
Our service serves us as well as others.
Being Intentional
Our thinking processes influence the function of all body systems and hence our health. This knowledge reminds us to be aware of what we are thinking and to chart our direction consciously.
We are what we think and our thoughts do matter.
Action then follows with greater ease and clarity.
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North Region: D-Jr Rules Interpretation
Revised: April 4, 2016
D-Jr is still a developmental league. Please understand that developing young kids to play and love the game of baseball is Knothole Baseball's main goal.
In D-Jr, pitching and batting is setup differently. The focus is on getting the players to start to understand and recognize the strike zone. We also want players to start to get used to seeing and hitting a pitched baseball.
The game is divided into two periods: "Coach Pitch" and "Player Pitch".
Coach Pitch: the emphasis is on getting the player to make contact with the ball and gain understanding of the strike zone.
- Pitch count: The batter can get up to 7 pitches (or continue the at-bat if they keep fouling off).
- Pitch disposition: Strikes and balls are called. If batter strikes out swinging, the batter is out. Otherwise, the player is free to use all pitches. If 4 balls are thrown, pitches continue until 7 pitches reached or strikeout occurs.
- Pitch position: The coach pitching may have his rear foot no less than 40' feet from the plate and may pitch from a kneeling position in order to get the ball thrown at a level for the boys.
Player Pitch: the emphasis is on getting boys to develop into pitchers and batters to experience a player pitching.
- Pitch disposition: The umpire* will call strikes and balls. If 4 balls are called, players cannot walk. Instead, the Coach comes on and assumes the remainder of the count to get to 7 pitches maximum or continue the at-bat if they keep fouling off. If a player reaches a total of 3 called or swinging strikes, the batter is out.
- Pitch position: The player pitching should attempt to pitch with his rear foot situated 45' from home plate, however this will not be enforced. The player cannot be closer than 40' from home plate.
- Pitch determination: It is advised that coaches review the requirement for a liberal strike zone with the umpire* prior to game start.
*Umpires: the game umpire can be a coach or parent. An official umpire is not required and is the option of the individual districts. Please keep in mind that this is still a developmental league.
Pre-Game Meeting: A meeting between head coaches is required by all Knothole Baseball teams at all levels. The meeting take place at home plate 5 minutes prior to the first pitch. At the D-Jr levels, the meeting is to review the North Region D-Jr rules and to make sure everyone understands you will be playing by the same set of rules. | 999 | 565 | {
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TE4.08 What Makes People Tick?
(4 hours)
Apprentice:
Trainer:
Completed:
/ /
Understanding of males and females is just one aspect of the broader subject of understanding people and why they are the way they are. As well as reading and teaching the Bible, ministers need to be able to read people. By understanding why a person thinks or does something, we can apply the Scriptures to the exact point of need for change. For example, exhortations about attending church might need to be re-directed to challenges about workaholism which has caused their nonattendance.
Exercise
Analyse what makes people tick…
Aims
1. To develop a genuine curiosity about people
2. To learn to ask questions
3. To have in mind what you want to discover about people
4. To think through how people's background and personality affects their Christian life and ministry
Trainers
1. Teach Apprentice to ask questions, and help them to develop this skill. Every person will talk about at least one of these four topics: gardening, politics, sport, children.
2. Your Apprentice needs to learn how to ask sensible questions about topics such as these, and to be interested in the response.
3. Talk through particular people in your Apprentice's ministry as often as possible and work out what they know about them. Use the analysis sheet on the following page.
4. Talk through some implications for how you minister to a person given what you know of them.
5. Use above exercises as often as needed to see progress in understanding people.
Resources
Making Friends and Making them Count, Em Griffin (IVP: 1987)
Understanding People, Larry Crabb (Zondervan: 1987)
.
'What Makes People Tick' Analysis Sheet
(TE4.08)
| Area | Know | Don’t Know | How to Find Out |
|---|---|---|---|
| Health - past and present | | | |
| Attitude to body shape and appearance generally | | | |
| Eating habits | | | |
| Anxieties | | | |
| Self-esteem | | | |
| Level of guilt | | | |
| Optimist or pessimist | | | |
| Education | | | |
| Reading interests | | | |
| Hobbies | | | |
| Sexual control and fulfilment | | | |
| Significant relationships | | | |
| Significant influences | | | |
| Family background | | | |
| Ethnicity | | | |
| Social Class | | | |
| Employment | | | |
| Defining Moments | | | |
| Ambitions | | | |
| Religious History | | | |
| How they make decisions | | | |
| Christian conversion | | | | | 1,225 | 639 | {
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PRIMER: SETTING GOALS
Essential Question
How do individuals and businesses set goals?
Before considering how goals are set, let's consider who sets them. Who sets goals in life?
The answer is simple, or should be—everyone. Everyone who wants to accomplish something sets a goal. Individuals set goals, groups set goals, nonprofit organizations set goals, and businesses set goals. To achieve anything meaningful, the first step is to set a goal.
When an athlete decides to shave 10 seconds off her time to run a mile, she is setting a goal. So is a homeowner who gives himself a deadline of September 10th to get his yard in shape and lay new sod. So was President John F. Kennedy when he told the nation, in 1961, that we should put an American on the moon before the end of the decade.
We all set goals. Sometimes we achieve them, as the United States did in 1969 when Neil Armstrong became the first person to walk on the moon. Sometimes we don't achieve the goals we set. If the runner only cuts 3 seconds from her time, has she achieved her goal? Perhaps her goal of 10 seconds was unrealistic because she was already close to her peak fitness. If the homeowner doesn't get his yard in shape and misses his goal of laying new sod by September 10 th has he failed? Perhaps he picked that date because he knows this is an optimal time of year for the lawn, but the yard required more work than he anticipated, or it rained, and he wasn't able to lay the sod until a week later.
All of these examples have one thing in common: Those who set goals made progress. The runner improved her time; the homeowner cleaned up his yard and started a new lawn by September 17 th ; and an American landed on the moon. They made progress because they planned for what they wanted to achieve. The reason that goals are different from dreams is because goals include a plan and a defined endpoint. Twentieth-century American author Napoleon Hill wisely stated, "Goals are dreams with deadlines."
Dr. Martin Luther King Jr., the famous minister, Civil Rights activist, and American hero, once had a famous dream. He delivered his "I Have a Dream …" speech in 1963, but he didn't end with a dream. He also set goals for changing the laws of the land.
I say to you that our goal is freedom, and I believe that we are going to get there …
Primer: Setting Goals
VOCABULARY
Goals
End results that are measurable and observable; results to be achieved in a specific timeframe
Nonprofit organizations
Organizations created for purposes other than making money
The efforts of Dr. King and others helped lead to passage of the Civil Rights Act in 1964. This important new law ended legal segregation and discrimination in the United States. Dr. King didn't just dream; he set goals and achieved them.
Individuals set personal goals for themselves. Goals can apply to all areas of a person's life. For instance, say you have been considering a possible future career, and achieving that career has become your goal. You have to decide whether you can best get there by attending college or by getting a job in the field with other training. Often, a college education or other specific vocational training and education helps people reach jobs with better prospects. Education is a sort of investment, involving costs now, but with the expectation of greater rewards in the future.
Businesses must also set goals in order to achieve growth and profit. In fact, setting goals should be a priority activity for any business that wants to succeed over the long term. The process of setting goals for a business is not merely thinking up what you might want to do, but carefully evaulating shortterm and long-term objectives in order to steer a business in the right direction.
WHAT DO YOU THINK?
1. Why is setting goals important?
2. What might prevent you from reaching a goal?
3. Consider a time when you fell short of a goal but still made progress.
4. Do businesses set goals in the same way that individuals do?
VOCABULARY
Short term
Less than 12 months, in business
Long term
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Structure in the Landscape
A landscape can be developed in a variety of ways. One of the easiest is to think about it in the same sense as a house. At its most basic a house consists of walls, ceiling and a floor. A landscape has the same elements but instead of (or in addition to) concrete, wood or metal, the walls, ceiling and floor in a landscape will be made primarily of plants.
The structure of a landscape is usually established with a combination of manmade and plant materials. A landscape can be a single cozy area or a series of "rooms" in a large expanse. It could be an estate-sized garden or a tabletop fairy garden. For a small cozy area, the structural elements are usually small scale and the plants medium to finetextured. Larger expanses will accommodate larger, bolder materials and plants.
Walls can be made of low to very tall plants that grow in an upright, shrubby form, in addition to the more traditional fences and stone walls. In the right environment a waterfall or tall fountain can create an unusual, dramatic wall.
Shrubs growing at eye level or below define space and create enclosure. Larger shrubs are commonly used to define space and block unwanted views. Dense evergreens provide year round screening, offering the most privacy. Deciduous plants have bare branches during the winter, creating semi-transparent screens and allowing glimpses into other spaces.
Trees extend above the walls, forming the garden ceiling. Ceilings can be suggested or created with medium to tall trees, large vase-shaped shrubs or pergolas. Overhanging trees, pergolas with lattice tops, and trellises topped with vines permit water, air and light to filter through to the plants below.
The mature habit of a tree should dictate what variety is selected for landscape ceilings or walls. Some of the nicest trees for enclosure have a vase-shaped growth habit, such as Honey Locust. Consider also the quality of the tree canopy. A honey locust has a vaseshaped, light and airy canopy while the canopy of a Norway maple is dense, heavy and broad spreading. Each will create a different effect in the landscape and also will determine what kind of plants can be grown on the lower levels.
The landscape floor is usually composed of low plants, paving and mulches. Ground treatment, whether manmade or plant material, is fundamental to the structure of the garden as a whole. It establishes a base from which the rest of the garden grows. It outlines both visually and spatially the places where people will move through the landscape. Paving is solid, leads the eye strongly and suggests to people where they should walk or sit.
Structural elements may be seasonal or permanent. Annuals and herbaceous perennials grow and create structure in summer but disappear in winter. Leaves disappear from deciduous trees. Evergreen leaves may change color or shape with the seasons but otherwise remain in place. Hardscape features such as paving, walls, fences and buildings can remain virtually unchanged throughout the seasons for years on end.
Smaller freestanding garden structures are semi-permanent and can be moved around the landscape as desired. Trellises, arbors, seats, and benches all form moveable walls. Container gardens combine sculpture and plant material and are especially useful in places where plants won't otherwise grow.
As with a house, once the basic structure is complete, the details are filled in. Accents of color and texture in the form of smaller plants, flowers, pottery, sculpture, cushions and other outdoor soft furnishings fill in and refine the personal ambience of a landscape.
Unlike completed architecture, a landscape is continually in transition. It is an evolving, living design with no "final" version.
Beth Gollan is a horticulturist affiliated with The Planter's Palette, 28W571 Roosevelt Rd., Winfield, IL 60190. Call 630-293-1040 or visit their website at www.planterspalette.com. | 1,497 | 813 | {
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Pope takes questions from children in hurricane-hit Texas, Puerto Rico
ROME — Pope Francis said that there are no easy answers to the suffering and destruction wrought by hurricanes and that while such disasters happen naturally, humankind must also take responsibility for not caring for the environment.
In a video chat with young children participating in a program of the international network of "Scholas Occurrentes" Oct. 26, the pope spoke with children from Texas and Puerto Rico, where Hurricanes Harvey and Maria struck hardest.
"If God loves us all, why did he make hurricanes and heavy rains?" asked Pedro Garcia, a 9-year-old Mexican-American boy living in Houston who lost his home after Hurricane Harvey struck Texas.
The pope said that there are questions even the most intelligent person can't answer and that can only be answered with "solidarity, with a hug and to be close to those who suffer."
"When I am asked these kinds of questions — I confess with all sincerity — I don't know how to answer," Pope Francis said. "Do you know why? Because there isn't an answer. The only thing I can do is look at the cross and ask, 'Why did God allow his son to be crucified?'"
The only answer to Christ's suffering on the cross and the sufferings of others, he continued, is God's love because "when Jesus was on the cross, he never forgot that his father cared for him and loved him."
"When these misfortunes happen to us, we cannot forget that the father loves us,"
Updated October 27, 2017 | PRINTED March 24, 2019
the pope said.
However, he also said that people must take responsibility for actions that have contributed to the worsening of such natural disasters and pleaded with men and women to "care for the world and for nature."
"'But no, we want to build a pipeline so that we can make more money.' Yes, why do you need money? So that you can pay for the funeral service because that is where this will take you, your country, the earth and all of us. Care for the earth!' the pope said.
Pope Francis also spoke with children from Loiza, Puerto Rico, one of the poorest areas on the island that was devastated by Hurricane Maria one month ago.
Ariana, a 5-year-old girl, cast a serious look at the pope and said, "Hi, Pope Francis. When are you coming to Puerto Rico?"
The young girl cracked a little smile as Pope Francis laughed at the directness of her question.
"I don't know when I will go to Puerto Rico because it isn't easy to prepare a trip and there are many things that need to be studied," he answered. "But one day, I will go; I want to get to know (Puerto Rico) and I want to get to know you."
Alejandro, 8, didn't ask a question but pleaded with the pope, "in the name of all the children like me," to "remember Puerto Rico because we are going through a very difficult situation."
The pope thanked Alejandro and sent a greeting "to all the children of Puerto Rico" and encouraged them to "keep moving forward."
Before ending the conversation, Ariana had one final request for the pope: "Papa, I
Updated October 27, 2017 | PRINTED March 24, 2019
ARCHDIOCESE OF BALTIMORE
ask you to pray for Puerto Rico's recovery and for peace in the world."
Visibly moved by the little girl's request, the pope said: "Yes, my dear, I will do that. And if you children pray for peace in the world, you will be heard. Do not doubt that."
Copyright ©2017 Catholic News Service/U.S. Conference of Catholic Bishops.
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Mycoplasma
What is it?
* Mycoplasma bacteria have special defense mechanisms that make it challenging to diagnose and treat.
* Mycoplasmas are a group of very small bacteria which have unusu al characteristics making them different from most other bacteria.
* It lacks a cell wall so that certain widely used antibiotics are not effective because most antibiotics attack the cell wall.
* Mycoplasma has the ability to create conditions that allow evasion from antibiotic treatment.
* It also has the ability to hide away from the immune system so that infections are difficult to fight.
* Mycoplasma is a bacterium that can cause pneumonia, arthritis, reproductive problems and middle/inner ear infections.
What symptoms are typically seen in Cervid?
* This bacterium has been more prevalent in the deer industry recently.
* Mycoplasma bovis does not cause disease in humans. Studies have mostly been on cattle but in a study in 2003 in the Journal of Wild life Diseases a farmed cervid facility found mycoplasma bovis in fawns with severe respiratory disease resulting in death.
How is it spread?
* The agent can also shed from infected animals through eyes, nose, vagina, rectum, semen and milk.
* Mycoplasma is spread from one deer to another (or from cattle to deer) through repeated contact over short distances.
* Animals do not need to be showing signs of sickness for it to spread.
* Mycoplasma bovis has been found to survive up to 6 months at 40 degrees Fahrenheit in laboratory conditions, 20 days in straw and over 2 weeks in water. Even in cold water the organism can survive 1 to 2 weeks on bedding and in water.
Signs and Symptoms
* Slight clear nasal discharge
* Pneumonia, especially pneumonia that is resistant to treatment
* Puffing out of cheeks when breathing
* Dry cough with neck extended down and out from the body
* Elevated body temp.
* Ear drop on one side or the other
* Ear Infections
* Head tilt and possible facial paralysis
* Lameness
* Joint Infections
* Often a sign of mycoplasma is pneumonia accompanied by lameness, unresponsive to antibiotics
Disease Management
* Don't feed poor quality hay or feed. Animals with poor nutrition are known to be more susceptible to disease.
* Do not keep cattle and deer together, mycoplasma is very common in cattle and can be spread from cattle to deer
* Minimize stress on your deer or elk.
* Introduce and maintain a vaccination protocol.
* Quarantine new animals for 30 days before introducing to your herd and vaccinate before transferring them in.
Points to Remember
* In Cervid, Mycoplasma mostly cause Pneumonia
* Mycoplasma bacteria lack a cell wall and therefore are not easily treated by antibiotics
* Mycoplasma can survive varying temperatures and longer periods of time in the environment
* Vaccination is your best defense to Mycoplasma, Pneu-Vac 2 covers the Mycoplasma bacterin
* This bacteria is spread from animal to animal | 1,277 | 651 | {
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SHADOW WING RANCH FREQUENTLY ASKED QUESTIONS
What is Equine Assisted Learning?
* Equine Assisted Learning is an opportunity for participants to partner with horses to facilitate the learning and growth process. Whether or not we are ready to hear it, horses reflect back to us exactly what we need to improve as leaders, communicators and team members. All horse related activities happen through ground work and does not involve horseback riding.
Why use horses as a modality for learning?
* As prey animals, horses are constantly attuned to their environment. Their perception of their surroundings is an immediate and honest expression communicated through body language. This can be less offensive than being told by a human being because it is learned through self-discovery in interacting with an equine partner. Horses naturally test for leadership in order to ensure their leader is capable of guaranteeing their safety. Leaders are just, assertive, trustworthy, clear communicators, and preserve the dignity of their herd.
How does equine assisted learning translate into human relationships?
* Equine assisted learning is directly transferable to humans because participants learn and practice skills. The skills learned are relational skills because life happens in relationship, whether those relationships are boss/employee, teacher/student, leader/group. It does not affect the value of the skill if it is initially learned from and practiced with horse partners and it is often easier to risk more of ourselves when we are not faced with the judgment of others.
Who can benefit from participating in the SHADOW WING Program?
* Children and students with behavioral problems, disengaged learners, individuals in danger of dropping out of school, and students that have special learning styles benefit from the unique experiential learning opportunity by building skills revolving around life skills and academics.
What is the format for each curriculum based class?
* A lesson plan is prepared by the instructor incorporating predetermined goals and objectives for each curriculum component.
* An unmounted horse activity takes place. This activity includes observation skills as well as participation.
* The class begins with each student greeting instructors and volunteers. Students then recap what was learned in the previous class and how they implemented their new skills/behaviors. A "word of the day" is introduced and instructions relating to the horse activity are reviewed to ensure clarity and safety.
* Students, volunteers and instructors discuss the outcomes of the exercise. What did they observe? How did their activity and observations relate to the "word of the day". How can they apply what they have learned?
Who can benefit from participating in the SHADOW WING Program?
* Able-bodied children/students who need social-emotional support, those needing validation and acceptance for who they are, and students that have special learning styles benefit from the unique experiential learning with horses. | 1,232 | 560 | {
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St. James Kindergarten Newsletter
March 11 th – 15 th
Lenten Practice:
As Lent continues as we near Easter Sunday, remember it is a time to change and grow, even for our little ones. We continue to say our Lenten promise prayer each day along with picking a new promise to do at school/home. For example, I will say the 'Our Father' before bed time or I will thank God for the things that grow. Ask your child about their promises from this week!
Favorite Read Alouds:
The Story of St. Patrick's Day by Gail Gibbons
Highlights:
1. In 6+1 Traits, students listened to the timeless story, Goodnight Moon and worked on the theme of ideas by sharing two things that they would say "goodnight" to in their own bedrooms.
2. Kindergartners practiced more addition by adding two or three numbers the vertical way and matching those sums to then create a St. Patrick's-themed picture puzzle.
3. Kindergarteners practiced their CVC words and letter sound knowledge by cutting out pictures and their corresponding words, then matching them back up before reading them to a teacher.
Goodnight Moon by Margaret Wise Brown
High Frequency Words: that, say, saw, who
(Last week's words: run, one, put)
Upcoming Events:
-Mon. March 18 th - Spiritwear day
-Thurs. March 21 st - No bus & Parent/Teacher conferences 4pm-6pm
-Fri. March 22 nd – Sun. March 31 st - Spring Break, No school
-Mon. April 1
st
– Classes resume
Conversation Starters:
Today is the 16 th , what coins can we use to add up to 16 cents? How about to 17 cents?
Tell me some rhyming words for: lie, tie or bed, red What happens on Easter Sunday?
What is the beginning/middle/end of that book or TV show?
Your child can be using IXL math online at home, the extra math practice will reinforce what they learn/do in class.
Weekly Curriculum:
Writing & Reading: Kindergartners had to make a connection as they wrote, "I am lucky because…" onto a shamrock shaped paper. We shared our writings, too with a peer/teacher/whole class.
They also practiced their new high frequency words: that, who, by reading and highlighting in a new high frequency word book. They then whisper read to a teacher/partner.
Students continue to practice their handwriting as well with formal practice pages.
Religion: Kindergarteners continue to listen to Easter stories and understand further Jesus' true sacrifice for us. We also read some nonfiction books about St. Patrick!
Blue Book: Students have been practicing digraphs (two letters together that make one sound—sh/wh/the/ch). They listened for the digraph in a word and emphasized it (ie: smooTH, pinCH, craSH). Kindergartners also work on their rhyming word skills as they listen to two words and decide if they rhyme or not and even listening to three words and saying the word that does not rhyme.
Contact Information:
Mrs. Resch: firstname.lastname@example.org
Miss Ryan email@example.com
School Office: 224-345-7145/Absences: 224-345-7146 | 1,259 | 711 | {
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Chemistry
Lab: Periodic Trends Computer Activity
Name ______________________
Date _______________________
Block ______________________
Periodic Table Trend Activities:
Purpose: The Periodic Table is a useful tool that helps us predict properties of various elements. In this activity, we will look at 3 properties:
1. Atomic radius: The distance from the atomic nucleus to the outmost occupied orbital in a atom
2. Electronegativity: The ability of an atom to attract a bonded pair of electrons from another atom
3. Ionization Energy: The energy needed to remove an electron from a neutral gaseous atom
4. Electron Affinity: The energy released when an electron in added to a neutral gaseous atom
Procedure: Click on the Cool Periodic Table link (click on the element symbol). Record the atomic radius, electronegativity, and first ionization energy for each element in the table below:
http://www.lynchburg.net/hhs/chemistry/trends/
Data:
| Element | Atomic Radius | Electronegativity | 1st Ionization Energy |
|---|---|---|---|
| Li | | | |
| Be | | | |
| B | | | |
| Na | | | |
| Mg | | | |
| Al | | | |
| C | | | |
| Si | | | |
| N | | | |
| P | | | |
Discussion:
1. What appears to be the trend in atomic radius as you move from left to right in a row?
2. What appears to be the trend in atomic radius as you move down a column?
3. Predict the change in atomic radius of the next elements in a row (C, Si), then check those properties. Do they match your predictions?
4. Check the atomic radius of the next elements in the series (N,P). How do they fit the predicted pattern?
5. Is the pattern of atomic radius absolute or general (always true or generally true)?
6. Consider all three of the properties that you have examined.
a. State the general trend for each property if you move from left to right on the Periodic Table. Now, state the general trend from top to bottom.
b. How do these properties show periodicity (periodic trends)?
7. Use the links given below to examine the same three properties graphically. View the line graph of atomic radius. (http://www.webelements.com/periodicity/atomic_radius/graph.html)
a. What do the different colors show?
b. Describe the pattern in the second period that is repeated in the third period.
c. How does this graph agree with your observations of atomic radius made earlier?
d. Why do the fourth and fifth periods have more dots and different patterns?
8. Find the same type of graph for 1st ionization energy and electronegativity. Answer the same questions for these graphs as you did for the atomic radii graph.
9. Use the color-coded tables, atomic radius, ionization energy,
(http://www.webelements.com/periodicity/ionisation_energy_1/) and
(
electronegativity http://www.webelements.com/periodicity/electronegativity_pauling/
)to answer the questions below
a. How does this show periodic trends of the selected property?
b. Which method did you find most informative?
c. Which method was easiest to see the general pattern and not get confused by exceptions in that pattern? | 1,556 | 756 | {
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Plant Nutrition
TODAY
From Scientifi c Staff of the International Plant Nutrition Institute (IPNI) 3500 Parkway Lane, Suite 550 Norcross, Georgia 30092-2844 USA
Phone: 770-447-0335 Fax: 770-448-0439
E-mail: firstname.lastname@example.org Website: www.ipni.net
Better Crops, Better Environment...through Science
Spring 2011, No. 3
WHERE DOES POTASH COME FROM?
Maintenance of an adequate K supply in the soil is essential for sustaining global food supplies. Many soils need an additional source of K to supplement the native minerals in order to meet this minimum requirement. Crops remove large amounts of K from the soil in the harvested portion. At some point, it is necessary to replenish the supply of this nutrient.
Potassium fertilizer (commonly called potash) is mined from underground deposits in many parts of the world. Canada is the largest producer of potash fertilizer, followed by Belarus, Russia, and China. The potash ore is extracted from depths exceeding one-half mile below the earth's surface.
The potash ore is fi rst crushed and washed to remove any clay or minerals that may be present. Some potash ore contains iron that imparts a red tint to the fi nal fertilizer. The sodium salts are next separated and removed from the potash. The potash particles are then compacted to achieve the desired size for convenient handling and spreading.
A few naturally occurring surface-water brines (such as the Great Salt Lake in Utah and the Dead Sea bordering Jordan and Israel) contain suffi cient K to make potash extraction feasible. Solar evaporation is used to concentrate the salts, which are washed to separate the K salts from the sodium salt.
Potassium has many important functions in plants. Perhaps the most noted roles are for regulating plant water relations, activating enzymes, and promoting protein formation. Potassium also plays a signifi cant role in improving the quality of the harvested plant products and enhancing disease and insect resistance.
The fi nished potash fertilizers are important global commodities that are transported across the world. China is the largest potash consumer, followed by the USA, India, and Brazil. There are many excellent potash fertilizers available; the selection depends on the agronomic need of the crop. The K portion of all potash fertilizer is identical, the difference being the anion present. The most common fertilizers include: Potassium Chloride (KCl); Potassium Sulfate (K 2 SO 4 ); Potassium Magnesium Sulfate (K 2 SO 4 • 2MgSO 4 ); and Potassium Nitrate (KNO 3 ).
The results of regular soil testing and consultation with a local Certifi ed Crop Adviser (CCA) will provide guidance on how to best manage the K supply for your crops. The next time you apply potash fertilizer, consider the complex journey that it took to get those nutrients to your plants.
A visual tour of the potash production process can be seen at this URL: http://info.ipni.net/potashtech
– RLM –
For more information, contact Dr. Robert Mikkelsen, Western North America Director, IPNI, 4125 Sattui Court, Merced, CA 95348. Phone: (209) 725-0382. E-mail: email@example.com.
Abbreviations: K = potassium. | 1,537 | 737 | {
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www.natureswayresources.com
THINK ABOUT GARDEN'S WILDLIFE BEFORE TACKLING 'DEAD' PLANTS
By Lauren J. Simpson
St. Julian's Crossing Wildlife Habitat
This was the first deep, extended freeze since I created our wildlife-habitat gardens. While I covered less-established plants (about 30% of the garden), I left most uncovered.
Like many, we lost most plants' surface structures. However, many of our established, native plants appear to have survived, which I can tell from snapping twigs and seeing green, or seeing green rosettes at the ground below dead stalks. Time will tell.
Here are some tips on how to handle the garden after a deep freeze.
www.natureswayresources.com
* This terrific Jessica Walliser article explains how to prepare gardens for spring planting without harming wildlife, particularly insects—including how to know when the right time for spring pruning is (generally, at least seven consecutive days with temperatures over 50°F).
* Resist the temptation immediately to cut back freeze-damaged plants with pithy or hollow stems. Some of our tiny native bees and other beneficial insects overwinter or create nests inside these. If we cut back/compost those stems, we might be discarding beneficial insect larvae or adults still in diapause (the insect equivalent of hibernation) inside.
* If you do cut the stems back earlier, then simply pile them outside for a few weeks, so that any little creatures inside can still emerge.
* Leave in place more than just the stems. Dead plant matter. . .
1. shelters all kinds of critters, which is essential until it's warmer.
2. keeps seeds available for birds.
3. helps protect tender seedling shoots if there is another freeze.
* When it's finally safe to prune, trim back dead parts to promote new growth. Leave about a foot of those stems in place, however. This gives nesting sites for the next generation of beneficial bees and wasps, and those stems will quickly be hidden by new growth anyway.
* Look for insect life in or on plant stems and leaves, to ensure that you're not composting insects in their various life stages. For example, certain moth and butterfly species
www.natureswayresources.com pupate overwinter either on stems or curled up in leaves. Take the time to examine things to ensure that pupae aren't being discarded. This is worth the additional time.
You should know in a few weeks whether your plant made it through the freeze, in whole or in part. For woody-stemmed plants, snap off twigs to see if they're still green inside (a sign of life) and look for new growth on twigs and stems. For forbs (non-woody flowering plants) and vines, a couple of weeks should reveal which parts are alive or dead; you should also monitor for new growth. When in doubt, don't remove a perennial until you're certain that the root is dead. FYI, if you planted deep-rooted, native prairie plants, chances are that the roots are alive still.
Here is a short, helpful video on monitoring plants after a freeze. | 1,220 | 652 | {
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Covid-19 Recovery Plan
Nobody quite knows how adversely affected our children have been by the absence of their daily routine which our school provides. From the evidence available, we can assume some will have felt acutely the anguish caused by the lack of social interaction or feeling of loss from not being able to undertake the informal rituals of school life – the toy days, science week or school leavers party.
It underlines that schools are so much more than places which provide education – they are about people. Our school is a community; we embody values; we model relationships required for modern life to function: collaboration, getting on with others, friendship.
The Willows School has had an open door policy for our students during the pandemic however, this was not accessed by all members of the school community. Thus our focus as a school moving forward is to ensure that we are accommodating the needs of all our students through a holistic approach.
This is summarised from the work of Barry Carpenter, taken from his Recovery Curriculum model:
Lever 1: Relationships – we can't expect our students to return joyfully, and many of the relationships that were thriving, may need to be invested in and restored. We need to plan for this to happen, not assume that it will. Reach out to greet them, use the relationships we build to cushion the discomfort of returning.
Lever 2: Community – we must recognise that curriculum will have been based in the community for a long period of time. We need to listen to what has happened in this time, understand the needs of our community and engage them in the transitioning of learning back into school.
Lever 3: Transparent Curriculum – all of our students will feel like they have lost time in learning and we must show them how we are addressing these gaps, consulting and co-constructing with our students to heal this sense of loss.
Lever 4: Metacognition – in different environments, students will have been learning in different ways. It is vital that we make the skills for learning in a school environment explicit to our students to reskill and rebuild their confidence as learners.
Lever 5: Space – to be, to rediscover self, and to find their voice on learning in this issue. It is only natural that we all work at an incredible pace to make sure this group of learners are not disadvantaged against their peers, providing opportunity and exploration alongside the intensity of our expectations
We have used the research of Barry Carpenter, a leading educational consultant, to plan the initial phase of our 'Curriculum Recovery'. This is to ensure our Vision to have uncompromising aspirations for every individual and to provide a quality of education, which is broad, balanced and challenging for all – regardless of their starting points, continues to be at the forefront of our planning. | 1,068 | 568 | {
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Lightning: What Should You Do?
* Lightning can kill or seriously injure.
Cricketers may take a cavalier attitude to thunder and lightning, possibly because the game is usually suspended as soon as it rains and the thunder might come later. This is not a good idea for a number of reasons some of which are:
* Blue skies overhead do not guarantee protection from lightning strikes. Lightning can strike far from where it is raining and it may come literally out of the blue, with no cloud in the sky and not a drop of rain.
* Any exposed open area can be at risk if there's thunder about
* It can strike even when the storm is as much as 10 miles away, though 6 miles or so is usually quoted as being a range at which risk really escalates.
* Lightning won't necessarily go for the tallest nearby tree; it could jump sideways from another object to hit you or strike the ground and travel through it hitting you on the way.
* It can travel from person to person if you're close together
* It is likely to seek metal objects
Go Indoors Immediately if:
* You see lightning in the clouds
* There is sudden thunder without lightning
* Flash to bang time is 40 seconds or less *
* You see lightning strike the ground or building etc. nearby
Do Not:
* Go near or move metal-framed pitch covers or machinery
* Waste time covering the pitch
* Bunch together – spread out as you move indoors
* Stay outside if you can get into a building (or a car)
* Shelter under a tree especially a single tall tree
* Sheltering inside a permanent metal-skinned or -roofed building is usually OK but avoid small sheds etc.
When to Resume:
* Keep watching and listening - 30 minutes after the last thunder it should be safe to go out * – but: if in doubt – stay indoors!!
Danger Signs:
* You feel your hair standing on end
There is imminent danger of a lightning strike if:
* There is crackling in the air
* There is sudden thunder without lightning
Remember - There is no safe place outside in a thunder storm
Never lie flat on the ground during a lightning storm. Although the 'Lightning Squat' (crouching low with hands over head and ears and elbows on knees) has been mentioned by some as a last resort it doesn't work. If you can get into a sturdy building or a car do this at once.
* the '40/30 Rule' – by no means infallible but a good guideline. Get indoors when thunder is audible within 40 seconds after you see the associated flash (the 'flash to bang time') and don't venture out until thunder has not been heard for 30 minutes
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Six facts about child wellbeing in Alabama
In 2017, 31% of children lived in households where parents lacked secure employment. Black children are twice as likely as white children to live in such households.
Approximately 97 percent of Alabama's children are now covered by some form of health insurance. However, the number of state's children without health insurance increased from 39,111 in 2016 to 41,459 in 2017.
In 2017, 22.3 percent of Alabama children under 18 years of age faced food insecurity at some point during the year.
In the last 18 years, Alabama has seen a steady decline in the number of licensed child care centers, from 4,269 in 2000 to 1,698 in 2019. This represents a decrease of 60 percent in licensed child care programs.
4th-grade reading proficiency in Alabama in the 2017-2018 school year was 47.5%
In 2019, Alabama was ranked 44th in the nation in both children's economic well-being and children's overall wellbeing
Sources: 2019 Alabama KIDS COUNT Data Book, KIDS COUNT Data Center
In the US today, 52.1% of children (38.5 million children) are poor or low-income. 1 When more than half of our children do not know if they will have a place to sleep, nutritious meals, or safe communities, we are failing our families and compromising the future of this country.
More than 1.5 million public school students experienced homelessness 2 during the 20172018 school year. LGBTQ+ youth are at a much higher risk of homelessness than their peers. 3
In 2016, there was a resurgence in school re-segregation. Predominantly white school districts received $2,200 more per student in funding. 4 Funding for tribals schools has fallen from $400 million to $133 million over the past 10 years. 5
A child or teen is killed with a gun every 2 hours and 34 minutes. 6 African American and Native children and teens are more likely to be killed by law enforcement than any other ethnic groups.
Due to consistent underfunding, Early Head Start served only 5% of eligible infants and toddlers in 2016. 7
SNAP benefits 17.5 million children, 8 but current attacks on SNAP will mean that 1 million children will no longer receive school meals. 9
In 2019, student debt totaled more than $1.5 trillion 10 and affected about 44 million Americans. 11
It does not need to be this way. Investing in our children's education could grow the economy by $32 trillion over the long-term. 12 A Wall Street tax of 0.1% in trading could raise $70 billion to provide free public college for all. 13 A cut of just 1% to the military budget would cover nearly 8 million additional Head Start spots. 14
i
i
Sources: 1. Kairos Center 2. Department of Education 3. National LGBTQ Task Force 4. The New York Times 5. Center for Budget and Policy Priorities 6. Center for Disease Control and Prevention 7. Children's Defense Fund 8. Department of Agriculture 9. Food Research and Action Center 10. New York Fed 11. National Student Loan Data Center 12. National Bureau of Economic Research 13. Office of Senator Bernie Sanders 14. National Priorities Project The Souls of Poor Folk Audit, PPC Moral Budget, KIDS COUNT Data Center
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Language test 5
(20 points)
A/ Give the correct tense of the words in brackets. (4 marks)
I. I (go)………….. to see my uncle last month. I (not/ see)…………………. him since the summer.
2. As soon as school (finish)……………………. next week, he (look)………………. for a holiday job.
3. If I were you, I (not / wear) …………………..so much make-up.
4. When I (meet)………………… Taoufiq a few days ago, he (tell) ……………………….me that his sister (just / pass.)
………………………..her driving test.
B /Find the questions to which the words underlined are the answers. (3 marks)
I. They went from Marrakech to Agadir by car.
……………………………………………………………………………………………………………….
2. He hopes to arrive next Monday.
………………………………………………………………………………………………………………
3. Yes, I was ready when the guests arrived.
………………………………………………………………………………………………………………
C / Join the following pairs of sentences using the words given. (3 marks)
I. He blew up the balloons. A few seconds later, they all burst. (no sooner)
……………………………………………………………………………………………………………………………………………
2. People couldn't reach Ifrane by road. It was snowing. (because of)
………………………………………………………………………………………………………………………………………….
3. He is very strict. All his pupils are frightened of him. (such , that)
…………………………………………………………………………………………………………………………………………..
D / Rewrite the following sentences beginning with the words given. (6 marks)
1. They serve chips with everything.
Chips …………………………………………………………………………………………………………………………….…….…
2. They forgave the child for what he did.
The child…………………………………………………………………………………………………………………………..……….
3. Nobody could explain the phenomenon.
The phenomenon...................................................................................................................
4. "Lunch will be ready in two minutes"
Their mother told them …………………………………………………………………………………………………………………
5. "Put your wet clothes on the radiator to dry."
They told us …………………………………………………………………………………………………………………………………….
6. "Has your sister taken her exam yet ?"
Last week, I asked Rachid …………………………………………………………………………………………………………………….
E / Fill the blanks in the following sentences, supplying the appropriate prepositions. (2 marks)
I. They stopped us…………………….. playing football ………………the public garden.
2. The burglar broke………………… their flat and stole some money …………….them.
3. He isn't interested …………………sport, but he's very fond…………….chess.
4. They had to look ……………..a lot of words………….. the dictionary.
F / Fill the blanks with an expression from the following list : (2 marks)
No / much / many / little / a little / few / a few
1. There were so ……………..pictures that I didn't know which one to choose.
2. He does very …………work these days. He's too lazy.
3. The cupboard is empty. There's…………….. food in it.
4. It was so cold that only…………….. people went to watch the match.
A /
B/
C/
D/
E/
F/
Answers to Language test 5
1. 1 went to see my uncle last month. I hadn't seen him since the summer.
2.As soon as school finishes
next week, he'll (will) look / he's (is) going to look
for a holiday job.
3.If I were you, I wouldn't wear so much make-up.
4. When I met Taoufiq a few days ago, he told me that his sister had just passed her driving test.
1. How did they go from Marrakech to Agadir?
2. When does he hope to arrive?
3. Were you ready when the guests arrived '?
1. No sooner had he blown / He had no sooner blown up the balloons than they all burst.
2. People couldn't reach Ifrane by road because of the snow.
3. He is such a strict teacher / man that all his pupils are frightened of him.
1. Chips are served with everything.
2. The child was forgiven for what he did.
3. The phenomenon couldn't be explained.
4. Their mother told them that lunch would be ready in two minutes.
5. They told us to put our wet clothes on the radiator to dry.
6. Last week, I asked Rachid if / whether his sister had taken her exam
1. They stopped us from playing football in the public garden.
2. The burglar broke into their flat arid stole some money from them.
3. He isn't interested in sport, but he's very fond of chess.
4. They had to look up a lot of words in the dictionary.
1. There were so many pictures that I didn't know which one to choose.
2. He does very little work these days. He's too lazy.
3. The cupboard is empty. There's no food in it.
4. It was so cold that only a few people went to watch the match. | 1,582 | 1,043 | {
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Earth Hacks Prompts
These prompts will inspire your choice of project and solution: Note that each prompt has mentors who can advise and guide you in that subject area.
1. Stormwater Management: Infrastructure is aging across the nation, and stormwater infrastructure is no exception. Subpar systems can lead to issues with runoff, flooding, and wastewater. What strategies and technologies might be used in the USA to identify and improve poor stormwater management? What existing elements of it can be improved, and how? Are there parts that need a complete overhaul? If so, what would you replace them with while being cost-effective and eco-friendly?
Suggestions:
i. Take advantage of the GIS database. Use it as a reference for your plan, or a platform for building your new infrastructure. There are maps displaying streamflow, irrigation, nitrogen content, precipitation, huc units and more.
ii. Consult the mentors! Specifically Molly Mitchell and Raha Hakimdvar! They are experts in their fields and constantly exposed to cool new projects and innovations.
2. Water Quality and Safety: Water contamination can be hard to track, and even harder to control. Propose a plan or series of plans to monitor water quality (nutrient contamination, pH, microbial presence, etc) and prevent these things from exceeding or dropping below recommended thresholds and becoming hazardous to human/environmental health. Think about nature-based solutions and green infrastructure. Can you involve the community? What sort of contributions could businesses and the government make?
NOTE: this applies to both drinking water and ecologic health. You may focus on either (or both). Remember, these prompts are not specific to any one discipline, and water quality encompasses a lot of properties. Think chemical, biological, relative safety and accessibility to humans and communities, etc!
i. Jeff Shields and Molly Mitchell are resources!
3. Floods and Communities: Warmer global temperatures are leading to higher sea levels, more extreme weather phenomena, and more erratic water circulation patterns. These
.
factors coupled with increasing development and aging stormwater infrastructure are causing flooding and the related damage to be increasingly problematic to communities, especially disadvantaged ones.
Pick one city/county/municipality and design a plan for how they can mitigate and prevent flood damage (short, medium, or long term time scale). This can include legislation, community programs, new infrastructure (geo-engineering) - anything else you can think of, but keep in mind that each element must be backed up financially.
NOTE: Raha Hakimdavar can give wonderful insight into monitoring technologies. And Molly Mitchell has extensive experience in flood forecasting/control in Norfolk, VA. Use the tools available from Norfolk for inspiration and guidance. Don't reinvent the wheel.
4. Policy is a key piece of fighting the plastic crisis. What local, regional, and international policies can be put in place to solve the crisis and hold accountable those responsible, while keeping the most marginalized communities involved in mind?
a. Look to Raha Hakimdavar for advice!
5. Since there is already so much plastic in the Ocean, cleanup strategies and technologies must be put in place to handle it. Given the current technologies (sensing, satellites, etc), create a detailed map of one specific target area you would focus cleanup efforts. Consider ocean ecology and include a map of associated watersheds as well as what cleanup measures should be implemented where.
a. Jeff Shields can tell you about ocean plastics, and GeoLab is here for GIS support.
6. Make your own! If there's a subject you're passionate about, this is your chance! Water is everywhere and connects all life on earth. Anything water-related is fair game. Be creative and think big while being realistic.
a. Jeff Shields for ecological reference, Molly Mitchell for applications, and Raha Hakimdavar for use of technology.
Judging
Submit to the Earth Hacks track to be eligible for judging.
The two highest-scoring teams will win a prize from the Cypher Treasure Chest! One notable mention will receive a prize from Kilwins.
All submissions will be eligible for the Environmental Sustainability Challenge - winners each get their choice of two things from the treasure chest! | 1,800 | 839 | {
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www.claussens.com
February Plant Tip of the Month Amaryllis Care
The large, bell-shaped or lily-like flowers of the Amaryllis make excellent pot plants. When used as individual specimens, amaryllis provides spectacular flower effects. They have a wide range of flower colors from red, pink and white to combinations of these. Their large, robust flowers are very appealing, and the bulb may produce flowers for many years. Some varieties may produce up to six flowers on a single stalk.
When Grown in Containers
Late October is thought to be an ideal time to pot an Amaryllis. Make certain bulb and soil are dry before repotting. Use a small pot in relation to the bulb size. A pot is generally considered large enough if there is room for an inch of soil between the inside edge of the pot and the bulb. Place two or three pieces of broken clay flower pot or 1/2 inch of gravel in the bottom. Amaryllis like to be slightly root bound. When potting, add enough soil so that a good portion of the bulb neck is above the soil surface. A thorough watering is needed immediately after potting. Keep the bulb slightly moist until flowering. When flowering starts, increase the frequency of watering to extend the flowering period. Exposure and Temperature: Southern exposure provides ideal conditions for sun-loving Amaryllis. An eastern or western exposure is second best, while plants grown in a northern exposure may need additional light. Amaryllis prefers a warm temperature (70 degrees to 75 degrees F) for best growth. However, once the plant flowers, cooler temperatures (65 degrees F) will extend the length of bloom. You can expect plants to bloom six to eight weeks after planting. Fertilization: Fertilization determines the size and quality of the flowers and foliage. Any soluble or liquid fertilizer is satisfactory for pot plants, but use it at half the recommended rate. Apply liquid fertilizers at five to six-week intervals. Make the first fertilizer application as new growth begins, then repeat the application when the flower stem is six to eight inches tall. Apply a third application immediately after flowering when the old flower heads and flower stems have been removed.
After flower care
As soon as each flower passes its peak beauty and begins to fade, remove it by cutting the flower stalk two inches from the base. Don't disturb the foliage because it produces the food for next year's flowers. For flowering next year, stop watering and feeding the plant by October 1. When the foliage wilts and droops, cut it off. Then place the pot in a warm dry place until January. Do not water or fertilize during this rest period. Then move the pot to a southern window, begin watering and fertilizing, and the flowering cycle will start again. | 1,043 | 576 | {
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NO COLD WAR CAN STOP THIS
The Cold War, a historical period of strained relations and animosity that isolated the United States and Russia. What many do not know is that while this was going on, the two countries were cooperating in Antartic, based on what is known as the Antartic Treaty of 1959. This will later become known as the 1 st International Geophysical Year (IGY). With this as a starting point, Paul Arthur Berkman introduces us to the field of Science Diplomacy and how it has evolved over a 60 year period. The focus is paint a picture of evolution of science diplomacy and its relevance for our globally interconnected civilisation. Paul does a great job of highlighting key milestones throughout this journey with a mixture of personal stories and examples, so that the reader may appreciate the immense potential science diplomacy has to bring the world together.
Science diplomacy is the use of scientific collaborations among nations to address the common problems. It is grounded in informed decision making to balance national interests vs global common interests for the benefit of all. This is what formed the basis of cooperation between the United States and Russia in the Antartic, an understanding that "It is in the interest of all mankind that Antartic shall continue forever to be used exclusively for peaceful purposes and shall not become the scene or object of international discord".
A significant milestone was 50 years after the first International Geophysical year, when the Antartic Treaty Summit was held to mark the 50 th anniversary of the Antartic Treaty. This summit which was co-convened by Paul at the Smithsonian Institution generated important papers and also the first book on Science Diplomacy. Over forty sponsoring organisations supported this event and participants were pulled from thirty nations. In the same year, conceptual framing of science policy begun to emerge, influenced greatly by a meeting held at Wilton Park (UK) on the theme: "New Frontiers in Science Diplomacy". A year prior to this, the American Association for the Advancement of Sciences had set up a Center for Science Diplomacy and four years later, the fields first Journal; "Science and Diplomacy".
The 60 th anniversary of the IGY saw the North Atlantic Treaty Organisation (NATO) - Advanced Research Workshop build up on work and lessons over the previous decade. By now, there were over 25 mentions of the term "Science Diplomacy" in articles published by both Nature and Science. Contrasting this to about 3 mentions the decade before, gives a fair idea of how much the field has grown.
Based on all the knowledge generated, two basic questions emerge around Science Diplomacy. (1) How does science enable allies and adversaries to build common interests and (2) How can science promote cooperation and prevent conflict. The approach to answering these questions requires one to address a country's national interests, cross border interests and global needs. This makes the role of science diplomacy a vast one, cutting across the creation of early warning systems, communication channels and public policy agenda.
Paul does a great job of highlighting the co-production of knowledge for the benefit of all on earth across generations as the essence of science diplomacy. The impact of mega cities and the economic power they wield is not ignored as he discusses the future of science diplomacy. A sentiment that is common throughout the article is the idea that there are no national boundaries when it comes to climate, space and the big questions that impact everyone who calls earth home. | 1,501 | 699 | {
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LETTER OF THE DAY
LETTER OF THE DAY
For those of you who follow me on social media, this will be very familiar! Every summer, when there is a month left before school begins again, I play Letter of the Day with my kiddies.
I originally started this the year Ewan was beginning school as a way to gently get a bit of daily learning into our routine that would prepare him for his new environment and way of life. Each morning, we chose a letter of the alphabet from a bag, and played a little five-minute game with it. We also had a go at writing it down. I included a wee treat after we had played with our letter each day, sort of like a back-to-school advent calendar.
Ewan really loved it. When the day came to wave him off at the classroom door, I really felt like I'd given him the best possible chance at nailing his first year. Here's how you can do it too.
GRAB:
all the letters of the alphabet in any form – wooden, foam, magnetic or cut out the letters we've provided
a box or bag to put the letters in
a pen and some paper
a little bag of treats (optional)
TO SET UP . . .
1. Pop all the letters in the box or bag.
2. Leave them somewhere that you can use them every day.
TO PLAY . . .
2. Now have a go at writing the letter. You write it first, then let your child copy. Do the upper-case and lower-case forms of the letter.
1. Each morning, let your child choose a letter from the box or bag. Tell them the name of the letter and the sound it makes. (For more about letters and sounds, see page 172.) Have fun saying it in silly ways together. What voices can they do?
3. Next, try to find something in the house that starts with the letter or has that letter sound in it. For example, for H you might find a hat, but a 'box' for X is also good as long as you emphasize how the sound is at the end of the word.
5. After this we sometimes also do a little activity with our letter. If you want to, you can give your child one of the treats after you've finished.
4. Now let your little one draw a picture of what they found.
LOWER CASE ALPHABET
FIVEMINUTEMUM.COM @FIVEMINUTEMUM
UPPER CASE ALPHABET
FIVEMINUTEMUM.COM @FIVEMINUTEMUM
FIVEMINUTEMUM.COM @FIVEMINUTEMUM | 879 | 554 | {
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Embracing Our Differences at Home!
1. Texture Hunt: Go on a texture hunt at home, in a store, around the yard. Say: "can you find something _____?" Hunt for all types of textures bumpy, rough, smooth, variegated, soft, or silky. When finished compare all the found objects.
2. Attitude Box: Decorate an old shoe box and place love notes, photos, awards, drawings, and other special memorabilia inside. Encourage your child to open the box when they need a pick me up! https://www.houseofshine.com/2013/07/attitude-box/
3. Love Wall: Create a Random Acts of Kindness Wall in your home. Write down and display all the ways your family is kind to one another. Consider adding how you are kind to those in your community as-well.
https://www.coffeecupsandcrayons.com/acts-of-kindness-for-kids-create-alove-wall/
4. Teach Social Skills: Play a self-control game with bubbles. Have a blast blowing bubbles then stop. Explain to your child that sometimes even when we really want to do something we need to stop ourselves and use selfcontrol. Practice using self-control and not blowing the bubbles. When the lesson is finished reward your child's self-control and enjoy more bubble play.
Tip: Short self-control exercises work best!
https://notjustcute.com/2012/09/28/teaching-social-skills-with-bubble- lessons/
5. Share Stories: Share sweet and tender books with your children nightly! Here are some great titles.
Visit the Soar in 4 website at http://www.soarin4.org/
Have a question? Find a friend in a blue apron.
Parents, guardians, and friends, tonight we will focus on the concept of Embracing Our Differences! This theme is based upon a unique Sarasota non-profit organization whose mission is to use the transformative power of art to educate and to inspire a better world for all. Our continued hope is that the ideas presented here tonight become a part of your home, your family togetherness and your joy.
Each family here tonight is different from the next but together, by embracing our children, we can build a better existence for all!
VPK Standards: Standards Describe What is Taught in Every Classroom Social and Emotional, Science and Reading Standards
Emotional Functioning: Recognizes the emotions of peers and responds with empathy and compassion.
Building Relationships: Maintains friendships and is able to engage in prosocial behavior such as cooperating, compromising and turntaking.
Exhibits empathy be demonstrating care and concern for others: Is able to take the perspective of others and actively respond in a manner that is consistent and supportive.
Develops a sense of identity and belonging through play: Engages in associative play and begins to play cooperatively with friends. Notices the similarities and differences among various
Life Science: living things.
Reading: Recognizes and names almost all letters and some sounds.
Need a lift? Check for the Soar in 4 Shuttle stop at each location!
Next Soar in 4: December 19 th Come play, explore and learn with us AND take your picture with Santa!
Schedule of Activities
Fun Dinner Conversations
1. What color is love?
2. What shape is love?
3. How does love feel?
4. How does love smell?
5. How does love sound?
Bayfront Park January 19 – March 15 Downtown Sarasota Ringling Boulevard & Bayfront Drive/US Route 41 Sarasota, Fl 34236 | 1,370 | 742 | {
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Cheers for a Dozen Ears: A Summer Crop of Counting
by Felicia Sanzari Chernesky
For more information, visit us at www.earlyliteracymatters.com!
Literacy Activity
Dramatic Play or Music Activity
To the tune of "I've Been Working on the Railroad"
I've been raking in the garden all the livelong day…
Spreading all the little seedlings over newly fertile ground…
I've been weeding in the garden 'til the sunshine goes away…
Enriching them with topsoil and watering all around.
Veggies won't you grow
Veggies won't you grow for me, me, me
Have your child survey each family member, asking for each person's favorite summer fruit or vegetable. Help your child look up each word and write it down. If your child does not yet have writing skills, you write it down and read it back. Be sure to break the fruit or vegetable word into syllables and clap it out: wa/ter/mel/on. With your child, find a variety of interesting material around the house and have your child create each person's favorite fruit or vegetable next to its word. Remember, it is the art process which grows your child's brain, not a perfectly
executed craft project. Enjoy the process and consider making a "Family Summer Fruits and Vegetables" book.
Math Activity
Aside from playing the one-to-one correspondence counting games introduced in the book, make a fruit and vegetable table chart with your child. Click the image to print the PDF (or create your own notecards and have your child complete the activity). Together, arrange the column headings on your tabletop. Read the classification definition of fruits and vegetables. Put each card in the correct column…categorize based on plant characteristics. Did you get them all right? Some may be both! Check online to adjust.
Veggies won't you grow
Veggies won't you grow
It's a farmer's life for me!
Veggies won't you grow
Try growing vegetables
together; is growing food hard or easy?
Science Activity
Point out the fruit and vegetable scale at the supermarket next time you go with your child. Have your child weigh different items, i.e., a head of lettuce vs. a head of cabbage. How much does each weigh? Which weighs more? Why does your child think it weighs more? Go home and make your own scale with materials from around
the house: cups, string, a hanger with hooks. Then weigh items in your refrigerator. Are there times when big items weigh the same as smaller items? | 958 | 543 | {
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Parent Guide Week of September 13
Bible Time: Open your Bibles and read, 2 Chronicles 1:7-12.
Memory Verse
If you want to become wise, you must begin by respecting the Lord. To know the Holy One is to gain understanding.)
Today we begin a new Bible study that your parents are studying too. It will be exciting for you to talk with your parents and share with them what you learned and hear what they've learned! Now let's turn to the Book of Proverbs. Proverbs was written by a man named Solomon. King David was the king of Israel. God had promised David that a son born from his family would rule forever as king. (Read 2 Samuel 7:8-16) After David died his son Solomon became the new king.
Proverbs 9:10
Soon after Solomon became king, the Lord appeared to him at night. The Lord said to Solomon, "Ask for whatever you want Me to give you." Solomon could ask for anything he wanted from the Lord. He said, "O LORD God, let Your word to David my father be now fulfilled (Solomon was remembering God's promise that a son born to David would reign forever), for You have made me king over a people as numerous as the dust of the earth. Give me now wisdom and knowledge to go out and come in before this people, for who can rule this people of Yours, which is so great?" The Lord was pleased with Solomon's request and gave Solomon wisdom and knowledge.
King Solomon wrote many of the proverbs in the Book of Proverbs. A proverb is a short, wise, easy-to-learn saying that calls a person to action. There is a difference between knowledge and wisdom. Knowledge is to have an understanding about information. Wisdom is taking that understanding and putting that understanding into practice. As followers of Jesus we believe the Bible is God's Word. It is absolute truth. Many of us know what the Bible says. Knowing what the Bible says is knowledge. Taking God's truth and putting it into practice is wisdom. Many times knowing is so much easier than doing.
When a person moves from knowing to believing he/she becomes a child of God. The moment a person believes the Holy Spirit comes to live in their heart. The Holy Spirit is the third person of the Trinity: God the Father, God the Son and God the Holy Spirit. The Holy Spirit helps you understand the Word of God. He teaches you how to please God by learning God's truth. He gives you power to put God's truth into practice in your daily life.
Whoo's Wise Craft:
Supplies: Construction paper, scissors, glue and marker. Help kids memorize Proverbs 9:10 by making this cute construction paper owl. Cut out a big "U" shape from a single piece of construction paper. Then fold up a piece of paper like a fan and cut out some small "u" shapes. These will be little "feathers". Snip off one triangle from a corner of yellow paper and you've got your beak! Use glue o layer the feathers so they are overlapping. Make sure to write the words of Proverbs 9:10 on before you glue.
Pray: Jesus, thank you for your Word. Help me to listen and put into practice Your wisdom. Amen | 1,163 | 693 | {
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What If There's A Word My Child Can't Read?
When reading with your child, they may come across words that they do not know, or mispronounce. Although it can be tempting to simply provide the correct word or correct them, this should be the last step. Even fluent readers can be stumped by unfamiliar words.
1.Encourage your child to 'sound it out', trying to blend letters and use correct sounds.
2.Ask them to look at the picture clues, if there are any, to help them consider the context of the word.
3.Ask your child to read the whole sentence— does the context of what is being said help them to understand or locate the correct meaning of the unknown word.
If they are mispronouncing the word, encourage your child to check that what they have read makes sense. Can they re-read the sentence and identify the incorrect word? If they are unable to identify or correct the word, try the strategies above.
General Discussion
Look at and discuss the front cover/blurb. What do you think this is about? Why? What clues can you see/read? Have you read anything by this author before? What do you think the characters might be like? Why?
Worplesdon Primary School
Home Reading Guide Key Stage 1
Parents often wonder how they can help to develop the reading skills of children who are already fluent readers. The best way is to continue to share books with your child, regularly listening to them read, sometimes reading to or with them, but also discussing books read in increasing depth.
To become good readers children need to develop skills in five key areas and it can be useful to think about these when reading with your child.
Don't forget, it doesn't have to be you asking the questions. Why not turn the tables and let your child ask you about your reading material?
The greatest encouragement for your child is to see you—their most influential role model—reading.
Quest ons to use
i
The questions in this leaflet are given as a guide. They can be used to create discussion points when reading with your child, or a few questions can be selected and answered each time you read with your child. Checking your child's understanding of what they have read is just as important as developing their skills as a reader.
Vocabulary
To draw on knowledge of vocabulary to understand texts.
- What does this word tell us about…?
- Which word did the author use to describe…?
- Can you think of another way of writing…?
- Can you find any adjectives in the text?
- How can we work out what this word might mean?
- Why did the author write this word in capital letters?
Retrieval
To identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information.
- Where is the story set?
- Who is the main character in the story?
- How is the dilemma resolved?
- Can you tell me one fact you have found out in this text about…?
- Where in this book could I look if I wanted to know more about…?Which part of the story did you like the most? Why?
Predict ng
i
To predict what might happen on the basis of what has been read so far.
- What do you think will happen next?
- What do you think the character will say in reply to that?
- What do you think that this book will be about?
- How do you think the story will end?
- Do you think that this story will end in the same way as another story you know?
- Can you draw what you think might happen next?
Inference
To make inferences from the text.
- What do you think the author meant when…?
- How do you think this character is feeling? Why do you think that?
- What effect did the author want to create by…?
- Can you find words which show how the character feels about…?
- Why do you think the author uses this particular word?
- How do you know that the character is feeling…?
Sequencing
To identify and explain the sequence of events in texts.
- Who do we meet first in this story?
- Can you put these sentences into the order they happened in?
- Can you use 20 words to sum up what happened in this story?
- Can you draw a picture to show what happened in the middle of the story?
- Do I need to read this text in the order it is written? What happens if I don't? | 1,565 | 924 | {
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John Leonard Abear
William Abear and Mary Avery married in St Stephen's Church Twickenham in May 1884. Their first child, John Leonard, was born in 1885, another son, George Frederick followed in1888 and a daughter Alice Mary in 1890 – all were born in Isleworth. In 1891, the family are living at Lawn Terrace in Fulham and father William is a carman (a driver of horse drawn vehicles). By 1901 Florence and William (Junior) have arrived (both born in Fulham), and the youngest boys Charles Albert (born in 1896) and Ernest (born in 1898) are recorded as being born in Isleworth. They all live at 12 Retreat Place in Brentford. John and George are working as 'skin factory' boys for Bands Tannery – a process to make parchment. Ten years later, John is still at the tannery but George is working as a market gardener. Alice is recorded as married but still at home, Florence is a domestic servant, William is a baker's van boy, Charles is a grocer's shop boy and the youngest, Ernest, is still at school. It was a very industrious family.
On 2 nd September 1911 John, now 25, married Ellen Annie Luker at St Paul's Church in Brentford. Later the following year Ellen gave birth to a baby boy, Leonard John Francis. (Leonard lived a long life and died in 2000 in Somerset aged 87). In 1914 a second son, Francis William, was born to the couple but he sadly died a few months later. Francis's baptismal record indicates that this family were now possibly living at Whitestile Road in Brentford.
John enlisted in Kingsway Middx (F/129), but we do not know when. He joined the17th Battalion Middlesex Regiment (Duke of Cambridge's Own). The core of this battalion were a group of professional footballers, so it became known as the 'Footballer's Battalion'. John fought at the vicious Battle of Arleux on 28-29th th April 1917. This battle was part of the larger Battle of Arras. British and Canadian troops launched an attack along an 8 mile front and the enemy delivered determined counter-attacks for two solid days. There was even hand to hand fighting at times. The losses were great and sadly included John, who lost his life 'killed in action' on 28 th . He is buried at Lievin Communal Cemetery Extension in France (Plot III Row H Grave2). His grave inscription is:-
"Till We Three Meet"
John's brother Charles had already lost his life at the Battle of Le Transloy in 1916. Their mother Mary Ann died just weeks after John in June 1917. Later that year, John's father William married Alice Amelia Barker on Boxing Day 1917 and died himself in 1920. Brother George survived the war. John is remembered on the Brentford Memorial and his brother Charles is remembered on the Isleworth Memorial. | 1,205 | 660 | {
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Geography
In Geography the children will learn about Queen Victoria's Empire. They will answer questions about where did she rule and how was she Queen of so many countries. Additionally, the children will locate the world's countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities
History
Children will be learning all about the Victorian era. They will study this theme in British history and gain a better understanding of the chronology. Furthermore, the children will discover how pupils learnt over 100 years ago at school and what heritage we see locally of this time in history.
Design and Technology
Children will be understanding how key events and individuals in the Victorian era have helped shape the world. They will make observations around buildings, trains and engineering.
Art and Design
Computing
In art children will learn how to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay] They will study the artist William Morris, research Victorian photography and portraits learning more about sephia tone neutral images depicting the life and times of those who lived in this era.
Children will design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts. They will design a game/ app to climb a mountain.
Extracurricular links
Here is a list of ideas to support your children with our thematic curriculum at home:
At home: Look at the houses in your street, road, local area – are any of them Victorian? Discuss the history of the school. What parts of the school building do you think are Victorian and how do you know? Research the founders of our school Houses and what they did. Read Junior Charles Dickens stories.
Places to visit: V&A museum, Victoria Station, Albert Embankment and monument, Crystal Palace Park, Gunnersbury Museum. Website links:
https://www.bbc.co.uk/programmes/p05908yt http://www.primaryhomeworkhelp.co.uk/victorians.html
https://www.theschoolrun.com/homework-help/life-victorian-era
Science
This half term children will be learning all about forces. They will compare how things move on different surface and notice that some forces need contact between two objects. They will make observations of how magnets attract or repel each other and attract some materials and not others.
Spelling list
Here is a list of words to support your child with our thematic curriculum:
Queen Victoria
Prince Albert
Family
Royal
Orb
Sceptre
Reign
Timeline throne
Christmas
Traditions
photography
Charles Dickens
Beatrix Potter
school chalkboard
lines
education
rich
poor
factories
chimney sweep
employment work houses medicine poverty
travel
empire continent inventions industry
steam
train
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Violence in teenage relationships
24 Alcorn Close, Sutton, SM3 9PX
T: 020 8296 1287, F: 020 8296 1284 E: email@example.com, W: suttonlifecentre.org
Year Group 8 Experience Dining room
Setting the scene…
When school ends, we all go home, but we don't all relax. Stacy and Shannon arrive home and put their bags on the kitchen table. They start unpacking them – bringing out magazines, phones, make-up bags, home work books and pencil cases.
Shannon What was Ryan saying to you at school today?
Stacy Oh nothing.
Stacy Oh, that was my fault. I know he doesn't like it when I wear short skirts, but I'd just got a new one that day. I couldn't resist, I really liked it.
Shannon No, go on – he looked really cross.
Stacy's mobile is on the table – a text message arrives.
Shannon That's not Ryan AGAIN.
Ryan text message What are you up to?
Stacy Oh, he just likes to know where I am. She texts 'I'm with Shan.'
Shannon I don't know if you realise, but since you two got together you stopped coming round here.
Stacy I'm here now aren't I! Sorry. It's just that Ryan gets jealous.
Shannon I'm your best mate. Go on...
Stacy He was annoyed cos I was texting you about coming round your house tonight.
Shannon Since when was that against the law?
Stacy He says he wants to keep me to himself. He thinks about me all the time.
Shannon I wish he'd run out of credit!
Ryan text message If you lie I will know.
Shannon What about that bruise on your arm the other week?
Shannon Not the red one? That's neat. So he hurt you over THAT?
Stacy No, he didn't hurt me. It's just where he grabbed me when he asked me to wear a different one.
Stacy You just don't like him. You just don't get it.
Shannon No, I don't like him much, but if he makes you happy that's fine. Are you happy?
Ryan text message Be here later. Put on something you know I like. You know why.
Shannon Stace.... Come 'ere. Does that mean what I think it means?
Stacy Don't say anything, my mum would kill me. He won't take no for an answer.
Shannon Look, I tell you what, use that phone to do you some good... call this number. Look, I'll do it for you.
Stacy Oi, that's MY phone! Have you really called them?
Phone rings
Violence in teenage relationships
24 Alcorn Close, Sutton, SM3 9PX
T: 020 8296 1287, F: 020 8296 1284 E: firstname.lastname@example.org, W: suttonlifecentre.org
Ryan text message I'm sick of waiting. Come now.
Stacy Look, sorry, I've got to go. I daren't be late.
Stacy But... give me those details. No one will know, right? Thanks, Shan, you're a mate.
Stacy writes down the phone number and website in her school book.
Year Group 8 Experience Dining room
Setting the scene continued...
Child-Line Worker Hello you're through to Child-Line, would you like to speak to someone?
Stacy Err, no, sorry.
Child-Line Worker That's okay, you can call back any time you want to.
Stacy I can't believe you done that.
Shannon At least the number is in your phone now. When my Mum and Dad were having that bad patch, I called them a few times before I said anything. They really helped me.
Stacy Maybe.
Shannon Look, if you find it difficult to talk, you can email or text them too, or chat online. You don't have to use your real name.
If someone is hurting you or someone you love in your family or if you want to talk about any problem, big or small, talk to a trusted adult or call ChildLine, 0800 1111.
Violence in teenage relationships
24 Alcorn Close, Sutton, SM3 9PX
T: 020 8296 1287, F: 020 8296 1284 E: email@example.com, W: suttonlifecentre.org
Year Group 8 Experience Dining room
Violence within relationships lesson plan
1 Review the scenario in small groups and discuss the following questions:
3 Helping a friend
* What do you think are the key messages?
* What do you think could be the consequences for the young people in the scenario if they carry on their behaviour?
Feed back to the main group three key points from your discussion.
2 What is a 'good/not so good' relationship?
In small groups devise a menu for a 'good' relationship.
* What do you think are the key qualities?
* What would be the expectations within a good relationship?
* How would you recognise a 'not so good' relationship?
* Design a leaflet that could be available at school or a public place called 'helping a friend get out of a difficult friendship/relationship'.
* What key messages should be included in the leaflet?
* What needs to be included in the leaflet to make it really useful for all children and young people?
4 Plenary
* Review the lesson – in particular focus on the following:
* There is always someone to talk to for example, a trusted adult or relative, someone from school or a friend. It is important to do this to keep yourself safe.
* We all have a right to healthy, respectful and happy relationships. If something is not OK or making you uncomfortable then seek help and support. | 2,003 | 1,254 | {
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St Paul's C of E Primary School
Phonics Policy
1. Our Vision
At St Paul's we want every child to be successful, fluent readers and writers by the end of Key Stage One and we believe that this is achievable through a combination of strong, high quality, discrete phonics teaching combined with regular, daily opportunities for developing reading skills. The teaching of phonics is a key strategy that is used to help our children to read, write and spell.
2. Teaching Approach
At St Paul's we follow the six phases of Letters and Sounds: Principles and Practice of High Quality Phonics across the EYFS and Key Stage One phases. This guidance is supported with the use of selected resources from Jolly Phonics and Phonics Play (resources used are currently under review).
Planning for phonics is separate from the English planning and is recorded on the school's phonics planning format. It should be based on the needs of the children and show clear differentiation. Phonics is taught through discrete phonic sessions, regular reading and writing sessions and through embedding the phonics by linking it with other curriculum subjects throughout the school day.
Teachers use assessment for learning and the Letters and Sounds end of phase assessments to track and review children's progress. Assessments also inform teachers of targeted intervention sessions that may be needed for those children who struggle with the learning of phonics.
3. Progression
Children will progress through the six phases of Letters and Sounds, beginning with Phase one in Nursery. By the end of the Summer Term, Reception children should be familiar up to the end of Phase three. By the end of Year 2, children should be proficient in their phonics knowledge and have completed Phase six of Letters and Sounds. Children in Year 2 who did not meet the required standard for phonics and need more work on 'decoding' and 'word reading' skills, will have opportunities to practice this using daily phonics sessions. Children in Year 3 and older who need further phonic intervention work will do so through targeted interventions.
4. Timetabling
Discrete phonics sessions in class will be timetabled and taught daily from Nursery through to Year 2. The expectation is that phonics is taught for a minimum of 10 – 15 minutes in Nursery, 15 – 25 minutes in Reception, 25 – 30 minutes in Years 1 and 2.
5. Expectations for Home Learning
Across the EYFS and Key Stage One classes, parents are encouraged to read daily with their child. Regular reading at home should enable the children to use segmenting and blending techniques learned in phonics sessions. In EY the children have sound cards that link to the week's phonics learning. In Maple and Birch a weekly after-school phonics session, highlighting the focus phonemes for that week, is timetabled for parents. | 1,165 | 588 | {
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HARMONY IN THE CLASSROOM – AND AT HOME
Using Music to Manage Challenging Behaviors While Building the Home-School Connection
NHSA Annual Conference, April 25, 2018 Beth Anspach, MT, Kindermusik Maestro, Conscious Discipline® Certified Instructor
Things to Remember with Behavior in Mind
* All behavior is a form of communication.
* Thoughtful family engagement reduces challenging behaviors and improves social skills.
* Connection activities include eye contact, touch, playfulness, and presence and build neural connections.
* Remember: brain state matters. (Visit www.consciousdiscipline.com for more information on the brain state model.)
* Use periodic musical brain breaks to help keep children in the higher centers of their brains.
* Routines provide predictability and a sense of safety.
* Repetition allows for stronger, quicker brain pathways to form.
Why Music and Movement?
* Music is a natural movement motivator.
* Music is accessible – music and movement can occur anytime and anyplace.
* Music provides natural analgesic for physical and emotional pain.
* Music and Movement can be a recipe for stress reduction and relaxation.
* Making music and moving together in a group is like social glue (synchronicity).
* Music helps to organize movement, and organized movement calms and focuses the brain.
* Music and movement together reach all learning styles.
* Music and movement activate and strengthen the memory centers of the brain.
* Music and movement prime the brain for neuroplasticity.
Visit kindermusik.com/schools or call 1.800.628.5687 for more information.
Musical Quick-Start Steps
In the Classroom
* Have greeting and goodbye musical routines and rituals.
* Use chants, songs, hand-jives, fingerplays, and bounces as connection activities.
* Sing songs and use chants to keep students focused during transitions.
* Plan music and movement activities to support class community through synchrony.
* Utilize instrument play and dances to highlight patterns.
* Strengthen self-regulation through stop-and-go songs and dances.
Family Engagement
* Invite families to share music that is meaningful to them.
* Share the music you use in class with families.
* Show caregivers chants, songs, hand-jives, fingerplays, and bounces so they can use them at home.
* Model using songs during transitions.
* Integrate music and movement into your family nights to support building a strong school community through synchrony.
Suggested Reading
Conscious Discipline: Building Resilient Classrooms by Dr. Becky Bailey What If Everybody Understood Child Development? by Rae Pica Experiences in Movement and Music: Birth to Age 8 by Rae Pica Learning Through Movement and Music: Exercise Your Smarts by Debby Mitchell
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What to do today
IMPORTANT Parent or Carer – Read this page with your child and check that you are happy with what they have to do and any weblinks or use of internet.
1. Read a letter
* Read Letter to the Editor.
* How would you summarise this letter in one headline sentence? What do you think you can tell about the writer from the letter?
* Use Annotation Prompt and label and highlight the Letter to the Editor.
2. Practise writing a paragraph
* Read Schools Should. Which of these ideas do you agree with? Which do you disagree with? Why?
* Write a paragraph about one of the ideas from Schools Should. Read the example about Cooking Lessons and then write in the same style.
Well done. Share your paragraph with a grown up. Show them the different reasons that you have given.
3. Prepare a talk
* Imagine you have been asked to speak to the council about the Letter to the Editor. You want ball games to be allowed.
* Make notes of your main points on Talk Planner
* Practise explaining your ideas confidently out loud.
Try the Fun-Time Extras
* Record your talk and share it with somebody else.
Letter to the Editor
Dear Sir,
I wish to draw your attention to a problem which must be dealt with. As a local citizen and park volunteer, I must urge that the council ban ball games in the park. There are three main reasons why this has to done.
The first and most important reason is the damage caused by ball games. Our delicate blooms and fragile flowers are squashed and broken every time a large, heavy ball is sent blasting through the flowerbeds. These rough games encourage thoughtless youths to skid and slide across our carefully tended lawns, leaving deep gouges like scars. The park spends thousands of pounds on new shrubs and plants each year. How much more money will be wasted before good sense wins?
My second point refers to the risks to people and animals caused by aggressive ballgames. The park is used daily by many families with young children and older people who may be unsteady on their feet. It is clear that balls crossing paths like bullets may cause painful injuries to those innocently passing by. What about our precious wildlife? Our park should be a safe haven for the curious squirrels and charming pigeons that live peacefully in the trees. How can we explain to them that the ball that smashed through a nest was only meant to be a bit of fun?
My last point is that ballgames are pushing out the activities that everyone should be able to enjoy, like picnics, peaceful walks and sunbathing. It is not safe to sit or lie anywhere in the park because of the threat of speeding footballs and tennis balls. Sunbathing dropped by 20% last year.
To sum up, ballgames must go. Some people might say that I am spoiling everyone's fun by demanding an end to ballgames. However, it is the ballgames that are spoiling the fun. It is the ballgames that are spoiling the park.
Yours faithfully, A concerned citizen
Annotation Prompt
* Read the letter.
* Label the introductory paragraph and concluding paragraph.
* Decide the main points of the letter and underline them (there are three).
* Highlight the text that elaborates on each main point. Use a key to show which:
o supports with facts or evidence
o explains further
o asks a rhetorical question
Schools should…
Schools should teach children to climb trees.
Teachers could give sleep lessons.
Children will learn about reducing sugar in English and Maths lessons.
Children ought to have compulsory cooking skills sessions.
Driving should be added to the curriculum.
Students must learn life-saving skills at school.
Taken from http://www.parentsandteachers.org.uk/resources/what-should-schools-teach
Write a paragraph
Read the paragraph about cooking lessons. Write a similar paragraph about a new topic.
If we had cooking lessons each week, it could encourage children to eat more healthy food. Preparing fresh fruit and vegetables means that children will want to eat them more often. Children are more likely to try healthy new foods when they have cooked the food themselves. Food cooked by people in their homes must be more healthy than fast food and takeaways.
Talk Planner
Write the reasons why you think ball games should be allowed and then practise explaining them out loud. | 1,576 | 892 | {
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An Introduction to Using VoiceThread
What is VoiceThread? VoiceThread is an interactive, visual online discussion tool. When you visit a VoiceThread, you have the option to leave a comment in text, voice or video! VoiceThread is a powerful tool that extends learning beyond the walls of a classroom by providing an easy-to-use online learning and discussion space for students. Listening to and watching VoiceThreads is free but when you are ready to leave a comment, you must first create a free VoiceThread account -- which is simple! eaving comments requires you to have a VoiceThread account which is free and very easy to set up.
A First Look: Below is an illustration showing one slide of a VoiceThread. You can tell there are more slides to view because there is an arrow icon in the lower right corner. Five people have already commented on this slide (count the avatars that line the left and right side of the slide). But there are six comments that have been made on this slide (count the number of segments in the gray bar beneath the slide) -- so one person has left two comments. You can listen to/read the comments by clicking the play (center arrow) button, clicking on the avatars or clicking on the gray segments beneath the image. When you are ready to leave a comment, you need to 1) Log In or Register and 2) click the Comment button.
The Comment Options Panel: After you have clicked on the "Comment" button, the Comment Options Panel is revealed (see illustration below). As you can see, VoiceThread gives you plenty of commenting options. All you need to do is listen to or read the comments left by others (if any) and then think about what you want to contribute to this discussion, analysis or activity. The most important thing to keep in mind is the fact that you can delete any comment after youʼve made it, so donʼt feel any performance anxiety!
Choose from any of the commenting options listed below. Click on your preference, leave your comment, CLICK SAVE and then youʼll see your avatar appear on the slide, with any other avatars of those who have commented previously. If you ever want to delete your comment, just play it back and click on the garbage can icon that appears in your comment box. Only YOU (and the VoiceThread author) can delete YOUR comments. Thatʼs it!
Tips!
Need Help? VoiceThread is easy to use but in case you need some extra help or want to figure out how to use some of the more advanced features, you can rely upon the wonderful help resources built into the site. Just follow these simple steps to locate the FAQs, Forums and Tutorials:
1. Go to: http://www.voicethread.com
2. Click "Sign In or Register" (in the upper right corner).
3. Sign in to your account using your email address and password.
4. In the upper right corner of the screen, find your "avatar" (the icon that represents you).
5. Click on the "Help" tab next to your avatar and then select any of the following options from the menu to help answer your question: FAQ (Frequently Asked Questions - the best place to start), Forum (discussion forum where you can post questions for VoiceThread experts to answer and read previous Q&As) or Tutorials (excellent, visual tutorials with audio created in VoiceThread format, of course!).
Need more phone commenting minutes? A free VoiceThread account comes with 3 free minutes of phone commenting. If you want to add additional minutes to your account, just click on the arrow next to your avatar, select "My Account" and then click on "Add More Minutes." You can purchase one hour of phone comments for $10.
Need to change your password? Click on the arrow next to your avatar, then click on "My Account," and then click on "Change Password."
This work is licensed under the Creative Commons Attribution-No Derivative Works 3.0 Unported License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nd/3.0/ or send a letter to Creative Commons, 171 Second Street, Suite 300, San Francisco, California, 94105, USA. | 1,667 | 899 | {
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Biggest fish in the sea are girls
16 September 2020
Measuring whale sharks. Credit: Andre Rereuka / AIMS
A decade-long study of the iconic fish has found male whale sharks grow quickly, before plateauing at an average adult length of about eight or nine meters.
Female whale sharks grow more slowly but eventually overtake the males, reaching an average adult length of about 14 meters.
Australian Institute of Marine Science fish biologist Dr. Mark Meekan, who led the research, said whale sharks have been reported up to 18 meters long.
"That's absolutely huge—about the size of a bendy bus on a city street," he said.
"But even though they're big, they're growing very, very slowly. It's only about 20cm or 30cm a year."
In conducting the research, scientists visited Western Australia's Ningaloo Reef for 11 seasons between 2009 and 2019.
They tracked 54 whale sharks as they grew—a feat made possible by a unique 'fingerprint' of spots on each whale shark that can be used to identify individual fish.
AIMS marine scientist Dr. Brett Taylor said the team recorded more than 1000 whale shark measurements using stereo-video cameras.
"It's basically two cameras set up on a frame that you push along when you're underwater," he said.
"It works the same way our eyes do—so you can calibrate the two video recordings and get a very accurate measurement of the shark."
The study also included data from whale sharks in aquaria.
Dr. Meekan said it is the first evidence that males and female whale sharks grow differently.
For the females, there are huge advantages to being big, he said.
"Only one pregnant whale shark had ever been found, and she had 300 young inside her," Dr. Meekan said.
"That's a remarkable number, most sharks would only have somewhere between two and a dozen.
"So these giant females are probably getting big because of the need to carry a whole lot of pups."
Whale sharks are Western Australia's marine emblem, and swimming with the iconic fish at Ningaloo Reef boosts the local economy to the tune of $24 million a year.
But they were listed as endangered in 2016.
Dr. Meekan said the discovery has huge implications for conservation, with whale sharks threatened by targeted fishing and ships strikes.
1 / 3
Whale shark (Rhincodon typus), the world's largest fish species. Credit: Andre Rereuka / AIMS
"If you're a very slow-growing animal and it takes you 30 years or more to get to maturity, the chances of disaster striking before you get a chance to breed is probably quite high," he said.
"And that's a real worry for whale sharks."
Dr. Meekan said the finding also explains why gatherings of whale sharks in tropical regions are made up almost entirely of young males.
"They gather to exploit an abundance of food so they can maintain their fast growth rates," he said.
Dr. Taylor said learning that whale sharks plateau in their growth goes against everything scientists previously thought.
"This paper has really re-written what we know about whale shark growth," he said.
More information: Mark G. Meekan et al, Asymptotic Growth of Whale Sharks Suggests SexSpecific Life-History Strategies, Frontiers in Marine Science (2020). DOI: 10.3389/fmars.2020.575683
Provided by Frontiers
2 / 3
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APA citation: Biggest fish in the sea are girls (2020, September 16) retrieved 20 September 2020 from https://phys.org/news/2020-09-biggest-fish-sea-girls.html
This document is subject to copyright. Apart from any fair dealing for the purpose of private study or research, no part may be reproduced without the written permission. The content is provided for information purposes only.
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2nd Grade Lesson Plans Week Of: 4/27/20 to 5/1/20
Math
Reading
Reading Writing Social Studies
Religion
Social/
| Monday 4/27/20 | Watch BrainPop Jr. video on graphing. What are 3 things you learned from the video? | Superkids U14, L2 Reader p.116-117, Comprehension questions Word Work p.64, practice decoding and encoding long I words | Read Nonfiction Super Magazine p.24-27 Complete practice page 16 | Read other students’ book reviews on SeeSaw. Comment on what you like or why you would want to read the book. | Analyze a picture of pollution that compares life before the Coronavirus and during when people are at home. |
|---|---|---|---|---|---|
| Tuesday 4/28/20 | IXL R.5 Interpret bar graphs IXL R.8 Create bar graphs | Superkids U14, L3 Reader p.118-119, Comprehension questions Word Work p.65, Irregular comparative and superlative adjectives | Read Nonfiction Super Magazine p.28-31 Analyze a diagram. Complete practice page 17 | Writing Prompt: How can we spread joy and kindness to one another even if we are at home? | New unit focus question: How are goods made and brought to us? Watch preview lesson (Loom video) and complete journal page. |
| Wednesday 4/29/20 | Introduction to line plots (Loom video). Roll a die and create your own line plot. | Superkids U14, L4 Reader p.120-121, Comprehension questions Word Work p.66, practice words with long I | Read Nonfiction Super Magazine p.32-33 Complete practice page 18 | Writing Prompt: In your opinion, what would the best field trip to go on be and why? | Watch activity lesson about assembly lines (Loom video). Create your own assembly line at home and make a video! |
| Thursday 4/30/20 | Practice creating and analyzing a line plot. Math journal p. 164 | Superkids U14, L5 Reader p.122-123, Comprehension questions Word Work p.67, comprehension questions | Read Nonfiction Super Magazine p.34-36 Complete practice page 19 | Teach alliteration (Loom video) and write sentences with alliteration. | Watch/read sections of textbook on how goods are made (Loom video). Complete journal page. |
Resources:
| Name | Website | Username | Password |
|---|---|---|---|
| BrainPOP | https://www.brainpop.com/ and https://jr.brainpop.com/ | Stjudeofthelake | 1school |
| Epic! (app or website) | https://www.getepic.com | | |
| IXL (app or website) | https://www.ixl.com | Specific to student | Specific to student |
| Khan Academy | https://www.khanacademy.org/ | Specific to student | Specific to student |
| Scholastic News | www.sn2.scholastic.com | | |
| Superkids Online Fun! (app) through the parent portal website | https://teachers.rowlandreading.org | | Specific to student |
| TCI (Social Studies) | https://student.teachtci.com | Specific to student | Specific to student |
Assessments:
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Genetics Practice Quiz-2
Name
1. Suppose in snapdragons red flowers result from the genotype WW, white flowers from ww, and pink flowers from Ww. The flower shape will be straight if the genotype CC or Cc is present, while a genotype cc causes the flowers to curl. What phenotypic ratio will result from a cross between two plants with pink flowers, both of which are heterozygous for straight shaped petals?
2. In corn, two independent genes control kernel color. One genetics called color with alleles C (color) and c (white). The other gene is called pigment and has alleles P (pigment) and p (white). If either of the gene pairs is in the homozygous state, then the kernels will be white. However, if at least one dominant allele of each locus (gene pair location) is present, then pigment can for in the kernels. Two corn plants with the following genotypes were crossed:
CcPp female
x
CCPp male
a) What is the phenotype of the parental plants?
b) List the different genotypes of gametes for the female parent.
c) Work out the Punnett Square for this cross. List the genotypes of the offspring and determine the ratio of color to white kernels in the F- 1 generation.
3. In humans, two abnormal conditions, cataracts in the eyes and excessive fragility in bones, seem to depend on separate dominant genes located on different chromosomes. A man with cataracts and normal bones, whose father had normal eyes, married a woman free from cataracts but with fragile bones. Her father had normal bones. What is the probability that their first child will (a) be free from both abnormalities; (b) have cataracts but no fragile bones; (c) have fragile bones but not cataracts; (d) have both cataracts and fragile bones?
4. A man's lawyer tells him that he cannot use blood type in a paternity suit against him because the child could, in fact be his according to blood type. Which of the following is the only possible combination supporting this hypothetical circumstance? (answers in the order: mother-father-child)
a) A:B:O
c) AB:A:O
e) B:O:A
b) A:O:B
d) AB:O:AB
5. In humans, hair color is controlled by two interacting genes (epistasis). The same pigment, melanin, is present in both brown-haired and blond-haired people, but brown hair has much more of it. Brown hair (B) is dominant to blond (b). Whether any melanin can be synthesized at all depends on another gene. The dominant form (M) allows melanin synthesis; the recessive form (m) prevents melanin synthesis. Homozygous recessive mm are albino. What will be the expected proportions of phenotypes in children of the following parents?
b) BbMm x bbmm
a) BBMM x BbMm
6. In humans, one of the genes determining color vision is located on the X chromosome. The dominant form (C) produces normal color vision; red-green colorblindness (c) is recessive. If a man with normal color vision marries a colorblind woman, what is the probability of their having a colorblind son? A colorblind daughter?
7. In the couple described above, the woman gives birth to a colorblind daughter. The husband sues for a divorce on the grounds of adultery. Will his case stand up in court? Explain your answer. | 1,385 | 771 | {
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Why Restore the Elkhorn Slough?
A Threatened Natural Area
Tucked away between Santa Cruz and Monterey is the Elkhorn Slough estuary, which contains California's second largest salt marsh. Elkhorn Slough is a nationally important natural resource that is facing unprecedented rates of tidal marsh loss and impairments to tidal creeks, mudflats, and channel habitats. The marsh habitats that took thousands of years to develop in the Slough are being lost in decades. In fact, approximately 50 percent of the tidal marsh in Elkhorn Slough has been lost in the past 70 years. The Elkhorn Slough system is currently out of balance. These rapid changes not only affect the Slough's animals and plants, but also impact neighboring private lands, public access sites, and transportation infrastructure.
Reasons to Protect Elkhorn Slough's Tidal Habitats
Elkhorn Slough provides…
* critical habitat for over 200 bird, marine mammal, and fish species, including some that are threatened or endangered. These species are, in turn, nurtured by hundreds of species of marine invertebrates and plants,
* a nursery for commercial and recreational fish,
*an important migratory stop-over for birds,
* hundreds of acres of wetlands that act as buffers to minimize shoreline erosion and improve water quality by filtering polluted waters,
* recreation, education, and research opportunities to thousands of visitors that come each year to kayak, bird watch, teach students about the estuary, conduct scientific studies, and walk on trails.
50% of Elkhorn Slough's tidal marshes have been lost within the past 70 years
Changes to Elkhorn Slough Tidal Habitats
A variety of human activities over the last 150 years have had unintended consequences on Elkhorn Slough.
* Marsh Loss & Tidal Erosion: One of the most significant changes to Elkhorn Slough was the construction of the
Moss Landing Harbor in 1947 that made the estuary's mouth size much deeper and moved the location south. The opening now allows more tidal waters to enter the Slough and at much higher speeds than had been naturally occurring. The result is significant marsh loss due to bank erosion that causes the marsh to collapse into the channel, as well as increased tidal flooding which "drowns" the plants. Another consequence of tidal erosion is that soft sediments that provide important habitat for many invertebrates are being eroded from the channel bottom, tidal creeks, and mudflats.
* Freshwater Changes: The diversion of the Salinas River and overdraft of groundwater has decreased freshwater inputs to Elkhorn Slough, causing hundreds of acres of tidal brackish marsh to be lost. The diversion has also decreased river sediments from entering Elkhorn Slough, and marshes need these types of sediments to survive.
* Diking & Draining: Hundreds of acres of Elkhorn Slough's wetlands were diked, drained, and converted to farmland by the mid-1950s. The wetland soils dried out and compacted,
subsiding by several feet. Although tidal waters have been restored to some of these areas, the elevation remains too low for marsh plants to grow.
* Pollution & Invasive Species: High levels of pollution in the form of nutrients and pesticides, and the introduction of over 70 non-native species also impair Elkhorn Slough's tidal wetlands.
Moving Forward
Currently, the Elkhorn Slough Tidal Wetland Project is working on restoring and enhancing the habitat at the Elkhorn Slough. Their most current project is focused on constructing a low sill at the mouth to Parsons Slough to reduce habitat loss. You can get involved by providing your input at community forums or via our website. Elkhorn Slough belongs to the community, so make sure to get informed and have your voice heard!
To learn more about the Elkhorn Slough Tidal Wetland Project (TWP), contact the TWP Communications Assistant at (831) 728-2822 x 325 or email email@example.com. You can also browse the Tidal Wetland Project web page at www.elkhornslough.org/tidalwetlandproject/index.html | 1,747 | 894 | {
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Check Your Soil: Infiltration Test (Percolation Test)
Good soil drainage is important. Determine how fast the soil drains at your site by conducting an infi ltration test (also referred to as a percolation test). This test will let you know how well the existing soil infi ltrates water. Ideal soils will infi ltrate completely within 24 hours at a percolation rate of approximately 1.5 inches per hour.
As the diagram to the right indicates, complete the following steps:
1. Dig a hole in the proposed rain garden site, approximately 12 inches in depth and four to six inches in diameter. To be more accurate, dig two holes. A standard post-hole digger is typically the tool of choice for this activity.
2. Fill with water to saturate the soil and then let stand until all the water has drained into the soil.
3. Once the water has drained, refi ll the empty hole again with water so that the water level is about one inch from the top of the hole. Use a stick to indicate the location of the starting water level. Record the time using a watch. Measure the depth of the water with a ruler.
4. Check the depth of water with a ruler every hour for at least four hours.
5. Calculate how many inches of water drained per hour. With sandy soils, the water should descend quickly. With clay soils, the water should descend slowly.
If the drainage rate is less than 1.5 inches per hour, or the water does not drain within 24 hours, add soil texture amendments such as coarse sand during installation. Alternatively, consider placing the rain garden in a different location on your property.
It is important to note that sometimes an infi ltration test provides a false reading of a site's soil conditions. For example, during dry conditions, an infi ltration test may demonstrate that the soil drains quickly and does not need amendments. However, during a rainy season, an infi ltration test on that same soil may reveal that it is clayey and does not infi ltrate well.
A GOOD RULE OF THUMB:
Check Your Soil: Soil Test
While the infi ltration test will give an initial evaluation of the site's soil conditions, a soil sample that you collect and submit to Rutgers Cooperative Extension (RCE) Soil Testing Laboratory will provide the most accurate reading of the soil (refer to page 59 in the Appendix of this Manual for contact information and a sample soil test analysis). The standard soil fertility test, which includes both a nutrient and pH analysis and recommendations, costs approximately $20. A soil texture test/mechanical analysis (sand, silt, clay percentage) is $30. You can purchase a soil test kit from your local RCE County Offi ce. At the potential rain garden site, take approximately ten random soil samples near the location that you would like for your future rain garden. When taking your soil sample, remember to take about ten soil cores randomly at depths of 3, 6, 9, and 12 inches. Combine all of these into one composite sample. Send the soil sample and the order form to the RCE Soil Testing Laboratory. The results usually take about two weeks and will recommend any amendments needed for the soil based on the nutrient and pH analyses. The results of the soil texture test will help in calculating if coarse sand, topsoil, and/or compost are needed for the rain garden.
As illustrated in the image on the left, in addition to the recommended soil amendments, it may be helpful to add sand wicks to a rain garden site with clay soils. To do this, dig out holes, preferably 1 foot deep if possible, and fi ll in with pockets of coarse sand. This will increase the infi ltration capacity of the rain garden.
Trailside Nature Center Mountainside, NJ
It is very likely that your soils will be highly compacted and will not drain well. To compensate for this, you may need to use a special soil mix within the rain garden. An ideal soil mix for a rain garden is 85 to 95% sands with no more than 25% of the sands as fi ne or very fi ne sands; no more than 15% silt and 2 to 5% clay content. The entire mix shall be amended with 3 to 7% organics (NJBMP Manual, 2009, page 9.1-4). You may be able to use the existing soil, but if it is not in good condition, you may have to spend money on new soil and/or amendments such as lime, gypsum, and specifi c nutrients.
Insert the trowel again ½ inch from the fi rst cut and just as deep. Collect a thin slice of soil, and place it in a clean bucket.
REMEMBER:
A rain garden is not a garden permanently filled with water!
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Girdling Roots
Above: Girdling roots growing around the truck will eventually choke the tree
Girdling Roots
Description
A girdling root is defined as a root that grows around the trunk of the tree thus tending to strangle the tree. Girdling roots act like an ever tightening tourniquet, restricting and cutting off the flow of water and nutrients. They are a common problem in the decline and death of ornamental trees planted in the landscape. Although the decline symptoms of girdling roots typically show up 10 to 20 years after the tree is planted, the problem generally starts when the tree is young.
Research has shown that trees planted with their root flare too deep develop girdling roots. The root flare is the area at the base of the trunk that swells out to become buttress roots entering the soil; and is also known as the root collar. It is interesting to note that natural trees in the forest do not have girdling root problems.
Plants Affected
All trees and shrubs. Most common trees are Norway Maples, Red Maples, Japanese Maples and Pine Trees.
Symptoms/Damage
* No visible root flare at soil surface. The trunk descends straight into the soil with no flare.
* Trunk may be flattened on one side.
* Excavation of soil at trunk base may reveal the girdling roots.
* Leaves and annual growth are smaller than normal. Leaves may be scorched.
* Early fall color and leaf drop.
* Dieback in the crown of the tree. Sparse amount of foliage, tree eventually dies
Management
Prevention
Prevention begins at planting. Examine root system and remove encircling roots. For containerized trees, bare root and balled and burlap trees; remove or straighten encircling roots in a radial form. If the root collar flare is buried remove excess soil, then plant so the root flare is slightly exposed above ground. Consider rejecting trees if encircling roots are too severe or if the root flare is buried too deep.
Cultural
The younger the trees the more chance of success you can expect with removal of girdling roots. As the tree gets larger and the encircling roots more severe, the removal of the roots must be balanced with the injury of the root removal. Many situations are so hopeless that it may be just a matter of time before the tree dies.
To assess for the presence of girdling roots, either hand dig or use a soil excavation tool called an air spade. Girdling roots can be removed using wood gouges, saws or pruners. If more than one half of the circumference is severely compressed treatment is not recommended and removal should be considered.
Collier Arbor Care is a homegrown, second-generation family-owned business. We've been around since 1937.
We are recognized by our customers and by horticulture professionals for knowledge, experience, trusted advice, and the highest standards of workmanship. The continuing education of our staff brings the most up-todate knowledge and industry techniques to your landscape. | 1,180 | 636 | {
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This walk starts at the Three Horseshoes.
A) Facing the pub, walk up the right-hand side of the build ing passing through two metal gates and entering a small paddock. Follow the hedge on your left, passing through a gateway in a fence, to the paddock's far left-hand corner, where you will find a stile.
B) Cross the stile and turn right to cross the field (i.e. by continuing to follow the line of the hedge you've just been following), and when you reach the far side, turn left and follow the hedge along to the top corner of the field. Note: you may find that the farmer has created a path through any crops on a diagonal line to the top corner of the field, in which case follow that path.
C) However you reach the top corner of the field, once there go through the metal gate on your right, and then fol
low the fence on your right till you reach a stile after 200 metres or so. Cross this stile and head straight across the field, keeping just to the left of a telegraph pole. At the far side, cross another stile and then follow the short length of hedge on your left and then keep on across the field to another stile. Keep straight on again across the next field to a further stile. Once over this, head across to the far side of a com paratively narrow strip of field to where a fence meets the hedge. Turn left and walk along the hedge and at the corner bear slightly right and cross the field to a metal gate on the far side. Go through this and then head downhill along the field boundary on your right through two fields until you reach the road.
D) Turn right onto the road and walk past a dismantled railway bridge, a farmstead on your left, past the turning signposted Calver Hill off to the right, and then several houses. After about 400 metres on the road, look out for Rose Cottage on your right. Immediately past the cottage, turn right into a small field and follow its boundary with Rose Cottage to a stile in the hedge ahead.
E) Once over the stile, head across the field just to the left of some lone oaks that stand in the field to a stile on the far side. Cross the next field aiming just to the left of the large oak in the opposite hedgerow. Cross another stile here, then cross the next field aiming for the timber clad gable wall of Yew Tree Farm.
F) Here cross a stile alongside a metal field gate, then cross the road and, just to the right of Yew Tree Farm, go up the tarmacked track that passes between the houses. Continue past the last house on your right and cross a stile into the Davies Meadows (see below). Follow the hedge on your right (there is a bench on which you can take a rest!) to the far end and cross a stile into a small market garden. Keep following the field boundary on your right over a number of stiles, including one each side of a gravelled track, to cross out onto the main road by a stile just to the left of a gate. Turn right and follow the road until you are back at the pub.
Herefordshire Wildlife Trust's Davies Meadow Nature Reserve
The 8.1 hectare reserve comprises a block of three traditional Herefordshire hay-meadows, a small old orchard area with some vet eran pear trees, two ponds and a complex of old hedgerows. These meadows have always been farmed traditionally, and the main meadow has not been ploughed for over a hundred years. All the meadows are herb-rich with a wide variety of grasses. Common spotted and green winged orchids are also found. The meadows are alive with butterflies and moths during late spring and summer. In the autumn, fungi love this undisturbed pasture and pink waxcaps are commonly seen here.
Ground nesting birds such as snipe favour these areas of rough grassland for breeding but numbers of breeding lapwing and curlew have severely declined over the last decade. One major cause of this is the presence of large numbers of dogs so we do ask that people keep their dogs on leads on the reserves during spring and summer to help us effectively manage the sites for wildlife. Dog mess can also effect the make-up of the soil, as well as being unpleasant for other visitors, so we would appreciate it if you could leave nothing behind on your visits!
While the hay crop is growing or stock grazing please keep to the edge of the meadows. Field gates should be kept shut at all times.
We are in the process of establishing a volunteer group to carry out habitat management on our nature reserves in north-west Herefordshire. Volunteering with the Herefordshire Wildlife Trust is a great way to connect with, and conserve, your local landscape – as well as being a lot of fun! If you are interested in joining this group, please contact nature reserves officer Jim Light on 01432 256872 / firstname.lastname@example.org.
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Cardiovascular Conditions
What Is Angina?
Angina is chest pain or discomfort that occurs when your heart doesn't get as much blood and oxygen as it needs. In angina, the need for increased blood flow isn't met for a short time. When increased demand for blood goes away, angina symptoms go away too.
Angina and heart attack have the same root cause: atherosclerosis. This is the buildup of fatty substances (plaque) in the coronary arteries. If one or more arteries are partly clogged, not enough blood can flow through, and you can feel chest pain or discomfort.
While the pain of angina may come and go, it's a sign of heart disease and can be treated. Lifestyle changes, medications, medical procedures and surgery can help reduce angina.
The figure above shows the pain areas most commonly associated with angina.
What does angina feel like?
Angina usually lasts for just a few minutes. Angina discomfort is usually in the center of the chest, behind the breastbone.
Here's how people say it feels:
* Chest feels tight or heavy.
* Feel short of breath (or hard to breathe).
* Pressure, squeezing or burning in chest.
* Discomfort may spread to arm, back, neck, jaw or stomach.
* Numbness or tingling in shoulders, arms or wrists.
* Sick to the stomach.
When will I get angina?
You may get angina when you...
* Climb stairs or carry groceries
* Feel angry or upset
* Work in very hot or cold weather
* Eat too much at one time
* Have sex
* Have emotional stress
* Exercise
What diagnostic tests might I have?
* Blood tests
* Electrocardiogram (EKG or ECG)
* Exercise stress test
* Cardiac catheterization
* Coronary angiogram
How is angina treated?
Your doctor may give you nitroglycerin. It is a
(continued)
Cardiovascular Conditions
ANSWERS
by
heart
ANSWERS
by
heart
medicine that relieves or prevents chest pain from angina.
Nitroglycerine:
* Comes as tiny tablets you put under your tongue.
* Is available in longer-acting forms as a spray, capsules, skin patches or ointment.
* Is inexpensive and acts quickly.
If you are taking nitroglycerin:
* Keep a fresh, sealed supply with you at all times.
* Always keep your tablets in their original bottle. Exposure to heat, light and air can make them less effective.
* Ask your doctor about refilling your prescription every six months. Old tablets can lose their strength.
Your doctor may tell you to take one just before starting an activity that's likely to cause chest pain. Also, you should take a tablet if you have discomfort that doesn't start to go away within a minute or two after you've stopped the activity, or if pain occurs when you aren't active.
What can I do about angina?
You can change your way of life and lower your chance of having angina attacks. A few simple steps may help you feel more comfortable every day:
* Stop smoking, and avoid second-hand smoke.
* Eat healthy meals low in saturated fat, trans fat, and salt.
* Control high blood pressure and blood cholesterol levels.
* Avoid extreme temperatures.
* Avoid strenuous activities.
* Learn to relax and manage stress.
* Call your doctor if your angina changes. For example, if you get angina while resting or if it ever gets worse.
HOW CAN I LEARN MORE?
Call 1-800-AHA-USA1 (1-800-242-8721), or visit heart.org to learn more about heart disease and stroke.
Do you have questions for the doctor or nurse?
Sign up to get Heart Insight, a free magazine for heart patients and their families, at heartinsight.org.
My Questions:
Take a few minutes to write your questions for the next time you see your healthcare provider. For example:
Connect with others sharing similar journeys with heart disease and stroke by joining our Support Network at heart.org/supportnetwork.
Can I exercise? When should I call my doctor?
We have many other fact sheets to help you make healthier choices to reduce your risk, manage disease or care for a loved one. Visit heart.org/answersbyheart to learn more.
©2015, American Heart Association | 1,744 | 968 | {
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Physical Activity
Real-Life Challenges... And how to overcome them
It's hard to make time for physical activity with everything else on our schedules...
Make physical activity a formal part of your daily schedule.
Some kids just don't want to particpate...
Off er structured free play with a variety of physical activity stations that kids can choose from.
It gets dark too early to play outside...
Off er physical activity at the start of the aft erschool day.
What is MODERATE activity?
Sometimes the weather is too cold...
Use indoor space, and see the next point.
We don't have enough space for physical activity...
Convert cafeteria or classroom areas into space for dance and fitness. Find a local park. Take a walk or jog around the block. Develop relationships with school administrators who may be able to provide additional space.
What is VIGOROUS activity?
Games, sports, and recreation that are equal in intensity to brisk walking:
Games, sports, and recreation that are more intense than brisk walking:
Hopscotch
Yoga
Playground play
Gymnastics
Swinging
Ballet
Kickball
Shooting baskets
Frisbee
Swimming for fun
Walking
Volleyball
Bike-riding
Baseball, soft ball
Running games (tag) Karate
Jogging
Tae kwon do
Jumping rope
Jumping jacks
Basketball game
Skipping
Football game
Push-ups, pull-ups
Soccer
Swimming laps
Aerobic dancing
Water basketball
Check out this real-life success story!
One program off ered a variety of diff erent active games and fitness activities that students could rotate through, and aft er a month of trying diff erent stations, the kids voted on their favorites. The winning activities appeared more oft en in structured play time. Empowering children to make their own decisions is a great way to get everyone involved! The most popular stations were basketball, four-square, hula-hoop, and jump rope. Even better—the site director said that NONE of the kids sat out!
Did You Know?
Each child should get at least 1 hour of physical activity everyday. Providing at least 30 minutes of daily activity in your aft erschool program is a good goal.
Many children today do not engage in enough physical activity. Physical activity tends to decline as kids enter the teen years, and inactive children may be less physically active as adults.
Kids should get 20 minutes of vigorous physical activity 3 times per week.
Recreational play, like running, jumping and climbing on playground equipment, is just as important as skill-based instruction.
Many schools have limited time for physical education and recess so children come to aft erschool programs ready to move!
Staying active protects everyone—even kids—from developing heart disease, diabetes, high blood pressure, stroke and osteoporosis. Exercise helps make bones stronger. Plus, inactive children weigh more and have higher blood pressure and lower levels of heartprotective high-density lipoproteins (HDL cholesterol). (www.americanheart. org)
Physical activity can be broken up into periods of 10-15 minutes.
Regular physical activity helps children focus both in and out of school.
Want to know more? Check out these other resources:
http://www.aahperd.org/naspe
The National Association for Sports and Physical Education (NASPE) off ers guidelines on activity for children and youth, and publish curricula for in and out of school time.
http://www.primaryschool.com.au/health.php
The Primary School site links to a ton of fun games that can be played indoors and outdoors. Great if you need activity ideas!
http://www.presidentschallenge.org/home_kids.aspx
President's Fitness Challenge inspires children to get moving each day. Use the guidelines and log charts to create a challenge at your site or enroll children in the challenge online.
http://www.bam.gov/sub_physicalactivity/index.html The BAM! (Body and Mind) program provides information on various health topic, nutrition, and physical activity.
http://www.hsph.harvard.edu/nutritionsource/ staying_active/
The Harvard School of Public Health publishes an online nutrition new and resource newsletter..
http://www.nhlbi.nih.gov/health/public/heart/obesity/ wecan/
Ways to Enhance Children's Activity & Nutrition (We Can!) provides families and communities with helpful resources to help prevent childhood overweight. | 1,994 | 905 | {
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For everything there is a season – but the seasons, they are a'changing: Phenology shifts in the Tetons
Summary Report, January 2017
Background: The timing of many ecological events (phenology) – such as when plants flower or leaf out, or when insects emerge – is often closely linked to temperatures. As the climate continues to warm, many ecological events are occurring at different times than they did in the past. This is often the first sign that climate change is impacting natural populations, and may be an early warning of future population declines or even local extinctions. It is important to understand how a warming climate is impacting the timing of ecological events and how the effects of changes in timing may be rippling through the whole ecosystem to impact the many species that depend on plants in various ways.
The Project: In the 1970s and 80s, noted ecologist Frank Craighead, Jr. collected numerous observations on plant flowering times in Grand Teton National Park, in order to write the book For Everything There is a Season (now sold as A Naturalist's Guide to Grand Teton and Yellowstone National Parks). In the first year of the study (2015) we located his original data, entered it into a digital form, and demonstrated that it was usable data and that many plant species are highly sensitive to temperature changes in the Tetons.
In our second year of the project (2016), our goal was to lay the groundwork for collecting contemporary field data to compare with Craighead's data, which was collected before the impacts of climate change had started to be seen. In the 2016 field season, we retraced Craighead's
steps, visiting sites on and around Blacktail Butte 15 times between April and August 2016. We focused in on several locations we thought Craighead was likely to have visited. On each field trip, we searched for flowering plants, identified flowering species and their phenological stage (newly emerged, newly flowering, peak of flowering, past peak, senescent, fruiting). We took GPS coordinates of patches of flowering plants and photographed plants. Because our field visits were frequent, we were able to identify early flowering patches of many species.
Through this process, we identified a set of 72 species that would be excellent candidates for a full research program that compares past with present phenology, with an eventual goal of modeling future phenology changes under a warming climate. Of these, we identified 23 species that would be excellent candidates for citizen science data collection (species that are easy to identify, common, and charismatic). We are preparing a simple set of instructions for citizen scientists to collect data on these species and submit them directly to the Nature's Notebook program of the National Phenology Network. Citizen science programs like this are an excellent way to engage students and other interested citizens in real data collection and in learning firsthand about how climate change is impacting their backyard.
Next Steps: In the next phase of the project, we will begin collecting contemporary data and testing out protocols and resources with citizen scientist volunteers. | 1,242 | 622 | {
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Kids love Halloween—they get to dress up and get free candy. Give kids some precious Halloween memories that they'll have for life.
Some kids already know things that can be done to be safe, like how to cross the street, not to talk to or go with strangers and things like that. But adults know how exciting Halloween can be and that can make kids forget to be careful.
Here are some tips just for kids, to help keep them safe on Halloween night. Some of these ideas are called "common sense" ideas. That means they are things that a person should know and use every day in life.
How To Be Safe
* Never, ever go into a strangers house or even ring their door for treats unless your parents are with you and say that it's okay. There are some people in life who aren't very nice to kids and you have to be careful. Always make sure that your mom or dad is within sight when you go out trick-or-treating.
* Be careful when you cross a street. Make sure to look in both directions and make sure that there are no cars coming. If you have a little brother or sister with you, take their hand and help them get across the street, too. If the street has a stop light, wait until the cross walk light tells you that it's okay to cross now, but still check before you cross, look both ways.
* If you are an older kid or young teen, and going out with friends, make sure that your parents know where you are going and who you are going with. This may seem like a pain but they are your parents and they love you. They just want you to be safe.
* If you can drive and are taking a bunch of friends to a party, make sure that you have enough gas to get there. You don't want to run out on a dark street, all alone, like a bad horror movie!
1 / 2
* If your parents give you a curfew, be home when they say. It builds trust between you and them and they are doing it for your own safety. If you are going to be late, call them and let them know.
* Vandalism is never cool! Throwing eggs at cars and houses is not cool. Someone has to clean it up and it could be you, if you get caught. You can also be arrested and punished as a juvenile. So, don't think that it's fun only if you can get away with it. It's never the right thing to do! Think about how you would feel if someone did that to your house and how bad it would make you feel.
* Hurting animals is never acceptable behavior! Some people use Halloween as an excuse to hurt cats and that is just wrong! Not only is it illegal in most places to hurt or torture animals and punishable by law, you should never hurt a helpless living thing.
Have fun on Halloween but keep it safe, have some good, clean fun and your parents will trust you for many Halloweens to come! Showing them how responsible you can be will give you a feeling of pride and make them see just how adult you really are.
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Osgood-Schlatter Disease
Knee Anatomy
The knee is made up of four main bones, the femur (thigh bone), tibia (shin bone), fibula (outer shin bone), and patella (knee cap). There is a joint capsule, a thick ligamentous structure, that surrounds the entire knee. Inside the capsule is the synovial membrane, which provides nourishment and synovial fluid to lubricate the knee joint. There are also seven bursa (fat pads) in the knee that reduce friction an allow your joint to move smoothly. The stability of your knee comes from four ligaments, the medial collateral ligament (MCL), lateral collateral ligament (LCL), posterior cruciate ligament (PCL) and anterior cruciate ligament (ACL). The main muscles that help control your knee are the hamstrings (creating knee flexion) and the quadriceps (knee extension).
What is Osgood-Schlatter disease?
Osgood-Schlatter disease is a common cause of knee pain in growing adolescents. It is an inflammation of the area just below the knee where the patellar tendon (from the knee cap) attaches to the tibia (shinbone).
What causes Osgood-Schlatter diesease?
Osgood-Schlatter disease occurs in most often in youth who are growing, most commonly in boys between the ages of 13 and 14 and girls between the ages of 11 and 12. During this time, bones, muscles, tendons and other structures are growing rapidly. Physically active youth are especially prone, as running and jumping puts additional stress on bones and muscles. Bones in growing children have a special area where the bone grows, called the growth plate. The growth plate is usually at the end of the bone and made up of cartilage. When you are done growing, this turns into solid bone. Growth plates can serve as an attachment for tendons (strong tissue that connects muscle and bone). The tibial tuberacle is the growth plate at the end of the tibia and this is where the patellar tendon (which connects to the quadriceps muscle) attaches. When you are active, the quadriceps muscle pulls on the tendon, which then pulls on the tibial tuberacle. This can lead to an inflammation of the tibial tuberacle growth plate, and it might even become visible.
What do I do if I think I have Osgood-Schlatter disease?
Some symptoms of Osgood-Schlatter disease are:
- Knee pain and tenderness at the tibial tuberacle
- Swelling at the tibial tuberacle
- Tight muscles in the front or back of the thigh
If you think you suffer from Osgood-Schlatter disease, you may take some pain reliever to alleviate the pain. You may want to see your physician and discuss physical therapy in order to stretch and strengthen the lower extremity muscles as well as learn proper biomechanics. Bracing is also an option. If the pain becomes intense, you may want to limit your activity. If you need to see a physician, call 206 598 3294, option 8 to set up an appointment with the UW Sports Medicine Center at Husky Stadium. Mention that you are a Seattle United athlete and they will get you in within 48 hours. | 1,235 | 718 | {
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Gardening With Children
It's an investment that reaps many dividends! Our future depends on children as much as their future depends on us. It's never too early to teach a child how to garden. The clue to making gardening with your child a success is to make it fun for both of you.
The size and complexity of the garden will depend on the age and size of the child. Do not make it so big that it cannot be easily planted and cared for. Help the child prepare their garden by spading and raking until smooth. Realize that you will probably be doing most of this preparation work but do not exclude the child. It is important for them to feel this special plot belongs to them. If possible, have tools that are child-sized. Small shovels and rakes are as much an encouragement to gardening as choosing which plants they wish to grow. Help pick out the seeds or plants through suggestion and advice, but let the final decision be the child's. Suggest plants that are easy to grow and care for.
Zoo gardens are fun and easy to create. You could have Lamb's Ears, Beebalm, Cardinal Flower, Hen & Chicks, Catnip, Monkeygrass, Tiger Lily, Elephant Garlic, Butterrfly Weed, Birdsfoot Violet or Coltsfoot to name a few.
Another fun one is a Pet's garden for children. Grow garlic and pennyroyal to prevent fleas; salad burnet and parsley to feed guinea pigs, rabbits, canaries and hamsters; mint, catnip and garlic to use in baking home-made pet treats; sunflowers for indoor and outdoor birds and for roasting to eat as snacks; corn for drying and feeding to squirrels and guinea pigs; and birdhouse gourds for making bird houses for finches and wrens.
Gardening is a time to learn about how plants grow, how they are beneficial to us, where certain varieties come from, etc. Literature and history can also become a part of the garden learning experience. Tell them about the War of the Roses, the Fairies that live in the Thyme in Shakespeare's A Midsummer's Night Dream, The Scarlet Pimpernel and the Potato Famine in Ireland.
Time spent gardening together can be fun and relaxing, it can teach children about nature, life, responsibility and work ethics – all of which can be very valuable assets for the future.
Leanna K. and Evangela G. Potts | 864 | 517 | {
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Implementing A Gluten-Free Diet: Use the Top Down Approach
Top Down Approach
1) (Head) Research and decide what is right for you
2) (Heart) The emotional buy-in is the hard part! Find out what will motivate you to keep eating healthy
3) (Stomach) Finally, use the following tips on how to have a gluten-free lifestyle
See qualified nutritionist, dietitian, or other professional who understands this topic before starting!
What Has Gluten In It?
Determine Why You Are Doing this
Maybe you don't have a choice
Figure out what works for you to keep you motivated: Remind yourself daily, Read a few pages of a book, Picture of someone healthy, Exercise, Meditate
How to Start
Look at the items in your kitchen and label the gluten ones: Give away, Separate, or Use a gradual method Determine if you need to replace some appliances: Toaster, Stone baking wear, Cutting boards, Etc Go cold turkey (beware of withdrawal symptoms)
Or Go Gradual
- Once used an item, replace it with a gluten-free one
- Start with replacing one item a day
- Start with one meal a day
- Start with Mon – Fri
Be prepared to cook! If you don't like to cook, I believe it would be difficult to implement some of the more restrictive diets. If you are just doing gluten-free then that is pretty easy as most restaurants have a gluten-free menu. However if you are planning SCD or GAPS diet then you should plan on cooking a lot. This may help you decide which to try!
Pre-planning is key! Before going to a party, event, public attraction or anywhere there will be food, check what is being served several days in advance. I travel with my own food. A day or so in advance I make the same foods that are diet friendly. I try to mimic the same foods being served so my kids don't feel left out. Also if you are attending an event at a location that doesn't allow "outside" food, make sure to call and inform them you would like to bring food because of a food allergy. I have never had a problem bringing in one serving of food for just my son.
Stock up! I make extra cupcakes, pizza crust, muffins, donuts, cookies, etc. and freeze some to take with me for future events. I carry snacks in my car at all times in case we are out and have no food options. Bagged apple slices, raisins, mixed nuts, certain bars, carrots, and apple sauce pouches all make great snacks that fit most diets.
Find good recipes! Well, you have to find good recipes that you can use for your new lifestyle. One of my favorites are:
- detoxinista.com. (She is one of my favorites and has great recipes! She is not specifically gluten-free but many of her recipes work!)
- glutenfreecookingschool.com
- glutenfreemom.com
- thenourishingcook.com
- nourishingmeals.com
- againstaallgrain.com
Find a good grocery store and bakery! Eating on any whole food, nutritional diet can be expensive. Shop all the grocery stores in your area and found the ones that had the most offerings with the best prices. You may not be able all of your items from one store. So plan special trips outside of your regular weekly grocery store trip where I stock up on those few items. Also look for gluten-free, allergy friendly bakeries.
Be prepared to leave! There will be times when you are not completely prepared and you know they are serving something that will upset your child if they can't have it. In those cases, I just leave. I prefer to avoid any meltdowns. And luckily, I always have snacks in my car!
You will look at your food differently! Since I have been reading labels so closely I have been shocked at what I've been putting in my body for years and didn't even know about it! (You know how hard it is to find a tomato sauce without sugar?) The real gift from implementing special diets for my son is how much I've learned about our food and that's benefited our whole family!
Want to learn more?
- Wheat Belly: Lose the Wheat, Lose the Weight, and Find Your Path Back to Health - by William Davis
- Grain Brain: The Surprising Truth about Wheat, Carbs, and Sugar--Your Brain's Silent Killers - by David Perlmutter, Kristin Loberg
- Going Gluten Free - by Jennifer Wells
- Gluten-Free on a Shoestring - by Nicole Hunn
- Practical Paleo: A Customized Approach to Health and a Whole-Foods Lifestyle - by Diane Sanfilippo, Bill Staley and Robb Wolf
Aimee Benfield
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Grumpy Bird Early Literacy Tips for Parents
These early literacy tips are great to tell parents and demonstrate yourself in your Grumpy Bird storytimes and events:
* Grumpy Bird is a fun book! Having fun with books is one of the best ways to develop young readers. When children learn that books are fun, they develop a love of reading. A love of reading is a strong foundation for learning.
* Parents and caregivers are a child's best teachers. Spending time with your child doing some simple things – Talking, Singing, Reading, Writing and Playing – will give your child the best foundation for reading.
* Teaching your child the names of emotions not only helps your child learn vocabulary, it also teaches your child emotional regulation. Children who can name their emotions learn more quickly to gain control of their emotions. Emotions are as much a part of growing and learning as knowledge.
* Play is a child's work. Children learn best and feel best when they have plenty of time for playing. You might want to play "Follow the Leader" with your child just like Grumpy Bird plays with his friends.
* Having fun with noises is a great way for children to learn the sounds of language. This will help them with reading someday. You can make lots of different bird noises with your child. Chirp, quack and hoot together. Not only will your child have fun, he will also be developing a good foundation for reading.
* Singing with your child is one of the best things you can do to help her become a reader. Singing lengthens the sounds of words so a child can more easily hear the sounds that make up words. Children need to be able to hear the separate sounds in words before they can read.
* Reading books is a great way to introduce your little one to things we don't see in everyday life. Some people don't see wild animals very often. It's great to learn about them through books.
* Sometimes when you read with your little one, point to the words as you read them. This helps your child learn that the words they see in a book match the words they hear. It also teaches children that words on the page go from left to right and top to bottom.
* When you share a book with your little one you don't need to just read the words you see on the page. You can have fun just looking at the pictures and talking about what is on the page. Pointing out what you see in a book and talking about the pictures is a great way to help your child learn.
* Read, sing and say nursery rhymes with your child. Nursery rhymes help build vocabulary by introducing your child to words we don't often use. They are also great for developing phonological awareness, which is the ability to hear the sounds of language. Children who know eight or more nursery rhymes when they start kindergarten are more successful all through their school years.
* Children learn through movement. Doing fun movement activities with your child will help your child's body and brain grow. | 1,009 | 638 | {
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Tel: (01223) 262373 Mobile: 07852 703 712 firstname.lastname@example.org
www.combertonplaygroup.co.uk
We aim for our Playgroup to provide a stimulating atmosphere in which the children are encouraged to develop their full potential.
Half Term Newsletter Feb 2021 We hope you have had a lovely Half Term!
Dates for the diary!
Thursday 3 rd March: World book day – Children to come into playgroup dressed as their favourite character.
Saturday 26 th March: The return of our Easter Eggstravaganza! 10.30-12.00.
Any donations for the chocolate tombola and raffle will be greatly received.
Pre-school Curriculum
Pre-school will be focussing on literacy this half term.
WB 21 st & 28 th Feb: Using the book 'What the Ladybird Heard', we will be looking at rhyming words and the structure of the story.
The children will make simple puppets and use them to act out the story. They will be encouraged to retell the story in their own words and use their imagination to create different endings for the story.
They will also be making their own maps, learning about directional and positional language.
There will be a small world set up of 'What the Ladybird Heard' for the children to play with.
Vocabulary used will include hefty, lanky, gangly, gigantic, scrawny, enormous, slender.
WB 7 th & 14 th March: As world book day is on 3 rd March, we thought the pre-school children would enjoy making their own story book. They will think up their own story, draw the illustrations and maybe have a go at writing some of the words.
WB 21 st March: Simple sewing to help develop hand, eye coordination and fine motor control.
Vocabulary used will include embroidery, thread, needle, design, pattern, sewing, stitch.
WB 28 th March: Gardening, planting seeds and an Easter activity.
CIO no 1175029
Registered office: Green End, Comberton, Cambridge. CB23 7DY.
Blue and Green Room curriculum
WB 21 st & 28 th Feb: We will be doing lots of rhyming in these first two weeks.
The children will be playing parachute games such as 'Merry go Round', where the children walk round in a circle holding onto the parachute whilst singing rhyming songs and nursery rhymes.
Songs we will be singing are:
o Zoom zoom zoom
o Ring a ring a roses
o 5 Little Ducks
o Monkeys jumping on the bed
o Roly Poly
o Humpty Dumpty.
The children will be making their own Humpty Dumpty for a wall display and we will be discussing what made him fall off the wall.
WB 7 th March: The children will be learning about International Women's Day and we will be talking about the special women in their lives.
We will be reading books from the 'Little people big Dreams' ground-breaking women collection, which includes:
o Malala Yousafzai
o Ruth Bader Ginsburg
o Michelle Obama
o Greta Thunberg
o Dolly Parton
WB 14 th March: We will be weeding the back garden and starting to plant vegetables.
Vocabulary being used will include seed, flower, stem, leaf, leaves, roots, petals, aromatic, budding, buds, clustered, distinctive, developing, evolving, fragrant, growing, hardy, perennial, trowel, fork, spade, seedling.
There will be soil, plant pots and small trowels in the tuff spot for the children to play with and we will be growing some grass caterpillars using tights! The children will fill the tights with soil and grass seeds and will take care of the caterpillars watching the grass grow.
Books we will be reading will be:
o Jaspers Beanstalk
o The Tiny Seed
WB 21 st March: Mother's Day Surprise!
WB 28 th March: Spring Walks (Parent help will be required, please let us know if you can help)
CIO no 1175029
Registered office: Green End, Comberton, Cambridge. CB23 7DY.
Reminders
Please update us if you have any changes to your address or telephone numbers.
No nuts!
Due to nut allergies we are kindly reminding you not to put anything that contains nuts in your children's lunchboxes Thank you
Messy Play
Messy play sessions are now open to mixed ages 0-4 on Mondays and Thursdays 9.30-11am.
! hour of messy play then half an hour to get the children cleaned up.
Sessions are £5 and can be paid by cash or BACS transfer.
All parent/carers attending must do a lateral flow within 24 hours of attending.
Outside drop offs
We are continuing to collect children from outside for the time being but will be reviewed regularly.
Please do not hesitate to call on 01223 262373 or email email@example.com if you have any concerns and/or would like to speak to your child's keyworker. | 1,926 | 1,072 | {
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University of Nebraska - Lincoln
DigitalCommons@University of Nebraska - Lincoln
Faculty Publications: Department of Teaching, Learning and Teacher Education
Department of Teaching, Learning and Teacher Education
9-21-2002
Bringing female scientists into the elementary classroom: Confronting the strength of elementary students' stereotypical images of scientists
Gayle A. Buck University of Nebraska-Lincoln, email@example.com
Diandra Leslie-Pelecky University of Nebraska-Lincoln, firstname.lastname@example.org
Susan K. Kirby Lincoln (NE) Public Schools
Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub
Part of the Teacher Education and Professional Development Commons
Buck, Gayle A.; Leslie-Pelecky, Diandra; and Kirby, Susan K., "Bringing female scientists into the elementary classroom: Confronting the strength of elementary students' stereotypical images of scientists" (2002). Faculty Publications: Department of Teaching, Learning and Teacher Education. Paper 15.
http://digitalcommons.unl.edu/teachlearnfacpub/15
This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln.
386-367). Chambers (1983) discovered that this image was not reserved for the high school student but was formed as early as the second grade. Elementary children also thought of scientists as being white males wearing lab coats, eyeglasses, having facial hair, and being in settings that included beakers, vials, and books. Research shows that this image is not broadening. Andre, Whigham, Hendrickson, and Chambers (1999) recently identifi ed many of the same stereotypes in fourth graders. This stereotypical image of scientists has been found to be both an asset and a liability to the sciences (Chambers/1983). The image has improved the perception of science by populations traditionally underrepresented in the scientifi c disciplines; however, it has also prevented these populations from seeing themselves as successful science students and potential scientists. The concept of a nerdy, male, white occupation has been found to especially create an impediment for girls' involvement in science education (Kahle & Meece, 1994) and to found to impact as their desired future images and their image of scientists clash (Packard & Wong, 1999). One solution often proposed is for elementary teachers to bring scientists into the classroom to interact with their students. The idea is that women and minority scientists will help dispel stereotypes that may prevent their students from eventually considering careers in science. This project was designed to test how having female science graduate students in an elementary school classroom changed the perceptions of the students, and to determine what lessons could be learned for the future education of teachers and of scientists. The guiding qiiestions of the project were as follows: 1. Does the presence of female scientists in the classroom affect elementary 2. What impressions about these visiting scientists do the students form? 3. What images of scientists do the children hold after female role models are | 1,542 | 691 | {
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Name: _____________________________
Context Clues 1.1
Directions: read each sentence and determine the meaning of the word using cross sentence clues or your prior knowledge. Then, explain what clues in the sentence helped you determine the word meaning.
1. Dignity: Even when the police officers put the handcuffs on my mother, she maintained her dignity, holding her head up high as she was marched off the protest site.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
2. Splendid: The rays from the rising sun shined splendidly through our kitchen window.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
3. Particle: John was so hungry that he didn’t leave a single particle of the muffin on the plate.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
4. Elegant: Cassie took her time when she wrote in cursive, slowly making each word out of an elegant series of arcs and loops.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
5. Injustice: Kevin thought that it was a great injustice that girls could wear earrings in the school while the boys could not.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
6. Decline: After Gears of Pain 6 came out, the amount of people playing Gears of Pain 5 declined.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
7. Paradise: When Rex had a bone, a warm spot to lie, and someone petting him, he was in paradise.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
8. Fascinate: Alvin went to the museum every Saturday because he was so fascinated by art.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
9. Yearn: Even though John had a good job and a nice family, he yearned for more.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
10. Seldom: Since professional athletes have to stay in peak physical shape, most athletes seldom eat junk food.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
11. Delicate: Tracy held the flower as gently as she could, fearing that the delicate stem would break.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
12. Remark: Jennie didn’t like the jacket her mother bought her until several strangers made remarks about how much they liked it.
Definition: ___________________________________________________________________________
What clues in the sentence lead you to your definition?
Bonus: Define each of the words on a separate sheet of paper to check your answers. Attach your sheet. | 1,935 | 589 | {
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What is Organic Gardening?
A basic definition of organic gardening is "gardening without synthetic fertilizers and pesticides." However, it is much more than replacing manmade chemicals with those derived from natural resources. It is a philosophy of gardening that isn't just about making plants grow without chemicals. In an organic yard or garden, the emphasis is on working in the ecosystem in a manner that sustains and nourishes plants, soil microbes and beneficial insects.
Creating this ecosystem begins with improving the soil. Adding organic matter by mixing compost into the soil increases its capacity to retain water and nutrients and supports beneficial microbes, which are essential to healthy plant growth. Compost can be made from grass clippings, leaves, yard debris (such as weeds), kitchen scraps (such as vegetable and fruit peelings, eggshells, and coffee grounds), or purchased from garden centers and mulch suppliers (such as mushroom compost). Another way to add organic matter to the soil is to grow cover crops and turn them into the soil just as they begin to flower. More farmers and gardeners are now crushing the cover crops and planting without tilling. The cover crop thus becomes a mulch that can confuse pests and add nutrients to the soil as it decomposes. Cover crops that can be seeded in the fall include buckwheat, cowpeas, millet, and soybeans.
While compost and organic matter will increase your soil's ability to hold nutrients, organic gardeners also have to provide fertilizers derived from natural sources such as animal manures and byproducts, natural deposits such as rock phosphate, and plant products like seaweed and wood ash. Most retailers that carry garden supplies also stock organic fertilizers.
Another natural product that can be added to the soil is agricultural lime which is made from naturally occurring limestone. It is used to raise the soil pH if your soil is too acidic. Soil pH levels can vary in any area, and many do not require lime. To find out if your soil needs additional lime to support healthy plant growth, you can get a soil test kit from the county extension service to send in a sample to Rutgers University for testing. Kits cost $20.
Organic gardeners practice natural pest control. They don't try to eliminate all insects and diseases from their gardens. They try to keep them below damaging levels. One of the main methods for keeping pest populations below damaging levels is to encourage thriving populations of beneficial insects and pest predators, including spiders, bats, birds, lizards, and toads. The two most important things you can do in your garden or yard to support these helpful species is to plant a wide variety of plants and flowers and avoid using synthetic pesticides, which are especially damaging to beneficial insects. Practicing good sanitation is another method of organic pest control. Removing disease infected leaves or plants, rotating crops so you are not growing the same type in the same spot year after year, and handpicking insect pests and eggs all help to suppress pest populations. | 1,227 | 617 | {
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Abacus Nursery - Our Intent
At Abacus our intent is to provide an environment where children are happy, confident, nurtured and valued. Our curriculum is the cultural capitol we know our children need to thrive. Each day we will offer challenges and opportunities to widen experiences and extend every child's learning; following their curiosity and interests. Our curriculum celebrates individuality and supports each child's, moral, social and emotional development so that they feel safe and are ready to embrace learning at every opportunity.
Our curriculum covers all areas of the early years foundation stage and follows all statutory requirements. We use themes to follow the children's interests, and although planned to ensure we offer a variety of activities and experiences we will always embrace spontaneity! We offer both child and adult led opportunities that are ambitious and differentiated to meet all of our children's needs. Our aim is to help children establish a 'life-long love of learning' through providing an exciting curriculum, supported by passionate practitioners who understand how children develop and their diverse needs. At Abacus we support our children to become independent, confident learners where mistakes are celebrated. Staff model and introduce rich language at every opportunity; stories and songs are an integral part of each day. To help track individual children's learning we have created our own Abacus goals, these goals have several small steps to them which we call milestones. All children are encouraged and supported to achieve these goals before moving on to primary school. Each key person will also create specific next steps for each child related to their individual needs and plan activities to help them achieve these next steps.
Many activities have a written intent at Abacus to help guide and support children's development. However we understand that learning cannot be rigid in early years and that an activity could in fact have many desired outcomes so staff are skilled at observing and assessing learning that is taking place.
We aim for all children to leave Abacus with a sense of belonging and high self-esteem, ready to start school with the confidence and skills to make decisions, self-evaluate, make connections and become lifelong learners.
Our Mission Statement
To provide, a 'home from home' environment where children's needs come first. Staff work in partnership with parents/carers and outside agencies to ensure that every child has the opportunity to reach their full potential, in fun and safe surroundings.
Our Ethos
Learning Through Play - We aim to provide a caring, safe and stimulating environment where children can play and learn. Where each child can be embraced and encouraged to develop their own unique self. We offer a variety of resources but understand that children learn best through play and interaction, so no opportunity is wasted! | 1,119 | 531 | {
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Take 5: Ideas for Independent/Home Learning Biscuit Bear by Mini Grey (Red Fox)
1. Explore it
Look at and read the spread below:
Think carefully about what you have heard and seen. What do you notice? Who is this? How would you describe Biscuit Bear? Where is he? How did he get there? What is he doing? Think about the sentence: 'Everyone seemed to be asleep.' Who else do you think was asleep?
Look at the second page again. What does biscuit bear want to do? What kind of friends do you think he will make in the kitchen? Who do you think a Biscuit Bear might have as a friend?
Now, look at the cover of the book and read the title. What is special about this bear? What clues can you see that might tell you more about the friends he is going to make? Why do you think the word make is printed in large letters in the phrase 'I shall make some friends' on the second page?
2. Illustrate it
Look at biscuit bear sitting in his foil case. How can you tell he is just waking up from the picture? What is he doing with his arms? How does his face look? Can you yawn and stretch like biscuit bear? Now look at biscuit bear standing at the kitchen door. What do you think he is thinking? How is he feeling? If you were
in the kitchen, what expression do you think you might see on his face? Can you pretend to be biscuit bear? What does your face look like? Where are you looking; up, down or straight ahead? What are you doing with your eyebrows? What about your mouth?
Draw biscuit bear to show his face as he looks into the kitchen, showing what he might be feeling or doing. You can see the shape of his body in the original illustration.
3. Talk about it
[x] Where did biscuit bear come from?
[x] Why was there nobody to play with?
[x] Do you think he should be getting up in the middle of the night to play? What would you do if you woke up in the middle of the night?
[x] Why do you think he went to the kitchen? What do you think he plans to do in there that will help him make friends?
4. Imagine it
Think about biscuit bear looking in to the kitchen. What do you think he might be thinking? You could add this in a speech bubble on to your drawing.
Do you ever help out in the kitchen? What do you like to make? Do you know how to make anything on your own? Maybe you already pour your own milk and cereal? Maybe you know how to set the table? What is your favourite dish to help make? Who do you make it with?
Have you ever made cakes or biscuits before? What do you think Biscuit Bear might need to know to make biscuit friends? How will he know what to do? What would he need to get ready?
5. Create it
Think about biscuit bear setting to work in the kitchen. What kind of friends will he bake? What would make a good friend to biscuit bear? What will they look like? Will they look like him? Will he decorate them in a special way? What kind of fun is he hoping to have with them? Will he give them a special skill?
Using whatever you have to hand, create some friends for biscuit bear. You can draw and cut them out from some cardboard packaging and decorate with any art materials you have to hand. You might even have enough ingredients to bake some friends from salt dough, which is not edible, but can be kept as ornaments: https://theimaginationtree.com/easy-salt-dough-ornaments/ Or, if you have the ingredients available, here is an easy to make recipe for edible biscuits, which you can cut into shapes freehand or with a cutter and decorate with icing and decorations: https://www.bbcgoodfood.com/recipes/easiest-ever-
biscuits
You could create your own biscuit bear so that he can play with his new friends. What kind of fun do they have? Is it still the middle of the night? Is everyone in the house still asleep? You might make up a story together and draw and write it for other people to enjoy. If someone at home has a phone or device with a video camera, you might even want to film your story and send it to somebody so they can enjoy it too.
You can learn more about Mini Grey and how she draws and writes on CLPE's Power of Pictures website: https://clpe.org.uk/powerofpictures/grey-mini
©The Centre for Literacy in Primary Education. | 1,384 | 974 | {
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Art teacher round table
Finding Messages in Art
Art and Modern Languages pre-service educators use the sticky note activity to interpret messages found in the paintings of Philip C. Curtis at the Phoenix Art Museum.
Pam Stephens
Some of the students in our group later chatted with me about how to approach these complex and sometimes puzzling works of art. The answer is simple: Be a good observer and act as if you are an art detective. Here is one activity that helps to achieve these goals.
Sticky Note Activity
You will need the following:
During the summer of 2011, SchoolArts editor Nancy Walkup and I hosted a group of teachers and university students in Venice, Italy. One focus of the trip was the Arte Biennale, an event most easily explained as the world's fair of contemporary and postmodern art. Some of the artwork conveyed subtle messages and subtext not readily interpreted by the casual observer.
A room filled with red and black modeling clay invited viewers to participate in art-making. Another gallery exhibited life-size candles of realistic objects, each lit, slowly burning, and eventually creating wax pools where the artworks had been. An eyecatching outdoor exhibit on the Grand Canal showed large religious images appropriated from van Eyck paintings. As the viewer approached the artworks, however, it became apparent that images were created from hand-painted wooden eggs. According to the artist statement, "…the work breaks down as if it were a digital file of egg pixels."
WEB February 2012 SchoolArts
sticky notes or any small pieces • of paper, at least a dozen per small groups of students
pencil •
reproductions of artworks • (postcards or posters)
Instructions
1. Place students in small groups.
2. Assign a recorder and a reporter for each group.
3. Provide sticky notes, a pencil, and one artwork.
4. Ask students to carefully look at the artwork for at least two or three minutes.
5. Instruct students to generate words or phrases about the artwork. The recorder will write these words and phrases on the sticky notes.
6. When all of the sticky notes have been used, review the traditional parts of speech (verbs, nouns, pronouns, adjectives, adverbs, prepositions, conjunctions, and interjections).
7. Ask students to sort their sticky notes by the parts of speech.
8. Guide students to construct a sentence or two based upon the words and phrases they have written. At this point, additional words might be needed. This is often when prepositions, conjunctions, and interjections are generated so that complete sentences can be constructed.
9. When sentences are completed, ask the reporter to read the sentences aloud.
The Results
Because the sentences from this activity are derived specifically from clues found within works of art, the result will be an interpretation. It is this sort of clue-finding that assists students with the development of careful observation that ultimately results in interpretation that can be supported through visual evidence.
I encourage you to try this with your students whether in the classroom or at an exhibition. This is also a good activity to present at teacher workshops. Since the emphasis is on finding meaning, the door is open for multiple correct responses.
Do you have an activity that encourages students to slow down and look for art clues? Please join us on Facebook to share your results from the sticky note activity, or any other interpretative activity that you successfully implement.
Pam Stephens is associate professor of art education at Northern Arizona University, Flagstaff, and a member of the SchoolArts advisory board. Pamela.Stephens@nau. edu | 1,499 | 753 | {
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f Morpurgo Spring 1
Land's End to John O'Groats – Group A
English We will be learning to:
- Write a narrative based on the text 'Journey' from Aaron Becker
- Create a newspaper report about the events of the story
- Practise using speech to move along a narrative
Maths We will be learning to:
- Measuring, calculating and drawing angles using a protractor
- Adding and subtracting decimals
- Multiplying and dividing 4 digits by 1 and multiplying 2 digits by 2 digits
Science We will be learning to:
- Name and use a variety of electrical symbol
- Create and compare parallel and series circuits
- Plan and carry out an investigation into electrical circuits
RE We will be learning to:
- Discuss why books and stories are important
- Explore the meaning behind Sikh stories in the Guru Granth Sahib
Geography We will be learning to:
- Name, locate and identify key characteristics of UK cities, counties and regions
- Use a range of maps, follow a route using an OS map and draw our own maps
- Use 8 compass points confidently and accurately
Weekly Home Learning
Please record your daily reading in the diary, practise your spellings and RockStars timetables. You can also complete one of the optional activities below:
Create a book review on your favourite book. Think carefully about the layout and presentation.
Rule the letter of your first name so it is a blocked letter. Draw random lines within letter and then measure as many angles as you can find.
Find a newspaper article that you like. Explain what you like about it. What writing features can you find in it?
Create a map of UK out of different materials e.g. buttons
Create a presentation on an aspect of physical geography in the UK e.g. mountans, rivers, lakes
| Week 2 S sound beginning with ‘sc’ scent ascend crescent descend fascinate stomach sufficient suggest symbol system | Week 3 Homophones or near homophones weather whether ball brawl bury berry knot not grown groan | Week 4 Homophones or words that get confused led lead past passed practise practice stationary stationery break brake |
|---|---|---|
| Week 5 Suffix sounds like/ʒə/ or /tʃə closure measure treasure pleasure creature temperature thorough twelfth variety vegetable | Week 6 words with ‘silent’ letters thief bomb autumn wrinkle knife vehicle yacht accommodate accompany according | Week 7 endings which sound like /ʃəl/ social official crucial potential special achieve aggressive amateur ancient apparent |
Please RETURN THE HOME LEARNING BOOK EVERY MONDAY, even if you have not completed an optional task.
The children will be completing their spelling and tables' tests in the books so you can see how they have done when they are returned on Wednesday.
Create a poem about electricity. Choose any style of poem. | 1,254 | 605 | {
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Welcome to the Wall Township Environmental Advisory Committee environmental newsletter. Your comments and suggestions are always welcome.
Wall Township Environmental Advisory Committee Volume 7
Wreck Pond Nature Preserve http://wallnj.com/323/Environmental-Advisory-Committee
The Wall Township Environmental Advisory Committee would like to share with our "Wall Township Living" residents another gem in Wall Township that is healthy recreation for the whole family. It is also educational, and best of all, it is free. We invite you to tour the Wreck Pond Nature Preserve on Rt. 71 in Wall Township. In 2013, our environmental committee was awarded a $2,000 Sustainable Jersey grant to install a two sided "Welcome to Wreck Pond Nature Preserve Sign. This sign pinpoints the exact location of the Preserve on Rt. 71 making it easy for residents to locate the Nature Preserve.
The Preserve is open sunrise to sunset.
This 5.48 acres property has been acquired by a prior Wall Township Committee and has been dedicated as an open space preservation project for future generations. The Wreck Pond Nature Preserve is near and dear to the heart of the Environmental Committee who has contributed suggested enrichments to the site. We view this open space parcel of land to be preserved for its natural habitat, wildlife, and pond.
Many of you from past years fondly remember the former Jimmy Byrne's Sea Girt Inn, which was housed on the Wreck Pond site. The Sea Girt Inn held a capacity of 1,200 patrons in their dining ballroom. This dance club/bar was a local favorite to many in its hay day. The Inn was razed in 1977. Thus, we now have the Wreck Pond Nature Preserve on this site in its place.
The WTEAC/Green Team submitted a grant proposal to Sustainable Jersey for a $2000 Wal-Mart grant. Wall Township was the recipient of the award to be used toward the restoration of the Wreck Pond Native Preserve. This undeveloped environmentally sensitive site serves as a balance between residents' enjoyment, while at the same time maintaining the preservation of wildlife and the natural environment. Much of this documentation can be found in our brochure at http://wallnj.com/DocumentCenter/View/697/Wreck-Pond-Nature-Preserve
The Osprey Tower Nesting Platform at the site was made possible with a grant from Verizon and awarded to the WTEAC. The Environmental Committee is grateful to the volunteers who made this possible. The volunteers included: JCP&L, Public Works, Glendola Fire Department, and Atlantic Kritch Crane.
According to Wikipedia, "Wreck Pond is a tidal pond located on the coast of the Atlantic Ocean, surrounded by Wall Township and the boroughs of Spring Lake, Spring Lake Heights, and Sea Girt. The Wreck Pond watershed covers about 12 square miles (31 km2) in eastern Monmouth County."
Wikipedia also states that the "Osprey (Pandion haliaetus), sometimes known as the sea hawk, fish eagle, or fish hawk, is a diurnal, fish-eating bird of prey. It is a large raptor, reaching more than 60 cm (24 in) in length and 180 cm (71 in) (5-6 feet) across the wings with a weight 3-4 pounds. It is brown on the upper parts and predominantly greyish on the head and under parts. The Osprey tolerates a wide variety of habitats, nesting in any location near a body of water providing an adequate food supply. The Osprey's diet consists almost exclusively of fish."
Restoration of our natural resources is the key to preserving our open space nature preserve for generations to come. It is the WTEAC's desire to provide passive outdoor recreational and educational experiences for our residents.
We invite you to enjoy the Rain Garden installed by Rutgers Cooperative Extension.
Bird watching can be fun and observed from a couple of our park benches. Residents can do a little fishing, enjoy viewing Wreck Pond itself, and walk the trails. If the ospreys cooperate, you may observe one on the Osprey Tower Nesting Platform depending on the time of year.
Enjoy the peace, sounds of nature, and solitude of this wonderful environmentally sensitive area. Should you have any ideas, for this nature preserve regarding additional enhancements, please share them with our environmental committee.
Environmentally Yours, Wilma Morrissey, WTEAC Chair | 1,863 | 920 | {
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PSHE at Horncastle
At Horncastle Primary School, our PSHE (Personal, Social, Health and Economic) curriculum aims to teach our children how to become healthy, independent and responsible members of society. Our aim is to help the children grow and develop in confidence personally and socially, as well as understanding what it means to be a member of an increasingly diverse society. They will learn about their rights and responsibilities as children. They will also learn how to take responsibility for their own actions and make informed choices about subjects such as diet, staying safe, and coping with changes in life as well as during puberty. Children will develop a sense of self-worth and high expectations for their future through a range of lesson tasks and activities, and contributing to whole school life.
Be the best version of you!
Strategies:
Weekly lessons with close links with RSE, science, PE and computing.
Termly school value assemblies.
Visiting speakers to link talks to values.
Our Aims and Purpose
It is our aim that our pupils will leave Horncastle Primary School at the end of KS2 with the knowledge, skills and attributes they need to manage their lives both now and in the future. This will enable them to stay 'healthy and safe', as they continue their educational journey.
How do we do it?
* Adults in school will act as role models in the classroom and around school by following our school values.
* Children will attend assemblies based on the value for that term.
* Weekly PSHE lessons will create an environment that allows children to grow in confidence in order to share their thoughts and feelings.
* Children with specific learning difficulties will be supported during discussions and tasks.
* Links will be made between taught content in PSHE and other subjects.
* Visitors, as and when appropriate, will include motivational speaking in their talk some of their talk to our school values.
The fundamentals
Our school values:
A well-balanced, spiral curriculum which revisits key skills. A belief that every child will become emotionally literate. A focus on providing useful and transferable skills for wellbeing.
Explicit teaching of PSHE vocabulary.
- Respect and kindness
- Trust and honesty
- Aim high
- Teamwork
- Safety
Planning
We use the JIGSAW scheme to teach the skills required. This is in line with the recommendations from the DfE. Class teachers follow the lesson plans which merge a style of different teaching strategies. Children will take part in drama-based activities, paired and group discussion, debates and set written/drawing tasks as appropriate to the lesson and age group. Teachers will be aware of religious, cultural and social sensitivities when preparing lessons. | 1,143 | 539 | {
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Immunity against infections in Arctic region compared to Central Europe region.
It is common belief that exposure to low temperatures increases the risk of respiratory tract infections and that in winter months people get cold more often. It remains question of debate if it is the result of higher amplification of pathogens (viruses, bacteria) or defects in function of our immune system. Immune sysytem role is to protect our organism from many infection diseases. In general immune system is divided into acquired immune system (including lymphocytes and produced by B cells antibodies) and innate immune system (including natural bariers, macrophages, neutrophils and protective proteins. The result of drops in the temerature or exposure to very low temperatures can be impaired immune system and in result increased susceptibility to infections. One of the mechanisms protecting us from infections are defensive proteins of innate immunity, also referred to as natural antibiotics (i.e. cathelicidins). Cathelicidins are different in each type of organism, in human being cathelicidin LL37 is produced by various cell types neutrophils, macrophages and also epithelial cells. It has antimicrobial properties and can protect us from infection.
Hypothesis: People living in certain regions are accustomed to certain temperatures. When the temperature falls in winter months, people fall ill more often because they are not used to lower temperatures. Such vulnerability to infections is probably due to the impairment of the immune system. The hypothesis that people travelling to cold regions have a lowered production of defensive proteins will be verified.
Test Method:
Before travelling to the Arctic I will make questionnaires on websites in different countries (for Arctic regions- questionnaires will be translated to English and Russian and send to facebook groups in different countries and inhabitants of Arctic regions). We will be able to check how many people from each geographic region were sick each year. Based on these questionnaires we will be able to check how many people in each country are sick with airway infections. I created Polish version of questionnaire and send it to check if people will be eager to respond to it and provide information on their infectionns. Three hundred seventy eight people filled the questionnaire and send it back. The mean age of the responders was 17,9 years and the mean number of common colds was 2,67 and 3,26 times during the last year they had sore throat.The preliiminary study shows that facebook can serve as a tool to ask people from different geographical regions about their immunity and susceptibility to infections and I would like to compare results from my country with results from other countres (Canada, USA-Alaska and Russia).
To check if people in Arctic region produce less cathelicidines (LL-37) I will collect swabs from humans noses and/or oral cavities and analysing the concentration of proteins in three time points - before travelling to the Arctic region, right after arriving, and after one week spent in the Arctic region. These swabs will be compared with swabs from people living in the Arctic region. Swabs will be transported to the laboratory and then checked by immunoenzymathic method. | 1,360 | 637 | {
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FACTS ABOUT HUNGER, HOMELESSNESS AND POVERTY
* The face of hunger and homelessness continues to change, affecting individuals of all ages. It could be someone you know; it can happen to anyone.
* Though we tend to associate hunger with urban areas, the growth rate for food insecurity is highest in the suburbs.
* Families no longer visit "emergency food" sources for temporary relief; they rely on food pantries as a supplemental food source.
* Not having enough of the right kinds of food can have serious implications on a child's physical and mental health, academic achievement and future economic prosperity.
* Close to 1 in 3 college students choose between paying for food and covering educational expenses.
* According to national studies conducted by Feeding America, 66% of households have to choose between food and medical care.
* According to Feeding America, 57% of households have to choose between food and housing, while 69% choose between food and utilities.
* According to Feeding America, 84% of households with children purchase the cheapest food available, instead of the healthiest option, to provide enough food for their household.
* In 2015, the average client of SNAP (formerly food stamps) received a monthly benefit of $126.39 monthly ($4.15 a day), and the average household received $256.11 monthly ($8.42 a day).
IN NEW JERSEY:
* More than 1 million people in NJ are food insecure, which means they are unable to get enough healthy food for themselves and their families.
* One out of every 3 people who are hungry in New Jersey is a child.
* About 1 of every 5 children in New Jersey is hungry.
* Since 2010, NJ has seen a 59% increase in the number of low-income students receiving a healthy breakfast at school each day. Still, roughly 300,000 children go without school breakfast.
* According to Advocates for Children of NJ, tens of thousands of children who eat meals at school lack access to healthy summer meals.
* In NJ, one reason why so many continue to have problems getting enough food is that many of the post-recession job gains are in low-wage fields.
* According to NJ Counts, an annual survey of the homeless population in New Jersey, homelessness is decreasing across the state, but the numbers in Essex County are increasing.
IN PARTNERS FOR HEALTH FOUNDATION COMMUNITIES:
* Six Montclair schools are classified as Title I, which means a minimum of 1 out of 5 of the children in these schools qualifies for free and reduced lunch.
* Toni's Kitchen served more than 50,000 meals in 2015, including on-site and outreach meals, and backpacks distributed through tutoring programs.
* The Human Needs Food Pantry distributes an average of 2,500 bags of groceries each month, and the number of clients is growing.
* Salvation Army Montclair served 18,300 hot meals in fiscal 2014-15, and more than 3,000 breakfast meals.
* Salvation Army Montclair serves individuals and families who don't qualify for public assistance. They have income from employment, unemployment or child support, but it's not enough to sustain housing, let alone put food on the table.
* A Lot to Grow community gardens produced more than 10,000 pounds of fresh vegetables and herbs since 2010, all of which were donated to local food pantries and soup kitchens.
* A Partners for Health grant to HOMECorp funds financial literacy workshops on budgeting, credit repair, savings, foreclosure prevention/intervention and home ownership.
* Partners for Health funded free tax preparation services that resulted in refunds of more than $1 million in 2016, including $324,000 in Earned Income Tax Credits. | 1,659 | 780 | {
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Solving Chemical Problems
In this section, you will learn how to solve problems in a systematic way. This is the most valuable skill you need to acquire. The technique involved in this process is known as dimensional analysis (or unit analysis or factor-label method). In this method, the units are used as guide to solve chemistry problems. Units should always be associated with numbers in calculations. Just like algebraic quantities, the units are multiplied, divided, canceled if the same unit appears in the numerator as well as in the denominator. Let us illustrate the concept beyond the dimensional analysis using a simple example.
Let us say that you would like to know how many cents are there in 3.5 dollars. Of course, you know that there are 350 cents. But the question is how to solve this very simple problem systematically using the dimensional analyses? Here what you want to do is to convert the dollars (which is a unit) into cents (which is a unit). For that you need a standard conversion factor, which is
The answer you are seeking is in cents units. Thus, you would write,
Here, the dollar unit in the numerator cancels with the dollar unit in the denominator; only the cents unit emerges in the answer that is exactly what we want. If you set up the problem correctly, the units on the both sides of the equation should be the same, i.e., desired and derived units should be the same. The role of the conversion factor is to transform the given quantity into desired quantity:
desired quantity = given quantity x conversion factor.
Pitfalls
Consider the following two scenarios.
Scenario 1:
Suppose you did the calculation without using the unit and came with answer as 350 like the following calculation.
Even though the answer 350 is technically correct, it has no meaning because it is not displaying what kind of quantity it is. The number 350 could be anything. Hence it is important to use the units in the calculation.
Scenario 2:
Suppose, you used the units and set up the problem following way,
```
cents = 3.50 dollars x ( 1 dollar/ 100 cents) = 0.035 dollars 2 / cents
```
What a mess! Compare the desired and derived units and see that they do not agree at all. Besides, the derived unit looks absurd. This illustrates the improper way of using the standard conversion factor.
These two scenarios stress the importance of using the units and setting up the problem in right way.
Things to Remember:
* First of all, read the question very carefully and try to understand what the question asking for.
* Find the appropriate conversion factor or factors
* Set up the problem with proper units and cancel the same unit in the numerator and denominator. Careful in using the conversion factors; meaning could be devastating if you turn them upside down. Setting up the problem in a correct manner is the most important and crucial step. If you master this step, then you will have an easy sail in problem solving.
* Check your answer for units, sign, and significant figures if desired. The derived unit should match the desired unit; otherwise, you did not set up the problem correctly.
Example
If your weight is 145 lbs, what is your weight in kg? (1 lb = 454 g, and 1kg = 1 x 10 3 g)
Answer
This problem can be solved in two different ways; (a) using multiple step procedure, (b) single step procedure.
Multiple steps:
Step 1: The given quantity is in lb and is converted to grams (lb
Step 2: The answer from step 1 (6.5830 x 10 4 g) is converted to kg (g kg).
Therefore, the answer is 65.830 kg.
Single step:
It is always desirable to solve the problem in a single step fusing the above both steps as follows.
First, you learn how to set up the problem step-wise (multiple steps) until you are an expert or know what you are doing. Once, you master the technique, you move on to setting up the problem in a single step.
Example
Your height is 5 ft and 6 in. What is your height in meters? (1 ft = 12 in, 1 in = 2.54 cm, and 1 m = 100 cm)
Answer
First, 5 ft are converted to inches and then 6 inches is added to that as follows.
Now, the problem to solve for m is set up as follows.
So far, you have learned how to set up and solve one-dimensional (linear) problems. But you also need to learn how to solve two- and three-dimensional problems that are illustrated in the following two examples.
Example
An area of a room is 250 m 2 . What is this area in cm 2 and mm 2 ?
Answer
The conversion factors needed here are: 1 m = 100 cm and 1 cm = 10 mm.
Therefore,
Note that the conversion factor (100 cm / 1 m) is squared in order to cancel the m 2 associated with 250. Next step is to convert 2.5 x 10 6 cm 2 to mm 2 .
Example
The volume of an object is 375 cm 3 . What is this volume in mm 3 ? (1 cm = 10 mm)
Answer
3 | 2,003 | 1,131 | {
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If You're Worried About Your Child: Tips for Parents
This may not be information you'll ever need. Unfortunately, though, we know that if you do find yourself in a situation where you're concerned that your child's mental health and perhaps a little worried that you're hearing or seeing things that may indicate you child is thinking about hurting or killing himself, where can you go to get some help on what to do? We can't give you all the answers but we can make some suggestions to help you get the process of a mental health assessment started. We can also provide you with some information to make you a little more educated consumer of mental health treatment.
Think about the specific reasons for your concerns, and if it helps you keep them organized, make a list. It usually doesn't work to simply tell your child: "Hey, I'm worried about you." It's easy for kids to dismiss vague parental worries. If you're very specific- "You aren't yourself. You're skipping meals. Can't seem to get up even for things you want to do. You're not talking to any of your friends and you've been really mean to your grandmother, who is your most favorite person in the world." It's a lot easier to communicate with data than it is with feelings!
Pick the best time for a conversation. You know your child's moods best- so use your knowledge to time your approach; it may not be perfect but do the best you can! Remember, make this a conversation, not a confrontation!
Explain what you've observed. Your child may disagree, minimize your observations, or tell you in a less than kind way that you don't know what you're talking about. LISTEN to their response.
If their denial is strong and they make it clear that even if they did have a problem you are the last person in the world they'd talk to, ask them to tell you the name of an adult they would go to if they had some kind of problem. If they can't answer, remind them that it's important for them to identify an adult they know will have their back.
Don't stop there. Keep up your observations and continue that list. You may need to have this conversation more than once.
If your child does tell you about a problem, resist your automatic instinct to dismiss it or fix it. It will be hard- as parents, most of us want to make the problems our children have go away- but this is one of those times when you need to take your child at their word. Force yourself to say the following three words -TELL ME MORE- and listen to what they tell you.
If this conversation leads you to think your child does have something going on that requires an evaluation by a mental health professional, what's the next step?
You may need to check your insurance to get a list of approved mental health providers. Don't worry too much about the credentials of the person you select- if someone is on your insurance company's list, they will be licensed in their field. Your primary question when you call to make an appointment should be if they have experience doing assessments of youth who may be at risk for suicide. If they answer yes to that question, then ask how soon you can get an appointment. You want to get this taken care of as soon as possible. If you're told you have to wait more than a week or so, go back to your list and find someone else!
In a suicide risk assessment, these are the 3 questions that a mental health professional will need to get answers to:
[x] What's going on in your child's life right now that makes them want to die/ think about taking their life/wish they were dead?
[x] What's the likelihood of your child doing something harmful?
[x] What is the least restrictive level of treatment needed to keep your child safe?
What this last question means is whether your child needs to be hospitalized- the most restrictive setting that insures the maximum amount of supervision and safetyor will they be safe in some type of outpatient setting.
No matter what recommendation the mental health provider decides, you want to ask them the reasons for their choice. And write down what they tell you- we guarantee there's a good chance you may forget exactly what you're being told and you'll want to keep this information for your records. | 1,466 | 915 | {
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CALIFORNIA STATE SCIENCE FAIR 2017 PROJECT SUMMARY
Name(s)
Project Number
Project Title
Abstract
Summary Statement
Help Received
Kaitlin A. Dean
Step into the Light: How Choosy Are Cockroaches about Light?
J2306
Objectives/Goals
The objective of this project is to determine which colored light is most effective in deterring cockroaches.
Methods/Materials
In this experiment, six different light bulb colors (red, yellow, green, blue, black, and white) and no light were tested to see how well they deter Dubia cockroaches. The lights illuminated one side of a clear bin, which had egg crate nesting material on the non-illuminated side. One hundred cockroaches placed into groups of twenty were stored in small plastic containers. Five trials were conducted each with twenty roaches for every colored light and the control (no light) in the following way. A timer for one minute was set as the roaches were placed in the illuminated half of the bin. After one minute, the roaches that remained in the light were counted and any interesting behaviors were noted.
Results
The results of the investigation on what color will repel the greatest number of cockroaches, indicate that red light repels a greater number of roaches than the other five colored lights and the control group of no light. Green light deterred the second most roaches followed by white, yellow, and blue. Two interesting results: first, yellow light deterred fewer roaches than the control. This continues to validate previous years# investigations, where it was discovered that insects were attracted to the color yellow. Second, the cockroaches seemed to freeze when exposed to black light. They did not move much at all. It took several minutes for them to become active again.
Conclusions/Discussion
Dubia Cockroaches do react differently to different colored lights. Red light deterred the most roaches in this investigation. All colors tested, including the control, deterred at least one roach. Because of the unusual behavior of the roaches under the black light, it is difficult to conclude the effect of this color on the roaches. More experimentation is needed to determine if the black light disorients the roaches or if it simply does not deter them. To help keep roaches out of undesired areas, illuminate it with red light.
Using prior knowledge of insect color preference, this project investigates colors that deter Dubia cockroaches. | 1,019 | 529 | {
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Lynn Canyon
Ecology Centre
Coyotes are capable of surviving in the city without our help.
By feeding coyotes you put yourself and the coyotes at risk.
Coexisting with Coyotes
A Lynn Canyon Ecology Centre Information Sheet
Coyotes in Vancouver
When are Coyotes Most Active?
Coyotes adapt easily to urban environments. Although they are relatively new to the Lower Mainland, coyotes can be found in most Metro Vancouver neighbourhoods.
Why are Coyotes Here?
Coyotes like open spaces. People create habitat for coyotes when we clear forests to build houses. Approximately 200 coyotes live in Metro Vancouver.
What do Coyotes Look Like?
Coyotes look like a cross between a fox and small German shepherd. They weigh between 9 and 14 kg but appear heavier because of their thick fur. Most coyotes are a grizzled reddish-yellow colour. They have narrow, delicate noses and large ears.
What do Coyotes Eat?
Coyotes are active both day and night. The potential for conflict between people and coyotes is highest in the spring. At this time of year, nursing female coyotes have high food requirements and the warmer weather entices people and their pets outdoors.
Are Coyotes a Risk to People?
Coyotes are rarely a risk to people. They are curious but timid animals and instinctively run away if challenged. However, when people feed coyotes, it can cause them to lose their natural fear of people and behave aggressively. Never feed a coyote. This is the best way to keep ourselves and our pets safe. If a coyote is considered dangerous it will be removed by conservation officers. Aggressive coyotes should be reported to the Ministry of Environment, Lands and Parks.
In the wild, a coyote's diet is a combination of small mammals, fruits, vegetables and insects. In cities, coyotes also eat rats, squirrels, raccoons, geese, ducks, pets and garbage.
Coexisting with Coyotes
A Lynn Canyon Ecology Centre Information Sheet
Coexistence is the Best Choice
A Fed Coyote is a Dead Coyote
Coyotes are capable of surviving in the city without our help. Feeding coyotes puts you and the coyote at risk. A coyote that becomes dependent on humans for food may become too bold, bite someone and have to be destroyed.
For More Information
Visit www.stanleyparkecology.ca for information about the Coexisting with Coyotes program. The information in this sheet is adapted from the Stanley Park Ecology Society's Coexisting with Coyotes pamphlet.
Trapping coyotes in the city is difficult. Poisoning programs kill other wild animals and are a risk to pets and children. Relocation simply moves the problem coyote and another coyote usually takes over the abandoned territory. These methods of coyote control have proven ineffective and expensive wherever they have been tried across North America.
If you are Approached by a Coyote...
Make yourself appear larger by standing up and waving your arms. Act aggressively, pick up a large branch and wave it, throw stones, and make as much noise as you can.
Steps to Reduce Conflict
Keep your pets under control Walk your dogs • at times and in places that coincide with high pedestrian traffic. Avoid bushy areas and walk with a friend.
If you must leave your pet unattended, pro- • vide an enclosed cat or dog run.
Never feed coyotes. It is important to keep • coyotes wild and frightened of people.
Fencing helps to discourage coyotes from • entering your yard.
Be careful not to feed coyotes. Coyotes • are attracted to:
Open garbage containers
Open composts containing fruits and vegetables
Fruit that has fallen from trees or shrubs Bird feeder overflow Pet Food
The Lynn Canyon Ecology Centre is operated by the District of North Vancouver Parks Dept. Phone 604-990-3755 www.dnv.org/ecology Updated February 2010 | 1,603 | 812 | {
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Unit C: Forest Management
Lesson 7: Applying Safe Practices in Forest Management
* Kickback
Terms
Potential Hazards in Forest Management
* Safety is an issue that should be of concern for any one involved in the forestry industry.
* Anytime that a person enters the forest there are hazards.
Some of the potential hazards are:
1. Falling branches
2. Bees and hornets
3. Stinging nettle, briars, and thorns
4. Chainsaw kickback -
Kickback
* Kickback is the sudden, unexpected upward and backward movement of the chain and guide bar.
*
* Because the chain is moving at very high speeds, if the chain or teeth strike a hard substance, or get pinched in the cut, the whole saw will move with great force.
It occurs when the cutting teeth on the chain or the chain itself catches or binds in the cut.
Some ways to avoid kickback are:
* 1. Avoid cutting with the tip or upper quarter of the bar.
*
2. Use a tip guard that covers the end of the bar.
* 3. Operate the saw in the correct cutting position, stand at an angle to the saw so that if a kickback were to occur the saw would miss your head and neck.
Some ways to avoid kickback are:
* 4. Keep both hands on the saw while cutting. Keep your left elbow stiff. This will help prevent the saw from striking you should it kickback.
* 5. Don't use a chainsaw to cut wood from old buildings, unless you are absolutely sure that all nails, screws, or other metal objects have been removed.
Safety Equipment Used in Forest Management
* There are many pieces of safety equipment that a forester should have on hand and know how to properly use.
* Hardhat – A hardhat protects the forester's head from falling limbs, branches, and even the fruits of some trees.
* Safety glasses – These provide eye protection from low branches and shrubs when following a compass line.
10 · They also help keep shaving and saw dust out of the eye of a chainsaw operator.
* Long-sleeved shirts – These are needed to provide protection to the skin from insect bites and from poisonous plants, such as poison ivy, poison oak, and poison sumac.
11
* Heavy trouser or chaps – These items protect the legs from stinging nettle, briars, and thorns.
* Special chaps should be worn when operating a chainsaw to provide extra protection against injury.
12
* High-top boots – This type of boot should be worn to provide good ankle support to reduce the chance of injury.
13
* First-aid kit – A properly supplied first-aid kit should always be on hand when working in the forest.
14
Review / Summary
1. Identify potential hazards in forest management.
2. Identify safety equipment used in forest management.
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Mr. Maloney's Physics Rules and Regulations Acknowledgement Form
Guidelines
* Always bring a scientific calculator, pen/pencil, and binder/notebook to class.
* Arrive to class on time
* Be courteous and respectful to your teacher and fellow students.
* **Cell phones are not allowed in class**, and may be confiscated.
* Be attentive in class by taking part in discussions and activities.
* Food and drinks are not allowed in class, Water IS allowed in class.
Areas of Study
This course is designed to show physics as a continuing process by which students seek to understand the nature of the physical world. This is accomplished through demonstrations, problem solving, laboratory activities, and the use of technology. Topics include Newtonian mechanics, waves and optics, the nature of light and sound, electricity and magnetism. The Standard Level course is considered a prelude to a college course in physics. The Honors course will prepare the student for either Advanced Placement Physics or a college level introductory physics course.
Grading
Grading for each quarter will be based on a combination of tests, quizzes, projects, labs, homework, and class participation. The overall grade is calculated on a points system. Each assignment, test, etc. is given a maximum point value. Each student then has a chance to earn all or part of that point value. The student's grade is determined by adding up all the points he/she has earned and dividing them by the total of all the maximum point values (usually around 1000). This results in a percentage that is then translated into a letter grade according to school policy.
Homework/Classwork/Participation (100 – 180 pts / ~15%-20% of grade) grades are determined based on the students' attendance, effort, performance on daily quizzes and behavior in class. If a student attends class, participates in discussions, completes in-class labs and tasks, and does not act inappropriately or disrupt the rest of the class, the student will receive full credit for their class participation grade. Any failure of a student to meet these requirements may result in the subtraction of points from their class participation grade and/or disciplinary action.
Tests (~100 pts each, 2-4 per quarter) and Quizzes (10-50 pts) and Labs (50) including the Science Project to be completed third term (200-250 pts) required to pass
)
* 1 book project (100 pts
)
* 1 small research written article last quarter (40 pts)
* 4 written portfolio projects (100 pts each
* Midterm Exam (180 pts/~20% of grade)
* Formal Labs (50 pts each, usually 3-4 per quarter) Labs handed in late will have points deducted per class late.
* Final Exam (180 pts/~20% of grade)
* Daily Quizzes (~ 50 total) will take place the first 5 minutes of class,NO EXCEPTIONS
. These quizzes could be doing a homework problem from the night before, or answering a couple
questions about a reading or a previous lesson. Missing a quiz for any reason will result in a 0 for that quiz, and they cannot be made up, except under prolonged illness.
Make-Up Work
Any student who misses class is responsible for finding out what work they missed and for making arrangements to make it up. If a student is absent on the day an assignment is due, they are responsible for turning it in the next class.
Any student legally absent on the day of a test or quiz is permitted to make up the test or the quiz. They must make it up within one week's time of returning to class. It is the student's responsibility to schedule the makeup time. Grades not made up will receive a zero.
By signing below, you acknowledge that you have read the above and are aware of all policies. You also acknowledge that any failure to act appropriately by the below signed student may result in appropriate
disciplinary actions.
Student:_______________________________ Parent/Guardian:________________________________ | 1,733 | 821 | {
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CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith
Religious Education Lesson Plan Helpers by Laura Grace
Please note: Some of our lesson plans contain links to Christian, non-Catholic resources. When preparing your lessons, we urge you to inform yourself on the teachings of the Catholic Church with respect to the Sunday gospel and readings. If you find links in any of the lesson plans which may be counter to the teachings of the Church, please notify firstname.lastname@example.org. These lessons plan helpers are designed to assist you in pulling together creative ideas and activities to supplement your lesson plan, but are not designed to be catechetical in nature. Thank you for your continued prayerful support.
Matrimony
Resources
silk.net http://www.silk.net/RelEd/marriage.htm
The Sacrament of Marriage resources.
newadvent.org
http://www.newadvent.org/cathen/09707a.htm
The Sacrament of Marriage scborromeo.org
http://www.scborromeo.org/ccc/p2s2c3a7.htm
Catechism of the Catholic Church: The Sacrament of Matrimony
Lessons
Lesson 35: Matrimony (The New Saint Joseph Baltimore Catechism, No. 1, page 167-169). For younger students.
Lesson 35: Matrimony (The New Saint Joseph Baltimore Catechism, No. 2, page 216-222). For older students.
Activities
catecheticalresources.com
http://www.catecheticalresources.com/trsearchform_submit.cfm?&FromL ink=Activity&Grade=SevenEight&Subject=Matrimony
CatholicMom.com Gospel Activity – Celebrating Our Catholic Faith
Religious Education Lesson Plan Helpers by Laura Grace
Questions and writing activities on Matrimony for grades 7 & 8.
catecheticalresources.com
http://www.catecheticalresources.com/trsearchform_submit.cfm?&FromL ink=Activity&Grade=NineTwelve&Subject=Matrimony
Questions, writing activities, and 15 page booklet on Matrimony for grades 9 – 12.
Puzzles
webelieveweb.com
http://www.webelieveweb.com/documents/downloadables/parish/grad e_5/g5_chapter_24.pdf
Make your own word search with the words given for Matrimony.
Worksheets
catholicmom.com
http://www.catholicmom.com/printables/matrimony_worksheet.doc Matrimony Worksheet- Follow the directions and fill in the blanks to find out what the message says below.
The Sacrament of Matrimony- fill in the blanks with word bank provided. (100 Activities Based on the Catechism of the Catholic Church by Ellen Rossini, page 61).
Other ideas: Pick a favorite Bible story about a married couple and do a lesson on it.
Noah and Naamah, Abraham and Sarah, Isaac and Rebecca, Moses and Zipporah, Boaz and Ruth, Jacob and Rachel, Mary and Joseph, etc. | 1,370 | 654 | {
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Running tracks need careful planning and design.
Distances run must be accurate and the same at different venues.
All competitors must run the same distance.
fair? Is this race
Construct a scale drawing of a fair circular running track.
The track needs to be for 4 runners for a 100m race. Use a scale of 1centimetre = 1 metre
Useful information: the distance round a circle is approximately 3.14 times the distance across.
running track Designing a
Useful information:
This track is to be used for 100 metre, 200 metre and 400 metre races. All these races are run in lanes and all finish at the same place.
Work out the start lines for the three different races. You will need to use staggers.
the distance round a circle is approximately 3.14 times the distance across.
working at play
Scale 1 : 500
A running track for your school
If you are lucky enough to have a running track at school, find out how the people responsible for the track mark it out.
How do they check the distances for accuracy?
Check the staggers and see how they compare with the ones you designed.
If you do not have a running track, explore the school grounds to find a place where one could be made.
Use your previous work to make a sensible estimate for the smallest space that could be used.
Measure up to see how a track could be fitted in.
Teacher notes
Working at play : Running tracks
Description
When designing spaces for competitive sports events, care has to be taken to ensure that individual competitors are not advantaged or disadvantaged and that one sports site compares accurately with another. In the case of running tracks, this requires accurate measurement and precise calculations to create appropriate staggers for longer runs.
Resources
A3 paper, simple surveying equipment, in particular a surveying length measuring tape.
Activity 1: Running in circles
Activity 2: Designing the track
Activity 3: Local track
Running in circles involves scale drawing and requires the pupil to construct a simple but accurate scale model of a circular running track. Begin with a whole class discussion about whether or not the track displayed is fair. Where is the length of the race measured? A decision needs to be taken – the inside length of the lane, the middle of the lane, the outside edge of the lane? Using the scale and the useful information provided, the pupils can work out the difference between the length of the race for the two runners. At this point, a discussion will bring out the suggestion of introducing staggers. Races always have the same finish line so the staggers need to be introduced at the start line.
Whole class discussion will be needed to set up the activity Designing a track. This can draw on the pupils' own experience of running tracks in order to establish the need for three different sets of starting lines. They will need help in recognising that the track is composed of straight runs joined by semi-circular ones. They will also draw on their understandings about the use of lanes established in Running in circles.
Local track takes the classroom work one stage further and invites the pupils to consider the reality of their own school. If the school is lucky enough to have a running track, the task will involve accurate measuring in the field and, if at all possible, the follow-up will be a chance to hear from the groundsman the practical details of how the track is marked out and checked. If the school does not have a track, then the measurement will be of the apparently suitable available spaces and the follow-up will be back in the classroom, attempting the design activity but with real constraints.
The mathematics
This topic gives the opportunity for accurate measurement, scale drawing and calculations involving pi.
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Mesa Alta Jr. High Student Supply List
7 th Grade Science Supply List
Required Supplies –
* Pack of pencils
* Highlighters
* Loose leaf paper
* 1-inch (not any larger) 3-ring binder
Desired Supplies –
* Colored pencils
* Small classroom scissors
* Paper towels
* Kleenex
* Pack of index cards
* Post-it notes
8 th Grade Science Supply List
Required Supplies –
* 2 – Five Star "style" 1 subject spiral notebooks (WalMart brand is only $1)
* Colored pencils
* Pack of pencils
Desired Supplies –
* Loose leaf paper
* Paper towels
* Kleenex
* Small classroom scissors
* Highlighters
Math:
* Three ring binder
* Pack of Graph paper
* Loose leaf paper (college rule)
* 24 Pencils
* 2 Kleenex
* 2 dry erase markers - red, blue, black, green , or purple
Mesa Alta Jr. High Student Supply List
7th Grade Supply List for NM History:
Required Supplies--
* 10-12 Pencils
* 2 -- 1-subject hard plastic covered spiral notebook ($.97 Wal-Mart CaseMate brand works well)
* Package of highlighters with yellow, pink, blue and green
* 2 -- packages of Loose Leaf paper
* Colored Pencils
* 1 3-ring binder 1 inch (to hold your loose leaf paper)
Desired Supplies--
* Markers
* 1-2 boxes of Kleenex
* 1 roll of paper towels
* 1 ream of copy paper
* Blue, Black, or Red ink pen
8th Grade Supply List for US History:
* 40 pack pencils
* 2 -- 1-subject hard plastic covered spiral notebook ($.97 Wal-Mart Case-Mate brand works well)
* 1 3-ring binder 1 inch & loose leaf notebook paper
* Colored pencils
* Index cards
* Package of highlighters with yellow, pink, blue and green
* Blue or Black pens
* Pocket dictionary
* Scissors
* 1 ream of copy paper
* 2 Kleenex
English
* 2 spiral notebooks
* 1 box Kleenex
* 2 packages loose leaf paper
* 1 package Clorox wipes
* 2 2-pocket folders witg clasps for holding paper
Electives:
Choir
2 Box of Kleenex
1 box of pencils
3 ring binder (1/2" or 1")
Band
2 Kleenex
Mesa Alta Jr. High Student Supply List
1 box pencils
Technology/yearbook/graphics)
$10.00 lab fee (covers ink and special papers. Students may be asked to bring others.)
Navajo Language and Culture
Notebook (spiral, college ruled)
1 box Pencils
Colored pencils
Scissors
Markers
2 boxes Kleenex
2 rolls paper towels
Health
3 prong folder with pockets
1 package Lined paper (wide rule)
Colored pencils (12)
1 package pens (blue or black)
1 box pencils (20 count)
PE
Sweat pants/athletic shorts
Grey shirt
Socks
Athletic shoes
Creative Art
1 box pencils (20 count)
Lab fee $10.00
Spiral sketchbook (60 pages, 8x10)
Pocket folder w/center
Spiral notebook (80 pages)
2 erasers
Gifted
Spiral notebook
1" binder
MESA
3 ring binder
$10.00 lab fee (covers supplies for projects. Students may be asked to bring others.)
1 pack of college rule paper
Colored markers
Coloring pencils
2 Kleenex
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Year 8,
(This is for pupils who have reached level 5 by the end of year 7)
Autumn Term
| Unit | Title | Topics |
|---|---|---|
| 1 | All around sports | Ratio and proportion Angles Circles |
| 2 | It all adds up | Fractions Decimals Mental calculations |
| 3 | Safety in Numbers | Prime factor decomposition Venn diagrams |
| 4 | Algebra | Solving of simple Equations |
| Revision and Assessment | | |
| Investigation | | |
| 5 | Equations and lines | Solving equations Trail and improvement Straight line graphs |
| 6 | Census at school | Statistical enquiry |
| 7 | Friends | Sequences Types of number |
| Revision and Assessment | | |
| Investigation | | |
Spring Term
| Unit | Title | Topics | Number of lessons |
|---|---|---|---|
| 8 | Mobile phones | Graphs from real life Substitution Simultaneous equations | 4 |
| 9 | How do you get there? | Transformations Ratio/similarity Vectors | 6 |
| 10 | Cracking the code | Code breaking | 3 |
| 11 | Win, lose or draw | Probability | 6 |
| Revision and Assessment | | | 2 |
| Investigation | | | 3 |
| 12 | We mean business | Secondary data Time series | 4 |
| 13 | Unbalanced | Linear inequalities | 3 |
| 14 | Freaky further fractions | Algebraic fractions | 4 |
| 15 | Chocolate and more | Proportionality Plans and elevations Area/Volume Pythagoras | 6 |
| Revision and Assessment | | | 2 |
| Investigation | | | 3 |
Summer Term
| 16 | Factor it in | Factorising expressions Factorising quadratics Plotting and sketching quadratics |
|---|---|---|
| 17 | Highway Link Design | Bowland |
| 18 | Pythagoras | Pythagoras’ Theorem |
| Revision and Asessment | | |
| Investigation | | |
| 19 | Reflect on IT | Use of ICT Transformations Constructions |
| 20 | Angles | |
| | | |
| | | | | 1,139 | 618 | {
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Chickenpox and the Vaccine (Shot) to Prevent It
Last updated February 2014
The best way to protect against chickenpox is by getting the chickenpox (also called varicella) shot. Doctors recommend that all children who have never had chickenpox get the shot.
Why should my child get the chickenpox shot?
The chickenpox shot:
* Prevents your child from feeling itchy and uncomfortable from chickenpox
* Protects your child from chickenpox, a potentially serious and even deadly disease
* Keeps your child from missing school or childcare (and keeps you from missing work to care for your sick child)
Is the chickenpox shot safe?
Yes. The chickenpox shot is very safe, and it works very well to prevent chickenpox. Vaccines, like any medicine, can have side effects, but most children who get the chickenpox shot have no side effects.
What are the side effects?
Most children don't have any side effects from the shot. However, some children may develop a reaction and symptoms may include:
* Fever
* Soreness, redness, or swelling where the shot was given
* Mild rash
There are two types of chickenpox shots. Talk to your child's doctor about which one your child will get.
What is chickenpox?
Chickenpox is a disease that causes an itchy rash of blisters and a fever. A person with chickenpox may have a lot of blisters – as many as 500. The rash can spread over the whole body—even inside the mouth, eyelids, or genital area. Chickenpox can be serious and even life-threatening, especially in babies, adults, and people with weakened immune systems.
What are the symptoms of chickenpox?
Chickenpox usually causes the following symptoms:
* Fever
* An itchy rash of blisters
* Headache
* Feeling tired
Doctors recommend that your child get two doses of the chickenpox shot for best protection. Your child will need one dose at each of the following ages:
* 12 through 15 months
* 4 through 6 years
Is it serious?
Chickenpox is usually mild in children, but the itching can be very uncomfortable. Children with chickenpox can miss up to one week of school or childcare.
Before the vaccine was available, about 4 million people got chickenpox each year in the United States. About 10,600 of those people were hospitalized, and 100 to 150 died each year.
In some cases, chickenpox can cause serious problems, such as:
* Dehydration (not having enough water in the body)
* Skin infections
* Pneumonia (an infection in the lungs)
* Swelling of the brain
How does chickenpox spread?
Chickenpox spreads easily through the air when a person who has chickenpox coughs or sneezes. It can also spread by touching an infected person's blisters. Chickenpox can be spread 1 to 2 days before the infected person gets a rash until all the blisters have formed scabs.
Why not let my child get chickenpox naturally and build natural immunity?
Chickenpox can be a mild disease, but it isn't always. There's no way to know who will have a mild case and who will become very sick. When your child gets his or her chickenpox shots, he or she is getting immunity from chickenpox without the risk of serious complications of the disease.
Where can I learn more about the chickenpox shot and my child?
To learn more about the chickenpox shot, talk to your child's doctor, call 1-800-CDC-INFO, or visit www.cdc. gov/vaccines/parents. | 1,398 | 783 | {
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Step 1: Stance
* Put the tip of your toes against an imaginary straight line towards the centre of the target.
* Put your feet on both sides of the line.
* Put your feet about shoulder's width apart.
* Try to relax.
1
Step 2: Finger Placement
* Place your fingers in such a way that you hold the string with your index finger above the nock and your middle and ring finger beneath the nock.
* Hook the string between the first and second joint. Make sure that you maintain a deep hook.
Step 3: Extending the Bow Arm
* The pressure of the bow should be distributed along the pressure line.
* Relax your fingers.
* The back of your hand should make an angle of 45 degrees.
* The tips of your thumb and index finger may touch each other.
Step 4: Extending the Bow Arm
* Bring the bow arm to shoulder height.
* The elbow of the bow arm should be turned away from the string.
Step 5: Drawing the Bow
* Draw the string along the bow arm in a straight horizontal line to the anchor point.
* Draw with your back muscles, moving your shoulder blades towards one another.
* Remain standing straight and relaxed.
* Keep both of your shoulder as low as possible.
Step 6: Anchoring
* The string should touch the middle of your chin.
* Your index finger should be kept under your chin.
* Keep your teeth together.
Step 7: Holding
* Keep your back muscles under tension.
* Your bow hand, draw hand and elbow should form a straight line.
* Keep both of your shoulders as low as possible.
Step 8: Aiming
* Keep your dominent eye open. Shut the other eye.
* Keep the sight on the target.
* Keep the string a little to the left of the sight.
Step 9: Releasing
* Keep pulling your shoulder baldes together whilest relaxing the fingers of your draw hand.
* A relaxed bow hand will automatically move backwards.
* Relax your bow hand. Let the bow drop.
9
Step 10: The Follow Through
* The draw hand should be relaxed.
* The draw hand should be behind or near to your ear.
* Keep aiming until the arrow hits the target.
Credits
* This PDF document was created by Gordon Forbes on 7 March 2000
* It is freely available from the website:
* http://sportsclubs.uct.ac.za/archery/documents
* This document was created using HTMLDOC, available from
* http://www.easysw.com/htmldoc/
* The contents of this document were originally taken from
* http://margo.student.utwente.nl/sagi/artikel/steps/ | 1,026 | 562 | {
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BASIC HANDBALL – The traditional game
Philosophy of the game
Handball is a team sport played by two male or female teams. The players are allowed to handle and throw the ball using their hands, but they must not touch the ball with their feet. The objective of the game is to score and avoid getting goals. The team that scores more goals in a given period of time wins the match. The game is played at a very high speed and body contact is permitted. As a result, Fair Play has a central importance.
Basic handball is either played in a sports hall or outdoors on a 40x20 metre court. The other variations of the game, such as Minihandball, Beach Handball or Wheelchair Handball, are all based on the fundamental rules of the game, although both facilities and rules shall be adapted to their needs.
Who can play the game?
Handball is a team sport for two squads of 7 players (six fi eld players and a goalkeeper). For competition handball two referees are also necessary.
What do you need to play?
Regular indoor handball court (see picture): 40x20 metre court with wooden or PVC fl ooring. The court has two 6m goal areas and two goals (3x2m).
The ball: Men play with ball size 3, women with ball size 2, but different age categories may use different sizes (size 1 and 0 balls also exist).
Clothing: Players need adequate sports clothing for handball. Shorts, shirts and sports shoes are required.
Duration of the game: A handball game is played 2x30 minutes, but this – just as the size of the ball – can vary according to the needs of the diverse age categories.
BASIC HANDBALL – The traditional game
| Allowed | Not Allowed | |
|---|---|---|
| Throw & catch the ball using hands & arms Block or kick the ball using your feet Free throw for the opponent | | |
| Pass the ball to a team mate | Hold the ball for more than 3 seconds | Free throw for the opponent |
| Take a max. of 3 steps with the ball | Take more than 3 steps with the ball | Steps, free throw for the opponent |
| Bounce the ball with one hand & catch it again | Bounce the ball, catch it and bounce it again | Wrong dribble, free throw for the opponent |
| Play outside the goal area | Enter the goal area with the ball | Goalkeeper throw |
| Touch the ball in the air above the goal area | Touch the ball inside the goal area | Goalkeeper throw |
| Break through the defence | Charge the opponent or run into the defensive player | Offensive foul – free throw for the opponent |
| Put the ball on the fl oor when the referee takes ball possession away | Throw or push the ball away after the referee takes ball possession away | 2-minute suspension |
| Use your hands to block the ball and use your open palms to take the ball away from the opponent | Pull or hit the ball out of the hands of an opponent | Free throw / 7m throw |
| Make body contact with an opponent (in face to face position) in order to monitor the opponent’s movement | Hold (body or jersey) or push, run, jump into an opponent | Free throw / 7m throw & if movement is directed at the opponent & not at the ball - personal progressive punishment |
| Fair play | Endanger the opponent | Suspension (2 minutes) or disqualification (red card) |
| Stay outside the goal area | Use the goal area as basic defensive position | 7m throw |
| Stay at least 3 metres away from the free throw | Interfere with the execution of a free throw | Warning (once) & personal progressive punishment |
| Touch the ball with any part of his body inside the goal area | Take the ball into the goal area from outside | Free throw |
| Leave the goal area without the ball and play as a fi eld player | Leave the goal area with the ball | Free throw |
| | Endanger the opponent while executing a save | Personal progressive punishment | | 1,537 | 879 | {
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A child's interests are to fun and enjoyable learning
Experiences with food
and eating
are powerful everyday
learning activities
for many young children
Places to learn and activities to enjoy AT HOME
During meals
In the kitchen
Young children learn many things by watching and copying, so let your baby or young child see you enjoying a variety of healthful foods and using the table manners you would like for him to learn. Encourage him when he tries to do something like you do: "I see you're holding your own spoon just like Daddy! What a big boy you are to eat your soup with a spoon!"
Talk about the foods that your child is eating— saying their names and describing how they look and how they taste. "Try this crispy apple slice. It's cool and sweet. Do you like the apple?"
Use a hand-over-hand strategy to help your young child participate in passing dishes and serving at the table. "Daddy would like more rice. Would
Let your child watch you prepare meals and "help" as she is interested and able. For example, you might let her pour or spoon ingredients into a bowl or pot before you put it on the stove, or take a turn at stirring.
Show your 2- to 3-year-old the pictures and words on food cans and boxes as you cook. Make a game of guessing what's in the container. Ask him if he wants to help you find cans or boxes of ingredients you need. "Would you look in the cabinet and find me a box of noodles? Which box has noodles in it? Yes! You see the picture of macaroni noodles and cheese. Yummy!"
you like to help the rice bowl?
me pass him
Thank you!"
some more
"Do you want applesauce?
to help me
Would you like use this spoon
applesauce to serve some
into your dish?
Let your young child help you put away
food shopping. Together divide groceries when you return from
your purchases into things that go refrigerator or freezer.
on shelves and things that go in the
Let your child help you match food items that are the same. When preparing a snack, take a banana from a bowl of fresh fruit on the table, show it to her, and ask her if she would like to find another banana in the bowl that you can slice for snack. Praise her for locating a banana.
Places to learn and activities to enjoy AWAY FROM HOME
Eating a meal in a restaurant
Taking along a picnic
Look at and talk about a picture menu together.
Help your child point to or tell the waiter what she would like to eat and drink.
Practice saying "please" and "thank you" to the server or other restaurant staff who give food to or take plates from your child.
Let your child hand money to the cashier and receive change.
Look for and take advantage of new experiences eating in a restaurant might provide for your young child, such as walking through a revolving door, pushing a tray along a rail at a cafeteria or buffet, pushing buttons on a drink dispenser to fill a cup, taking napkins from a napkin dispenser, tearing paper off a drinking straw, tasting an unfamiliar food, etc.
Show your child the restaurant's sign and talk about the name, letters, and colors. When you pass the sign again on a car or bus ride or a walk, remind your child what the sign says and talk about your experience of eating there.
Supermarket
Your toddler might enjoy pushing a child-sized shopping cart through the store and placing some of the family food purchases in it.
Many supermarkets have shopping carts with special infant seats attached so that even the youngest children can ride along safely and enjoy the sights, sounds, and action as you select and buy food for your family. Talk to your baby as you shop, showing and letting him touch the items you add to your cart.
Let your child help you prepare and pack simple snacks or a meal to take along on all sorts of outings.
Choose interesting, creative spots to enjoy your picnic. How about the banks of a stream or pond, a bench in a city square where you can "people watch," the grounds of a college where you can watch students tossing around a Frisbee, or the sidelines at a basketball or softball game at a community park? Talk about all the exciting things going on during your meal.
Farmer's market or tailgate market
Say the names of the different fruits and vegetables on display as you look at them. Let your child hold or touch them, if possible, as you say their names and talk about their colors, shapes, weights, textures, smells, etc. "Wow! Look at these pretty red tomatoes. Mmmm, doesn't that smell good?"
Let your young child help you look for specific items. "We need to buy green beans. Let's look around and see if you can help me find some."
Exchange smiles and greetings with vendors.
Accept vendors' offers to let your child have a taste of their produce—perhaps a juicy melon cube, a crunchy sugar-snap pea, or a bite of tangy pineapple. Say its name and talk about how it tastes. "Should we buy some to take home?"
Let your child pick out produce, drop it in a paper bag, and hand it to a vendor to weigh. | 1,736 | 1,153 | {
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Poison Ivy/Oak
Definition
Poison ivy, oak, and sumac are plants that commonly cause an allergic skin reaction. The result is most often an itchy, red rash with bumps or blisters.
Causes
The rash is caused by skin contact with the oils (resin) of certain plants. The oils most often enter the skin rapidly. Poison Ivy, Oak, and Sumac are the plants that typically cause
AFTER CONTACT WITH THESE PLANTS
- The rash does not spread by the fluid from the blisters. Therefore, once a person has washed the oil off the skin, the rash does not often spread from person to person.
- The plant oils may remain for a long time on clothing, pets, tools, shoes, and other surfaces. Contact with these items can cause rashes in the future if they are not cleaned well. Smoke from burning these plants can cause the same reaction.
Symptoms
Symptoms include:
- Extreme itching
- Red, streaky, patchy rash where the plant touched the skin
- Red bumps, which may form large, weeping blisters
The reaction can vary from mild to severe. In rare cases, the person with the rash needs to be treated in the hospital. The worst symptoms are often seen during days 4 to 7 after coming in contact with the plant. The rash may last for 1 to 3 weeks.
First Aid
First aid includes:
- Wash the skin thoroughly with soap and warm water. Because the plant oil enters skin quickly, try to wash it off within 30 minutes.
- Scrub under the fingernails with a brush to prevent the plant oil from spreading to other parts of the body.
- Wash clothing and shoes with soap and hot water. The plant oils can linger on them.
- Immediately bathe animals to remove the oils from their fur.
- Body heat and sweating can aggravate the itching. Stay cool and apply cool compresses to your skin.
- Calamine lotion and hydrocortisone cream can be applied to the skin to reduce itching and blistering.
- Bathing in lukewarm water with an oatmeal bath product, available in drugstores, may soothe itchy skin..
- If creams, lotions, or bathing do not stop the itching, antihistamines may be helpful.
- In severe cases, especially for a rash around the face or genitals, the health care provider may prescribe steroids, taken by mouth or given by injection.
- Wash tools and other objects with a dilute bleach solution or rubbing alcohol.
Do Not
In case of an allergy:
- Do NOT touch skin or clothing that still have the plant resins on the surface.
- Do NOT burn poison ivy, oak, or sumac to get rid of it. The resins can be spread via smoke and can cause severe reactions in people who are far downwind.
When to Contact a Medical Professional
Get emergency medical treatment right away if:
- The person is suffering from a severe allergic reaction, such as swelling or difficulty breathing, or has had a severe reaction in the past.
- The person has been exposed to the smoke of burning poison ivy, oak or sumac.
Call your provider if:
- Itching is severe and cannot be controlled.
- The rash affects your face, lips, eyes, or genitals.
- The rash shows signs of infection, such as pus, yellow fluid leaking from blisters, odor, or increased tenderness.
Prevention
- Wear long sleeves, long pants, and socks when walking in areas where these plants may grow.
- Apply skin products such as Ivy Block lotion beforehand to reduce the risk of a rash. Other steps include:
- Learn to identify poison ivy, oak, and sumac. Teach children to identify them as soon as they are able to learn about these plants.
- Remove these plants if they grow near your home (but never burn them).
- Be aware of plant resins carried by pets.
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