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Dog: House-Training Your Puppy
Puppies become house-trained at different speeds, depending on size and anatomy, and on how diligently you stick to the house-training routine. Allow anywhere from a few weeks to several months for your puppy to be fully house-trained.
House-Training Schedule
Take your puppy out:
- Very first thing in the morning
- After he wakes from a nap
- After he eats
- After he is done with a play session
- Right before bed time
- Note: Young puppies (eight to 10 weeks) usually need to go out at least once an hour
Four Golden Rules for House-Training
1. Until your puppy is perfectly house-trained, never leave him alone unless he's in the puppy playpen or crate. Supervise your puppy at all times in the house.
2. Take your puppy out on leash often, starting with half-hour intervals. Go to the same spot (or at least the same kind of surface) every time. Until your puppy is fully vaccinated, be sure to pick a spot other dogs haven't used!
3. If you see your puppy sniffing and circling in the house, take him out immediately.
4. Praise and reward with a treat when he goes outdoors. Keep this up for at least the first few weeks, then you can switch to just praising.
If Your Puppy Has an Accident
If you catch your puppy making a mistake. Interrupt your puppy without being too harsh ("Ah! Ah! Let's go outside!"), then hustle him to his bathroom area to finish. If he finishes there, praise and reward this. The important thing is to interrupt, not punish. Punishing your puppy for accidents can make him afraid to go in front of you, so he hides his mistakes by going behind couches or beds or in closets. He would also become less likely to go in front of you outside, making it impossible to praise him and to make him understand what you want him to do.
If your puppy makes a mistake while you are not there. Don't scold or punish your puppy. He won't make the connection with his accident—smacking him or rubbing his face in his own mess will just make him afraid of you. Only if you catch him in the act should you respond to his behavior.
Tip: Clean all accidents thoroughly with an enzymatic cleanser (e.g. Nature's Miracle®, AntiIcky-Poo®, Petastic®).
Going Forward
After two or three weeks with no accidents, give your puppy access to one extra room of the house and supervise closely. If your puppy is successful, add another room every two or three weeks.
Dog: House-Training Your Puppy (continued)
Starting at three months of age, gradually extend the duration between bathroom break outings—add one hour every week or two. If your puppy starts having accidents, back off and do more frequent outings for a couple of weeks, then try again.
If you are having trouble, call us (415.552.3500) or visit www.sfspca.org for our dog trainer referral list. | 1,103 | 628 | {
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#49
Contact: Sue Michaels/Diane Wright Sierra College Marketing/Public Relations 916-660-7272, (fax) 916-630-4535 email@example.com or firstname.lastname@example.org
Sierra College NSF Tech-Explorer Teaches Applied Math
ROCKLIN, CA – Teachers have a model for teaching applied math as a result of the Sierra College TechExplorer (www.tech-explorer.com) project funded by the National Science Foundation. Findings showed that using hands-on projects, connected to authentic work situations, improves teaching of mathematics.
A total of 306 students built catapults using mills, lathes, drills and other industrial tools. Then the students captured speed, distance, and height of a launched ball during a competition and used the data in a parabolic equation to determine the best launch angle. In addition, 32 teachers participated in three workshops on using hands-on math projects in the classroom.
According to the project principle investigator, Sandra Scott, integrating practical application into math classes and math into technical classes is imperative. "Students really responded when they realized that the parabolic curve is used in headlights, snowboards and solar collectors," said Scott. "We need to show students how math is applied." A student survey revealed that:
88% had a greater understanding of the importance of taking accurate measurements;
94% recommended that their school continue to present the project;
82% felt the project made them more aware of the importance of checking work;
64% felt the project helped them understand how math is used in the real world.
73% felt that they learned math better from a hands-on project than from a text book; and
Participating teachers benefited from new ways to integrate math into projects and hands-on tools that they can use in the classroom to practice math skills. One teacher commented that through project, instructors can "show them - not tell them - how math can be useful."
The Sierra College Tech-Explorer catapult project has been adopted at College of the Canyons, College of the Sequoias, and San Bernardino Community College. The Regional Center for Advanced Manufacturing's Advanced Manufacturing in Tennessee used it at a camp for 8-9th graders. Nebraska's Columbus Public Schools incorporated Tech-Explorer into SHINE, a NSF funded program.
"Applied math skills are essential to pursuing STEM careers yet employers report that technicians lack this critical knowledge," said Scott. As part of the project, Sacramento area employers reported that technicians were required to know addition, subtraction, multiplication, decimals, fractions, metric conversions and converting decimals to fractions. Other needed skills included measuring; knowing the difference between height, width and depth; memorizing basic formulas; and using simple geometry.
"Through this NSF Tech-Explorer project we discovered that not only do students need a practical reason to learn math," said Scott. "They need a review of basic math skills, especially fractions, to complete the project and prepare for STEM education and careers."
Sierra College Center for Applied Competitive Technologies (CACT) received NSF Advanced Technological Education grant #1003259 for $150,000. The CACT serves manufacturers and technology companies with customized training & technical support; provides entrepreneurs with access to rapid prototyping and other manufacturing technologies; and through the Sierra STEM Collaborative supports career technical education programs in manufacturing & product development, engineering & design pathways at the high school and college level. Additional information is available at www.sierraschoolworks.com or contact Carol Pepper-Kittredge at 916-660-7801 or email@example.com .
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Trial/Pilot Event
Contact the organizers of your tournament to find out what trial/pilot events will be held.
CIRCUIT LAB
1. DESCRIPTION: Students will compete in activities involving knowledge of direct current (DC) Electrical Circuits. The event may include hands-on experimentation and/or problem solving. A typical event will consist of both a theoretical portion (e.g., questions requiring knowledge in circuit analysis techniques such as Ohm's Law) and a practical portion (e.g., questions requiring knowledge in the use of equipment such as a multimeter).
i. DC circuits concepts, definitions and principles (e.g., voltage and current sources, EMF, resistance, and applications of series and parallel circuits)
Trial/Pilot A TEAM OF UP TO: 2 APPROXIMATE TIME: 50 minutes 2. THE COMPETITION: a. The competition will consist of tasks and questions related to DC electrical circuits. The event supervisor will provide a sheet of any needed mathematical relationships.
Event ii. DC circuit analysis theory (e.g., Ohm's Law, parallel and series resistors, Kirchhoff's Laws) iii. DC circuit analysis practice (e.g., the use of voltmeters, ammeters, ohmmeters and multimeters, resistor color codes and their uses in series and parallel circuits, wheatstone bridges)
iv. Intermediate DC circuits concepts, definitions and principles (e.g., electrical SI base and derived units, capacitance, ideal diodes, electron current)
b. Supervisors are encouraged to use measurement equipment (e.g., computer and/or calculator sensors/probes, multimeters, etc.) wherever possible or provide students with data sets collected by equipment following demonstration of the data collection. If used, data will be presented in a tabular and/or graphic format and students will be expected to interpret the data.
c. Students are only allowed to use a non-programmable calculator. Notes, books, or computers are not allowed. The event supervisor will provide any needed measurement equipment such as multimeters or computer probes.
3. EXAMPLES OF CIRCUIT LAB STATIONS/ QUESTIONS:
a. The Event Supervisor provides a pre-assembled circuit consisting of resistors in parallel and/or series and one or more DC voltage sources. Students will be asked to determine electric potential difference between specified locations within the circuit, currents, resistance, and power dissipation in different parts of the circuit.
b. Given the circuit diagram below, students are asked to calculate the current, voltage and/or power in various labeled components.
4. SCORING: Points will be awarded for correct answers and/or proper technique. Ties will be broken using a designated task or question(s). The event supervisor will identify the tie breaker question(s) or task(s) on the answer form provided to the students at the beginning of the competition period. If more than one
Trial/Pilot Event
Contact the organizers of your tournament to find out what trial/pilot events will be held. competition period is used, the tie breaker(s) will be the same for all periods.
National Science Education Standard: Content Standard B: As a result of their activities in grades 9-12, all students should develop an understanding of interactions of energy and matter.
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BROUGHT TO YOU BY BAYONNE MEDICAL CENTER
Concussion Management
Q What causes a concussion? A: A concussion can be caused by either an impact to the head or a rapid deceleration of the body. In either case, the injury jars or shakes the brain within the skull. Ideally, the fluid around your brain should act as a cushion to protect your brain, but if your head or your body is hit hard, your brain can move within the skull and be injured.
Q: What are common signs and symp toms of a concussion?
A: It is important to note that there are no outward signs of a concussion and you don't have to lose consciousness for an injury to be a concussion. This is an internal injury that can reveal itself in many ways. In fact, there are 23 main symptoms of a concussion. Because each individual injury is unique, we often find some combination of symptoms. These can include a overall foggy feeling, headache, nausea, sensitivity to light and sound, memory issues, trouble with concentration, fatigue and changes in personal ity and/or behavior.
Q: What should someone do if they believe they have suffered a concus sion?
A: It is very important for patients to go to the Emergency Room and get evaluated as soon as pos sible. There is no specific diagnostic test for a con cussion, but physicians need to determine if there is bleeding (epidural hematoma) or swelling (subdural hematoma) in the brain. These dangerous conditions could be fatal. A CAT Scan and other tools help us determine the severity of the injury.
Q: Once a concussion occurs, what are the treatment options?
A: One of the most difficult aspects of a concussion is treatment. We recommend removing stress and overstimulation from a patient's daily routine. That means lots of rest, no music, movies, video games, school, etc. Achieving this low level of activity is a challenge, but it is important to give the brain time to heal, especially in young people. As I said before, each injury is unique, so there is no set timetable for recovery.
Q: Athletes often suffer from concussions. What steps need to be taken to ensure that athletes at all levels are safe and protected from further injury?
A: All athletic activity comes with inherent risks. Our goal is to help students, athletes and others recognize the symptoms of concussions and to be mindful of the need for patience and care in their recovery. That's why we've established the organiza tion Cleared to Play. Because many concussions are missed or inappropriately treated, we seek to raise awareness of concussion prevention and treatment and provide appropriate medical support for local high school and college athletes. We are commit ted to raising funds through Cleared To Play so that these athletes have the same access to state of the art technology and diagnostic tools as the profes sionals, including treatment guidelines that oversee an athlete's care from an injury on the field, to the local Emergency Room, follow up evaluations in our offices, post-concussion ImPactTM testing, 5 staged rehabilitation protocols, and final clearance by one of our certified physicians for return to play.
Sean Lager, MD is a member of the medical staff of Bayonne Medical Center, Christ Hospital and Hoboken University Medical Center, and is a board certified, sports medicine fellowship trained, orthopedic surgeon. In 2012, he received his subspecialty certification from the American Board of Orthopedic Surgery for Sports Medicine, joining a select number of distinguished Sports Medicine specialists in the United States. In 2010, Dr. Lager founded ClearedToPlay.Org, Inc., a 501 (c) (3) non-profit organization dedicated to promoting concussion awareness and treatment. Cleared To Play organizes and pays for pre-season baseline ImPact testing for thousands of New Jersey athletes. More information about Dr. Lager can be found at www.gothamcityorthopedics.com. | 1,649 | 830 | {
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Anna Hill Allendale High School 11 th Grade
"With integrity and consistency your credits are piling up," said the slip of paper in a Chinese fortune cookie I opened a while ago. Integrity is such a desirable trait, but it is also hard to obtain. Integrity can have several different meanings to many different people, but they can all agree on one thing: it's desirable. Martin Luther King Jr. is a great example of integrity. My dad, too, has always been a great role model for integrity. So what is integrity? It means a person is honest, reliable, and stands up for what he or she believes in.
My dad has always displayed many traits of integrity. He would get upset if we lied, or didn't uphold our commitments. He has always recited the verse, Matthew 5:37, "Let your yes be yes, and your no be no." He means that if people say they're going to do something, then they shouldn't go back on their word. If a person chooses to not uphold previous commitments, that person has chosen to become unreliable. One example in my own life is when I had to choose between soccer practice and playing in a homecoming powder puff football game. I called my dad to ask if it would be okay to skip soccer to play in a powder puff game, and he replied, "It's up to you. I will think no differently about you. What will your soccer coach think about it, though, Anna? You need to get hold of her and tell her the truth about why you're skipping soccer practice." My dad is a great role model. He is an honest man who upholds his commitments and stands up for what he believes. I have never heard or seen him go against his beliefs. My dad shows integrity when he consistently upholds his word.
Integrity is hard to obtain. It means taking the high road, not always going the easy way, and it means probably standing alone sometimes. With all that said, integrity is one of the most desirable traits. Employers look for their employees to be honest and reliable. Marriages won't stay together without reliability and integrity. People want friends who will be honest and stay true. Schools and communities want people who will stand up for what they believe, not just follow the leader. Integrity is a trait that most people want to have.
A role model of integrity for everyone is Martin Luther King, Jr. He had a certain belief: equality for all. Through his integrity he played a major role in the civil rights movement. He stood up for his beliefs though many whites were putting him down. He was a reliable source for non-violence, and many followed suit and didn't fight back when being persecuted, thanks to the integrity and leadership of Dr. Martin Luther King, Jr. He was an honest man working with integrity for the betterment of everyone.
Integrity has been a backbone to my childhood, and with my dad showing me a great example, it was hard not to follow. Integrity will help in many situations, such as getting a job, becoming involved in the community, building a family, and having true friends. Martin Luther King, Jr., is a fine example for all of America to follow. If America obtains true integrity, then we will be living in a great country. | 1,093 | 675 | {
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World Literature and Composition Honors Summer Reading 2018
M. Leden firstname.lastname@example.org
This year's summer reading is The Sundiata: An Epic of Old Mali.
ISBN-13: 978-1405849425 ISBN-10: 9781405849425
Since this is a translated text and there are different versions, please find one translated by D.T. Niane. For those on a budget, Amazon.com has many used copies available at affordable prices. It is not necessary that you purchase a new copy--you will write in and mark this copy, so it will no longer be new when you are finished with the project! One may also choose to download and print a copy.
Purpose
creators seem to have drawn from to create The Lion King.
The Sundiata is a heroic tale of adventure, betrayal, and destiny—part history, part legend—so it shares some of the same elements as other great epics like The Odyssey & The Iliad, by Homer—you might even note parallels to modern stories such as The Lord of the Rings or The Hunger Games. In fact, The Sundiata is one of several inspirations that Disney
Assignment, Part 1: First Try (like a rough draft) Due September 8, 2018
* Support your reading with background information (included in the introduction and end notes).
* Read the entire story (only 84 pages!)
* Annotate the text thoroughly by labeling or explaining in the margins (basically, every page):
- "typical" character types
- familiar plot devices (story elements that remind you of things from your previous reading and movie watching)
- universal objects or images (symbols)
- motifs (recurring patterns)
Note on annotating: This should not consist of mainly plot summaries and fireworks-style oohs and ahhs, but rather synthesizing information and making connections which should be seen through the labels (text to text, text to self, text to world).
For example, in the margins of a given page, you should note when characters like "the hero" emerge, and the various events or dialogue that contribute to his or her emergence. What struggles does the hero undergo as a youth? Who mentors him/her? Is there a critical moment when the character breaks out and becomes a "hero?" Does he/she receive an emblem, weapon, and/or a warrior's wound?
Do your best to locate and annotate storytelling that contributes to cross-cultural, cross timeperiod story ideas such as: good vs. evil, the trials and odyssey of a hero, sibling rivalry, the father-to-son legacy, etc. A few "typical" character types include: the hero, the mentor, the hero's companion, the coward, the traitor, the maiden, the witch/hag, the villain, etc. In some sections of this epic, your margins might be full; in others, margin notes might be scarce.
Above all else, enjoy both the book and your summer vacation--the epic journey is just beginning! During the first weeks of the school year, additional annotations may be added, and we will have some time for questions and discussions. The final due date for the annotated book will be several weeks into first quarter.
Summer Reading Community
2 nd Quarter & Semester 2 Honors Reading Note:
While many of the World Literature units are the same for honors and regular classes, students in Honors World Literature will complete the summer reading project and two additional novel units.
During 2 nd/3rd quarter, students will read Jane Eyre, Thirteenth Tale, or Bellman and Black. By that point in class, students will be studying more modern story forms, and students should be familiar with a gothic piece. Part of our emphasis during second semester will be examining good and evil and how these nebulous terms are explored in both fiction and non-fiction. Certainly, it is also important for us to read more female authors, and Charlotte Bronte is one of the true groundbreakers of literature. Details about how to interact with a gothic piece will be forthcoming once the school year is underway. Note: Other alternative readings for this unit might be added before the beginning of 2 nd quarter.
During 2 nd semester, students will read either Lord of the Flies or Metamorphosis.. These novels are an experiment in societal evils—with a hint at what lies underneath the surface of our social order. Details about how to interact with modern texts will be forthcoming once the school year is underway. Note: Other alternative readings for this unit might be added before the beginning of 2 nd semester. | 1,830 | 957 | {
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Water Quality Pre-Trip Activities
To prepare your students for the investigations they will do on site, we recommend doing these activities prior to your visit.
Water Health
Purpose: To discover what students know about water quality
Materials:
* Clear glass of water
Steps:
1. Share with the students that to prepare for the field trip, they will discuss what they already know about water health.
2. Place the glass of water in front of the students.
3. Discuss what they know about water quality and water health. Possible questions:
-Does the water look clean to them? Why or why not?
-What are some ways to test the water?
-What does water quality mean to you?
-How can we judge the quality of water?
-Think of a local water body (creek, pond, lake, etc), what do you think about the water quality there?
Abiotic & Biotic Factors
Purpose: To have students explore different ways to measure water quality
Steps:
Materials:
* Access to the internet or books/reference resources
1. Share with the students that when they visit the Chicago Botanic Garden they will be conducting water quality tests. One set of tests involves abiotic factors and the other involves biotic factors. Remind the students of the definition of those terms.
2. Assign pairs of students one of the following terms. Have the students research the term and how it relates to water quality.
Turbidity, Nitrates, pH, Macroinvertebrates, Caddis fly Larva, Mayfly, Larva, Damselfly Larva, Scud, Leech
3. Have the students present their findings to each other.
Literature Connections
Water (Opposing View Points) by J. Langwith
Water Quality Post-Trip Activities
These activities will build upon the learning experiences from the field trip, we recommend doing these activities after your visit.
Water Health At Home
Purpose: To have students measure water quality at a place close to school or home
Materials:
* Access to a water site
* Water collecting equipment (net, boots, etc)
Steps:
1. Following all school policies, have the students test a water site near school, or their home.
2. As the students did on their field trip, they can collect macroinvertebrates and identify them. If needed, students can use their journal as a resource to determine the water health of the site.
* Macroinvertebrate information: www.epa.gov/ bioiweb1/html/ invertebrate.html
3. Have the students present their findings to each other. Discuss their findings. Which site had better water health? What are some reasons?
Water Health Review
Purpose: To assess what students know about water quality
Materials:
* Clear glass of water
Steps:
1. Place the glass of water in front of the students.
2. Review with the students what they previously thought about water health. Discuss what they now know about water quality and water health. Possible questions:
-How can we judge the quality of water?
-What are some ways to test the water?
-What does water quality mean to you?
-Think of a local water body (creek, pond, lake, etc), what do you think about the water quality there?
-Does a clear glass of water mean it is healthy?
Literature Connections
Water (Opposing View Points) by J. Langwith | 1,341 | 695 | {
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Waterproofing Can Save the Day
The durability of structures and health of the inhabitants can be enhanced by simply paying attention to the five entry points of water seepage
If you thought that only our skin needed protection, think again. With the scorching sun and rising temperature taking a toll on our health, even our houses are under the same threat. The walls that protect us constantly bear the brunt of scalding heat outside during summer and need a care and attention as well. Sanjay Bahadur
Natural Effect
The increase in the number of greenhouse gas emissions, including CO2, generated by our daily activities every year, has resulted in the changed climate patterns globally. This phenomenon changes temperature, pollution, relative humidity, wind patterns all over the world, and causes
70 SH March-April 2018
Quality Control
high temperature. India has also seen a considerable amount of uncertainty in the form of sudden rain showers and flash floods, snowfall, and heat waves because of global warming. Extreme heat, cold, and rain events already have had a significant impact in India especially the northern region, where summer temperatures are historically high. And every year they have been breaking their own records. Not only does this affect our life and health, it also has a significant impact on the lifespan of our structures. The country has been experiencing high temperatures and intense heat waves. These extreme climatic conditions are playing havoc with the concrete structures in our country.
Though concrete structures, built during the first half of the last century, have generally proved to be durable, constructions in the latter half have started showing signs of early damage. In several cases the damage is evidently visible within five or ten years of construction. This problem has aggravated in the past few years owing to the increase in number of buildings catering to the growing population, especially in the urban areas. Factors like population explosion, increasing demand for housing and quality infrastructure has given impetus to the construction sector in the country. Cracks, leakages, falling parapets, wet walls are some damages that a major chunk of housing segment faces. In order to provide mass housing, aspects like durability and protection are often compromised in new constructions, leading to costly repairs of the building within few years of construction. In most cases, the root cause has been lack of proper waterproofing or no waterproofing at all.
Core Problem
When a concrete surface is exposed to high temperatures, the concrete expands and contracts. Concrete is not stretchable and flexible. As a result of this, the surface starts cracking. Due to such exposure to harsh weather, the exteriors and roofs of structures develop cracks. These cracks make it easy for the water to enter through easily, causing leakage. This leakage and cracks not only affect the aesthetics of the building but also weaken the structure, leading to falling slabs, persistent dampness on walls, water seepage, weakening of pillars and collapsing walls.
Rapid Construction
Due to this phenomenon, one tends to not give adequate time towards the setting of materials, therefore
Another point to be noted is that there is an upswing in the construction activities across the country during the summer period; this is primarily because it becomes cumbersome to carry on construction activities during monsoons.
deteriorating the quality of construction in the long run. This, along with the factors mentioned earlier,is one of the many reasons why leakages occur in homes, through the five points of water entry which are foundation, bathrooms and other wet areas, external walls, concrete water tanks,and roofs.
Take Care
Traditionally problems like insulation and waterproofing were dealt with by conventional systems like brickbat coba, lime terracing,andmud fuska. But the problems have persisted and reoccurred in a matter of few months of applying the solution based on the above material due to non-availability of these materials and improper construction techniques. This is because these materials are non-elastic like concrete and often crack because of exposure to heat. This results in the repetition of same expensive procedures almost after every
two years. It is economically unviable and also takes a toll on the structure's life in the long haul.
durable waterproofing solutions, these products also provide a great amount of insulation, reducing surface temperature up to 12 0 Celsius. So say bye to repairs and leakages! It's another way to stay cooler during the summer. n
The author is global CEO, Construction Chemical Division at Pidilite Industries Ltd
With the advent of new technology, and advance techniques, there are plenty of new age solutions available in the market. What's more, these solutions are eco-friendly. Along with
SH March-April 2018
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POWER: Tell us about yourself!
Pick the answer that best reflects your feelings about each statement below.
| Part 1 | | Strongly | Disagree | Neutral | Agree | Strongly |
|---|---|---|---|---|---|---|
| | | disagree | | | | agree |
| I understand what healthy relationships look like. | 1 | | 2 | 3 | 4 | |
| Part 2 | | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|---|
| The next time you find yourself really angry at someone or something, how likely is it that you would……. | | Not at all confident | | Not very confident | | Unsure | | Somewhat confident | | Very Confident | |
| | Stay out of fights? | | 1 | | 2 | | 3 | | 4 | | 5 |
| Try to see the other person’s point of view? | | 1 | | 2 | | 3 | | 4 | | 5 | |
| | Calm down when you are mad? | | 1 | | 2 | | 3 | | 4 | | 5 |
| Talk out a disagreement? | | 1 | | 2 | | 3 | | 4 | | 5 | |
| | Learn to stay out of fights? | | 1 | | 2 | | 3 | | 4 | | 5 |
| Part 3 | | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|---|
| Please pick the answer that you feel is most accurate for your class. | | Strongly disagree | | Disagree | | Neutral | | Agree | | |
| | Students are kind and supportive of one another. | | 1 | | 2 | | 3 | | 4 | 5 |
| Students from different groups get along well. | | 1 | | 2 | | 3 | | 4 | | |
| | Students stop other students who are unfair or | 1 | | 2 | | 3 | | 4 | | |
| | disruptive. | | | | | | | | | |
| Students get along well together most of the time. | | 1 | | 2 | | 3 | | 4 | | |
| | Students respectfully listen to each other during class | 1 | | 2 | | 3 | | 4 | | |
| | discussions. | | | | | | | | | |
| Students make friends easily. | | 1 | | 2 | | 3 | | 4 | | |
| | Students enjoy being at school. | | 1 | | 2 | | 3 | | 4 | 5 |
| Program staff are respectful, supportive, and welcoming. | | 1 | | 2 | | 3 | | 4 | 5 |
|---|---|---|---|---|---|---|---|---|---|
| Overall, I have had a good experience in this program. | 1 | | 2 | | 3 | | 4 | | |
| The information provided (to me) has been helpful. | | 1 | | 2 | | 3 | | 4 | 5 |
What is the most important thing that you learned in this program? Why?
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EMERGENCY KIT
In the event of an emergency, and in order to be able to react appropriately, you must be prepared in advance to ensure your safety and that of your loved ones. You should keep an emergency kit at home which will enable you to live independently for several days
confined to your home;
away from your home, if you are evacuated.
Think about finding out:
where and how to turn off the water, gas and electricity supplies;
how to stay in contact with your family;
which of your neighbours (the elderly, or vulnerable people) might need your help.
Your emergency kit should be
kept somewhere easy to reach,
known to all the members of your family,
and easy to carry,
so that it can be picked up as quickly as possible
The list on the next page contains suggested items.
Depending on your own circumstances (composition of your family, health of family members), you may need other things too. You will therefore need to add other items to the list, according to your personal circumstances.
Check the contents of your emergency kit regularly:
is it complete?
can it still be kept?
does it need to be replaced?
EMERGENCY KIT
Your emergency kit should include the following emergency items:
IN ADVANCE, things you can store
Water: at least 6 litres per person, preferably in small bottles
Non-perishable and easy to consume food items
Basic tools : multi-function penknife, tin opener, scissors, etc.
Portable stove, preferably gas-powered
Torch with two sets of replacement batteries, or a wind-up (dynamo) torch
Candles or candle-holders with matches or a lighter. Use carefully and responsibly!
A battery-powered or wind-up radio. Car radio can be an alternative.
A first-aid kit, including any prescription medicines: dressings, swabs, disinfectant, over-the-counter painkillers, etc.
A spare set of keys to your house and to your car
Some cash
A list of useful telephone numbers (family, friends, doctors, emergency services, etc.)
Copies of identity documents, insurance certificates and any other important documents, in a waterproof packaging
Toilet paper, personal toiletries
IN ADVANCE, other things you can keep on one side
A change of clothing and shoes (one spare outfit per person, more for children)
Sleeping bags and blankets
Some board games
AT THE LAST MOMENT, what you should take with you
Current medication, together with any prescriptions
Your mobile phone and laptop computer, with chargers
Your wallet (with cash and credit card)
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Kitchen Safety Tips
From Cosmopolitan Cornbread
Wash Hands and Prep Surface
Always begin by thoroughly washing your hands with warm soap and water.
Wipe down your food prep surface.
Clean As You Go
Clean up spills and messes as you go, to prevent contamination, slips or accidents in the kitchen.
Avoid Floor Hazards
Remove loose rugs or other tripping hazards. Make sure anything on the floor is non-slip.
Shoes
Closed-toed shoes are recommended.
Use Fresh Cleaning Cloths/Sponges
Change your dishcloths frequently, with fresh, clean ones.
If you use sponges, you can periodically sanitize them. Moisten the sponge and pop in in the microwave for 2 minutes and allow to cool.
Avoid Bumps & Bruises
Close cabinet doors and drawers once you are done getting items out, so you don't bump your head or bruise a shin when moving around the kitchen.
Sharp Knives are Safe Knives
Using a dull knife to cut up ingredients is actually more dangerous that a sharp knife. Dull knives require more pressure to cut through the items, and increase the risk of slipping and cutting a finger.
Sharp knives more easily cut through the foods, making food prep a safer task.
Electricity & Water Don't Mix
When using appliances in the kitchen, always be mindful of the cords. Make sure they aren't laying in a puddle of liquids, or drape into the sink.
Hair & Clothing
If you have long hair, be careful to keep it away from food preparation surface, hot stoves and pans. Ideally long hair should be pinned back in some way.
Flowing sleeves and loose clothing run the risk of dragging through foods, getting into stove flames or on heating elements. An apron can be helpful to contain loose articles of clothing, as well as keep your clothes clean.
Keep your food sanitary and yourself safe from accidental burns or fire hazards.
Watch Those Handles
Pot & pan handles should be turned to the side, towards the counter, out of the walkway and away from the other stove burners.
Handles that are left sticking out could catch on clothing or be bumped and cause a spill and injuries.
Handles left over other stove burners/cooking element can become extremely hot.
Metal Gets Hot
Metal handles of pots & pans get very hot. Always be aware of that before reaching for one.
Metal utensil handles can also get very hot, especially if you leave them sitting in a pan or pot. Use a small dish or spoon rest to place utensils on the counter, instead of leaving them in your pan.
Potholders Are Your Friend
Always have a couple potholders in a handy location to grasp hot handles or pans without burning your hands.
Use potholders (or trivets) on your counter with hot pots and pans. This will insulate your counter, protect it from damage, and will protect your pans from potential drastic temperature changes. Cast iron has been known to crack, and other metal pans can warp when hot metal comes into contact with cold surfaces or foods.
Along those lines, you never want to put a hot pan into a sink with cold water. Doing so can warp or crack, and ruin your pans.
Non-Stick Pan Safety
Avoid using metal utensils in a non-stick pan. Many pans have chemicals known as PFAs in the nonstick coating. (PFAs are perfluoroalkyl or polyfluoroalkyl substances. Also called PFCs – perfluorochemicals.)
Scratching or damaging the coating can potentially allow those chemicals to be released into the foods.
Use wood, silicone or plastic utensils.
If a pan shows damage in the non-stick coating, it is time to replace it.
I would recommend looking for non-stick pan varieties that clearly state that they do not contain chemicals like PFAs/PFCs.
Avoid Steam Burns
When you open the lid of a hot pot or pan, tilt the lid away from your face and body. Steam trapped inside of the pan can be just as hot as the contents inside and can burn you.
This also applies to slow cookers, instant pots, or canner lids when processing jars for food preservation.
Fire Safety
Always know how to prevent and put out a fire.
Fires can be prevented by being careful about clothing and hair as previously talked about. Additionally, by being careful about items placed on the counter. Make sure potholders don't touch stove elements or get into the flames.
Take care to keep foods from spilling onto the stove where they can burn and start a fire. Stoves and ovens should always be kept clean. (See my article on how to clean an oven without chemicals.)
Never dump water on a grease/oil fire. That will only cause the fire to spread.
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Training Programme
Exploring the different dimensions and definitions of diversity
Day
10 Power flower
Activity
30 min
Useful for:
Identifying who we are in relation to those who wield power in our society (reflection of social identities)
Resources needed
Printed Power Flower sheets (enough to give out each participant one sheet), pencils to colour the petals
Room layout:
As for the previous activity
What Happens?
The facilitator hands out another sheet of paper: "the Power Flower". He or she explains that this exercise is about reflecting aspects of social identity (for example power and privileges of each participant as seen by the society). The facilitator should explain that the sheets will not be shared with the others.
The sheet shows a centre of a daisy-type flower which is divided into 12segments, each representing one facet or category of our social identity. This centre is surrounded by a double set of petals, one outer and one inner. The outer petals represent the dominant or more powerful identities in society. The inner petals represent the less powerful aspects of our identities. The object of the exercise is to discover how much power we derive from different aspects of our identity. Participants should look at each category – for instance sex. If they are a man, they should then consider whether men have more power in society and if so they should write 'man' in the outside petal, If they look social class and think they are working class, they should then consider whether they would be more likely or less likely to have power in society. If they decide less power, they should write this onto the inner petal. They should then colour in each petal they have written on. The more outer petals they have coloured in, the more social power that person possesses.
The facilitator goes through the different aspects of identity with the participants and to make sure the words are understood. The participants can also add aspects of social identity in the blank space of the flower.
In the reflection, participants should consider what it felt like to do the activity and what conclusion they draw from it about their own power/lack of power.
Do you think that the profile that emerges is true about you?
What other aspects of identity should be considered in the Power Flower?
Notes for facilitators:
It is important for participants to consider the question of power in the classroom. Children and young people are highly conscious of power, and their own powerlessness. Part of the process of working on diversity is to empower them, and this will require them to reflect on their identities and to start to consider them a source of power in society. Participants should consider how to manage a change in power relationships in the classroom.
»One Participant commented to me "How close or far are you to those in power in your society? Shockingly revealing!«
Jenny Karaviti, TENet-Gr, Greece
Downloads
Power Flower (pdf, 44 kB)
You can find all downloads at https://europe-in-perspective.eu/resources/
Created by the German Federation for Arts Education and Cultural Learning (BKJ) and the international foundation Creativity, Culture and Education (CCE) together with numerous European partners. Funded by Stiftung Mercator and supported by the European Union within the scope of the Erasmus+ Youth in Action Programme.
This work only reflects the author's view. The European Commission is not responsible for any use that may be made of the information it contains.
Free re-use as Open Educational Resource (OER) permitted and recommended.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
Please refer to as follows: "Europe in Perspective. Transnational Training on Diversity in Cultural Learning" by German Federation for Arts Education and Cultural Learning (BKJ) and Creativity, Culture and Education (CCE),
License: CC BY-SA 4.0.
Contact: email@example.com
The license agreement is available online here:
https://creativecommons.org/licenses/by-sa/4.0/deed.de | The work is available online here:
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Whinney Banks Primary School
Anti-Bullying Policy
(September 2023)
Our approach to bullying is based on two assumptions:
* Prevention is better than cure.
* Bullying should be treated seriously.
We understand bullying as involving planned or deliberate behaviour intended to harm or cause distress to another person.
Bullying is not a one-off incident. Bullying is a repeated and persistent pattern of anti-social behaviour specifically targeted at an individual by another, or group of, individual/s. Bullying will always be treated seriously.
Bullying takes different forms. These include, but are not limited to:
* Repeated verbal threats;
* Repeated physical threats;
* Repeated name calling;
* Repeatedly hurting someone;
* Repeated emotional abuse (e.g. belittling, excluding, lying about).
Bullying may also be referred to as repeated peer-on-peer abuse.
The aim of the Anti-Bullying policy is to ensure that pupils learn in a supportive, caring and safe environment without fear of being bullied. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated. Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at school.
Prevention
Whinney Banks Primary is a respectful and caring school. This is emphasised through assemblies, discussion with children (both in the structured delivery of our PHSE work or at point of need when the subject arises), the school behaviour policy and the overall attitude of staff to children, which is based on respect and discussion.
Through the specific delivery of lessons designed around bullying, we aim to teach pupils:
* to develop self-control;
*
to be accountable and take responsibility for their choices;
* that choices have consequences;
* to understand how their choices impact on others.
The staff are committed to a policy of thorough supervision that has been established to ensure that children are supervised as well as possible and that opportunities for unobserved bullying are reduced.
Children are encouraged to tell an adult if they feel they, or someone else, are being bullied and they are taught strategies for effectively dealing with incidents of bullying.
Action if bullying is suspected.
All staff treat reports of bullying incidents, whether from children or parents, seriously.
All such reports will be investigated and will be logged on CPOMS.
Children found to be involved in specific bullying will be warned and they will be informed of the sanctions that will follow if there is any repetition. As a minimum, they will be required to apologise to the victim and contact will be made with parents to explain outcomes. Staff will discuss with them the effects their behaviour has on others and the detrimental effect their behaviour has on themselves and their relationships with others.
With any incidents of bullying behaviour, parents of the child who has taken part in bullying will be contacted by school and their support requested for whatever sanctions and support are felt appropriate e.g. removal of privileges, loss of playtimes, behaviour chart, exclusion from school, etc.
Whenever bullying has been shown to have occurred, we will monitor the situation and will encourage the parents and child to alert the school if any further incidents occur. The parents of the victim of any bullying will be informed of what has happened and their help will be sought in attempting to help the child develop strategies for assertion and coping.
If deemed appropriate, the incident will be made public amongst the class or year group (the term 'bully' will not be used publicly) and the support of the peers will be sought in ensuring any further incidents are immediately brought to the attention of staff.
Signs of possible bullying
Staff should be aware that children showing these sorts of behaviour may be being bullied.
Children may:
* Be frightened of walking to and from school;
* Be unwilling to come to school;
* Want to leave school early or often come to school late;
* Start to perform badly with their work;
* Want to stay in during break/lunch times;
* Become withdrawn;
* Experience rapid mood changes;
* Experience lapses in concentration;
* Start stammering;
* Have unexplained bruises or cuts etc.;
* Experience changes in their behaviour patterns;
* Have their possessions go missing;
* Have damage to their property;
* Repeatedly complain about the same child or children;
* Fake illness;
* Refuse to say what’s wrong;
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COVID-19 Vaccination Information
Children Aged 12-17
Children aged 12-17 can now get a COVID-19 vaccine in B.C. Here are some answers to common questions about COVID-19 vaccinations in children. More information is available on the BCCDC website at bccdc.ca/covid19vaccine.
Why should children get vaccinated?
When a child is vaccinated, they can be exposed to COVID-19 without getting sick. If they do get sick, it's usually not very serious. Most children aren't likely to get very sick from COVID-19, but some children will. Being vaccinated is the best way to protect children from COVID-19.
Having children vaccinated helps protect the people around them too, including those who might get very sick from COVID-19. If a child is vaccinated, they are much less likely to spread COVID-19.
The more people who are vaccinated in B.C., the harder it is for COVID-19 to spread. This helps protect everyone.
What vaccine will children get?
Children aged 12-17 will be offered the Pfizer-BioNTech vaccine. Health Canada recently approved this vaccine for people aged 12 and older. Clinical trials showed this vaccine is safe and effective for this age group.
Other vaccines may be offered if more vaccines are approved for children.
How do we know this vaccine is safe?
Health Canada has an extensive review and approval process. This ensures the safety and quality of vaccines. They determined the Pfizer-BioNTech vaccine is safe for people aged 12 and older. Learn more about vaccine safety.
Is getting a COVID-19 vaccine the right choice?
Having questions about vaccination is normal. Learn more about COVID-19 vaccines to help decide if vaccination is the right choice for you or your family. You can also call 8-1-1 or talk to a health care provider if you have questions.
Not all COVID-19 vaccine information is reliable. Learn how to find trusted information about vaccines.
Public health recommends all eligible people get a COVID-19 vaccine. This protects you and the people around you. COVID-19 vaccines will continue to be available in B.C. You don't have to decide right now if you're not sure.
Do children have to get vaccinated?
Getting vaccinated isn't mandatory. Nobody has to be vaccinated if they (or their parent/guardian who makes health decisions for them) don't want to be.
COVID-19 Vaccination Information
Children Aged 12-17
Do parents/guardians need to provide consent for their child to get vaccinated?
There is no set age in B.C. for when a child can provide consent on their own. To provide consent for getting a COVID-19 vaccine, the child must:
be able to understand the benefits and risks of vaccination and,
be able to make decisions about their own health.
The health care provider giving the vaccine then decides if the child can consent on their own.
Generally, children aged 12 and older are given the opportunity to consent to immunizations themselves. Learn more about informed consent and mature minor consent.
Where can children get vaccinated?
You can book COVID-19 vaccine appointments for children at the same clinics as adults.
How do children get vaccinated?
1. Register. Children (or their parent/caregiver) can register one of three ways:
Online at gov.bc.ca/getvaccinated, available in 12 different languages
By telephone through a provincial call centre (toll-free) at 1-833-838-2323. Available in 140 different languages.
In person at the nearest Service BC location.
You will need to provide the child's personal health number. This is on their CareCard or on a BC Services Card/Drivers License. If you don't have the child's personal health number, call the provincial call centre.
You will also need to provide an e-mail or phone number so you can be contacted when it is time to book an appointment.
2. Book or attend an appointment.
Children can get vaccinated at their own appointment or by attending a family member's appointment. Learn more about appointments for children 12 to 17.
Trusted sources of information about COVID-19 vaccines
BCCDC: Information on vaccine safety, getting a vaccine and FAQs
Immunize BC: Reliable immunization information and helpful tools
BC Government: Detailed information on how to get vaccinated in BC
HealthLink BC: Information on COVID-19 vaccines, available in 13 languages | 1,971 | 936 | {
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MANIFESTO FOR FREEDOM OF EDUCATION
In September 2007, a new subject that is compulsory and contributes to school grades was placed on the Spanish education curriculum, namely Citizenship Education.
Introduced by the socialist Government, this subject sets out to develop the moral awareness of pupils at all educational levels: primary, secondary and sixth form, making schools "a space where pupils learn to develop a moral and civic awareness that fits with the democratic, pluralist, complex and changing society in which we live" (Ministry of Education and Science EM 7).
With this approach, which intrudes on parental competence, the subject goes beyond the recommendations of the Council of Europe and conflicts with article 27.3 of the Spanish Constitution, article 14.3 of the EU Charter of Fundamental Rights and article 26.3 of the United Nations Declaration of Human Rights.
Citizenship Education is a subject that intends to teach "values" which go beyond constitutional ones, becoming a subject which imparts a moral education to your children based on ethical considerations that not all of Spanish society shares. Amongst these values are gender ideology and sexual diversity, new human rights, moral relativism and secularism.
By contrast, it is inconceivable that the subject Citizenship Education does not impart civic values such as patriotism, solidarity between Spanish regions, or education on such relevant institutions as the monarchy or national symbols.
firstname.lastname@example.org
Consequently, almost forty associations, platforms and civil society bodies such as PROFESSIONALS FOR ETHICS ("PROFESIONALES POR LA ÉTICA), have joined forces in an attempt to prevent Citizenship Education becoming a compulsory subject or, at least, to ensure that it respects parents' ideological freedom.
The Government has not heeded parent petitions and many parents have therefore had no choice but to resort to exercising their right to conscientious objection and ideological freedom as enshrined in the Spanish Constitution.
The Government and the socialist administration are threatening parents who object with the expulsion or suspension of their children from school.
THE ASSOCIATION OF PROFESSIONALS FOR ETHICS CALLS ON ALL THOSE BODIES ACROSS THE WORLD WHO DEFEND THE FREEDOM OF PARENTS TO CHOOSE THEIR CHILDREN'S EDUCATION BASED ON THEIR MORAL OR RELIGIOUS CONVICTIONS TO SUPPORT THE RIGHTS OF SPANISH PARENTS.
ASSOCIATION__________________________________________OF (country) ____________________________________________JOINS
THE CAMPAIGN BY THE ASSOCIATION OF PROFESSIONALS FOR ETHICS IN OPPOSING THE SUBJECT CITIZENSHIP EDUCATION AND SUPPORTING THE RIGHT TO CONSCIENTIOUS OBJECTION BY PARENTS.
SIGNED
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March 2018
National Nutrition Month
Salisbury University Dietitian Newsletter
March is National Nutrition Month. This years theme is Go Further with Food.
Go further with how we use food to better our health and further in how we manage food's impact on the environment; the two are inseparable. Most of us don't really consider that what we eat effects our earth. Other than recycling a takeout container, we tend to look at our meals and snacks as a harmless personal choice. So what if we throw out that broccoli we never cooked? We just didn't have time and now it's limp and yellow. Following are some facts about food production and waste, it's impact on the environment and our part in the drama from Further with Food; Center For Food Loss and Waste Solutions.
The USDA estimates food waste at the retail and consumer level to be ~30% of our food supply. That amounts to 66.5 million tons at a cost of about $1500 per person a year. Worldwide, food that is harvested but not consumed generates ~8% of global greenhouse gas emissions annually. If this were a country it would be the third largest greenhouse gas emitter behind China and the U.S. In the U.S., food is the single largest component of our everyday trash. So, as you can see, as individuals we do have an impact here!
The USDA wants to decrease food loss at the retail and consumer level 50% by 2030. Check out the Feed People not Landfills infographic.
So what can we do as individuals and a community to ease this issue? Individually we can take advantage of the variety of foods around us and make choices towards a plant based diet; because these foods have a gentler impact on the earth than raising meat. This is reflected in the smaller carbon foot print emitted by plant food production. As a nation we have reduced our meat consumption. So take advantage of Meatless Mondays in the Bistro, fill more of your plate with vegetables and keep meat portions to ¼ of your plate. Eat less meat and enjoy what the earth has to offer. Sustainable eating is about choosing foods that are healthful to our bodies and the environment.
Tips to reduce food waste and eat sustainability
Eating out:
* Order less food when eating out or share dishes with friends.
* Box those restaurant leftovers. Refrigerate them within 2 hours of being served and eat within 3 days. Recycle containers.
* Try the World One Bite at a Time
SU Dining Services employs a reduced a liquid food composter which uses natural enzymes & bacteria to reduce post-consumer waste to an environmentally safe grey water. This has diverted ~70 tons of food waste from going to the landfill in a year! We also forecast production amounts to conserve resources and not waste food. Additionally, most menu items are served portioned to minimize food waste. Excess perishable Grab n Go
app.
At How:
* Have a 'use it up day/meal'. Make a soup, stew or stir fry.
* Freeze ripening bananas to use in smoothies or blend to make an ice cream-like dessert.
* Don't throw out food before it's time. Use the Is My Food Safe app to determine if a food is safe to eat.
* Enjoy a weekly meatless day with some lentils or beans for protein.
* Store food properly in the fridge. Keep fruits and vegetables in separate drawers. Have older foods to the front. View this food storage infographic.
* Carry a water bottle filled with filtered tap water instead of buying bottled water. SU filling stations listed here.
* Grow some herbs, a patio tomato or a garden.
Shopping:
* Shop the kitchen before going to the grocery store.
* Shop local Farmers Markets.
* Check your garbage can. If the same foods are constantly being tossed; eat sooner, buy less, incorporate them into more recipes or freeze them.
Instagram: eatatsalisburyu
items, are donated to local charities. The plastic cups used for parfaits in Commons are biodegradable. Our kitchen recycles cardboard, cans, glass and plastic containers. Waste oil is diverted to make bio-diesel fuel.
Join SU Garden Club
Legacy Cohort
www.outgrowthtoday.org
Meets Monday at 4:30 Garden across from Holloway Hall on Camden Ave New Members Welcome!
Work with socially responsible farms and environmentally friendly businesses
Terry Passano - University Dietitian email@example.com or 410-548-9112
For a personalized approach to eating sustainability and improving your health see Terry Passano. Appointments are free of charge to students, faculty and staff. Click here for healthy dining options. | 1,863 | 959 | {
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Make a Joyful Noise! Psalm 100 KJV
Adapted for Readers Theater by Carol Montgomery
Performance Time = less than a minute
CAST (6+):
Red
Blue
Yellow
Green
Purple
Orange
Note: Although this is a short Psalm of praise, it could be used with other Psalms or even better, as a launchpad into writing a family or personal psalm of praise. One way could be to keep the first word(s) of each phrase in your family/personal psalm (e.g., Make, Serve, Come, Know, Enter, Be, For…). There is no right or wrong. When I was in high school we used to sing the whole psalm word for word with a guitar as an upbeat song of praise. The goal is to be enthusiastic about Who He Is!
1
Make a Joyful Noise!--Psalm 100 KJV
Adapted for Readers Theater by Carol Montgomery
Red: Psalm 100.
Blue: (excited) Make a joyful noise unto the LORD, all ye lands.
Yellow: Serve the Lord with gladness:
Green: Come before his presence with singing.
Red: Know ye that the LORD he is God:
Purple: It is he that hath made us,
Orange: And not we ourselves;
All: We are his people, and the sheep of his pasture.
Green, Purple, Orange: (excited) Enter into his gates with thanksgiving,
Red, Yellow, Blue: And into his courts with praise!
Green, Purple, Orange: Be thankful unto him.
Red, Yellow, Blue: And bless his name.
Men: (strong) For the LORD is good;
Ladies: His mercy is everlasting;
All: And his truth endureth to all generations.
Green, Purple, Orange: (echo) His truth endureth to all generations.
Optional: Repeat—sometimes once is not enough. :)
2
Curriculum Links (Valid in 2010):
http://ministry-to-children.com/heart-of-worship-lesson/
"Lesson: A Heart of Worship" 20 min. ages 7-11 Includes 3 learning activities, plus questions-oral "test"
http://ministry-to-children.com/thanksgiving-lesson/
Thanksgiving lesson using Psalm 100:4-5—for younger students
http://www.thelogosministry.org/docs/1-Unit%201%20Drama%20Script.pdf
Full-length Bible lesson including a short play based in church (with God as a character). You may or may not like the play, but it could easily be done Readers Theater style BEFORE you do the straight Scripture version we have her. Even if you choose to NOT use the play, there are some very creative ideas that could be used as "hooks" before doing Psalm 100.
You Tube:
http://www.youtube.com/watch?v=nRqUR7-TpQI
Simple. Have your child listen and read along with this 1 minute of Psalm 100—read by a Red and a child, I think. Undercover Readers Theater?
(Note: I LOVE the creativity of the Readeez for younger students. What an easy way to memorize Scripture!)
http://www.youtube.com/watch?v=_TqwZUsvonk&feature=related
Speaking of memorizing Psalm 100 here are 2-year-old twins reciting! Inspirational!
http://www.youtube.com/watch?v=cTmEyaZqotE
It's the power of the words of Psalm 100 (also has John 3:16)
http://www.youtube.com/watch?v=S-8doI0Qlck
5 th -8 th grade honor choir performing psalm 100—note repetition of phrases (This video would be best after your students are familiar with Psalm 100 so the words are more easily understood.)
http://www.youtube.com/watch?v=uplTud2nmBQ
This worshipful contemporary rendition of Psalm 100 is powerful. But, IF you are against electronic instruments and a drums, don't bother listening or sharing it with your children. (6 minutes) Who are these worshippers singing God's truth?
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Exploring Career Pathways and Essential Skills in Todayʼs Workforce
Connecting Education and Employers to Enhance the Student Experience
Certificate of Employability
Bringing together education(students) and business (employers) to explore career pathways and key essential skills
The Why
Sauk Valley Area Chamber of Commerce:
*Workforce Development as a Strategic Priority- Being part of the Solution
*Keeping Students Local
*Visibility for our Chamber Member Businesses and Organizations
Education:
*Students learn about local businesses that have a great impact on our community and nationally.
*Students learn how critical essential skills are; and many employers are willing to teach the "hard skills"
*Students learn the meaning of and examples of Benefits
*Students learn that there are local businesses and organization that are looking for employees
*Students will grow their network; starting to put a name/face with the businesses in the community.
The What
Creating an initiative to address two critical topics when working with students and discussing their future
1. Career Pathways-connecting students to local employers; gaining a better understanding of the many pathways in the Sauk Valley and level of education needed.
2. Essential Skills- Emphasizing and providing examples to support the Competencies included in the Postsecondary & Workforce Readiness Act (PWR Act)
The Who
*SVACC
*Education - High School- Classroom- Educators -"champions" for students
*Employers- Businesses and Organizations in the community who understand and want to get involved
*Students
The How
* 9 th -12 th graders.
* Open to all local high schools in our service area (17 high schools). 1-3 schools participate/semester.
* 6-week commitment. Class schedule set up between the teacher and Chamber staff. Find educators who "get it".
- SHS perspective: the majority of Mrs. Koernerʼs students stay local
- Reaching out to the Chamber- they are visible in the community
* 6 different employers participate. Highlight one employer per week
* At the end of the 6-week series, each student receives a Certificate of Employability stating they have completed the course. Students evaluate the program.
* Employer chooses which session they want to participate in; on a first come basis.
* Employer and Chamber staff meet to discuss format/agenda/activity prior to the session.
* Each session:
- Covers an essential skill
- Includes an activity relevant to the essential skill
- Includes 15-20 minute presentation by the employer on the various pathways their company or organization offers
- Wraps up with question/answer session
6 Week Sessions/Topics
- How to get the job
- Work Ethic
- Professionalism
- Communication
- Problem Solving/Critical Thinking
- Teamwork/Collaboration
Class Speakers and Activities
SHS Pilot Program- Internships
* Sterling High School –
- juniors and seniors to participate in an Internship program
- place between 18-22 students in the community at the businesses that the students think they want to study or get training after high school.
- businesses and the students evaluate each other and the students learn communication and time management besides other essential skills.
- Program can be for 1 semester or for 2 semesters depending on the student's schedule. This program is set for them during the school day.
For More Information
* Kris Noble, Executive Director
- Sauk Valley Area Chamber of Commerce
* firstname.lastname@example.org
* 815-625-2400
* Rebecca Koerner
- Special Education Teacher
- Internship Coordinator
* Sterling High School
* email@example.com | 1,735 | 786 | {
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Parliamentary & Scientific Committee
Bringing Science and Parliament Together
Making things sustainably – What is sustainable making?
Professor Mark Jolly, Cranfield University, started by reminding the meeting that the resources of this planet are finite. Thus, with an increasing global population, demand will increase and will become unsustainable. So, instead of a linear production model of make, sell, use and dispose, we need a circular model of make, sell, use, re-use, repair, re-purpose and eventually recycle. In order to achieve this, we will need long term sustainability strategies – both nationally and globally – and this is the challenge.
Professor Claire Davis, Warwick Manufacturing Group, considered the issue of steel manufacturing in the UK and globally. The traditional method for making steel by the use of blast furnaces with iron ore and coke produces very large amount of carbon dioxide. This is of particular concern as developing countries have an ever-increasing need for steel for construction, rail, automotive and energy needs. Whereas consideration can be given to carbon capture and storage, this is clearly a long-term aim as it is not currently available and required significant capital investment. The alternative in an effort to produce 'green steel' is to move production to recycled steel scrap.
Currently we are importing 7.9m tons of steel annually but exporting 8.7m tons of scrap steel. This is in addition to the steel being manufactured in the UK. The alternative means of production, recycling the scrap, produces significant less carbon dioxide. However, most recycled steel includes many imperfections of other metals and plastics and removing these makes the process more expensive.
That said, with aluminium the recycling process is better organised as the value of scrap aluminium is significantly higher than that of steel. Presently we are only producing 50,000 tons of aluminium but exporting ten times that as scrap. To remove transportation costs, both financial and environmental, we need to improve our aluminium recycling.
Professor Jeremy Frey, University of Southampton, advised the meeting that there is a clear case for using digital technologies to develop and improve the circular economy. He explained the significant dangers of merely considering only one item of data – namely carbon dioxide production. We, as a country, are outsourcing to the rest of the world large amount of carbon dioxide production. We are not considering as part of the sustainability data set the environmental impact of construction of items such as motor vehicles, separate from the environmental impact when used. There is a danger that we confuse correlation and causality. Jeremy concluded by saying that the narrative around the data and processes is at least as important as the data sets themselves and that effective communication is essential.
Nick Pearson, Rolls Royce, stressed that sustainable ambition was an important quality and one that we can use to inspire other nations. He explained that there were three pillars to sustainability; the 'environment which involve sustainable actions with integrity, facts and data as a backbone; secondly, 'social transformation' through community-based action and targeted investment; thirdly, 'economic' as we need a clear definition of the UK's ambition and a road map for industry and investors showing how to achieve this.
If we are to secure the investment required there are a number of elements that industry and government need to put in place. First is to decide what it is we intend to make; at the moment our resources are spread too thinly for solid economic growth. Secondly, we need systems in place to ensure we have the skills, and in sufficient quantity, to achieve the growth. Thirdly we need to have systems of certification for recycled materials, so we know the history and quality of what is being supplied. This will increase trust by manufacturers in recycled items and provide a better flow for the circular economy. Also, in the long term there will be a need for society to consider the concept of ownership. We only use our cars 7% of the time, washing machines 10% if the time. Service provision, both nationally and globally, could make a profound contribution to sustainability.
John Slater | 1,719 | 811 | {
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Allergy Policy
Allergy is used to describe an adverse reaction by the body to a particular substance. A substance that causes an allergic reaction is known as an allergen. In some cases an allergy may not be known until after a person has come into contact with a specific allergen.
Each person is different and therefore treatment may differ if they take an allergic reaction. If a member of staff or child has been identified as having an allergy then an Allergy Protocol Sheet will be filled in by the member of staff who has the allergy or the parent of the child who has the allergy. A copy of the Allergy Protocol Sheet is kept in the child's file in the office and also in the child's room, along with the allergy chart.
Staff Responsibilities
* To review Allergy Chart & Allergy Protocol Sheets on a regular basis
* To ensure they are aware of any allergies a child has or may have in their care and how to respond to this.
* To ensure they do not give a child in their care something which the child is known to have an allergy to
* To double check with the cook or manager/depute before giving something to the child they are unsure off
Manager Responsibilities
* To ensure all staff are given updated Allergy Charts on a regular basis
* To ensure all children/staff have a completed Allergy Protocol Sheet if required & that a copy is in the child's room and also in the child's file
* To ensure staff receive training on a regular basis if required
* To ensure staff are trained in administering medication other than Piriton.
Types of Allergens
There are thousands of allergens, but the most common are;
* Grass & tree pollens
* Wasp & Bee stings
* Food (Milk, Egg, Wheat, Soya, Seafood, Fruit & Nuts)
* Certain Medication
* House & Dust mites
Symptoms
Allergic Reactions can produce a variety of symptoms, such as;
* Sneezing
* Sinus Pain
* Wheezing
* Runny Nose
* Coughing
* Swelling
* Rash/Hives
* Itchiness
* Sickness
* Shortness of Breath
* Vomiting
* Diarrhoea
In some cases, allergic reactions can be very serious and this is known as Anaphylactic Shock. This reaction can happen within minutes and can affect the respiratory and circulatory system.
Responding to an allergic reaction
* Ensure the child/staff member is safe and is not in a position where they can hurt themselves
* Stay Calm & Don't' Panic
* Refer to the child's/staff member's Allergy Protocol Sheet
* Give the child/staff member the recommended dosage
* If the child has medication on the premise send a member of staff to retrieve from the medicine cupboard and inform the manager/depute
* Inform the child's parents or the member of staff's next of kin
* If the reaction develops continue to follow the instructions set out in the child's/staff member's Allergy Protocol Sheet and Dial 999
If reaction continues to develop and the child/staff member has difficulty breathing or loses consciousness carry out the following
* Keep them comfortable
* Observe breathing & colour
* If loses consciousness, lie in the recovery position
* Continue to follow the Allergy Protocol Sheet
If a child/staff member is not known to suffer from an allergy, but displays the common symptoms staff must inform the manager/depute who will contact the parent's/emergency contact. If they take a severe reaction an ambulance will be called immediately.
If a child/staff member takes an allergic reaction an Incident form must be completed by the member of staff who was responding to the child/staff member.
(This policy was drafted in line with information from NHS 24 & Greater Glasgow Health Board) | 1,602 | 797 | {
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Purpose
Hampden Model H-SHSP-1 Solar Heat and Solar Photovoltaic Trainer is a fully mobile solar heat solar photovoltaic control system trainer which lets the student technician examine the hot water and electrical layouts and operational features normally associated with a solar heating system and photovoltaic power source.
The trainer demonstrates the characteristics of the solar array, water heating, water circulation, storage battery, AC and DC distribution, and AC and DC loading. The complete water heating and charging sequence can be observed.
Description
The H-SHSP-1 Solar System Trainer combines solar photovoltaic and solar hot water. The trainer can work as a self contained unit using energy from the sun to produce electricity and hot water.
Electricity is created when the sun's rays are collected by a solar photovoltaic panel. A charge controller controls the charging of a 12V DC battery. A 375W inverter changes the 12V DC to 120V AC.
The solar hot water heater has a collector water pump and a domestic water pump. When a temperature differential between the collector loop and the domestic loop, which is set by the dial in the differential controller, is reached the collector water pump turns on. The collector loop water transfers the heat to the domestic loop water in the heat exchanger. As the domestic loop water heats up the collector loop water cools down until the collector water pump turns off. The domestic water pump continues running. The collector loop heats up again as long as the unit is in the sun. When it reaches the differential the cycle is repeated.
Educational Tr a i n i n g E q u i p m e n t f o r t h e 2 1 s t C e n t u r y
Bulletin 230-10B
H-SHSP-1
Solar Heat and Solar Photovoltaic Trainer
MODEL H-SHSP-1 (Shown with CDL and FP Options)
Dimensions: 72"H x 48"W x 34"D Shipping Weight: 800 lbs.
Specifications
Options
The Hampden Model H-SHSP-1 consists of the following major parts:
* H-SHSP-1-CDL Option – Computer Data Logging Option
flat panel solar cell collector, water tube solar collector, circulation pumps, storage tank, heat exchanger, air separator, air handler, solar heating coil, automatic air vents, thermostat, control panel with sensors. Gauges, thermometers, and flowmeters permit students to observe pressures, temperatures, and flow rate while the system is in operation. Two solar photovoltaic modules, an inverter that converts the DC to 120V AC single-phase at 375W, high capacity solar battery, 0-15V DC voltmeter, 0-150V AC voltmeter. The mobile frame is constructed of code gauge furniture stock steel with four swivel casters, two with locks.
* H-SHSP-1-FP Option – Fault Option
All Hampden units are available for operation at any voltage or frequency
P.O. Box 563, East Longmeadow, MA 01028 • Tel 413-525-3981 • Fax 413-525-4741 • E-mail email@example.com | 1,351 | 688 | {
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A guide to KS2 Games and sport philosophy
This article sets out to give a brief overview of KS2 sport provision and a general idea of our philosophy to sport for this age group.
As a basic structure all Year 3,4,5 and 6 students have two games afternoons per term of the main sport. Mondays 2.50-4.05 and Thursdays 2.20-4.00. We run an additional session on Mondays (traditionally know as squads) from 4.15- 5.10. We keep all the children out for the late Monday session up until half term during the Michaelmas. From then until Half term in the Lent we allow students to choose if they want to go back to lower school for a supervised prep session or stay on for the extra session. This is in part due to the change in weather and light conditions at that time of year and also takes account of those students who are less keen on the particular team sport on offer. During the summer we again keep all the students out until half term. The Monday session is always open to all whatever age or ability.
Because of the change in the sport we play each term some students find that the two sessions are enough particularly when the weather becomes changeable
Generally those who stay on get an opportunity to be selected for teams, however due to the mix of ages and maturity at this stage of schooling we have to be mindful about putting the safety of the students first and we do not wish to knock their confidence by placing them in a competitive environment they are not physically ready for. Because we believe teaching in smaller groups is more conducive to learning we split KS2 into groups based on maturation and current skill level. Movement between groups is very fluid and takes into account the development stage that each child in at.
Our general approach is to have fewer if any matches in the first half of each term so we can work on the sport skill and organisation and then have a number of select fixtures in the second half of term. Most of these are conditioned games with the objective of giving match experience. Given our geographic location accessing suitable, fair and even fixture is very challenging. We are not a prep school and have a different philosophical approach to the long term development of students. We are not looking to peak at 13.
The model below may help to explain the phases that we work with. We are focused on lifelong participation in sport at whatever level and giving appropriate opportunity to engage in physical activities based on maturation.
When we play fixtures against other schools we are genuinely not interested in the score but are focused on performance and improvement of the individual with the most important goal of learning life lessons.
We hope that by the end of KS2 every student who wants too will have had an opportunity to play in a competitive fixture. We also manufacture competition within the games sessions by playing conditioned games and house matches. Because of our timetable all students in KS2 have access to the best coaches the College has for the major games.
All KS2 also benefit from an additional timetabled PE lesson which focuses on the fundamental movement skills that underpin all activities. PE lessons also introduce new sports such as badminton and basketball. They also have a double swimming session which gives water confidence and stoke development. All students easily surpass the national curriculum standards for swimming at this level.
This combination of Games, PE and aquatics gives a very diverse physical literacy which we believe will underpin all individual sporting development through the school and beyond.
We are proud of our track record in sport and what is most impressive is the high participation rates that the school achieves through adolescence and 6 th form. At stages when students in other schools start to leave sport we surpass national averages for participation right through to upper 6 th . We feel this justifies the approach we take in KS2 not to 'burn out' students with early specialisation, and an over emphasis on competitiveness which are hall marks of many schools. We want students to enjoy a balanced active and healthy lifestyle deep into life. If winning was our goal we could manipulate our fixture list to play poor sports schools and win all the time but our philosophy is to use sport to learn life lessons and encourage participation, and enjoyment in physical movement . | 1,734 | 881 | {
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OFFICE OF
ACADEMIC
RESOURCES
READING STRATEGIES
The typical college curriculum entails a great deal of reading, often much more than you were assigned in high school. The reading can also be significantly more challenging. A lthough reading may seem like second nature by the tim e you g e tto Haverford, there are probably ways to im prove your reading skills to become more effective and efficient. Several key strategies are outlined in this handout. To learn even more about personalized reading strategies you can attend one of our workshops or schedule an a p pointm en t to m eet individually w ith an OAR staff m e m ber specialist to develop a individualized approach.
Pre-reading Strategies
* Define your purpose for reading before you even begin
* Ask yourself pre-reading questions. For example: What is the topic and what do you already know about it? Why has the professor assigned this reading at this point in the semester? What questions do you expect to be answered in each section?
* List assumptions or prior knowledge you have about the material/themes
* Begin to construct a "mind m a p "-a type of brainstorming in which you place the title/subject in the middle of the page and create imagesand connections to related subtopics that help you develop a map of the material
* Research the subject matter, author, and time period in which the text was written
* Skim the reading for any key terms that you are unfamiliar with; define them in a listând keep that list near you while reading to maintain the flow and rhythm of your reading
* Keep the KWL Method in mind: What do I know? What do I want to know? What did I Learn?
Active Reading Strategies
* Bracket the main idea or thesis of the reading and find a way to identify it easily for future reference.
* Put down your highlighter and make marginal notes or comments instead. Every time you feel the urge to highlight, write instead. Vary how and what you write. You can summarize, critique, reword, etc. Consider yourself to be in an active dialogue/debate with the author.
* Be intentional about how and what you write in the margins and/or flag. Match a color pen or flag to a purpose. Is this evidence foran upcoming paper? A key point to be emphasized in class discussion? An idea that you are unsure of and what to discuss during office hours? A topic that is likely to be on an exam?
* Write questions in the margins and then answer the questions in a separate notebook, as part of your notes, or on a separate piece of paper.
* Make separate outlines, flow charts, mind maps or diagrams to help you make connections and to understand ideas visually. This is particularly effective for visual learners and serves as a tool for teaching the concepts to others as well.
* Read each paragraph carefully and then determine "what it says" and "what it does". Answer what it says in only one sentence.
Post-reading Strategies
* Write a summary of an essay or chapter in your own words. Do this in less than a page. Capture the main ideas and perhaps one or two key examples.
* Redefine key terms in your own words without returning to the text.
Cited and adapted from m aterials from the Office of Learning Resources (NYUAD), the McG raw Center fo r Teaching and Learning (P rinceton U niversity), and the D artm outh College Learning Center.
* Write your own exam based on the reading.
* Develop beneficial questions and conversations for a group discussion.
* Note how long and how many pages you read; your page per hour speed will allow you to plan your reading and studying time better.
* Take time to critically reflect on whether you agree or disagree with what you read and why, as well as what was not addressed in the text that should have been.
* Review and organize the key points you highlighted for the various purposes - evidence, salient points, questions, etc.
* Teach what you have learned to someone else. Research has shown that teaching is one of the most effective ways to learn. You will quickly discover what you do and don't understand, and will begin to transfer the information from short-term to long-term memory.
"Studies have shown that students skilled in reading comprehension tend to interact with course m aterial actively through paraphrasing, sum m arizing, and relating the m aterial to personal experience, while students less skilled in reading comprehension tend to underline or reread passively w ithout the use ofspecific strategies." (Dowhower, 7999; Duffy et al, f9 8 7 ; Long and Long, L987)
Cited and adapted from m aterials from the Office of Learning Resources (NYUAD), the McG raw Center fo r Teach ing and Learning (P rinceton U niversity), and the D artm outh C ollege Learning Center. | 1,924 | 1,024 | {
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Movement Techniques for Early Elementary
Hands to Foot Pose
Direct Aim: To bring about a sense of wellbeing and quiet to the mind; to tone, strengthen and lengthen the muscles of the body; to establish union within mind, body, soul, Spirit and environment.
Indirect Aim: To achieve, maintain, and preserve health and prevent disease in both mind and body.
Procedure:
1. Stand in Mountain pose: feet are parallel to each other hip distance apart; active (engage) your quadriceps and ground (press) your feet into the mat connecting all sides of your feet into the mat; make sure your shoulders are over your hips and you are standing tall extending the crown of your head to the sky. Hands may be at your heart of by the sides of the torso.
2. Exhale, sweep your arms out and downwards and bend forward from the hips into Hands to Foot pose.
3. Make certain you bend from your hips and if you can't put your hands on the mat next to your feet, bend at the knees as needed.
4. Notice that your belly touches your thighs and hands are flat on the floor next to the outside of your feet.
5. Take several breaths here – each time you exhale try and lengthen your torso further.
6. To come out, place your hands on your hips and make sure your hips are square, lengthen your tailbone down.
7. Slowly rise up keeping a long front torso.
1. When you get used to coming out of this pose correctly, try to sweep your arms out and upwards bringing your hands back to prayer position at your heart in Mountain pose.
Notes:
In Yoga Forward Bends are believed to have the following benefits: stretch the hips, hamstrings, and calves, and strengthen the thighs and knees and keep the spine strong and flexible.
1
Reduces stress, anxiety, depression, and fatigue and calms the mind, while relieving tension in the spine neck and back. These bends also activate the abdominal muscles. Added benefits include stretching/massaging of the kidneys and adrenal glands are also stimulated, so these poses are thought to have benefits for those experiencing adrenal fatigue and for those with high cortisol levels.
Extensions:
Seated Forward Bend on the floor:
1. Sit with your legs extended out in front of you with your toes flexed (pointed to the ceiling).
2. Inhale and bring your arms out and upwards to above your head.
3. Exhale and bend forward from your hips reaching your hands towards your calves, ankles, or toes – whichever position works best for you.
4. Continue to breathe deeply and on your exhales attempt to extend forward from your hips towards your toes, extending your crown towards the upturned toes.
5. Relax into the pose.
6. Take about 3-5 breaths in the pose.
7. To come out inhale and then exhale lifting back up to sit evenly on your sit bones.
Early Elementary Students:
Often students of this age are not flexible in their hamstrings. Make sure that if students have tight hamstrings they bend their knees whenever doing forward bends.
These poses are very useful poses to help calm and reduce stress levels as they stimulate the adrenal glands and assist in reducing cortisol levels. | 1,194 | 664 | {
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A brief guide on how to keep you safe from radon
radon
What is radon?
Radon is a colorless and odorless gas found in the soil and common throughout Minnesota. Because soil is porous, radon moves up from the soil and into the home. The gas can accumulate in the air we breathe becoming a health concern.
Why is it a health concern?
Radon gas decays into small particles that are radioactive and when we inhale these small particles they can damage the lung. Exposure to radon over a long period of time can lead to lung cancer. In Minnesota, more than two in five homes have radon levels that pose a significant health risk.
What is a safe level of radon?
Any radon level poses some health risk and it is not possible to reduce radon to zero. The best approach is to lower the radon level as much as possible. The Environmental Protection Agency (EPA) has set the action level at 4 pCi/L (picocuries of radon per liter of air). At 4 pCi/L or higher it is recommended a radon mitigation system is installed to reduce the radon level.
What can I do?
MDH recommends all Minnesotans test their home for radon. A radon test is the only way to find out how much radon is in your home. You can test your home yourself or hire a licensed professional. The result from a properly performed test will help you decide if you need to reduce your home's radon levels.
Test for radon
website. When buying a home consider hiring a licensed radon professional to perform the test. The back of this guide provides recommended actions to take based on the test results.
The two basic radon tests available are a shortterm and a long-term test. Do a short-term test first. Your local health department or government agency may offer test kits at reduced prices. Information on where to find radon test kits can be found at the MDH
Reduce radon – if high
the licensed professional will place a tag on the system. Call MDH if you have questions or wish to request an inspection.
If radon is high, hire a licensed radon professional to install a radon mitigation system. Radon mitigation systems use a fan to pull air from the soil and exhaust it outdoors. All systems should reduce radon below the EPA action level of 4 pCi/L. Once installed,
Find more information
mn.gov/radon – Information on radon and where to find radon test kits.
mn.gov/radonpro – List of licensed radon professionals.
Radon Testing Guidelines Start with a short-term test
Understanding your f irst test result
Less than 2
Between 2 to 8
8 or greater
Result (pCi/L)
Action
Retest every 2 to 5 years
Do a second test, either a short or long-term test
Do another short-term test
Understanding your second test result
Less than 2
Between 2 to 4
4 or greater
Result (pCi/L)
Retest every 2 to 5 years
Consider mitigating
Mitigate
Action
Deciding to mitigate should be based on the long-term test result or the average of two short-term tests.
In real estate transactions, the decision to mitigate should be based on a continuous monitor test or the average of two short-term tests done side by side.
Indoor Air Unit
St. Paul, MN 55164–0975
PO Box 64975
651-201-4601
firstname.lastname@example.org mn.gov/radon
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The Sheep With No Wool
One beautiful morning in June a baby sheep was born, but to everyone's astonishment she didn't have a single speck of wool. A hush of whispers went through the barn. Everyone started laughing. "Your baby has no wool!" they cried. Her mother loved her anyway and decided to call her Julie.
Julie's time in the barn was spent in sorrow and loneliness, but maybe she could make some friends in the pasture. She stepped out into the fresh air. She liked the feel of the grass on her feet and the sound of birds singing their morning song. After ten minutes of standing in silence, she walked over to an apple tree nearby.
"Oops," she yelped as she bumped into a very timid-looking foal.
"Sorry," they both said at the same time.
Julie noticed a beautiful marking on the foal's forehead that was shaped like a fluffy stormcloud. She also noticed that she didn't have any horseshoes!
"My name's Stormy."
"Hi, I'm Julie. It's nice to find someone that doesn't laugh at me!"
"I guess we're pretty similar since we're both missing something," Stormy said happily.
"That's true!"
Now they were friends!
They both loved watching the farmer's daughter, Annie, fly her drone. One day, Annie visited the barn, but to Julie's disappointment, she spotted her.
"Look, Daddy, that poor baby sheep has no wool!"
Julie loved to play with Annie. She was kind to Julie and played with her more than the other sheep. It might've been because she felt sorry for Julie, but Stormy knew it was because they were similar.
Each day Julie was getting more and more tired of being the black sheep of her family. So one full moon, she and Stormy went to sit under the apple tree. There was a cool midnight breeze. It shook Stormy's mane majestically in the moon-lit night.
"I've got a plan!" cried Julie.
"For what?"
"To get myself wool and to get you horseshoes! I'll sneak into Annie's room and get her drone on her dresser. Then, you can fly me up to the sky. I'll get different types of clouds and we can make some horseshoes for you and I'll knit them together to make a coat for myself," said Julie in a flurry of excitement.
"Aren't you too heavy?"
"Not at all. Without my wool, I'm lighter than a feather."
The next night, they started their plan. Julie crept into Annie's room with a bucket filled with the softest hay she could find. Then, she pushed the drone into the bucket with a soft thunk. Unexpectedly, the sound woke up Annie. She jumped back, startled.
"You can borrow it but don't lose it," Annie said.
Julie was stunned. When she got back, she told Stormy what happened. She was so surprised, she almost fell over.
The plan sprung into action. Stormy got the hang of it quickly. She liked pressing the buttons! There was one button they didn't understand. All they knew was, every time they pressed it, it made a flash.
Julie loved going on the drone and touching the soft clouds. They were softer than anything she ever felt. Sometimes birds would fly next to her, tweeting birdsongs. It took her a while to grab some clouds and she had to knit them together. As for the horseshoes, Stormy shaped them perfectly out of storm clouds, which looked very nice indeed because they never got dirty.
When they were ready, Julie and Stormy put on their new coat and shoes and trotted over to the apple tree. One sheep spotted Julie and cried,
"Where did you get that dazzling soft fur?"
"From the clouds," said Julie.
"Prove it."
"Feel my fur,"
So the other sheep did.
"Wow," they said.
In ten minutes, everyone knew about Julie's new coat, and the horses were spellbound at the sight of Stormy's hooves that they almost fell over!
The next summer, it was time for the farmer to shear his sheep. Julie decided to take off her coat to match the others. The horses (except for Stormy) thought it was hilarious seeing all the sheep naked. They now knew what it felt like to be laughed at.
Now, everyone is friends with everyone, as Stormy was able to talk some sense into the other horses. Everyone lives in harmony on the farm.
As for Annie, she saw the photos on the drone (the button they kept pressing was the photo button) and smiled! | 1,330 | 957 | {
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Study Guide For Teachers
ABOUT THE PROGRAM
"Japanese Festival Drums" is an exciting introduction to Japanese folk festivals. The energizing Taiko drum is the center of this performance, used by the artists to explore the history and culture of these festivals along with various other musical instruments, dance and song.
ARTIST INFORMATION
Taikoza is a Japanese music and dance group founded by Marco Lienhard. The ensemble has been performing since 1995. In 2004, "Beginnings", Taikoza's first album, was nominated for a Just Plain Folks Music Award.
While touring as a professional taiko player in Japan, Marco Lienhard, a native of Switzerland, studied the shakuhachi, quickly becoming a virtuoso solo artist. He also studied the fue and the nohkan (Noh theater flute). He has performed more than 3000 concerts in Europe, Asia and North America, appearing in prestigious venues including Carnegie Hall, Hong Kong Cultural Center and Suntory Hall in Tokyo.
BACKGROUND INFORMATION FOR STUDENTS
The Japanese drum, the taiko, is an instrument that embodies the spiritual essence and heartbeat of Japan and its people. With its roots in the folk tradition of Japan, the taiko has served many purposes. Priests used taiko to chase evil spirits and insects from rice fields; samurai used taiko to bolster their courage and to instill fear in the enemy; villagers used taiko to pray for rain, to enliven festivals, and to give thanks for bountiful harvests.
The practice and performance of taiko requires selfless dedication, physical endurance, harmony and a collective spirit.
Festivals are celebrated in all cultures and are a phenomenon that unites people. Hardly any other aspect of Japanese life is better qualified to help us understand the country's traditions. Festivals are a very important element of local village cultures and are striking both in their frequency and in their variety. The attributes of long-forgotten times have lived on in them, often in a surprisingly complex form, and are now able to tell us a great deal about the nature and development of Japanese culture.
BEFORE THE PROGRAM
1. Introduce students to the geography of Asia. Have them familiarize themselves with Japanese geography and its physical relation to surrounding countries.
2. Get the music teacher involved! Have students listen to classical and folk music of Japan, China and Korea. Have them compare the instrumentation and musical characteristics.
3. Have students read folktales from Japan. Discuss the stories and any morals or lessons learned. Discuss similarities and differences to familiar folktales
4. Have students research some Japanese festivals. What kinds of music and dance do these festivals include?
LEARNING GOALS
Students will:
- Be introduced to Japanese classical and folk music and dance.
- Be encouraged to participate in creating rhythm as an ensemble.
- Be exposed to Japanese culture and the cultural similarities of countries surrounding Japan.
- Be provided a climate of multi-cultural appreciation.
RESOURCES
Japanese folktales:
http://japan.lisd.k12.mi.us/resources/jumppages/folktales.ht ml
The Drums of Noto Hanto. J. Alison James.
Japanese festivals:
http://www.japan-guide.com/e/e2063.html
AFTER THE PROGRAM
1. Have students again listen to the Japanese music. Ask them to identify the various instruments that they hear and elements of the music they recognize from the Taikoza performance.
2. Have students discuss how the members of Taikoza work together to create the music. Are the students familiar with other types of musical ensembles which must work together in a similar fashion to create music?
3. Reread the folktales explored prior to the performance. Discuss the stories and how the students might better understand them or interpret their meanings differently in light of what they experienced in the Taikoza performance.
4. Get the visual arts teacher involved! Have students create origami (Japanese paper art) and/or temari (Japanese thread balls).
VOCABULARY WORDS
TAIKO - Japanese drum
FUE - horizontal bamboo flute
SHAKUHACKI - vertical five-hole bamboo flute
KONNICHIWA – hello
OHAYO GOZAIMASHU - good morning
MATSURI - Japanese festival
BACHI - taiko sticks
NIHON- Japan
KAZAN – volcano
JISHIN – earthquake
OKOME – rice
HASHI – chopsticks
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BYBA Minor League Rules
Minor Age - 9-10
Purpose: Provide a safe, fast paced baseball program with focus on sound fundamentals. This league will focus on throwing mechanics, fielding mechanics for infield and outfield. Focus on pitching mechanics, catcher positional skills, and safe play. Athletes will begin to have plays, and focus on sound game execution. Our primary focus in this league is defensive skills.
* Pitchers may not pitch more than two innings per game.
* Teams must bat their entire roster.
* Each team will have four outfielders.
* There is free substitution but each child must play at least 2 innings in the field.
* Players may return to any position on the field except for the pitcher who may not return to the mound under any circumstance.
* Regulation games are six innings and limited to 2 hours. No new inning can begin after 1 hour and 45 minutes. If tied after 6 innings or at 1 hour 45 minutes the game is judged a Tie Game.
* Run Rules: 15 runs after four innings and a 10 run rule after 5 innings.
* If a team only has 9 players any time during the game there is NOT an automatic out applied. If a team gets down to 8 players or starts a game with 8 players 1 automatic out will be charged where coach deems in batting order.
* On a walk, batter must only take first base. Batter may not steal second. If there is a base runner on 1 st or 2 nd they may steal an additional base – except home – if the ball is in play. During Allstars or tournament play home may be stolen.
* Base runners may not steal home, unless played upon or an over throw occurs in the infield.
* Runners on third may score from third when a runner at first steals second. The catcher or in-fielder must make a play toward second or an overthrow to the pitcher for the runner on 3rd to advance.
* Runners may not lead off bases until a pitched ball has crossed home plate. Team will get 1 warning then an automatic out will be issued.
* No coaches or assistant coaches will be allowed behind the backstop during their games.
* There is no infield fly rule. Players are encouraged to play the ball. The umpire may call the ball dead and the batter out if a safety issue arises.
* Runners must slide on all bases when played upon. It will be up to the umpire's discretion to call the runner out.
* Head first slides are allowed to recover a base, but to be used at coach's discretion. Please ensure your players are competent in this form of sliding prior to allowing.
* If the batter squares up to bunt as the pitcher begins his delivery, and the pitcher stops before he releases the pitch, this will constitute a dead ball and the pitcher will be charge a ball.
* Batters may not throw the bat. First time will be a warning. Second time will result in an out and the child removed from the game.
* No fake bunting. (square, then swing away).
* We play by Babe Ruth rules except for the in-house rules listed above.
* The umpires will not tolerate any arguing on the field by the coaches, you will be ejected from the game without any warning.
* Last team named on the schedule is the home team, has the third base dug-out and is responsible for raking the diamond and Chalking the lines for home plate and 1st, 3rd field lines. Visiting team will have first base dugout and should try to assist with field prep as identified by home team.
Tournament team eligibility:
* You must play exclusively for BYBA in order to be able to play tournament (All-stars) ball
* Player must play the entire Minor season to be eligible for tournament (All-stars) Team
Policy for the coaches:
* Head Coaches must provide BYBA with continuing education or Babe Ruth approved course.
* Head Coaches choose their assistant coaches from the parents of the children they draft or from parents whose children are already on the team. Head Coach must turn in Assistant Coach information within 1 week of getting team roster.
* Coaches moving to the next level or quitting can't choose the next coach. All head coaching positions are filled by the board.
* Coaches must attend the mandatory pre-season Coaches Meeting.
* BYBA will complete a draft of available players trying to make teams of approximate number and player ability levels. | 1,691 | 922 | {
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Grades
TO
1
GERMS
THE BIG IDEA:
K
FAIR SHARE OR DON'T DARE?
While we often encourage students to share, there are some things that can make us sick if we share them. This sorting game helps students identify what's "Fair Share" from what's "Don't Dare."
Presented by Lysol® in collaboration with NEA and National PTA.
Education Standards: (NHES) Health: 1.2.1, 5.2.1, 7.2.2; (CCSS) English Language Arts: L.K.5; (CCSS) Mathematics: K.MD.b.3
Goals and Skills
Students Will:
* Explain the risks of sharing certain items with others
* Explain what to do to protect themselves from shared germs
* Sort and classify information into categories
Instruction Steps
1. Explain. What are germs? Explain to students what they are, where they live, and how small they are.
* Germs are tiny living things called bacteria or micro-organisms that are all around us all the time
* Germs can live on things we touch, even though they are so tiny we can't see them
2. Discuss. Talk to children about how germs spread. Demonstrate each point using props and by modeling.
Explain that sneezing and coughing can spread germs. If they cover their mouths when they cough or sneeze, they won't spread germs in the air.
Germs can also move from person to person, so it's important to always wash your hands before eating and after going to the bathroom.
It's also important to never share things that touch their mouth, nose, or eyes.
Supplies and Preparation:
* Red and green crayons, markers, or pens
* Make copies of the Fair Share or Don't Dare handout or display on an overhead/projector (see page 3)
* If desired, some extra props for Steps 2 and 4, such as dolls, a spoon, or straw
Before discussing everyone's choices, have students do a Think-Pair-Share. Have students talk with partners about what to share and what not to share and why.
4. Discuss and Reflect. As a final exercise, have students count the items they marked "Fair Share," then count the items they marked with an X. Have them share their numbers. How many did others choose? Invite students to share what they marked. Discuss why each item is "Fair Share" or "Don't Dare."
5. Extend the Lesson. Repeat the "Fair Share or Don't Dare" activity with items in your classroom. Look around the class and sort items into "Fair Share" or "Don't Dare." Consider bringing in props such as gum, a straw, or a spoon.
6. Home Connection. Suggest students try this game at home with their parents and siblings using items around the house.
3. Fair Share or Don't Dare. Distribute the student handout. (Or, project one copy and let everyone discuss together.) First, ask students to identify each object. Then, have them think about the items that touch their mouth, nose, or eyes. Next, have students evaluate what items are "Fair Share"—or items that they can share without spreading germs. Ask students to put a green circle around those items. Have students think about what not to share, or "Don't Dare." Ask students to mark a red X through those items.
Additional Resources:
* CDC – Be A Germ Stopper Poster https://www.cdc.gov/handwashing/posters. html#stopgerms
* CDC - BAM! Body and Mind https://www.cdc.gov/healthyschools/bam/ teachers.htm
* CDC – Healthy Schools Parent
Engagement Materials https://www.cdc.gov/healthyschools/ parentengagement/parentsforhealthyschools.htm
Presented by Lysol® in collaboration with NEA and National PTA. ©2020 RB
Grades
STUDENT HANDOUT: Fair Share or Don't Dare
Name: ___________________________________________________
Put a green circle around things that are Fair Share.
Put a red X through things that you Don't Dare to share.
Presented by Lysol® in collaboration with NEA and National PTA.
©2020 RB | 1,660 | 905 | {
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SOF INTERNATIONAL
ENGLISH OLYMPIAD
CLASS
3
SAMPLE PAPER SYLLABUS 2023-24
| PATTERN & MARKING SCHEME | | | | |
|---|---|---|---|---|
| Section | (1) Word and Structure Knowledge | (2) Reading | (3) Spoken and Written Expression | (4) Achievers Section |
| No. of Questions | 15 | 10 | 5 | 5 |
| Marks per Ques. | 1 | 1 | 1 | 2 |
SYLLABUS
Section – 1 : Word Power : Homophones, Collocations, Spellings, Words related to animals, Household things, Clothes, Basic emotions, Food, Animals and Pets, etc., Synonyms and Antonyms, Gender, Number, Proverbs, Idioms, One Word, Nouns, Pronouns, Verbs, Adverbs, Adjectives, Articles, Prepositions, Simple Tenses, Conjunctions and Punctuation, Basic Questions, Question tags, Jumbled words, etc.
Section – 2 : Search for and retrieve information from various text types like Stories, Anecdotes, etc., Understand information through pictures, Time-table format, etc., Acquire broad understanding of and look for specific information in short texts like messages, Invitations, etc.
Section – 3 : Ability to understand situation-based variations in functions like apology, greeting, introduction, request, etc.
Section – 4 : Higher Order Thinking Questions - Syllabus as per Sections 1, 2 and 3.
WORD AND STRUCTURE KNOWLEDGE
1. Find the odd word.
(A) French
(B) India
(C) German
(D) Japanese
2. Choose the odd pair.
(A) Nurse : Patients
(B) Pilot : Airplane
(C) Waiter : Guests
(D) Teacher : Students
Direction (Q. No. 3 and 4) : Fill in the blanks.
3. My mother gave me _________ useful advice.
(A) the
(B) a
(C) an
(D) no article
4. The train
at 6 pm daily.
(A) arrive
(B) arrives
(C) arriving
(D) arrival
READING
Direction (Q. No. 5 and 6) : Read the article and answer the following questions.
KARAOKE
Karaoke was created thirty years ago in Kobe, Japan. It actually means 'empty orchestra' and was popular with businessmen who wanted to relax at the end of a hard day. People could sing confidently along with the help of original tunes. Karaoke has become very popular now among all sections of the society and even as a part of wedding celebrations. Singing songs among friends with musical accompaniment creates a pleasant atmosphere and is so much fun!
5. Singing along with music is enjoyable because ________________.
(A) it is easy and fun to sing with music
(B) the songs are popular
(C) it is a part of the celebrations
(D) everyone is illiterate
6. This form of singing requires ________________.
(A) traditional music
(B) background music
(C) live bands
(D) recording devices
2
SPOKEN AND WRITTEN EXPRESSION
Direction (Q. No. 7 and 8) : Choose one sentence to complete the dialogue.
7. Situation: You and your old grandfather want to cross a road safely.
Response :!
(A) Let's run, Grandpa
(B) Be careful, Grandpa
(C) Don't stop, Grandpa
(D) Let's return, Grandpa
8. Situation: You have to see off a friend, who is going to another country.
Response :
(A) Are you really going away?
(B) Don't talk to strangers!
(C) Have a wonderful journey!
(D) Don't forget me!
ACHIEVERS SECTION
Direction (Q. No. 9 and 10) : Fill in the blanks.
9. You should take your overcoat. It's __________ cold outside.
(A) absolute
(B) complete
(C) extremely
(D) rarely
10. “Where do you get all these fantastic ideas from? I find them totally ___________! They make no sense at all,” yelled Mrs. Wodehouse.
(A) serious
(B) stupid
(C) boring
(D) tired
SPACE FOR ROUGH WORK
ANSWERS | 1,877 | 936 | {
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Climate-related hazards: How smallholders can mitigate its consequences
By Dr Lindumusa Myeni, ARC-Soil, Climate and Water
Rainfed crop production remains the main source of food security and livelihoods for rural communities in South Africa, but presents the challenge of climate variability due to its high dependence on weather variables such as rainfall and temperature.
diversification, intercropping and crop rotation that will improve the efficient use of the cropping area, and minimise total loss of production due to unforeseen weather conditions.
South African farmers are facing changing rainfall patterns (i.e. rainfall onsets and amounts), elevated temperatures, as well as frequent occurrence of weather-related risks such as drought, dry spells, heatwaves, floods, frost, hailstorms, crop pests and diseases. These risks are expected to increase in frequency and intensity, hence threatening food security and livelihoods of most farmers, with small-scale farmers being among the most vulnerable.
For smallholder farmers, crop yields are closely linked to food security and livelihoods. Therefore, the need for the uptake and use of innovative approaches that can minimise the risks and losses associated with climate variability, increase food production and conserve natural resources, are becoming more urgent to enhance these farmers' climate resilience.
Mitigating climate variability
This article provides a short overview of different practices reported in research studies to be effective in assisting smallholder farmers to cope with climate variability in the Southern Africa region. However, it is worth mentioning that adaptation strategies are not a 'one size fits all' solution. Farmers are encouraged to employ a combination of practices that are feasible, affordable and suitable based on their local context, exposure, vulnerability and available resources.
Good agronomic practices The selection of crop types best suited to their soil types and climate conditions is the first step for sustainable agricultural production. Farmers should adopt cropping systems such as crop
Moreover, farmers are encouraged to adopt improved agronomic practices such as good soil fertility management (organic and inorganic fertilisers), correct spacing and plant population, timely planting, weeding and pest control. To ensure optimal seed germination, they should only plant when there is sufficient soil moisture and avoid planting on cold days.
Improved soil and water conservation The availability of adequate amounts of groundwater required by a crop at a specific growth stage, is crucial for crop production. As nothing can be done to change rainfall patterns, more efforts should be invested in capturing, storing and making effective use of every single raindrop. Therefore, farming practices that maximise water infiltration and retention such as water harvesting, minimum tillage and improved soil organic management are recommended. Farming practices that protect the soil from erosion and reduce water losses, such as mulching and cover crops, are also recommended.
Uptake of information services Farmers are encouraged to use weather forecasting, early-warning systems and agrometeorological advisories to make informed decisions. Accessibility to reliable climate information allows farmers to plan their activities effectively and make informed decisions regarding different management practices such
Farmers should always plant good quality seed during the right soil conditions at the right time. Based on the climate risks they are exposed to, they should select seed varieties that are resistant to the particular risk threatening their crop production.
Crop diversification is one of the strategies that can increase food and nutrient security of smallholder farmers under the threat of climate variability.
as when to plant, spray and weed for sustainable agricultural production.
One such service is the Agrometeorology Programme of the ARC-Soil, Climate and Water (ARC-SCW). It supports sustainable agricultural production and efficient use of natural resources. A weather station network comprising around 600 stations distributed across all agro-climatic zones in the country, allows the ARC to supply the agricultural community with weather and climate data to support planning and decision-making.
Adapt or perish
Climate change is real and will stay with us for decades to come, no matter what mitigation strategies we undertake today. Farmers are encouraged to apply all recommended practices to improve their productivity, profitability, and climate resilience and which have the potential to reduce or prevent environmental damage wherever possible. SF
For more information, contact Dr Lindumusa Myeni on 012 310 2676 or email email@example.com. | 1,968 | 854 | {
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Homework
English and maths homework will be sent home every Friday. This should be completed by the following Wednesday. Your child should also practise their timetables using Times Table Rock Stars as often as they can. Every week, we will be celebrating the most active players on TTRS.
Meetings and Appointments
We are always happy to talk to you about your child's progress and well-being. Our busiest times of the day are at the start of the day when children are arriving and at the end of the day, when we are ensuring children are dismissed safely. We can receive messages at these times but for any personal or confidential matters, please call or email the school and we will call you back.
Miss Chambers 3B Class Teacher
Mr Knowles3A Class Teacher
Mrs Taylor Teacher working across both classes
Attendance
It is important that your child attends school every day. If they are absent please make sure that you inform the school immediately.
0121 464 5662
Key Dates for your Diary
PE is every Monday. Your child needs to wear PE kit into school on this day.
Book change day to be confirmed
Forest School:
3A: Tuesday 26th September & Tuesday 17th October
3B: Wednesday 27th September & Wednesday 18th October.
Trip to Sarehole Mill
3B: Friday 22nd September.
3A: Thursday 21st September.
Spiritual Moral Social Cultural
We will be having debates and discussions on a range of issues during our P4C (Philosophy for Children) lessons. We will also be learning about different cultures and dispositions during our weekly phase assemblies and daily reflection times. Taking part in a wide range of activities and workshops will continue to raise our awareness of how to keep ourselves and others safe, happy and healthy.
Enriching Lives: Unlocking Potential High Expectations. Integrity. Nurturing. Always Learning. Working Together. Taking Responsibility – No Excuses
Year 3 Curriculum Letter Autumn Term
Welcome back!
Our topic this term is Stone Age to Iron Age.
This booklet will explain what your child will be learning over the coming weeks and how you can support their progress at home. We are really looking forward to continuing to work with you this term.
Maths
In maths, we will be focusing on number and place value. We will be using a range of apparatus to help the children understand the value of each number.
They will use this to add and subtract using numbers up to 100. Children need to be confident at reciting their timetables. They should be working on their 2, 3, 4, 5 and 10 times tables.
To support your child further, please use Timestable Rockstars at home. Please get in touch if your child needs a username and password.
Writing
In writing, we will be concentrating on instructional writing. Children will learn the features and the language needed to write a set of instructions. We will also be focusing on writing recounts and knowing the importance of why we use them. Please read a range of text types with your child so that they are familiar with the different features and purposes.
Reading
Reading books will be changed once a week.
Please make sure you write comments in the reading record about how reading is progressing at home. Regular reading is vital to your child becoming a confident writer.
Grammar and Punctuation
In grammar, we will focus on using co-ordination (or/and/but) and subordination (when/if/that/because). We will also be concentrating on suffixes and the rules that will help to spell them correctly.
Encouraging your child to write imaginative stories alongside using these focuses will help them create interesting stories.
Science
In science, we will be focusing on animals, including humans. We will be discussing nutrition, food groups and the skeletons, specifically vertebrates and invertebrates. In addition to this, we will be investigating different groups of rocks and minnerals, alongside different types of soils and finally we will be studying fossils.
Religious Education
Our religious education focus this term will include sharing and being generous. We will also learn how different religions embed this principle into their practice. The term will conclude with discussion around caring for others, animals and the environment, and how religions show this.
History
The focus in history is to investigate and interpret the past and use more than one source of evidence to find answers about the stone age. You child will be able to describe changes that have happened throughout history.
Children will understand the concept of change over time, representing this, along with evidence, on a time line.
Art
In art, we will be investigating various different artists and their work. We will then be working carefully to learn stitching, weaving, plaiting and quilting through different techniques and using different materials.
Brilliant Beginnings
Children will be having a Stone Age experience day trip to Sarehole Mill. 3A will go on Thursday 21st September. 3B will go on Friday 22nd September.
Fabulous Finish
Create a class information book about the Stone Age. | 1,994 | 1,049 | {
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COVID-19 Guidelines
Updated January 2022
People who test positive for COVID-19 should stay home and isolate for 5 days. Day 1 is the first day of symptoms, or the date of positive test if you are asymptomatic. We recommend older children and adults stay in their own room and use a separate bathroom when possible. This also means masking when in shared spaces. If symptoms are improving and you are without fever for 24 hours, follow that by 5 days of wearing a well-fitting mask when around others to minimize the risk of infecting others as you may still be contagious.
People who are exposed to someone with COVID-19 and are fully vaccinated* should wear a well-fitting mask around other people for 10 days and get tested 5 days following exposure. If you develop symptoms following an exposure you should get tested and stay home.
*Fully vaccinated means you have received your vaccine booster or you have completed the primary COVID-19 vaccine series within the past 6 months.
People who are exposed to someone with COVID-19 and are not vaccinated or it has been more than 6 months since completion of COVID vaccine series and are not boosted should stay home and quarantine for 5 days (even with a negative test). You should not go to school or work. Quarantine is then followed by wearing a well-fitting mask around others for an additional 5 days. Testing is recommended 5 days following exposure. Young children and infants who are not vaccinated and are unable to wear a mask should quarantine for 10 days.
Other things to consider…
Contact your child's school if your child has symptoms of COVID-19, has tested positive for COVID-19, or has been exposed to someone with COVID-19. Each school and school district has different requirements for testing and quarantine duration and will let you know when your child may return.
At this time we are not able to see anyone with known COVID-19 infection or COVID-19 exposure in the office. For those with mild symptoms and known COVID exposure, a telemedicine visit with one of our providers may be appropriate and COVID, influenza, and/or strep throat testing may be ordered at an outside location when indicated. For those with moderate or severe symptoms (including chest pain, shortness of breath, or possible dehydration), evaluation and testing should be done at a pediatric urgent care or emergency room.
Vaccination is the best way to protect yourself and reduce the impact of COVID-19 on our communities. COVID-19 vaccination decreases the risk of severe disease, hospitalization, and death from COVID-19. We, your healthcare providers, strongly encourage COVID-19 vaccination for everyone 5 and older and boosters for everyone 12 and older.
What to do if you are sick with COVID-19
* Most people have mild illness and are able to be cared for at home. Get rest and stay hydrated. Tylenol or ibuprofen may help you feel better.
* Stay home and separate yourself from other people as much as possible. Stay in a specific room and away from other parts of the house. If possible, you should use a separate bathroom. Wear a mask over your nose and mouth if you need to be around other people in the home.
* Avoid sharing personal household times such as dishes, cups, utensils, towels, or bedding.
* Clean and disinfect all high-touch surfaces daily including phones, remotes, counters, tabletops, doorknobs, bathroom fixtures, toilets, keyboards, and tablets.
* Cover your mouth and nose when you cough or sneeze. Wash your hands with soap and water for at least 20 seconds. Alcohol-based hand sanitizer (60% or greater) can also be used.
* Tell your close contacts (see below) that they may have been exposed to COVID-19. An infected person is most contagious during the 2 days before they have any symptoms or test positive and the first few days of illness..
* If you have trouble breathing, pain or pressure in the chest, or confusion you should go to the ER immediately.
Quarantine vs. isolation
* Quarantine is used to keep someone who might have been exposed to COVID-19 away from others. This helps prevent spread of disease that can occur before a person knows they are sick. People in quarantine should stay home, separate themselves from others, and monitor for symptoms.
* Isolation keeps someone who is infected with the virus away from others, even in their home.
What counts as a close contact?
* You were within 6 feet of someone who has COVID-19 for a total of 15 minutes or more, even if you were both wearing a mask
* You provided care at home to someone who is sick with COVID-19
* You had direct physical contact with the person (hugged or kissed them)
* You shared eating or drinking utensils
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Honey Bee Yellow Book Unit 9 Learning Fun
Letters:
1. T 先秀字母閃卡, 帶著 kids 正音 n. /n/, nail
n---nail
Fun Learning
2. T 準備以前教過 n 開頭的字圖卡, 讓 kids 複習, 例如: nine, nose, net, no, name, nut, nurse
3. T 做 6 張釘子圖卡, 和 a, ant ~m, mouse 圖卡一起放進神秘袋中, 將 kids 分兩組, 每組輪流抽字母圖卡, 並說出抽到的字母, 發音和單字, 抽到 n 的可以得兩分, 其他的得 一分
Key Words:
1. T 利用閃卡教本課單字: pencil, eraser, scissors, glue
2. T 拿出真實物品讓 kids 說出單字
3. 將物品 kids 分成四組, 讓每組傳遞真實物品並說出單字
----------------------------------------------------------------------------------------------------------------------
Sentences: Can I borrow your pencil? Sure!
1. T 將 pencil, eraser, scissors, glue 發給 kids, 一人一樣物品, 發的時候教 kids 說 your pencil, your eraser, your scissors, your glue
2. T 將 kids 分成 AB 兩組: 先帶著 A 組說 Can I borrow, 再帶著 B 組說 your pencil? 以同樣方式練習借用其他物品, 之後, AB 組互換再練習一次
3. T 準備一個骰子, 將 kids 分組比賽, 每次請各組推派一位 kid 出列比賽 說出擲出的物品, 然後去跟 T 借該物品, 最先借到的可以得一分,
---------------------------------------------------------------------------------------------------------------------
Story:
1. T 秀課本 P37, P38 介紹故事
The kids are learning letters. Jimmy and Bubble are writing letters. Betty glues some colored paper pieces to make a pretty picture. Now she needs a pencil. Betty asks, "Can I borrow your pencil?"
Jimmy answers, "Sure!"
You can also say, "May I borrow your pencil, please?" for a more polite way to borrow things. Now you try!
Song
Daily English
Workbook
Song: Can I Borrow?
1. T 秀真實物品 pencils, erasers, scissors, glue 讓 kids 練習說法
2. 將 pencils, erasers, scissors, glue 閃卡貼白板, 練習一次說法, 之後將 pencils 閃卡拿走 帶著 kids 說 I don't have pencils. No, I don't. No, I don't.
以同樣方式教 I don't have erasers. No, I don't. No, I don't.
I don't have scissors. I don't have glue. No, I don't. No, I don't.
3. 播放歌曲並帶著 kids 一邊唱一邊跳律動 (動作請參考律動 DVD)
1. T 先以角色扮演方式教 I have a runny nose. I need tissue.
2. 讓 kids 傳面紙盒並說 I have a runny nose. I need tissue.
3. T 可以將對話加長:
A: Are you OK?
B: No! I have a runny nose.
I need tissue.
A: Here you are. (Pass the tissue.)
B: Thank you. You are so kind.
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Title:
BULLYING PREVENTION AND INTERVENTION
Adopted:
January 12, 2010
Reviewed January 1, 2013, November 2021
Revised:
March 2017
Authority:
Education Act, R.S.O. 1990, CHAPTER E.2
O. Reg. 472/07, Suspension and Expulsion of Pupils
O. Reg. 612/00, School Councils
PPM 128: The Provincial Code of Conduct and School Board Codes of Conduct
PPM 144: Bullying Prevention and Intervention
POLICY
It is the policy of the Bloorview School Authority that bullying not be accepted on school property, at school-related activities, on school buses, or in any other circumstances.
GUIDING PRINCIPLES
1. The Bloorview School Authority recognizes that bullying:
- adversely affects a student's ability to learn;
- adversely affects healthy relationships and the school climate;
- adversely affects the school's ability to education its students.
2. Bullying is typically a form of repeated, persistent and aggressive behaviour that is directed at an individual or individuals that is intended to cause (or should be known to cause) fear and distress and/or harm to another person's body, feelings, self-esteem, or reputation. Bullying occurs in a context where there is a real or perceived power imbalance
3. Students may attain or maintain power over others in the school through real or perceived differences. Some areas of difference include but are not limited to size, strength, age, intelligence, economic status, social status, solidarity of peer group, religion, ethnicity, disability, need for special education, sexual orientation, family circumstances, gender and race.
4. Bullying is a dynamic of unhealthy interaction that can take many forms. It can be physical (e.g. hitting, pushing, tripping), verbal (e.g. name calling, mocking, or making sexist, racist, or homophobic comments), or social (e.g. excluding others from a group, spreading gossip, or rumours). It may also occur through the use of technology (e.g. spreading rumours, images, or hurtful comments through the use of e-mail, cell phones, text messaging, Internet Web site, or other technology).
5. Cyberbullying is the use of information and communication technologies, such as e-mail, cell phone and text messages, instant messaging, personal Web sites and on-line personal polling Web sites, to support deliberate, repeated and hostile behaviour by an individual or group, which is intended or perceived to harm others.
6. Bullying prevention is a whole-school approach that heightens expectations for a safe, caring and inclusive school climate. It includes a shared understanding about the nature and underlying causes of bullying and its effects on the lives of individual students and the school community.
7. Bullying intervention is a comprehensive and effective response to the bullying incident that takes into consideration all parties involved in the bullying incident. It should provide specific supports for the student who has been bullied, intervention for the student who was bullying, and strategies for responding to students who were directly observing the bullying incident.
8. The policies and procedures on bullying prevention and intervention should be evaluated regularly with the School climate survey acting as a component of this evaluation.
PROCEDURES
1. Policies and procedures on bullying prevention and intervention, and the definition of bullying shall be communicated to students, parents, teachers and other school staff, school councils, volunteers and school bus operators/drivers.
2. Supports shall be provided for students who have been bullied, students who have bullied others, and students who have been affected by observing bullying. | 1,633 | 743 | {
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Webex Teams 101 Class Handout
Change Your Status to Do Not Disturb
Create a Team
1. Click your Avatar
2. Select Status
3. Select the duration you do not want to be disturbed
2. Enter the person's name or email
3. Select the result that displays
4. Press Enter
1. Click the Plus + icon and select Create a Space
2. Enter the Name of the Space
3. Enter Names and Emails of people you want in the space
4. Select the results that display
5. Click Create
1. Click the Plus + icon
2. Enter a Name and Description for the Team
3. Click Create
4. Select Spaces and click the New Space Plus + icon to add Spaces to the Team
5. Select Team Members and click the Add Team Member Person icon to add people to the Team
Messaging
1. Select a Space
2. Type message and press Enter
Create a Meeting
Ad-hoc Meeting
1. Select a Space
2. Click the Meet icon
Everyone in that space receives a notification that a meeting has started.
Scheduled Meeting
1. Select a Space
2. Open the Activity Menu
3. Click the Schedule Icon
Your Calendar opens with everyone in the Space already in the invitee list. If you add additional invitees, they are added to the meeting, but are not added to the Space.
Start or Join the Meeting
Click Now button in Teams next to the meeting
Activity Icons
- Message – Takes you back to Space messaging
- Whiteboard – Shows previously created Whitboards and add more.
- Schedule – Prompts Calendar to schedule meeting
- People – View people in Space and Add people to Space
- Files – View Files added to Messages
- My Threads – View list of threads you are a part of in Space
- Links – View the list of links you have shared with the Space
- Share Screen – Allows you to choose Screen or Application to share with Space and prompts Ad-hoc meeting
- Meet – Prompts Ad-hoc meeting
Space Functions
You can Right-click on a Space to perform functions specifically to that Space.
- Add or Remove favorites
- Ad-hoc Call the Space
- Add People to the Space
- Edit Space settings, such as the Name or Avatar image
- Choose if you want to be Notified for a space or only specific types of Notifications
- Add the Space to a Team
- Leave the Space
- Mark Space as read
- Peek in Space
- Open in new window
You can also select the Information icon to perform functions specifically to that Space.
Functionality available depends on the type of Space and who owns it.
- Edit Space settings
- Control Notifications to a Space
- Add Apps, which can give added functionality to a Space
- View the Space polity
- Add the Space to a team
- Become the Moderator of the Space
- View the Meeting capabilities of the Space
- Leave the Space
You can also select the Star icon to tag the space as a Favorite.
Searching and Filters
Use the Search field to find specific keywords or phrases. Once selected, you can further refine searches In a certain Space, From someone, or With people you share spaces.
Use Filters to limit what you see or to see All.
- Notifications – Spaces you asked to be Notified
- Unread – Messages you haven't read yet
- People – Only displays 1:1 Spaces
- Mentions to Me - @mention for you only
- Mentions to All - @mention for All
- Threads – Threads of messages you are a part of
- Flags – Messages you've flagged
- Show Favorites on top
- Separate People and Space
Want More Information? Go to https://help.webex.com and click the Getting Started icon, or Click Here. | 1,625 | 797 | {
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Healthy Food and Drinks For Catering
AGUIDE TO P L A N N I N G H E A LT H I E R F O O D A N D D R I N K C H O I C E S
Choose a variety of fresh foods and limit processed or packaged foods
Serve any of these foods
Any of these foods
Any of these foods
Limit choices from here
Morning or
Afternoon Tea
Light Lunch
Community BBQ
Savoury Snacks
Fresh fruit platter
Fresh fruit skewers
Plain or fruit scones
Sandwiches on wholemeal or wholegrain bread
Wholegrain wraps with vegetarian fillings
Pasta or rice salad with vegetables
Lean meat burger patties
Chicken skewers
Lean meat steaks
Nuts and seeds trail mix
Baked legume snacks (chick peas, fava beans)
Air popped pop corn
Cheese & wholegrain crackers
Hummus or tzatziki dips with vegetable sticks
Mini savoury muffins
Salads or chopped vegetables
Vegetable frittata
Steamed buns or dumplings
Wholemeal or multigrain bread and bread rolls
Wholegrain wraps
Wholemeal lavash or pita bread
Steamed dim sum or dumplings
Savoury mini muffins
Vegetable sticks with low fat dips
Dried fruit mix
Nuts and seeds trail mix
Muesli or cereal slices
Sushi
Rice paper rolls
Cheese platter with vegetables & wholegrain crackers
Chopped salad vegetables
Corn on the cob or mushroom 'steaks'
BBQ vegetable skewers
Meatballs
Baked falafel
Vegetable fritters
Mini muffins
OR
Banana loaf
OR
Sweet biscuits
Mini quiches
OR
Pastries
OR
Spring rolls
Lean meat sausages
OR
Bacon or ham steaks
OR
Marinated meat skewers
Spring rolls
OR
Samosas
OR
Mini pizzas
1
Consider these swaps to provide healthier options
| Swap For This | |
|---|---|
| Processed meats like salami or bacon | Lean meats such as chicken breast or turkey |
| White bread or wraps | Multigrain or wholemeal varieties |
| Full fat cheese and yoghurt | Low fat varieties |
| Butter | Margarine or olive oil spreads |
| Dressing, sauces, condiments and spreads | Low or reduced salt varieties |
| Cakes and baked goods | Raisin or fruit bread, plain or fruit scones, bagels or pikelets |
| Rice crackers and savoury biscuits | Wholegrain varieties |
| Fruit drinks, soft drinks, cordials and other sugar sweetened drinks | Water |
Tips for providing smaller portion sizes
Providing smaller portions is an easy way to help people make healthier choices. It can also help to minimise food waste.
For muffins and baked goods, if you can't purchase smaller portions, cut large portions into halves or quarters.
For sandwiches, rolls and wraps, cut larger portions into halves or quarters.
Using smaller cups, plates, and serving spoons makes it easier for people to select smaller portions.
Check off the following to provide healthy choices
Water is readily available and promoted
Soft drinks, juices or cordials are not provided
Offer a variety of vegetables including salads, sandwich fillings or cut up vegetables for dipping
Offer a variety of fruit including freshly cut, dried or added to salads
Offer vegetarian and plant-based alternatives
Provide smaller portions (see tips below)
Safe food handling and storage practices are in place
Sustainability
Reduce packaging by choosing foods and drinks with little to no packaging
Use reusable, recyclable or biodegradable cutlery, cups, plates and platters where possible
Ask guests to bring their own water bottles and reusable cups
Select seasonal fruit and vegetables Consider a plan for composting food scraps
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ELA: We are focusing on writing this month! In reading we are working on writing a spectacular summary. The summaries will contain all the fantastic things we have learned about plot and story structure. We also will write a personal narrative in language arts class. The narrative will focus on sensory details as well as dialogue. Write On!
SOCIAL STUDIES: We have been VERY busy in SS class. We have been learning about and discussing the topic of Activism. We gained a lot of insight as to why activists are needed as we took an indepth look at the conditions in sweatshops and their locations. We made the lessons personal by having the students look at various clothing labels in their closets to see the countries from which those items were imported. Then in class locate those countries on a map. We are now turning our attention to voting as the Presidential Election nears. We plan on having a Mock Election to simulate a real election. Stay tuned for the results!!
SCIENCE: Wow! Mrs. Peterson is excited about Science, The students are studying their Amplify unit on Geology on Mars! Students are learning all about Mars, geology, the solar system, and beyond. Students are working on their astronomy projects that are due November 2. My office hours are 2:00-2:45, Monday-Friday, and I would love to talk to any of my parents or guardians with any questions or concerns. Please send me an email at firstname.lastname@example.org to set up a meeting.
MATH: Greetings from Mr. Lega and Mrs. Tucker-Smith! We are wrapping up rational number operations dividing rational numbers. The plan is to take topic 1 assessment Nov.5. Also, we will continue to utilize Imagine Math to build and strengthen their foundations so they can flourish. If you have not already, make sure to join your mathematicians Google Classroom so you can stay current with assignments. Our office hours are 2:00-2:45, Monday-Friday and we can be reached at email@example.com and firstname.lastname@example.org.
CALENDAR EVENTS
October 13-30 MAP Testing Oct. 21- Early Release Nov. 3- No School Nov. 24- Parent-Teacher Conferences & Report Cards Distributed Nov. 25-27- No School
Welcome Back !
New adventures are in front of us this school year. 7th and 8th grade students if you have library books from last year put them in a safe place so you can bring them back. Have a Great School year and remember to Read, Read, Read. Mrs. HutsonLibrarian
Bienvenue dans le classe de français de Mme Kejera/Welcome to Mrs. Kejera's French class. Students are sharing things they like and things they don't like in French. The objective for this month is for students to be able to discuss la rentrée, teens in France and French Speaking Countries. It is a joy to see and hear the students express their likes and dislikes and also for students to be able to invite someone and accept or refuse an invitation in French. It is really a joy. C'est vraiment un plaisir.
PE/Health: PE class has kicked off the year by doing their daily exercises virtually. Participation has been great! Health classes have started their Food and Nutrition unit | 1,337 | 710 | {
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Last Time
- To predict future salary:
- Gather salaries y1, y2, . . . , yn.
- Find a prediction h ∗ which minimizes the mean error:
- We saw that R(h) is minimized by Median(y1, . . . , yn).
- We turned learning into a math problem and solved it.
Two things we don't like
1. Minimizing the mean error wasn't so easy.
2. Actually computing the median isn't so easy, either.
In This Video
Is there another way to measure the quality of a prediction that avoids these problems?
Recommended Reading
Course Notes: Chapter 1, Section 1
The mean error is not differentiable
- We can't compute d dh | y i − h | .
- Remember: |yi − h| measures how far h is from yi
- Is there something besides |yi − h| which:
1. Measures how far h is from yi, and
2. is differentiable?
.
The mean error is not differentiable
- We can't compute d dh | y i − h | .
- Remember: |yi − h| measures how far h is from yi.
- Is there something besides |yi − h| which:
1. Measures how far h is from yi, and
2.
is differentiable?
The Squared Error
- Let h be a prediction and y be the right answer. The squared error is:
- Like error, measures how far h is from y.
- But unlike error, the squared error is differentiable:
The Mean Squared Error
- Suppose we predicted a future salary of h1 = 150,000 before collecting data.
- A good prediction is one with small mean squared error.
total squared error: 1.0652 × 10 10
mean squared error: 2.13 × 10 9
The Mean Squared Error
- Now suppose we had predicted h2 = 115,000.
- A good prediction is one with small mean squared error.
total squared error: 3.47 × 10 9
mean squared error: 6.95 × 10 8
The New Idea
- Make prediction by minimizing the mean squared error:
- Strategy: Take derivative, set to zero, solve for minimizer.
The New Idea
- Make prediction by minimizing the mean squared error:
- Strategy: Take derivative, set to zero, solve for minimizer.
Question
Which of these is dRsq/dh?
Solution
Set to zero and solve for minimizer
Question
Bonus: the mean is easy to compute
```
def mean(numbers): total = 0 for number in numbers: total = total + number return total / len(numbers)
```
- Time complexity: Θ(n)
- Median by sorting: Θ(n logn)
- But there's a Θ(n) way to find median: quickselect.
- DSC 40B.
Outliers
- The mean is quite sensitive to outliers.
- |y4 − h| is 10 times as big as |y3 − h|.
- But (y4 − h) 2 is 100 times as big as (y3 − h) 2 .
- Squared error can be dominated by outliers.
Example: Data Science Salaries
- Data set of 1121 self-reported data science salaries in the United States from the 2018 StackOverflow survey.
- Median = $100,000
- Mean = $111,032
- 95th Percentile: $200,000
Example: Data Science Salaries
Salary
Distribution
Example: Data Science Salaries
Example: Income Inequality
Chart: Lisa Charlotte Rost, Datawrapper
Example: Income Inequality
Summary: The Mean Minimizes the Mean Squared Error
- Our problem was: find h ∗ which minimizes the mean squared error, Rsq(h) = 1 n n ∑ i=1 (yi − h) 2 .
.
- The answer is: Mean(y1, . . . , yn)
- Using mean squared error biases the prediction towards outliers.
- Next time: We consider both the mean error and the mean squared error as part of a more general framework. | 1,694 | 881 | {
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Life With The Grants
This story takes place in Virginia in 1920 in the little community of Bone Holler. The Grant family moved into a little, six room shanty. They were tenant farmers for the richest man in Washington County; old man Humphrey Conrad.
Let me tell you a little about each Grant so you can see why I loved living there.
The matriarch of the Grant family was Mammy Maybelle. She was one of the wisest people I have ever known. She was an advocate for education and made sure all her chil'en and grandchil'en could read, write, and do figurin' (they call it Math nowadays). She was a proud woman who taught her child'en and grandchil'en to be respectful of others even when they did not show it to them.
"We live by the Good Book chil'en. Some people don't. We's just got to pray for 'em and move on," Mammy said on more than one occasion.
Mammy's son, William Robert, was her pride and joy. Everyone called him Billy Bob after his daddy. His daddy had passed away in a mining accident when Billy Bob was just nine years old. Billy Bob had worked hard in school and college and was now a teacher at the Negro High School.
Billy Bob met his wife, Lanella Hodges when they both attended college. Lanella was a beautiful woman. She was quiet until she started to sing. That woman had the voice of an angel.
Now for the chil'en: first was Mary Esther, the athletic one. She played on the local basketball and softball teams. She hoped to earn a sports scholarship so she could attend college
in two years when she graduated from high school. Second was Daniel Adam. Daniel was a musical genius like his momma. He played piano, guitar, banjo, harmonica, and he could sing, too. He hoped to go to the School for the Arts in Richmond and pursue his music. Third was Joseph Ezekiel. He was the dreamer just like his namesake in the Bible. He read everything he could get his hands on and loved to write. He really wanted to work for a newspaper but he'd have to see if that worked out for him. Fourth was Naomi Ruth. She was the little rebel. She always had an argument to get out of chores. Mammy used to tell her she would either be a lawyer, politician, or convict when she grew up. Then Mammy would throw her head back and laugh one of those chuckles that rolled around in your belly till you had everyone else laughin' along with you. Lastly, there was baby Benjamin Paul. There's not much to tell about him. When he was only two, he got scarlet fever and died. That sure was a sad time at the Grant's.
I have digressed for too long. I wanted to tell you about my life with the Grant family.
My name is Limley Gilbert. I came to live with the Grant family when I was only one year old. That family treated me like one of their own.
The chil'en took me fishin' at Coram's Creek when they would go. They knew how much I loved jumpin' in the creek. But I didn't like takin' a bath when I got home though.
I always got fed good. Mammy made sure of that.
When Mrs. Lanella sang, I did my best to join in to the delight of all the others.
On Sunday, everyone dressed in their finest to go to church. Of course, I tagged along. I didn't know all church services wasn't like theirs until later. They had singin', clappin', aLIFE WITH THE GRANTS
menin', shoutin', praising the Lord, and a powerful sermon from the preacher. Mrs. Lanella told us about a church she attended while she was at college.
"They sang hymns but there was no clappin', shoutin', or praisin' goin' on. The message was nice but not like Preacher Collins' who brought you to your knees," Lanella said.
So glad I got to live with the Grant family. I sure have happy memories of my life with them.
I died when I was eleven years old but that's a pretty good life for a German Shepherd. At least that's what I heard Billy Bob tellin' the chil'en when they buried me beside Coram's Creek. | 1,342 | 922 | {
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Florida Gateway College General Learning Outcomes
Communications: Demonstrate the ability to understand and be understood through effective reading, writing, speaking, and listening skills.
Student will demonstrate the ability to understand and respond to college level reading assignments through the application of effective reading skills.
Student will demonstrate the ability to understand and to produce effective writing.
Student will demonstrate the ability to apply effective listening skills.
Student will demonstrate the ability to understand and produce effective speaking.
Critical Thinking: Demonstrate the knowledge and ability to evaluate carefully and apply reasoning to differentiate between facts, inferences, assumptions and conclusions.
Student will demonstrate the ability to question and evaluate information (data, ideas or concepts) for accuracy, objectivity and quality.
Student will demonstrate the ability to analyze information (data, idea or concepts) in context to draw appropriate and well supported conclusions.
Student will demonstrate the ability to synthesize ideas from a variety of sources producing an original product.
Cultural Awareness: Demonstrate an awareness, understanding and appreciation of the interconnectedness of cultures within and across local, regional, state, national and global communities.
Student will acquire an awareness of cultural differences and/or interconnections based upon multiple perspectives of either culture outside their own or the interconnections of cultures, languages and/or nations at various levels, including international.
Student will demonstrate the ability to reflect upon cultural differences and/or interconnections, resulting in the formulation of their own responses to the culture or global issue and be able to relate such reflection through written or spoken analysis, contrast/comparison and informed deliberation.
Student will begin to develop greater tolerance and appreciation of cultural differences and/or interconnections and by extension begin to develop a global perspective, through the identification of positive elements in different cultures.
Information Literacy: Demonstrate the ability to locate, comprehend, evaluate and use information effectively and ethically.
Student will demonstrate the ability to locate relevant resource materials available in the library or through the Florida college system in either electronic or print format.
Student will demonstrate the ability to differentiate between reliable and unreliable Web sites and relevant subject databases provided through the library, and utilize reliable electronic web resources to support their beliefs, position, and/or argument.
Student will demonstrate the ability to use information derived from a variety of sources in accordance with the laws and guidelines of "Fair Use" and intellectual property rights.
Student will demonstrate the ability to gather information by using an internet search engine.
Quantitative Reasoning: Demonstrate the ability to use numerical, geometric and measurement data in computations and reasoning to draw logical conclusions and make well-reasoned decisions.
Student will demonstrate the ability to make necessary numeric conversions from measurements in both the US and Metric Systems.
Student will demonstrate the ability to interpret mathematical models such as formulas, graphs, tables, and to draw inferences from them.
Student will demonstrate the ability to estimate and check answers to problems in order to determine reasonableness, identify alternatives, and select optimal results.
Scientific Reasoning: Demonstrate the ability to apply empirical evidence to describe, understand and predict natural phenomena.
Student will demonstrate an understanding of fundamental scientific principles and their application to scientific research and to society.
Student will demonstrate the ability to utilize and apply technological data to understand natural phenomena.
Student will demonstrate the ability to apply these steps of the scientific method to solve problems by:
Observation of natural phenomena
Interpretation of the natural phenomena through formulation of a hypothesis which is a tentative explanation of the observed phenomena.
Acquisition of scientific data through experiment or continued observation.
Formulation of a conclusion to explain the results obtained and be able to modify that conclusion when new data is collected.
Student will demonstrate the ability to integrate ideas and concepts from different disciplines. | 1,941 | 735 | {
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First Name:
Last Name:
Instructions:
* Write in yourname above then fill out the pre-‐survey until you reach thestop sign.
* Hand the survey packet back to your teacher.
* After you finish a lesson with your teacher, you will get the survey back.
* Fill out the post-‐survey, which isafter the stop sign.
* Handthe survey packet back to your teacher.
* Tear off this cover sheet.
1. Teacher Name:
2. School:
3. What did your teacher say you are going to learn about during this activity?
Below is a list of statements. Read each statement and mark the best description of how you feel.
14. How old are you? (Circle one.)
7 8 9 10 11 12 13 14 15 16 17 18 19+
15. What grade are you in? (Circle one.)
6 7 8 9 10 11 12
16. Which of the following describes you best? (Choose only one.)
1. American Indian or Alaska Native
2. Asian
3. Black or African American
4. Hispanic/Latino
5. Native Hawaiian or Other Pacific Islander
6. White
7. Two or more groups
8. I don't want to answer
17. What is the primary language spoken in your home?
* English
* Spanish
*
Other______________
Follow your teacher's directions about this survey: you may need to hold onto it or you many need to keep it with you. You will fill out the rest after your activity is finished.
1. Teacher Name:
2. School:
3. What topic did you actually work on for this activity?
4. Did you work in groups?
Yes No
5. How many times did you work on this activity? (Circle only one.)
6. How long did you spend each time? (Circle only one.)
* Less than one hour
* 2 hours
* 1 hour
* 3 hours
* 4 hours
*
More than 4 hours
(Continues on next page)
Below is a list of statements. Read each statement and mark the best description of how you feel.
These next questions are about how you learned about this topic. Read each statement and mark the best description of how you feel.
18. Describe what you learned during this lesson.
19. Describe what you liked and disliked about this lesson. | 943 | 855 | {
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His Finest Hour
By: John Keegan
Sir Winston Churchill was an uninspired student who won the Nobel Prize for literature. He failed military school examinations twice--and then became Lord of the Admiralty. A disastrous decision during World War I threatened to ruin Churchill's political career, but he was named Prime Minister of Britain in 1940. I think he was a great man! If only his father could have seen it. His speeches boosted the morale of the British people which helped take away their fear and inspire them to not give up.
The "This Was Their Finest Hour" speech was delivered by Sir Winston Churchill to the House of Commons of the Parliament of the United Kingdom on June 18, 1940. It was given shortly after he took over as Prime Minister of Britain on May 10th, in the first year of World War II.
Churchill gave three speeches during the period of the Battle of France; the "Blood, Toil, Tears, and Sweat" speech of May 13th, the "We Shall Fight On The Beaches" speech of June 4th, and the third being the "This Was Their Finest Hour" speech. These three speeches were a great inspiration to the embattled United Kingdom as it entered what was probably the most dangerous phase of the entire war.
This speech was given as France continued to reel from the stunning and massive German breakthrough at Sedan, France; which was shortly to be overcome and sued for peace a week later on June 22nd. In this speech,
Churchill tried to give a confident overview of the military situation and rally his people for what he probably knew was going to be a tremendous struggle. The final sentence of the extract below, referring to the idea that the British Empire might last a thousand years, illustrates Churchill's extreme attachment and faith in the Empire — its gradual dissolution in the subsequent decades was a source of great distress for Churchill.
"What General Weygand has called the Battle of France is over. I expect that the Battle of Britain is about to begin. Upon this battle depends the survival of Christian civilization. Upon it depends our own British life, and the long continuity of our institutions and our Empire. The whole fury and might of the enemy must very soon be turned on us. Hitler knows that he will have to break us in this Island or lose the war. If we can stand up to him, all Europe may be freed and the life of the world may move forward into broad, sunlit uplands. But if we fail, then the whole world, including the United States, including all that we have known and cared for, will sink into the abyss of a new Dark Age made more sinister, and perhaps more protracted, by the lights of perverted science. Let us therefore brace ourselves to our duties, and so bear ourselves, that if the British Empire and its Commonwealth last for a thousand years, men will still say,
Sir Winston Churchill
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CATHOLIC SCHOOLS OFFICE
Diocese of Salt Lake City
CATHOLIC SOCIAL TEACHING The Call to Family, Community, and Participation
In a recent article we addressed the concept that all persons have dignity and therefore need to be treated with respect. Our tradition proclaims that the person is not only sacred but also social. We are created as individuals but we cannot exist alone; we are social beings. Because of our need to exist with others, there are various communities which provide the means for us to grow as persons.
Catholic tradition teaches that human beings grow and achieve fulfillment in community. The base community for human beings is the family. How do our schools support the family? The family is the core social institution that needs to be supported and strengthened. Schools attempt to have open communication with families by providing internet access to grades, sending home bulletins and letters, having presentations which help families with issues of raising children, providing convenient times for conferences and various other activities determined by the school the children attend. These are available but not always utilized.
The word "social" implies communication. The communication era is exploding all around us through technology and the media. The multiple means of communication can be good and can also present a challenge to individuals, family, and community. Technology is both beneficial and detrimental. Although it is meant to provide avenues of communication it can draw the individual away from forming community and strengthening families. Face to face communication with each other and with the school or outside communities is always the best. Parents need to monitor the use of internet, cell phones, computer games and television; they can be harmful as well as draw the child into an anti-social environment where communication skills are not developed and he or she become content to exist alone.
Our schools have always believed that parents are the primary educators. Teaching children is a life-long project which requires many avenues and many hands. Communication in the family is necessary to bring about a strong bond of trust and caring. Often each person in the family is over-extended and so busy they do not have time for basic communication. Never let good intentions of providing for the family get in the way of bringing the family together.
Parents need to set priorities and make sure that family togetherness is a cherished value. Eating together should be a priority. If the children are in too many activities, the parents are run ragged transporting them and often not only mom and dad but the children are tired. Little energy is left for the strengthening of bonds among the members. Quality time with children requires one on one time. We have all seen the decline of family life in the United States. Divorce rates are up and there is a basic insecurity in many of our children.
Families are not lone rangers as base communities. We are called to family, community, and participation. "We believe that people have a right and a duty to participate in society, seeking together the common good and well-being of all, especially the poor and vulnerable. Our Church teaches that the role of government and other institutions is to protect human life and human dignity and promote the common good." (United States Catholic Conference of Bishops) The local parish can be a supportive community in this quest for the common good of all. Working together, we achieve much for society and each other. We have a responsibility to contribute to the growth of the parish community. The mandate to participate should draw us to volunteer in the parish. Every parishioner is part of the whole and all are needed to have a smooth running body.
We are also called to become involved in the democratic process in our nation. As Catholics, we should become familiar with the issues, weigh pros and cons, and vote according to our conscience. Our moral Christian values should have a part in determining the course of the government. Every person counts. Let us be the social beings that we are meant to be. Our involvement is essential. | 1,633 | 831 | {
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The Heart Truth®
Discussion Guide #2 Risk Factors for Heart Disease
You have probably heard the saying, "An ounce of prevention is worth a pound of cure." This common proverb illustrates why learning about the risk factors for heart disease is so important. If we can decrease our risk factors, we can decrease our chance of developing heart disease. So what are those risk factors?
Unfortunately, there are some risk factors for heart disease that we cannot change, no matter how hard we try to lead a healthy lifestyle. Some of these risk factors are:
Age—People age 55 and older are at increased risk for heart disease. 82% of people who die from coronary heart disease are 65 or older. For women, risk increases after menopause when levels of estrogen in the body drop (scientists still don't know exactly how or why estrogen affects heart disease).
Gender—Men have a greater risk for heart attacks than women. Heart disease also occurs earlier in life for men. Heart disease is not just a man's disease, though. In fact, it is the #1 killer of women in the United States.
Genetics—Some families have a genetic predisposition to heart disease. If you have a family history of heart disease, your risk is increased. Some races, such as African Americans, Mexican Americans, American Indians, Native Hawaiians, and some Asian Americans, are also more vulnerable to heart disease.
The good news is that some of the risk factors for heart disease can be controlled with a healthy lifestyle. Some of those risk factors are:
Smoking—increases risk 2-4 times
High blood pressure (hypertension)—makes the heart work harder and become stiffer
High blood cholesterol—affected by age, sex, heredity, and diet
Overweight/obesity—increased body fat means more fat can clog the heart's arteries
Physical inactivity—physical activity can decrease body fat, cholesterol, and blood pressure
Diabetes—65% of people with diabetes die of heart or blood vessel disease
Discussion Questions and Activities:
What are your risk factors for heart disease?
Do you have modifiable risk factors, non-modifiable risk factors, or both?
Pick one of your modifiable risk factors. What is one achievable change you can make to address this risk factor?
Adapted by Catherine Becker, Community Health Intern, UW-Extension, June 2011 from:
The Heart Truth® for Women: A Speaker's Guide. The Heart Truth®, National Heart Lung and Blood Institute, National Institutes of Health, U.S. Department of Health and Human Services. Revised December 2007.Information available at www.hearttruth.gov. ®
The Heart Truth
, its logo and The Red Dress are registered trademarks of HHS.
American Heart Association, 2011. Information available at www.heart.org.
United States Department of Agriculture, 2011. Information available at www.choosemyplate.gov.
The content of this discussion guide is for informational purposes only and does not constitute professional medical advice, diagnosis, treatment or recommendations of any kind. You should always seek the advice of your qualified heath care professionals with any questions or concerns you may have regarding your individual needs and any medical conditions.
Reviewed by Jackie Carattini, Marathon Co FLE; Gayle Coleman, WNEP Nutrition Specialist; Connie Eisch, Wood Co FLE; Marma McIntee, Washington Co FLE.
HEART DISEASE RISK FACTOR "MULTIPLIER EFFECT" IN MIDLIFE WOMEN
Many women don't realize that their risk for heart disease significantly increases based on the number of risk factors they have.
This chart shows the dramatic rise in the level of heart disease risk for each added risk factor.
No risk factors equals 1 time the risk of heart disease
1 risk factor equals 2 times the risk of heart disease
2 risk factors equals 4 times the risk of heart disease
3 or more risk factors equals 10 times the risk of heart disease
The major controllable risk factors for heart disease are high blood pressure, high cholesterol, diabetes, smoking, overweight/obesity, and physical inactivity.
To learn more, visit www.hearttruth.gov
Source: National Heart, Lung, and Blood Institute (2006) | 1,873 | 872 | {
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Using Study Groups to Increase Learning
Some students find that the Study Group method helps to learn some kinds of material faster and better. However, it must be used in a particular way, otherwise it is frustrating and a waste of time.
The following guidelines will help to plan and carryout the method in a way to ensure that it works for you.
1. The size of the group is important. It can involve as few as two, but a more desirable number is between three and six. Then if one cannot make the meeting, the group can still carry on. Members should be taking the same course, and be able to get together on a regular basis.
2. One person should act as Chair, to see that the method is carded out correctly, without too much idle talk or one person getting excess "air time". The role of chair can rotate.
3. The first task is to find out what you have to learn and know from the course. For this, look at previous year exams, or get sample questions from the professor. This will tell you what to focus on learning whether definitions, distinctions, descriptions, processes, analyses, or what, and the kind of questions you will get (e.g., multiple choice, fill in, short essays, or what).
4. An agenda should be agreed on for each meeting, with each group member to prepare several questions on the lecture, chapter or section of the text. And each member prepares good answers to his/her questions.
5. The agenda is each member's homework. He/she should also be familiar with the whole chapter, lecture, etc.
6. At the weekly group meeting, each member hands his questions to the next person, who writes his answers and passes the questions to the next person. Once the questions are around, each member announces the answers to the questions he/she prepared. Members should discuss any differences about the questions or answers, and refer to the text if necessary.
7. The final step is to plan the agenda for the next meeting, after which members may reward themselves with socializing.
It may take two or three sessions to get the method working, but if you stick to it and follow the procedure, it will usually improve learning and make it more interesting. If the method suits your learning style and the course material, form a study team and give it a fair trial. If it doesn't seem to work, see a counsellor and adapt it. If that fails, drop it. Always and only, go with what works best for you. | 839 | 515 | {
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Iowa Department of Public Health
Division of Behavioral Health
Frequently Asked Questions About Coping with Stress After a Disaster
Overview: Recent storms and rainfall have caused flooding throughout Iowa. Certain communities have also been impacted by tornados. While the immediate crisis will stabilize, many Iowans face long hours of cleanup and disaster recovery. This fact sheet answers questions about how to cope with emotional stress related to disaster and disaster recovery.
What should I know about disaster and stress?
No one who witnesses a disaster is untouched by it. In the middle of the crisis, it's normal to be anxious about your safety and the safety of your family and friends. It is also normal to be worried about your property. As the crisis passes and recovery begins, you may begin to wonder about the impact on work or school and the community around you and on your daily activities. You may face many frustrations as you try to get things back to normal. It is important to believe that you will get through this. It helps if you follow a few basic tips to manage your stress.
What should I do to take care of myself and support others?
Different people react in different ways -- there is no one right way to feel or to respond to disaster! Taking care of yourself is the right thing to do for yourself and for those who count on you. Here are things to do:
* Watch out for emotional exhaustion or strain. Signs may include:
- general anxiety or nervousness
- feeling numb or having difficulty communicating thoughts/feelings
- confusion or difficulty concentrating
- limited attention span
- becoming easily frustrated or irritable
- feeling depressed or crying easily
- poor work performance
- physical problems like increased heart rate/blood pressure, headaches, stomach problems, or cold/flu symptoms
* Spend time with family and friends. If your normal supports are not available, do not hesitate to turn to:
- community health centers
- mental health organizations
- substance abuse counselors
- 12-Step or other self help groups
- your church, mosque, synagogue, or clergy
* Resume a normal sleep schedule as quickly as possible. Get plenty of rest and take frequent rest breaks before exhaustion builds up.
* Pay attention to any change in your use of alcohol and/or drugs. Avoid increasing your use. Continue to take prescription medications as prescribed.
* Set priorities for clean-up and recovery. Pace yourself to avoid physical or mental exhaustion.
* Take advantage of disaster relief programs and services in your community. Learn as much as you can! | 1,080 | 524 | {
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ENGLISH STUDY
The Year 4 English Curriculum continues to ensure that students learn to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated SPOKEN and WRITTEN texts across a range of contexts. The Year 4 unit "The Twits additional Trick", explores narratives and students will draw upon their knowledge and understandings to create a "New Trick" and write an additional paragraph to go into the wellknown and highly descriptive Roald Dahl book.
E
YEAR 4 – M4JT, M4LJ, M4JW, M4WJ, MCAS (composite class may implement a variation of these units)
MATHS STUDY
In Year 4 we continue our
SCIENCE STUDY
commitment to addressing the foundational knowledge and skills associated with the NUMBER & ALGEBRA strand. Testing identifies students strengths and also gives teachers vital information to plan responsive activities for students to develop deep understanding around place value, partitioning and number operations.
HUMANITIES
Science is a subject of curiosity and discovery. For this reason, teachers are following the 5E pedagogical approach and teaching through the stages of
ENGAGE, EXPLORE, EXPLAIN, ELABORATE &
EVALUATE.
Term 1 Strand is Biology in which students analyse how the form of living things enables them to function and reproduce in their natural environments. They investigate and discuss the observable features of different environments and how they provide for a living thing's needs. They will record their learning in a Science Reflective Journal.
HPE
Through the Unit "Early Exploration and Settlement", Year 4 students will be exploring experiences of individuals and groups in the past. They will consider aspects that have changed and remained the same, as well as the importance of laws and factors that shape a person's identity and sense of belonging. Students will learn how to justify and explain, as well identify sources of information, pose questions and sequence events on a time-line.
Students are revisiting the You Can Do It Keys and applying them to aspects of their lives. They are investigating how important it is to be healthy of body and of mind. Being a team player, having a positive attitude and always trying your best are also characteristics we value in our students and they have opportunities to identify and demonstrate those while playing and learning. Getting fit for Cross Country is a Term 1 focus with students testing their endurance and seeing what physical exercise does to their body overall. They will compete at the school cross country event on Thursday March 30.
TECHNOLOGY
The ARTS
Students will have opportunities to use digital tools in a wide range of their subjects. Some of the activities are unplugged in which they do not need devices and some of them are plugged, giving them lots of exposure to computer and laptop programs such as Word, PowerPoint, email and external equipment like Pro Bots and Oz bots.
The Arts subjects are Music and Visual Arts. In these subjects students can express themselves creatively through music, voice, rhythm as well as drawing, painting and creating. | 1,321 | 631 | {
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Floating Point
Tanya Khovanova
April 1, 2013
My computer always beats me in chess. In revenge, I always beat it in a boxing match.
Class Discussion
Representation of doubles: sign bit, 11 exponent bits, 52 mantissa bits. Exponent bias is −1023. Zeros and subnormals. Infinity and NaNs.
Warm-Up
Exercise 1. How can you throw a ball as hard as you can and have it come back to you, even if it doesn't bounce offanything? There is nothing attached to it, and no one else catches or throws it back to you.
Exercise 2. Find the number of positive integers n for which the sum of the n smallest positive integers evenly divides 18n.
Exercise 3. Find the positive difference between the two prime numbers that do not share a unit digit with any other prime number.
Exercise 4. What is the number of 5-digit palindromic integers in base 5?
Floating Point
Exercise 5. Find two float or double numbers x and y so that a Java program that calculates their sum doesn't output the exact sum. Do it by experiment or theoretically. Explain.
Exercise 6. Find out the next double after 0.3. Either experiment with programming or figure it out theoretically.
Competition Practice
Exercise 7. Moscow Olympiad 2012. Alexey wrote 5 integers on the blackboard: roots and coefficients of a quadratic equations. Boris erased one of the integers. Find with proof the erased number if the remaining numbers are −5, 2, 3, 4.
Exercise 8. Moscow Olympiad 2012. There are 2n pears that are placed in a row. The weights of any two neighboring pears differ by not more than 1 gram. Prove that you can place the pears into n bags (exactly 2 pears into one bag) and put the bags in a row in such a way that any two neighboring bags differ by not more than 1 gram.
Challenge Problem
Exercise 9. The Grand Master vowed to set up a truly fair test to reveal the best logician amongst his three friends (without giving an advantage to any one of them). He showed the three men 5 hats: two white and three black. Then he turned offthe lights in the room and put a hat on each logician's head. The logicians would need to guess the color of their own hat. After that the old sage hid the remaining two hats, but before he could turn the lights on, the logicians announced the correct colors of their hats. What was their reasoning?
Exercise 10. Given a double number d what is the greatest double number x such that (d − x) == d could be true? Suppose d is any double number, what is the greatest number x such that (d − x) == d could be true? | 1,041 | 640 | {
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Volume 39 | Issue 5
Children's Book and Media Review
Article 39
2018
Ivy Aberdeen's Letter to the World
Meagan Andrus
Follow this and additional works at: https://scholarsarchive.byu.edu/cbmr
BYU ScholarsArchive Citation
Andrus, Meagan (2018) "Ivy Aberdeen's Letter to the World," Children's Book and Media Review: Vol. 39 : Iss. 5 , Article 39. Available at: https://scholarsarchive.byu.edu/cbmr/vol39/iss5/39
This Book Review is brought to you for free and open access by the All Journals at BYU ScholarsArchive. It has been accepted for inclusion in Children's Book and Media Review by an authorized editor of BYU ScholarsArchive. For more information, please contact firstname.lastname@example.org, email@example.com.
Author
Illustrator Ashley Herring Blake
Reviewer
Meagan Andrus
Rating
Outstanding
Level
Intermediate, Young Adult
Pages
Year
310
2018
Publisher
Little, Brown and Com
ISBN
9780316515467
Published by BYU ScholarsArchive, 2018
Book Review
Ivy Aberdeen's Letter to the World
Twelve-year-old Ivy Aberdeen's house is destroyed in a tornado, but this is only one of the horrible things Ivy is having to deal with. Her old er sister, who used to be her best friend, is not someone she can trust anymore, and Ivy has a lot of things that are confusing her. She also experiences her first crush, but it's on a girl: June Somerset. The more time she spends with June, the more she realizes that her feelings for June are not platonic. But Ivy has no one to turn to. It takes some anonymous notes, many drawings, and a few scary conversations for Ivy to start figuring out who she is and where she belongs in the world. At the end, she comes to terms with the fact that she's still figuring herself out (and that's okay), and that she belongs with her imperfect but very loving family.
What an amazing book! Ivy is such a realistic and memorable charac ter that she comes to life from out of the pages and will cement a firm place in every reader's heart. The author does such a wonderful job of tackling relatable issues that affect young teens everywhere. She also does a great job of discussing sexuality and identity in a way that is not vulgar or pushing an agenda—Ivy realizes that she likes girls and struggles with feeling out of place, but the reader is left with a sense of hope and security for Ivy's feelings and future. This book is more than just a story about a girl who likes other girls—it's the story of every middle child who's felt underappreciated and invisible, the story of ev ery kid who's experienced a family tragedy, the story of every kid who's wondered and wished and felt antsy about their place in the world. Any reader will find a little bit of themselves in Ivy, no matter how young or old they are. This book stands out among all middle grade and young adult titles.
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Hello!! Welcome back to Mission Kid!
Last time we met another camper at REAP Camp. Do you remember her name? Victoria!
Yes, Victoria! Today we will meet another orphan who is learning about carpentry at the camp.
[Ask the kids if they know what "carpentry" means]
Johnson is learning how to build a door, a desk of drawers, and a chair out of wood at camp. Have you ever made anything out of wood before?
[Allow time for kids to answer]
In Liberia, carpentry is a great skill to have and Johnson is thankful to learn this skill so that he can find a good job when he leaves the orphanage where he lives. There are many things Johnson can make and sell to make a living.
He also learns all about the wood he works with and how to take something rough and ugly (with holes and knots and dirt) and make it into something clean. Have you ever taken something ugly and dirty and made it into something clean and pretty?
[Allow time for kids to answer]
God works on us in the same way — taking things that are "ugly" or "unwanted" and making them into things that are "beautiful," "wor thy," and "loved."
We read in Luke 12:6-7 how God cares about all people of all cultures — rich or poor, smart or ignorant, big or small, old or young.
Johnson has learned a lot about woodworking at camp, but he's also learned a lot about God and how much He cares for all of us. Do you think you could use carpentry to honor God? What are some other ways you think you could work to honor God?
[Allow time for kids to answer]
Let's pray that Johnson and the other kids at camp remember how God cares for them and wants them to be the best. Let's remember that in our own lives too, how God continues to shape us into people that share His love with all.
Lead in prayer
Don't forget about the need for more kids to get to camp! It costs $350 to send one orphan to camp to learn things like cooking, carpentry, farming, and sewing. It's so important to talk with your friends and family to help them be aware of the need and find ways together to raise $350 to send one child to camp!
Day 4 Activity Options
a. Give each child a piece of paper and crayons. Have them use the page to draw what they think Johnson built and what it looked like (examples: a table, a chair, a dresser, a bed, a toy train). They can also write ways they will pray for Johnson on the page.
1) Individual Option — Johnson's Project Page
2) Group Option — REAP Prayer Banner
a. Pull out the REAP banner from the previous day. Let each child write or draw something new on the banner that they learned about REAP Camp today, or write prayers for REAP or the orphans in Liberia. Then, hang it up in your area so the kids can continue to pray for REAP and the kids at camp.
BUILT BY:
Johnson | 980 | 647 | {
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HEALTH AND WELLBEING SURVEY 2021/22
Your guide to taking part
WHAT IS IT?
We are inviting everyone in P5 to S6 from your school to take part. We want to hear about what you do and how you feel about your life. You will be invited to complete a short online questionnaire during class time. Your teacher will choose the day and time when this happens. We are hoping to hear from a lot of children from across our local area.
WE WILL ASK YOU ABOUT
Your friendships
and family
Your School
and Aspirations
What
you do
in your
free time
Your health
and feelings
Your
strengths
and
difficulties
WHAT WILL HAPPEN?
Your teacher will ask you to answer some questions on a computer, laptop or tablet on your own. You will then need to choose the answer that best fits how you feel. This will take about 20 – 40 minutes. The questions will ask you about your school, your family, things you do, how you feel, your friendships, and a range of other things.
WHAT HAPPENS TO MY ANSWERS?
Your local authority will collect answers from every P5 to S6 child or young person who takes part. You will not be asked to provide your name. The local authority will not tell anybody your answers, not your teacher or your family. Of course, it's up to you if you want to talk to other people about your answers.
Your local authority will then look at everybody's answers together. This is so your local authority can understand what children of your age think and do. We will also look at other information about you, such as the area you live, your ethnic background, whether you get extra help at school, etc..
WHO IS ASKING THE QUESTIONS?
Your local authority. They are asking you these questions so that they can plan for, and improve, the children's services needed in your local area, based on what you and other children say in this survey.
IS THIS A TEST?
Don't worry, this is not a test. You do not need to prepare, as there are no right or wrong answers. We just want to hear what you think or how you feel.
CONFIDENTIALITY AND DATA SECURITY
The answers you provide will be treated in accordance with the law and used for statistics and research purposes only. This means that the data we collect is kept separately from information which could directly identify you (such as your name). When reports using the data are published, care is taken to ensure that no information which could identify you is included.
The Census can legally happen as the local authority will be processing your personal data as part of its performance of a task in the public interest.
WILL ANYTHING HAPPEN BASED ON ANYTHING I SAY?
While analysing all the data, if your local authority sees anything in your answers that they are concerned about, they may need to do something to help you. This would be the only time that your actual identity would be sought, by identifying you from a separate database that holds your Scottish Candidate Number together with your name for which the local authority also has access to.
This should not happen very often so it is highly unlikely that anyone will actually contact you about anything you say in the survey. However, if they do, they are only doing this so that they can make sure that you are OK and to help you.
DO I HAVE TO TAKE PART?
It would be great to hear your views but you don't have to take part. If you don't want to, just tell your parents/carers or your teacher. Also, if there are any questions you don't want to answer, that's fine, you will be able to skip questions, or choose the 'prefer not to say' option, and you won't be asked why.
SUPPORT AND ADVICE
If you need support or advice on any of the topics asked in the survey, then your school will provide you with a list of ways in which you can speak to someone who may be able to help you.
QUESTIONS?
If you have any questions, please talk to your parents/carers and teachers at school. You can also have a look at the local authority's and Scottish Government websites for more information:
Dundee City Council Website; or Scottish Government website:
https://www.gov.scot/publications/health-and-wellbeing-census-2/ | 1,671 | 910 | {
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Color
Management
A
Simple
Explanation
Why do colors need management anyway?
Color management is mostly about communicating colors properly. If you visit a big electronics store and take a look at all the different screens lined up on the shelves, you will quickly notice that the colors they display are often quite different, even though the source image is the same for all of them. Why is that?
Various physical and technical factors have an impact on the way an image is being displayed on a screen, such as the built-in components, the used materials, its age – even its temperature. And even the colors of two brand new displays built by the same manufacturer might not match. However, this problem does not only occur with monitors, but also with printers, where factors such as paper and ink come into it as well. Every single combination of ink and paper will produce different results. In short: the colors as they are shown on the camera display are often entirely different ones than those that ultimately end up on paper.
In order to counter these differences in color reproduction, photographers use various color management tools, which ensure that their images are being displayed on the screen and printed on paper in their true colors. This is called a "color managed workflow", meaning that the colors are authentic from the time the picture is being taken up until it is printed. For professional photographers this management begins on location. Luckily, there are nowadays also very simple and easy-to-use solutions available for amateurs and enthusiasts, which solve this problem for "home use".
The screen – the window to view the image
The true colors of an image are embedded in the image file, however, the monitor is the window through which that image can be viewed. Functioning as a display and as an editing canvas, it takes a major role in digital photography. The most important step towards color authentic images is therefore to ensure a correct display of colors on the monitor. This is achieved by calibrating it. That means, a sensor is being put on it and a software application is being run. Within minutes it measures the colors the way the monitor displays them and compares them to what they are supposed to be.
Whatever the differences are, they are being saved as corrective values and written into a file, the monitor profile. From now on, the computer will use this profile to display images on the screen, thereby correcting the colors.
Since the display will change and the monitor will become less bright over time, this calibration needs to be repeated regularly. Now the most important step has been taken: No matter where the images are being sent off to later on, the calibrated screen can be relied on as having displayed them in their true colors.
Correct colors in printing
Just like for screens, color corrective profiles also exist for printers, or rather for combinations of printer models, papers and inks. These can either be created individually, using another sensor which can be used to scan and analyze printed colors, or they can be retrieved from the printer or paper manufacturer, who often provide such profiles. Before printing, the user selects the preferred profile and the printer produces a corrected image, to match the colors on the screen.
Even if you send your images off to a lab to get them printed, you can still influence the results: Good labs will provide their customers with a profile, which can then be used to simulate the print colors on the customer's screen at home. This is called a "Soft Proof" – a feature available in the common image editing applications. Based on the simulation, the customer knows what to expect from the results and can therefore edit the image accordingly.
More information on color management is available from the Knowledge area. | 1,402 | 745 | {
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Created by the Romanian Comenius Team from Şcoala Gimnazială Porumbeşti based on materials received from Johnstonebridge Primary School UNITED KINGDOM— SCOTLAND Johnstonebridge
LINKS
http://www.british-salt.co.uk/
http://www.maldonsalt.co.uk/Education% 20and%20Fun%20Where%20Salt%20Comes% 20From.html http://saltassociation.co.uk/salt-the-facts/salthistory/
http://www.scottishheritagehub.com/content/sa lt-working http://www.threetowners.com/forum/viewtopic. php?f=2&t=10418
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
Comenius Project ,,SALT OF THE EARTH,,
SALT MINES IN
SCOTLAND - UK
SALT WORKING – SCOTLAND / UK
Little is known about pre-Medieval saltmaking processes in Scotland.
Medieval saltmaking may have largely used the sleeching process, but other methods are also possible.
By the Tudor and Stuart periods salt was still brought to London from coastal salt pans of France and Southern England but by the 16th century a considerable quantity of salt came from Scotland where cheap coastal coal was evaporating seawater in iron pans.
In the 1590s Culross produced more salt than anywhere else in Scotland.
The Late Medieval development of coal-fuelled 'panhouse' saltmaking may have been centred in Scotland and was of major importance to the Scottish economy in the 16th and 17th centuries.
The Scottish sea salt industry flourished from the 17th to the early 19th century. From 1707 to 1825 it was protected from English competition by a lower rate of taxation. When duties on salt were abolished in 1825 the Scottish industry declined rapidly.
Around 1874 John Smith, manager of Eglinton Iron Works and better known for his archaeological research, being asked to examine the condition of the Salt Pans reported that they were in poor condition and uneconomic to repair and maintain. This adverse assessment sealed the fate of the Salt Pans and shortly thereafter they were abandoned. Thus ended an era not only for Saltcoats and Scotland but probably also for Great Britain. An activity, an industry and a way of life, in existence for seven centuries, had vanished.
In Scotland salt works were scattered over the East and West coasts and it has been suggested that the original salt workings at Saltcoats were begun by the monks of
Kilwinning Abbey. In 1189 the monks of Newbattle established a salt works and the neighbourhood came to be known as Prestonpans. The place name Prestonpans is derived from the salt industry practised there. By 1974 the works was disused, and it has since been demolished. This was the last saltworks in Scotland, a survivor from the once-flourishing industry of making salt by evaporating sea water using coal as a fuel. Latterly it was a packing station for salt brought in in bulk from English salt producers.
Another district on the East Coast was named Saltpan Hall and there were similar salt activities on the coast of Buchan in Aberdeenshire and the shores of the Moray Firth. | 1,463 | 714 | {
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Weekly Bursts
Week 2
NEW - May Calendar
Download by logging into the Trainer Hub
Challenge: Mindfulness Matters
Weekly
Challenge
Practicing mindfulness helps us check in with ourselves and pay attention to how we are feeling. Mindfulness can help improve things like focus, planning and organizing. Things that are important in our day-to-day activities in the classroom become much easier through practicing mindfulness. This week we challenge you to get out in nature for a daily 10-minute walk, to clear your mind and improve your focus.
BURST 1: BINGO BURST
Materials :None
Perform activities from each letter of the word BINGO for 30 seconds:
Directions:
B – burpees.
N – narrow knee squats.
I – inch worms.
G – gallop in a circle.
O – hop over an imaginary hurdle.
BURST 2: FREEZE DANCE
Materials: Music
Start some upbeat music. Have the kids dance/move freely (trainer can guide kids in movements such as "move like a robot", "pretend to be a flag flapping in the wind", "do the twist", etc.).
Pause the music. The kids should pause/freeze in the position they are in at that exact moment.
Repeat two times but switch "jumping jacks" movement to "squats" and then to "crunches/sit-ups".
Have all kids perform two jumping jacks before resuming game with music.
Directions:
www.bokskids.org
Weekly Bursts
Week 2
BURST 3:BOKS AS IF
Directions:
Materials: None
Do each activity for 20 seconds then rest for 10:
Take big steps in place as if you are wading through thick, creamy yogurt.
Jog in place as if a big scary bear is chasing you.
Jump up and down as if you are popcorn popping.
March in place and play the drums as if you are in a marching band.
Reach up as if you are grabbing balloons out of the air.
Paint as if the paint brush is attached to your head.
Swim as if you are in a giant pool of applesauce.
Jump up as if you are going to do a big cannon ball splash in pool.
BURST 4: JUMP ROPE BURST
Materials: None
Ask the kids questions such as: "Do you have a sister?", "Are you wearing black socks?", "Did you have breakfast this morning?", "Do you have a pet at home?", "Is your hair brown?".
Have kids pretend to jump rope.
If they answer yes, they can stop pretending to jump rope and perform ten jumping jacks.
Repeat for allotted time.
If the kid answered no to the question, they continue "jumping rope".
Variations/Challenges:
Rotate around the room and have the kids ask questions.
BURST 5: SLOW MOTION MOVEMENT
Directions:
Materials: None
Find space away from your friends or any objects.
After 30 seconds, switch your run into slow motion. Move as slowly as you possibly can, as if you're running in a slow-motion movie.
Start by running on the spot for 30 seconds.
We can use balancing skills to help us while we're in slow mo.
Was it hard to balance? What did you notice when you slowed down? Maybe your heartbeat or the sound of your breathing?
Take a few minutes to reflect on what it felt like to be in slow motion.
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Community Road Safety Network
WALGA's RoadWise Program supports local road safety committees and the state-wide network of groups and individuals with an interest in road safety. The community road safety network extends across 11 regions, encompassing metropolitan, regional and remote areas of Western Australia. These areas are serviced by Road Safety Advisors who are funded by the WA Government and supported by Local Governments. The network includes RoadWise committees, Local Governments, community groups and individuals who are working towards reducing deaths and serious injuries on WA roads.
The 11 regions are:
* Gascoyne
* Goldfields-Esperance
* Great Southern
* Kimberley
* Metro North
* Metro South
Road Safety Committees
There are established RoadWise committees and local road safety committees throughout the state. RoadWise committees work towards addressing road safety issues at a local community level with involvement from various organisations and individual volunteers. Around 3,000 individuals are part of the community road safety network consisting of representatives from Local Government, Government agencies, local businesses, non-government organisations, community groups and individuals.
Members of RoadWise committees typically include representatives from:
* Local Government
* Department of Education
* WA Police
* Main Roads WA
* Department of Transport
* Local emergency services
* Service clubs – Apex, Lions, Rotary
* Community groups and individuals
* Department of Health
* Not for profit organisations
The committees provide a regular forum where local issues can be discussed and a network of people can work to develop and deliver community based strategies. Through these committees, local coordination of road safety efforts is enhanced.
* Mid West
* Pilbara
* South West
* Wheatbelt North
* Wheatbelt South
Community Road Safety Network
Road Safety Initiatives
RoadWise committees across the state are working towards reducing death and serious injuries from road crashes in their local area. Road safety activities coordinated by committees aim to support Towards Zero, WA's Road Safety Strategy 2008 - 2020 and are guided by individual committee action plans.
Local activities focussing on the Safe System
Safe Roads and Roadsides
* Local Governments work to improve the safety of roads and roadsides through engineering initiatives.
Safe Speeds
* Local Governments, RoadWise committees and local communities advocate for targeted speed limit reductions; installation of traffic calming treatments; deploy speed display trailers and promote safe travel speeds to the community.
Safe Vehicles
* Encourage the community and organisations to purchase safer vehicles; and engage in promotion of ANCAP, Used Car Safety Ratings and key vehicle safety features.
Safe Road Use
* Committees support the Road Safety Council's community education campaigns through local level activities which target reducing speeding; countering drink and drug driving; increasing use of seatbelts and child car restraints; minimising driver distraction and preventing driver fatigue.
Published April 2014
W
www.roadwise.asn.au | 1,589 | 591 | {
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"Giving Back to God"
Stewardship Crafts for Sunday School
Giving Back to God: Stewardship Craft Ideas for Sunday School
It's important for kids to learn and recognize that there's a lot more to life than money. At the same time, it is also positive to teach them the benefits of saving and using money wisely.
Creating a fun "tithe savings bank" can be a positive way to help them take ownership of their budgeting. Even if they don't have money to put in the container, it can still be a great place to store thoughts, prayer requests, or other items. Be as creative and decorative as you like in helping students create these fun pieces! (
Note: pictures shown include a less than expert level of decorative flair savvy.)
Don't miss the video version of these craft ideas on YouTube.
Verses or captions to consider:
I offer my heart to God
My Tithes and Talents are for the Lord
"No servant can serve two masters, for either he will hate the one and love the other, or he will be devoted to the one and despise the other. You cannot serve God and money." –Luke 16:13
But seek first the kingdom of God and his righteousness, and all these things will be added to you. –Matthew 6:33
Craft one: Heart "bank" for prayers and pennies
You will need:
* Paper
* Scissors
* Stickers (if desired)
* Glue
* Markers/decorative materials
Procedure:
1. Cut a heart shape out of one piece of paper.
2. Write on and/or decorate the paper to be the front of the "bank"
3. Glue the heart onto another background paper, placing
the glue around the outer edges to leave room in the center.
4. Alternatively, attach an envelope or flap to the heart for easier removal.
5. Use for collecting money or prayer request slips.
Craft Two: Tithing Bank
You will need:
* Paper or wrapping paper
* Tape
* Scissors
* Markers/decorative materials
* A small container of some sort (shoebox, oatmeal can, tissue box)
Procedure:
1. Cut a slit in the top of the box or container, to have a slot for the "bank."
2. Wrap the paper around the container and secure with tape.
3. Attach additional decorations or captions as desired.
We hope you enjoy this free resource.
Everything from Ministry-To-Chidren.com is 100% free to copy & use in ministry.
I'm Tony Kummer - I started this website in 2007, but God is using it beyond my imagination. The mission is simple.
Help you tell kids about Jesus!
Our team is honored that you choose our material. Thank you for …
* serving where God has placed you.
* telling children about Jesus.
* allowing us to be a part of your mission.
We don't ask for money, but we do need your help.
Please consider the following:
1. Comment on the website to encourage our authors.
2. Link to us from your blog or church website.
3. Share our posts on Pinterest or Facebook.
4. Tell a friend to google "Ministry to Children."
5. Add me (and our team) to your personal prayer list.
I'd love to hear your feedback on this download. email@example.com May God bless you and continue to bless your ministry! | 1,259 | 713 | {
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Mathematics that makes you shiver
When aircrafts fly through cold clouds in winter months, ice is likely to form on the wings. This phenomenon causes aircraft manufacturers serious concerns as a thin layer of ice (less than a millimetre) on the leading edge of the wing can cause a plane to crash. In the past, wings would be tested in wind tunnels and the plane would be constructed and tested in icing. Mathematics and computers can assist engineers: new designs can be tested before the plane is built.
Mathematics and applied mathematics are
used in everyday life. Stock markets, mobile phones, car manufacturing, Google, Hollywood special effects, digital TV and satellites all use cutting edge mathematics tools in their basic functions. The Mathematical Modelling Series presents a number of applications of mathematics in domains as varied as the human body, volcanology, telecommunications and finance.
How it works
Clouds are made of small droplets. Although their temperature is below 0 o C, they are still liquid. When they hit the wing of a plane, they freeze instantaneously or sometimes remain partially liquid. A liquid layer may then runback and this water will freeze at some distance from the edge of the wing. Using fluid mechanics and mathematical models, mathematical models can follow the water droplets and predict where they are going to hit the surface of the plane. An energy balance can then predict the amount of ice that will be formed. These models help determine where devices that will prevent the development of an ice layer on the key parts of the aircraft should be placed. These devices are expensive to operate continuously. To limit their usage, before taking off planes may be cleaned using de-icing liquids that will prevent ice from forming but this effect only lasts for a few minutes.
Conclusion
Monitoring water droplets will determine where ice is likely to grow and where ice preventing devices should be placed. Understanding ice growth will be used in other areas: ice growing on wires will cause the collapse of power lines, ice growth can seriously damage wind turbines. The mathematical model for ice growth developed here has many other applications.
Parts of the curriculum used in this project
* Differentiation
* Geometry
* Integration
* Differential equations
* Fluid mechanics
* Vector analysis
* Energy conservation
* Collision
* Optimisation
Acknowledgements & More Information
This research is supported by the Mathematics Application Consortium for Science and Industry (MACSI) funded by the Science Foundation Ireland Mathematics Initiative Grant 06/MI/005.
If you want more information about MACSI and this project
* Contact Martina O' Sullivan (project facilitator) email@example.com
* Visit the MACSI website: www.macsi.ul.ie | 1,154 | 545 | {
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Dear Parents
Hickling Curriculum Newsletter~ Autumn 1
Hope you had a great summer holiday.
Thank you so much for coming to 'Meet the Teacher' on Wednesday. Mrs. Nour works in class MondayWednesday lunchtime and Ms. Owen-Smith works Wednesday afternoon to Friday. Mr. Whitty is the teaching assistant in our class and works on Monday, Thursday and Friday.
Here is some information about what the children will be learning this half term:
Topic: Into the Woods
Our topic this half term will be based upon Roald Dahl~ The Minpins & Anthony Browne~ Into the Forest and will include lots of Science, DT and English work. We will read these stories as a class and compare and contrast them. We will write about characters and plot and be able to identify the hero/heroine and villain in the stories. We will look at the story from different characters points of view. We will also develop our story telling skills, by writing and rehearsing our own versions of the story. These will be made available on the school website at the end of term.
Helpful Websites
Lots of you have expressed an interest in websites that can be useful to support your children's learning at home on the internet.
Maths www.mathletics.co.uk
Reading
www.oxfordowl.co.uk
Writing & GPS (Grammar Punctuation & Spelling)
www.spag.com
Books and Book Bags
Thank you for reading with your children and writing a comment in their reading records. It is very important that your child is reading every day. The children can change their books as soon as they have read them.
We will also be using the school library each week and the children will be choosing a book that interests them and bringing it home to share. These might not be books that the children can read independently, or, especially in the case of non- fiction books, ones that they want to read all of. Please help the children develop a love of reading by sharing these books with them, talking about why they chose them and then letting them return the books when they are ready.
P.E Kits
We plan to have PE. on Friday but please send the PE kits in on Monday and allow your child to leave their kit in school all week as they may need to do PE at different times to their usual lesson. The children will have PE outside on both days.
Details of PE kits are on the school website.
The children will also be completing the 'Daily Mile Challenge' each day.
Snacks
A piece of fruit at morning break. Y2 are allowed to take a piece from the school fruit bowl, Y3 should bring in fruit from home.
Drinks
Please ensure that your child has a named water bottle. Milk that is ordered with school dinners will be given to children at morning break. Water will be the only drink provided at lunchtime.
Trip/Visit
- 8 th September~ Berry Hall Woodlands
- 21-22 September~ Y3 to Kingswood
MacMillan Coffee Morning
29 th September 9.45-11 at St Andrews Church following our Harvest Festival~ all welcome
Harvest Festival
29 th September 9.15-9.45 at St Andrews Church~ all welcome. Donations of tins, packets and jars of food or toiletries will be collected closer to the assembly and donated to Dereham Food Bank.
Future Dates for the Diary
- 20 October~ School Closed
- 9 November~ Trip to Flag Fen
- 19 December~ Sleeping Beauty at Theatre Royal
I hope that this information is useful, if you have any questions please do come and talk to us.
Kind Regards,
The Year 2/3 Team
Mrs. Nour, Ms Owen-Smith, Mr. Whitty | 1,431 | 771 | {
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Habits
Whatever you're doing too much of do less of that today 1
for taking care of yourself and managing your stress
When you feel annoyed with someone take a moment and look to the good in them 11
2 Fading? What do you need to revive?
3
4
5
6
Exercise a different part of your brain -
sudoku, sketching crosswords,
Negotiate respectfully
so that you can problem solve or decide to say No
Listen to music that uplifts you on your way to and from work
How much sleep do you need?
Set a time to go to bed and keep to it
7
Tense?
What relaxes you?
Do more of that
Reflect on what you are proud of from today 8
9 Focus on what you want to think about instead of niggles and worries
10
Drink water often
Have bottled water on the go
Move around more Walk, stretch your legs, back, neck and shoulders 21
Reflect on how you have made a difference today 12
Check your posture every 30 minutes - it affects your performance and well-being 13
Clear your mind Go outside and breathe in some fresh air 5 d-e-e-p breaths 14
Do some exercise Walk, run, swim, cycle, gym 15
Lighten up Find something funny and get things in perspective 16
Decide on your five-a-day Energise yourself with food that's good for your brain and body 17
18
Switch off electronic devices
2 hours before bed
Read before you sleep
Walk around and consciously notice what you appreciate 'I appreciate …..' 19
20
Practise calming breathing breathe in 1….2….3….4….
breathe out 1….2….3….4….
Eat slowly Savour every mouthful 22
Repeat an affirmation as a reminder to keep well "With every deep breath, I find myself relaxing" 23
Reflect on what you learned and move on - don't dwell on what went wrong 24
Ask for help when you need it Don't stay stuck for too long 25
Check the ergonomics the seating, the tools, how you're sitting or standing 26
27
Worried?
Reassure yourself as you would another person or child
Tense? Practise stretching as well as calm breathing 28
Go somewhere green Leave your screen and really notice nature 29
Whatever self care you're not doing enough of - do more of that today 30
Keep track of your progress
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National Bee Unit
Advice Note
June 2011
Wasps
This year has seen exceptional weather patterns and in the south and east of England there was an early warm spring. Many beekeepers noticed queen wasps around their apiaries and it is clear that nest construction started earlier than normal. The first worker wasps usually emerge into the wider environment from mid June, however this year in the south and east in particular the bee inspectorate and many beekeepers are reporting the presence of large numbers of worker wasps in apiaries and around bee hives. It is likely that wasp populations will peak earlier and for a longer period this year.
Wasps are often seen beside beehives generally looking for dead bees to use as food but they are often intent on robbing honey from beehives particularly when their maternal colony collapses later in the season, usually October. The writer has already observed wasps robbing hives of honey. With the prospective high levels of wasp populations and the possibility of earlier wasp colony collapse, be on your guard and take preventative measures.
Generally strong healthy colonies can defend themselves but smaller colonies, nuclei, etc., are at a higher risk of robbing. The presence of varroa mites, especially if mite populations are over the economic treatment threshold, also increases the risk.
There are three elements of control that beekeepers can use:
Trapping wasps in the apiary.
Placing wasp traps such as jars containing a mixture of water, a teaspoon of jam and some wine or beer dregs will help. Cover the jar aperture with a lid or paper cap and punch a hole in it about the diameter of a pencil. Plum jam seems to be best! Do not use honey, sugar syrup or Ambrosia. Wasps will go these traps as an easier option than bee hives and drown.
Commercial traps such as 'WaspBane', which may be more effective and easier to use, are available from some bee equipment suppliers and other commercial outlets.
Assisting the bee colony.
Reduce the hive entrance to make it easier for the bees to defend the colony. With severe problems cut the entrance to a single bee-way. A small tube entrance can be easier for bees to defend. Closing open mesh floors with the floor insert will also help.
Wasps attacking the reduced entrance of a nucleus colony
Controlling wasp nests in the environment.
Destroying nests in the spring and summer is clearly a good method of reducing the overall wasp population and reducing robbing problems; so ensuring no wasps' nests are close to your apiary helps. However destruction of wasp colonies on a wide scale is disadvantageous to the environment. Further details are on BeeBase, please see FAQ number 35 Honey bee colonies and Wasps.
National Bee Unit
Food and Environment Research Agency
Sand Hutton, York. YO41 1LZ
Telephone 01 904 462 510 e mail email@example.com
NBU Web site:
www.nationalbeeunit.com
June 2011
©Crown copyright. This sheet, excluding the logo, may be reproduced free of charge providing that it is reproduced accurately and not used in a misleading way. The material must be acknowledged | 1,300 | 664 | {
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Activities: Guided Reading/Creative Learners
Mexican-American War
1846–1848
The Mexican-American War began because of the United States' desire to acquire California and as a result of a disagreement about the border between Texas and Mexico. The Whig Party did not want war, but the Democrats supported Manifest Destiny (the idea that the United States could expand from the Atlantic Ocean to the Pacific Ocean) and wanted war. Mexico fought to keep its land.
The war began as General Zachary Taylor led the American army to the Rio Grande. The Americans said the river was the line between Texas and Mexico, but Mexico did not agree. Mexico said the border was the Nueces River, which was farther north. Taylor and his men built Fort Brown near the Rio Grande, and Mexico also prepared for war.
The battle began on April 24, 1846. The Mexican cavalry of 2,000 men attacked an American unit of sixty-three soldiers. Eleven United States soldiers were killed in what came to be called the Thornton Affair. The Americans retreated to Fort Brown. On May 3, a Mexican troop attacked the fort. U.S. soldiers fought back in this five-day battle. Taylor needed help and brought in more troops. The Mexican army retreated but began the Battle of Resaca de la Palma the next day. The United States won this battle, and the Mexican troops again retreated.
President James K. Polk received news of the Thornton Affair, and Congress declared war on May 13. Mexico declared war on July 7. General Stephen W. Kearny led the United States invasion of Mexican territory. Kearny's troops traveled west to Santa Fe, New Mexico, then to California. General Taylor and John E. Wood marched south to Monterrey, Mexico. General Ampudia led the Mexican troops in a brutal, three-day battle. The American troops won and they captured Monterrey. The Mexican government did not surrender; the United States military would have to capture Mexico City.
General Winfield Scott organized the largest naval invasion in American history. On March 9, 1847, General Scott led an army of 12,000 men who stormed the beaches at Veracruz, Mexico. Scott and Mexican President Santa Anna fought many battles as the American military advanced to Mexico City. By September 19, the United States controlled Mexico City. Santa Anna still headed the Mexican army, but his soldiers gave up. The Mexican-American War ended with the signing of the Treaty of Guadalupe Hidalgo, on February 2, 1848. Through this treaty, the
Activities: Guided Reading/Creative Learners
United States paid Mexico $15 million for Mexican territory north of the Rio Grande. This territory became the states of Nevada, Arizona, New Mexico, California, and Utah.
Name: ________________________________ Date: ____________________
Mexican-American War
1846–1848
Discussion Questions:
1. Who was sent to the Rio Grande to claim the southern border of Texas?
2. When did the United States declare war with Mexico? When did Mexico declare war?
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About our program
Our Scoliosis Screening Program has provided information and care for children and their families for more than 25 years. We partner with the Georgia Department of Education and the Georgia Department of Public Health, providing education and training to nurses in 159 counties and 181 school districts throughout the state.
We coordinate referrals to an orthopedic physician at one of our 14 Children's Physician Group–Orthopaedics and Sports Medicine locations for a complete evaluation and X-rays. The Scoliosis Screening Program can support families through the continuum of care by providing the following:
* A complete exam
* Low-dose X-ray technology that allows us to cut radiation exposure by up to 50 percent compared to adult facilities
* Communication to primary care physician about follow-up care
* Recommendations for orthopedic follow-up care
* Education and resources on treatment options
Call 404-785-7553 for an appointment or visit choa.org/scoliosis to learn more.
choa.org/scoliosis
©2019 Children's Healthcare of Atlanta Inc. All rights reserved.ORT 37972.ck.04/19
Scoliosis
Early detection can give your child more treatment options in the future.
What is scoliosis?
Scoliosis is a sideways curve of the spine. The curve can make the spine look like an "s" or a "c" rather than a straight line when viewed from the back. Scoliosis also can make the spine rotate. This can make the shoulders or waist look uneven.
Signs your child may have scoliosis include:
* Uneven shoulders and shoulder blades
* Unequal distance between arms and body
* Uneven hips
* Rib hump (also called rib prominence)
* Lower back hump (also called lumbar prominence)
* More than normal roundness when viewed from the side
About 2 to 3 percent of children have scoliosis. The cause is usually not known. Most children will not have harmful long-term effects. Some children will develop serious problems later in life if the condition is not treated. A curve in the spine can get worse quickly during the teen years.
Scoliosis is best treated when found early. It can be hard to tell if your child has scoliosis. It is important for your child to have an exam done by trained screeners in school or at your child's doctor's office. More serious treatments for scoliosis can sometimes be avoided when scoliosis is found early.
Elevated shoulder and shoulder blades
Unequal distance between arms and body
Uneven hips
How do I know if my child has scoliosis?
A screening is the best way to learn if your child may have scoliosis.
* These screenings can be done at your child's school or doctor's office.
* Screening is simple and painless. It only takes about one minute.
* Screening only detects possible scoliosis.
What if scoliosis is suspected?
Children who have signs of scoliosis based on an initial school screening will need to go to the doctor or the Children's Healthcare of Atlanta Scoliosis Screening Program for a full exam and X-ray, if needed.
* Some referred children and teens require a follow-up at six months or one year.
* A few children and teens may need medical treatment such as bracing or surgery.
* Generally there are no restrictions on sports or activities during checkups or while a curve is being monitored.
How can I be sure my child is screened for scoliosis?
* Children ages 9 through 16 should be screened for scoliosis each year.
* Your child also can be screened at the doctor's office.
* Georgia public school systems offer free screenings during the middle school years.
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I Feel Like a Good Mom!
Ashton: An Arkansas Mom's Story
"When I got pregnant, I decided I would try breastfeeding. I was still unsure, but I knew I would try it. I remember hearing my mom talk about breastfeeding years ago. One of my friends said she would never do it because it was weird! But, another friend had breastfed her baby for a long time. She said she knew it was healthier.
My mom said it was okay for me to breastfeed, but she wanted to make sure that I knew I was the only one who could feed the baby. It actually made me feel good to know I was the one my baby wanted. Even when she was first born she only wanted me. Only I could do that for her!
At the health department they encouraged me to breastfeed from the very first time I went in for WIC. The hospital nurses helped me to breastfeed after my baby was born. I learned how to hold her using different positions for breastfeeding. They gave me formula to take home, but I didn't need it. My milk came in just fine.
My family wanted me to pump my milk or switch to formula so they could help. But, those weren't the same to me. Breastfeeding made me feel more close to her than anything. I loved connecting with her in that way. I did get tired, but it was worth it to me to keep breastfeeding.
Right after my baby was born she became sick. She had to be in the hospital for 7 days. They told me to pump my milk for her. As soon as she was well enough, she went right back to breastfeeding. That is the only time she has been sick and she is 21 months old now.
I was a junior in high school and the Home Bound teacher helped me with my lessons. It was hard staying up at night to take care of my baby, so being able to be at home with my teacher was helpful.
I was not embarrassed to breastfeed in public. I just put a little blanket over my baby. You don't have to have special clothes if you have a little blanket for a cover-up.
I tell my friends that it is a good decision to breastfeed. There are no worries about what kind of formula to use. Breastmilk is all natural from your body and it's healthy.
Th is institution is an equal opportunity provider.
I love that my baby is very smart. She knows how to do a lot of things that other kids her age don't. She is already learning her numbers. My boyfriend works with her on that. She can already recognize the numbers one, two, and three.
When my baby breastfed, she would look up and smile at me. That was a happy time for me. I did it all by myself! I would do it all over again! Next time I might even breastfeed longer."
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Helping Children Deal with Trauma
With patience and support, children CAN heal from trauma.
Defining Trauma
Trauma is an emotional response to an intense event that threatens or causes physical or emotional harm. It can occur as a result of a natural disaster (such as an earthquake or flood), violence, or abuse. Seeing violence happen, even if you are not the victim, may also cause trauma.
Children and Trauma
Trauma can have a lasting effect on children's brain development. If not addressed, it can lead to trouble with school, relationships, or drugs and alcohol. What you might be seeing in children's reactions to traumatic events vary with age, culture, and personality.
Some children show the following signs of trauma:
- Startling easily and having difficulty calming down
- Behaviors common to younger children (e.g., thumb sucking, bed wetting, fear of the dark, clinging to caregivers)
- Tantrums, aggression, or fighting
- Becoming quiet and withdrawn, wanting to be left alone
- Wanting to talk about the traumatic event all the time, or denying that it happened Changes in eating or sleeping (sleeping all the time, not sleeping, nightmares)
- Frequent headaches or stomachaches
Goals for Treatment
Generally, the goals for treatment include consideration of the entire family, as parents and caregivers are an important factor in a child's recovery. Children need a supportive environment in which they can heal. It is important to provide parents and caregivers with an emotional outlet for their feelings and reactions to the event, as well as skills to respond optimally to support their children. The focus for the child includes reducing negative emotional and behavioral responses to the trauma. This includes efforts to help the child believe that they are not to blame for what has occurred.
How to Help
Try the following to help your child heal from trauma:
- Help your child feel safe. Stay calm and keep a regular routine for meals, play time, and bedtime. Prepare children in advance for any changes or new experiences.
- Encourage (don't force) children to talk about their feelings. Tell children it is normal to have many feelings after a trauma. Listen to their stories, take their reactions seriously, correct any misinformation about the traumatic event, and reassure them that what happened was not their fault.
- Provide extra attention, comfort, and encouragement. Spending time together as a family may help children feel safe. Younger children may want extra hugs or cuddling. Follow their lead and be patient if they seem needy.
- Teach children to relax. Encourage them to practice slow breathing, listen to calming music, or say positive things ("That was scary, but I'm safe now").
- Be aware of your own response to trauma. Parents' history of trauma and feelings about their child's experience can influence how they cope. Seek support if you need it.
- Remember that everyone heals differently from trauma. Respecting each child's own course of recovery is important.
- Find help when needed. If your child's problems last more than a few weeks, or if they get worse rather than better, ask for help. Find a mental health professional who knows proven strategies to help children cope from trauma.
Sources:
Child Welfare Information Gateway. Provide nonoffending parents with skills to respond optimally to and support their children. August, 2012. https://www.childwelfare.gov/pubpdfs/trauma.pdf
U.S. Department of Health and Human Services Children's Bureau. Tip sheets: Helping your child heal from trauma. English https://www.childwelfare.gov/pubPDFs/Helping%20Your%20Child%20Heal%20From%20Trauma.pdf Spanish
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Don't let pesticides make your bed bug problem worse!
Lately, Joyce and her family had been waking up with itchy bug bites on their bodies. Joyce called a pest control company to inspect their home and the pest management professional confirmed that they had bed bugs. She was told that it would likely take two or more visits to get it under control.
Joyce thought there had to be a faster and cheaper solution. She incorrectly reasoned that since bed bugs are insects, she and her family could use insect repellent on their skin at night to keep the bed bugs from biting them while asleep. She also read on the internet that people were recommending strong outdooruse-only products or other household chemicals to get rid of their bedbugs fast and cheap. Joyce went to the store and started examining different insect repellents and garden products, and realized none of them mentioned bed bugs on their labels. She decided to call the National Pesticide Information Center (NPIC) to get more information before buying anything.
Click here to find out what Joyce learned when she called NPIC...
Take Home Message
Don't let pesticides make your bed bug problem worse!
The Pesticide Specialist explained that using pesticide products not intended for bed bugs can be risky to her family's health, and may actually make the bed bug problem worse. Therefore, it is very important to always read and follow the label directions.
Insect repellents are intended for the specific pests listed on the product label, and have not been shown to repel bed bugs. Currently there are no insect repellents registered for use against bed bugs that can be applied to human skin.
The Pesticide Specialist also explained that using outdoor products indoors is not only against the law, it may cause the bed bugs to spread out from one or two hiding places to several. These products may also be too strong for indoor use, increasing a person's risk of pesticide exposure and adverse effects. Joyce learned that using outdoor pesticides indoors can result in lengthy and costly cleanup for homeowners.
The Pesticide Specialist explained that while bed bugs are a difficult pest to live with and control, they are not impossible to eliminate. Joyce learned that an integrated pest management (IPM) approach is essential for controlling bed bugs. IPM strategies include regular and thorough inspections of bed bug hiding places, reducing clutter and regular vacuuming, mattress and box-spring encasements, and using extreme temperatures. For example, high heat dryers can be used for clothing, and smaller items can be frozen to eliminate hiding bugs.
Pesticides may also be part of an IPM approach for bed bugs when other strategies don't work. Joyce learned that she should always read the product label first to be sure it is approved for bed bugs, and use the product according to label directions. The Pesticide Specialist explained that some bed bug populations have developed resistance to common insecticides, so certain sprays may be ineffective, no matter how much is used. Over-use or daily pesticide applications should be avoided to prevent the bed bugs from spreading out or developing resistance.
Finally, the Pesticide Specialist directed Joyce to the NPIC "Understanding and Controlling Bed Bugs" website for more bed bug information and resources. | 1,229 | 645 | {
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Name: _________________________________________________ Period: ___________ Date: ________________
Monohybrid Cross Punnett Squares Guided Notes
Who is Reginald Punnett?
He is an English biologist and geneticist. In 1905, he devised a shorthand way of finding the expected proportions of possible genotypes in the offspring of a cross. This tool was called _____________________.
Punnett Squares
It is a graphical representation of the possible _____________________ of an offspring arising from a particular cross. In using this tool, the knowledge of the genetic composition of parents is required.
Important Terms to Remember
_____________________ are the different gene forms for the variation of trait of an organism. Traits can be classified into two – dominant and recessive. Dominant trait is the _____________________ and _____________________ trait of an organism. It masks the recessive form of a particular trait. Recessive trait, on the other hand, us the _____________________ trait of an organism. It is expressed only in _____________________ state.
_____________________ state refers to having identical/ the same alleles for a certain trait, while _____________________ refers to having unidentical/ different alleles for a certain trait.
Lastly, _____________________ is the possibility or the likelihood of something to happen.
Name: _________________________________________________ Period: ___________ Date: ________________
Monohybrid Cross Punnett Squares Guided Notes
Punnett Squares for Monohybrid Cross
This is used when dealing with two parents that differed only by a single trait. A Punnett square for monohybrid cross is _____________________ boxes wide and _____________________ boxes tall since each parent can produce _____________________ kinds of gamete for each trait.
Consider a cross between two tall pea plants from F1 generation. Each has a genotype Tt.
How to set-up Punnett squares for monohybrid cross?
STEP 1: Draw a 2x2 Punnett Square.
STEP 2: Write the alleles of the first parent on the left side of the Punnett square.
Name: _________________________________________________ Period: ___________ Date: ________________
Monohybrid Cross Punnett Squares Guided Notes
STEP 3: Write the alleles of the second parent above the Punnett square.
STEP 4: Fill the squares with the alleles of the first parent.
STEP 5: Fill the squares with the alleles of the second parent.
Interpreting the Punnett Squares for Monohybrid Cross
Using the Punnett square, we can determine the possible _____________________ of the offspring.
Name: _________________________________________________ Period: ___________ Date: ________________
Monohybrid Cross Punnett Squares Guided Notes
We can also determine the possible _____________________ of the offspring. | 1,573 | 554 | {
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ARCHITEKTUR
bildet
Abstract Project approach in the system of architectural education
Nona Aznavoryan
Autor Nona Aznavoryan Architektin Direktorin START Art School Architektur- und Kunstkurse für Kinder Moskau Russland
Runder Tisch Internationale Ansätze zur Architekturvermittlung & Ver netzung
5. Internationales Symposium zur Architekturvermittlung und deren Forschung
13. bis 14. November 2015 Bauhaus-Universität Weimar
PROJECT APPROACH IN THE SYSTEM OF ARCHITECTURAL EDUCATION
Architectural school „START" works on the author's program and tea ching for 35 years. The school has 35 architects- teachers. The total num ber of pupils from 5 to 16 years, is 1400 children. „START" School is a member of the UNESCO associated schools according to the program "cultural heritage of Russia" since 1998. School representatives are the members of the Working Group „Architecture and children" of the In ternational Union of architect since 2000.
Creation of conditions for self-fulfillment, providing the child the oppor
tunity to feel like the Creator is an important task for teachers. The basis for the educational program of „START" School is a project-ba
sed approach, which is aimed at the comprehensive development of the creative potential of the child by means of architecture and design.
Giving children access to artistic and architectural creativity is considered as the basis for the development of figuratively- logical, constructive and design thinking.
The quest system is constructed so that the child, in addition to the technical execution of the creative work, they need to think of the main idea (concept) of their project, which can be based on fantasy, original thinking, creative intuition. The knowledge received from the external world, becomes for a child not just an object of a reproductive reflection but an object for creative processing and initiation a new project.
The project approach is the main vector in realization of the creative projects, it allows the child to address social, communication tasks, it helps to orient in the existing natural and artificial environment, as well as skillfully and harmoniously create a comfortable, positive environ ment for themselves and their loved ones in the future.
Today the School operates as a methodological center for architecture and design. Our teachers regularly hold seminars, workshops, open classes on the program and method of „START" School in Russia and abroad: exhibitions in Bulgaria, Holland, France, Czech Republic, USA, Norway, Finland. A lot of international projects were implemented: „ Russian children at Pierre Cardin Art festival (France) 2009-2012 ;"Our towns: Moscow-Barcelona" (Moscow-Spain) – 2013; „We are similar" (Berlin - Moscow) – 2014. | 1,351 | 619 | {
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Resolution GA/2/1.1
General Assembly Second Committee
Co-sponsors: Republic of Angola, Republic of Azerbaijan, Kingdom of Bhutan, Bosnia and Herzegovina, Kingdom of Cambodia, Central African Republic, Union of the Comoros, Republic of Cote d' Ivoire, Republic of Croatia, Republic of Djibouti, Federal Democratic Republic of Ethiopia, Islamic Republic of the Gambia, Republic of Honduras, Republic of Iceland, Republic of Indonesia, Ireland, State of Israel, Republic of Italy, Hashemite Kingdom of Jordan, Republic of Kenya, Republic of Mauritius, United Mexican States, Mongolia, Democratic People's Republic of Korea, Republic of Paraguay, Islamic Republic of Pakistan, State of Qatar
Topic: Ensuring access to affordable, reliable, sustainable, and modern energy for all
Noting with deep concern that fossil fuels will run out by 2088,
Alarmed by the increase of carbon pollution from sources of energy like biomass and fossil fuels,
Deeply concerned by the number of people lacking access to electricity,
1. Encourages the education of young people in the topic of sustainable and unsustainable energy;
2. Emphasis on the fact that not only should energy be sustainable but also reliable;
3. Recommends that member states use sustainable resources that are suitable for their environment;
4. Encourages member states to use rechargeable batteries;
5. Encourages member states to reduce the use of unsustainable resources such as biomass and fossil fuels;
6. Recommends the adoption of hydro, solar, geothermal, and wind power;
7. Calls upon the use of recyclable items and trash to build wind turbines;
8. Encourages the concept of the year of the sun as well as the use of solar power;
9. Calls upon member states to create community centers with electric household appliances for citizens;
10. Encourages the use of car batteries in case of wind turbine malfunctions;
11. Requests the help of further developed countries to support less developed countries;
12. Encourages member states to use affordable, reliable, sustainable, and modern energy;
13. Draws the attention to member states lacking energy;
14. Recommends raising money for importing and exporting sustainable energy sources;
15. Calls upon the media to raise awareness;
16. Requests that the United Nations set aside a fund to give to developing countries allowing them to spend it on renewable energy;
17. Further proclaims that clean energy will have health benefits as well as an environmental impact;
18. Further invites the transition from fossil fuels to renewable energy;
19. Notes that there are some ways that fossil fuels can cause less damage to the environment, such as new technologies that could capture carbon dioxide before it enters the air;
20. Recommends that further developed member states spend their money on sustainable energy sources instead of fossil fuels;
21. Recommends promoting the economic development and urbanization of less developed and developing member states;
22. Considers the use of renewable energy to power machines, especially smaller machines;
23. Requests that governments use a range of policy incentives to promote renewable energy. | 1,472 | 629 | {
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Fishy Science
An Aquatic Life Unit for 2nd Grade Classrooms
ater, water everywhere—and yet fish get thirsty. Why? Through observation and experimentation, students learn the answer to that question and many others inFishy Science, a four‐ lesson curriculum on how fish swim and breathe, their sensory features, and their adaptation to water. Units can stand alone or work as a progression. Among the activities:
The teacher manual includes lesson plans, camera‐ready student handouts, and information on additional resources.
* identifying body parts of fish
* adapting a quarter to enable it to float
* detecting carbon dioxide in exhaled air
* exploring the breathing mechanism of fish
* observing fish for color vision
Fishy Sciencewas developed by professional staff at The Ohio State University as part of the Science 4‐H School Enrichment program. For information on the availability of this unit in your classroom, contact your county's OSU Extension office.
Visit us on the web atwww.ohio4h.org/sciencealive
Fishy Science
Grade 2—Ohio Academic Content Standards and Indicators, 2007
Life Sciences
Ohio State University Extension embraces human diversity and is committed to ensuring that all educational programs conducted by OSU Extension are available to clientele on a nondiscriminatory basis without regard to race, color, age, gender identity or expression, disability, religion, sexual orientation, national origin, or veteran status.
Keith L. Smith, Associate Vice President for Agricultural Administration and Director, Ohio State University Extension.
TDD No. 800‐589‐8292 (Ohio only) or 614‐292‐1868 | 990 | 547 | {
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SPECIAL DISTRICT FACT SHEET
-- Senate Local Government Committee, August 2009 --
California has nearly 3,400 special districts. Special districts are limited purpose local governments – separate from cities and counties. Within their boundaries, special districts provide focused public services such as fire protection, sewers, water supply, electricity, parks, recreation, sanitation, cemeteries, and libraries.
Service Area Boundaries - Districts' service areas range from a few acres to thousands of square miles crossing city and county lines. The Metropolitan Water District of Southern California serves over 18 million people in more than 5,200 square miles in six counties. By contrast, the Arden Manor Recreation and Park District in Sacramento County covers only 21 acres; Stallion Springs Community Services District in Kern County serves about 2,500 people.
Types of Special Districts - There are about 50 major types of special districts (and many subcategories) ranging from airport to cemetery to water conservation districts. All types of districts operate under either a principal act or a special act.
A principal act is a generic state law that applies statewide to all special districts of that type. There are about 60 principal acts. This chart shows the five most common principal act districts:
A special act is a law that the Legislature tailored to the unique needs of a specific area. There are about 120 special act districts. Examples are: Kern County Water Agency, Fairfield-Suisun Sewer District, and Humboldt Bay Harbor, Recreation, and Conservation District.
Special District Fact Sheet Continued
-- Senate Local Government Committee, August 2009 --
Understanding Special Districts - One way to understand special districts is to look at their activities, funding, and governance:
Activities
Nearly 85% of California's special districts are single function districts, which provide only one service such as fire protection, mosquito abatement, or waste disposal. The remaining districts are multi-function districts providing two or more services. For example, several municipal utility districts provide fire protection and park services in addition to utility services. Fire protection districts often provide ambulance services too. County Service Areas (CSAs) can provide any service that a county can provide. A district's name does not always indicate which services it provides or is authorized to provide.
Funding
Special districts generate revenue from several sources including property taxes, special assessments, and fees.
* Non-enterprise districts deliver services that provide general benefits to entire communities. These services, such as fire protection, flood control, cemeteries, and road maintenance, do not lend themselves to fees. Nonenterprise districts rely primarily on property taxes for their revenues. In 2006-07, non-enterprise districts generated about $13.6 billion in revenues.
* Enterprise districts run much like business enterprises and provide specific benefits to their customers. These districts are primarily funded by the fees that customers pay for services. About 27% of special districts are enterprise districts and include airport, harbor, hospital, transit, waste disposal, and utility districts. In 2006-07, enterprise districts generated about $23.9 billion in revenues.
Governance
There are two forms of special district governance:
* The other 1/3 of special districts are dependent districts governed by either a city council or county board of supervisors. County Service Areas are dependent districts.
* About 2/3 of special districts are independent districts with independently elected boards or appointed boards whose directors serve for fixed terms. Most have five-member boards but they vary with the size and nature of the district. Cemetery, Fire Protection, and Community Services Districts are mostly independent districts. | 1,834 | 744 | {
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Make Your Own Giant Bubble Wand
Follow the directions below to make your own giant bubble wand, and in no time you'll be blowing bountifully big bubbles!
Bubble Wand Materials:
Dowel, 3/8" – 1/4" diameter and 2-3 ft. long* Drinking straw*
Shoelace or piece of thick yarn or cotton string (about 3 ft. long)
Washer or nut with ~1/4" hole
Rubber bands (2)
Cut the straw about 2½ inches long. Slide the straw over the dowel.
*The exact sizes of the dowel and straw may vary. The important thing is to match the straw and dowel diameters so that the straw slides easily along the dowel.
Measure about 11 inches from the end of the shoelace, and make a mark. Use a rubber band to attach the shoelace to the straw where you made the mark. Wrap the rubber band tight enough to hold the shoelace snug to the straw, but not so tight that the straw crushes. The straw needs to be able to slide smoothly along the dowel.
Thread the long end of the yarn or shoe lace through the washer.
Bring the ends of the shoe lace together and use a rubber band to attach the ends of the shoelace tightly to the tip of the dowel.
Now you have your bubble wand!
Using your giant bubble wand
Hold the end of the wand (the end that does not have the rubberband) with one hand and hold the straw slide with the other hand. See how sliding the straw back and forth opens and closes the loop. The motion of making a bubble is to slowly open then slowly close back the loop while sweeping the wand through the air. You may want to practice a few times before dipping into the bubble solution!
The second part of making bubbles is the bubble solution. There are a lot of bubble solution recipes on the web, so you can try some different recipes and see which one works best for you. Here's one that we like.
Bubble Solution
Clean pail or wide-mouth juice pitcher
½ cup Liquid dishwashing detergent (Joy or Dawn are recommended)
5 cups cold water
2 tablespoons glycerin (available from the pharmacy)
Combine all the ingredients and stir. Try not to froth up the top too much. Some people say that letting the bubble solution sit overnight helps make better bubbles, so if you can stand to wait that long, you could try letting it sit until tomorrow. If there is too much froth on top you may need to let it sit a while anyway.
Let's make some giant bubbles!
Slide the straw to the end of the wand to close the loop. Dip the wand into the pail of bubble solution, making sure the loop gets completely submerged. Bring it out, still closed, and let some of the excess drain off for a few seconds. Now, with the motion you have practiced, slowly sweep the wand through the air while slowly opening up the loop. When a good sized bubble is bulging out of the loop, slowly close the loop back to seal off the bubble. You may need to practice a few times to get the motion down and to judge how big of a bubble you can make before you need to close it off.
Some Additional Tips and Pointers
* Ask for an adult's permission before making and using the giant bubble wand.
* It's not nice to get soap in people's eyes, or to poke them with a dowel, so be careful with your wand and the bubble solution.
* Be sure that you have enough space to sweep out your bubble before you start. Any spectators should step back to give you room.
* If it's too windy or if the humidity is very low, you may not be able to make good bubbles. Save the bubble solution and try again another day.
* If you keep an eye out for the materials you'll need, you probably won't even have to purchase anything new to make your bubble wand.
o Next time you are in a restaurant, save the straw or ask for an extra one. Note: Different restaurants have different sized straws.
o Use a shoe lace from an old worn out pair of shoes (ask first before taking the shoelace out of your older sister's running shoes).
o Ask Mom and Dad to check the shop or the tool drawer for a spare dowel and an old washer or nut you can use.
o Try the detergent that is already in the kitchen. It will probably work fine.
o If you can't find glycerin, try using sugar or Karo syrup as a substitute. Warning: Bubble solution made with sugar or Karo will start growing things if left for several days.
* Final tip! Mom would really appreciate it if you do some additional soap experimentation involving the detergent and the dishes in the kitchen sink. | 1,586 | 1,018 | {
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Across
VERTEBRATE CROSSWORD PUZZLE - B
6. thin bony plates formed from the skin
16. tooth-type for tearing food
12. order for frogs and toads
17. tooth-type for grinding food
25. fertilization where the egg and sperm meet outside the female
20. class of fish with a skeleton made entirely of cartilage
26. kingdom of salamanders, snakes, and birds
32. structure that nourishes young inside the uterus
30. number of chambers of fish and tadpole hearts
35. provides nourishment to the embryo; allowed terrestrial reproduction in reptiles
38. 2nd stage of frog metamorphosis
37. class of birds
40. to wrap around prey and kill it
42. example in Order Caudata
41. fan-shaped membranes supported by stiff spines called rays
45. producing millions of eggs with the hope that a few will survive
Down
46. terrestrial turtle
1. class of fish with a swim bladder
3. mammal that lays eggs
2. class of fish with no scales & no fins
4. main breathing organ for amphibians
7. sheet of muscle located beneath the lungs that allows large amts of oxygen into the body
5. subphylum of the fishes and mammals
8. sound-producing bands of tissue in the throat
10. class of humans
9. fertilization where the egg and sperm meet within the female
11. example of monotreme living today
14. number of chambers of the hearts of mammals and birds
13. glands that secrete milk
15. line of fluid-filled canals running along the sides of a fish for detecting movement
19. 2-legged lizard-like animal thought to be fossil evidence linking birds and reptiles
18. constant body temperature
21. bones of birds are thin and _________
23. mammals that develop partially in the mother and then in a pouch outside the mother's body
22. thin-walled, internal sac; can be filled with gas to control depth
24. parasitic jawless fish that attach with suckerlike mouths
28. body temperature changes with the surrounding temperatures
27. time during which placental mammals develop inside the uterus
29. pitlike sense organ in the roof of a snake's mouth that picks up
31. heavy-set animal linking reptiles and mammals
airborne chemicals
33. organism in Order Crocodilia with a short, broad snout
36. cell or group of cells that secretes fluids
34. lightweight modified scale; provides insulation & enables flight
39. order that has shells and no teeth
44. means "no legs" in Latin
43. "double life" | 1,065 | 561 | {
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Link to Specification:
http://www.aqa.org.uk/subjects/religious-studies/gcse/religious-studies-a-8062
COURSE CONTENT
What will my child learn?
To understand different religious and non-religious stances on social issues and to develop their ability to argue and analyse.
The Study of Religions: Beliefs, teachings and practices of Christianity and Islam
Christianity:
- Beliefs about the nature of God, creation, the afterlife and Jesus Christ and salvation
-
Worship and festivals, the role of the Church in the local and worldwide community.
Islam:
- Beliefs of Sunni and Shi'a Islam, nature of God, predestination and judgement, life after death and the authority of the Prophet Muhammad and sacred texts.
- Worship, duties and festivals.
Thematic Studies from the perspective of Christianity and Islam
Relationships and Families:
- Sex, marriage and divorce – sexuality, sexual relationships, contraception, marriage, divorce and remarriage
- Families and gender equality – role of parents and children, purpose of families, contemporary family issues (e.g. same-sex parents), gender roles and equality.
Religion and life:
- The origins and value of the universe – religious and scientific views of creation, value of the world and stewardship, environmental issues, use and abuse of animals.
- The origins and value of human life – sanctity of life, abortion, euthanasia, death and the afterlife.
Religion, peace and conflict:
- Religion, violence and terrorism – peace, justice, forgiveness, reconciliation, violence, terrorism, reasons for war, pacifism, holy war.
- Religion and belief in 21 st century conflict – religion as a cause of war, nuclear weapons, weapons of mass destruction, religion and peace-making, religious responses to war.
Religion, crime and punishment:
- Religion, crime and the causes of crime - Good and evil, reasons for crime, views about people who break the law, views about different types of crime.
- Religion and punishment – the aims of punishment, the treatment of criminals, forgiveness, the death penalty.
What will homework look like?
A variety of tasks may be set to take approximately 2 hours per fortnight. These tasks may include the reading of articles, researching information, small projects, practising exam technique, consolidating classwork or review of marked work.
What enrichment opportunities are available?
* Deep learning day activities
* Guest speakers
* Independent research
ASSESSMENT
How will my child's work be assessed?
Classwork and homework will be marked regularly in line with the school marking policy.
The GCSE is assessed through 100% external examination.
There are 2 exam papers:
Paper 1 - The Study of Religion (beliefs, teachings and practices)
- 1 hour 45 minutes
- 50% of GCSE
Paper 2 - Thematic Studies
- 1 hours 45 minutes
- 50% of the GCSE.
These exams will be taken in the summer of Year 11.
ADDITIONAL INFORMATION
How can I support my child in this subject?
- Discussion of topics covered
- Discussion and encouragement to read around moral / ethical issues
- Access to ICT for research
How can I support my child with exams?
- Revision techniques and timetable
- Discussion and questioning using past papers
- Encourage a range of revision techniques | 1,590 | 694 | {
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Pediatric
Otolaryngology 3181
SW
Sam
Jackson
Park
Rd
PV01 Portland,
OR
97239 503
494‐5350
Saline Nasal Sprays & Irrigation
Saline nasal sprays
When the lining of the nose and sinuses dries, or if there is mucus (snot and boogers) accumulating, clearing the nose and moisturizing the lining is beneificial. Especially during winter when the air is hot and dry inside and children are susceptible to colds, saline nasal sprays can be used to moisturize nasal passages. Saline sprays clean and aid the natural cleaning system of your nasal passages.
Saline sprays are available over the counter at most drug stores. Some national brands include Saline, Ocean Spray and Ayr, and there is usually a store brand available. Preservative-free saline sprays are also available at most pharmacies.
Side effects:
Nasal sprays may sting slightly. The child may experience irritation usually caused by the preservative in the saline spray. If this happens, use "Simply Saline", a preservative free saline spray.
Nasal saline irrigation
Nasal irrigation is used when greater volumes of saline are needed, for example, when large mucus crusts build up or nasal/sinus polyps block mucus clearance.
To irrigate the nasal passages, use a bulb syringe (used to clear nasal passages of babies), Neti-Pot, or Sinus Rinse® bottle
Saline solution (buffered isotonic) for irrigation (nose or sinuses, etc)
1 teaspoon salt (use pickling or Kosher salt; table salt has additives)
½ teaspoon baking soda
1 quart (or liter) water (filtered or boiled, then cooled)
Solution is good for about one week.
To perform saline irrigation:
Use up to 8 ounces of solution in each nasal cavity 1-2 times daily, or as often as prescribed by a health care provider. Older children can do this in the shower, too
* Lower child's head over a sink and turn the head so that left nostril is down.
* Pour solution from the container into the right nostril.
* Water will drain from the left nostril into the sink.
* Have child gently blow his/her nose.
* Repeat the same process for other nostril.
Have the child breathe through the nose during irrigation to prevent a mess and minimize the amount that enters the throat. Use only enough pressure to move the solution to the back of the nose so it comes out through mouth or nose. This should not cause major discomfort once he/she becomes used to it. | 1,027 | 556 | {
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Name_________________________________________ Period____________ Date____________________
Finite Differences Exploration
In this activity, we're going to examine the changes in y as x changes in polynomial functions. We're going to define the second change in y as finding the difference between the original change in y, i.e. the change in the change in y. The third, fourth, etc. changes in y are defined similarly.
In the problems below, plug in the given values for x to see what you get for y. Then, find the change in x (∆x), the change in y (∆y), the second change in y (∆y2 ), the third change in y (∆y3 ), etc. as indicated.
A) y = 2x + 3
B) y = x 2 + x + 1
C) y = x 3
∆x
∆y
∆x
∆y ∆y
2
∆x
∆y ∆y
2
∆y
3
Degree = ________
Degree = ________
Degree = ________
1. In all three of the above functions, the ∆x is constant. What is this ∆x? _______________
2. In function A, what do you notice in general about ∆y when ∆x is constant?__________________________
3. In function B, what do you notice in general about ∆y2 when ∆x is constant?_________________________
4. In function C, what do you notice in general about ∆y3 when ∆x is constant?_________________________
5. What is the relationship between the degree of the function and the change in y that is constant?
6. What are the degrees of the functions below if the given change in y is constant?
a) ∆y5 is constant
b) ∆y9 is constant
c) ∆y
16
is constant
d) ∆yn is constant
7. Which change in y is constant for the functions below with the given degree?
a) Degree = 6
b) Degree = 10
c) Degree = 21
d) Degree = 55
8. Create a function of degree 4 and show that ∆y4 is constant for your function.
y = ____________________________ ∆x
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2
∆y
3
∆y
4
x y
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Key Stage One home learning tasks
Parents and Carers can support their children's learning by supporting their children to complete tasks at home. This is important so that children can consolidate the skills that they will need in secondary school and modern Britain.
Our basic expectations are that:
o all children read to an adult for at least ten minutes per evening;
o all children practise their spellings on a nightly basis so that they score highly in their weekly spelling test (set Friday, tested the next Friday);
o all children practise their times tables on a nightly basis so that they score highly in their weekly test (set Wednesday, tested the next Tuesday).
We do expect that both parents/carers and teachers sign the planners on a weekly basis to ensure that reading is being monitored. It is also another channel of communication for parents/carers!
Optional tasks:
To develop learning further, class teachers will set a range of optional tasks to enhance class learning. We would hope that at least half of the tasks set are completed over each half-term period.
When task are completed, they should hand the work into the class teacher who will mark it and return it within a week.
A special treat will occur on the final Friday of each term for all children who have completed all optional tasks!
Year One optional tasks:
1. Describe an animal with adjectives.
2. The Gruffalo is having a birthday party. He needs you to write a birthday party invitation for him to all of the animals in the woods. Can you use your sentence checklist to make sure you have perfect sentences?
3. Can you design a new Gruffalo, label him and write sentences about him?
4. Can you draw a shape picture and label it?
5.
Can you choose an environment and draw an animal that would be camouflaged in it?
6. Number bond sentences for number bonds to 10 and 20.
Year Two optional tasks:
1. Collect ten small objects, stick them onto a piece of paper and write adjectives to describe each of the objects. Try to make the adjectives as interesting, exciting unusual as possible.
2. Draw and label a diagram of an insect.
3. Go on an insect hunt in your garden to discover a range of animal habitats. Draw and label two of the habitats you have found.
4. Find numbers in your house. Draw a picture or a diagram of your house and write numbers you have found in each of the rooms. Sort the numbers into two sets: odd and even. Have you found any negative numbers?
5. Finding arrays. Draw pictures or take images of arrays found in the environment. Write number sentences to match the array. E.g. An egg box. 2 X 6 or 6 X 2.
6. Easter Holiday project. Write a recount of a special day. Try to include an expended noun phrase (deep blue sea), adverbs (slowly, carefully) and time conjunctions (first, after lunch, later that day). | 1,117 | 617 | {
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Glossary Module 3 – Risk management
Human Society :
Group of humans who live together and form a group.
Hazard :
An unpredictable and very often unfavorable event that affects a territory.
Risk :
Danger, more or less probable inconvenience to which one is exposed. It's the encounter between a hazard and a human society.
Natural risk :
Events of a catastrophic nature, probable but not necessarily predictable, due to the unleashing of the forces of nature.
Technological risk :
Events of a catastrophic nature, probable but not necessarily predictable, due to the proximity of dangerous human activities.
Flood :
Submersion of an area near a river or the sea.
Earthquake :
A sudden movement or shock of the earth's crust, produced at a certain depth, from an epicenter.
Storm :
Violent meteorological phenomenon with rapid winds and intense precipitation. It can be accompanied by thunderstorms and thunder as well as hail and tornadoes.
Avalanche :
Fall of a mass of snow that detaches itself from the mountain and descends on a slope in direction of the valley.
Tsunami :
Wave engendered by an earthquake, an underwater eruption, a slip. By approaching the coasts, its speed decreases but its height sometimes increases up to 20 m.
Volcanic activity :
A volcanic eruption is a period of activity of a volcano during which it emits various materials, such as lava, gases or ashes.
Acid rain :
Acid rain mainly results from air pollution by the use of fossil fuels.
Chemical pollution :
Chemical pollution is generated by releases of both industrial and domestic chemicals. They can result in particular from the use of pesticides, detergents or even heavy metals.
Nuclear explosion and radiation :
Nuclear risk is an accidental event that creates risks of irradiation or contamination for nuclear facility personnel, the surrounding population and the environment.
Biodiversity : It's the diversity and richness of living species, whether plant or animal, that inhabit the Earth.
Ecosystem : It includes all living things, non-living elements and climatic and geological conditions (soil, air, water) that are linked and interact with one another.
Greenhouse gas : Gases emitted on earth by industry, automobiles and agriculture, having the effect of retaining in the atmosphere the heat emitted by the sun. It's responsible for global warming.
Recycling : Processes to use some materials or objects to reintegrate them into new manufacturing processes.
Waste : Wastes are all types of residues of human activity: household, agricultural and industrial wastes. Agricultural waste and organic house waste can be used as natural fertilizers or to supply power plants. The treatment and of industrial waste is much more complex. Some can be recycled (paper, metals, plastic packaging) and others not. | 1,215 | 561 | {
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Quanta restores the statues sung by poet Ovid (Ovidius)
In 2013 a group of archaeologists performed one of the most fascinating discoveries, in Ciampino (Rome): the villa of the Ovid's patron Messalla. Seven sculptures, which represent the myth of Niobe, one of the most known parts of the "Metamorphosis", are under restoration with Quanta lasers.
Another contribution of the El.En. Group to take to new life masterpieces of the history, for the mankind.
ROME - April 13 2015 - "One of the discoveries that happen only once in the life of an archaeologist," says Aurelia Lupi, driving under the scientific direction of Alessandro Betori team the Superintendence for Archaeological Heritage of Lazio.
The Upper Room of the great Latin poets of the Augustan age, from Ovid to Albio Tibullus, comes back to life at the gates of Rome, in Ciampino. A discovery that archaeologists call "exceptional". It is the Roman villa attributed to Marco Valerio Messalla Corvino, consul, along with Octavian and commander at the Battle of Actium of 31 BC. But above all a patron of poets and intellectuals of the Augustan who wrote the history of classical literature. Attributed to the villa, cited by sources and whose reference to "Valerii Messallae" comes from the stamps on the pipes, is the thermal district, where environments feature fragments of mosaics. However, to confirm that it is the treasure of Messalla it could also be another environment, a few dozen meters away: the natatio, an outdoor pool over twenty meters long, with walls painted in blue. Surrounded by seven statues nearly intact, with some mutilations reconstructed, more than two meters high. A repertoire of statues illustrating the myth of Niobe and Niobe. "Statues of Niobe have been found in the past, but in the case of Ciampino the discovery is really outstanding, "said the superintendent Elena Calandra:" Seven statues of the Augustan complete, but also a series of pieces that can be reassembled." Masterpieces enact the tragedy of the myth, the punishment of the pride of Niobe. "These statues will enter the history books of classical art," added Calandra. Wonders of the circle of Messalla had to decorate the four sides of the pool and a base in lava stone at the center of the tank. Remained untouched in the earth for centuries, probably after an earthquake in the second century made them fall to the bottom of the tank. "Sculptures offer new evidence on the iconography of Niobe," says Alessandro Betori, scientific director of the excavations. "In the group there are two male figures of young people caught in the act of observing the massacre of the brothers who appear to still unpublished. No coincidence that the more vivid description of the myth of Niobe is actually located in his masterpiece, the Metamorphoses."
"Quanta System's laser sources have become an elective tool to restore and enhance the various works of the Messalla's villa. At present Quanta's lasers are restoring the seven statues, sung by Ovid, but soon they will be used also for other aged or ruined parts of the excavations. Something for which are extremely proud" said Paolo Salvadeo, CEO of the company. ---------------- end of file -------------------------------------------------------------------------- | 1,403 | 709 | {
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Understanding fast radio bursts
3 April 2018, by Shaun Cowe
Hoping to get lucky
Now, observatories around the world are pointing at the repeating burst to uncover the hidden story of these strange flashes.
Researchers across the world are now guessing at the origins of fast radio bursts. Most guesses involve a neutron star plunked into the middle of some extreme conditions: black holes, supernovae remnants, colliding with another neutron star or even collapsing in on itself.
Credit: JINGCHUAN YU, BEIJING PLANETARIUM / NRAO
Astronomers are detecting a mysterious, powerful form of radiation blipping across space, and nobody's quite sure why.
Fast radio bursts (FRBs) are flashes of light radiation from beyond our galaxy. They only last for a few milliseconds, but some bursts have as much power as the radiation of 500 million Suns.
The problem is, after one brief flash in the sky, they disappear forever. Until now.
What can they teach us?
One reason scientists are so interested in learning more about fast radio bursts is they can act like a cosmic radar. Dr. Charlotte Sobey of the International Centre for Radio Astronomy Research (ICRAR) says we would only be able to receive the signal, but it would give us information about the space it passes through on its way to Earth.
The way this works isn't much different from a submarine's sonar. The radio signal is sent out from FRB 121102, and as it hits things in space, the signal changes, carrying the information with it. Once the signal gets picked out by our receivers, we can use that information to figure out what it encountered on its journey.
FRB 121102 is already taking scientists the first steps towards this cosmic radar. How? Well, this burst doesn't just repeat, it's also completely polarised.
Signal polarisation means the radio wave is being warped. Astronomers think this can only happen if the signal is travelling through a powerful magnetic field on the way to our planet.
Three years ago, a graduate student of McGill University named Paul Scholz noticed a fast radio burst first spotted in 2012—called FRB 121102—was repeating. This began a race to figure out the mystery behind FRB 121102 that last year began to show answers. This weird radio burst pulsing out from a dwarf galaxy about 3 billion light years away calls into doubt some theories researchers had on fast radio bursts.
The biggest problem with looking for fast radio bursts is you don't know when and where one will flash next. You have to watch the skies and hope you get lucky. FRB 121102 changes all that.
At the moment, astronomers at Aricebo Observatory, Puerto Rico, who are measuring FRB 121102 think it is coming from a strong young neutron star hanging on the edge of a black hole. Another possibility is if the signal is travelling
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through a plasma cloud on its way to Earth.
The polarisation is the same each time FRB 121102 repeats. This leads scientists to think whatever the signal is travelling through is staying put. So somewhere between FRB 121102 and Earth is a huge cosmic event hanging out in the sky.
Even if we figure out what created FRB 121102, it still might not mean all fast radio bursts happen the same way. But for each one we find and measure, we get another cosmic radar scan of some of the most destructive and powerful forces in the known universe.
This article first appeared on Particle, a science news website based at Scitech, Perth, Australia. Read the original article.
Provided by Particle
APA citation: Understanding fast radio bursts (2018, April 3) retrieved 16 October 2019 from https://phys.org/news/2018-04-fast-radio.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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Homework, PE and Equipment
PE Days are Wednesday and Thursday
Children need to wear a plain white t shirt, black shorts and trainers.
Jewellery
For reasons of safety, only stud earrings and watches may be worn by the children at school. In PE lessons all jewellery must be removed.
Equipment
Children do not need to bring their own equipment to school as everything they need is provided.
Homework
The expectation for Year 5 is that children read daily. They should read to an adult as often as possible and adults must record each reading session in the home/school record. All children will have a homework book and the children are expected to look after it. Homework books will be given out on a Friday and will then be collected in on the following Thursday.
The homework will be posted on Class and it guides you through the activities to complete each day. Please ensure the children complete the appropriate activity.
Each day will have a specific focus:
Every Day – Reading
Monday –Menu Monday (completing an activity from the menu choices)
Tuesday – Times Table Tuesday (learning times tables)
Wednesday – Word Wednesday (learning to read and spell new words)
Thursday –Thunk Thursday(discussion of a tricky question)
Friday – Find a Fact Friday (research and discuss facts)
Year 5 Dates for your Diaries
Trip: Dates to be confirmed.
How you can help:
[x] Learning times tables is a key skill that will support your child at school
[x] Support your child to complete their homework
[x] Read on a regular basis
[x] Practise times tables regularly
Welcome to Year 5 Morpurgo and Tolkien
Check out our website: www.briarhillprimary.co.uk
Welcome to Year 5
This year group booklet has been designed to answer many of the questions you may have about Briar Hill and the curriculum that your child is experiencing.
In Year 5 we expect all children to really begin to develop those independent thinking skills that will underpin the rest of the learning that they will experience here at Briar Hill. We want the children to be inquisitive; we want the children to be challenged and we want the children to develop into amazing citizens in the future.
To do this we have created an UKS2 curriculum which is knowledge-based, engaging, challenging and most importantly relevant to the children and we aim to make links across subjects and to real life situations.
Independent reading is an important part of the children's learning so therefore the children will be encouraged to self-manage the changing of books. 'Talk for Reading' sessions in school will be focused on supporting the children to learn effective strategies for comprehending the text on a deeper level, alongside the decoding of the text (the mechanics of reading). Comprehension is a huge part of developing the children into wide and avid readers.
The home-school relationship is vital to a successful year. Parents are most welcome in Briar Hill. You will have access to the Year 5 team at the beginning and the end of the day. We strongly believe in working in partnership and encourage parents and guardians to become involved in school life. We will be using Class Dojo to connect with parents and we can help set up any accounts and show you how useful the App can be. We will be providing a wide range of opportunities throughout the year which will include; parent evenings, workshops, special assemblies, wow events, productions and learning showcases.
We are very excited about the remaining time we have together in Year 5 and look forward to celebrating your children's successes with you.
Autumn Term Curriculum News
During this term in RE Year 5 will learn and explore different aspects of Christianity, particularly with a focus on biblical stories. This term, science will cover the human body and how the circulatory system works, we shall be creating clay hearts! Throughout our learning journey, Year 5 will be focusing on world geography and the development of West Africa. In IT, we will be learning about E-Safety and will also be movie makers, creating exciting mini movies. In addition to this we shall be learning Cantonese! If you're inspired by any of our learning in class, why not conduct your own research project at home about West Africa, E-Safety, the Cantonese language or Christian stories? We would love to see them!
In Maths
This term will be spent developing the children's knowledge and understanding of place value and the four operations (addition, subtraction, division and multiplication). Once the children have mastered each concept they will deepen their understanding by applying their skills to reasoning problems.
In English
Throughout this term, the children will be learning and writing their own setting descriptions, biographies and rewrite their own versions of Beowulf. In addition to this, the children will then move on to write in role and produce cross-curricular writing in other subjects, for example they will write diaries and reports in their geography lesson and instructions in science. The children will also complete daily reading challenges, handwriting and spelling activities. | 2,034 | 1,019 | {
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Resource review
Bullying: You can make a difference.
respectme, Glasgow, 2009. 12pp. Free of charge
The title of the leaflet stands as the bold claim made by respectme, Scotland's anti-bullying service, which is designed to be a practical guide for parents and carers. It delivers as it intends to.
The booklet starts off usefully by defining what bullying behaviour is and the effects of this on a child or young person's health and wellbeing. It asserts rightly that bullying affects whole families and communities.
Throughout the booklet, a non-labelling approach is taken so that neither the person being bullied at that point in time, nor the person who is bullying, feels 'stuck' with this label and then has difficulty moving on from it. There is a balanced perspective given when the needs of someone who is bullying are addressed as well as those of the person being bullied.
As promised, practical advice is given throughout, in terms of 'active listening' to those involved, ascertaining types of behaviours and possible reasons for these, what to say to, and do for, the person being bullied and the person bullying, who to approach in a young person's life (for example school staff, youth workers, or neighbours). Advice is given also on what not to do: anything the young person does not wish to be done at a given point in time. This could be agreed with wholeheartedly if it were not for the fact that there are, and will always be, circumstances in which a young person's right to have another's behaviour kept quiet will need to be overridden.
It is right that it has been stressed that being listened to may be all that a young person wishes for. This may be for a number of reasons: the fear of reprisals, being seen as a 'grass,' or a sense that an adult could make things worse. It is therefore useful that this booklet contains such practical advice and cautions.
It also reminds us that as adults involved in the lives of young people, we have the responsibility and the power to tackle issues of bullying by seeking changes in policies and procedures in particular institutions (schools are mentioned, but surely in residential child care also) as well as personally through role modelling by the example we set in our behaviours as parents and carers.
The booklet provides the reader with contact numbers and websites for use by both young people and adults affected by bullying behaviour. It finally reminds us that as adults we can make a difference and we are needed to do so.
SIRCC works in partnership with respectme and is represented on the Scottish Government's anti-bullying Steering Group so it is well committed to this cause. respectme has given useful direction and advice to SIRCC in the development of anti-bullying initiatives such as specialist training. The publication of such useful material as this guide for parents and carers, and the more recent booklet, Cyberbullying, enables SIRCC to keep up-to-date on the best of practice in antibullying work.
The leaflet is available free of charge from www.respectme.org.uk// publications/publications_introduction/publications introduction.html.
Mike Sutherland Lecturer SIRCC | 1,247 | 655 | {
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an extraordinary secret journal. Sharify is a seven-time recipient of the coveted National Edward R. Murrow prize for journalism, and the winner of 40 Emmy Awards. A graduate of Princeton University, he also holds a Master of Fine Arts degree in Film Directing from Columbia University.
John Sharify, producer, director, writer and narrator continues his cinematic exploration of artistic resistance to oppression. In 2009 he produced the documentary UNSILENCED, about voices of musical witness to the Holocaust. To film The Boys of Terezín, Sharify traveled the world to meet with five of the six remaining survivors who created
Tim Griffis, director of photography, is creative director of NorthWest Video Edge and the winner of seventeen regional Emmys, three Edward R. Murrow Awards, and dozens of National Press Photographers Association awards for documentaries, breaking news and feature stories. A graduate of the University of Idaho, Griffis is a faculty member for NPPA and NPPF courses, the National Press Club, and the Poynter Institute for Media Studies.
Led by Artistic Director Mina Miller, Music of Remembrance fills a unique spiritual and cultural role in Seattle and throughout the world by remembering Holocaust musicians and their art through musical performances, educational programs, musical recordings, and commissions of new works. Visit us at www.musicofremembrance.org.
The Boys of Terezín
A documentary by John Sharify
Five Holocaust survivors, a boychoir, and a chamber music group unite to tell the story of the secret concentration camp journal created under the nose of the Nazis.
The Boys of Terezín
Length: 51:20
Cinematographer: Tim Griffis
Producer, director, writer and narrator: John Sharify
Story: You're a Jewish teenager—in 1942. The Nazis occupy your country, and you're deported to the concentration camp at Terezín. You don't know your fate—but in fact most of the children there will be sent to a death camp at some time in the next two years.
It's very easy for young people today to see a tragedy like the Holocaust as something from the distant past that could never happen to me. But for members of Seattle's acclaimed Northwest Boychoir, their rehearsal of a new oratorio is about to open their eyes to what the Holocaust's genocide meant to teens just like them.
They're going to meet the surviving "boys of Terezín," and learn the poems that the boys wrote for their secret magazine VEDEM while imprisoned by Nazis. Stunning music by American composer Lori Laitman illuminates the boys' homesickness, fatigue from cold and hunger, and anger at their imprisonment—and also their humor, courage and unity even at the darkest of times.
You'll join as four "boys of Terezín" reunite in Seattle—after sixty-five years—for the world premiere performance of the new oratorio, remembering their lost friends, honoring their courage and idealism, and testifying to the human spirit that music can help us share.
History: A group of 100 teenage boys lived in the same room, Home One, at Terezín. Terezín is known by many for its use in Nazi propaganda depicting it as "the Fuehrer's gift to the Jews."
In reality, life there was brutal, cut short by cold, disease, starvation—and regular deportations to death camps. Of the 15,000 children sent to Terezín, fewer than 1,000 were alive by war's end.
The boys in Home One, aged thirteen to sixteen, documented their lives in a secret weekly magazine that they called VEDEM (Czech for "In the Lead"). They drew pictures, and wrote essays, interviews and poetry. It was a huge risk—they would have been sent to death camps if caught—but the magazine was never discovered.
Sidney Taussig, the only boy to remain at Terezín until the end of the war, buried about 800 pages of the magazine, then retrieved the manuscript after liberation. | 1,608 | 825 | {
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Rottnest's tropical corals found to thrive
9 July 2015, by Kerry Faulkner
Researchers are surprised at thriving coral growth at Rottnest Island, predicting its smaller coral communities could grow into a reef similar to the one that existed there in the Last Interglacial, approximately 130,000 years ago.
UWA PhD student Claire Ross's research measured the growth of two hermatypic coral species Acropora yongei and Pocillopora damicornis at Salmon Bay—the southern-most (highest latitude) limit of the species in WA.
She says researchers expected the corals to be slower growing than tropical species because waters are colder, light levels lower and seasonality higher.
"When we saw that they were growing faster than expected in the winter, we were surprised," she says.
"Then we looked at annual average growth rates and found they were growing at similar rates of calcification to tropical corals at Coral Bay and parts of the Pacific and that was even more unexpected.
"It does support the hypothesis that this Rottnest
Island habitat could be a type of refuge for low latitude corals especially as ocean temperatures warm up and it becomes even more suitable for tropical species."
Ms Ross says warming water temperatures globally will result in rapid changes to corals environments.
Already some low latitude species are close to their upper thermal limits and as oceans warm further coral calcification rates are expected to decline significantly.
A tripod with coral colonies Rottnest Island. Credit: Claire Ross
"It is really interesting that most of the locations where tropical corals are expanding their ranges, often have fossilised reefs formed during the Last Interglacial approximately 130,000 years ago, when temperatures were warmer by a degree or two and
1 / 3
sea level was two to three metres higher than today's levels," she says.
"We do have a fossilised reef at Rottnest Island just two kilometres from where the modern living coral are growing." Provided by Science Network WA
The researchers conducted coral testing at two locations at Salmon Bay over a two-year period.
They collected coral colony fragments from the area and glued them to tiles so that they could track the coral's growth over time.
Coral at Rottnest Island. Credit: Claire Ross
They also took measurements frequently.
"Every couple of months we tracked changes in the mass of the coral skeletons using the buoyant weight technique to see how fast they were growing," Ms Ross says.
"We also looked at branch elongation—we tagged colonies and measured the changes in length every few months."
"Documenting a baseline for coral growth rates now is important because in 20 or 30 years it will allow us to see how things have changed."
More information: "Perennial growth of hermatypic corals at Rottnest Island, Western Australia (32°S)." PeerJ 3:e781 dx.doi.org/10.7717/peerj.781
2 / 3
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APA citation: Rottnest's tropical corals found to thrive (2015, July 9) retrieved 16 October 2019 from https://phys.org/news/2015-07-rottnest-tropical-corals.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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BBC LEARNING ENGLISH
Alice in Wonderland Part 5: Advice from a caterpillar
This is not a word-for-word transcript
Narrator
After Alice frightened everyone by growing as big as a house, she ate some little cakes and shrank again. She doesn't like being so tiny, so she's looking for something to make her grow to the right size. But this is Wonderland and what she finds, sitting on top of a mushroom, is very curious indeed…
Alice
Am I as small as a mushroom, or is the mushroom as tall as me? Ohh!!
Narrator
Sitting on top of the mushroom was a blue caterpillar smoking a hookah pipe.
Caterpillar
Who are you?
Alice
I… I'm not sure. I know who I was when I woke up this morning. But I've changed so many times since then!
Caterpillar
What do you mean by that? Explain yourself!
Alice
I can't explain myself because I'm not myself. It's very confusing… I think you should tell me who YOU are first.
Caterpillar
Why?
Alice
Ummm…
Narrator
Alice couldn't think of any good reason. She decided to leave.
Drama
Caterpillar
Come back! I have something important to say!
Alice
Yes?
Caterpillar
Don't be unhappy.
Alice
Is that all?
Caterpillar
No. So you think you've changed, do you?
Alice
I have, sir. I don't stay the same size for more than ten minutes!
Caterpillar
What size do you want to be?
Alice
Oh, I don't mind. A little bit bigger is all I would like. Seven centimetres is such a terrible height!
Caterpillar
It is a very good height! I myself am exactly seven centimetres in height!
Narrator
And with that, the caterpillar crawled off the mushroom and away.
Caterpillar
One side of the mushroom will make you grow taller. The other side will make you grow shorter. Seven centimetres indeed!
Alice
Hmmm… let me pull this side… and now this side… But which side is which?
Narrator
There was only one way to find out the answer to that question. Alice took a bite of one piece of the mushroom …
Drama
Alice
Ouch!
Narrator
…and shrank so quickly that she hit her chin on her foot. Quickly, she ate some of the other piece of mushroom and …
Alice
Where have my shoulders gone? And my hands – where are you, hands?
Narrator
Alice grew and grew until her neck was as long as a snake. Up and up she grew, through the branches and leaves, until her head was higher than the trees. Alice found she could move her neck just like a snake, bending this way and that. She was about to use her long neck to push her head down into the trees to look for her shoulders and hands, when suddenly a furious bird flew at her.
Bird
Snake! Snake! You want my eggs! I know!
Alice
I'm not a snake! I'm a… I'm a little girl!
Bird
Little girl or snake, it doesn't matter to me, you want my eggs just the same!
Alice
I don't want your eggs, really I don't!
Bird
Then be off with you! Go away!
Narrator
The bird settled angrily into its nest. Alice ate a little of one side of the mushroom, then a little of the other, then a little of the first again until she was a good size. She decided to find her way back the door to the beautiful garden that she saw when she first arrived in Wonderland. As she walked through the forest she found a little clearing, with a small house in it, not much more than a meter or so high.
Alice
I wonder who lives here? The house is so small – anyone who lives here will surely be afraid of me!
Drama
Narrator
Alice ate a little more of the mushroom and quickly brought herself down to the right size for this little house. Next time, Alice meets a walking fish, talks to a smiling cat and has to look after a baby. Goodbye.
Vocabulary
shrank
past tense of shrink; grew smaller
hookah pipe
a water pipe for smoking tobacco. Hookah pipes are popular in Turkey and the Middle East
bad mood
an angry feeling
height
how tall or short something is chin
the bottom part of your face under your mouth
shoulders (singular: shoulder)
the part of your body on each side of your neck, between the top of your arms and your neck
neck
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Indoor Leagues
The indoor korfball season takes place between October and May. Dundee play in the Scottish Korfball League (SKL) against teams from Edinburgh, St. Andrews and Glasgow.
Summer Tournaments
In the summer, many clubs hold outdoor tournaments. This enables players to compete against teams from all over the country during the course of a day, and is normally followed by an evening social event.
Training
Dundee train in the Allardyce sports hall at Mayfield Sports Centre
(193 Arbroath Road, Dundee DD4 7HS) on Wednesday evenings, from 8:00-9:30pm.
We play indoors most of the year, but outdoors in Summer. See our website for our most upto-date events calendar.
Costs
Membership of the club costs £10, and regular training sessions cost £5 each for adults. Concessions are available.
The Game
Korfball was invented by a Dutch school teacher in 1902. He wanted a team sport that the boys and girls in his school could play together on equal terms, and that would encourage team-work and co-operation. He called the game korfball after the Dutch word for basket, „korf‟. Korfball is now played by both adults and juniors throughout Europe and as far afield as Australia and New Zealand, and continues to grow rapidly.
The Club
Dundee Korfball Club was formed in 2011 to give local people the chance to play korfball.
The club will eventually have separate sections for youths and adults, and will always try to make everyone welcome, whatever their fitness level or sporting ability.
Need any more information?
Call / text Nigel on 07817 640432 e-mail firstname.lastname@example.org or visit www.dundee.korfball.org.uk
Team Sport for MEN and WOMEN BOYS and GIRLS
Club Information & Introduction to Korfball
BEGINNERS WELCOME!
www.dundee.korfball.org.uk email@example.com
Playing Korfball
Korfball is a sport played by hand by teams of 4 men plus 4 women who try to shoot a ball into a korf (basket). The sport emphasises all-round skills, co-operative play and gender equality.
A korfball team of 8 players divides into 2 "divisions", with 2 men and 2 women in each. The playing area consists of two large squares, joined along the centre line, each with a korfball post set in one-third from the back line. One division starts in attack, the other in defence. Every 2 goals, the divisions swap ends and roles. There are no fixed „positions‟, everyone spends time attacking and defending. Men defend men, and women defend women.
A korfball match is 1 hour long, with a 5 minute break at half-time.
Some Basic Rules
No running with the ball or dribbling. No deliberate physical contact. During normal play, no time limit with the ball.
Shooting
An attacker must break free from his/her defender in order to take a shot. This can be done either by:
* Making distance back from the defender away from the korfball post – a "long shot".
* Running past the defender towards the korfball post – a "running-in shot".
Distinct techniques have been developed as the most effective ways to execute these shots, but these are not compulsory – players can improvise.
Collecting
Before shooting, it is useful for one of the attacking division to take a position under the post in order to collect and recycle the ball if the shot misses. Any of the attacking division can take this position, known as "collector".
Feeding
Another useful position that can be taken by any of the attacking division. The "feeder" stands facing outwards from the post area and distributes the ball to other attackers who have broken free from their defenders, either for a long shot or a running-in shot.
Defending
Goals can only be scored when a player breaks free from his/her defender. An attacker is "defended" when a defender of the same sex is:
* Between the attacker and the korfball post.
* Able to touch the attacker‟s torso.
* Facing the attacker and trying to block the ball. An attacker who takes a shot while defended gives away a re-start to the defending team. When defending, try to stay between your attacker and the post.
Re-start
A re-start is awarded for a minor infringement. The pass must be made within 4 seconds of the referee‟s whistle, cannot be actively defended, and must travel at least 2.5 metres. The same rules apply to throw-ins from the sidelines and re-starts from the centre of court.
Free Pass
A free pass occurs after a serious infringement. It is taken from the penalty spot and all other players must stand 2.5 metres away. The pass must be taken within 4 seconds of the referee‟s whistle. A goal may not be scored directly from a free pass.
Penalty
A penalty is awarded when an infringement prevents a free scoring chance. The penalty taker shoots from 2.5 metres in front of the post. All other players must stand 2.5 metres away from the post and the penalty taker. There is no time limit. | 2,026 | 1,119 | {
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Dovedale Primary School
Welcome to year 2!
Welcome to Year Two! We are very much looking forward to the coming year—it will be extremely busy but highly enjoyable. We have lots of exciting things planned and some great topics which we hope will inspire and excite the children.
What's happening this half term
Maths— children will further their understanding of number and place value and learn to partition numbers in different ways. They will continue to learn strategies for addition and subtraction using concrete apparatus, pictures and written methods.
Reading—children will take part in regular guided reading sessions. They will develop their fluency and learn to answer questions about what they have read. They will also complete written comprehension exercises based on texts read in class.
Writing—punctuation, spelling and handwriting will be the focus of writing sessions this half term. Children will be encouraged to "think it, say it, write it, check it".
Science—Our science topic is materials. Pupils will learn to recognise materials, describe their properties and understand how materials have certain uses and are suited for specific jobs. They will sort, classify, observe and begin to explore fair testing.
Geography—In our geography lessons this half term children will learn about our city of Liverpool. They will use maps and plans to locate different places and will identify human and physical features of our city including many of it's famous landmarks.
History—In history we will find out about our city in the past, particularly WW II. Children will learn about how Liverpool was affected including evacuation and rationing. We would be very grateful for any WWII artefacts you may have.
Art—We will study the work of Ben Johnson and his Liverpool Cityscape and the work of local textile artist Sandra Hepworth.
PE/Clothing
Children do PE on alternate Wednesday and Monday afternoons this half term. Please ensure PE kits are in school.
We already have a number of unclaimed jumpers and cardigans. Please ensure your child's clothes are labelled with their name to ensure lost items can be returned to you.
Supporting your child at home
Maths homework will be sent home on a Thursday and will be linked to work covered that week in lessons. We will try to make these as practical and enjoyable as possible for children.
Spellings will be sent home on a Monday and tested on a Friday and will also link to spelling rules covered in school. Please use the spelling menu provided for suggestions of how children might like to practise at home.
School website/Twitter
Please continue to check our Year 2 webpage and twitter account for up to date information. @DovedaleY2 | 1,034 | 533 | {
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Ideas on keeping your dog warm this winter
We have had our first snow already and Meg is snuggled into her jumper on the sofa!
The cold weather doesn't just affect our skinny whippet friends. Animals with heart / circulatory conditions, the elderly, puppies, ill or arthritic dogs, etc. can all feel the cold and be affected by it.
How to recognise that your companion is cold
Curling up in a tight ball to conserve what little heat they have; shivering or teeth chattering; clinging to any available heat source.
The following are suggestions for ways to keep them warm and more comfortable this winter.
TTouch: Earwork is invaluable for cold dogs. Taking the ear between thumb and fingers, gently stroke your fingers down to the tips and off the end of the ear. Keep it rhythmical and regular. Let your dog tell you what feels good. Work on both ears. Try it on yourself to see how effective it is at warming you through.
Clothing: a good dog jumper or coat (without buckles or straps to cause discomfort when sleeping) made of fleece is invaluable. If your dog gets wet, dry them thoroughly and put on a jumper. (http:// www.mekuti.co.uk/hotter.htm)
Bedding: Draught-proof it. Ensure they can push their backs into something soft and snugly. Line with Vetbed or some other heat retaining fabric (like fleece) to reduce draughts. Heat pads (pet ones) or bubble wrap under the bedding reflects body heat.
Food: warmed if possible. Cold food takes a lot of energy to warm up and may chill the tummy. Regular small meals through the day can help keep blood sugar stable. Consider increasing calories (Meg has porridge with peanut butter, blackstrap molasses and banana for breakfast!)
Exercise: keep out of the water! Keep them moving, but be careful about long walks on cold days. Play games indoors and out that stimulate their circulation and keep their minds working.
Crystallised ginger: when all else has failed with Meg, we give her one piece of crystallised ginger. It warms her right through from the inside and works very quickly.
Feet: check the pads regularly for signs of cracking. Neem oil rubbed into the pads can help enormously (http://www.mekuti.co.uk/neem.htm).
Enjoy the cold weather, and make sure you keep warm yourself!!
DANGER: Anti-freeze is sweet tasting – a teaspoonful is enough to poison a small dog. Keep it safe up high, wiping off any drips, and clear up any spills.
Beware of your dogs drinking puddle water in car parks. | 944 | 548 | {
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This half term, we are studying the novel 'Trash' by Andy Mulligan. This novel explores the poverty of working children. However, we are reminded that 'there is always hope' as we see the children exploring the values of friendship, trust and justice.
We are delighted that the author Andy Mulligan is coming to talk to the students about his writing and hopefully inspire them with their own ideas.
Reading Journals
Weekly reading expectations are included in the reading journals. These are guides only; we recognise that children will read at different rates. The books are used in lessons please ensure they are brought in on a daily basis. Replacement Reading Journals are available to download from our website.
Reading for Pleasure
We have a KS3 fiction library with a huge range of fiction and non-fiction books. Students have a weekly opportunity to borrow books, read together and share ideas. This half term, we will be encouraging pupils to explore further books written by Andy Mulligan or non-fiction books about recycling and the environment. Academically successful students read for a minimum of twenty minutes daily. Please remember to sign your child's reading bookmark so that it can be included in the House Reading Challenge.
Home Learning Support
Please offer your child encouragement and support; please discuss with them the right place and time for home learning to be completed.
We understand that every student has different needs, especially when working at home. Class teachers encourage the completion of home learning to the best of a student's ability. There is a weekly opportunity to share learning and of course everything completed underpins work in class. Teachers will tell students which day of the week they need to be prepared for; students need to write due dates in their ROAs. Merits will be awarded for effort.
Every student is provided with a Linking Literacy Passport at the appropriate level. These booklets contain subject terminology; reading and writing targets and ideas to support learning.
At school there are a number of home learning clubs and Learning Surgery is held every Monday lunchtime (just turn up). Contact heads of year for further details.
Challenge Home Learning Teachers will ask: What have you learned?
Investigate and learn facts, skills, concepts, vocabulary and spellings
Commit to learn something new
Form good habits
Learn how to get 'unstuck'
Become an independent learner
Students have a list of vocabulary/spellings to learn each week.
Students are asked to spend a little time focussing on something they need to memorize or practise.
This might be guided by the teacher or have a whole class focus.
1) This half term, we will be revising the complex world of punctuation.
Our focus will be on commas, colons, semicolons and the punctuation rules for direct speech.
2) Also, students need to learn the different sentence types
A simple sentence has a subject and only one verb: The girl sprinted after the tiger. A compound sentence is formed when you join two main clauses with a coordinating conjunction: I like bananas and I like grapes.
A complex sentence is formed when you join a main clause and a subordinate clause with a subordinating conjunction: The dog barked because I knocked on the door. | 1,249 | 648 | {
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Dovedale Primary School
Welcome to year 6!
We are delighted to welcome our year 6 children back to school and look forward to a busy and productive year ahead! We have high expectations for our children in this busy Autumn term, and after a very promising start to the year in all three classes, we will now be encouraging our year 6 children to take responsibility for their learning outside of school in the key areas of reading, maths and grammar homework. Keep up the good work, year 6!
What's happening this term
Maths
Year 6 have been practising SATs style questions already and are covering a broad range of maths areas. Our main focus for Autumn term will be place value of numbers; ordering numbers up to 10 million, including decimal numbers, rounding numbers and looking at negative numbers in context. We will also be having a big focus on fractions, decimals and percentages and developing arithmetic skills daily.
English
We have been focussing on Action Stories, linked to our class reader, The Explorer. It's wonderful to see that some children have bought and read the book over the holidays. We will be looking at different autobiographies, including the life of Anne Frank before we finish off the term looking at the life of Charles Dickens and studying some of his most famous works closer to Christmas.
Science
We are studying the systems of the human body, including the circulatory and digestive systems, and investigating the impact of exercise and food types on our bodies. We will be undertaking practical investigations to learn more.
History / Geography
We are developing map work skills and investigating the environment, culture and history of the Maya people of Central America by looking at their place in time on historical timelines and comparing them to other areas of history that the children have studied. We will be using ICT to handle data from results gathered.
PE/Clothing
Children will be receiving PE lessons from their class teacher, as well as Mr Kirkwood. Swimming will continue on Friday afternoons. We have been delighted with each child's effort to maintain standards in Year 6, not only in uniform and dress code, but in organisation, remembering PE kits and swimming kits, wearing trainers only at playtimes, and displaying manners and behaviour that set a very good example for our younger pupils.
School website/Twitter
Follow us @DovedaleY6 to keep up-to-date with the learning that goes on in class each week.
Continue to check our website for Year 6 information, events and important dates at:
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You are very important in your child's life! Here are some ways to build your relationship and help your child learn to be with others:
give praise as often as you can – don't wait till they've done something perfectly – praise the little things! This helps your child feel good about themselves
let them know you care about them and what happens in their day. Talk together, share a laugh - turn off the TV and spend time together.
listen to your child and give them time to tell you how they feel – show your child you understand – e.g. say "it sounds like you are really cross". Sometimes children have tantrums because they feel ignored so take time to stop and listen.
help them understand what you are saying – repeat instructions in different words and carefully explain what you mean.
teach them that not getting it right the first time helps us to learn – "you practiced a lot when you were learning to ride your bike, keep practicing and you will soon be able to catch."
if you are feeling angry or frustrated, take time to cool down in another room or outside – your child will learn how to deal with hurt feelings by watching you.
choose stories that are not too long – find books that you can start and finish in one go.
change the main character's name to your child's name or the name of their toys.
choose stories that all your children can enjoy.
visit the local library and ask your child to choose some books to read (find the books for their age). This will help them feel involved and will teach them about how libraries work.
your child might like to tell you a story – listen to them and give them lots of time to make up the story as they go.
your child will learn that reading is important and fun by seeing you read – you don't need to read a book, the newspaper or magazines are fine.
Parentline: 132 055
www.raisingchildren.net.au
Children love to explore and learn through play. These simple games and activities will help your child's skills grow:
make a cubby together out of cushions, blankets and chairs. Encourage your child to come up with ideas about what their cubby could look like.
build a car or rocket together using cardboard boxes – talk about what you see on your travels to outer space, make different car noises and count down to blast off in your rocket! Children love to use their imagination!
give memory games a go. Use a towel and a few things from around the house. Talk about the different items with your child and when they close their eyes, take one thing away. See if they can remember what is missing. Children love tricks and this can be a fun way to help them practice remembering.
try some easy puzzles and simple games with rules. Play a game of Snap with cards. Local libraries often have children's games and puzzles you can borrow.
draw and paint together – don't worry about getting a picture just right. Give finger painting and painting with sticks a go.
through a straw to make
You can even blow paint a great pattern.
A NSW Government early intervention initiative
Get active with your child and really help their skills and imagination to grow by:
going to your local park or playground. Take a bat and ball, bike or a kite. Parks and playgrounds can be great places for children to try new games and meet new friends.
visit the beach or a river. Playing in the sand and in the shallow water can be great fun for kids. Take along some old containers and a plastic spade to build castles. Don't forget hats and sunscreen!
dig for 'treasure' in the backyard – it doesn't really matter what you find. Use your imagination to turn a rock into gold or a stick into a wand. Your child will have some great ideas and it can be the start of a great game.
use big chalk or a paint brush with water to draw and paint on outside bricks or the drive way. You could even draw around your child with chalk and then together fill in what's missing – eyes, ears, nose, mouth and hair.
take a train or bus trip to somewhere new, a different park or to the beach. These trips are great fun for children. Pack a lunch and enjoy the day together. | 1,302 | 872 | {
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Children's Therapy Center
Helping children achieve their fullest potential
Questionnaire Regarding Feeding at Home
1. Who feeds your child at home?
a. Do different caregivers feed your child in different ways (e.g., different positions?)
b. Does your child seem to respond different to different feeders?
c. If only one caregiver feeds your child, what is the effect of this total responsibility on this caregiver?
2. Describe your child's problems with feeding?
a. Does your child have difficulty with sucking or drinking?
b. Does your child have problems biting or chewing?
c. Does you child cough or choke?
When?
How often?
d. What do you think is causing your child's problems with eating?
3. How much help does your child need with feeding?
a. Do you manually assist your child in chewing and drinking?
b. Does your child self feed or do you assist them in self feeding?
c. Is your child independent in using a cup or do you have to assist him or her?
4. How do you know when your child is hungry?
5. How do you know when your child has had enough?
a. Does your child stop eating when satisfied?
b. Can your child's endurance cause them to stop eating before they are full?
6. When and how often is your child fed, and how long does a meal take?
7. How much food/milk/formula does your child consume?
Each meal?
Each day?
8. If your child gets something other than formula, milk or baby food, do you do anything special to prepare the food? i.e. mash or cut up?
9. When your child is fed at home, where does he/she sit? (e.g. in a chair at the table, high chair?)
a. How do you position your child?
b. Is there anything special that you do to adapt the seating?
10. What bottles, nipples, or spoons are used in feeding? (Type or shape)
a. If adapted equipment is used in feeding, what is it and how is it used?
b. Have you tried special equipment before and decided that it was not working for you and your child?
11. Describe your child's response to feeding. When does your child most enjoy feeding?
12. How does your child react to foods that or that have different textures, tastes or temperatures?
13. Does your child's performance and behavior during feeding differ in the morning, mid-day or night?
14. Who is around during most meals, and what else is going on in the room?
15. Has anyone given you suggestions on how to feed your child? How did these work for you? | 951 | 546 | {
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How sick is too sick?
Parents may wonder whether they should send their child to school if the child has symptoms of illness or is being treated for an infection or communicable disease. Also, the child may have sustained an injury which would preclude his being in school for his own safety and well-being. At times, children will become ill or injured at school and parents will be contacted to take the child to a medical facility or home.
The following guidelines can help parents, caregivers, and school staff as they determine "how sick is too sick"
- Child has a condition that requires immediate medical diagnosis or intervention, e.g., needs emergency dental care, sutures, bone-setting, or medical care.
- Child needs ongoing supervision, above and beyond that normally provided in daycare or school, which cannot be managed in the routine setting.
- Child is not able to function because of illness, e.g., fever, toothache, vomiting, loose stools, migraine headache.
- Child has untreated pediculosis or scabies.
- Child has an open, draining, infected skin lesion which cannot be covered with a protective barrier.
- Child has a persistent, productive cough.
- Child has an un-diagnosed rash.
Additionally, a child should not be sent to school if he or she poses a significant health risk to others in the normal course of the day in day care or school activities, such as in the following situations:
- The child is in the infectious stage of a serious airborne transmitted communicable disease including, but not limited to, chicken pox, measles, mumps, pertussis, tuberculosis, or rubella
- The child unable to hygienically manage bowel and/or bladder functions expected of his age and/or is in the infectious stage of an oral-fecal transmitted communicable disease (Hepatitis A, giardiasis, salmonella, shigella, rotovirus, and parasites)
Children may not be excluded from school when the risk of transmission of a communicable disease is non- existent in that setting or when transmission can be controlled through education of staff and child and the provision of readily available supplies to carry out hygiene measures.
If your child shows signs of illness at the beginning of the school day, check her/his temperature. Keep your child home if his/her temperature is 100 degrees F° or greater before use of fever reducing medication. The child should not return to school until his/her temperature has been below 100 degrees F for 24 hours.
If your child has diarrhea or vomiting, he/she cannot return to school until 24 hours after it has stopped.
Sending a sick child to school is hard on him and can expose others to contagious illnesses. When a child has a communicable disease, the school office must be informed so that the parents of classmates can be notified. After beginning an antibiotic, your child must remain at home for a full 24 hours before he is considered non- contagious.
Parents, care providers, and school staff are encouraged to contact a health care professional for specific information and recommendation about the ill or injured child's needs for exclusion from the setting and possible medical assessment and intervention. | 1,284 | 637 | {
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TCPL 204: COMPUTER AIDED PLUMBING DRAWING (TEACHER'S GUIDE)
TCPL 204: Computer Aided Plumbing Drawing
Duration: 30 Hours
Module Overview
This module equips the learner with the basic knowledge and skills of using a computer to design and draw various fittings as applied in plumbing. It equips the learner with the skills to develop an intended outlook and template of the required fitting and interpret given drawings for effective implementation.
Learning Outcomes
By the end of this module, the learner should be able to design and draw plumbing fittings.
Preparatory Assignment
Before teaching this module, task learners to design and develop the sketch of a Wash Hand basin and kitchen sink for a client and make presentations in the class.
Result
Learners design and make neat sketches of the proposed Wash Hand Basin and kitchen sink for a client.
Sub-module 1: AutoCAD Basics
Duration: 30 Hours
Assessment Strategy
Assign the learner to:
- develop the design of a direct system of cold water supply for the client and use AutoCAD to draw its plan, elevation and section.
- write specifications of the materials and proportions to be used during implementation.
Teaching/ Learning Resources
- Computers
- Drawing sheets
- Printers
- The Internet
TCPL 204: Computer Aided Plumbing Drawing
Duration: 30 Hours
Module Overview
This module equips the learner with the knowledge and skills of using a computer to construct and develop shapes of various fittings as applied in plumbing.
Learning Outcome
By the end of this module, the learner should be able to design, construct and develop shapes of various fittings as applied in plumbing.
Preparatory Assignment
Before teaching this module, show learners drawings of concrete and cast iron covers, cesspool, septic tank and task them to design.
Result
Learners design concrete and cast iron covers, cesspool and septic tankusing AutoCAD soft ware.
Sub-module 2: Geometric Construction
Duration: 30 Hours
Assessment Strategy
- Design a combined sewer system and septic tank for a house.
Assign the learner to:
Teaching and Learning Resources
- Computer
TCPL 204: Computer Aided Plumbing Drawing
Duration: 24 Hours
Module Overview
This module introduces the learner to the basic skills of designing kitchen sinks, wash basins, tile patterns and waste disposals using CAD software.
Learning Outcome
By the end of this module, the learner should be able to design kitchen sinks, wash basins, tile patterns and waste disposals.
Preparatory Assignment
Show the learners different shapes of kitchen sinks, wash basins, tile patterns and waste disposals and task them to design.
Result
The learners design kitchen sink, wash basins, tile patterns and waste disposals.
Sub-module 3: Orthographic Projection
Duration: 24 Hours
Assessment Strategy
Assign the learner to demonstrate the procedure of designing kitchen sink and wash basins.
Teaching and Learning Resources
- Real objects
- Computer | 1,424 | 620 | {
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Mr. Griffin
Interests
- Road Cycling, Mt. Biking
- It's challenging and gets me places I otherwise would not
- Sushi, Wild Ginger
- Sufjan Stevens
- Longmire, Ninja Warrior
- Day in Moab (Porcupine Rim), evening w/ family
School
- I am always learning new things.
- I never have the time I want to do the things I want
- I would like to update my own business plan and learn for about the food industry.
College
- DU Pioneers or someplace local.
- Great school, rigorous
Career
- Business guy, teacher, therapist?
- Why - Help folks
- Everyone can benefit from therapy
Third Student Name
Interests
- What do you like to do?
- What is one thing that makes it interesting to you?
- Favorite food
- Restaurant
- Group/artist
- TV Show
- Perfect day
School
- What is the thing you like best about school?
- The thing you like the least about school?
- What is one thing you want to learn in this class?
College
- Where do you want to go to college or post FHS?
- Include info on your college or post FHS institution
Career
- Name a career goal.
- Why are you interested in this career?
- Include information on this career.
Second Student Name
Interests
- What do you like to do?
- What is one thing that makes it interesting to you?
- Favorite food
- Restaurant
- Group/artist
- TV Show
- Perfect day
School
- What is the thing you like best about school?
- The thing you like the least about school?
- What is one thing you want to learn in this class?
- Where do you want to go to college or post FHS?
- Include info on your college or post FHS institution
Career
- Name a career goal.
- Why are you interested in this career?
- Include information on this career.
Layout Grading
- Sections aligned (green Lines)
- Indent Right (orange arrow)
- Hanging Indents (blue circle)
Fourth Student Name
Interests
- What do you like to do?
- What is one thing that makes it interesting to you?
- Where do you want to go to Same Font sizes (Except Name)
- Favorite food
- Restaurant
- Group/artist
- TV Show
- Perfect day
College Space between section (red square)
college or post FHS? Include info on your college or No space after section, esp. in text box. (Purple arrow)
post FHS institution
Career
- Name a career goal.
Why are you interested in this
-
career?
School
- Interests: 6 or 7 bullets
Include information on this
Content Grading
- School: 3 Bullets
- College: 2 bullets
- What is the thing you like best about school?
- Career: 3 bullets
- No "I don't knows"
- The thing you like the least about school?
- What is one thing you want to learn in this class?
- Learning Objective is not "I want to start a business"
career. | 1,236 | 674 | {
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02/2020
Our daily mix of aluminium
Food, water and cooking utensils can contain aluminium. Also certain cosmetics. Are we taking in too much aluminium?
Our body does not need aluminium. If too much enters the body it eventually can have damaging effects on the nervous system, kidneys and bones. This is why the BfR has carried out a risk assessment, estimating for the first time the total aluminium intake of the German population. Among other things, intake from food, cosmetics, cooking utensils and packaging was taken into account.
The current BfR study shows that, depending on dietary habits, teenagers and adults already consume up to 50% of the acceptable healthy amount through food and beverages. Adding on contributions from packaging, cooking utensils and cosmetics, the healthbased guidance value can be exceeded.
Mindfulness with aluminium products
Aluminium is soluble in acids, bases or saline solutions. Beverage cans or yoghurt pot lids, for example, are coated on the inside to block aluminium from migrating into especially acidic or salty foods. Otherwise as with some aluminium pans, cooking spoons, grill trays or for take-away meals, aluminium can easily migrate into food, such as tomato sauce, onions, fruit, salted herring or marinades. Certain cosmetics, such as toothpastes claiming a "whitening effect" or antiperspirants, can also contain aluminium compounds and contribute to the overall intake.
Tips for minimisation
Giving up certain food is impractical since aluminium occurs in similar quantities in many foods. The general recommendation here is for diversity and variety. Those wanting to reduce their aluminium intake should use coated aluminium trays, reusable BBQ trays made of stainless steel, for example, and they should avoid aluminium baking trays and aluminium foil for acidic or salty food. The sparing use of Al-based whitening toothpastes can also significantly reduce aluminium intake, as the BfR's study showed. Aluminium espresso makers are not a problem because a protective layer forms when the coffee is prepared. However, one should not put it into the dishwasher as this destroys the protective layer.
Health risks from using antiperspirants containing aluminium chlorohydrate everyday are unlikely based on current information.
Antiperspirants containing aluminium: health risks are unlikely
But what about when aluminium is absorbed through the skin? New clinical data has prompted the BfR to reassess the aluminium uptake from antiperspirants via the skin. Based on these data, the uptake is much lower than previously estimated. According to the current state of scientific knowledge, adverse health effects are unlikely if antiperspirants containing aluminium chlorohydrate are used on a daily basis. Their contribution to the total aluminium intake is after evaluating new data significantly less than previously calculated. ◘
More information:
www.bfr.bund.de/en > A-Z-Index: aluminium
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Chiropractic - Acupuncture - Massage - Functional Medicine
SPRING GARDENING AND YARD WORK TIPS
With the weather finally feeling like spring, many people are beginning to head outside to get a start on making their yard the envy of the neighborhood. While getting enough physical activity is important for your overall health, there are times when those activities may cause a new or recurring injury to flare up. Follow these tips to avoid that happening to you when heading out to tackle your yard work!
1. Warm Up – As with any physical activity, taking a few minutes to warm up can go a long way in preventing injuries. Try to avoid static stretches before you are warmed up and instead focus more on a dynamic warm up.
A dynamic warm up may look something like this: a brisk 5-10 minute walk followed by trunk rotations (hands on your hips and twist side-to-side), side bends (hands on hips and bend side-to-side) and then knee-to-chest pulls (your knees don't need to touch your chest, just go as high as you can).
2. Vary Your Activity – Don't spend too much time on one activity. Do some raking, some pruning, some weeding, some digging, etc. But make sure to mix it up so you are no continuously doing one activity for too long.
3. Weeding and Mowing – Bending over for long periods of time causes a lot of strain in the low back. Bending over to weed and leaning forward on a push mower both can bother the low back. When weeding try to kneel on a rubber gardening mat, sit on a gardening stool or sit directly on the ground (also, see #2 to Vary Your Activity). When mowing, be aware of your posture and take breaks. There's no need to attempt to set a Guinness Record every time you mow!
4. Hydrate – Your body needs to be hydrated to function properly. Most often, this means water; only use an electrolyte drink if it is very hot out or you are working for several hours (but be careful, many of the electrolyte drinks have high fructose corn syrup, artificial sweeteners and artificial colors … that is a topic for another time).
5. Lifting – Lift with your knees. This means keep your back straight and bend at the knees and hips (not your back) when lifting heavy – or even lighter – objects. Your legs and glute muscles are strong enough so let them do the heavy lifting! Your back will thank you.
Chiropractic - Acupuncture - Massage - Functional Medicine
6. Raking – Most people have a dominant side and prefer to rake, shovel and sweep in that one direction. This causes imbalances in your body as one side is getting overworked. Try switching sides every few minutes. It will likely feel awkward at first but you'll get it!
7. Wear Supportive Shoes – Many people have crummy, worn out, old tennis or running shoes that they wear while doing yard work. Be careful. You want your shoes to have plenty of support and to fit properly.
8. Outsource – If you've had injuries in the past or are just not physically ready to do yard work, hire a niece, nephew, grandchild, neighborhood teenager, etc. It'll save you the pain of doing it yourself and put a few dollars in the pocket of a hardworking youngster.
Dr. Diane K. Smith Chiropractic Physician Certified Chiropractic Sports Physician Chiropractic Acupuncture | 1,343 | 749 | {
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2 Parents and relatives – Exploring siblings' roles and any differential treatment of children
For social workers to explore with parents/relatives the different roles that the children might have within the family, as well as any differential treatment they may have been subject to.
Key questions to think about might include some or all of the following:
In some families, boys are treated differently to girls – what was it like in your own family when you were growing up? What is important/what is it like in your family now?
As a mum/dad, how do you want your boys to grow up? How do you want them to be? What is important/what is valued in your family?
As a mum/dad, how do you want your girls to grow up? How do you want them to be? What is important/what is valued in your family?
Some people think that boys need to be tough to cope: that by the time they start school they should be able to fight back if someone hurts them. What do you think? What about girls, is it the same for them or different?
Some people say that if you are too soft with boys it just makes life harder for them later on, like when they start school. What do you think?
Is it good to treat boys and girls the same? Or is it better to treat them differently in some ways?
Exploring siblings' roles and any differential treatment of children
In some families, girls might be expected to do more to help around the house. What do you think is best?
In some families, girls help more with looking after younger ones. In other families it's more about age, the older ones help with the younger ones. What do you think is best?
Who is most like you in your family? In what ways?
Some children might show you that they want kisses and cuddles, for example, they might climb up on to your lap or reach out to you. Who is most likely to want cuddles from you?
Some people think that girls are easier to parent than boys – what do you think?
Some parents get on best with their sons/best with their daughters. What's it like in your family?
Exploring siblings' roles and any differential treatment of children
Some parents get on best with one of their children. What about you – is there someone whom you feel really close to in your family?
How do you know when your child, A, is upset or feeling sad? Do they show how they are feeling?
How do you know when your child, B, is upset or feeling sad? Do they show how they are feeling?
How do you know when your child, C, is upset or feeling sad? Do they show how they are feeling?
How do you know when your child, D, is upset or feeling sad? Do they show how they are feeling?
How do you know when your child, E, is upset or feeling sad? Do they show how they are feeling?
Exploring siblings' roles and any differential treatment of children
Sometimes the eldest child is the one who likes to "boss" the younger ones around a bit. Did this happen much at home?
Name:
Signature:
Role:
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Latest News: 13 th
July 2012
Visit to Henry Moore
Year 3 went to the Henry Moore Foundation last Tuesday. When we arrived we had a guide who took us around the museum and explained how the sculptures were designed and made by Henry Moore. Next, we were given the opportunity to go and sketch our favourite sculptures - most of us chose the 'Double Oval' (it actually looked like a pair of scissors). We found that because the models were abstract that we could look at them in different ways - for example for one model some of us thought that it looked like an elephant, others said it was a strange shaped wall and a few thought it was the hulk!
Paradise Park Y4
On Wednesday 4 th July my class visited Paradise Wildlife Park in Broxbourne. First my group decided to explore the area with the meercats. They are herbivores, and there were lots of them all huddled together on a huge rock.
"Look!" Sila yelled. "They look so cute!"
After we finished gazing at the small meercats, we decided to look at the adorable rabbits and guinea pigs. Theyare also herbivores. They must have been scared of us because they were all huddled up in their hutch.
Later on we saw a snow leopard. It's coat was as white as a blank page of a book and like snow like it's name!
My favourite part of Paradise Wildlife Park was looking and gazing at all the large animals. I enjoyed watching the meercat because it looked as if they were staring into my eyes. I also enjoyed watching the strong monkeys climb from rope to rope clinging on for dear life. The place was very beautiful. There were lots of little areas to play in including adventure playground, pirate's cave and many more!
Shenel, Class 4A
Food Glorious Food
At the end of this term we say goodbye to Mrs Tilbrook, who leaves the school after cooking the school dinners for more than 22 years. The whole school gathered to say thank you for all her hard work, and sang 'Food Glorious Food' to her. We wish her good luck for her retirement.
Orange class assembly
Orange Class told us about some of their favourite things during their class assembly. They told us the story of 'Little Rabbit Foo Foo', then showed us how well they could hoola hoop, accompanied by the African drums. They showed us some of their wonderful art work. What a talented class!
Olympic Torch
We were very lucky to be visited by one of the Olympic Torch bearers who came into school and showed us the torch that she carried through the streets of Harlow. She told us that the 8000 holes in the torch represented the 8000 people that are carrying the torch around Great Britain before it finally arrives at the Olympic stadium.
New Classes
On Wednesday everyone visited their new classes and met the teacher they will be with in September. It was a chance to get to know each other, and to find out about some of the exciting things planned for the new school year.
The Mayor's Charity Fun Run
The Mayor's Charity Fun Run this year is being held on Sunday 9th September 2012. Once again there will be a 3km walk, 3km run and 10km run. Entry forms can be downloaded from the Enfield website at www.enfield.gov.uk/sport Other family activities on the day include bouncy castle, pony rides, face painting and circus skills. | 1,193 | 743 | {
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Conservation success: Eight-fold increase of turtle nesting on
Cousin Island
Title
Cousin Island Special Reserve has recorded a phenomenal eight-fold increase in abundance of nesting hawksbill turtles since the early 1970s based on new analysis of data, a scientific paper published in the Endangered Species Research journal has revealed. The increase is directly attributed to the ongoing turtle conservation program on Cousin started in 1972.
"These findings are a validation of the important work carried out on Cousin." Says Nirmal Shah Chief Executive of Nature Seychelles - BirdLife's partner in the Seychelles, which manages the island. "It is long awaited proof that conservation works even for long lived and critically endangered species like marine turtles."
The evidence shows that Cousin Island, an Important Bird Area (IBA) known for saving birds like the Seychelles warbler from the brink of extinction, is also a sanctuary for other endangered species. "At 29 ha, it is one of the smaller islands within the granitic Seychelles yet one of the most important nesting grounds within this region." The paper says.
Turtle populations are notoriously difficult to census, relying upon long-term monitoring of females at their nesting beaches. This makes the monitoring on Cousin a mean feat. Turtle monitoring commences each season when wardens observe the first evidence of a turtle emerging onto the beach to lay her nest. This generally occurs around late August, and turtles continue to emerge until late February or early March. Beaches are periodically patrolled. A complete patrol involves a full circuit of each of the 4 beaches on the island and varies in duration from 30 minutes to 3 hours, depending on the number of turtles and tracks encountered.
Females emerging on Cousin are individually tagged, and nesting data collected from nesting attempts observed through tracks and actual turtle sightings. "Survey effort varied over the years for a variety of reasons, but the underlying trends over time are considered robust." The authors say. Tag returns also show inter-island nesting occurs between Cousin and other islands within the Seychelles.
The archipelago provides key nesting and feeding areas for the hawksbill. Seychelles accounts for breeding populations estimated to be in the thousands and is home to the largest remaining populations of hawksbill within the western Indian Ocean. Hawskbill turtles have been protected by law since 1994 when a total legal ban on turtle harvest was implemented. But populations had already declined due to widespread harvesting of nesting females during the 30 years prior to that, with the exception of Cousin.
Some poaching still occurs and there have been several arrests and legal cases. A worldwide trade in turtle shells had also significantly depleted this species globally. In 1996 a total international ban on trade in this species was instituted. Problems of by-catch and habitat destruction still remain in some countries. In the same year the World Conservation Union listed hawksbill turtles as 'Critically Endangered'. | 1,267 | 605 | {
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