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Published on United States Botanic Garden (http://www.usbg.gov Home > Conserving North America?s Native Orchids
)
Conserving North America?s Native Orchids
The North American Orchid Conservation Center (NAOCC) is a collaboration between the Smithsonian Environmental Research Center and the U.S. Botanic Garden that will join public and private organizations to conserve, cultivate and restore North America's native orchids.
Orchids are found throughout North America and many of the approximately 200 species are threatened or endangered because of habitat loss.
This video is a guide to the Go Orchids web site and explains some basics of identifying native orchids.
Why are orchids so fascinating and captivating?
Beautiful, diverse and often large-flowered, orchids are an ancient plant family that has evolved an amazing array of flower types, pollination mechanisms and complex interactions with animals and fungi. In the plant world, orchids reign supreme as about 10 percent of all plant species are orchids.
Among flowering plants, orchids are the largest family and no other plant family can match the array of evolutionary features that orchids possess. Collectors prize orchids for their showy flowers; scientists have long been fascinated by the relationships between the plants and their pollinators.
Today, orchids have taken on even greater significance - highly sensitive to habitat change, orchids are among the first casualties from environmental loss and damage.
Orchids and their habitats
Orchids have complex relationships with the habitat in which they live; some are dependent upon the fungi that are free-living in the soil, others associate with fungi that are also connected to other plants, especially trees. As habitats changes, the fungal community changes and orchids may lose fungi upon which they depend for their survival.
Orchids and people
Like precious gems, the most unique and rare orchids are sought by the most enthusiastic collectors. As word spreads about the location of a rare orchid, more and more demand is placed on an already fragile population. Once widespread, many orchid species are now found in small, fragmented populations.
What are we doing?
There are relatively few national efforts to restore native orchids. NAOCC is a collaboration formed to pursue the following goals:
Establish and manage a collection of seeds of all native orchids.
Establish and maintain fungi associated with native orchids.
Cultivate all native orchids in botanic gardens in the United States and Canada.
Provide specialized training for individuals interested in the conservation, cultivation and restoration of native orchids.
Develop web-based materials to educate the public about orchid identification, ecology, management and propagation.
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Biography
Horace Greeley: Champion of American Freedom
New York University Press 978-0-8147-9402-9 (April 30, 2006)
While the First American Revolution was about liberty, which, among other things, meant a license for some men to own slaves, the Second American Revolution was fought over freedom. This broader concept went beyond emancipation to extend the right of self-determination and self-expression to those of all races. The conversation over the definition and limits of freedom that took place in America prior to, during, and after the Civil War, was led, in large part, by Horace Greeley and the newspaper he edited, the New York Tribune (now the New York Herald Tribune).
"Had God granted him a little plain practical sense," mused one commentator after Greeley's death in 1872, "he would have been a great man." In this book, the author seeks to ennoble the erratic, odd-mannered editor, who had a squeaky voice, wispy hair, and a white Irish linen jacket, and advised young men to "Go West!"
Williams, who teaches history at Bates College, demonstrates that Greeley was a "very consistent, if unsystematic, thinker with a lifelong and passionate commitment to the cause of freedom and reform." Students of the Civil War era will welcome the author's investigation of Greeley's life and influence.
Williams traces the origin, development, and application of Greeley's core values of justice, hard work, generosity, and temperance, and his evolving idea of freedom. The New England farm boy became a printer's apprentice at fifteen and moved to New York City at twenty. Greeley was involved in Whig Party politics until the emergence of the Republican Party, whose identity he helped to shape, before the Civil War. He was an ally of Abraham Lincoln, but Greeley pressured Lincoln, personally and editorially, to emancipate the slaves and hasten the end of the Civil War. Greeley himself ran for the presidency in 1872 and died shortly after he was defeated.
Greeley was a New York newspaperman, but his Tribune Weekly Edition, distributed throughout the country, gave him national exposure. His paper was thought to be second in popularity to the Bible. As "Uncle Horace's" mouthpiece, the Tribune broadcast his belief that freedom was crucial to the republic. But Greeley wasn't simply an advocate. Williams calls him "a gatherer, transmitter, and reflector of ideas, a kind of switchboard operator for international republicanism." The Tribune reflected Greeley's flirtation with the associationist ideas of Charles Fourier and the transcendentalist works of Margaret Fuller, Ralph Waldo Emerson, and Henry Thoreau. Greeley brought the freedom rhetoric of the 1848 European revolutions to American readers via Karl Marx, among others.
Greeley was not a socialist, however. His famous exhortation to "Go West!" expressed his view that economic opportunity was available in the small towns and homesteads of the American frontier.
Joe Taylor | 1,242 | 630 | {
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Dr. V's 630's Science Weekly Summary Week of February 26th 2018
Monday Feb 26th: Students were given 5 minutes to review their cell notes: I then asked them to recall both the 6 characteristics of living things as well as the 3 parts of the cell theory. Students were asked to notice if they could remember the 6 Characteristics of living things as well as they had on the Thursday before break. Many noticed that they could not, we talked about why briefly and I encouraged students to see if perhaps they could think of something that might work to help them. Students were then given a reading assignment on Prokaryotic and Eukaryotic cells - students were instructed to read then highlight the important parts of the page. When they were done I asked students to transfer the important similarities and difference to their "Cell Notes" that we started before break.
Tuesday Feb 27th: Shorter classes due to New England Math League Challenge Students were shown part of the Amoeba sisters video on the links page of my website to help reinforce what the students read yesterday about Prokaryotes and Eukaryotes. Students were also shown the Venn Diagram template available in the About section of GC. We made a copy of the template and filled in the Venn Diagram for Prokaryotes and Eukaryotes.
Students were then given a new GC assignment to fill out as they explored the 6 Kingdom classification system for living things.
We also talked about the three terms students did not know yet - autotrophs (organisms that make their own food), heterotrophs (organisms that relies on other organism for food) and homeostasis (keeping the internal conditions of the cell stable).
Wednesday Feb 28th: Students confirmed that their Venn diagram for Prokaryotic and Eukaryotic cells. We also discussed the 6 kingdom homework and tomorrow will learn how to remember the 6 kingdoms using our hand as a study guide. Students received a color PDF through GC on Eukaryotic cells. Students were asked to read the entire thing, carefully examining the pictures and the figure legends. On their second read, students were asked to highlight the important parts of the text, using the bold words and italicized words as a guide to help them.
Thursday Mar 1st: Students were asked to add a new section to their Cell Notes - 6 Kingdoms. We listed properties that we learned about the 6 kingdoms from the website that students visited as part of the GC assignment yesterday. We learned how to use our 5 fingers to recall the 6 kingdoms. Thumb - Green thumb - Plant kingdom; Index finger - Means #1 when extended - Archaebacteria and eubacteria kingdom are simple and single celled; Middle finger - Longest - Animal kingdom is the largest; Ring finger - cannot touch your palm without bringing other fingers along, fun is always better with friends "Fun Guy"- Fungi kingdom; Little finger "Pinky" - Not very strong, not useful, - Protist kingdom - not animal, not plant, not fungi,
Students then worked to finish their highlighting of the Eukaryotic cell packet and then transfer the section headings and bold words to their "Cell notes" along with the definition/meaning of these terms.
Friday Mar 2nd: Students started our Microviewer Investigation of Cells. Students were introduced to the microviewer, how to use it, how to handle the Slide/film and the booklets. Students received a packet to complete that includes drawings. Students were encouraged to complete the written work and the images in order then go back to add color and complete the last 6 images. This assignment will take 2 periods. | 1,438 | 778 | {
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Utopia's Churches
Religion: The Basis of a Community
Religion helps man answer such questions as what is the meaning of life or death and the power of forces beyond the universe. Concepts like this is what brings people together to worship, just as the settlement of Utopia did.
Typical of all small rural communities at the time, Utopia had churches established early in its development. There were (and are) two churches in Utopia: Utopia United Church and St. George's Anglican Church.
In 1869, a Primitive Methodist Congregation began meeting in Utopia (also known as "Essa Crossing" at that time) as part of the Barrie circuit. On September 29, 1872, Utopia United Church opened as a Primitive Methodist Church. Its construction was a community effort, realized through the encouragement of the Reverend John Milner, the church's first pastor, and built on lands donated by Mr. James Edmundson of Utopia. It is estimated the church cost approximately seven hundred and fifty dollars at that time. In 1884, the Primitive Methodist Church congregation became part of the Methodist Church of Canada, Newfoundland and Bermuda on the Angus circuit. In 1925, the pastoral charge entered the United Church of Canada, as it remains today.9
As early as 1862, an Anglican congregation is known to have met in Utopia. A dozen years later, in 1873, what is today known as St. George's Anglican Church, was constructed on land donated for the purpose by Mr. John Jennett. Originally named All Saints, Ballynoscreen, it became St. George's, Utopia in 1874, in honour of George Davis of Ivy whose great interest was important in the church's construction.¹º
During the year of 1873 a second frame church was fabricated. The land was donated by a Mr. John Jennett. Twenty-three years later the church was modernized. The walls were paneled with appropriate wood and new seats and gas lamps were installed. In 1938 the outside of the church was covered with imitation brick and painted. (The Centennial Review of the Township of Essa).
Both churches acted as social centres to the community. In 1897, a Ladies Aid Society was formed in connection with what is now Utopia United Church. This organization was responsible for a great number of community interest projects over the years, under a number of different names, until its demise in 1968. St. George's Anglican Church formed a Women's Association in March of 1919, which, under its present name of Anglican Church Women, is still serving St. George's Anglican Church's needs in Utopia.
In the early years, churches were often more than merely the spiritual centres of a community. In Utopia, church on Sunday was a most popular happening, serving as an outing for the people and providing a chance to visit. After the service, one could find the men discussing their crops and the women catching up on the "news". In this earlier era, Sunday was considered a day of rest with no labour, an aspect it has lost over time but one that once made Sunday quite special to a farm community like Utopia.
Of course, all this took place after the service. Sunday was considered a day of rest and no labour. Through the years society has lost this aspect of Sundays. As a song reads 'Just give me that good ole time religion'. | 1,335 | 739 | {
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…World leader in crop nutrition…
Which is our Objective, Page 1 of 2
Which Is Our Objective ... Increasing Yields? Or, Reducing The Loss Of Genetic Potential?
Every grower wants seed with higher genetic potential. New varieties have helped us increase yields. We therefore call on plant breeders to "give us seed with higher genetic potential".
Consider this: We are now only receiving 25% to 35% of the genetic potential in our present seed!!! Why? Because we lose genetic potential everyday after the day of planting. The highest genetic potential of any seed exists at the day of planting. Every day afterward, genetic potential is lost.
How do we lose genetic potential?
* Poor seed bed
* Poor planting depth
* Poor moisture … too much or too little
* Soil temperature
* Direction of root growth during the first 15 days after germination
* Poor soil tilth (oxygen for roots)
* Hard pan
* Soil nutrient balance
* Poor nutrient supply
* Poor nutrient balance
* Soil insects
* Soil diseases
* Plant population
* Row width
* Plant toxicity of one plant on its neighbor (autotoxicity)
* Diseases
* Insects
* Hormone imbalance
* Seasonal rain
* Seasonal temperature
* Wind
* Hail
* Weeds
…World leader in crop nutrition…
Which is our Objective, Page 2 of 2
These are only 23 reasons why we lose genetic potential. There are more.
How do we minimize the loss of the genetic potential. If we can do so, it will automatically increase yields!!!
Obviously, all of our present good practices are still only yielding 35% of the genetic potential in the seed.
Is this problem going to be solved with grid sampling? Of course, not.
Is this problem going to be solved with a magic product? Of course, not.
Is this problem going to be solved with various practices such as tillage, row space, or plant population? Of course, not.
Is this problem going to be solved by more and more expensive herbicides, micronutrients, or fungicides? Of course, not.
The weather is the main factor that controls the realization of high genetic potential.
More specifically, the weather at the beginning of seed filling.
Why is temperature and soil moisture so important? Because they control the hormone balance in the plant. It is the hormone amount and balance that controls the size, shape, and yield of a plant. And it is the weather (temperature and soil moisture) that controls the amount and balance of hormones in the plant.
What about fertilizers?
All fertilizer nutrients can affect the hormone balance in the plant. The two nutrients that have the greatest affect are nitrogen and calcium.
Nitrogen tends to increase hormones. More nitrogen … more hormones. This effect of nitrogen is good during good growing conditions. The effect of nitrogen is negative when plants are under stress.
Calcium protects the plant against the negative effects of nitrogen during periods of stress.
Independent of fertilizer, the plant hormones can be regulated by the application of plant hormones.
The use of plant hormones will be the only way that we can control the effects of weather, diseases, insects, and other negative growth factors.
Which hormones do we use?
When do we apply them?
Where do we apply them?
"We can only learn by understanding The Language Of The Plant." | 1,449 | 689 | {
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Funding Independent Advocacy is a Good Deal for People with a Disability and for Government.
We want lots of people to read this paper.
We have written it in easy read.
You are one of millions of people who live in Australia.
You might also be one of the 4 million Australians who have a disability.
You might have been born with your disability.
Your disability might have been caused by an accident or from getting sick.
Your disability might affect you in different ways.
Life can be much harder for people with a disability.
You are much more likely to be discriminated against.
You might not earn as much money.
You might find it harder to get a job.
You might have found it difficult to finish school.
You might have more health problems than Australians without a disability.
But you have the same right to enjoy a good life as every other Australian.
Advocates help people with a disability to enjoy their right to a good life.
Advocates help you sort out problems or difficulties.
Advocates help you if you have a problem with
- police
- the courts
- your employer
- disability services
- at the shops
Advocates can help you anywhere you might have a problem.
Independent advocates are on your side.
Independent advocates work for you.
They don't work for the places you have problems with.
Most advocates get money from the government to help you.
Some of this money comes from the Commonwealth government in Canberra.
Some comes from your State or Territory government.
Except in South Australia where all the money for independent advocacy comes from the Commonwealth.
Government must pay for lots of things like
- roads
- schools
- hospitals
- police
And lots of other things too.
When the government pays for something, it likes to be sure it is getting a good deal.
Economists are people who are very good at working out if the government is getting a good deal.
Some economists looked at the money the government pays to advocates to work with you.
They found advocates help you and other people with a disability in lots of ways.
The economists also found that the work advocates do when they help people saves the government lots of money.
The economists found that for every dollar the government spends on advocates, they save $3.50 for everyone in the community.
This is a very good result.
Imagine if you saved a dollar with a bank and the bank paid you $3.50 for saving the money with them.
You would be getting a very good deal.
Advocates work to help you and that gives the government a very good deal.
This means the government has more money to spend on important things.
So funding independent advocacy is a good deal for people with a disability and for governments.
This report was made for DANA to help explain how advocacy saves money for the government.
These organisations worked with DANA to make this report. | 1,069 | 582 | {
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Heat Illness in Athletes
GUIDELINES FOR PA R E N T S
Steven Cuff, MD, FAAP Nationwide Children's Hospital
INTRODUCTION
Heat illness is comprised of a spectrum of conditions that range from mild (heat edema, heat rash) to life-threatening (heat stroke). Deaths from sports-related heat stroke appear to be on the rise in the United States, with football players being at greatest risk. Kids may be more vulnerable to heat illness for many reasons. Kids absorb relatively more heat from the environment under hot and sunny conditions. They also produce more heat than adults and sweat less. Finally, it takes kids longer to get used to the heat and their body temperatures have to be higher to trigger sweating. Because of these factors it is important for athletes and their parents to recognize the signs and symptoms of heat illness and understand the basic treatment and prevention of these conditions.
The common types of heat illness are described in the table below, along with their typical symptoms associated body temperature.
TREATMENT
PREVENTION
If you suspect your child is suffering from any form of heat illness, begin by stopping activity and moving the athlete to a cooler environment. Seek assistance from a qualified medical professional. Athletes that have collapsed due to heat syncope should be placed on their backs with their legs elevated to help restore blood flow to the brain. Fluids, such as water or sports drinks, should be given as tolerated, although IV hydration may be required. Heat cramps can be treated with fluid/electrolyte replacement, stretching, ice and massage. Mild heat exhaustion with normal vital signs may require no more than oral hydration and removal from the heat. However, more severe symptoms should be addressed with rapid cooling with ice packs in the groin and armpits, IV fluids and repeated monitoring. Heat stroke is the most severe of the heatillness syndromes and therefore demands aggressive treatment to prevent complications (muscle breakdown, seizure, low blood pressure, abnormal heart rhythm, liver damage). Clothing should be removed and the athlete should be cooled rapidly, ideally by submersion in an ice or cold water bath, while monitoring for signs of hypothermia (shivering). If submersion is unavailable, ice packs and evaporative cooling with cool water spray and fanning should be used until EMS arrives. If your child experiences any type of heat illness, talk to your pediatrician before allowing him/her to return to activity.
By keeping in mind the following principles you can help your young athlete prevent heat illness.
* Be aware of risk factors that may predispose athletes to heat illness:
-Obesity
-Prior history of heat illness
-Poor physical conditioning
-Sunburn
-Lack of sleep
-Certain medical conditions and medications (talk to your pediatrician for a complete list)
* Allow athletes to gradually acclimate to exercising in the heat over a 10-14 day period
-Heat retaining uniforms/protective equipment
* Athletes should consume sufficient fluid before, during and after exercise to maintain hydration
* Avoid exercise in the heat when ill, especially with fever, vomiting or diarrhea
* Modify or cancel activity as needed during times of increased heat
* Stop exercise if symptoms of heat illness develop
* Allow at least two hours of rest and recovery between athletic contests in hot weather
Ohio Pediatrics
20
* Summer 2015
www.ohioaap.org | 1,491 | 714 | {
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Bydh gwella gylli Bulletin - Week 13 Monday 30 November – Friday 4 December 2015
Key Dates
Month of Advent
World Aids Day – 1 December
Literacy Objectives
Speaking and Listening:
To be able to speak in full, formal sentences. To be able to use connectives when speaking to develop ideas. To develop a shared vocabulary. To listen carefully to others, ask questions and share my ideas.
Writing Literacy Objectives:
To be able to use connectives to develop ideas and vary sentences. To be able to accurately use full stops, commas and apostrophes. Mark for literacy.
Reading Objectives:
To be able to confidently locate and retrieve information from different places/sources. To be able to use PEE. To be able to infer and deduce. To read widely and often.
1. Welcome to Mrs Hudson, teacher of maths, who joins us today.
2. Thank you to Mr George and Mrs Chapman for the Year 10 and 11 Careers and Future Pathways Evening last Thursday evening and to those external providers who visited us to inform the students about what they have to offer.
3. Thank you to Mr Kevern, Miss Wood and tutors for the Year 10 and 11 Parents'/Carers' Evening last Thursday evening. Please ensure that any concerns or questions are followed up promptly. Thanks also to members of the admin team for their support in particular Mrs White, Miss Barker and Mrs Johns.
4. Thank you to Mr Pilling, Mr Holland, Mrs White and Mrs Canning for accompanying Year 9 students to the Eden Project last week.
5. Thank you to staff for their support in making sure that English and Science Controlled Assessment work has been completed.
6. Thanks to Mr Wardle, Vice Chair of the Governing Body, for representing the Academy at the Neighbourhood Plan meeting at Looe Town Council last week.
7. Please note that GCSE mock examinations continue this week. Please remind students of the importance of observing the exam zones and signs. Would tutors of Years 10 and 11 who have a mock exam at 9am please register them and send them to the gallery to ensure a prompt start. Because of the necessity to use computer rooms during the mock exam season, would staff who have made a prior booking check the system to see if the room is still available.
8. We welcome contractors on Tuesday as part of preparations for the Integrated Health Centre which will be on our site for students to access services from April.
9. We have decided to rename our whole school literacy reading time to 'DEAR' (Drop Everything And Read). Please Drop Everything And Read again this Friday morning.
Mrs Jenkins, Headteacher
Monday 30 November
Mr Armstrong on site, External Education Consultant
Tuesday 1 December
Mr Pilling off site, Thrive training, Richard Lander School
Wednesday 2 December
Mr Pilling off site, Thrive training, Richard Lander School Miss Wood off site, Arts Award refresher training, Pool
Thursday 3 December
Mr Matthews off site, Heads of Science meeting, Tregolls
Ms Crosswood, Head of MFL and Ms Birkbeck, SLT member from Liskeard School and Community College onsite visiting the MFL department
Friday 4 December
Mr Green off site, Cornwall Association of School Business Managers' Conference, Lanhydrock
Notices
Room changes- Friday 4 December
Mr Birch's classes period 3 to 118 and period 4 203
Miss Haddleton's classes period 2 to 117, period 3 to 121 and period 4 to 204
Mr Gallihawk's class period 4 to the Small Hall
Miss Goodwin's class period 3 to be confirmed
Annie Audition and rehearsal information
Support in school for students
'The Hut' - A place of Honesty, Understanding and Trust
Student Extra Curricular Clubs, Activities and Rehearsals | 1,669 | 830 | {
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Burkinabé households upgrades traditional well
March 2014
The Zongo family spends an average of two hours each day collecting water in their village of Tiogo Mossi, Burkina Faso. Given the difficulty of obtaining water, this family of 4 adults and 13 children tries to minimize the quantity of water they use for drinking, cooking, bathing and cleaning.
Though they raise a few pigs around the homestead, insufficient water limits livestock production and precludes other livelihood activities such as gardening. Mr Norbert Sibiri Zongo, the head of household, tried to solve this problem by digging a traditional well close to his house two years ago but it collapsed, failing to alleviate the
family's water needs.
In the village of Tiogo Mossi where the Zongo family lives (Boulkiemde province, Center-West region), 15 conventional deep boreholes are meant to provide water for a population of 3,650 inhabitants. The ratio of boreholes to inhabitants seems sufficient. However this simple calculation does not take into account the distance people must walk and time they must wait to collect water. And it fails to meet the Zongo family's multiple water needs for both domestic and productive uses.
Since early 2013, Winrock International has been promoting upgraded well solutions in the village of Tiogo Mossi, where the Zongo family lives. Winrock, an implementing partner in the USAIDfunded West Africa Water Supply, Sanitation and Health (WA-WASH) Program, is delivering MultipleUse Water Services (MUS) to improve the quantity, quality, reliability and distance of water services for rural households in Burkina Faso. Winrock is demonstrating how a traditional hand-dug well, conveniently located near the homestead, can be upgraded to better meet the family's multiple water needs. The upgrade includes low-cost drilling to deepen the well, disinfection and covering to protect the water quality, and an improved lifting device to reduce the labor of fetching water.
When Mr. Zongo saw the demonstration, he decided to invest in upgrading his well for his family and neighborhood. Gathering funds from his mill grinding income and the sale of three pigs and one goat, he invested $260 for the concrete cover and rope pump. To complement Mr. Zongo's investment and complete the upgrade, the WA-WASH project contributed $520 to deepen the well through borehole drilling.
The upgraded traditional well was completed in June 2013 and three months later, Mr. Zongo and his family are very happy. Mr. Zongo says, "Now when you come back from the field work you don't have to go the community pumps and wait in line until 8:00 pm. With the upgrade well, we can collect water when we want during the day, and women are not tired. I can also collect water by myself."
vegetables set aside for home consumption and improved family nutrition, Mr. Zongo expects to earn $300 from selling vegetables between September 2013 and January 2014.
Mr. Zongo describes the impacts of this upgraded water point in terms of both health improvements and livelihood opportunities. Water services for domestic uses enhance the health of the Zongo family by providing clean drinking water and water for improved hygiene and sanitation. Mr. Zongo says that it is now possible to bathe twice a day, whereas before it was sometimes difficult to bathe even once a day. His wife, Antoinette Kienon, confirms, "Before, it was difficult to collect water. Now it is easier and we have more time to take care of the children".
The upgraded traditional well also provides water services for productive use, leading to better food security and more income generation for the family. Mr. Zongo's pigs now have enough water to drink, which is important for their health and productivity. Eight years have passed since Mr. Zongo gave up on gardening. Now that he has a reliable and easily accessible source of irrigation water, he is planning to cultivate a 1000m2 garden and enter the vegetable selling market. In addition to the
After: Mr. Zongo invested one third of the cost to upgrade his traditional well. The family now has water services to meet their domestic and productive needs, and greater op-
The Burkina Faso MUS project is implemented by Winrock International as part of USAID's West Africa Water Sanitation and Hygiene (WA-WASH) Program, 2012-2015
Winrock International is a nonprofit organization that works with people in the United States and around the world to empower the disadvantaged, increase economic opportunity, and sustain natural resources.
www.winrock.org | firstname.lastname@example.org
© 2014 All Rights Reserved | 1,834 | 971 | {
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Qualia
In Guam, more snakes means fewer birds -- and many spiders
October 18, 2012 | Author:Summer Allen, Graduate and Postdoc, Brown University
Brown tree snakes are not native to Guam, and their introduction as an invasive species has had rippled effects on the ecosystem throughout the island. (Image: U.S. Fish and Wildlife Service)
For ecologists, "natural experiments" that arise from severe weather events, habitat destruction, or invasive species give unique insights into how ecosystems operate. A fascinating example of such a scenario is a recent study that looked at how the loss of birds from Guam impacted the spider population on the island.
What led to the dramatic loss of birds on Guam? Well this part of the story isn't actually so "natural"—although it was unintentional. Sometime in the mid to late 1940s, brown tree snakes were introduced to the island probably by hitching a ride on a cargo ship after World War II. Because there aren't many large predators on Guam, the snakes quickly took over the island. By the 1980s all the birds were wiped out save for two colonies that continue to exist on a military base. To this day the snakes are still around (one of the attempts to control them involved dropping Tylenol-laced mice from airplanes). Invasive species generally aren't good, but they do offer a unique opportunity to study how parts of an ecosystem are related.
What happens to spiders when you remove birds from a tropical island? The researchers found that during the dry season Guam had 2.3 times more spider webs than neighboring islands that still have birds. During the wet season the number of webs was a whopping 40 times higher on Guam. And the spider webs on Guam were much larger— 50% larger—than those on the other islands.
Removing birds from the equation likely changed the Guam spider population in many ways including some (or all) of these scenarios: (1) since birds weren't around to eat the spiders the spider population grew, (2) the spiders no longer had to compete with the birds to eat insects so more spiders survived and were able to reproduce, (3) the spiders didn't have to keep spinning new webs because the birds weren't there to mess them up anymore, so they built larger webs and put more energy into reproduction.
Because the results of this study varied significantly from small scale short term controlled experiments, they highlight the importance of taking advantage of large scale and long term "natural experiments." Unfortunately, it is becoming increasingly vital to examine how the loss of birds, the top predators for many food chains, impacts ecosystems as habitat destruction (and housecats) continue to decimate bird populations.
1 comment
RALPH MILLER
December 14, 2012 - 12:19pm
We lived on Guam twice. Once 1974-1976 and the second time 1980 -1982. The difference in the bird populations was palpable. The first time we would see and hear birds in and around our home in Barrigada every day. Even after typhoon Pamela, a category four storm, within days we saw and heard the usual birds, as well as pelagic birds like frigate birds. Typhoons are thought to be one way a small island can "lose" it's birds. However, this was not the case with Pamela. However, when we returned to Guam in 1980, the island was eerily silent. Early in the morning, there wasn't a sound except traffic on Marine Drive. The last Guam bird we saw was a Guam Rail in the San Diego zoo. Such a short time and virtually all of the birds had disappeared. Now there is just a few in a special area on Anderson AFB. Someone should also see how the problem of the African snail was handled on Guam as a lesson in how nature got rid of the snail when people could not. | 1,474 | 803 | {
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Diabetes - Type 1, Type 2, and Gestational
People with Diabetes have high blood sugar because their body doesn't make insulin or their body doesn't respond to the insulin they do make. Insulin is a hormone that controls how the body turns sugar from food into energy.
Type 1 Diabetes
Type I Diabetes is found mostly in children and young adults. People with Type I Diabetes do not make enough insulin in their bodies and must have insulin shots every day to make sure they have enough insulin so that the food they eat can turn into energy. Symptoms: urinate often, very thirsty or very hungry, loss of weight, very tired or weak, blurred vision, trouble sleeping.
Type 2 Diabetes
Type 2 Diabetes is found mostly in people over 45, but is showing up in younger patients because of unhealthy diets and lack of regular exercise. People with Type 2 Diabetes either cannot make enough insulin or cannot use the insulin they do make very well. Risk for Type 2: older than 45 years of age, overweight and/or do not exercise regularly, related to someone with diabetes, such as a parent, brother or sister, gave birth to a baby that weighed 9 pounds or more or had gestational diabetes while pregnant, African American, Hispanic/Latino, Native American, Asian American or Pacific Islander. Symptoms: any of the symptoms of Type 1 Diabetes (listed above), dry mouth, cuts or bruises that heal slowly, tingling or numbness in hands or feet, skin, gum or bladder infections that keep coming back.
Gestational Diabetes is when a pregnant woman, who has never had diabetes before, has high blood sugar levels during pregnancy. Gestational Diabetes can sometimes turn into Type 2 Diabetes.
Treating Diabetes and keeping blood sugar in the normal range
The most important thing you can do to treat your Diabetes is to check your blood sugar every day, and to keep your blood sugar in the normal range.
Call your health care provider right away if you have any of these warning signs:
* Eat a healthy diet
* Take your medicine
* Avoid Low Blood Sugar
* Quit smoking
* Maintain a healthy weight with exercise
* See your health care provider as scheduled and get an eye exam once a year
* You start feeling very thirsty and are urinating more than usual
* You feel sick to your stomach or vomit more than once
* Your breathing becomes deeper and faster than usual
* Your breath smells sweet and/or you experience tingling around the mouth
* You feel uncoordinated, shaky, weak, drowsy, confused, dizzy, start to tremble, or see blurry or double.
This free patient information from mdCurrent-India is not intended to be a substitute for professional medical advice. Always see your doctor if you are ill or have questions about your health.
Your doctors contact information is available in the box below.
http://mdcurrent.in/patients/patient-education-home/
© mdCurrent LLC. Doctors in India are permitted to make unlimited printouts or photocopies for distribution to patients. Rev 2016-02-15 | 1,247 | 636 | {
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Grade 5 Science Curriculum Framework Document
Scientific enquiry
Ideas and evidence
1. Know that scientists have combined evidence with creative thinking to suggest new ideas and explanations for phenomena.
2. Use observation and measurement to test predictions and make links.
Plan investigative work
1. Make predictions of what will happen based on scientific knowledge and understanding, and suggest and communicate how to test these.
2. Use knowledge and understanding to plan how to carry out a fair test.
3. Collect sufficient evidence to test an idea.
4. Identify factors that need to be taken into account in different contexts.
Obtain and present evidence
1. Make relevant observations.
2. Measure volume, temperature, time, length and force.
3. Discuss the need for repeated observations and measurements.
4. Present results in bar charts and line graphs.
Consider evidence and approach
1. Decide whether results support predictions.
2. Begin to evaluate repeated results.
3. Recognise and make predictions from patterns in data and suggest explanations using scientific knowledge and understanding.
4. Interpret data and think about whether it is sufficient to draw conclusions.
Biology
Plants
1. Know that plants need energy from light for growth.
2. Know that plants reproduce.
3. Observe how seeds can be dispersed in a variety of ways.
4. Investigate how seeds need water and warmth for germination, but not light.
5. Know that insects pollinate some flowers.
6. Observe that plants produce flowers which have male and female organs; seeds are formed when pollen from the male organ fertilises the ovum (female).
7. Recognise that flowering plants have a life cycle including pollination, fertilisation, seed production, seed dispersal and germination.
Updated: May, 2018
Chemistry
States of matter
1. Know that evaporation occurs when a liquid turns into a gas.
2. Know that condensation occurs when a gas turns into a liquid and that it is the reverse of evaporation.
3. Know that air contains water vapour and when this meets a cold surface it may condense.
4. Know that the boiling point of water is 100°C and the melting point of ice is 0°C.
5. Know that when a liquid evaporates from a solution the solid is left behind.
Physics
Light
1. Observe that shadows are formed when light travelling from a source is blocked.
2. Investigate how the size of a shadow is affected by the position of the object.
3. Observe that shadows change in length and position throughout the day.
4. Know that light intensity can be measured.
5. Explore how opaque materials do not let light through and transparent materials let a lot of light through.
6. Know that we see light sources because light from the source enters our eyes.
7. Know that beams/rays of light can be reflected by surfaces including mirrors, and when reflected light enters our eyes we see the object.
8. Explore why a beam of light changes direction when it is reflected from a surface.
The Earth and beyond
1. Explore, through modelling, that the sun does not move; its apparent movement is caused by the Earth spinning on its axis.
2. Know that the Earth spins on its axis once in every 24 hours.
3. Know that the Earth takes a year to orbit the sun, spinning as it goes.
4. Research the lives and discoveries of scientists who explored the solar system and stars.
Updated: May, 2018 | 1,380 | 709 | {
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Playing with Food
Food plays an important role in early childhood settings. Everyone eats, of course, and you probably have "pretend food" in your dramatic play area. Two areas of the classroom where the use of food is more problematic, though, are sensory and art tables. In a nutritionally purposeful early care setting, food is respected as something that nourishes and sustains us, and isn't used as a play object.
The problem with "food as play"
When children play with food, such as a sensory table filled with beans or making collages out of pasta, it's no longer edible at the end of the activity. You can't eat a potato covered in paint, and you wouldn't want to cook rice after it's been played with. Many families are food insecure—imagine being hungry and being told you can't eat something because you have to paint with it, or seeing enough rice to feed your family for weeks going to waste. Young children may also struggle to understand why it's okay to eat food when it's on the lunch table but not the art table.
www.earlysprouts.org
Using food to learn
Key Points
- Food should be respected as food, not used as a toy.
- Food-based activities should always end with the food being edible, and children given the opportunity to taste it.
- Use nonfood items for activities where tasting would not be possible.
It's okay to use food in classroom activities when it's respected as food and all activities lead to tasting a food that's still edible. You can invite children to investigate, explore, describe, draw, cook with, and eat different types of foods. Using food as a learning tool (but not a toy) this way also provides children with repeated exposures to healthy foods, which are critical in the development of food preferences and healthy eating behaviors.
Instead of playing with food…
- Use nonfood items for your sensory table, math manipulatives, and other classroom activities. You can fill your table with water, sand, leaves, pebbles, pine cones, shredded paper, or pompoms, and use buttons, rocks, or coins for counting. You can make prints with nonedible plant parts like leaves.
- Use food for sensory exploration activities. Invite children to dissect vegetables, examine fruit with magnifying glasses, describe different foods' textures, and use all of their senses to explore how foods look, feel, smell, taste, and even sound. At the art table, food can serve as a model for still life drawings.
- To teach children about food, invite them to cook! When children help prepare foods, they're more likely to eat them, and they'll be excited to prepare and taste recipes made with nutritious ingredients like fruits, vegetables, and whole grains.
Comparing Bell Peppers
Here's a sensory exploration activity from the Early Sprouts curriculum for you to try in your classroom. Children can discuss how different colored peppers are different from and similar to each other, explore the parts of the peppers, and describe the peppers as they taste them.
Materials needed:
Green, red, and yellow bell peppers (several children can share a pepper)
Child-safe knives
Small cutting boards or paper plates
Small bowls
1 large bowl (for inedible scraps)
1. Children wash hands and sit or stand at the activity table.
2. Children describe similarities and differences of the bell peppers ("How are the peppers the same?" "How are the peppers different?" )
3. Children use knives to carefully cut the peppers and describe what they see on the inside. Identify the various parts ("Where is the skin?" "Where are the seeds?")
4. Conduct a taste investigation of each pepper and support the children in describing the pepper's characteristics. Avoid using terms that imply a value, such as "better" or "best." Ask children, "Which pepper is the juiciest?" "Which is the crunchiest?" "Which is the shiniest?"
5. Record the results on a simple chart.
6. Remind children to wash hands again if they want to resume cutting peppers after they've tasted them.
7. Clean up. If you can, compost the parts of the peppers that can't be eaten.
Remember…
Honor food as something that nourishes us.
Food can be used in the classroom as a learning tool, rather than as a plaything.
Invite children to explore, cook with, and taste food.
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Coronation Celebrations in the Esk Valley
Tamsyn Naylor assembled children, adorned for the fancy dress parade, were taken by coach to the Tenants' Room at Egton Bridge, along with the decorated tractors, perambulators and bicycles, where judging took place. All 144 village children were presented with souvenir mugs and the day was rounded off with a memorable social evening.
On June 2nd 1953, the Coronation of Elizabeth II took place at Westminster Abbey in London. She was 25 years of age, the 39th monarch to be crowned at the Abbey, the setting for British coronations since 1066. Millions were able to watch the proceedings televised for the first time and it was a day of rejoicing and celebration across the United Kingdom, the Commonwealth, and the wider world. Local celebrations, presentations, parades and street parties took place across North Yorkshire including the Esk Valley and Danby area, where the History Tree had been standing for some 150 years, through the reigns of eight previous monarchs.
One thing the History Tree would have liked about the Coronation was the relentless rain that came with it! June 2nd was a notable day, not least due to the 50-mile an hour storm that rained on any planned local parades. But the spirit that made Britain great was not to be defeated and the celebrations went ahead.
A reporter from the Whitby Gazette toured the villages of the Esk Valley, stopping first at Egton. Coronation decorations festooning the village received a severe buffeting from the storm, but freshly out of a church service and now tucked up warm in the schoolroom, partaking of a sumptuous tea, were the parishioners. The
The next stop was Glaisdale, where the village 'made merry' in the Robinson Institute. The sports activities were postponed and the children in fancy dress were in danger of being disappointed, until the decision to bring them and the decorated wheeled vehicles inside for judging was taken. The abandonment of the parade from the railway station was accepted philosophically, leaving outside the Master of the Glaisdale Hunt, Jim Winspear, who had arrived on his steed Robin Adair dressed as Winston Churchill, complete with authentic cigar – a brown paper-wrapped skittle. The ample tea was served with Coronation cake, and 156 souvenir mugs were presented to the children. The beacon lighting above Hall Farm was put off till Friday.
At Lealholm the fancy dress competition took place in the schoolroom, with 80 entrants, followed by ice-cream. Tea for children and parents was supplied in the Shepherd's Hall, with the elderly residents served in
Nelson Hall, followed by a social evening. Three days later the Maypole dancing took place, when the sun blazed down from a cloudless sky and a colourful procession made its way from the village green and over the bridge. The sports were topped with a tug-of-war between married and single women, and after a great struggle the singletons were declared victors. A huge bonfire was lit, followed by a fireworks display.
Other villages celebrated in similar style. At Danby, prizes of Coronation souvenirs were given not only for costumes and decorated cycles but also for decorated houses and shop window displays. The day ended with a huge bonfire on the Howe and the discharge of colourful Coronation fireworks. Souvenirs in Fryup included walking sticks, tobacco, and tins of tea or chocolates with the Queen's portrait. Grosmont Coronation Committee hired a car to take the infirm folk to the Methodist schoolroom, where a television had been installed to show the ceremony, and the village jazz band played dressed in Union colours and kilts to cheer the drabness of the evening.
Goathland delayed the planting of a commemorative tree and installation of a bench but adorned tea-tables in the parish hall with flowers, flags and balloons. The children were presented with mugs, ice cream and an orange, while the local Country Dance Club gave a dancing display. Villagers at Littlebeck laid out a huge Union Flag measuring 30 feet by 16 feet from crepe paper once the weather improved, and gardens looked splendid planted in Union colours.
One beneficial spin-off from the Coronation was the distribution of thousands of acorns from mature oaks in Windsor Great Park to places around Britain and to Commonwealth countries, to be planted in parks, school grounds, cemeteries, private estates and gardens. These trees became known as Royal Oaks or Coronation Oaks and have added to the robustness and beauty of our countryside.
In 2017 the Queen became the first British monarch to celebrate a Sapphire Jubilee, commemorating 65 years on the throne. A remarkable achievement!
Find out more
A personal account of the Coronation - http://www.historic-uk.com/HistoryUK/HistoryofBritain/The-Coronation-1953/
Fascinating glimpses of 1950s life and times in Coronation celebrations in a Yorkshire village https://www.youtube.com/watch?v=0HHzw5cJcPM
Coverage of the Coronation: https://www.youtube.com/watch?v=k3HrsLeZJ_E
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Patti Huang, MD FACS 5520 Independence Parkway, Suite 202, Frisco, Texas 75035 (214) DR HUANG (214) 374 8264
Epistaxis
Nosebleeds (epistaxis) can be very common. The lining or mucosa of the nasal tissue contains many blood vessels that may bleed easily. A common cause of nosebleeds is dry air. This dries the nasal membranes and makes the lining of the nose more susceptible to bleeding. Vigorous nose blowing and picking the nose can also cause nosebleeds.
Nosebleeds are classified into two different types.
Anterior nose bleed. Most nosebleeds begin in the lower part of the septum.
Nose bleeds in children are almost always the anterior type.
Posterior nose bleed. Less commonly, a nosebleed may begin high and deep within the nose and flow down the back of the throat. Posterior nosebleeds are often more severe, requiring a physicianʼs care. They tend to occur more in individuals with high blood pressure or after trauma to the nose or face.
Medical conditions that may contribute to nosebleeds are allergies, sinusitis, and a deviated septum. Blood thinners, such as coumadin (warfarin), heparin, and aspirin and aspirin-containing products can worsen nasal bleeding. Clotting disorders, fractures of the nose, and rarely, tumors have to be considered.
To stop an anterior nose bleed:
1) Help the patient or child stay calm. A person who is agitated may bleed more profusely than someone whoʼs been reassured and supported. Move indoors where it is cool and comfortable. Anxiety and outdoor heat contribute to bleeding.
2) Pinch all the soft parts of the nose together between the thumb and the side of the index finger.
3) A cotton ball soaked in Afrin or neo-synephrine may be placed into the nostril.
4) Press firmly, but gently, the thumb and index finger toward the face, compressing the pinched parts of the nose against the bones of the face.
5) Hold the position for 5-10 minutes.
6) Head should be elevated, above the heart.
7) Ice can also be placed toward the nose and cheeks. Cold causes blood vessels to constrict thereby decreasing bleeding.
If you do experience additional bleeding, the following maneuver could help:
* Completely evacuate your nose of blood clots by blowing into a sink or Kleenexes and apply 3 to 4 sprays of topical decongestant such as Afrin to each nostril.
* Call the doctor if bleeding persists.
During periods of nosebleeds (epistaxis) there are several precautions you should employ for at least 2 weeks to allow healing of your nasal membranes:
* Avoid all vigorous activity. This includes jogging, lifting, yard work, aerobics, contact sports, or any activity that causes your pulse and blood pressure to increase.
* Avoid warm liquids, warm foods, or spicy foods. Heat causes blood vessels to dilate, thereby precipitating bleeding.
* Avoid hot showers and baths. Hot tubs and saunas are off limits.
* Avoid medicines that alter the ability of your blood to clot normally. This includes over the counter medicines such as aspirin, ibuprofen, Advil, Motrin, Anaprox, Naprosyn, Orudis, Nuprin, Ecotrin, and other nonsteroidal anti-inflammatories. Tylenol (acetaminophen) products are acceptable.
* Do not blow your nose, as this may forcibly disrupt clots along your nasal membranes. Sneeze through an open mouth.
* Avoid all trauma to your nose.
* Smoking is discouraged.
* Try to use a humidifier in the room in which you sleep or work
* Keep your head elevated at night while sleeping. A lubricating ointment (bacitracin, A and D ointment, polysporin) may be placed along the septum several times each day and before bedtime. | 1,511 | 846 | {
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Breastfeeding changes in the last half century: Oh, what a difference! by Jody Cousins MD
Nationwide, about 79 percent of women leave the hospital breastfeeding their infants. In Washington, the number is even higher at 92 percent. However, in the early 1970s, breast-feeding reached an alltime low, and only 22 percent of women left the hospital nursing their infants at that time.
The decline in breastfeeding during the 1960s and ´70s was due to a variety of socio-cultural factors, including emphasis on motherhood as a science, increasing medical interventions, increased safety of premixed infant formulas and mothers joining the workforce. The tides again turned in the late 1970s, however, with support from groups like the La Leche League, and breastfeeding again became a preferred method of infant feeding. Further, recently enacted laws have provided more time and space for working mothers to pump breastmilk for their infants.
Despite current efforts, there remains a generation of women who may not have received skills or reliable information about infant feeding. As these women's daughters and granddaughters are now having children, a generation gap about breastfeeding knowledge leaves many women at a loss as to how to better support their breastfeeding progeny.
Infant feeding information has changed a great deal since the 1970s!
Not many years ago, newborns were immediately whisked away to the nursery to allow mom "time for rest." They were swaddled tightly and kept relatively isolated in the nursery, where they were immediately given pacifiers and sips of water or sugar water to ensure that newborns could swallow safely (breastmilk is safest!). Mothers were encouraged to schedule feedings, and the feedings were timed, under the assumption that this would ensure adequate intake – despite infant cries.
Infants often received solid foods earlier than is currently recommended, sometimes within the first two to three months. Additionally, breast pumps were mediocre at best, and mothers were provided with little time to retrieve milk to nourish their infants. The improvements in and increased safety of infant formulas also allowed many physicians to recommend formula as an equivalent to breastfeeding. While artificial baby milk products available in the U.S. are currently regarded as quite safe, assuredly, these products are very different from breast milk in the afforded to both mother and baby.
Healthcare providers are continually developing strategies that have proven benefit in supporting and promoting breastfeeding. If you know or support a new mom, below are some ideas which encourage a great start in life.
1. Allow mom time with her baby to "skin-to-skin" for several hours after birth (there will be plenty of time to hold and love baby in the future). This time is critical as it allows baby and mom to get to know each other (bond), also allowing for a more natural introduction to breastfeeding and to life. Be patient about knowing baby's weight or length. Mom and baby's together-time cannot be measured.
2. Breastfeeding is learned and takes time. Provide the new mom with help for other chores, like laundry and food preparation.
3. Avoid the temptation to give advice. Sometimes new moms just need someone to listen.
4. Avoid giving artificial nipples, such as pacifiers or bottles (even with breastmilk), to breastfeeding infants in the early weeks. Mom's milk supply benefits from suckling by and encourages even more milk production. Meanwhile, baby is spared expending excess energy.
Even though everyone wants to hold and feed baby, there are many more jobs which are equally important.
5. Focus on mom! She needs to know that learning to nurse takes time. Pamper her! Avoid offering to feed baby at night "so mom can rest." Even small amounts of formula fed to baby can decrease mom's milk production and formulas are currently thought to promote allergic reactions in susceptible infants.
6. Feed baby on cue. Don't wait until baby cries, which is the last cue. Watch for early cues: bringing their hands to center or smacking their lips or turning their heads searching for the breast. While it may be tempting to hand a fussy baby to a nursing mom and tell her "it's time to feed the baby," it is more beneficial to calm the baby before the feeding. Also, understand that babies have growth periods and may spend a few days every few weeks eating all day. This is expected and healthy.
7. Compliment mom on how proud you are of how she is doing what is best for her baby. Help her to get help if she hits a "bump in the road", such as nipple pain or concerns about baby's weight gain. | 1,725 | 944 | {
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Jackson County Drug-Free Council, Inc.
May
Fact: Marijuana is the most frequently used illegal drug in the United States. Fact: Nearly 50% of all seniors have tried marijuana at least once. Fact: The average age for the first use of marijuana is 14 years old. Fact: Marijuana smoking affects the brain and leads to impaired short-term memory, perception, judgment, and motor skills.
Since 1991, lifetime marijuana use has doubled among 8 th and 10 th grade students, and has increased by a third among high school seniors. Research shows that accompanying this upward pattern of use, is a significant rise in the perception among students, that it is not harmful.
These changes in perception and knowledge may be due to a decrease in antidrug messages in the media, an increase in pro-drug messages through our popculture, and a lack of awareness among parents about this resurgence in marijuana use- most thinking, that this threat to their children has passed.
Some of the signs that your child might be using marijuana are: seem dizzy, or have trouble walking; they might act silly and giggly for no reason; their eyes might be very red and bloodshot; they might have a hard time remembering things that have just happened. Parents should be aware of changes in their child's behavior, although this is sometimes difficult with teenagers. Parents should look for withdrawal, depression, fatigue, carelessness with grooming, hostility, and a change in relationships with family and friends. Academic performance changes, absenteeism and truancy, loss of interest in sports or other favorite activities, and changes in eating and sleeping habits could be related to drug use. Parents should look for drug paraphernalia, including rolling papers and pipes, odor on clothing or in their bedroom, the use of incense and other deoderizers, and an increased use of eye drops.
Marijuana is clearly a drug that can affect your child in many ways, not only with the above behavioral changes, but with their health as well. Marijuana use causes adverse changes in the brain, the lungs, the immune system and the reproductive system over time. This drug clearly poses a threat to the health and well-being of children and adolescents at a critical point in their lives, when they are growing, learning, maturing and laying the foundation for their futures. As a parent, your children look to you for help and guidance in working out problems and in making decisions. Talk to your children about marijuana….and listen. Just opening up this dialogue between children and their parents is a step in the right direction toward guiding them, and helping them to make the right decisions. | 1,047 | 544 | {
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Special Areas
Literacy Interventions
Kindergarten Extension Program with an emphasis on Literacy Skills.
Daily Guided Reading Groups
World Language
Mexican hat dance and other cultural aspects including siestas and piñatas.
Spanish numbers, colors, and the Spanish alphabet.
Visual Art
Students develop fine motor skills throughout the year with theme related crafts and projects. For example: fall leaf rubbings, holiday projects, Valentine mailbox painting and much more.
Music
Students develop an appreciation for music through daily songs and games as well as direct instruction from the district music teacher.
Health and Physical Education
Fire safety and prevention
Nutrition and healthy decision-making
Character education
Bullying prevention
Unit on gun safety
Gross motor skills development through outside play when weather permitting.
KINDERGARTEN
"The important thing is not so much that every child should be taught, as that every child should be given the wish to learn."
John Lubbock, English biologist and politician, 1834-1913
Conventional Homework
Daily Reading log Handwriting practice Alternating language arts and math worksheet Reading Homework
Kindergarten children should spend approximately 5-10 minutes on daily homework with an additional 20 minutes of daily reading.
Milltown Public Schools
JK main office: 732-214-2370
PV main office: 732-214-2360
Milltown Public Schools 80 Violet Terrace Milltown, NJ 08850
Mission Statement
The Milltown School District, in collaboration with family and community, is committed to academic excellence for all students. We aspire to develop confident, lifelong learners who will succeed in a diverse and changing world.
Curriculum Brochure
Kindergarten
Parkview School
Instruction is aligned with the
NJ Core Curriculum Content Standards and the National Common Core Standards
Kindergarten Curriculum
Language Arts
Mathematics
Demonstrate an independent reading level of at least a level D by June
Match a letter with its sound—including long and short vowels
Children should be encouraged to read for enjoyment daily
Recognize simple word families
Retell and describe key elements of stories
Engage in interactive read-alouds
Distinguish between fiction and nonfiction texts
Compare and contrast elements of the same or different texts
Write opinion, informative, and narrative pieces
Print many upper- and lowercase letters
Recognize that words are separated by spaces
Identify and use end punctuation and capitalization
Use correct grammar and usage when writing and speaking
Count syllables in spoken words
Recognize and produce rhyming words Recognize and read all kindergarten sight words
Present ideas clearly and in complete sentences when speaking
Understand basic concepts of print—such as reading left to right and identifying the role of an author and illustrator
Rote counting to 100 by ones and tens
Develop one-to-one correspondence to 20
Count forward beginning from any number other than 1
Fluently add and subtract within 5
Sorting objects by color, size and shape Identify and describe shapes and solid figures
Ordinal numbers
Describe measureable attributes of objects such as length or weight
Compose and Decompose numbers up to 20 (10 + 5 = 15 OR 15 = 10 + 5)
Social Studies
Rules and Laws
Family traditions/holidays
Important Historical fig-
ures (George Washington, Abraham Lincoln,
Martin Luther King, Jr.)
Science
Weather and climate
Plant and animal needs
Plant and animal environments
Force and Motion Magnets
Sink and Float
Human Impact on
Earth
The Sun
States of Matter
Technology Skills and Integration
Computers in classroom linked to SMARTBoard for whole group lessons.
Computer software for letter recognition and phonological awareness.
District provided resources to enrich language arts and math skills.
Understand the importance of technology at home and at school
Key curriculum points are included in this brochure in order to provide an at-a-glance guide. This brochure is not meant to provide a comprehensive picture of the scope of learning encompassing kindergarten. Please see the district's curriculum guides for a full description of grade level curriculum expectations. All activities listed are subject to change at the teacher's discretion. | 2,033 | 856 | {
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Subject: Science
Year: 3
Term: 2
Duration: 4
Unit Title: Light
Y3 Light - Lesson 1
Additional activity:
Concept Sentences activity - these could be printed out, displayed on a screen or simply written on the board. Ask the children to create sentences using the words - they may choose one or two per sentence. They can record these sentences in their books. While they are writing, check their ideas - challenge any that are not correct by asking the child to explain them.
Have some children read out the sentences they have created to the rest of the class. These may be some of the ones you have seen whilst checking the students' work.
PLSC Objectives:
Understand that we use our eyes to see, and explain the difference between what they see in light and dark.
Explain that dark is the absence of light, and that light comes from sources.
Give examples of light sources – e.g. the Sun, candles, torches, lightbulbs.
Suggested Resources:
Year 3, Light and shadows 1, Concept sentences
Year 3, Light and shadows 1, Sources of light
Y3 Light - Lesson 2
Additional activity:
Ask the children to look at the pictures on the activity Light sources and reflectors (sheet). Discuss what each picture shows. Ask the children to draw a line down the middle of a page in their books, and write 'light source' and 'reflector' as a heading on either side. The children can then write words, draw or stick in the appropriate object on each side. When the children have completed this activity, go through their answers - ask a different child for each object. The children could tick each one they have put on the correct side. Make a note of any common objects that children have put on the wrong side; you can revisit these at the end of the unit to check their understanding.
PLSC Objectives:
Explain that reflectors and light sources are not the same thing, and that reflectors do not make their own light. Give some examples of reflectors, e.g. mirrors, the Moon, stars, polished surfaces. Consider the likely light sources for these reflectors - the Moon reflects the Sun, a mirror could reflect a lightbulb. Suggested Resources: Year 3, Light and shadows 1, Light sources and reflectors Year 3, Light and shadows 2, Light sources and reflectors
Y3 Light - Lesson 3
Additional activity:
Watch the video What can you see?, then ask the children to draw and label an example of a transparent, translucent and opaque object in their books. They should draw the object, label what it is and/or what material it is made from, and state whether it is transparent, translucent or opaque. More able children could add in a light source and draw what happens to the light as it passes through the object.
PLSC Objectives:
Explain what transparent, translucent and opaque mean.
Give some common examples of materials or objects for each term - "Glass is transparent", "Wood is opaque", "Some plastic is translucent".
Explain what happens when a light source is shined on an opaque object, and that this is called a shadow.
Suggested Resources: Year 3, Light and shadows 1, What can you see?
Year 3, Light and shadows 1, Lights at night
Y3 Light - Lesson 4
Additional activity:
If possible, take children outside to observe shadows of objects in the school grounds - noting what makes a shadow - living and non -living things, objects of all shapes and sizes. If this is not possible, do the same in the classroom - note the light source, whether this is the Sun or a lightbulb. You could encourage children to make 'shadow puppets' using their hands, to notice movement in shadows as they move.
Have children make notes about what they have observed in their books - about what they saw that cast a shadow, what its light source was, and how it moved, for example.
Objectives:
Understand that a shadow is always the same shape as the object blocking the light.
Identify some common objects from their shadows.
Use classroom objects, hands etc to cast shadows.
Suggested Resources: Year 3, Light and shadows 2, Making shadows
Year 3, Light and shadows 2, Silhouettes
Y3 Light - Lesson 5
Additional activity:
Another version of this experiment can be done outside, using the children as the objects. Make a chalk mark on the ground, and have the same child return to it throughout the school day. Draw an outline of their shadow in chalk to see how it changes.
PLSC Objectives:
Identify that distance from a light source changes the size of a shadow.
Identify that distance from a light source affects show sharp the shadow is.
Show that as the light source moves, so does the shadow.
Digital Resources: Year 3, Light and shadows 3, Shadow puppets
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Stammering
Identifying children with fluency difficulties
Early language learning is very demanding! One in five children up to the age of 6 displays some stammer-like behaviour (also known as dysfluency) during this period of language learning. This can take several different forms. You may hear your child using one, or all of them.
1. You might hear hesitations when they are putting sentences together (e.g. too many "ums" or "errs" while talking).
2. You might hear repetitions of initial sounds (e.g. "l-l-look") or whole words (e.g. "on, on, on").
3. Some sounds might be held on for longer than normal (e.g. "ffffffish" or "ssssssun"), this is known as prolongation.
4. Sometimes sounds or words can get stuck altogether and no sound comes out even though the child is clearly attempting to speak, this is known as blocking.
Stammering may include additional features of struggle or tension such as extra body or facial movements, or running out of breath whilst talking.
These features can happen more often when children are excited, tired or upset. Some children do not have any response to their stammer, others find it frustrating and may choose to 'opt out' of saying specific words, or talking altogether because for them, talking isn't comfortable.
Most children who stammer will have language skills and vocabularies in line with what would be expected of their age. It is not always easy to tell if a child is stammering or is just 'a bit overloaded' but how to respond, in order for them to be comfortable with their talking, is the same either way.
The Stammering Support Centre runs workshops for parents who want to find out more about stammering and how to support their child, and for teachers regarding supporting children who stammer in school.
For more information please contact firstname.lastname@example.org.
Early intervention is important so that everyone who communicates with the child can learn how best to support them to be competent and confident communicators. Speech and language therapists will also take into consideration when or whether any direct fluency strategies might be appropriate for the child.
To refer a child to the Stammering Support Centre please contact your local speech and language therapist in the first instance.
Further information on stammering can also be accessed from the British Stammering Association www.stammering.org.
© Leeds Community Healthcare NHS Trust, July 2015
Strategies to support Stammering
Strategies to support children who stammer
- Do not focus on the stammer. Give them praise and support, comment on the great words they use, their expression, their communication in general.
- Avoid saying things like, "slow down" or "take your time".
- Slow down your own rate of talking. This shows them that there is plenty of time and no need for either of you to rush.
- Give them time to finish talking, avoid interrupting them or finishing off their words.
- Be interested in what they have to say rather than how they are saying it.
- Poor reactions to stammering can undermine their confidence. Be a good role model for other children to follow.
- Listen attentively, and concentrate on what the child is saying while doing so.
- Maintain normal eye contact.
- Get down to their level, both physically and by speaking in language appropriate to their age.
- Encourage speaking situations that could help make it easier for them to join in, e.g. singing, speaking with actions or in unison with others.
- Reduce the number of open questions you ask. If they are having a difficult talking day, offer choices of response that help to reduce pressure on their talking e.g. "would you like this one or that one?"
- Let them choose what they want to say, rather than putting them 'on the spot' e.g. "We had such a lovely day in the park yesterday, we… and we…, can you remember anything else?" instead of "Tell Mrs G what we did in the park yesterday!"
© Leeds Community Healthcare NHS Trust, July 2015 | 1,540 | 852 | {
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Please remember:
Children must read a minimum of five times a week and their book bag must be in school every day.
Fully named PE kits should be kept in school and include a white t-shirt, black shorts and black plimsolls/trainers. You may wish to include a pair of jogging bottoms for colder days.
To support us in instilling a sense of pride in our school, please ensure your child/ children attend every day wearing the correct uniform.
Year 1
Spring 1
Fire, Fire!
Please follow us…
PENRYN PRIMARY ACADEMY
Treverbyn Rise, Penryn TR10 8RA,
Telephone: 01326 373290
Email: email@example.com
Topic coverage (this may chan nge during the term)
English
Mathematics: WALT:
- We will be learning key spelling patterns through Read Write Inc.
- We will be writing our own diary entries, imagining that we are in London during the fire.
- Reading a range of texts including 'Vlad and the Great Fire of London' and a range of non-fiction texts around the fire including Samuel Pepys'
Design and Technology
- Design a product with a certain purpose in mind.
- Select and use a range of tools safely and purposefully.
- Build and evaluate their product for it's purpose
PSHE/ Virtues
This terms virtues are:
- Courtesy
- Forgiveness
- Determination
- Self-discipline
Physical Education
- We will be continuing to develop our basic skills through Real PE.
- Pe will be on Monday afternons.
Home-learning
In Year 1, we ask pupils to read every night. Please record this in their reading records so children can work towards their reading bugs.
Spellings
All year 1 pupils have now started learningspellings.
These can be practised in any way you like!
- Add and subtract numbers to 20.
- Learning multiples of 2, 5 and 10.
- Place value of numbers to 50.
- Measuring and comparing lengths.
- Measuring weight and volume.
Topic
- Looking at life in London during 1666 and comparing it to life today.
- Discussing how events in the past such as the Great Fire of London, shaped life as we know it today.
- Using different sources e.g diaries, paintings, non-fiction texts from 1666 and using them to
Computing:
- We will be creating our own programmes using
Science:
- Animals including humans.
Religious Education
Key dates this term:
Tuesday 5th February - Internet Safety Day
Wednesday 6th February — Family PlayDoh Workshop
Friday 15th February — Last day of term | 1,125 | 564 | {
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Cinema/Chicago Education Program Screening
: Louder Than a Bomb
Directors : Greg Jacobs, Jon Siskel 99 minutes In English. Not rated
Please use the below synopsis, study ideas and questions, and helpful websites to lead your students in preparation and post-screening discussion. Following the film, students in the audience are required to respond to the screening with a one page essay that is sent to Cinema/Chicago. *
Synopsis
Four teams of supremely talented Chicago high school students harness the ecstatic power of words as they prepare to compete in the world's largest youth poetry slam right here in Chicago.
Study Ideas/Questions
1. Which student in the film do you find the most captivating? Why are you drawn to this student? Is it their poetry, their personality or both?
2. Nate's mother comments that he was a quiet child, yet he is a strong writer and performer. How do you think poetry can help someone find their voice? Is there something that you do (writing, music, dance, film) that helps you speak your mind and express yourself?
3. Slam poetry is said to have been invented in Chicago in 1984. Research (using some of the links provided below) the slam poetry timeline and history. How has it changed? How has it become more mainstream and/or become popular?
4. What are similarities between slam poetry/spoken word performance and hip-hop/rap? How are they different?
5. A single line or phrase from a poem can be inspiring. Is there a particular poem or moment in the film that inspires you or is most memorable for you? Discuss why.
6. Why do you think the Louder Than a Bomb program and competition is important and helpful for students? Are there any art programs in your school or community that offer a creative outlet for participants?
7. Compare the poets in the film to famous poets like T.S. Elliot, Allen Ginsberg, Robert Frost, or Sylvia Plath. How are their poems different or similar. What makes a poem a "slam" poem or appropriate for spoken word performance?
8. This film is a documentary. Do you think the filmmakers did a good job documenting the subjects and Chicago? Do you think they accurately depicted Chicago and Chicago students?
9. In the film, Kevin and Big C. are spoken to by their teachers about their attitude and behavior toward the rest of the team. How is slam poetry, and Louder Than a Bomb not only an individual activity but also a group activity?
10. Speaking your mind and expressing your emotions can be difficult. The Louder Than a Bomb competition has a saying, "The point is not the points. The point is the poetry." Why do you think they stress this saying? Why do you think it's an important saying to those who are participating? How does it take away some of the fear of performing?
Useful websites
http://en.wikipedia.org/wiki/Poetry_slam http://www.slampapi.com/new_site/background.htm
http://www.poetryslam.com/
http://www.cinemachicago.org/education/
*Teachers who do not facilitate the completion of this requirement will not be invited to attend future Education Program Screenings | 1,296 | 653 | {
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Redistricting in California
What is redistricting?
Redistricting is the process where district lines are redrawn within a state. This includes drawing districts for Congress, State Board of Equalization, State Senate, State Assembly, county boards of supervisors, city councils, school boards, and special district boards.
When do we redistrict?
Every ten years, the census count gives us a snapshot of how many people live in the United States and where we live. Once we know how many people live in California, we redistrict. That is, we draw new lines in order to put the same number of people in each electoral district.
Redistricting ensures that every person has equal representation by drawing districts with an equal number of people. The districts are based on total residents, not on voters.
Why is redistricting important to you and me?
It is essential that elected officials listen to constituents; this is a cornerstone of our democracy. Fair, representative redistricting plans help ensure that elected officials will be responsive to the voters in their communities.
Public participation in map-drawing is critical to ensuring that communities have the strongest voice possible in expressing their preferences. When voters with similar interests are drawn into a district together, their combined voices give them a greater opportunity to express their views, to be heard, to elect candidates of their choice, and to hold their leaders accountable.
Voters are empowered when districts are drawn to give communities a recognizable voice.
Who draws the lines in California?
The California Citizens Redistricting Commission, made up of 14 California citizens, draws the new lines for Congress, the State Board of Equalization, State Senate, and State Assembly. Local redistricting – county boards of supervisors, city councils, school boards, community college district boards, and special district boards – follows a variety of rules. Some counties and cities have independent commissions to draw the lines; others have an advisory commission which makes a recommendation to the elected board; for the others, the elected officials draw the lines themselves.
What is the timeline?
The release of the census data starts the process of drawing lines. This usually occurs by the end of March in a year following a census. This year, however, the census deadline was extended, which may lead to a delay in the release of the census data. The deadlines for final maps vary by type of jurisdiction. Most jurisdictions will be doing their line drawing in the late summer and fall of 2021.
The body responsible for drawing the lines can – and probably should – begin gathering public input before the census data is released. The census data is not required to hear from the public about neighborhoods and natural boundaries.
How can I participate in California redistricting?
Meet with elected officials, attend the public meetings, organize your neighbors to work together, use social media to encourage others to participate, encourage the use of redistricting best practices, collaborate with others in your community. For more information and ideas, refer to LWVCEF Fair Maps Local Redistricting Toolkit.
For more information:
LWV California website: lwvc.org
State redistricting: WeDrawTheLines.ca.gov
Local redistricting: LocalRedistricting.org
League of Women Voters of California
* 921 11
th
Street, Suite 700 • Sacramento, CA 95814
lwvc.org • cavotes.org • votersedge.org/ca • easyvoterguide.org
916 442.7215 • 916 442.7362 fax | 1,556 | 709 | {
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Indoor Potted Plant Care
If you are lucky to have received potted blooming plants for a special occasion or you like to treat yourself with these beauties, keeping indoor blooming plants looking their best is not very difficult. Keeping indoor plants looking their best, even in the short, sometimes-bleak days of winter requires providing the correct amounts of light, temperature, humidity, water and fertilizer.
Modern heating and air conditioning system are really hard on indoor plants, especially those that bloom throughout the winter. Fall and winter blooming plants are usually grown in ideal conditions in greenhouses, and have been forced to bloom for special occasions. Knowing these facts may suggest that unless one has a greenhouse, keeping indoor plants blooming is difficult. Not at all, just create greenhouse like conditions in your house.
Light. Give plants strong, bright light for good color development, but avoid too much direct sunlight, especially through glass. The rays of sun through glass are magnified, and can burn the plant's tender foliage, as well as dry out the soil. Since the days are short in the winter, usually 6 hours or less, plants which are accustomed to many hours, usually 8 hours or more, of bright light in the greenhouse, often struggle to get enough light to bloom in our homes. Either place your plant in a south-facing window out of the direct sun or add some artificial lighting. Usually two hours prior to sunrise and an additional two hours after sunset, using grow bulbs made especially for this purpose (available at hardware stores, some nurseries or gardening catalogs) can keep plants blooming throughout the short days of winter. Artificial lights do not have to be a large bank of lights; just a couple of bulbs two to three feet away pointed at the plants will work just fine. You can also arrange these lights in an artistic and pleasant way so they do not distract from the attractiveness of your blooming plant.
Temperature. Plants near glass are also affected by the temperatures outdoors. In cold weather, draw the curtains or tape a piece of newspaper to the glass for insulation. It is a good idea to keep your plants at least a foot from the glass. Keeping the temperature in the room where your plants are on the comfortable-to-cool side (about 68 degrees F in the daytime and a little cooler at night) will also keep your plants blooming longer and brighter. Temperatures can get warmer than 68 degrees F during the day; (e.g. mid-seventies) but cool temperatures at night (mid-sixties) are critical to longer lasting flower displays.
Humidity. High humidity can be provided by using saucers filled with gravel and water, this will offset the drying effects of winter heating and summer air conditioning. The best way to use these saucers filled with gravel and water is to place them under your plants. The plant container should sit on the gravel, but not in the water.
Watering. Providing water for houseplants is the trickiest part of all. Most people overdo it. You can check the moisture in the plant's soil by sticking a pencil several inches into the soil, then pulling it back out. If the pencil has soil stuck to it, the soil is moist enough. A more reliable way is to use a moisture meter. These are inexpensive and available at your nursery. Moisture meters are designed to measure the moisture level in the soil on a scale of 1 to 9. Most of these meters have a chart, which gives the proper moisture level for a whole range of indoor plants. When watering your plants thoroughly water them until water eventually runs out the bottom. Do this every time you water. By watering thoroughly, you do three important things. First, water completely wets the soil ball, so all the roots get a drink. Second, water leaches out salts, abundant in our Valley water supply, that otherwise if allowed to build-up in the pot, will damage the roots and cause the leaves to turn brown. Third, good drainage prevents plant death from water-logged soil.
Fertilizer. Feed your plants every time you water by using a half-strength fertilizer. Solution recommended for blooming plants such as Carl Pool BR-61 with magic green, or Peter's Indoor Plant Food are ideal.
By following these proper light, temperature, humidity, watering and fertilizing principles you will keep you beautiful indoor plants healthy and blooming brightly for a long time. If you should happen to find insects or diseases on your indoor plants, contact your nursery or garden center for proper control.
(Information source: Cecile Waugh of Waugh's Nursery, McAllen, TX) Article written by the Cameron County Horticulture Education Committee. Questions or Comments write to: Cameron County Master Gardeners Association, 1390 W. Expressway 83, San Benito, TX 78586-3869. Phone: 956-361-8236 or Fax: 956-361-8289 or email: firstname.lastname@example.org | 1,886 | 1,043 | {
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What every MP who cares for their voters should know about why the planned law to ban the rehabilitation of squirrels in the UK is causing such big social unrest:
1. Grey squirrels, due to their skills to adapt to damaged environment, are for millions of the UK citizens often the only mammal people can see every day and the only opportunity to interact with wildlife.
2. The current system of licences for the release of grey squirrels does not cause any negative economic or ecological impact and it brings huge social benefits.
3. Grey squirrels are released only in the areas where no other squirrel species are present [Natural England 2010-2018].
4. Release takes place only in areas belonging to private people, with the landowner's permission [Natural England 2010-2018]. Private landowners who agree (for many years) to have grey squirrels released on their land are the best to judge whether released animals cause damage to their property or if they are economically/ecologically beneficial to the forest areas belonging to them.
5. Although the numbers of released grey squirrels is low and completely meaningless to the population of 2.3 - 3 mln (there are about a few hundred squirrels rehabilitated and released each year), the rehabilitation process itself engages, to various degree, hundreds of thousands of citizens including children, people with disabilities and the elderly. Considering the fact that, as we mentioned earlier, grey squirrels in the most of the UK territory are the only mammals able to survive in the damaged environment, taking away the right to rehabilitate injured grey squirrels from the rehabilitators will cause not only social discontent but will also leave thousands of people without their favourite way to spend free time / get socially involved (and the criminalisation of people who will disagree with this harmful law – please imagine a disabled person whom the judge will have to punish for helping an injured squirrel; it will greatly undermine the trust in the UK legal system).
6. The most recent research by BTO and NE clearly states that the presence of grey squirrels positively correlates with the presence of the most vulnerable bird species [Newson et al. 2009, Bonnington et al. 2014].
Main References:
1. Bonnington, C., Gaston, K.J. & Evans, K.L. (2014) Relative Roles of Grey Squirrels, Supplementary Feeding, and Habitat in Shaping Urban Bird Assemblages. PLoS ONE, 9: 1
2. Natural England: https://www.gov.uk/…/non-native-species-apply-for-a-licence…
3. Newson, S.E., Leech, D.I., Hewson, C.M., Crick, H.Q.P. & Grice, P.V. (2009) Potential impact of grey squirrels Sciurus carolinensis on woodland bird populations in England. Journal of Ornithology, 151: 211-218 | 1,157 | 601 | {
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11/07/2020
Good Afternoon!
This week in social studies, we read about the Ancient Israelites. The chapter primarily focused on the beginning of the Jewish and Christian religions. It was interesting to see the relationship between these two religions and how they compare to the prior religions we have learned about this year in social studies. We will be finishing up this chapter and beginning Chapter 11, the Ancient Greeks, next week. I am going to plan for some tie-ins with Greek mythology. We are somewhat ahead in social studies, so we have some time to work on things outside of the book. I think most students are familiar with Greek mythology and they will enjoy going a bit deeper into this subject. We are still waiting to award the Amazon gift card prize for the closest Electoral College map. That may take some time….
In science, we worked through Chapter 8, Weathering and Soil Formations. This was a really short chapter; there were only three lessons. Next week, we will work on the Chapter Assessment and Review on Monday and Tuesday, then we will begin Chapter 9, Erosion and Deposition.
In language arts, we started our new novel, Code Talker, by Joseph Bruchac. We will continue reading the novel and answering comprehension questions. I will also begin some activities with the vocabulary words from the book.
In grammar this week, we completed a review and Lesson 15- irregular verbs. Next week, we will work on Lessons 16 and 17, which cover the four principal parts of verbs and part one of simple prepositions.
This week in art we did a different project than I had originally planned. I had students collect leaves, since it was beautiful on Monday and the leaves are changing quickly. Students then worked on art using the leaves. It was a great project idea Kathy gave me. For next week, I am looking for an art project based on the Navajo tribe, to tie this in with the Code Talker.
We learned about and listened to Vivaldi this week. Students realized they were indeed familiar with some of Vivaldi's music, particularly the Four Seasons. Next week, we will be reading poetry by J.R.R. Tolkien: Cat, the Bath Song, The Song of Aragorn, and Bilbo's Adventure Song.
In math, 5th Grade is finishing up two digit division and partial quotient division problems, 6th Grade will be subtracting decimals, and 7th and 8th Grades will be continuing with simplifying more complex algebraic expressions.
Don't forget we are off on Wednesday, November 11, for Veteran's Day.
If you have any other questions or concerns, please let me know! | 1,009 | 559 | {
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BLUETOOTH COMPATIBLE HEARING AIDS
What is Bluetooth?
Bluetooth technology was developed by Ericsson, for use with mobile phones. Bluetooth uses radio frequencies to allow devices such as mobile phones, digital tablets, computers and smart television sets to communicate with each other without the use of any cable or wiring. Typically, Bluetooth technology can be used over a maximum range of 10 metres. Bluetooth creates a local wireless network between multiple electronic devices for multiple purposes. Initially the two devices that want to communicate are paired, thus creating a secure radio link that is encrypted to prevent other devices from interfering.
How does a Bluetooth hearing aid work?
Bluetooth hearing aids have Bluetooth wireless technology built into them and it cannot be added afterwards. A small communication device, usually worn around the neck on a neck loop, is also sometimes required as an interface between the hearing aid and the other device. There are two ways to connect to other devices: one-way communication such as listening to the radio or television and two-way communication such as using a telephone. Two-way communication uses a microphone that is built into the communication device on the neck loop or into the hearing aid itself (depending on the model).
How do you use a Bluetooth hearing aid?
The procedure for 'pairing' the other Bluetooth compatible device with the hearing aid will vary depending on the manufacturer. Once the devices are 'paired' they should not need pairing again. When connected to a Bluetooth compatible phone, it will ring inside the hearing aids providing you are in range. If two hearing aids are worn, you will hear the phone call in both ears. When connected to a one-way audio device, an additional Bluetooth transmitter is required to connect the other device such as a television or iPod to the hearing aid via Bluetooth.
Information sheets are shared by HMA as a service to members and those in the community who have an interest in hearing loss. Every effort has been made to ensure the accuracy of the information provided, however HMA accepts no responsibility for any adverse consequences arising from the contents of these sheets. HMA information sheets are for personal use only. Downloads and printing allowable for whole sheets. Contact HMA with queries or amendments.
Ground Floor, Suite 600 The Australian Hearing Hub 16 University Ave Macquarie University NSW 2109 (02) 9878 089 email@example.com www.hearingmattersaustralia.org
What can Bluetooth be used for?
Devices that can be used with a Bluetooth compatible hearing aid, providing they are also Bluetooth compatible, include:
− Mobile Phone
− Bluetooth Home Phone
− Television
− Radio
− Computer
− -iPod or Android tablet
− -MP3 Player
A Bluetooth hearing aid probably also has a T-Switch, which enables it to be used with a loop or in locations that are equipped for hearing aid use.
Who is a Bluetooth hearing aid suitable for?
Bluetooth compatible hearing aids are not suitable for everyone. An audiologist will be able to describe the benefits of Bluetooth hearing aids for the individual and may be able to provide a demonstration of how the technology is used. Not everyone will find the Bluetooth technology valuable, but many enjoy the ease of use of Bluetooth technology for their hearing aids.
What should I think about before I buy a hearing aid with Bluetooth capabilities?
Before purchasing a Bluetooth compatible hearing aid, talk to your audiologist to discuss whether it is a good option for you. Consider your lifestyle and what devices you would use the technology with. Keep in mind that as well as the hearing aids, there are other accessories to keep track of, and for which you will need to charge batteries. You will also need to check that other gadgets such as television and radio have Bluetooth capabilities, as some older models may not. | 1,616 | 772 | {
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Everybody Ready.
Disaster preparedness for individuals and families.
You can do this.
A little advance planning can make the difference between tragedy and survival. It all starts with a conversation.
No one likes to think about—let alone talk about—an emergency that could disrupt our daily lives, or worse, do harm to us or our loved ones. Yet this thoughtful consideration is essential to effective emergency planning.
This brochure is intended to provide a starting point to help you make that plan. In it you'll find some basic information, things to think about and things to do. In addition, it contains information about how to access other resources for more details.
So for yourself, your loved ones and your neighbors; make a plan to be safe.
Start a conversation. 1
Now is the perfect time. Talking things through can help create a sense of control and reduce stress.
W H AT T O P R E P A R E F O R
Discuss the types of events that are most likely to happen in your area. Think about the different ways to respond to a natural disaster, terrorist event, or a major public health emergency.
WHOM TO CON TA C T
Ask an out-of-state friend or relative to be your "family contact." Other family members can call this person and identify where they are. Use the form on the next panel as a guide.
WHERE TO MEET
Pick two places to meet:
■ Right outside your house in case of a sudden emergency, such as a fire.
■ Outside your neighborhood in case you can't return home. Everyone must know the address and phone number.
WHERE TO S TAY
Discuss the possibilities of evacuating the area or "staying put" and sheltering in place. Consider also:
■ Developing a plan for children in childcare or school, older adults and other family members who need special assistance.
■ Planning for the care of your pets. Shelters generally do not accept animals.
W H AT T O D O
Put together an emergency preparedness kit (see panel at far right for details) and keep it in a safe place in your home.
The following types of information
might be helpful in an emergency. Use this as a guide for making your own plan.
PERSONAL INFORM AT I O N
Name
Address
Phone
Cell Phone
Birth Date
LOCAL CON TA CT
Name
Relationship
Address
Phone
Cell Phone
OUT-OF-S TAT E C O N TA C T
Name
Relationship
Address
Phone
Cell Phone
Gather critical information into one place and share it with your family. It will save precious time for when you need it most.
NEAREST REL AT I V E
Name
Relationship
Address
Phone
Cell Phone
PETS CARED FOR BY
Name
Address
Phone
Cell Phone
MEETING PLACES
Outside your home
Outside your neighborhood
If a disaster should occur, call your out-of-state contact, it is often easier to call long distance.
A specific plan should be created for children in child care or school, older adults, and other immediate family members who need special assistance.
Start simply! Collect these nine essential items to help you shelter-in-place in the event of an emergency.
NINE ESSENTIAL ITEMS
5 Flashlight and extra batteries
1 One gallon of water per person per day for three days
2 Non-perishable food such as canned or packaged food
3 One change of clothes and footwear per person
4 Three days' worth of prescription medications (if needed).
6 Manual can opener
7 Battery-powered, solar-powered or hand-crank radio.
8 Hygiene items like soap, toilet paper and a toothbrush
9 First aid basics like antiseptic, bandages and non-prescription medicine
FOR MORE INFORM AT I O N
(For help with pet preparation)
If you do not have access to a computer and need additional information on Emergency Preparedness, please contact the Montgomery County Health and Human Services Information Line at 240-777-1245 and (TTY) 240-777-1295.
This publication was supported by Cooperative Agreement Number U50/CCU302718 from the CDC to NACCHO. Its contents are solely the responsibility of the Advanced Practice Center for Public Health Emergency Preparedness and Response of Montgomery County, Maryland, and do not necessarily represent the official views of the CDC or NACCHO.
Montgomery County Advanced Practice Center for Public Health Emergency Preparedness and Response
www.montgomerycountymd.gov/apc
Alternative formats of this document are available upon request by calling 240-777-3038. | 2,030 | 1,002 | {
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Communicating Objectively to Shelter Staff
A foster pet's behavior should be described objectively when communicating to shelter staff. This helps us to communicate effectively about behavior in a way that does not have multiple interpretations. The value of information we provide is influenced directly by what words we choose to use.
Objective descriptions help shelter staff to:
- Collect accurate data and information about when and how often a behavior occurs.
- Design effective interventions and individualized goals.
- Determine whether an intervention is working.
- Write individualized goals.
The pitfalls of subjective writing:
- It allows for multiple interpretations. For example, "I do not trust this dog," could mean that the dog is unpredictably aggressive, that the dog has some fearful behaviors that can be improved via training and socialization, that the observer is afraid of large dogs, that the observer is biased against the dog's breed, etc.
- The writer loses credibility: When writing an opinion, if someone disagrees they will be less inclined to listen to you.
- The reader cannot get a clear picture of the behavior.
Guidelines for writing objective descriptions
- Be observable and measurable. Describe the behavior precisely as it was seen or heard. Rather than writing, 'He wanted to attack the other dog,' write, 'When the dog on the other side of the fence came within 3 feet of him, he began barking and showing his teeth.'
- Use action words.
- Avoid ascribing motivations, feelings or reasons for doing things. There is no way to observe a dog's motivation or feelings. Is a dog playing fetch because he loves it, or for another reason, such as boredom or toy guarding? Rather than saying, 'She loves playing fetch,' say, 'When we went into the backyard, she picked up a tennis ball in her mouth and ran away from me. I threw another tennis ball. She retrieved it and let the other ball go. I threw the first ball and she retrieved it, letting the second ball go. We did this for the next 20 minutes, until she laid down in the grass and dropped the ball."
- Be specific, not vague. Rather than writing, 'He is a sweetheart,' write, 'When he met my husband and daughter, his body was loose and wiggly and he immediately licked both of their hands and faces.'
- Be concise.
- Record enough detail to relate what happened, but avoid biasing your description.
- Words should describe but not judge.
- Record behaviors in the order they occurred.
- Context is important! Make sure to include this information. Behaviors that appear in the shelter do not always appear in the home. A dog who plays fetch for hours at the shelter may not do this at home.
The Teacher Test
When writing about an animal's behavior, imagine that you are a teacher writing the behaviors into a human student's file. How would you describe the behavior so that the student's parents can intervene appropriately, yet not feel that the writing is biased or take the description in a personal way?
Include Detail
When recording behavior, include details such as where, when, and how much. Depending on the situation there may be other details that would be helpful to include, such as preceding events, number of people in the area, preexisting medical issues or how much food the animal had eaten in the past day or two. For example, if a cat hissed at someone who came up to meet him, it might be helpful to note details like if the person was wearing sunglasses and a hat, if they were holding a toddler who was crying loudly, or if the room was noisy and crowded with people.
Avoid Labels
stubborn sweet
aggressive sketchy
affectionate
Labels tell us nothing about an animal's behavior. Instead of using labels, describe the behavior that made you want to apply that particular label.
"I extended my hand, and she rubbed her face on my knuckles. She approached me and rolled over on her back at my feet while rubbing her cheek on my shoe. I petted her for approximately 10 minutes."
Avoid Vague Words
never frequently
usually always
some often
Instead of using vague words, use exact numbers to document interactions, items, or times a behavior occurred.
"We took four short walks today. 3 out of the 4 times I put her leash on, she began jumping and biting at the leash for approximately 20 seconds each."
Avoid Using First Person
"I don't trust this dog." "I would assume that…"
Keep it about the animal's behavior, not your feelings about it. Use facts to make your point. If you feel a certain way about an animal, describe only the behavior that made you feel this way, not the feeling it produced.
"Her behavior toward me has been inconsistent today. This morning when I gave her a treat, she took the treat quietly with loose body language. This afternoon I offered her a treat in the same way and she stiffened, stood and barked at me."
Only Report Behavior that has Happened
"He has yet to bite but he has come close." "She didn't cower when I pet her this morning, but that may have been a one-time thing."
Only report the facts. Do not make predictions about how an animal will behave in the future.
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Amazing,Awesome,Astounding
Amazing,Awesome,Astounding
Adjectives
Adjectives describe nouns or pronouns.
Adjectives
Picture a massive dinosaur, a sparkling diamond, a scary monster, or a brave knight. The nouns in this sentence are all described by adjectives!
Watch what happens when you change the adjectives.
Now picture a tiny dinosaur, a dull diamond, a friendly monster, and a cowardly knight.
Adjectives are amazing because that one word can completely change how you picture the noun.
Complete the sentences below by using one adjective and one noun from the word bank for each sentence. Be creative!
Adjective word bank:
hilarious clumsy frightening angry shy adventurous filthy playful strong rotten friendly forgetful graceful
Noun word bank:
insect dentist
dancer
frog apple tree lady clown
grandma
hermit elephant
soldier knight pirate
1. The _____________ ___________ fell out of the tree!
adjective noun
2. The ___________ _________ came to rescue the princess from the tower. adjective noun
3. There once lived a ___________ ___________ in the deep, dark woods.
adjective noun
4. We were being chased by a ________________ ______________! adjective noun
5. When I'm on top of a mountain I feel like a ______________ __________! adjective noun
6. There was a ____________ ______________ knocking on our front door! adjective noun
7. We watched a _____________ ___________ perform on stage.
adjective noun
8. We could hear a ____________ __________ coming from the trees.
adjective noun
9. Would you let a ____________ __________ work on your teeth?
adjective noun
10. A _________ _____________ was sitting on our kitchen table.
adjective noun
A+ For adjectives!
Think of an amazing, awesome, astounding adjective to fill in each blank below to complete the sentences!
1. Carson brought his ______________tarantula to school!
2. The ___________ chef made the biggest mess when he dropped the ____________ pot.
3. What a ____________ day this has been!
4. We took our sleds on a(n) __________ride down the _______________hillside!
5. A(n) ______________ tree towers over our house.
6. Cindy had a ____________ magician doing tricks at her birthday party.
7. Rhys took his _____________ iguana to the dentist for a cleaning.
8. Let's get that _____________ box out of the attic!
9. That was a(n) ______________ movie we saw last night.
10. I don't sleep very well on this ______________ pillow.
11. Our _____________ teacher likes to rhyme all of her lessons.
REMEMBER: Adjectives describe nouns and the describing word you choose creates the image you want your reader to see!
©Carole Marsh/Gallopade International • www.writingtreeforkids.com • Adjectives & Adverbs
outrageous fabulous dazzling Spice Up Your Writing with Adjectives!
You can add pizzazz to your writing by using WOW! Words. When you always use ordinary, everyday words, your writing will be boooooring! WOW! Words can really add flavor and zest to your writing, and make it stand out from the rest!
In the columns below, fill in the blanks with "Better Adjectives" and "WOW Adjectives." Then list some "boooring adjectives" of your own and spice them up by thinking of "Better" and "WOW! Adjectives" to use instead!
©Carole Marsh/Gallopade International • www.writingtreeforkids.com • Adjectives & Adverbs | 1,809 | 789 | {
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Rearticulating Care
Disability and Palliative Care in Low Middle Income Countries (LMICs)
In the year 2020, the world finds itself in the midst of a humanitarian crisis. It becomes imperative, almost compulsory for care givers to revisit and redefine the idea of care so as to extend and expand it. We at Pallium India ask: What does palliative care mean and can mean for children and adults with disability in a LMIC like India?
What biases and assumptions are we dealing with?
The value of the role of people with disabilities in our society is undermined by:
- measuring that value in terms of contribution to economic production without acknowledging the severe accessibility issues, whether of employment opportunities or access to places of education, public toilets or drinking water.
- attempting to raise the status of a person with disability to that of a divine being with terms like divyaang. Such an attempt fails to acknowledge the person with disability as a human being like anyone else who has basic needs of food, shelter and employment and with fears, desires and aspirations, as one who needs to communicate with the world and with people around them. This is particularly important in the case of a child who needs opportunities to develop, learn and play.
- seeing a person with physical disability as one endowed with some sort of moral defect, or a mental health issue being related to "bad karma."
- attributing extra-sensory and superhuman perception or computational skill to people with disability as sometimes portrayed in popular movies.
People with disabilities in LMICs like India are often invisible.
As in any other humanitarian crisis, the COVID-19 pandemic generates "an increased number of people who experience disability owing to new injuries including birth injuries, lack of quality medical care, or the collapse of essential services." 1 Also, during this crisis like in any other, we have forgotten our people with disability (who always experience the issue of severe and chronic inaccessibility anyway) "in the contingency planning, assessment, design, and delivery of humanitarian relief" 2 as various measures like lockdown were enforced
For people with disability, every day with lack of accessibility is a day of humanitarian crisis.
1 Handicap International, Disability in humanitarian contexts: Views from affected people and field organisations (Lyon: Handicap International Federation, 2015), 5. 2
ibid.
Any humanitarian crisis increases suffering, pain, poverty, isolation and rejection for people with disability.
The way forward
Ensuring the right to health for everyone is the only way forward. This right entails access to proper, affordable, necessary care including free medical consultations and hospital care, longterm rehabilitation, counselling, peer support groups, door-step services of both subsidized food and medicine, accessible information (use of braille and sign language), mobile facilities, assistive technology and documents friendly to reading applications, paid leave to caregivers, and local support groups.
Accessibility is mobility, reachability and usability. Accessibility for a Person with Disability of any age is an alleviation of their suffering.
Health cannot stand independent of a person's social, economic, psychological and spiritual needs, status, and pain. For a person with disability, all aspects are frequently challenged by lack of accessibility and by inequity in economic opportunities. People with different disabilities will have different medical needs, from medications to long-term rehabilitation program, from therapy to frequent hospital visits and from counselling to palliative and end of life care.
In an LMIC like India where lack of accessibility for people with disabilities is widespread, every individual with a disability is vulnerable to serious health-related suffering. Hence, people with disability have to be de facto beneficiaries of palliative care, an essential component of their right to health.
As a voice from an LMIC, we make a plea to global civil society, governments and nongovernment organizations to improve accessibility and to include disability in the domain of palliative care so as to reduce the physical, social, economic, psychological and spiritual pain and suffering of people with disability.
Accessibility and health are every individual's basic rights. Because of the invisible nature of their health issue, people with disability are denied accessibility, care and opportunities. They experience serious health-related suffering and hence need to be considered de facto beneficiaries of palliative care. | 1,915 | 858 | {
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Maestas V. Shone
Durae Naranjo
Background: Cases in the United States have long argued whether kids should attend school with a similar race. Brown V. Board has long been established as a breakthrough for segregation in the United States. However, Maestas V. Shone had a major impact on a small-minded community years prior to Brown V. Board.
Information: 1912 in Alamosa, Colorado, two schools divided the area. September 2nd, 1913, Francisco Maestas approached the Superintendent of the schools and requested to enroll Miguel in the school closer to their home. If his request was approved Miguel would not have to cross the busy railroad dividing the area. Francisco's request was denied, the Superintendent said he had to enroll his son in the Mexican School. Francisco gathered other Mexican families facing similar situations. Resources were pulled together and they formed "the Spanish American Union." The Union drafted a resolution, it was signed by 180 members. This paper was presented to the School Board and ignored. The community Priest Father E.J Montel, traveled to Denver to hire a lawyer. Raymond Sullivan; in 1913 Sullivan filed charges against the Board of Education.
Impact: Raymond stated the school district was prejudiced. They could not separate Mexican from Caucasian children in places of education. He declared the Colorado Constitution prohibited discrimination against race. The school district couldn't deny Miguel the choice of attending the school of his choice. Counteracting these claims, they responded that many other students as well as Miguel were only placed in the "Mexican School" to fulfill their deficiency in the English language. They claimed Miguel was Caucasian therefore it was not racial injustice. Many of Miguel's teachers reported he could fluently speak a sentence and complete classwork in English. During the trial, Judge Charles of the District Court ruled the students should be enrolled in the closer school. Judge Charles saw Miguel along with many other students were multilingual, they could understand instruction in the American school. The school district was ordered to allow Miguel to attend the school of his choice.
Conclusion: The Maestas family and people throughout their community saw issues and fought to resolve them. They were tired of racial injustice in their community and sought ways to end it. Experts believe the outcome to be one of the earliest Mexican school segregation cases ruled in favor of the Plaintiff. The people involved broke boundaries in their community and fought to change laws.
Thesis: Miguel Maestas' case was a win for Mexican-Americans living in Alamosa, Colorado. Mexican-Americans living in Alamosa were experiencing racial injustices within the education system. They hired a lawyer and fought the school district. It was ruled the school district was being prejudiced. Miguel and his family helped Mexican-Americans in their community win the right to attend the school of their choice. | 1,203 | 580 | {
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http://learnenglish.britishcouncil.org/en/word-street/flathunting-scene-2-language-focus
Word on the Street Flathunting Scene 2 – Language Focus
I think I've eaten too much. / I've lost my keys. / She's gone away on holiday. / They've beaten Germany 2-1! / They've finished their homework. / We've just redecorated it.
________________________________
________________________________
________________________________
________________________________
________________________________
Exercises Answers are at the end of this support pack. Activity 1 What is the meaning of the present perfect in these sentences? Put the sentences into two groups. The Bakers have lived next door for more than 40 years. / Penny won't be at work today. She's broken her arm. / I've always been interested in different cultures. / There's no need for you to worry about the washing-up. I've done it. / We don't have any money at the moment. We've just bought a new car. / Steve's had problems with his knees since he was a child. An action which started in the past and is not finished: A finished past action with a present result: I can't get into my flat. ________________ I don't feel very well. _________________ The boys can watch TV now. __________ Sorry, but Joan's not here at the moment. Italy are in the European Cup Final. Activity 3 Can you remember the sentences from the last activity? Complete them using the present perfect. 1. I can't get into my flat. I ____________ my keys. www.britishcouncil.org/learnenglish
________________________________
Activity 2
Match the present perfect sentences with the present results.
__________________________________
__________________________________
__________________________________
Our bedroom looks much nicer than
before. ____________________________ __________________________________ __________________________________ __________________________________ __________________________________ __________________________________
2. I don't feel very well. I think I ____________ too much.
3. The boys can watch TV now. They ____________ their homework.
4. Our bedroom looks much nicer than before. We ______ just ________ it.
http://learnenglish.britishcouncil.org/en/word-street/flathunting-scene-2-language-focus
5. Sorry, but Joan's not here at the moment. She ___________ away on holiday.
6. Italy are in the European Cup Final. They ____________ Germany 2-1!
www.britishcouncil.org/learnenglish
http://learnenglish.britishcouncil.org/en/word-street/flathunting-scene-2-language-focus
Answers
Activity 1
An action which started in the past and is not finished:
The Bakers have lived next door for more than 40 years. I've always been interested in different cultures. Steve's had problems with his knees since he was a child. A finished past action with a present result: Penny won't be at work today. She's broken her arm. There's no need for you to worry about the washing-up. I've done it. We don't have any money at the moment. We've just bought a new car. Activity 2 1. I can't get into my flat. I've lost my keys. 2. I don't feel very well. I think I've eaten too much. 3. The boys can watch TV now. They've finished their homework. 4. Our bedroom looks much nicer than before. We've just redecorated it. 5. Sorry, but Joan's not here at the moment. She's gone away on holiday. 6. Italy are in the European Cup Final. They've beaten Germany 2-1! Activity 3 1. I can't get into my flat. I have/'ve lost my keys. 2. I don't feel very well. I think I have/'ve eaten too much. 3. The boys can watch TV now. They have/'ve finished their homework. 4. Our bedroom looks much nicer than before. We have/'ve just redecorated it. 5. Sorry, but Joan's not here at the moment. She has/'s gone away on holiday. www.britishcouncil.org/learnenglish
6. Italy are in the European Cup Final. They have/'ve beaten Germany 2-1! | 1,953 | 899 | {
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Estimate the Number of Items in a Cylinder (Jar)
Step 1:
Count the number of items around the outside of the bottom of the jar. Start with an item that sticks out from the ones around it, or put your finger somewhere to keep track. Try to count the number of items injust a single layer, as accurately as you are able. This number can be considered to be the circumferenceof the jar, measured in item units.
Step 2:
Use the formula for finding a circle's circumference to find the circle'sradiusin item units. Formula is:
circumference = 2 x Pi (approximately 3.14) x radius
By rounding Pi off slightly more (to just 3), we can approximate the formula as:
rearranging the terms:
radius = circumference / 6
In other words ‐ dividing the circumference number by 6 should give you an approximate measurement for the radius.
EXAMPLE: If there are 30 items around the outside of the bottom of the jar, divide this number by 6 to get a radius measurement of 5 items.
Step 3:
Find theareaof the bottom of the jar in item units. The formula for finding the area of a circle is:
So, multiply the radius number by itself, and, to get a rough estimate, multiply this number by 3.
EXAMPLE: With a radius of 5, your formula would be:
So, a single layer of items in the jar should be about 75 items.
Step 4:
Now, count how many layers of items are in the jar. Starting with a single item at the bottom of the jar, count the number of items in a single line towards the top. This number is theheightof the jar, measured in item units.
Step 5:
Finally ‐ use the formula forvolumeof a cylinder to guess the amount of items in a jar. This formula is:
volume = area of the base x height
So, multiply the area number you found using the last formula by the item height.
EXAMPLE: Multiply the base of 75 items by a height of, say, 10 items, for a result of 750 total items in the jar.
75 x 10 = 750
Estimate the Number of Items in a Cube – That's Easier! | 1,225 | 794 | {
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Coping with Grief and Loss
This is a selected reading list for families with children dealing with grieving and loss. Books include deaths of people and pets, as well as dealing with and expressing grief in different ways.
TITLE
AUTHOR
Boats for Papa
Blue roses
Good-bye, Sheepie
Grandma's Gloves
Forever dog
Grandad Tree
Saying goodbye to Lulu
Nana upstairs & Nana downstairs
Winter's Gift
One more Wednesday
Always and forever
Maggie and Silky and Joe
Sophie
Hickory Chair
Goodbye, Mousie
Remember the butterflies
Anna's Heaven
Sally goes to heaven
The Funeral
Heart and the Bottle
Goodbye, Max
Rough Patch
Liplap's Wish
Gift for Abuelita
My father's arms are a boat
Grandpa's Top Threes
Story for Hippo
Anna's corn
Grandpa Green
Tenth good thing about Barney
Harry and Hopper
Sweet, sweet memory
Day Tiger Rose said goodbye
Grandad Bill's song
Goodbye to Goldie
Felipa y el Dia de los Muertos
Jessixa Bagley
Linda Boyden
Robert Burleigh
Cecil Castellucci
Bill Cochran
Trish Cooke
Corinne Demas
Tomie DePaola
Jane Donovan
Malika Doray
Alan Durant
Amy Ehrlich
Mem Fox
Lisa Fraustino
Robie Harris
Anna Hines
Stian Hole
Stephen Huneck
Matt James
Oliver Jeffers
Holly Keller
Brian Lies
Jonathan London
Nancy Luenn
Stein Lunde
Wendy Meddour
Simon Puttock
Barbara Santucci
Lane Smith
Judith Viorst
Margaret Wild
Jacqueline Woodson
Jane Yolen
Jane Yolen
Fran Manushkin
Birte Muller
TITLE
I remember Miss Perry
Memory String
Upside-down cake
That summer
Dollhouse Magic
Annie and the Old One
Naming of Tishkin Silk
Best cat in the world
Janna and the kings
Goodbye, Mitch
Hunting Grandma's treasures
Fig Pudding
Mama does the mambo
Edward's Eyes
Bridge to Terabithia
Taste of blackberries
Death
What is goodbye?
When people die
Loss and Grief
What Happens at a Funeral?
Dusty was my friend: coming to terms with loss
Talking about death: a dialogue between parent and child
Jasper's Day
Flamingo dream
When I die, will I get better?
Molly's rosebush
Daddy's chair
Tear Soup: a recipe for healing after loss
Missing mommy
AUTHOR
Pat Brisson
Eve Bunting
Carol Carrick
Tony Johnston
Yona McDonough
Miska Miles
Glenda Millard
Leslea Newman
Patricia Smith
Ruth Wallace-Brodeur
Gina Willner-Pardo
Ralph Fletcher
Katherine Leiner
Patricia MacLachlan
Katherine Paterson
Doris Buchanan Smith
Barbara Sprung
Nikki Grimes
Pete Sanders
Catie McAneney
David Crossmeister
Andrea Clardy
Earl Grollman
Marjorie Blain Parker
Donna Jo Napoli
Joeri Breebaart
Janice Cohn
Sandy Lanton
Pat Schwiebert
Rebecca Cobb | 1,434 | 741 | {
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What Is a Macular Hole?
A macular hole is a small break in the macula, the part of your eye responsible for detailed, central vision.
The macula is a very small area at the center of the retina — a thin layer of light-sensitive tissue that lines the back of the eye. Light rays are focused onto the retina, where they are transmitted to the brain and interpreted as the images you see. It is the macula that is responsible for your pinpoint vision, allowing you to read, sew or recognize a face.
As we grow older, the thick vitreous gel in the middle of our eyes shrinks and pulls away from the macula. If the gel sticks to the macula and doesn't pull away, the macular tissue stretches and eventually tears, forming a hole.
If you have macular hole symptoms, you will have blurred and distorted central vision.
What Causes a Macular Hole?
Your eye is filled with a gel-like substance called vitreous, which lies in front of the macula. As you age, the vitreous gel shrinks and pulls away from the macula, usually with no negative effect on your sight. In some cases, however, the vitreous gel sticks to the macula and is unable to pull away. As a result, the macular tissue stretches. After several weeks or months the macula tears, forming a hole.
Macular holes are associated with aging and usually occur in people over the age of 60. Less common causes of macular holes include injury to the eye and long-term swelling of the macula.
Macular Hole Symptoms
In the early stages of macular hole formation, symptoms may not be completely obvious. Your central vision becomes blurred and distorted. If the hole progresses, a blind spot develops in your central vision and impairs the ability to see at both distant and close range. Symptoms of macular hole usually occur in one eye only, as it is uncommon to have a macular hole in both eyes.
Macular hole symptoms include:
* Decreased ability to see fine details when looking directly at something at any distance;
* Vision distortion similar to looking through thick fog or wavy glass.
* A dark or blind spot in the center of the field of vision.
If any of these symptoms occur, it is important to schedule an appointment with your eye doctor as soon as possible. Your Eye M.D. will use a special instrument to look inside the eye and see whether the macula has a hole in it.
It is important to note that if the macula is damaged, you will not lose your vision entirely. You will still have peripheral, or side, vision.
Macular Hole Diagnosis
During an eye exam, your ophthalmologist will dilate your pupils and examine your retina. You may have a test called fluorescein angiography that uses dye to illuminate areas of the retina.
Another test called optical coherence tomography (OCT) is most helpful in making an accurate macular hole diagnosis. With OCT, a special diagnostic laser camera is used to photograph your retina. It measures the thickness of the retina and is also very sensitive at detecting swelling and fluid. OCT can also diagnose small macular holes that are too small to be seen in an examination or with angiography.
Macular Hole Treatment
Vitrectomy surgery is the most effective treatment to repair a macular hole and possibly improve vision.
Macular hole surgery involves using tiny instruments to remove the vitreous gel that is pulling on the macula. The eye is then filled with a special gas or oil bubble to help flatten the macular hole and hold the retinal tissue in place while it heals.
If you have vitrectomy surgery, you must maintain a constant face-down position after surgery to keep the bubble in contact with the macula to allow effective healing. This can range from a few days to a few weeks, depending on your surgeon's recommendation and the size of your hole. A successful result often depends on how well this position is maintained. The bubble will then slowly dissolve on its own, or, in some cases, be removed by your Eye M.D.
If you have a gas bubble, you cannot fly in an airplane until the gas bubble has dissolved, as a rapid increase in altitude can cause a dangerous rise in eye pressure. You must also not undergo general anesthesia using nitrous gas, though it is generally safe to have general anesthesia without using nitrous gas.
As the macular hole closes, the eye usually regains some of the lost sight. How much vision is restored generally depends on the size of the hole and how long it was present before surgery.
In the face-down position, the bubble is in contact with the macula at the back of the eye. | 1,786 | 965 | {
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Tatton Wildlife Newsletter – Summer
The summer months are a wonderful time to enjoy the parkland. With better weather, longer daylight hours and a plentiful supply of food, animals, plants and birds capitalize by using this time to reproduce. Now is the time to allow our senses to connect with nature and to experience the benefits of the summer months.
Deer
The deer now look at their best having moulted into their summer coats: the russet colouration of the red deer contrasting with the speckled coat of the fallow deer. The males are now "invelvet", growing their antlers over the summer months in preparation for the autumn rut. The antlers are fed by blood vessels and are soft to the touch. Any damage now would cause a deformity, putting them at a disadvantage whilst rutting.
The females will also be calving, and it is important that visitors leave them well alone. The mother will drop the calf or fawn by a fallen branch or clump of vegetation and leave it. She will come back to it to feed it at night. It has no scent so is therefore harder for predators to locate. After a few days it will follow its mother and visitors to the park can enjoy seeing them from a safe distance.
Birds
Our summer visitors have now arrived and along with our resident birds they are busy nesting. Sand martins were, as expected, the first to arrive over Tatton Mere and have now been joined by swallows, house martins and swifts. Many warbler species can be seen here. Chiffchaff and blackcap are common, but whitethroats and willow warblers can be seen too. Woodland and scrub areas are the best places to look, and Dog Wood is a favourite. Some interesting species were seen recently including a redstart at the scout camp and an osprey passing over during migration.
Trees
The trees in the parkland are finally bursting into leaf. One of the first species to impress is the Horse Chestnut. This veteran horse chestnut tree located off Knutsford drive is one of our most spectacular and is in fact one of the largest specimens in Cheshire. This time of year, Horse chestnuts produce many pink and white flowers that are often referred to as 'candles'. The flowers, once pollinated, will give rise to the spiked fruits containing conkers that will eventually drop in the autumn.
Summer Amphibians
Several amphibian species, including the common frog, the common toad, the smooth newt and the great crested newt are found in Tatton's ponds and woodlands. As adults they can live both in water and on land. Unlike fish, they breathe oxygen in the air through lungs and unlike reptiles, they must breed in water.
The damp, decaying dead wood deliberately left in our woodlands provides excellent habitat for amphibians to both hibernate in the winter and to hunt for invertebrate prey in the warmer months. Locations such as Millennium Wood and Harrison's Croft provide ideal conditions, with a proximity to fresh water and plenty of places to shelter during the day and hide from predators.
Amphibians lay eggs covered in jelly (spawn) usually in still, fresh water and often among plants. The emerging young (tadpoles) are aquatic and have gills, but they soon leave the water after developing lungs. As adults, most of their life is spent on land in damp habitats, returning to the water to breed in spring.
Insects and other invertebrates such as slugs, snails and worms are a common food source for Tatton's amphibians – found in abundance in our damp woodland habitat. Much of their hunting is done on warm, damp evenings. Frogs and toads catch most of their prey with their long, sticky tongues, whereas newts grab their prey and swallow it whole. | 1,353 | 793 | {
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KS3 History
Beginning to be able to put periods and events in order.
Learners understand that sources are used by historians to find out about the past.
understand that historians gather evidence by interrogating information with a particular purpose.
Learners can use a small group of sources together to make simple inferences and present this as evidence.
Learners are beginning to frame their own historically valid questions, but with limited success.
Learners can select and describe the key features of a historical interpretation and begin to talk about the messages that it might send to the people viewing it. They have a basic understanding that different interpretations (e.g. films, paintings, songs) are made to provide groups of people with a story about
Evidence Step 7: Learners can comment on the utility of a source as well as its reliability, but they may be confused about how these two ideas work together.
Causation and consequence Step 8: Learners can explain why events had certain consequences and begin to recognise that one cause may have multiple or conflicting consequences. They will begin to see how causes and consequences overlap and interact.
Evidence Step 8: Learners can distinguish between ideas of utility and reliability, and understand that historians use 'unreliable' sources as valuable pieces of evidence.
Evidence Step 8: Learners can support their comments on sources by using source content
Who were England's Medieval Queens? How powerful were Medieval Monarchs?
The Crusades:
Why was Jerusalem worth dying for?
Did the Crusades change the Holy Land?
Loss of the 13 colonies, origins of the East India Company, growth of trading outposts and success against Dutch/French
Decline of the Mughal Empire and military actions of East India Company and expansion of company control
Benefits to Britain; benefit for colonies; drawbacks for Britain; drawbacks for colonies
The Indian Rebellion of 1857 leading to the Act for the better government of India and the Zulu War and the Boer War
The extent of European empires by late 19th Century, Germany's desire for an empire, plus the naval arms race.
The alliance system and how it developed in the lead up to war, plus the Schlieffen Plan.
The events following the assassination which led to war, plus different views of who was to blame for starting the war.
Who fought in WW1? The key features of trench warfare on the western front, the Battle of the Somme and war poetry.
The end of the war: casualty rates, Spanish influenza, and the state of Europe at the end of the war.
for their construction (e.g. to entertain, to inform, to persuade). They will understand that this is linked to who made the interpretations.
They may be starting to prioritise some causes as more important than others, but the explanation or reasoning behind this remains weak.
Learners can make supported inferences about the past by using a source and the detail contained within it.
Learners are able to link the construction of different interpretations to the use of different sources. They have a broad understanding that historians can explain the same event through different stories (e.g. the abolition of the slave trade as an economic argument, as the work of white abolitionists, or as a story of slave revolts and resistance).
Skills/Purpose
Lives of monks and nuns and their effect on local communities, to include caring for the sick and praying for the dead
Influence of religion on medieval ideas: crime, science and medicine, warfare, the structure of society
Architecture
Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. Learners make generalised references to provenance (e.g. 'sources from witnesses are more reliable'). (Reinforced)
Learners can distinguish between information about the past and evidence that historians extract from sources through a process of interrogation in order to support their claims, i.e. I can suggest that X was important because of evidence Y and Z. (Reinforced) Learners use sources to make simple inferences about the past and are beginning to understand that historians gather evidence by
Learners can categorise causes with some confidence and are beginning to recognise that these groupings of causal factors are interrelated, e.g. a poor harvest can have effects on both the economy and society. Learners can link categories of causes to form a simple causal picture and begin to explain why something happened in history. | 1,878 | 934 | {
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Pool and Spa Water Disposal
Information Sheet
Preventing Stormwater Pollution
Did you know that curbside stormwater drains in your neighborhood are connected to local streams and waterways which lead to ocean beaches and shorelines?
In our region, some homeowners incorrectly use the stormwater drain to dispose of their pool and spa water. Pools and spas or hot tubs contain saltwater, chlorine or bromine along with algaecide, fungicide and chemical sanitizers. Draining these waters improperly can harm fish in our local creeks and streams.
Chlorine and bromine are highly toxic to fish and aquatic life even at levels well below detection thresholds of pool test kits commonly used by homeowners. Even very low levels of chlorine can harm aquatic life in your local creeks, lakes, and ocean shorelines.
In addition, filter backwash, drain and cleaning water often contain chemicals, detergents, excessive pH or other contaminants harmful to fish and aquatic life and must not be discharged to stormwater drains.
In most municipalities pool and spa water must be drained to the sanitary sewer. If you live in Sooke or on a large rural property, pool water should be drained over a vegetated area as long as water won't flood neighbors or enter stormwater drainage systems. Disposing of pool water improperly can leave you subject to fines and penalties under municipal, provincial and federal legislation.
How do I drain my pool properly?
* Drain pool water to a connection inside your home, e.g., basement utility sink or toilet, or use a sanitary sewer clean-out point on your property, if accessible. Toilets won't overflow unless there is a clog; as they are designed with internal overflow.
* If unsure, contact your municipal public works department
* Use a drain hose no larger than 1.5 inches in diameter
Can I drain my pool in my backyard?
This method is not recommended due to risks of flooding neighboring properties. However, pools located on larger rural residential properties can be drained slowly to ground. If you live in Sooke, this is the recommended method by the district of Sooke. Ensure you do not drain pool or spa water over your septic field, oversaturation will impact the quality of treatment in your field.
Saltwater Pools
Saltwater pools must be drained to a sanitary sewer connection or alternatively pumped out and taken off-site to a permitted treatment facility. Saltwater cannot be drained to ocean shorelines or any stormwater drains and is very damaging to fish habitat and soils.
Filter backwash
Backwash waste and water can be discharged to either sanitary sewer or ground areas on your property where there are no stormwater drains, yard drains, building perimeter drains, ditches or creeks.
Pool Chemicals and Cleaning Products
All residential pool chemicals as well as cleaning and disinfecting products are considered household hazardous waste and can be dropped off at Hartland Landfill for free.
Residents play an important part in keeping contaminants out of our stormwater drainage systems, local creeks, rivers and ocean shorelines.
To learn more about living green and protecting the environment at home, visit www.crd.bc.ca/cleanwater | 1,294 | 641 | {
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Depression
What is depression?
Depression is one of the most common psychological diseases, with an estimated number of 121 million people around the world suffering from depression.
Pathological depression: It is a pathological case characterized by a group of psychological and sensual symptoms, which are dominated by sadness, and these symptoms are characterized by their negative impact on the daily activity of the individual and his social and professional life.
ICE-BREAK 1
https://www.youtube.com/watch?v=hiQpSxAIWLY
Depression causes and factors leading to it.
Drinking alcohol or drugs
An imbalance of
neurotransmitters
Genetics
Environmental or social
factors
Diseases and ahysical
ailments
Pessimistic personality
Depression causes and factors leading to it.
It is considered one of the most important reasons, but the exact method of transmitting these genes is not yet known
Genetics
Responsible for regulating nerve impulses in brain cells, the most important of which is the lack of serotonin, which is the focus of most drug treatments used to treat depression.
An imbalance of neurotransmitters
Depression causes and factors leading to it.
For example, loss of a beloved one or financial difficulties with going into something new like a new job.
Environmental or social factors
It may affects the concentration in dealing with others, and the loss of social relations and may reach the loss of job or the education status.
Drinking alcohol or drugs
Depression causes and factors leading to it.
. Including hormonal disorders, especially that affect women in the postpartum period, and other diseases such as secretions of the thyroid glands.
Diseases and ahysical ailments
One of the most vulnerable people to this disease
Pessimistic personality
ICE-BREAK 2
How do we identify symptoms of depression?
Symptoms of Depression
feeling despair
Not enjoying the life joys.
Feeling frustrated, bored, and boredom.
Excessive crying without any reason
Difficulties in focusing, remembering, and decisions making.
Sleep disturbances and may be in the form of difficulty sleeping or its abundance.
Excessive crying without any reason
Difficulties in focusing, remembering, and decisions making.
Sleep disturbances and may be in the form of difficulty sleeping or its abundance.
Symptoms of Depression
Sensory symptoms such as
low back pain or chronic
headache without any
organic explanation
Feeling of social marginalization
A pessimistic view of the
past and the present.
Tiredness from any effort
Anxiety, irritability, anger easily without any reason, constant feeling of guilt..
Loss of appetite or overeating, leading to a noticeable change in weight.
Tiredness from any effort
Anxiety, irritability, anger easily without any reason, constant feeling of guilt..
Loss of appetite or overeating, leading to a noticeable change in weight.
Types of Depression
Psychotic Depression
Postpartum Depression
It is severe and difficult depression accompanied by psychotic symptoms and appearances, such as hallucinations.
Depression appears in some women after they give birth to new baby. It appears, usually, a month after the delivery.
Reactive Depression
An emotional reactive following a loss, such as the failure of love, marriage, friendship, or work, ranging from 3-6 months, during which the productivity of the affected person decreases.
Seasonal Depression
A periodic disorder, which appears at specific times of the year e.g. at the end of the fall season and recovery from it at the beginning of spring and others.
Main Depression
A severe stage of depression and this type must has five of the previous depression symptoms.
ICE-BREAK 3
What are the correct methods to treat depression?
Depression treatment and prevention methods
Pharmacological therapy
Psychotherapy
Sports exercises
It is the most common treatment method and works by affecting some chemicals in the brain, but it does not treat depression, however it relieves symptoms, and the effect of the drugs appears between two to four weeks.
It helps those suffering from depression of the medium degree as it increases their selfesteem by improving their body looking and achieving their goals, and also helps release endorphins "a chemical that has an antidepressant effect".
Sessions that provide an opportunity to learn how to deal with external pressures and the best ways to deal with side effects.
Thank you | 1,951 | 888 | {
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1a) Galileo claims that the period of a pendulum is independent of the mass of the bob.
1b) Galileo has argued that the time it takes a body to fall a certain distance (starting from rest) is independent of the mass of the body. He has connected this argument to his claim about how the time it takes the bob to swing back and forth through a fixed angle, and thus distance, is also independent of the mass of the bob.
1c) (As shown in class)
1d) According to the data, the period does increase as the mass increases. However, the uncertainty range in the measurements clearly overlaps, so the best we can conclude from this data is that it is consistent with Galileo's claim.
2a) Galileo claims that the period of a pendulum is independent of the initial angle of the swing.
2b) Answers will vary.
2c) (As shown in class)
2d) From the graph, we can see that the 5 degree and 10 degree swing results are consistent, given uncertainty, with Galileo's claim. However, this data clearly shows that the 30 degree swing results are, even considering uncertainty, inconsistent with the claim that the period of the swing is independent of its initial angle.
2e) Answers will vary.
3a) According to Galileo and consistent with our experimental results, the period of a pendulum is proportional to the square root of its length, or alternatively, the period squared is proportional to the length. This means that the ratios
of period squared are equal to the ratios of the lengths: 2 Length 1 Length ) 2 Period ( ) 1 Period ( 2
(
s 4
)s
2
2
2
Rearranging this, we get that s 1
2
Period s 1
)
2
Period
(
2
2
4
4
.
This is consistent with the graph obtained from experimental results (see back).
.
Corresponding Learning Goals for Week 3 Physicists Workshop:
- Construct a simple pendulum and observe its motion.
- Investigate the factors that affect the period of a pendulum.
- Explore Galileo's claims that the period of a pendulum is independent of the angle of the swing and of the mass of the pendulum bob, and is dependent on the length of the pendulum; more specifically, the period of a pendulum is proportional to the square root of the length of the pendulum (or that the period squared is proportional to the length).
- Given the length and period of a particular pendulum, determine the length of a second pendulum given its period, or predict the period of a second pendulum given its length. | 1,019 | 580 | {
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Governor Report
8 th February 2018
Keep Safe Club: Leicestershire Police Safety Workshops KS2
Overview:
Half day visit to school 8 th February 2018:
1. Observation of the police workshop and pupils' learning in class 3 (Y3/Y4)
2. Discussion with pupils re: their learning and understanding of key safety messages.
1. Keep Safe Club Workshop:
- Overview:
Pupils were introduced to and engaged in discussion/activities regarding a range of key safety themes including:
- Trusted adults
- Different roles within the police force
- Making a 999 call
- Making good/safe choices
- Identifying danger / personal safety
- Internet safety
The workshop engaged pupils through a range of activities including discussion, role-play, games and picture/story scenarios.
The workshop is run by police officers annually in school to reiterate important safety messages.
- Pupils' Response:
The pupils attended well throughout the session and were extremely keen to be actively involved. There was no shortage of enthusiastic volunteers to give information and take part in games and activities. Many pupils had the confidence to make suggestions and give ideas even when they were unsure of what was required of them at the start of the session. Several pupils spontaneously related aspects of the session to their own experiences of safety and shared these with the class.
Page 1 of 2
2. Impact on pupils:
The impact of the session was monitored through observing pupils' responses during the session and through a small group discussion/interview after the workshop.
Throughout the session, pupils continually reflected on their own experiences and in doing so demonstrated their developing understanding of the key themes. Initially, the class were unsure as to all the possible 'trusted adults' might be. By the end of the session, when questioned on it, pupils were able to identify safe-adults with ease (e.g. policeman, doctor, teacher, parent etc) and had a developing understanding of 'grey areas' in that some adults could be considered a trusted adult in one context but not in another. Pupils were able to identify examples in their own lives where they had gone to a trusted adult.
Pupils were able to identify key safety messages that were expressed during the session when questioned (e.g. don't touch needles; don't cross the road where you are hidden by parked cars).
One area that particularly stood out was the pupils' existing awareness of internet safety. The class were able to answer questions confidently, accurately (and in unison!) about key themes such as not giving out personal information online and the key differences between 'real' friends and 'online' friends. During this discussion, the class were particularly engaged and keen to share their knowledge (and in one instance identify an action based on the learning):
"It's about not giving out passwords"
"When I'm on games I don't go on the thing to go online, I just keep playing offline"
"When people are being rude on the group chat, I just turn it down so I can't hear them"
"People have added me as a friend. When I get home I'm going to block them all" (in response to the police officer expressing the importance of only accepting friends and family as your online friends).
The workshop did not include any follow up worksheets or activities to review the information learned. However, Mrs Elliott, class teacher, will be re-visiting the topic with the class in a subsequent lesson to help consolidate the pupils' learning.
3. Summary:
Pupils demonstrated a greater awareness of personal safety and potential dangers. The workshop therefore had a positive impact on their personal development, behaviour and welfare. The workshop highlighted the pupils' very strong existing understanding of the basic principles of internet safety. Pupils were engaged, extremely enthusiastic and demonstrated positive learning habits.
Kate Goodhew
Parent Governor
8 th February 2018
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Science Fair Project Abstract
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Return
An abstract is an abbreviated version of your science fair project final report. For most science fairs it is limited to a maximum of 250 words (check the rules for your competition). The science fair project abstract appears at the beginning of the report as well as on your display board.
Almost all scientists and engineers agree that an abstract should have the following five pieces:
Introduction. This is where you describe the purpose for doing your science fair project or invention. Why should anyone care about the work you did? You have to tell them why. Did you explain something that should cause people to change the way they go about their daily business? If you made an invention or developed a new procedure how is it better, faster, or cheaper than what is already out there? Motivate the reader to finish the abstract and read the entire paper or display board.
Problem Statement. Identify the problem you solved or the hypothesis you investigated.
Procedures. What was your approach for investigating the problem? Don't go into detail about materials unless they were critical to your success. Do describe the most important variables if you have room.
Results. What answer did you obtain? Be specific and use numbers to describe your results. Do not use vague terms like "most" or "some."
Conclusions. State what your science fair project or invention contributes to the area you worked in. Did you meet your objectives? For an engineering project state whether you met your design criteria.
Things to Avoid
Avoid jargon or any technical terms that most readers won't understand.
Avoid abbreviations or acronyms that are not commonly understood unless you describe what they mean.
Abstracts do not have a bibliography or citations.
Abstracts do not contain tables or graphs.
For most science fairs, the abstract must focus on the previous 12 months' research (or less), and give only minimal reference to any earlier work.
If you are working with a scientist or mentor, your abstract should only include procedures done by you, and you should not put acknowledgements to anyone in your abstract.
Why Is an Abstract Important?
Your science fair project abstract lets people quickly determine if they want to read the entire report. Consequently, at least ten times as many people will read your abstract as any other part of your work. It's like an advertisement for what you've done. If you want judges and the public to be excited about your science fair project, then write an exciting, engaging abstract!
Since an abstract is so short, each section is usually only one or two sentences long. Consequently, every word is important to conveying your message. If a word is boring or vague, refer to a thesaurus and find a better one! If a word is not adding something important, cut it! But, even with the abstract's brief length, don't be afraid to reinforce a key point by stating it in more than one way or referring to it in more than one section.
How to Meet the Word Limit
Most authors agree that it is harder to write a short description of something than a long one. Here's a tip: for your first draft, don't be overly concerned about the length. Just make sure you include all the key information. Then take your draft and start crossing our words, phrases, and sentences that are less important than others. Look for places where you can combine sentences in ways that shorten the total length. Put it aside for a while, then come back and re-read your draft. With a fresh eye, you'll probably find new places to cut. Before you know it you will have a tightly written abstract.
Sample
Sample science fair project abstract.
Science Fair Project Abstract Checklist
You can find this page online at: http://sciencebuddies.com/science-fair-projects/project_abstract.shtml
You may print and distribute up to 200 copies of this document annually, at no charge, for personal and classroom educational use. When printing this document, you may NOT modify it in any way. For any other use, please contact Science Buddies.
It's free! As a member you will be the first to receive our new and innovative project ideas, news about upcoming science competitions, science fair tips, and information on other science related initiatives.
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Copyright © 2002-2010 Science Buddies. All rights reserved. Reproduction of material from this website without written permission is strictly prohibited. Use of this site constitutes acceptance of our Terms and Conditions of Fair Use. | 1,939 | 984 | {
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STAFF ASSEMBLY COMMENTS:
Question #6- What was the most valuable thing that you learned in the Life Synergy workshop?
Try and see/look at things in a positive light. In doing so, it could lead to less judgement, less disrespect, less teasing and taunting etc. If the majority of people/students looked /saw things in a more positive way, the community /school would become a more positive place/safer place
The cyber-bullying and suicide information
As a parent, don't be afraid to take a stand as a parent
Awareness of digital footprint
So much great info that was spot on & told in a way that didn't sugar coat.
The clarification between bullying and conflict
Good for girls - Drama
How much kids are dealing with aside from schoolwork
How phones & social media causes so much of a distraction in all our lives
Strategies for unifying students
Statistics to qualify claims
The responses of the students when they put their hands up for specific questions
I have seen this numerous times. But I am always reminded of the value of human contact, empathy, talking. These issues need to be addressed, not ignored.
How great it is for students
Made me more aware of the issues/ bullying occurring in our school
Information about the law
Texts, social media, etc. is something you can never take back
The method of choices and consequences
Receiving a sexting photo you can be charged
It made me reflect on the impact of bullies in my own life
Students here love energy drinks & important for them to see statistics
That students are out there helping others not just listening and learning but 'doing'!
How many students don't feel adults (especially parents) listen to them
Some of the laws were clarified around social media/sexting
Statistics, technology, facts
Touching on real issues (suicide) that are difficult for us to discuss without proper training
Talking about bullying and suicide and letting the students know they are not alone
Bullies between Grade 6 – 9, 60% more likely to have criminal records by age 24!!
I really appreciated the desensitizing parts
That most students want a safer, more welcoming school but do not realize that they are the ones that can make that happen.
Reinforced the message of making choices
Cell phone dangers/awareness/consequences
Reinforcing positive mental health - not new to me but supports our work
The long term mental effects of being bullied
Research supporting issues that teens face today
Emphasizing student responsibility for decisions & having the power to change
Details regarding cybercrime
All of it had value! The confirmation that everything we do affects not just ourselves!
Do not become desensitized to Bully! It is happening everyday!
Everything was excellent! Loved the stats.
Make sure I am approachable for my students
The % of bullies that end up committing a crime
Power of phones (info retrieved by nickname) - students are still so naive when it comes to the dangers of media.
Criminal Code --->not just jokes
It's good to be made aware of the various charges under the criminal code (students need to be aware of this!)
Real life incidents to associate with topics
A reminder to always consider another's "story"
The fact that being 'negative' comes easy to too many people (scary)
To remind students that the internet is forever and there is a very real danger to phone addiction
The permanence of phone messages /videos etc.
How important it is to talk to students about these issues
The graph on highs/lows of drug use
We need to encourage more students to step up against bullies & accept everyone
How sexting is becoming a problem
How real is was
I think the suicide awareness was good
How long that text messages can be tracked
The film was most important for the students to see the change
Bullying part was valuable. Students will learn one day that this should not happen and if it does they can fight through it with help and become a much happier person.
The video in coming together and respecting each other, despite differences
I loved Dwayne's message. My favorite part was helping kids to deal with the feelings that scare them, and that they are not alone.
I appreciated the honesty & frankness of the conversation with the kids
Imbalance of power for bullying
The value of presenting choices
That parents need to let kids deal with issues & sometimes just listen
Potential hazards of posting personal info on line
Re-enforcing parenting tips. EG: consequences / no BFFs- only good friends (a lesson I've taught my daughter )
To keep your eyes on what is important
Words can hurt
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1
2
SARDAR PATEL UNIVERSITY
Semester: IV
Programme: Master of Education
Syllabus with effect from: December 2016
Unit
OBJECTIVES:
Description in detail
The student teacher educator will be able to
*
* Develop an understanding of the needs and magnitude of the challenges faced by children and persons with diverse needs,
responsibilities of all concerned,
Appreciate the need for promoting inclusive practice and understanding the roles and
* Develop a positive attitude and sense of commitment towards actualizing the right to education of all learners,
* Develop the ability to conduct and supervise action research activities,
* Prepare a conducive teaching learning environment in varied school settings,
* Identify and utilize existing support services for promoting inclusive practice,
* Seek parental and community support for utilizing available resources for education in inclusive settings.
Meeting the needs of diverse learners
Facts and myths of inclusive education with reference to Indian context.
Social and academic inclusion of learners with diverse needs in mainstream classrooms.
Inclusive educational strategies and their implications for universalization of elementary and secondary education.
Effectiveness of inclusive strategies such as enrichment, cluster grouping, mixed ability grouping, multilevel teaching, cooperative learning, peer tutoring in the context of constructivism.
Curriculum adaptations and evaluation for children with diverse needs
Concept, meaning and need for curriculum adaptations for children with sensory (hearing, visual and physically challenged) intellectual (gifted, talented and mentally challenged children), developmental disabilities (autism, cerebral palsy, learning disabilities), social and emotional problems, scholastic backwardness, underachievement, slow learners , children with special health problems, environmental/ecological difficulties and children belonging to other marginal groups.
Utilization of records/ case profiles for identification, assessment, and intervention for inclusive classrooms.
Guidelines for adaptation for teaching/practicing science, mathematics, social studies, languages, physical education, yoga, heritage arts theatre, drama etc in inclusive settings.
Techniques and methods used for adaptation of content , laboratory skills and play material
Teacher preparation for Inclusive Education
3 Review existing educational programmes offered in secondary school (general, special
4
education).
N.C.F 2005 and curriculum for teacher preparation and transaction modes.
Skills and competencies of teachers and teacher educators for secondary education in inclusive settings.
Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators.
Planning and conducting research activities
Concept and importance of educational research.
Types of research needed for enhancement of learning.
Selecting appropriate areas of research.
Recent trends in research - national and international level
Basic Text & Reference Books:
Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and Participation in Schools. Bristol: Center for Studies in Inclusive Education.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India. | 1,778 | 737 | {
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Symphony No 2 in E flat major, op 63
A symphony for large orchestra, in four movements:
1 - Allegro vivace e nobilmente; 2 - Larghetto;
3 - Rondo (Presto); 4 - Moderato e Maestoso.
Approximate Length:
55 minutes
First Performance:
Date:
24 May 1911
Venue:
London Music Festival, Queen's Hall, London
Conductor:
the composer
Orchestra:
Queen's Hall Orchestra
Dedicated to:
(to the memory of) King Edward VII
Although the second symphony followed the first by only three years, in the intervening period the world and Elgar had changed. The ebullient, confident mood of the early years of the century was dying, the tensions that culminated in the First World War were beginning to emerge and, by the time of the symphony's first performance, King Edward VII had also died.
While the symphony was well received by most standards, the audience's response to the first performance was polite and restrained in comparison to the uninhibited reception given to its predecessor, leading Elgar to liken them to stuffed pigs. In some respects, this symphony has never fully recovered from that start - it is probably the less popular and less frequently performed of the two symphonies despite being melodically more inventive and varied than the first symphony. This may be because it is the more complex work. Rather than a single theme recurring in all four movements, structural unity is achieved through extensive cross-references between movements, most dramatically when the rather ghostly theme from the first movement re-emerges as a frenzied outburst in the middle of the rondo.
And there is a marked contrast in mood. In place of the lyrical dreaminess of the first symphony's adagio, the second contains a somewhat sombre funeral march. (Many assumed this to be in memory of the recently deceased king, but sketches of the movement exist from some years before. Elgar probably composed the theme as a tribute to his friend Alfred Rodewald, the Liverpool businessman who conducted the first performance of the first two Pomp and Circumstance marches in 1901 and who died two years later at the age of 43.) And in contrast to the jaunty confidence of thefirst symphony, the second has an inner restlessness and mood of conflict which is only resolved when, in the closing minutes, the "spirit of delight" theme which opens the symphony returns to bestow a satisfying tranquility. | 1,022 | 526 | {
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Spelling Recommendations
Students with dyslexia find spelling difficult due to heavy demands on memory for correct sequencing and visual representation of individual letters, and they have difficulties recalling what that have seen and heard in both a visual and phonological sense.
Students with dyslexia will benefit from a multi-sensory spelling programme, little but often learning (e.g. learning 2-3 words every week), flexibility in teaching to the student's strengths, varied methods of teaching spellings, and repetition.
Specific Strategies:
- Simultaneous Oral Spelling (SOS): Model spelling the word for the student by reading the words, then saying the letter names and reading the word again. Ask the student to write over the word repeating the letter names using different colours. Cover the words and ask the pupil the write the word again saying the letter names. Have the student close their eyes and try to spell the word again using letter names.
- Mnemonics: Use the letters from a given word to make up a phrase to help remember the order of the letters. Using a visual representation may be helpful.
- Phonics: Words are segmented into the smallest unit sound within a word (phonemes).
- Letter Patterns: Group words with similar patterns together, e.g. could, should, and would.
- Chunking: Break down words into chunks or syllables to support working memory.
- Exaggerated Pronunciation: This works well for remembering silent letters and also irregular words.
- Music and Rhythm: Chant the letters to a rhythm or a familiar tune.
- Visualisation: Write the spelling onto a card using colour to highlight the target word. Have the student create a mental picture of the word.
- Picture Association: Create aggregate pictures to tell a story and show words with similar spelling patterns.
- Video Memory: Allow the student to make up a story about the letters in a word.
- Three-Dimensional and Sensory Approaches: Use wooden or plastic letters, mould letters out of clay, use 'feely' letters, sand trays, puff paint, glitter glue, pipe cleaners, etc.
Other Useful Tips:
- Learn the basic Spelling Rules: rules for plurals and common rules around vowels (such as the 'magic e' rule)
- In general, though, memorizing rules isn't the most effective way to learn to spell. Most rules have exceptions—and besides, you are best at learning words that you have made an effort to understand. A good way to understand a word is to break it into syllables. Look for prefixes, suffixes, and roots. Practice each short part and then the whole word.
o Example dis-ap-pear-ing and tra-di-tion-al
o After you break apart a word, ask yourself: How is this word like other words I know? Spelling the word traditional may make you think of spelling functional and national.
- Finding patterns among words is one of the best ways to learn to spell.
- It's also helpful to try making up a Funny Memory Aids. For example, do you have trouble remembering which has two s's—desert (arid land) or dessert (a sweet treat)? Remember that with dessert, you'd like seconds. Similarly, do you have trouble remembering how to spell separate? Remember that there's a rat in the middle.
- Make sure that you are Pronouncing words correctly. This can help you to avoid some common spelling errors, such as canidate instead of candidate, jewelery instead of jewelry, and library instead of library.
- Put together a list of words that you find difficult to spell. Go over your old papers and spelling exams to track down these troublemakers. Once you've got your list in hand, see if some of the tips above will help you.
For further information about the above spelling strategies, please see the following link:
Supporting Spelling
Source – Bradford | 1,453 | 789 | {
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Drouin Early Learning Centre
Philosophy Statement
Our kindergarten program philosophy is underpinned by the Victorian Early Years Learning and Development Framework (VEYLDF) and the Early Years Learning Framework (EYLF).
Our values
We offer all children and families a safe, warm and welcoming and friendly kindergarten
Learning is play based and both child and teacher led. We believe for children to grow, learn and participate fully and actively in society we must provide a nurturing, creative and stimulating play based environment. We provide both parents and children opportunities to participate in and shape the learning environment.
The program is child focused with dedicated staff.
* Educators learn about and build the program using the children's interests and strengths and by giving children input into the program. The forming of close working partnerships with families helps to build on, and share knowledge about children. A curriculum that values contributions from families helps to promote children's general sense of identity, security and wellbeing. Families are given opportunities throughout the year with interviews and information sheets to help the educators learn about the child and their family.
* We believe it is important for educators to be engaged with the children to help scaffold, support or extend their learning. Educators will spend time with all children when they play, extending ideas, posing challenging questions, listening, watching and encouraging discussion between children.
We believe that play is crucial to the development of children.
* Play is the way children explore, discover and learn about their world, each other and themselves. Experiences are active, hands on and open ended, where children will be seen exploring, discovering, problem solving, creating, collaborating, co-operating, communicating and imagining, allowing for all children to succeed. We provide opportunities for children to initiate and choose play areas, materials and peers, being self-directed with the support of educators. Children will be offered activities where they can play individually, in small groups and in large groups. . The play based environments will help children to develop knowledge and practice skills in an atmosphere where they are encouraged to become independent learners. Children will be encouraged to try varied and different activities to develop new skills. We understand that children learn mathematical and literacy concepts through meaningful play and will provide a literacy and numeracy rich environment where children engage in experiences to use and develop skills in speaking, listening, writing and learning about written words and numbers.
* We believe that every child is special and valued and through play we aim to provide opportunity for children to experience a wide range of situations and gain skills to help develop selfconfidence and self-worth.
* Within our learning environment, children develop a sense of community and group identity along with an understanding of how they can contribute. We empower children with the skills, attitudes and knowledge that will help them develop mutually respectful and rewarding relationships with people who are similar and different from themselves. We support each child's sense of 'being, belonging and becoming'.
We value the outdoor environment and promote knowledge about, care and respect for the natural environment
* Children are provided with an indoor/outdoor play session in recognition that children learn both indoors and outdoors. We also acknowledge that children have different learning styles and therefore provide various types of learning areas in both the outdoor and indoor environments.
* We believe in promoting knowledge around the importance of caring and respecting the natural environment. We believe in encouraging the children to learn about environmental and conservation issues; emphasis is placed on the use of natural and recycled materials, wise water usage, recycling, and positive regard and sense of responsibility for all living things.
We value and recognise the families and wider communities of Drouin
* The relationship between the community and the kindergarten will be promoted by talking to children about their community and inviting community members to share experiences with the children. Family events will be held for families throughout the year and invitations to the wider community are included to these events when appropriate. The kindergarten will provide the community with information about what has been happening at kinder through regular articles in the local newspaper. When possible, excursions will be held locally to encourage community awareness with the children.
* Families are recognised as the children's first teacher. Parents' views and input are supported and valued. Parents are encouraged to contribute to the enhancement of the program, rosters and the daily life of the kindergarten. | 1,887 | 859 | {
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Official rules InnovBot challenge 2020
RoboRAVE France – Craon
http://www.roborave53.fr/
The challenge is to present a free project using robotics in an innovative way (for example: robotmanaged vegetable garden project, intelligent blind cane project, etc.) The theme is free.
Participants can be followed by a coach (one coach per team maximum) but the design, implementation and presentation of the project must be the fruit of the reflection of young people.
Chapter 1 Target of the challenge
Article 1 : objectifve
Design, build and present an original project using robotics in an innovative way. The project can cover any field.
Chapter 2 Characteristics
Article 2 : The space
* Each team will have 3m by 2m presentation space on contest day, with a table and billboards.
* Electrical outlets are available, but there will be no internet connection.
* The project must include at least one microcontroller: programmable brick, Arduino board or others are accepted. The use of sensors and remote controls are allowed.
*
Chapter 3 General rules
Article 3 : general tules
* Participants must install their project on their own before 10:00 a.m.
* The presentation of the project will take place between 10:00 and 12:00 and from
2:00 to 4:00 p.m.
* Organization is subject to change.
Chapter 4 Points
Article 4 : Before the event (deadline Monday, 25 th may 2020)
* Slides: 100 pts (see Annex 1 page 3)
* Video presentation in English (optional): 25 pts (see Annex 2 page 3)
* Project Presentation Video (mandatory - this video will be broadcast at the time of the awards): 100 pts
*
Article 5 : The day of the event
* Presentation in individual English and team work: 75 pts (see Annex 3 page 4)
Article 6 : During the event
* A jury (or several) composed of the world of education and business will evaluate the project of each team (see annex 4 page 5). All juries will select the winning college team and the winning high school team.
* The winning team in each category (college and high school) will be rewarded at the end of the qualifying phases. A price of 250€ will be given to the winning establishments.
* Point allocation is subject to change.
Chapter 6 Fair play
The participants must keep calm, courteous and respectful.
Article 8 : Disqualification
Your team will be disqualified with a participant does not exhibit courtesy or respect towards the referee.
Article 9 : Objection to the referee
* No objection to the referee's decision will be accepted.
Article 10 : Claims
* All claims must be made in the presence of the team manager.
Remember, RoboRAVE France's GOALS ARE :
* FUN while LEARNING
* SHARING
* TEAMWORK
- Annex 1 : slides points
- Annex 2 : English vidéo points
- Annexe 3 : English presentation – RoboRAVE 2020
Each team will introduce their project in front of a jury composed of 2 "euro-class" students. This presentation will be awarded with 75 points.
Each presentation will be composed of :
- an introduction of the team's name, names of the participants, school and chosen challenge /20 pts
- a presentation of their robot, its choice and certification / 20 pts
- a question of their choice to go further /15 pts
- language quality /20 pts
You will be judged on your oral production (understanding and fluency). Each member of the team will speak and the quality of your expression will be judged too (vocabulary, grammar mistakes…)
Examples of questions :
Do you like robotics ?
Why do you like robotics ?
Are you in a robotic club ?
Would you like to create one ?
Have you ever participated in a robotic competition ?
Have you ever participated in a competition ? Where ?
Would you like to participate in a robotic competition in another country ? Where ?
Do you like Math ? English ?
Or any other questions !!!
- Annexe 4 : Grille d'évaluation du jury InnovBot
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Polonia, op 76
A symphonic prelude for full orchestra.
Approximate Length:
15 minutes
First Performance:
Date:
6 July 1915
Venue:
Polish Victims' Relief Fund Concert, Queen's Hall, London
Conductor:
the composer
Dedicated to:
I J Paderewski
In 1914, Elgar had written Carillon, a recitation with orchestra, for the benefit of wartime charities in Belgium, which had just been overrun by German troops. It was immensely popular, and in April 1915 the Polish conductor Emil Mlynarski asked Elgar to compose something for a concert he was organizing with Thomas Beecham to help Polish refugees in the way that Carillon had helped the Belgians. Within the space of two months, Elgar produced Polonia which was first performed in London's Queen's Hall at a Polish Victims' Relief Fund Concert in July 1915, with Elgar conducting. Elgar dedicated the work to his friend Ignace Paderewski, the great pianist and later Prime Minister of Poland.
The English habit of writing Fantasias or Rhapsodies on patriotic airs was never much in Elgar's line, and Polonia is his only example of this genre. Elgar called it a symphonic prelude but it is in fact more of a rhapsody in the style of Enescu and Liszt, mixing much original Elgar w ith Polish airs and quotations from Chopin and Paderewski. Despite its rather specific purposes, Polonia is a significant work of considerable merit. It never achieved the success of Carillon but was sufficiently well received for The Gramophone Company (later His Master's Voice) to commission Elgar to record the work for them in 1919.
The work is lavishly scored for a very large orchestra (strings, triple woodwind, full brass, 6 percussionists 2 harps and organ). A martial introduction leads to a lyrically expansive treatment of a Polish national song on cor anglais, cellos and harps. The tempo increases and bassoons announce a jaunty theme in folk dance rhythm, and this is worked up in an exuberant passage of virtuoso orchestration. Shifting, swirling orchestral colours lead to a section based on Paderewski's Fantasie Polonaise, and there is a quotation from Chopin's G minor Nocturne on which the solo violin muses. The tempo increases again as more magical orchestration clothes a rich recapitulation of this material, the Polish National Hymn is heard, distantly, but it then grows with grandeur and tumultuous orchestration to end the work with jubilation.
Barry Collett
A more detailed account of the background to Polonia, written by Elgar Society member Joseph Herter, can be found at:
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Taking part in meetings or lessons using Teams – Pupils' Guide
Your teacher may invite you to take part in an online meeting or lesson using Teams. This is just like being in your class with your teacher and classmates so make sure you follow our school rules – READY RESPECTFUL SAFE when you are taking part.
READY
RESPECTFUL
* Show respect to everyone in the online classroom
SAFE
* Begin with your camera off and microphone muted until your teacher tells you to switch them on.
* Be prepared with any materials your teacher has asked you to bring eg paper, pencil.
* If you are taking part in the meeting/lesson make sure you are there on time.
* Make sure you are working in an open space near an adult (not in your bedroom.)
* Follow instructions given by your teacher.
* Actively take part in the meeting/lesson eg nod or use a thumbs up to show you understand or agree.
* When speaking, look into camera.
* Use the chat function to sensibly answer or ask questions.
* Use the 'hands up' tool to make sure you aren't talking over others.
* Only add comments or questions relating to the meeting or lesson.
* Use appropriate language or emojis and make sure all posts are respectful.
* Make sure you are dressed appropriately – no jammies please!
* Let others around you know that you are having a meeting or lesson.
* Do not record or take photos during the meeting/lesson or share these on social media.
* If you see or hear anything which makes you feel uncomfortable, please let an adult know straight away.
Taking part in meetings or lessons using Teams – Parents' Guide
In Gylemuir we will be using a variety of methods to deliver teaching and interact with our pupils. Your child's teacher may invite them to take part in an online meeting or lesson using Teams. Please take time to read the information below and discuss the Pupils' Guide with your child/children.
Online Meetings
Useful Advice
* Make sure others in the household are aware a meeting/live lesson is happening.
Teachers may invite groups of pupils to have a meeting on Teams. This will allow pupils to interact with their teacher and classmates in an informal way.
* Parents should be aware of when their child is engaging in a meeting/live lesson.
Online Lessons
An online lesson may be arranged for your child's class or group. This is an opportunity for the teacher to deliver information or instructions for an activity to be completed by pupils either then or later away from the computer. These will be short, focussed sessions.
* Make sure your child is in a suitable area of the home.
* Support your child during the lesson if this is needed.
* Listen into meetings/lessons if necessary
* As this is an opportunity for pupils to engage with their teachers, please do not ask questions or speak for your child during the meeting.
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Technological Changes Contribute to Rise in Obesity
By any measure, more Americans are heavier today than ever before. Nearly 2 out of 3 adults now meet or exceed the clinical definition of overweight, and 3 out of 10 children are overweight or at risk for overweight. Especially alarming to public health experts is the rapid weight gain witnessed since the mid-1970s. Since then, obesity has doubled among adults and tripled among adolescent boys and girls.
People gain weight when energy consumption (or calories) from food consistently exceeds energy expended on bodily functions and physical activity. Therefore, the current obesity epidemic must be due to some combination of people eating more and moving less. "Environmental" changes in recent decades that have been linked to obesity include more fast foods, bigger portion sizes, and more sedentary lifestyles. Still, why are more people making the choices that lead to weight gain and obesity?
Economists are attempting to answer this by examining the incentives and disincentives people face when making food and physical activity choices. In earlier agricultural and industrial times, work was strenuous and people, in effect, were paid to exercise (that is, undertake work).Today, physical labor has become more rare and people pay to undertake—and budget time for—exercise. Inexpensive alternative uses for leisure time, such as TV or video games, only compound the problem.
Technological progress has also altered incentives for the type and amount of food people eat. A more efficient agricultural system has cut food prices, especially of calorie-dense foods. Advances in food processing and packaging have introduced a multitude of ready-to-eat foods, available virtually anywhere and at any time. This has reduced the time "cost" of food preparation and consumption. People have responded to these incentives by increasing the quantity and variety of foods they consume.
FINDINGS
At the same time, technology-driven progress in medical and epidemiological research warns us of the serious health consequences of obesity. These warnings should act as a disincentive against choices that lead to excess body weight, but apparently have not. By studying how people evaluate long-term health consequences when making short-term food and activity choices, economists hope to better understand the causes behind the increase in obesity.
Jayachandran N.Variyam, firstname.lastname@example.org
This finding is drawn from . . .
The Economics of Obesity: A Report on the Workshop Held at USDA's Economic Research Service, by Tomas Philipson, Carolanne Dai, Lorens Helmchen, and Jayachandran N.Variyam, E-FAN-04-004, USDA/ERS, May 2004, available at: www.ers.usda.gov/ publications/efan04004/
Note: Data not available for adolescents in 1960-62.
Sources: K.M. Flegal, M.D. Carroll, C.L. Ogden, and C.L. Johnson "Prevalence and Trends in Obesity Among US Adults, 1999-2000," and C.L. Ogden, K.M. Flegal, M.D. Carroll, and C.L. Johnson, "Prevalence and Trends in Overweight Among US Children and Adolescents, 1999-2000," both in the Journal of the American Medical Association, Vol. 288, No. 14, October 9, 2002. | 1,423 | 693 | {
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Winter Sports Helmets
As seasons change and colder weather hits the Midwest, it's time to protect children who participate in winter sports and activities. Four of the most popular winter sports and activities are skiing, snowboarding, sledding and ice skating. Although these provide great opportunities for children to stay active during the winter months, each comes with certain risks and dangers that all parents should be aware of.
According to the Safe Kids Worldwide, "Each year 2.4 million Americans sustain brain injuries, including 475,000 children." 1 One of the best ways to prevent injury while participating in winter sports is to have a properly fitted helmet. "Approximately 2 out of 5 traumatic brain injuries among children occur while participating in sports and recreational activities, explains Deb Carpenter, childhood injury prevention coordinator at Bronson Children's Hospital. "Children should always wear a helmet during winter sports to protect themselves and reduce the risk of impact to their brain if a fall or injury were to occur."
How to choose and properly fit a helmet
It is important to choose a helmet that fits properly and is comfortable for the child. Helmets should not be too loose or too snug. They should:
* Allow your child to see and hear clearly.
* Have an adjustable chin strap.
* Have pads that fit flush against your child's cheeks and forehead.
* Not roll forwards or backwards on your child's head.
* Be replaced if your child has outgrown the helmet or been in an accident.
* Not shift when your child shakes their head from side to side.
Each type of activity requires a different type of helmet and some activities have specific types of helmets. A helmet cannot protect your child from all types of impacts and injuries, so it's important to talk to with your child about safety rules for winter sports:
* Make sure someone is available to help if you get hurt.
* Don't stop in the middle of a ski run.
* Stay in control and follow the rules of the slopes.
* Stay in bounds and away from trees.
Bronson Children's Hospital and Safe Kids Kalamazoo hold helmet fittings/safety events throughout the year. The next winter sports helmet blitz will take place on Saturday, January 13, 2018 from 10 a.m. to 2 p.m. Helmets are available at a reduced cost of $25. For more information on child safety events, click here.
This article is brought to you by Bronson Children's Hospital, southwest Michigan's only children's hospital. For more information about children's health, visit
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St. Thomas More Catholic School
A LEGACY OF EXCELLENCE
11400 Sherbrook Drive Baton Rouge, LA 70815www.stmbr.org
Phone: (225) 275-2820 FAX: (225) 275-0376
Week Ahead: March 15, 2018
Dear Parents and Students,
This week we celebrate and learn more about St. Patrick and St. Joseph on their special feast days. On the 17 th , we celebrate St. Patrick, a bishop who traveled far and worked to "Spread the Good News" of Catholicism in Ireland. On the 19 th , we celebrate a different kind of man: Joseph, a father and husband who cared for Mary and helped raise Jesus, the Son of God to manhood.
To continue to do our best to ensure the safety of our children, we conduct monthly fire drills. At least each semester we practice other safety drills. This week we practiced a tornado drill. It is now time for us to have a lockdown drill. Due to recent events in our country, I want to let you know that we will practice this next Friday morning. The faculty and students will know in advance that it is a drill and will review procedures prior to the drill. We pray for all schools and students that have been the target of violence.
Congratulations to our Honor Roll students for the 3 rd nine weeks. This list is attached.
Classroom Activities:
First Grade Science students are studying rocks. Students brought rocks from home to compare their rock to others. Students will be using magnifying glasses to look closely at the different rock properties as well as interviewing their rocks!
Mrs. Chustz's second grade language arts class just completed an animal research project. The students researched animal facts at the library and wrote a report about their animal. They also recorded a short description about their animal using ChatterPix. It included a picture of their animal "talking" about themselves in the animal's point of view. Parents were able to view their child's video using a QR code and scanner.
Fifth celebrated Pi Day with hands-on classroom and lab math/science explorations.
8th GRADE PI DAY - "3.14" CELEBRATED Eighth grade students celebrated "Pi" Day, March 14, with hands-on activities and games that tied pi into every subject they studied. Pi Day, celebrated by math enthusiasts everywhere, embraces the mathematical symbol designating the ratio of the circumference of a circle to its diameter, equivalent to 3.14159265.
Activities included creating a beaded necklace with each bead representing a different number in the pi sequence, participating in math relays and hula hoop contests, making words that begin with "Pi", playing "Who Wants to be a Millionaire", and putting puzzles together of Einstein (whose birthday is March 14, 1879), and eating circular types of foods. While the activities were fun, they kept the students focused on grasping the idea of a number whose digits just keep going.
Many thanks to the Home & School Association who organized the parent volunteers who helped make this day possible.
Calendar Items: (Athletic schedules are posted on the webpage under the specific sport.)
Monday, March 19
K Field trip to Luizza Farms
2:00 Principal's List Party
Tuesday, March 20
Open House Tour Day 6:30 8 th grade Mother Daughter Fiesta in the Activity Center
Wednesday, March 21 2 nd grade Human Body Resource Day
Thursday, March 22 8
th
grade Field Trip to New Orleans
8:45 All School Mass
Friday, March 23
1:00 and 5:30 Talent Show
5:30 STM Fish Fry
April 23 – 27
ACT Aspire testing for grades 3 - 8
Sincerely Yours in Christ, Judy
Judy H. Armstrong, Ph.D.
Principal | 1,634 | 820 | {
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ready
but your body's been preparing for years.
Folic Acid.
01/2009 CS124503
099-6229
You may not
not ready
So what if your body's ready to have a baby? That doesn't mean you're ready! You have lots to do before motherhood. But one day you may be ready. And that's why you need to take folic acid today.
The U.S. Public Health Service recommends that all women who could possibly become pregnant get 400 micrograms (or 0.4 mg) of folic acid every day. This could prevent up to 70% of some types of serious birth defects. But to do this, women need folic acid before they get pregnant. That's why you should always get enough folic acid every day even if you're not thinking about a baby any time soon.
But many of these birth defects can be prevented if women get enough folic acid every day. Folic acid can help form a baby's brain and spine properly. Getting enough folic acid takes a small effort. But it makes a big difference.
folic Why Folic Acid Is So Important
acid Folic acid is a B vitamin that can be found in some enriched foods and vitamin pills. If women have enough of it in their bodies, this vitamin can help prevent birth defects of the baby's brain or spine. Spina bifida, a birth defect of the spine, can cause paralysis of the lower body with no control of bowel or bladder, and learning disabilities. Another type of birth defect affects the brain and causes babies to die within a few days.
Eat Right... eat right
Most of us get some folic acid in our diet every day. Folic acid has been added to some foods such as enriched breads, pastas, rice and cereals. Check the labels on your breakfast cereals. A few have 100% of the folic acid you need. A well-balanced diet with fruits and vegetables is always important. You can get your folic acid through food alone, but it takes careful planning to make sure you get enough every day.
vitamins ...And Take A Vitamin For many women, an easy way to be sure you're getting enough folic acid is to take a vitamin with folic acid in it. Almost every multivitamin has all the folic acid you need. If you get an upset stomach from multivitamins, try taking them with meals or just before bed. You can also buy vitamin pills made with folic acid alone — they are small and easy to swallow.Folic Acid.
Even If You're Not Planning to Have A Baby Yet baby
No one expects an unplanned pregnancy. But it happens — every day. In fact, about half of all pregnancies are not planned. That's why you should get enough folic acid every day if there's any chance you could get pregnant. Because by the time you realize you're pregnant, your baby's brain and spine are already formed.
For More Information
1-800-232-4636 (CDC-INFO), visit our web Call site at www.cdc.gov/ncbddd/folicacid, or ask your own doctor, pharmacist, nurse, or dietitian for more information. So later, when all of you is ready to get pregnant, that baby of yours will be ready to take on the world. | 1,216 | 715 | {
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Miscellaneous Information from Hare Diary
By Diane Sterne
- $6.00 was charged per horse to pack items into the mines at Granite Creek from Quilchena – Johnson was the boss packer – An Indian woman owned the pack train
- When L. G. Hare arrived at Granite there were 17 log houses and a few brush shacks and tents
- There were many Chinese and Mexicans at Granite Creek
- 2 teams were hauling logs at $10-$15 per day
- Oats and hay cost 5¢ per pound
- Whipsawing lumber cost 10¢ per foot
- Cedar shakes sold for $25-$30 per 1,000 delivered
- Was a log trail on the mountainside
- Nov. 9, 1885 was an election for a night watchman – Mike ran against Mills (who held the job) – election held in Alec Coutlie's Saloon with Hawthorne as Chairman – Mike won over Mills by a large majority – earned $100/month for the job
- Nov. 10, 1885 – meeting held at Coutlie's Saloon to start a sleigh road between Granite and Nicola – Jim Leighton was Chairman – Cap. Shearbourne was Secretary – Dunc McDonald, Jim Birmingham, and Dick Williams to explore a new route at $5 per day
- Hare's cabin was 16 X 20 ft. on the inside
- Dec. 11, 1885 residents collected names of subscribers for a mail service between Granite and Nicola
- Dec. 12, 1885 election of a mail carrier – names put forward were: Billy Leftwitch, Hugh Munroe, Jimmy Besbitt and Johnny Macdonald – all except Billy Leftwitch withdrew their names when Johnny Macdonald put his name in – Johnny won by one vote
- Dr. Comstock wanted the Post Office to be in his drugstore – on the subscription list there was about $100 per month and 25¢ would be charged per letter for non-subscribers
- Was a saw pit 1 ¼ miles up Granite Creek
- Three streets were mentioned in Hare's Diary: Government, Miners and Broad Street
- Briggs claim 1 ½ miles up Granite Creek put in a flume in March, 1886
- Was a cabin at Louise Claim ½ mile above the forks, 4-5 miles up Granite Creek
- Vancouver Company camp was ½ mile above Hare and Gregor's camp on the South Fork
- Reliance Company was below the Vancouver Company and this is what Hare and Gregor jumped and called the Tail Holt Company – described as a low bar in the riverbed – at low water the creek runs to one side of the bar and a small stream trickles on the other side of the bar making the bar an island (a complete description is recorded March 15, 1886)
- Bromley's Trail described as: 15 miles from Granite – when Hare left Granite at noon he arrived at Bromley's at 7 p.m. – rough trail – climbs straight over summit of steepest and highest mountains in sight and winds in and out, tacking on level ground and gradual slopes
- Bromley's place was described as – bottom land is almost level with a stream running on it – had rye grass growing on it that Bromley sold to Granite – the house was built to be a Hotel and Bromley planned on getting a liquor license for it (April 24, 1886)
- Went duck hunting on the lake on the other side of Granite Creek
- May 24, 1886 a boy aged 16 or 17 (either a nephew or brother of Mrs. Ward) was swept away on a footbridge 3 miles above Otter Flat – body found on July 14, 1886 by Frank Edwards who was mining on Cedar Creek – Body was placed in a coffin (made by Rabbitt and Durwent) – was carried across the Tulameen River and a Church of England preacher and Rev. Horlock (who were passing through) and said some words – grave was at the foot of a hill where "the trail comes down below the S.F. Co; the grave was made in a prospect hole which old Doc Bauer & another feller sunk about 19 feet to bedrock"
- Holmes' place was built behind Ferguson & Thompson's store
- Allen's store was on Broad Street and had a house behind it
- Feb. 4, 1886 Archie Campbell & Co. got the contract to build a well in town – they were paid $2.50 per foot for 65 feet – it was in the middle of the street near the jail
- Coursier's house was on Government Street and had an 8 X 10 X 6 ft. deep cellar
- McKinnon's cabin was next to Hare's
- Edwards moved a small cabin behind his hotel
- Ben Rod's Saloon was almost opposite Hare's
- July 29, 1886 – "the Granite Creek Boom is busted" – 60+ had left in disgust with many owing money | 1,885 | 1,072 | {
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A brighter future in Uttar Pradesh thanks to solar home lighting systems
DuPont™ Solamet® photovoltaic metallization pastes help maximize the power output of solar panels, illuminating new opportunities for families and villages.
SUMMARY
DuPont ™ Solamet ® metallization pastes help to maximize power output for solar panels used for home lighting systems
Project provides light to approximately 400,000 rural households
Systems can save typical households about 20,530 rupees ($325 USD) per year on kerosene
Allows for extended business hours and more time for school work and chores
In rural India, 300 million villagers live without access to electricity, depending instead on kerosene lamps for light. This use of kerosene exposes them to health and safety hazards, including toxic fumes and risk of fire. Affordable and reliable solargenerated lighting systems have helped nearly 400,000 households in Uttar Pradesh, India, to enjoy safer and cleaner power. A key collaboration between DuPont and India's largest solar panel manufacturer is helping make these systems more efficient, and increasingly more accessible.
"The impact for families and villages living without electricity goes well beyond the safety and practical concerns of burning fuels within a home."
Challenge
The challenge was to provide a safer, more efficient, reliable and cost-effective alternative to kerosene lamps for home lighting in areas like Uttar Pradesh, a state in northern India, where the electricity supply is unreliable or nonexistent.
Solution
The collaboration between DuPont and India's leading solar panel manufacturer has resulted in a solar-powered source of inexpensive, reliable lighting, tailored to the needs of rural households. The solar home lighting systems consist of a solar panel, a battery, a charge controller, and a DC luminaire. These stand-alone systems provide basic lighting at the most affordable price point, without requiring a connection to a power grid. These systems are cleaner and safer, and their usage is cheaper than kerosene.
Reliability and efficiency are key to the performance of the stand-alone solar units, and for the peace of mind of the villagers. Solamet® metallization pastes from DuPont help ensure that the panels are as energy-efficient as possible, providing households with a maximum return on their investment.
DuPont Photovoltaic Solutions is committed to continuous innovation, research and development to consistently increase the power output, durability and longevity of solar panels. Solamet® photovoltaic metallization pastes have been successfully used for more than 30 years to increase the conversion efficiency of solar cells, significantly boosting the power output of solar panels. Solar cell efficiency has nearly doubled over the last 12 years due to continuous advances in Solamet® paste technology. Recent advances in Solamet® pastes also create significant cost savings for manufacturers, because without sacrificing efficiency, less material is required for each solar cell.
By specifying Solamet® pastes for the panels used in the project in Uttar Pradesh, the solar panel manufacturer helps ensure the highest levels of performance and longevity for the solar panels that are at the heart of the new lighting systems.
Results
The solar home lighting systems have transformed the homes and lives of many of the villagers of Uttar Pradesh, who previously had to deal with an inconsistent energy supply on a daily basis. To date, the project has provided light to approximately 400,000 households, offering a safer, more efficient, reliable and affordable lighting source that extends the day and opens up new opportunities for families and businesses.
For the government of India, the project in Uttar Pradesh also supports the national push for more green energy, with the national goal of doubling the country's existing renewable energy capacity to 55,000 megawatts (MW) in total by 2017.
Project
Solar Home Lighting Systems
Monetary savings
$325 per household annually
Homes powered
400,000
Material specified
DuPont
™
Solamet
®
metallization paste
K-28941
(
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The importance of recording sounds of nature
THE IMPORTANCE OF RECORDING SOUNDS OF NATURE.
Antonio Silveira R. dos Santos www.aultimaarcadenoe.com.br
Environmental Program:The Last Noash´s Ark
I record voices of birds and the nature in general in Brazil since 1986 and I've used many types of recorders and microphones and I look to make progress in this area, for this
reason I like to study many teachings on recordings of voices of birds, mammals, amphibian anurans, insect etc.
I put my files in my website but I think it is also important to put in community sites to promoting a wider dissemination. Therefore, I like to collaborate with some websites like
Internet Bird Colletion (IBC), Xeno-canto and Youtube(1).
Adding that the most important thing is to make recordings on the field no matter in principle how and what form was made. Logical that the most interesting is included more
information as possible, but really is much important is recording that voice or sound in that place to enable future studies about the species or the local environmental situation.
Often we can record a very rare vocalization in the background of our main recording which will be identified by experts.
I think there are two types of recordings purpose:
1 - with scientific interesting value of the record of a species to the site, and
2 - the value "trade" used for sales.
I think the most important is the recording with scientific interesting of the voice and not the quality of the recording.
Publication on line -PDF– www.aultimaarcadenoe.com.br – 01 January 2014 . by Antonio Silveira R.dos Santos
1
The importance of recording sounds of nature
Because this I think also the most important thing is to collaborate with the web community with many recordings, with more information possible, not worrying too much about the quality. A recording might be poor quality but register a new or rare species.
Each recording will have its value and importance, and subsequently verified by scientists or amateur.
Therefore, you should not worry so much about the quality but to the quantity of records that may have great interest for the future.
Go to field, register and enjoy yourself doing something good and useful for the people that like the nature and the scientific community.
-------------------
(1) References:
Internet Bird Colletion (IBC): http://ibc.lynxeds.com/users/antonio-silveira
Xeno-canto : http://www.xeno-canto.org/recordist.php?id=NBJQSQJRYH
Youtube: http://www.youtube.com/user/AUltimaArcadeNoe/videos
-------------------
published in 01.Jan.2014.
-------------------
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Green Your Family's Breakfast
What we feed our bodies directly affects our physical, emotional and mental state throughout the day. When we choose nutrient-dense foods first thing in the morning (foods that have a high amount of vitamins, minerals and other nutrients compared to their caloric content), we give our cells the energy they need to function optimally- which means thinking clearly, feeling energized, and fighting infection and disease.
Start your morning with a Green Drink
Even those of us with the best intentions still struggle to eat enough vegetables throughout the day. A morning green drink assures your body a high dose of nutrients, which is a fabulous way to set your system in a good direction for the day. Try the following suggestions:
- Purchase a freeze-dried green powder available at Whole Foods, Central Market and HEB. There are lots of options now- Green Vibrance Supreme is a good one; however, as long as there isn't any added sugar, most super food green powders are fine. Look for ingredients such as kale, spinach, broccoli, fruits, a blue-green algae called Spirulina, enzymes and probiotics. Add the powder to a small amount of high-quality apple or pomegranate juice (1-2 ounces not from concentrate) and water and gulp it down.
- Using a juicer, try a blend of veggies like celery, kale, cucumber, and parsley with lemon, apple, and ginger. Even drinking a couple of ounces at a time will do. Store extra juice in jars in the fridge for up to 3 days.
- Turn your smoothie green! Add avocado (1/4 of a large, 1/2 of a small), green powder (see above), or a handful of spinach or mache (a delicious, non-bitter lettuce variety found at some grocery stores) to your existing smoothie recipes. Play around with your recipes a bit- many times, kids can't even taste the 'green' ingredients.
Salad for Breakfast!
Salads make healthy, quick breakfasts- especially if you have your ingredients prepped and ready-to-go beforehand. Fill a bowl with mixed greens, mache, or baby spinach (less bitter and has fewer oxalates than regular spinach that may interfere with mineral absorption). Pile on toppings such as cherry tomatoes, avocado, sprouts, chopped herbs, cucumber, nuts and seeds. Top with scrambled or fried eggs and a dressing of your choice. Yes, you can have salad for breakfast!
Add Green Tea
Green Tea is rich in beneficial flavonoids such as catechins, which give this nutrient-dense drink its anticancer and antioxidant properties. Enjoy it hot or iced, or even consider adding to your smoothies as a water or milk replacement. Choose high-quality tea and buy in small quantities to ensure freshness.
Basic Breakfast Tips
What your family eats for breakfast sets the tone for the day's eating. Focus on healthy protein, fiber-rich carbohydrates and healthy fats such as the following suggestions:
Protein: eggs, smoked salmon, turkey slices, ground bison, high quality protein powders
Fiber-rich carbohydrates: green leafy veggies, sweet potatoes, brown rice, oatmeal, quinoa, sprouted-grain breads
Fat: avocado, olive oil, coconut oil, nuts and seeds, almond milk, organic butter, nut butters (cashew, almond, pecan)
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Post performance ACTIVITIES
Activities to enable thinking regarding various aspects of the production
After seeing the production of Othello at the Globe, think about the central scene in Act 3, Scene 3 where Iago succeeds in making Othello doubt Desdemona.
As the scene develops and Othello begins to be convinced by Iago's suggestions the dynamic between the two characters changes. How did the way the characters moved on stage help your understanding of this changing relationship ?
With fellow students discuss other aspects of the way the characters behaved on stage helped to make the play clearer. You could consider the scenes with Desdemona and Cassio and those with Iago and Roderigo.
After seeing the production of Othello at the Globe, think about the way in which the character of Roderigo was portrayed. He is presented as a foolish and comic character especially when he is in his military uniform of shorts and a white army helmet.
Discuss with fellow students how the audience's response to his comic appearance and behaviour changes in the final act when he is finally killed. Do you think the comic aspect of his performance helps the audience to feel sympathy for him as he becomes caught in Iago's evil plan?
If you have seen other performances of the play, you could compare the different interpretations of this character.
Historical & Social Context
After seeing the production of Othello at the Globe, think about the way in which the First World War setting was used. You will have noticed features such as the First World War army uniforms, the extra platform stage giving the sense of a trench with duckboards and the use of barbed wire and camouflage netting.
Before the play began you will remember the actors playing football amongst the audience reminiscent of the football matches played in the famous Christmas truce of 1914. How do you think these aspects of the production helped the audience to appreciate the importance of the
2015.playingshakespeare.org
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military background to the action of the play and the relationships between the soldiers? Discuss your ideas with other students.
Language
After seeing the production of Othello at the Globe, remember the scene where Iago 'works on' Othello in Act 3, Scene 3, lines 90-243. You will recall the way in which Othello's replies to Iago become increasingly anxious. Othello ends up following Iago around the stage showing his increasing anxiety.
Discuss with fellow students how the way the actors portrayed the scene helped you to understand the way the language used by Iago worked in this scene.
Performance
After seeing the production of Othello at the Globe, think about how the performance used the First World War setting. Think about details such as the barbed wire, camouflage netting and the military costumes.
Discuss with fellow students how these features contributed to the experience of seeing the play. Do you think that this updating of Shakespeare is an aspect that helps students to enjoy and understand Shakespeare? Are there other plays by Shakespeare that you have studied where you can imagine an updating like that used for Othello helping young people to appreciate the play?
After seeing the production of Othello at the Globe, think about the use of music. How was it used to set the context for this production? Music was also used to emphasise particular events in the play such as when Emilia finds the handkerchief and when Desdemona sings the Willow song as she prepares for bed. How did the music add to the experience of seeing the play?
Themes
After seeing the production of Othello at the Globe, think about the women in the play and how the way the actors' portrayal of the three women helped the audience understand the theme of the treatment of women.
How did you react when Othello violently slapped Desdemona? How did Iago's violence towards his wife Emilia make you feel? What do you think of Bianca and the way she is spoken about and treated? Discuss with fellow students the way in which seeing the production helped you to understand the theme of the of women in the play.
After seeing the production of Othello at the Globe, think about the theme of racial prejudice in the play. You will remember the strong reaction from the audience when some of the speeches containing racism were heard. For instance at the start of the play you will recall the audience reaction when Iago describes Othello as 'an old black ram' with sexually explicit actions.
Discuss with other students how seeing the play performed strengthened the power of the theme of racism in the play.
2015.playingshakespeare.org
© 2015 The Shakespeare Globe Trust. Permission granted to reproduce for personal and educational use only.
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Language ACTIVITIES
Activities to develop thinking about the language of the text
Click on 'Interviews' page on the website. Listen to Interview 1 with Jamie, the actor playing Iago where he talks about how the language Shakespeare uses shows the speed with which Iago's mind has to work as he tricks Othello.
Jamie describes Iago as 'winging it' and that his trickery is almost 'running away with himself' particularly in the key scene Act 3 Scene 3. Jamie picks out Shakespeare's use of quick 'half-lines' as well pauses and questions to show the audience that Iago is thinking quickly. Jamie says Iago is 'constantly on it' working hard to make the tricking of Othello work.
Looking at Act 3, Scene 3, lines 335 to the end of the scene, find some examples where the language used shows that Iago is thinking quickly. Look for questions, pauses and short sentences. Try saying these lines aloud so that you can see how they show the audience that Iago is thinking quickly.
In Act 1, the audience hears the ways in which other characters such as Brabantio and Iago insult Othello because of his race. For instance Iago describes him as 'an old black ram' (Act 1, Scene 1, line 89). In contrast Othello speaks and behaves with restraint and dignity.
Draw up two columns, in one list the insults other characters say about Othello and in the other examples where Othello speaks in a dignified and restrained way. What impact does Othello's language have on the audiences – the Senate and the one watching the play?
In Act 1, the audience first becomes aware of Iago's ability to deceive others. Focus on the conversation between Roderigo and Iago in Act 1, Scene 3, lines 298 – 373, where Iago is attempting to provoke Roderigo to become his accomplice in bringing down Othello.
List all the techniques which Iago cleverly uses language to convince Roderigo to abandon his thoughts of suicide and instead join with Iago against Othello. How does he persuade Roderigo to do what he wants?
2015.playingshakespeare.org
Commercial copying, hiring, lending, is prohibited.
Click on 'Language' page on the website and find the article 'Iago's insincere sincerity' where Giles Block describes prose as 'a smoke screen, hiding one thought behind another'. He explains that in the play there around 600 lines of prose and most of these lines are spoken by Iago.
Find Act 2, Scene 3, lines 240-313 and identify the ways in which Iago uses trickery through language to persuade Cassio to approach Desdemona to help him. One example is in line 280 where Iago says of Cassio's drunken brawl 'I could heartily wish this had not befallen' when the audience knows that the opposite is true. Identify other examples of his trickery.
Click on 'Language' page on the website and open Act 3, Scene 3. Using the Script Machine, find lines 90-243 where Iago 'works on' Othello to start to make him doubt Desdemona.
List the ways in which Iago plants the seeds of doubt in Othello's mind such as the repeated use of the word 'honest'. With a fellow student, take a section of these lines (90-134) and say the lines emphasising the way Iago begins the process of making Othello doubt Cassio and Desdemona.
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PROGRAM C
© BUSHFIRE CRC LTD 2009
Child d Y h Children and Youth
An untapped resource in the development of resilient An untapped resource in the development of resilient communities
Briony Towers & Douglas Paton University of Tasmania Katharine Haynes RMIT/Risk Frontiers, Macquarie University
Children are often overlooked
Children's capacities for action
Iili di t h th t i f In social science disaster research, the topic of children and disasters has received less attention than it might deserve. Very little research has examined how children understand, communicate about, and respond to natural hazards As a result and respond to natural hazards. As a result, prevention and preparedness programs have not been able to accommodate the unique perspectives and abilities of children. Excluding children from the research agenda means that their unique strengths and research agenda means that their unique strengths and capacities for promoting disaster prevention in is often overlooked.
Investing in children's bushfire education Investing in children s bushfire education
Australia lacks a national approach to, or policy for, bushfire education in schools. However, the new research highlighting children's capacities provides support for more investment in school-based bushfire pp education. Teaching children is never a simple process. They have their own ideas about how the world works and these ideas interact with any new information they receive, creating the potential for miscommunication. This research is investigating children's ideas about bushfire risk so that education can be tailored to accommodate them.
O l ti f thi l k f tt ti i th t One explanation for this lack of attention is that children are often assumed to be passive victims of disasters with only a limited capacity to participate in action and decision-making. These assumptions are being challenged by a new wave of assumptions are being challenged by a new wave of research showing that children have an important role to play in all stages of the disaster cycle from risk reduction to emergency response and recovery New research shows that involving children recovery. New research shows that involving children in planning and prevention has benefits for them, their families and their communities.
How do children think about bushfire risk?
For this research, we asked 250 children in high risk areas across Victoria and Tasmania about the causality and prevention of bushfire disasters. We asked them what can be done to reduce bushfire risk around the home. They l k d b h d if b hfi h Child ' h i hi hli h d were also asked about what to do if a bushfire threatens. Children's answers to these questions highlighted a very limited understanding about bushfire risk. Most children believe there is nothing you can do to prevent your house from burning down in a bushfire. Unless the wind changes or the firebrigade shows up, "you're stuffed" (11 year old, Huonville). They perceive the fire front as an all-powerful force: "The fire is powerful enough to absorb th h b i k ll th fi ' b f ll d b th h d " ( ld W d ) Thi i through brick walls.... the fire s gonna be more powerfuller and burn the house down (7 year old, Warrandyte). This is just one of the many misconceptions that would need to be addressed before a more accurate understanding of causality and prevention can be developed. | 1,428 | 675 | {
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Locomotion 1.5: Galloping
3 - 5 year olds
TIME: 30 minutes
SKILLS: Gallop, jump, hop, run
EQUIPMENT: Skipping ropes or
masking tape, poly spots, hula hoops,
bean bags, music
Introduction (2 - 3 minutes)
Gather the children in the activity area and sit down in a circle.
Describe in 20-30 seconds what you will be doing today.
Explain any special safety rules for the session.
DATE:
ORGANIZATION/PROGRAM:
ACTIVITY LEADER:
GROUP OR CLASS:
Warm-up: Circus Tricks Circuit (5 - 6 minutes)
* Setup a simple obstacle course using skipping ropes and poly spots.
* Monkey section: Stretch out a skipping rope that the children must walk along heal-totoe like a tree branch (or use masking tape or existing floor markings).
* Kangaroo section: Create a line 4 metres long of poly spots that are spaced half a metre apart, and the children must jump with two feet over each poly spot.
* Bear Crawl section: Mark a distance of about 5 metres where the children must get on all fours and bear crawl the distance (knees don't touch the ground).
* Flamingo section: Mark a distance of about 3 metres where the children must hop on one foot, then another 3 metres where they must hop on the other foot.
* Gazelle section: Finish the circuit with a straight run over 10 metres.
Activity 1: Follow the Leader, Galloping (7 - 8 minutes)
* Ask the children to line up across one end of the activity area.
* Stand where all the children can see you: Today we are going to gallop like horses! Can anyone show me how a horse gallops?
* If any child volunteers, allow them to demonstrate to the group. Recognize the child for their efforts, whether or not they galloped "correctly."
* Demonstrate galloping "again" for all the children (i.e. similar to skipping, except one foot is always the lead foot). Gallop across the activity area and back again so the children see what galloping looks like.
* Ask the children to gallop together with you, across the activity area and back again.
* Repeat three or four more times until the children start to understand the movement, and ask the children to add their best and loudest horse sounds.
* Now ask the children to line up behind you with their arms stretched straight in front.
* Explain that they are not allowed to touch the child in front of them, so they need to move back and give a little space to each other if they are touching the child in front of them.
* Tell the children that your group is herd of horses, and they are going to gallop around the activity area while making their best horse noises.
TIPS FOR INSTRUCTION
* Develop leadership skills by asking some of the older children to take turns leading the group (one minute each).
* Add imaginative elements such as stopping and pretending to eat grass, drink water, or rear up on their hind legs and whinny loudly!
* If possible, play country music during the activity.
Locomotion 1.5: Galloping – page 2 of 3
Activity 2: Red Light, Green Light (8 - 10 minutes)
* Ask the children to spread out along one end of the activity space.
* Stand facing the children and explain the game "Red light, green light".
* I am the cowboy, and I am going to stand over there (point to opposite side of the activity area).
* When I call out "green light", I want you to gallop towards me.
* When I call out "red light", you have to stop and freeze—no moving allowed!
* If I call out "yellow light", you have to slow down and gallop very slowly.
* When everyone gets to the other side, we will choose a new cowboy to lead us!
TIPS FOR INSTRUCTION
* Make sure you have a large activity area for the children to gallop without running out of space too quickly.
Wrap-up (2 minutes)
Gather the children and sit down in a circle again.
Talk about what the group did today, and ask the children what was their favourite part.
Transition to your next activity—whether free play or other.
Locomotion 1.5: Galloping – page 3 of 3
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St Charles RC Primary School
Expressive Arts Policy
2016-17
St Charles RC Primary School
Expressive Arts Policy
2016-17
Our mission at St. Charles RC Primary School is to try and centre our life in Jesus Christ, the spiritual foundation of our community.
We aim to pass on the faith we share in partnership with you.
We want the children in our care to grow and develop to their full potential within a caring Catholic community which recognises fully their true worth and God given talents. We look forward to working with you in a spirit of mutual trust and support.
We take pride belonging to St. Charles RC Primary School.
MISSION STATEMENT
As a family of God, we love to learn and learn to love
Introduction
The Expressive Arts play an important role in the education of all pupils at St Charles RC Primary School. They encourage the exploration of values, foster imagination, self expression and creativity, develop practical and perceptual skills and promote intellectual and aesthetic development.
At St Charles RC Primary School we aim to provide:
* Children with opportunities to engage in the arts as makers, performers, exhibitors and spectators and to encourage them to reach their full potential.
* Children with opportunities to progress in being able to create, present, perform, respond to and make critical judgements about the arts. The skills that children will develop through these creative areas will be transferable life skills, to be responsive and creative to the visual world.
To provide the school community with arts experiences that recognise, value and promote cultural identities – differences and commonalities, to enrich the lives of all pupils and stimulate a lifelong interest in and enjoyment of the arts.
* To develop skills, knowledge and understanding in art and design, music, dance and drama. To develop an understanding of the role of the arts in society.
To achieve our aims through our objectives we will:
* Provide each of the arts as part of the core curriculum at EYFS, Key Stage 1 and 2 with a minimum curriculum time for each subject.
* Develop high quality facilities and resources for teaching and learning in each of the art forms.
* To enrich, extend and support other areas of the curriculum through the arts.
* To ensure that it is firmly embedded in school ethos.
* Provide opportunities for our children to influence what is included in our provision in the arts (eg through our School Council) especially in our out of school activities.
* Provide children with regular opportunities to experience the work of professional artists through visits to arts organisations, workshops with artists and other partnerships.
* Use systematically, regularly planned opportunities provided by the arts for pupils to know and celebrate the range of world cultures that are reflected in the arts through using local, national and international sources.
* Provide children with access to weekly enjoyable arts activities during out of school hours.
* Provide opportunities for the wider community of school – staff, governors, parents, local community to both inform and have access to our arts programme through performance workshops, exhibitions, concerts and through our school website.
* Monitor the quality of provision in the arts regularly and provide a systematic programme of staff development to ensure children experience high quality teaching in the arts at all stages of school.
* Ensure all teachers and support staff are provided with regular opportunities for professional development in the arts on at least an annual basis.
* Review our policy statement through a three year cycle.
This policy is linked to the policy statements and action plans for each individual arts subject. | 1,606 | 698 | {
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How Bamboo Grows
It all starts below ground
Like all plants, bamboo starts out as a seed. The seed sprouts, grows roots, and develops into a rootstalk. This process can be very difficult and often has a very low success rate. To combat this problem we cultivate our bamboo at the nursery to speed up the growing process and to insure a successful planting. Once the rootstalk is formed it is called the rhizome. As the rhizome grows, it produces more roots and eventually it forms a bud. This bud can either develop into a shoot or another rhizome.
Roots
Bamboo is a grass so it has a very shallow root system. The rhizomes of bamboo grow in the top 6 inches of the soil. The rest of the roots only grow in the top 20 inches of soil for Moso and within the 8 to 12 inches of soil for Asper. Since its roots are so shallow, bamboo does a great job holding the top layer of soil together. As a result, bamboo prevents soil erosion and creates a better environment for additional bamboo plants to grow.
Rhizomes
To completely understand how bamboo grows we must understand the components of the Rhizomes. It is segmented with nodes and roots, shoots, and other rhizomes grow out of these nodes.
Rhizomes are important because their growth pattern determines how the overall colony grows and spreads. Depending on the type of bamboo, rhizomes can grow in one of two ways: vertically or horizontally.
If the rhizome grows vertically, it is clumping bamboo. The rhizomes of clumping bamboo grow upward and directly off each other, causing the bamboo shoots to "clump" together. Consequently, a colony of clumping bamboo is limited to the area directly surrounding it.
If the rhizome grows horizontally, it is running bamboo. This type of rhizome is straight and "runs" away from the bamboo plant. Since the rhizome grows directly outward. When a bud turns into a new rhizome, it follows this same pattern and helps the colony spread.
4577 Nob Hill Road, Suite 207, Sunrise FL 33351 USA
Phone office + 1 954 530 3385
firstname.lastname@example.org – www.onlymoso.com
Above Ground
Shoots
Instead of becoming another rhizome, a bud can develop into a shoot. A bamboo shoot is segmented with nodes just like a rhizome. It grows upwards and eventually breaks through the surface of the soil. As it continues to grow, it produces leaves from its nodes to convert sunlight into energy for the rest of the plant. The bamboo shoot continues to grow taller and taller until it reaches its adult height.
As a bamboo colony develops, the new culm (canes) become larger in diameter and the height increases in each new cane until the grove reaches maturity. The oldest culms are usually the smallest in size. The new culms, produced during the Spring of each successive year, will emerge larger than the previous year's growth, as a general rule. This is due to the increase in the underground system of rhizome or roots.
The time from when a new shoot emerges and when it reaches its full height is where bamboo grows at a record-breaking speed. In general, it takes a bamboo shoot 60 days to reach its adult height. After that, the shoot never grows in diameter or height again.
The species of bamboo will determine exactly when the bamboo will shoot.
Moso bamboo will shoot in the late winter and continue to the early spring. Often winter shoots can be harvested and will be quickly replaced by spring shoots without having a detrimental effect to the overall plantation.
Asper bamboo will shoot in late spring and often throughout the summer.
Culms
A fully grown shoot is called a culm or trunk. Culms are the hard, segmented rods that you usually think of when you think of bamboo. While culms never grow any taller, they do replenish their leaves every sprouting season as new bamboo shoots grow around them.
Bamboo doesn't grow after the initial shooting period which means if a culm is damaged or cut it unfurls new leaves. These leaves provide extra energy to the root system and encourage the growth of new shoots. Since bamboo shoots grow so quickly, they easily compensate for the shorter shoot until it reaches the end of its lifespan. This strategy allows bamboo to quickly replenish itself, making it a fantastic renewable resource.
Generally, the lifespan of an individual culm is 10 years. Once the culm reaches the end of its lifespan, it withers and dyes. Its remnants provide extra nutrients to the younger shoots in the bamboo colony and the cycle starts all over again.
ONLYMOSO USA Corp.
4577 Nob Hill Road, Suite 207, Sunrise FL 33351 USA
Phone office + 1 954 530 3385
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Health Effects from Automobile Emissions
The emissions from millions of vehicles add up. These emissions are byproducts from the engine combustion process and from the evaporation of fuel. Despite the ever-growing number of vehicles on the road, studies show that ten to thirty percent of vehicles cause the majority of vehicle-related air pollution.
This fact sheet lists some of the air pollutants associated with vehicle emissions. Because exposure to these pollutants can cause serious health problems, the U.S. Environmental Protection Agency has established air quality standards to protect our health.
Carbon Monoxide
Carbon monoxide is a colorless, odorless, poisonous gas emitted from the vehicle's exhaust as a result of incomplete combustion. It interferes with the blood's ability to carry oxygen to the brain, heart, and other tissues. Unborn or newborn children and people with heart disease are in greatest danger from this pollutant, but even healthy people can experience headaches, fatigue and reduced reflexes due to CO exposure.
Ozone
Ground-level ozone is the major component in what we know as smog.* It is not emitted directly into the air but is produced in the atmosphere when gases called hydrocarbons combine with nitrogen oxide compounds in the presence of sunlight. In the body, ozone reacts with lung tissue. It can inflame and cause harmful changes in breathing passages, decrease the lungs' working ability, and cause coughing and chest pains. Even healthy people are found to be sensitive to ozone exposure.
*Ozone smog at ground level is different from the ozone layer in the upper atmosphere, which filters out harmful solar radiation.
Sulfur Dioxide
Sulfur dioxide is emitted when fuel containing sulfur is burned in diesel engines. Sulfur dioxide exposure constricts air passages, creating problems for people with asthma and for young children, whose small lungs need to work harder than adults' lungs.
Nitrogen Dioxide
Nitrogen dioxide and related nitrogen oxides (NOx) are produced when fuel is burned. These compounds contribute to ozone formation and are a health problem themselves. The effect of NOx exposure on the respiratory system is similar to that of ozone and sulfur dioxide.
Lead
Lead content has been reduced in gasoline. As a result, there is a significant drop in public exposure to outdoor lead pollution. Lead poisoning can reduce mental ability, damage blood, nerves, and organs, and raise blood pressure. Even small ingestions or inhalations of lead can be harmful because lead accumulates in the body.
Particulate Matter
Particulate matter includes microscopic particles and tiny droplets of liquid. Because of their small size, these particles are not stopped in the nose and upper lungs by the body's natural defenses but go deep into the lungs, where they may become trapped and cause irritation. Exposure to particulate matter can cause wheezing and similar symptoms in people with asthma or sensitive airways. Particulate matter can serve as a vector for toxic air pollutants (see below).
Toxic Air Pollutants
Toxic air pollutants such as benzene and formaldehyde are substances from automobile emissions that are known to cause or are suspected of causing cancer, genetic mutation, birth defects, or other serious illnesses in people even at relatively low levels. The chemicals can be inhaled directly or carried by small particles (dust or lint) into the lungs.
Reducing Risk
How can we reduce the risk of health problems caused by exposure to vehicle emissions? Not driving is the obvious suggestion, but that isn't always practical. Instead, carpool, use mass transit, bicycle or walk whenever possible. The fewer vehicles on the highway, the fewer pollutants emitted to the air.
Another way to reduce vehicle pollution is by practicing good vehicle maintenance. Your vehicle owner's manual has a suggested maintenance schedule. Vehicles pollute the least amount when they are brand new. Over time, the emission control systems degrade and pollution increases. Keeping your vehicle well-maintained with regular tune-ups will prolong the efficiency of your engine and its emission control systems.
Automobile emissions testing programs are designed to ensure that vehicles are polluting as little as possible.
If you have special accommodation needs or require this document in alternative format, please contact Tami Dahlgren (360) 4076830 (voice) or (360) 407-6006 (TDD only) | 1,905 | 891 | {
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Meadow Pond Elementary School
Carolann Castellano, Principal
December 2016
Dear Meadow Pond Families,
Character Education is a big part of educating our students here at Meadow Pond. In an effort to help our students develop sensitivity towards others, recognize the effect of their own behaviors on others, and provide them with strategies to help others, or themselves, in socially overpowering situations, we proactively teach our students about bullying. The goal of these sessions is to ensure that our school community is a safe, comfortable place for all of us.
As part of this effort, your child/children in grades K-5 have participated in two Bully Prevention Seminars with Dr. Monasch, our School Psychologist, Barbara Milone, our School Social Worker, and Dawn Pomeroy, our Assistant Principal. These sessions were tailored to meet the needs of the students at each particular grade level. Resources and discussions were developmentally appropriate. In the lower grades (K-2), the overall theme was how to be a good friend and accept each other's differences. Additionally, we touched upon the various roles played by each party involved in bullying, as well as the different types of bullying and what to do if someone is being bullied. In the upper grades (3-5), our program built upon the same overall theme, but expanded to include a more in depth discussion on the causes, and short and long term effects of bullying on both the victim and the bully.
Activities ranged from creating class books on how to be a good friend, Smart Board activities and/or games related to bullying, and role playing different bullying scenarios. In addition, we watched a variety of videos and/or webisodes, and news stories which were related to fictional and real life stories of bullying that were discussed as a group.
We thank you in advance for reinforcing and supporting these efforts by asking your children questions about what they have seen and learned during our sessions together. Creating a caring, respectful, "bully free" environment is a priority for our school. Feel free to visit the interactive website http://www.stopbullyingnow.hrsa.gov/kids/ for more information. If you should have any concerns now, or in the future, please feel free to contact any one of us at 763-7900.
Sincerely, Dawn Pomeroy Assistant Principal
Barbara Milone, LCSW School Social Worker
Lara M. Monasch, Psy.D. School Psychologist
Katonah-Lewisboro School District
185 Smith Ridge Road
South Salem, New York 10590
Website: www.klschooldistrict.org/
Phone: 914-763-7900Fax: 914-763-7986
Dawn Pomeroy, Assistant Principal | 1,136 | 562 | {
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Class 8
Reading
Your child should bring their school reading book home every night and return it to school the following day. Please encourage your child to read daily and record what they have read in their home-school reading diary; it really does make a difference. Children will have their books changed as often as is necessary.
Homework
On Mondays, a task will be set relating to class work each week which is to be completed and available for marking on Thursday. This is consolidation of work covered in class and may include English, Mathematics, Science or topic work as appropriate. Thank you for your ongoing support in these activities.
How Can You Help?
Our topic for this term will be 'Who were the Ancient Greeks?' We will be encouraging children to continue their research outside the classroom to support our learning.
www.educationcity.com has some excellent resources. www.activelearnprimary.co.uk is great for all things Maths. www.bbc.co.uk/schools/primaryhistory has informative games, photos and film clips.
Whatever you decide to do, have fun!
SHELF JUNIOR AND INFANT SCHOOL
CLASS 8 Mrs Parker SPRING TERM 1
Dear Parents/Carers,
These are the areas your child will be studying this half term. Owing to our mixed age groups, our curriculum is based upon cyclic rotation so children in the same year group but in different classes will not necessarily study the same topics at the same time. We hope you find this information useful.
ENGLISH:
- Reports
- Aesop's fables
- Greek myths and legends
- Use of punctuation including commas for lists and clarity
- Weekly spelling lists
- Using conjunctions
MATHS:
- Calculation- revision
- Fractions
- Properties of shape- 2d and 3d
- Angles
- Times tables
SCIENCE:
- Animals-skeletons and muscles
- Vertebrates and invertebrates
RE:
- What does it mean to be Jewish?
ICT:
- Pupils learn to make things happen in a sequence, creating simple animations and simulations.
ART/DT:
- Greek food- making a Greek salad
- Greek pottery
- Greek masks- comedy and tragedy
HISTORY/GEOGRAPHY:
- Ancient Greece
- What is Greece like today?
- Map work
MUSIC:
- Exploring arrangement and notation
- Use of percussion instruments
FRENCH:
- Food and drink
PE:
- Dance
PSHCE:
- New Beginnings
- Democracy | 1,093 | 524 | {
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IDEA Child Outcomes Highlights for FFY2016
What are the Outcomes?
OSEP Progress Categories as Developmental Trajectories
The Individuals with Disabilities Education Act (IDEA) funds programs providing services designed to assist children with a range of delays and disabilities in achieving individualized developmental and functional goals. There are two types of programs. Part C Early Intervention is for children ages birth to 2, and Part B Preschool is for children ages 3 to 5.
States report data annually to the Office of Special Education Programs (OSEP) in the U.S. Department of Education on three child outcomes for Part C and Part B Preschool programs:
1) Social relationships, which includes getting along with other children and relating well with adults
2) Use of knowledge and skills, which refers to thinking, reasoning, problem-solving, and early literacy and math skills
3) Taking action to meet needs, which includes feeding, dressing, self-care, and following rules related to health and safety
How is progress measured?
The skills children master at different ages can be measured and described so that we can identify children who are developing too slowly. Children who are substantially behind their peers have developmental delays. OSEP has established five progress categories to convey developmental trajectories indicative of developmental delay. The solid line on the graph (line e) illustrates typical development. The other lines represent some kind of delay in the early years. States report annually to OSEP the percentage of children in each of the five progress categories (a to e).
a. Did not improve functioning
b. Improved in functioning, no change in trajectory
c. Moved closer to functioning like same-aged peers
d. Improved functioning to that of same-aged peers
e. Functioning like same-aged peers
From the progress category data, two summary statements per outcome are calculated:
Summary Statement 1 is the percentage of children who made greater than expected growth. The summary statement is calculated from the progress categories in the following way: (c + d) / (a + b + c + d)
Summary Statement 2 is the percentage of children who exited at or above age expectations. The summary statement is calculated from the progress categories in the following way: (d + e) / (a + b + c + d + e)
National Child Outcomes Data for Children Exiting in 2016-2017
Note: Data are based on 46 Part C states and 43 Part B Preschool states. Only states with high quality data were included.
National Trends Over Time: Summary Statements by Program and Outcomes
An accessible edition of the data presented here is available online: http://ectacenter.org/eco/pages/childoutcomes-highlights-ffy2016.asp
Social Relationships
Knowledge and Skills
Action to Meet Needs
Part C Early Intervention
Summary Statement 1, FFY2012-2016
Part B Preschool
Summary Statement 1, FFY2012-2016
Summary Statement 2, FFY2012-2016
Conclusion
The data show that large percentages of children continue to show greater than expected gains, and large percentages of children continue to leave the programs with age expected skills. There has been little year-to-year change in the numbers, which speaks to the stability of the data.
Although there is stability in the national data, we continue to see fluctuation of the numbers within states. The number of states submitting high-quality data has more than doubled since 2008, but states are still building the capacity to collect valid and reliable data.
Please cite as:
Early Childhood Technical Assistance Center & Center for IDEA Early Childhood Data Systems. (2018). IDEA Child Outcomes Highlights for FFY2016. Retrieved from http://ectacenter.org/eco/pages/childoutcomes-highlights-ffy2016.asp
The contents of this document were developed under a grant from the U.S. Department of Education, #H373Z120002, and a cooperative agreement, #H326P170001, from the Office of Special Education Programs, U.S. Department of Education. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. DaSy Center Project Officers, Meredith Miceli and Richelle Davis and ECTA Center Project Officer, Julia Martin Eile. | 2,023 | 889 | {
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Out of Lesson Learning Policy
Issue date: April 2016
Review Date: July 2017
Roysia Middle School Out of Lesson Learning Policy
Aims
We believe that for out of lesson learning to be effective pupils, parents/carers and the school need to have shared aims:
* to prepare for forthcoming learning
* for pupils to take responsibility for their own learning, through the encouragement of selfdiscipline;
* to promote independent learning as and when appropriate;
* to identify that learning is not a skill that is restricted to school only but is part of our everyday lives;
* to support parents/carers to have a focus for engaging in their children's learning.
Expectations
* Each task should be completed to a good standard and should either be completed or display at least 30 minutes of focused work or effort. If the homework is not completed, parents should sign either on the piece of work or in the diary to indicate that the required effort has been applied.
* Sometimes pre-learning is set as the learning task, where pupils are required to research a topic which has not yet been covered. This is to give pupils a 'head start' for the lesson, which research shows, is highly beneficial for them. If the teacher does not require anything written to be handed in for a pre-learning task, he or she will ask for the diary to be signed to show that the child has completed their learning.
* Pupils are usually given 2 nights to complete their learning, as a minimum. They are expected to start their learning on the first night and then ask for help at school if they are unsure so that they still have time to complete the work on the second night.
Responsibilities
Pupil:
o to listen to the instructions in class;
o to copy down instructions for the task and due date into the planner or to check that it has been recorded by a TA;
o to ensure that the learning task is completed and handed in to meet the due date;
o to produce all work to the best of their abilities;
o to inform the teacher of any difficulties in completing the learning.
Teacher:
o to set appropriate learning tasks, according to the out of lesson learning timetable;
o check that learning tasks are being recorded and that the diary is being signed by parent/carer;
o to note and respond to any comments written in the planner by parent/carer;
o provide help and support as necessary;
o encourage pupils to attend the lunch time and after school homework club if necessary;
o discuss strategies to help pupils complete learning tasks if they seem to be struggling.
Key Stage 2 – Weekly Timetable
Key Stage 3 Timetable
Occasionally out of lesson learning tasks are set, which require the use of a computer. If a child does not have access to a computer at home in order to complete a task, they have the option to use a school computer in the library during lunch time.
Inclusion
Roysia Middle School Homework Policy – February 2016 Page 3 All children will have access to out of lesson learning that is relevant to their current stage of learning and will be differentiated to provide the appropriate challenge for individuals.
Equal Opportunities
Roysia Middle School Homework Policy – February 2016 Page 4
All children will be provided with equal access to out of lesson learning and can use the school library and computers at lunch time or after school. We aim to provide suitable and appropriate learning opportunities for all, regardless of age, gender, ethnicity, needs, disabilities or abilities. | 1,390 | 727 | {
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PRIMARY THREE ENGLISH LANGUAGE
CURRICULUM MATTERS
STELLAR Books
Term 1 & 3 – 4 Books per term
Term 2 & 4 – 2 Books per term
Other components
Companion Booklets (10 sets)
Learning Sheets
School Worksheets
Listening & Oral Practices
LANGUAGE ITEMS
| Nouns as verbs or adjectives | Collective nouns |
|---|---|
| Modal verbs | Phrasal verbs |
| Adjective – order of description, comparison | Adverbs |
| Prepositions | Conjunctions |
| Tenses | Punctuation |
READING PERIODS & READING BINGO CARD
Reading Periods are incorporated into our English Curriculum to
* encourage pupils to form good reading habits
* help pupils acquire critical and analytical skills
* inculcate character values through the themes in the stories
Parents can support by encouraging your child to read more books and taking your child to the public libraries regularly.
EXAMINATION
EXAMINATION – MCQ QUESTIONS
To write the chosen option in the bracket on the exam script for self-checking purposes.
To shade the chosen option on the OAS carefully with 2B pencil.
Only shaded OAS option will be considered for mark-awarding purposes. (Pupils are therefore reminded to ensure that sufficient time is allocated for OAS shading and be mindful of transference errors.)
EXAM COMPONENTS THAT ARE NEW TO STUDENTS
Note-taking
Unseen Dictation
Composition
Editing
Synthesis
Comprehension Open-ended
NOTE-TAKING
Note-taking
As you listen, take down the missing information by filling in each blank with one word or a short phrase.
Notes on a Primary 3 Social Studies Project
Q5. Name of Teacher:
Mr____________________ .
Q6.
Name of SS Project: A Community Project in My___________________.
Q7. Length of Time for Project:
______________weeks
Q8. Name of project in Jurong West Neighbourhood: Our Community
_________________
Q9. One thing that residents in the project grow:
______________________
COMPOSITION
Write a composition of at least 100 words about a party that you have attended.
The pictures, not arranged in sequence, are provided to help you think about this topic. Your composition should be based on one, two or all of these pictures.
Use the following points to help you plan your composition:
* Why was the party held?
* What type of food was served?
* What was your favourite food?
* What else did you do?
* What did you like about the party?
EDITING
Each of the underlined word contains a spelling error. Write the correct word in each of the boxes.
Camille and Stephanie were on their way home from tuition. They were walking
past their neighbour’s house when they spotted a sucpisciuoz looking man peering
through the window of the house.
Stephanie, who loves to read misstiry novels, decided to investigate the
matter. Camille, on the other hand, suggested that they head strait home so that
she could watch her favourite movie ‘Night at the Muezium’
.
28.
29.
30.
31.
SYNTHESIS
1. Ming Xuan loves skating. Ming Xuan loves rollerblading.
__________ both ____________________
2. Dad was furious. Liana returned home at two o’clock in the morning.
___________ as _____________________
COMPREHENSION OE
Order the sentences below according to what happened in the story. Number the sentences (1, 2 and 3) in the boxes provided. [1m]
| i) | His teacher asked him to help him carry the snacks from the bus to the picnic area. |
|---|---|
| ii) | Joseph was fascinated about what he read about birds in the Internet but was terrified of them. |
COMPREHENSION OE
Decide whom each statement refers to. Tick your chosen answer. The first example has been done for you. [2m]
| Statements | | Joseph |
|---|---|---|
| Example | If a bird came near, his hands would shake. | |
| | Terrified of snakes | |
| | Interested in birds | | | 1,954 | 946 | {
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Graph this!!!
The ins and outs of graphing
Graph this!
A student wanted to test the relationship between caffeine and the time it takes a spider to build a web. She gave different amounts of caffeine to wolf spiders in tanks by dissolving caffeine into water and allowing the spiders to drink it. She then timed how long it took the spider to complete their webs
| mg of caffeine | Time to make web |
|---|---|
| 0 | 12 min. |
| 10 | 10 min. |
| 20 | 9 min. |
| 30 | 8 min. |
| 40 | 6 min. |
| mg of sugar | Time to make web |
|---|---|
| 0 | 10 min. |
| 10 | 11 min. |
| 20 | 9 min. |
| 30 | 11 min. |
Line Graphs
* Used to show trends in continuous functions can make estimations between measured points or interpolate.
* (Bar graphs are for comparing different categories.)
| mg of caffeine | Time to make web |
|---|---|
| 0 | 12 min. |
| 10 | 10 min. |
| 20 | 9 min. |
| 30 | 8 min. |
| 40 | 6 min. |
| mg of sugar | Time to make web |
|---|---|
| 0 | 10 min. |
| 10 | 11 min. |
| 20 | 9 min. |
| 30 | 11 min. |
| 40 | 7 min. |
How to make a line graph
1. Determine and label axes (x and y)
2. Determine scale use as much of the graph paper as possible.
Data range/available lines
40 mg of caffeine/20 lines on graph = 2 mgs per line
3. Plot points and connect the dots
4. Label lines or make a "key".
5. Make a title for graph "The relationship between ______and _____."
x axis y axis
| mg of caffeine | Time to make web |
|---|---|
| 0 | 12 min. |
| 10 | 10 min. |
| 20 | 9 min. |
| 30 | 8 min. |
| 40 | 6 min. | | 884 | 543 | {
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The Area Agency on Aging & Disabilities of Southwest Washington's Caregiver Corner
Heat Stress in the Elderly
Elderly people (people aged 65 years and older) are more prone to heat stress than younger people for several reasons:
* Elderly people do not adjust as well as young people to sudden changes in temperature.
* They are more likely to have a chronic medical condition that changes normal body responses to heat.
* They are more likely to take prescription medicines that impair the body's ability to regulate its temperature or that inhibit perspiration.
Heat Stroke
Heat stroke is the most serious heat-related illness. It occurs when the body becomes unable to control its temperature: the body's temperature rises rapidly, the body loses its ability to sweat, and it is unable to cool down. Body temperatures rise to 106°F or higher within 10 to 15 minutes. Heat stroke can cause death or permanent disability if emergency treatment is not provided.
Signs and Symptoms of Heat Stroke
* Warning signs vary but may include the following:
* An extremely high body temperature (above 103°F)
* Red, hot, and dry skin (no sweating)
* Rapid, strong pulse
* Throbbing headache
*
Dizziness
* Nausea
* Heat Exhaustion
Heat exhaustion is a milder form of heat-related illness that can develop after several days of exposure to high temperatures and inadequate or unbalanced replacement of fluids.
Signs and Symptoms of Heat Exhaustion
Warning signs vary but may include the following:
* Heavy sweating
* Paleness
* Muscle cramps
* Tiredness
* Weakness
* Dizziness
* Headache
* Nausea or vomiting
* Fainting
* Skin: may be cool and moist
* Pulse rate: fast and weak
* Breathing: fast and shallow
What You Can Do to Protect Yourself
You can follow these prevention tips to protect yourself and loved ones from heat-related stress:
Drink cool, nonalcoholic beverages. (If your doctor generally limits the amount of fluid you drink or has you on water pills, ask him how much you should drink when the weather is hot. Also, avoid extremely cold liquids because they can cause cramps.)
* Rest
* Take a cool shower, bath, or sponge bath
* If possible, seek an air-conditioned environment (If you don't have air conditioning, consider visiting an airconditioned shopping mall or public library to cool off)
* Wear lightweight clothing
* If possible, remain indoors in the heat of the day
* Do not engage in strenuous activities
What You Can Do to Help Protect Elderly Relatives and Neighbors
If you have elderly relatives or neighbors, you can help them protect themselves from heat-related stress:
* Visit older adults at risk at least twice a day and watch them for signs of heat exhaustion or heat stroke
* Encourage them to increase their fluid intake by drinking cool, nonalcoholic beverages regardless of their activity level
* Warning: If their doctor generally limits the amount of fluid they drink or they are on water pills, they will need to ask their doctor how much they should drink while the weather is hot
* Take them to air-conditioned locations if they have transportation problems
What You Can Do for Someone With Heat Stress
If you see any signs of severe heat stress, you may be dealing with a life-threatening emergency. Have someone call for immediate medical assistance while you begin cooling the affected person. Do the following:
* Get the person to a shady area
* Cool the person rapidly, using whatever methods you can. For example, immerse the person in a tub of cool water; place the person in a cool shower; spray the person with cool water from a garden hose; sponge the person with cool water; or if the humidity is low, wrap the person in a cool, wet sheet and fan him or her vigorously
* Monitor body temperature and continue cooling efforts until the body temperature drops to 101°–102°F
* If emergency medical personnel are delayed, call the hospital emergency room for further instructions
* Do not give the person alcohol to drink
* Get medical assistance as soon as possible
Published in partnership with Caregiver.com. Source: Centers for Disease Control and Prevention
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Introduction
English – This week's topic is doing English activities in a slightly different way. We can do lots of subjects using outdoor inspiration or while being outdoors too! Writing a story doesn't have to be with pencil and paper…
| Skill – Find something new (Page 1) Using the internet, encyclopaedia or ID book can you find a new animal, tree or plant? Even better collect resources to identify on a walk! | An Outdoor Walk and basket/bag, Internet or Identification Book, Paper and Pencil for notes, colouring pencils/pens | Supervise children outside, contact with harmful plants | Children to use investigative skills to find facts about outdoor animals or plants. |
|---|---|---|---|
| Main – Create Adventure Story Stones (Page 2) Using your newly found inspiration can you create an adventure story? | Pencil and Paper if desired, sharpies, 6-8 smooth stones and lots of imagination | Find your stones responsibly, sharpies on clothing | Children to link their outdoor experiences to create an adventure story |
| Extended Activity – Can you role play your story? (Page 3) Bring your story to life! | Props e.g. Lego figures, outdoor resources e.g. sticks, leaves, stones etc | Contact with harmful plants, playing with sticks/ stones – swallowing or poking. | Children to incorporate drama and role play to their story |
| Mindfulness – An Ant’s World (Page 4) Shrink down to the size of an ant and explore the world around. | Somewhere to lie down or explore, a magnifying glass | Uneven surfaces or dangers on ground | Children to experience a calming and inspiring mindfulness activity. |
We would love to hear how you get on with your activities. Please email any feedback to: email@example.com or contact us via Facebook @PrimaryForestSchools
Skill – Find Something New
Can you find some amazing facts about and animal, plant or tree?
1
Create Adventure Story Stones
You can use your animal or plant you have just found to help you inspire you for the story. You can also try the mindfulness activity to help you too! Using the story board can you draw the pictures for your story on stones or paper.
Main Character/ Hero
Your Adventure – Where will your story take you?
A Villain
What problem does your character find? Does it involve the Villain?
How do they solve the problem? Do they have help?
Ending – Do they all live happily ever after?
2
Activity Extension – Role Play your Story
There is no better way when a good story comes to like in a play or show! You could re-create your story using you as the main character, your story stones or even by using toy figures likes Lego or Barbie. What about setting up a theatre with tickets and snacks for the family to enjoy.
* Don't forget to include lots of nature too – does your character have a home? Why not build them one from sticks or leaves?
* Does your villain have a magic potion? – grab a bucket and find your ingredients!
* If you are the main character can you make any costume parts from nature?
Mindfulness – An Ant's World
This activity is great for adventure story inspiration and also for mindfulness.
This activity helps with mindfulness by making everything small – including problems! Watching the miniature world around us can help us relax but also give a peaceful moment to work on problem solving. This activity is great to do anywhere – inside and out.
When you look into an Ant's World, everyday outdoor items we are used to like blades of grass or a crack between paving stones is no challenge for us humans. But what about if you were the size of an ant? Would that crack in the paving stone cause a problem in your adventure story? If you were to replicate this as a challenge for humans what kind of environment would it be?
Best way to imagine an Ant's World is by lying down on the ground outside – or at least get as close to it as you can! Top Tip; if you have a magnifying glass you'll be able to see all the details even better! Have a look at all the different details around and think of any problems you could add in your story. Make sure you experiment different areas of outside too – a pavement, grass or maybe near a flower bed?
Let your imagination run free with the endless plot twists and adventures in your story.
We would love to hear how you get on with your activities. Please email any feedback to: firstname.lastname@example.org or contact us via Facebook @PrimaryForestSchools | 1,741 | 959 | {
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IAS Business Mock answers, model answers and additional examples SAMPLE Mock Paper 2 (Section B)
Mock Paper 2 (Section B) Mock answers, model answers and additional examples SAMPLE
Levels of response marking (8,10 mark questions) · Its about finding the level that best suits the answer, called the 'best fit' approach. · Although some responses might tick boxes in Level 4, there might also be elements of Level 2 as well, so it is about finding the right overall level. It is about using your judgement to decide which level is most appropriate. SAMPLE
'Discuss' questions (8 marks) · A levels of response question that expects you to balance your argument. · Although the question might be 'discuss the benefits…', you are still expected to balance your answer, e.g. explain why it might not be a benefit. · To get into Level 3, you are expected to have well-contextualised answers that have logical chains of reasoning with balance. · You should follow the best fit approach when deciding on a level. SAMPLE
Common errors with 8 mark questions Some of these questions will be 'discuss the benefits…'. As it is a level of response question, you should provide balance in your answer. Many students fail to do this because they see the word 'benefit' or 'drawback'. SAMPLE
1(d) Discuss the benefits of Disney operating at full capacity. (8) Paper 2, Section B SAMPLE
Mock student answer – how would you score this? 'Working at full capacity means working at 100%, e.g. if all the tickets in a football stadium are sold this would be full capacity. The same with a theme park. They will have a maximum amount of people that they can let into the theme park before it becomes too dangerous to have any more people in. By operating at full capacity Disney will make lots of sales and profits. However, there are often long queues when the park is full. They also might not have the staff available to serve all the customers. In conclusion, full capacity is good for a business because they maximise profits.' SAMPLE
Examiner's Comments Strengths · There is balance and application. Even better if… · The conclusion is not needed for 8 mark questions. · The chains of reasoning should be developed further, e.g. ' By operating at full capacity, Disney will make lots of sales and profits ' … (How/why will they do this? The point needs developing) – ' By operating at full capacity, Disney will make lots of sales as they are selling all the theme park tickets they can and they could also increase their profits as the unit cost per person will go down . Additionally, these extra customers might purchase further merchandise such as a mickey mouse toy when they are in the park.' SAMPLE
Activity : How could you develop the application and chains of reasoning in the second paragraph? 'However, there are often long queues when the park is full. They also might not have the staff available to serve all the customers.' SAMPLE
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Year 7
Year 7 History lays the foundations for KS3 in both skills and knowledge and understanding. Fundamental concepts like chronology are initially taught to empower students with the language needed to access histories and feel confident in our subject. This is undertaken as an introductory unit where students are engaged with a Personal Chronology task.
Through this Personal Chronology task, students make detailed, visual timelines of their lives (or the lives of someone they admire). The intentions for students are multi-layered. We hope that this project allows new Year 7 students to express a little of who they are as well and to see that their contribution is a valuable addition to the Blatch Community; we want students to feel like a part of what Blatch represents and to instil a sense of ownership of their new school by sharing their life stories. We hope to encourage bonding with fellow students and staff through this task; teachers also share their own personal timeline to model expectations to students. This notion of a class as a team who share knowledge and understanding is really helpful in our discursive history classrooms.
Sussex and Brighton and Hove unit
Firstly the teaching of pre-1066 British History is compulsory within the curriculum. Beyond this our Sussex and Brighton and Hove unit fulfils a number of objectives for us.
Over the last few years this smaller study of the area has built into a comprehensive unit of study helping to give new Year 7s a sense of place within the broader area and within the city and helping them to locate themselves within a broader British History. Additionally this study of the development of the people and places within Sussex supports students' understanding that they themselves are a product of multiple cultures, touching on contemporary migration issues.
Welcoming students to Sussex and to Brighton and Hove helps students to cement themselves within their local history and offers reassurance to students from out of the area and overseas that all people are embraced by and welcomed into the local culture and community. It is a reminder and a reassurance that the history of Brighton and Sussex has been built on immigration and that all the different groups who have come into the area make us who we are today. Studies of local 'characters' such as Martha Gunn, Sake Dene Mahomet, the Prince Regent and Magnus Volk help to demonstrate the historical diversity of the community which continues today – making Brighton and Hove truly distinctive as an inclusive city.
We also chart the changing cultural and economic identity of the city; it's evolution from quiet fishing village to a thriving city, also enabling students to find their place within its diverse history.
Skills are built continually through Year 7 – building critical thinking and evaluating evidence are built through interpretations work on George IV in assessment work. GCSE skills are embedded and additionally offer a transferable set of skills across a number of GCSE subjects in the form of causation and hypothesis testing questions.
Medieval Realms unit
This unit starts at 1066, the chronological sequence picking up from KS2 where students come to secondary school. From the end of Anglo-Saxon England comes the beginning of modern Britain and this allows us to probe further these 'turning points' in our British History. We explore the transformation of a civilisation, how customs and traditions ended and how this shift fits into our local and broader British history.
The key thematic link working through Year 7 is how power is gained and legitimised and how power is centralised within key turning points. This unit allows for a more developed study of the nature of authority and the nature of legitimate governments – who gives authority – and touches on contemporary concerns about government and leadership.
Neatly, thinking about how our History curriculum fits into a spiral model, this unit lays the groundwork for the KS4 Anglo-Saxon and Norman Conquest unit, enabling us at KS4 to revise, revisit and rebuild knowledge and understanding so GCSE topics are not students' 'first exposure' to a central topic or theme. As always our commitment to 'elevating histories from below' is present within this unit; the lives of ordinary people, women and workers, the peasant revolt and black death are explored to give a fuller picture of and encourage reflection of the period 1066-c1400. | 1,752 | 854 | {
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Health and Hygiene in Evacuation Centers
Josefa Peña, Extension Program Specialist—Health The Texas A&M University System
Evacuation centers provide temporary shelter for persons displaced from their homes following a disaster. These facilities vary by location and by the extent of damage to the area. Office buildings, sports stadiums, churches, residential homes, dormitories and community centers may all serve as emergency shelters. Evacuees are required to share living spaces, bathrooms, and kitchen facilities with others. They may also be exposed to overly crowded conditions, making them vulnerable to outbreaks of infectious diseases.
As an evacuee, you can help prevent the spread of infection by taking the following three steps:
Step One: Wash your hands
Wash your hands often with soap and warm water. Scrub hands for at least 20 seconds—be sure to wash your wrists, backs of hands, between your fingers, and under fingernails and jewelry.
Wash your hands:
* Before preparing or eating food
* After changing a diaper or helping a child in the bathroom
* After using the bathroom
* Before and after tending to someone who is sick
* After blowing your nose, sneezing, or coughing
* After handling uncooked foods, particularly raw meat, poultry, or fish
* After handling garbage
* Whenever hands are visibly dirty
* After handling an animal or animal waste
When soap and water are not available, use a hand sanitizer that is at least 60 percent alcohol. Hand sanitizers do not remove surface dirt or other debris, so wash your hands as soon as running water and soap are available.
When using an alcohol-based hand sanitizer:
* Apply the product to the palm of one hand.
* Rub your hands together, making sure the product reachs all surfaces of your hands and fingers. Rub your hands until they are dry.
Step Two: Practice good personal hygiene
* Don't share personal items, such as hair brushes, combs, razors, toothbrushes or towels with anyone.
* Use disposable tissues to blow your nose.
* Don't share drinks or eating utensils.
* Use your upper sleeve to cover your cough.
Step Three: Maintain a clean living space
* Clean and disinfect high risk surfaces. Examples are food preparation areas, diaper changing tables, shared bathrooms, etc. First, clean surfaces detergent and water to remove dirt and other debris. Then, disinfect with an
* Clean and wash mattresses, bed frames and pillows between departures and arrivals of other evacuees.
EPA-registered disinfectant to kill germs. A mixture of 1/4 cup of bleach per gallon of water is an excellent disinfectant. This solution loses strength to evaporation so make a fresh batch of bleach solution daily. Never mix bleach and ammonia because it creates noxious fumes.
* Clean spills immediately.
* Clean all surfaces in the living area with a household detergent at least once a week.
* Line trash cans with plastic bags that can be tied shut. Store all trash away from living areas and put it outside before it overflows.
* Separate medical waste (syringes and needles) from household waste for pick-up. If a biohazard receptacle is not available, you can use a laundry detergent bottle as long as it is properly labeled.
Material adapted from the Centers for Disease Control and Prevention,
Emergency Preparedness and Response series. www.cdc.gov
Texas A&M AgriLife Extension Service
AgriLifeExtension.tamu.edu
* Clean kitchens and bathrooms with a disinfectant several times a day—everyday.
* Stock kitchens and bathrooms with toilet tissue, paper towels and soap at all times. | 1,488 | 752 | {
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Bronchiolitis Advice Sheet
(a cause of persistent cough, mild fever and feeding difficulties in infants) Advice for parents and carers of children younger than 1 year old
How is your child?
If your child has any of the following:
Has blue lips
RED
Has pauses in their breathing (apnoeas) or has an irregular breathing pattern or starts grunting
Becomes pale, mottled and feels abnormally cold to touch
Severe difficulty in breathing - too breathless to feed
Becomes extremely agitated, confused or very lethargic (difficult to wake)
Is under 3 months of age with a temperature of 38°C / 100.4°F or above (unless fever in the 48 hours following vaccinations and no other red or amber features)
If your child has any of the following:
Seems dehydrated (sunken eyes, drowsy or no urine passed for 12 hours)
Has laboured/rapid breathing or they are working hard to breath drawing in of the muscles below their lower ribs, at their neck or between their ribs (recession).
Is becoming drowsy (excessively sleepy)
Seems to be getting worse or if you are worried
AMBER
You need urgent help please phone 999 or go to the nearest Hospital Emergency (A&E) Department
You need to contact a doctor or nurse today.
Please ring your GP surgery or call NHS 111 - dial 111
Self Care Using the advice below you can provide the care your child needs at home
If none of the features in the red or amber boxes above are present.
GREEN
How can I look after my child?
If your child is not feeding as normal offer smaller feeds but more frequently. Offer.........ounces every..........hours
Children with bronchiolitis may have some signs of distress and discomfort. You may wish to give either Paracetamol or liquid Ibuprofen to give some relief of symptoms (Paracetamol can be given from 2 months of age). Please read and follow the instructions on the medicine container.
If your child is already taking medicines or inhalers, you should carry on using these. If you find it difficult to get your child to take them, ask your Pharmacist, Health Visitor or GP. Bronchiolitis is caused by a virus so antibiotics will not help.
Make sure your child is not exposed to tobacco smoke. Passive smoking can seriously damage your child's health. It makes breathing problems like bronchiolitis worse.
Remember smoke remains on your clothes even if you smoke outside. If you would like help to give up smoking you can get information / advice from your local GP surgery or by calling the National Stop Smoking Helpline Tel: 0800 169 0 169 from 7am to 11pm every day.
Bronchiolitis Advice Sheet
(a cause of persistent cough, mild fever and feeding difficulties in infants) Advice for parents and carers of children younger than 1 year old
What is Bronchiolitis?
Bronchiolitis is an infection that causes the tiniest airways in your child's lungs to become swollen. This can make it more difficult for your child to breathe:
Bronchiolitis is caused by virus infections.
It is common in winter months and usually only causes mild cold like symptoms.
Most children get better on their own.
Some children, especially very young ones, can have difficulty with breathing or feeding and may need to go to hospital.
What are the symptoms?
Your child may have a runny nose and sometimes a temperature and a cough.
After a few days your child's cough may become worse.
Your child's breathing may be faster than normal and it may become noisy.
He or she may need to make more effort to breathe.
Sometimes, in the very young babies, bronchiolitis may cause them to have brief pauses in their breathing.
If you are concerned see the traffic light advice overleaf.
As breathing becomes more difficult, your baby may not be able to take their usual amount of milk by breast or bottle.
You may notice fewer wet nappies than usual.
Your child may vomit after feeding and become miserable.
How long does Bronchiolitis last?
Most children with bronchiolitis will seem to worsen during the first 1-3 days of the illness before beginning to improve over the next two weeks. The cough may go on for a few more weeks. Antibiotics are not required.
Your child can go back to nursery or day care as soon as he or she is well enough (that is feeding normally and with no difficulty in breathing).
There is usually no need to see your doctor if your child is recovering well. But if you are worried about your child's progress discuss this with your Health Visitor, Practice Nurse or GP or contact NHS 111.
www.what0-18.nhs.uk
This guidance is written by healthcare professionals from across Hampshire, Dorset and the Isle of Wight | 1,880 | 1,018 | {
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Federal Register
Vol. 74, No. 204
Friday, October 23, 2009
Title 3—
The President
VerDate Nov<24>2008 13:08 Oct 22, 2009 Jkt 220001
Presidential Documents
Proclamation 8440 of October 19, 2009
National Character Counts Week, 2009
By the President of the United States of America
A Proclamation
In communities across America, people are working together to see our country through challenging times—educating our children, caring for the sick, and extending a hand to those in need. They remind us that the true character of our Nation is revealed by the good we do when the moment is challenging. During National Character Counts Week, we pay tribute to the men and women who are selflessly serving others, inspiring and encouraging younger generations to develop the compassion, dedication, and strength of character that is the mark of our great Nation.
Instilling sound character and a sense of responsibility in our children is critical to our country's future. When we teach young people about time-honored values like integrity and humility, we promote good citizenship and civic virtues that will guide them through life and sustain our democracy. Parents play an integral role in cultivating the character of their children, and they must help them understand the consequences of poor choices and the rewards of healthy, sound decisions. Teachers, clergy, local leaders, and countless other volunteers can also be role models and mentors for America's youth as they devote their time and energy to serving their communities. The brave members of our Armed Forces who sacrifice every day for our Nation are tremendous examples of strong character for us all to follow.
Throughout our history, the pursuit of our highest ideals—hard work, curiosity, tolerance, and patriotism—has been the quiet force behind our progress. As Americans, we must hold true to these fundamental values that have propelled us forward time and again to adapt and lead in an ever-changing world. National Character Counts week is an opportunity to recognize the depth of America's character and to honor those who pass on our values to future generations.
NOW, THEREFORE, I, BARACK OBAMA, President of the United States of America, by virtue of the authority vested in me by the Constitution and the laws of the United States, do hereby proclaim October 18 through October 24, 2009, as National Character Counts Week. I call upon public officials, educators, parents, students, and all Americans to observe this week with appropriate ceremonies, activities, and programs.
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[FR Doc. E9–25764
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IN WITNESS WHEREOF, I have hereunto set my hand this nineteenth day of October, in the year of our Lord two thousand nine, and of the Independence of the United States of America the two hundred and thirty-fourth.
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C Finish the story. On each line, write a word from the box.
Packing for Camp
“Tim, have you finished packing? (1) be here soon,” Dad said. “ (2) be finished in a minute,” Tim answered. “I (3) wait to go. I just (4) know if I should pack my boots,” he said. “Since (5) probably ride horses there, you (6) forget your boots,” Mom said. “But I think you should wear them instead of packing them.” At last, Tim finished. “Well, I guess
(7) it!” he said. “And just in time, too! The van is here!” Dad said. “Have fun!” his parents called.
“ (8) write you lots of letters!”
I'll
can't
don't
they’ll that’s
we'll
you'll
shouldn't
Name
Good-bye, Curtis
Contractions: ’ll, n’t, ’s
Name
C Circle and write the word that best completes each sentence.
Good-bye, Curtis
Contractions: 'll, n't, 's
1. give my teacher a party. Well We'll We'will
2. It a good-bye party. isn't isnt is'not
3. a "We Like You" party! It'is Its It's
4. the best kind! That's That'is Thats
5. We wait! cann't can'not can't
6. get a cake. She'll She'will Shell
7. We make noise. shouldn't shouldno't should't
8. surprised! Shes She's She'is
Name
Good-bye, Curtis
C Complete the sentences. On each line, write a word from the box.
Write sentences about a job you would like to have when you grow up. Use the Vocabulary Words in your sentences.
TRY
THIS!
Vocabulary
addresses clerk grown honor pour route
We are having a party in of Mrs. King.
She drives the bus on our.
My brother is up now, but he used to ride Mrs. King’s bus, too.
She must know the of hundreds of students!
I’ll cold drinks for everybody.
I’ll go to the store to ask the to order us a cake.
Name
Good-bye, Curtis
* When the naming part of a sentence tells about one, add the letter s to most verbs. Do not add an s to the verb when the naming part tells about I, you, or more than one. Skill Reminder
C Look at the verb in ( ). Decide if it needs an s to finish the sentence correctly. Write the verb on the line.
1. The mail carrier down the street. (walk)
2. He a package for two children. (bring)
3. Jan and Jesse to get the package. (want)
4. At last the package . (come)
5. The children the package. (open)
6. Jan a box of cookies. (get)
7. Jesse and Jan all the presents. (like)
8. Jesse a thank-you letter. (write)
Write a thank-you letter to someone who helps people. Tell that person why you like what he or she does.
TRY
THIS!
Grammar: Agreement
C Choose the word that is the correct contraction for the words. Fill in the circle next to your choice.
Example I am
Iam
I'm
Im
1 he is
hes
hee's
he's
2 let us
lets
let's
letts
3 we will
we'll
wel'l
w'ell
Name
Good-bye, Curtis
Contractions: ’ll, n’t, ’s TEST PREP
Remember that you are taking out letters, not adding them.
Tip
Remember that the apostrophe (‘) is placed where a letter was taken out.
Tip
C Read the paragraph. Then answer the questions.
Today there are two ways to write and send a letter. The old way is to write a letter on paper. The new way is to write e-mail on a computer. To send a paper letter, you put it in an envelope with an address and a stamp. The post office takes your letter to the address. To send e-mail, you press “send” and your e-mail goes to the other person’s computer. For a paper letter, you have to buy a stamp. It does not cost anything to send e-mail. Both kinds of letters are ways to send a message to another person.
Name two ways e-mail and a letter written on paper are alike.
1.
2.
3. Paper letters go through , but e-mail goes from your computer
4. You have to buy to send , but e-mail is .
Name
Good-bye, Curtis
Compare and Contrast
Look for the word “both” in the paragraph.
Tip
Reread the paragraph for details you may have missed.
Tip
Name
Good-bye, Curtis
C Read the story. On each line, write the form of the underlined word that makes the sentence correct.
I have two (1) on my wall filled with books. I like to read tales about the woods. Every fall I walk in the woods to find (2) . I read about five (3) who live in the woods. One small (4) wore a (5) for a hat. If I could find that hat, I would build a special (6) for it! I would ask the elf what his (7) is like. Maybe he would tell me about the (8) of all the elves! life lives shelves leaves elves elf leaf shelf
Review Inflections: –es (f to v)
1.
2.
3.
4.
5.
6.
7.
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Food Dehydration 101
Opportunities for Chenango, Inc. Head Start and Early Head Start have high standards when it comes to meeting the nutritional needs and interests of children and families. In 2017, Chenango County ranked #1 out of the 62 New York State counties for childhood obesity, and in 2018 we ranked #2. So, when 33 families indicated that they wanted to learn more about dehydrating fresh foods, our program took action.
We collaborated with our nutritional partner from Cornell Cooperative Extension to bring our vision of offering Food Dehydration 101 to life. With our facilitator intact, we reached out to local friends and foundations to fund the training. With the support of our community sponsors, we were able to purchase a quality food dehydrator, canning jars, fruits, vegetables, and herbs for each training participant to use at home.
Sixteen participants attended Food Dehydration 101. Of these, 3 families have a HS/EHS child who is considered to be obese, 6 have children who are considered over weight, and the remaining 7 with children at a healthy weight. The families learned how to safely preserve food while maintaining nutritional quality. They explored ways to save money, which included using the fruits and vegetables that many of them were able to secure through the Wholesome Wave Prescription Program; an initiative to increase the amounts of fruits and vegetable consumed by low income families with children.
Everyone enjoyed the wonderful sampling of dehydrated fruits, vegetables, and homemade fruit roll-ups as their refreshment!
We asked parents to give us feedback on how the Food Dehydration 101 training has impacted their nutrition. Click here to see what Fourteen parents offered said about the class…
Food Dehydration 101 Training Outcomes
100% of the families participating in the food dehydration survey are using their dehydrator. The frequency of use varies from daily to once a month.
o Some of the foods that families are dehydrating include strawberries, blueberries, bananas, oranges, pineapple, grapes, apples, applesauce, kiwi, tomatoes, sweet potatoes, mushrooms, herbs, onions, and jerky.
"My daughter asks me to make the green chips (kiwi) because they are her favorite!"
86% of the participants indicate that their children are eating more fruits and vegetables as a result of dehydrating them.
100% of the participants indicate that the adults are eating more fruits and vegetables as a result of dehydrating them.
86% of the participants feel their children are eating healthier due to use of the dehydrator.
100% of the participants feel that the adults are eating healthier due to use of the dehydrator.
71% of the families are trying new foods as a result of using the dehydrator.
"My kids get excited to eat new foods in new ways!"
86% of families are saving money on their grocery bill by using the dehydrator, and indicate that they throw away less food because they can dehydrate it before it spoils.
71% of families participate in the Wholesome Wave Prescription Program and feel that has increase the use of their dehydrators.
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1
1
No Belles is a performance of the stories of women scientists who have and have not re ceived the Nobel Prize. It makes visible the significant contributions of women in sci ence and serves as a powerful catalyst for increased interactions between the sciences and the community.
THE SCIENTISTS
Marie Curie: winner of the Nobel Prize in Physics (1903) and Chemistry (1911)
Rosalind Franklin: her work led to the understand ing of DNA.
Maria Geoppert Mayer: winner of the Nobel Prize in Physics (1963)
Rita Levi-Montalcini: winner of the Nobel Prize in Phys iology or Medicine (1986)
Lise Meitner: solved the problem of nuclear fission, but was overlooked for the Nobel Prize
Françoise Barré-Sinoussi: winner of the Nobel Prize in Physiology or Medicine (2008)
Gertrude Belle Elion: winner of the Nobel Prize in Physiology or Medicine (1988)
Rosalyn Yalow: winner of the Nobel Prize in Physiology or Medicine (1977)
THE COMPANY
ACTORS
Kira Batcheller Jade Strong Kimberly Wilson
ARTISTIC DIRECTOR & MUSICIAN Michael Phillips
Original Creators
Michael Phillips Melissa Schenter Jade Strong Kimberly Wilson
ABOUT PORTAL THEATRE
Portal Theatre is a small devising company from Oregon, whose goal it is to create new sto rytelling works that look behind the headlines to the people involved in major moments in his tory. Their focus has been specifically on people and stories related to the STEM areas. Their most recent show, 73 Seconds, is about the Space Shuttle Challenger disaster, and specifi cally the lives of the seven astronauts on board that day.
3
WOMEN IN SCIENCE
WISL programs encourage and celebrate the participa tion of girls and young women in science. Our efforts high light role models and examine the efforts of these models in the advancement of science. We emphasize mentoring, work to decrease isolation and stereotyping, and create supportive environments. Complex social issues are ad dressed, and special efforts are made to promote success ful participation of women in academic and professional settings at all educational levels. We honor the contribu tions of women to science and society, as we aim to affect much-needed cultural changes.
SCIENCE, THE ARTS, AND THE HUMANITIES
Creativity, passion and the urge for expression and explo ration are essential human qualities that inspire science, the arts, and the humanities, and thus constitute a com mon bond among them. WISL helps people explore, dis cuss, and cultivate the intellectual and emotional links be tween science, the arts, and the humanities. Our programs focus on the relationships, similarities, and differences in inquiry, creativity, and personal expression among sci entists, artists, and humanists. A specific goal is to give musicians, artists, writers, and performers—present and future—an appreciation of science and enable them to see and understand the connections between science and the arts. | 1,407 | 636 | {
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CLASS: 5 SUBJECT: ENGLISH
1. Make a pocket dictionary. Write 50 difficult words with meanings and sentences in it.
2. Write a four line poem of your own.
3. Write a short paragraph about how you spent your vacations?
4. Make a map of your locality and label houses, trees and park around, roads, nearby school, temple, hospitals, police office, banks etc. if any.
5. Write a detailed character sketch of 'MALU BHALU'.
SUBJECT: EVS
1. Collect the seeds of different grains and name them.
2. Describe any one festival related to farming.
3. Visit a farm near your area. Observe and talk to the people there. Write a report about their way of farming.
4. Locate the following states on the map of India:- Mizoram and the states around it,Gujarat, Jharkhand,Odisha, Arunachal Pradesh and Madhya Pradesh.
5. Identify different trees in your surrounding. Paste their leaf and write their name.
6. Find out about the 'Cheraw Dance'.
7. What all is a part of you that you got from your mother's and father's side. Write in points.
विषय हहन दी
्
१ . क र ीत विषय मत जानीारी इीठ्ठा ीरें और क र ीत विषय मत पाांच िाक्य लऱखिए . चा पक चपीाएच .
२.'पानक बचाओ' विषय सत सम्बां ि चार्ट बनाइयत और उस पर पाांच नारत पक लऱखिए.
३ . सिटनाम ीा चार्ट बनाइयत . ११ सिटनाम प्र द लऱित और उनीा िाक्य शयमा ीरें .
सहदटयों ीी छुट्हर्यों ीा अनुपि ११ पांक्क् यों मत लऱिम.
५ . नदी पर ििर च एी ीवि ा लऱिम .
Subject :Maths
1. Paste map of india and locate the states
a) surrounded by four other states.
b) Largest in area
c) Smallest in area.
d) Seven sisters states.
2. Paste or draw pictures of the following objects and draw their front ,top and side view.
a)table b) pencil c)matchbox d)bottle e) almirah
3. Plant a seed and make a data showing its growth and plot a graph.
Ask 10 of your friends about what they like to do most after school and prepare a table and draw its bar chart.
4. Measure the length and breadth of your lunch box,maths copy and find their perimeter and area.
5. Make 2 nets of cuboid and cube on a square sheet paper.
6. Learn tables from 1 to 20. | 892 | 647 | {
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Easy English words about your rights at work
You have the same rights as other people at work. There are laws about this.
There are special laws to protect the rights of people with a disability. One important law is called the Disability Discrimination Act. This law is called the DDA for short.
The DDA stops people being unfair to you just because you have a disability
The DDA lets you make a complaint if you think someone has been unfair
The DDA is for people with all kinds of disabilities
The DDA can help keep things fair for you at work.
You have the right to feel safe at work
Your boss must make sure that things are fair and safe for you at work. The following things should NEVER happen:
People are mean to you — No!
People do things that are unfair to you — No!
People yell at you — No!
People treat you badly — No!
If these things happen, you have the right to complain.
You have the right to some changes so that things are fair for you at work
Your boss must make sure that things are fair for you at work. You might need some changes at work to make sure things are fair:
Do you need some equipment so you can do your job safely?
Do you need some training?
Do you need some special signs?
Do you need changes to the way meetings work?
Do you need help to speak up?
Do some work rules make it harder for you to do your work than other people?
If you need some changes, you have the right to speak up.
You have the right for your workplace to be healthy and safe
Everyone at work has the right for the workplace to be healthy and safe. This happens when everyone sticks to the rules. Your boss must do some things to keep the workplace safe and healthy. All workers must do some things too. Ask your boss about the health and safety rules.
If you think something isn't safe, you have the right to speak up.
You have the right for information about your disability to be kept private
You have the right for personal information to be kept private. Information about your disability is personal information. If you think someone at work doesn't keep your information private, you have the right to complain.
For more information about your rights at work:
Telephone: 1800 464 800 (this call to the JobAccess advisers is free).
Website:
www.jobaccess.gov.au
Information from JobAccess, October 2012 Last updated: August 2014 | 823 | 512 | {
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Tri-Valley Fly Fishers "Trout In Classroom"
How to Calculate When They Will Hatch
It is possible to predict when your trout eggs will hatch. The ambient temperature of the water they are in determines their incubation period. The colder the water is the longer it takes for them to hatch, and likewise the warmer the water the sooner they will hatch. If we know what the average temperature of the water is we can calculate the date they will hatch.
Fish need a predetermined amount of total heat absorption to hatch. This amount is measured in "Thermal Units" (TU's). One TU is defined as one degree Fahrenheit (above + 32 ° F) for 1 day (24 hours). Therefore, for every degree Fahrenheit the water temperature is above freezing the eggs absorb one TU. This means that a trout egg in water that is 52 ° F will absorb 20 TU's per day (52 – 32 = 20).
Different fish eggs need different amounts of total TU's to hatch. Our trout eggs in water that is in the range of 50 to 55 ° F need 555 TU's (total) to hatch. If the eggs spend part of their time in water that is one temperature, then another part of their time at another temperature then we need to calculate how many TU's they received at each temperature and add them together to determined the total number they have received during that time. Likewise, once we have calculated how many they have absorbed at one time we can simply subtract that from the total they need to determine how many more units they need to hatch (and predict, with relatively good accuracy, the date they will hatch).
Therefore, in order to calculate the day they will hatch we need the following:
1. The date the eggs were spawned.
2. The water temperature they were in when they were at the hatchery.
3. The number of days they were at the hatchery.
4. What date we received the eggs
5. What the average water temperature is in our aquarium.
6. How many total TU's the eggs need to hatch, which is 555.
NOW:
(See page 2 for a worksheet for calculating the hatch date.)
Find the water temperature at the hatchery.
Find the number of days they were at the hatchery (count the days between their "Spawn Date" & the delivery date).
Calculate: [(Hatchery Water Temp) – (32)] X [number of days at the hatchery] = TU's (to delivery date).
Then Calculate: [555] - [TU's (to delivery date)] = Additional TU's needed to hatch.
Next Calculate: TU's they receive in the classroom (Tank Temp. - 32 = #Classroom TU's per day).
Find how many days before they hatch: Divide (Additional TU's to hatch) by (#Classroom TU's per day). This is the number of days before the eggs hatch at the current aquarium temperature.
Count this number of days from today's date on a calendar to give you the hatch date.
Tri-Valley Fly Fishers "Trout In Classroom"
Egg Hatch Date Worksheet
12 Easy Steps
Find and/or calculate data as follows:
#1. Egg Spawn Date:(date fertilized – supplied by hatchery).
#2. Date eggs were delivered:
#3. Number of days at hatchery: (count on calendar).
#4. Average water temperature at hatchery: (supplied by hatchery)**.
#5 Calculate hatchery daily TU's: (#4) - 32 =
#6 # TU's prior to delivery: (#5) X (#3)
#7. Total number of TU's needed to hatch: (given)
#8 Additional TU's needed to hatch: (#7) - (#6) =
#9 Classroom aquarium temperature: (read thermometer)
#10 Classroom TU's per day: (#9) - 32 =
#11 Number of days to hatch: Divide (#8) by (#10) =
#12 Hatch date: Count days (#11) from delivery (#2) on calendar
The eggs will hatch on (#12)
NOTES:
** If the eggs spend part of their time in water that is one temperature, then another part of their time at another temperature then we need to calculate how many TU's they received at each temperature and add them together to determine the total number they have received during that time.
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YEAR 6 - LEARNING OUTCOMES
Term Two
Religion
Mathematics
Empowered by the Spirit (Confirmation)
* Celebrate the strength of the Holy Spirit
* Celebrate the Sacrament of Confirmation
Stirred through Emotions (Bible)
* Identifying how to find Bible stories using numbers in the Bible
* Recognise that a Psalm is a literary form which reveals something about God's love.
English
* Develop comprehension skills and strategies
* Use different types of language features to enhance e.g. sentence variation, metaphors, onomatopoeia, idioms
* Write narratives
* Omitting and replacing words in texts to enhance meaning, especially in narratives
* Diana Rigg spelling groups
* Expand ideas through the use of adverbial phrases
* Researching authors and styles of writing
* Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects
* Understand the uses of commas to separate clauses
* Analyse and evaluate similarities and differences in texts on similar topics, themes or plots
* Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
* Editing skills
* Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
* Practice mental strategies that include the four operations (multiplication and division)
* Locate and represent integers on a number line
* Introduce the Cartesian coordinate system using all four quadrants
* Investigate combinations of translations, reflections and rotations
* Multiply and divide decimals by powers of 10
* Multiply decimals by whole numbers and perform divisions by non-zero whole numbers where the results are terminating decimals, with and without digital technologies
* Interpret and use timetables
History
* Listening to stories of people who migrated to Australia and identifying their reasons
* Writing a narrative on what it would be like to migrate to Australia
* Investigate push/pull factors that contributed to groups of people migrating to Australia.
Health
* Highway Heroes
* Healthy eating/lifestyles
* Awareness on drugs, tobacco and alcohol
Technology
* Writing code for computer programs
* Designing and creating an I-Pad application and delivering a Sales Pitch to sell the product
* Virtual Realities
Physical Education
* Students will practise a variety of skills related to Touch Rubgy, Soccer and European handball in preparation for carnivals in Terms One and Two.
YEAR 6 - LEARNING OUTCOMES
Science
Year 6: 'It's Electrifying'
Electrical energy is part of our everyday lives at home, at work and at school. We use it for refrigeration, machines and lighting. Portable devices such as mobile phones, watches and many toys rely on batteries for electrical energy. Electric circuits are needed to allow energy to be transferred from a battery to light bulbs, motors and buzzers, where it is changed into light, movement or sound.
Term Two | 1,444 | 633 | {
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Woodrow Wilson
1919
"Friendship will hold the world together."
Woodrow Wilson was President of the United before and during World War I. He saw many people die in this war. He wanted the United States to have friendship with other countries instead of war. He called this group of friendly countries the League of Nations. He received the Nobel Peace Prize in 1919 for the League of Nations.
Wilson was born in 1856. When he was a boy he lived in the South.
When he grew up he got married and had three daughters. He worked as a lawyer and a teacher.
In 1916 he was elected president for the second time with the slogan, "He
1856- 1924
* Wilson was president of the United States
* Wilson believed all nations should cooperate to prevent war
kept us out of war". He wanted the United States to be neutral and not join in World War I. After some American ships had been sunk by Germany the United States went to war with Germany.
* People in the United States did not want to join the League of Nations
"We are citizens of the world."
Wilson had ideas to help end World War I. He believed that each country should govern itself and not be ruled by other countries. The Germans said they would do this and on November 11, 1918 World War I ended.
* Wilson re-married just one year after his first wife died
Wilson went to Paris to talk to the countries who had fought in the war. He wanted to start the League of Nations. He believed this would help nations get along with other and not go to war in the future.
In the United States many people did not want to join the League of Nations. They did not like the idea of cooperating with the other countries.
Wilson did not give up on his League of Nations. He traveled around the United States talking to people to change their minds.
He could not get people in the United States to agree to join the League of Nations.
Wilson was awarded the 1919 Nobel Peace Prize for his idea to create the League of Nations.
Classroom Activities Woodrow Wilson
Introduction/Warm-Up:
Think of a conflict in your life, community, or world (example: a fight between your friends, a community issue that has two sides.
What is it?
If you were the official leader to help resolve this conflict in a peaceful way, how would you resolve it?
Look up the United Nations. What is the United Nations? How might it help when countries disagree?
React to your favorite of the following Woodrow Wilson quotes:
"We are citizens of the world."
"Friendship is the only cement that will ever hold the world together."
Discussion Questions:
1. Wilson wanted to stay neutral in what war?
2. What was Wilson's idea to prevent future wars? Did it work?
3. If the League of Nations had been accepted how might it have af future wars? fected
Vocabulary:
1. Nobel Peace Prize
2. League of Nations
3. slogan
4. neutral
Activity:
List as many ways as you can how friendship might help friends (and countries) solve conflicts before they become problems.
Read Together
Woodrow Wilson by Robert Green From the Wilson Library Site
Resources:
Woodrow Wilson: A Portrait http://www.pbs.org/wgbh/amex/wilson/index.html , an excellent and thorough PBS website that accompanies a Wilson documentary. It can be used successfully for research without the film. | 1,329 | 715 | {
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ADVISORY INFORMATION – PEREGRINE FALCON
Introduction
The peregrine is a powerfully built, neatly compact, medium-sized falcon, and is the fastest bird in the world. They are increasingly found in quarry environments, helping the British population grow to around 1,500 pairs. Watching a peregrine stoop at speeds in excess of 150 miles per hour is breathtaking – one of nature's great spectacles.
Key Points
Quarry staff should be vigilant to illegal killing of peregrines. Please report any suspicious activity to the RSPB immediately on 01767 680551 or 07803 241452 (this includes dead peregrines or other 'bait' birds, probably a pigeon, tied to something to prevent it flying away). If you find one of these baited birds then do not touch it because it will probably be coated with poison.
Intentional and reckless disturbance of peregrines when they are nesting or when they have dependant young is illegal under Schedule 1 of the Wildlife and Countryside Act 1981. Any such offence against peregrines can attract fines of up to £5,000 per offence and/or a custodial sentence of up to 6 months.
Quarry operators need to remain alert to the possibility of nesting peregrines in locations where prolonged activity is likely to occur during the breeding season (early February to late July). Please note that only individuals with an appropriate licence can investigate and assess a peregrine's nesting status.
If nesting occurs in an operational area of the quarry then a peregrine management plan must be written after taking advice from the RSPB.
Ecology
Peregrines are now widespread in the UK, and reach their highest densities in upland areas of Wales, southern Scotland and northwest England. The peregrine feeds primarily on birds, which it catches in flight. Feral pigeons are favourite prey wherever they are freely available. The female lays a clutch of, usually, three eggs in late March in a shallow 'scrape' in soil on a ledge or within a cavity. The nest is usually on a high, sheer cliff face where ground predators have limited access.
In quarries, peregrines will often hold year-round territory on a favoured cliff face, provided they remain undisturbed by human activities. They will be far more likely to breed if a suitable nest site is available. Peregrines show considerable tolerance to human activity, noise, light and vibration, but will not tolerate human disturbance near the nest or from above. When a peregrine is flying above you, making a 'kek, kek, kek' call, then retreat immediately as this is a clear indication that you are causing disturbance.
Threats
Although most people simply enjoy the sheer spectacle of birds, sadly others are more criminally minded. In recent years peregrines particularly have been targeted, their nests destroyed and eggs and chicks stolen. Quarry staff can play an important role in continuing vigilance to protect against the illegal killing of peregrines.
Managing your site
If nesting occurs in an operational area of the quarry then a peregrine management plan must be written with the advice of the RSPB. This may include details on blasting and vehicle movements to reduce the likelihood of disturbance, e.g. blasting may have to be discontinued at the quarry face where the birds have been observed to perch and nest.
Remember, all wild birds are protected by legislation making it an offence to intentionally kill, injure or take any wild bird, its eggs or nests whilst in use or being built. | 1,452 | 759 | {
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Before Going on the Water
- Members should be familiar with the Club Safety Plan, the Emergency Response Plan, the Circulation Pattern and the Water Hazards Map.
- Sign for the boat using the log book/sheets.
- Conduct a 'bow to stern' safety check of the boat.
- Coxes must wear a PFD.
- Each crew should have a mobile phone in a watertight pouch.
- Check the river conditions and weather forecast. It is the members' responsibility to be suitably clothed and to not row in conditions inappropriate to their level of expertise and experience.
Boating and Landing
- Crews must always boat and land with the bow upstream.
- Wait on the north (City) side to cross before landing and give way to all traffic on crossing.
- All crews and club members must comply with the detailed Circulation Plan for Trentside.
- Light pressure only between Trent Bridge and Lady Bay Bridge.
Night Time and Twilight
- No beginners or novice scullers to be on the water in the dark (or when street lights are 'on').
- Boats must be fitted with lights:
o White flashing light facing forward (bow).
o White steady light facing aft (stern).
o All lights must be of good luminosity and seen from a 120 0 arc.
- No red lights are to be used.
- Reflective clothing or lightly coloured clothing should be worn.
Single Sculling
- Single scullers must be assessed as competent by at least a Level 2 Club Coach before going on unaccompanied outings.
- Non-assessed single scullers must keep in the company of other crews or be supervised from the bank or safety launch.
- All single scullers are required to demonstrate that they can carry out a capsize drill and swim test.
Steering and Navigation
- Keep close to the north (City) bank when travelling upstream and to the south (County) bank when travelling downstream. Keep out of the middle of the river.
- Toll Bridge – Take the City arch going upstream and the County arch going downstream. Do not spin upstream between the bridge and the confluence with the River Leen.
- Trent Bridge – Take the City arch going upstream and the middle arch going downstream. Do not spin immediately upstream of the bridge.
- Lady Bay Bridge – Take the middle arch going upstream and the County arch going downstream. Do not spin immediately upstream of the bridge.
- Clifton Bridge – Do not stop or spin underneath the bridge. Progress 250m upstream to avoid kayakers who turn at speed under the bridge.
- Steersmen and scullers should look around at least every five strokes. Increase the frequency of looking when passing the Suspension Bridge.
- Downstream outings must terminate by the white water course entrance.
- Downstream pieces above Trent Bridge must terminate at the Princess pier opposite County Hall.
Nottingham Rowing Club
Safety Summary
Adverse Weather and Poor Visibility
- No rowing is to take place during thunderstorms/lightening or when such storms are predicted.
- No boats should go afloat in poor visibility (<100m).
- Do not boat in very high winds.
Other River Traffic
- Motorised craft and sailing dinghies have priority. Rowing/sculling boats must give way to avoid collision.
- Rowers catching up with a line of kayakers doing timed pieces must wait and give way.
- Overtake on the outside of slower boats.
- Be aware that motorised craft use the central arches of Trent Bridge and Lady Bay Bridge in both directions.
- Treat all river users respectfully and report any abuse.
And Afterwards ……
- Clean the boat thoroughly.
- Sign the boat back in.
- Report any damage and 'quarantine' any unsafe equipment.
- Notify your coach, Captain or WSA of any incident or near misses. Complete an online British Rowing Incident Form.
- Wash your hands (especially before eating) and be aware of the risk and symptoms of Weil's Disease. | 1,559 | 813 | {
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Written by By: David R. Peterson, Waushara County Sheriff
Tuesday, November 12, 2013 7:43 AM
Winter driving
A wintry-mix is in the air and day time temperatures are taking a dive below freezing, inching ever closer to averages in the single digits and flirting with plus or minus 0 degrees. It's a stark reminder that during the cold weather months, all drivers should follow common-sense precautions that will protect them and others on the road.
When roads are slick with ice or snow, far too many drivers crash or skid off the road because they were driving too fast for conditions. The posted speed limits are set for dry pavement. But when roads are icy or snow covered, driving at the posted speed limit may be too fast for conditions.
The slogan 'Snow Means Slow' also applies to four-wheel drive and other heavy-duty vehicles, which usually need just as much distance to stop as other vehicles. A citation for driving too fast for conditions costs $213.10 with four demerit points assessed on the driver's record.
Winter weather also can limit visibility, so drivers must remove all frost, ice, and snow from their vehicle's windows. I often remind drivers to see safely in all directions, you need to clear more than just a small patch on a windshield or rear window. Clearing snow and ice from the lights, hood, and roof also helps improve visibility and safety.
According to state law, a vehicle's windshield, side wings, and side and rear windows must be kept clear at all times. Violating this law costs $175.30 with two demerit points.
During severe winter storms, the safest decision often is to not drive until conditions improve. Law enforcement officers frequently respond to vehicles in the ditch and chain-reaction crashes when motorists really should not have attempted to travel.
Slowed or stalled traffic on slippery roads also delays snowplows and tow trucks, which are trying to get the roads cleared.
1 / 3
Written by By: David R. Peterson, Waushara County Sheriff
Tuesday, November 12, 2013 7:43 AM
When weather conditions become severe, the sheriff's office and the Wisconsin State Patrol may declare a towing ban in Waushara County. During that time, vehicles will be left in the ditch and the occupants will be transported to a safe location until the vehicle can be removed.
To minimize the dangers of winter driving, the State Patrol offers the following common-sense safety tips:
*Always wear your seat belt. You and your passengers absolutely need this protection even in low speed "fender-bender" crashes that frequently occur on slick roads.
*Don't use your cruise control in wintry conditions. Even on roads that appear clear, there may be slippery spots, which can cause a loss of traction and a spinout if the vehicle is in the cruise-control mode.
*Watch for slippery bridge decks. They ice up quicker than adjacent pavement.
*Look farther ahead than you normally do. If vehicles ahead of you are swerving or show other signs of loss of traction, you should slow down and take extra precautions.
*Brake early. It takes much longer to stop in adverse conditions.
*Don't pump anti-lock brakes. With anti-lock brakes, the correct braking method is to "stomp and steer."
*Don't be overconfident about the traction and stopping distance of four-wheel drive vehicles, which generally won't stop or grip the road any better than two-wheel drive vehicles.
2 / 3
Written by By: David R. Peterson, Waushara County Sheriff Tuesday, November 12, 2013 7:43 AM
*Avoid cutting in front of trucks, which take longer than automobiles to slow down or stop.
*Leave plenty of room for snowplows. By law, you must stay back at least 200 feet from the rear of a snowplow.
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NASA's Robotic Refueling Demo Set to Jumpstart Expanded Capabilities in Space
In mid-January, NASA will take the next step in advancing robotic satellite-servicing technologies as it tests the Robotic Refueling Mission [1], or RRM [2] aboard the International Space Station [3]. The investigation may one day substantially impact the many satellites that deliver products Americans rely upon daily, such as weather reports, cell phones and television news.
During five days of operations, controllers from NASA and the Canadian Space Agency will use the space station's remotely operated Special Purpose Dexterous Manipulator [4], or Dextre, robot to simulate robotic refueling in space. Operating a space-based robotic arm from the ground is a feat on its own, but NASA will do more than just robotics work as controllers remotely snip wires, unscrew caps and transfer simulated fuel. The team also will demonstrate tools, technologies and techniques that could one day make satellites in space greener, more robust and more capable of delivering essential services to people on Earth.
Why Fix or Refuel a Satellite?
"Every satellite has a lifespan and eventual retirement date, determined by the reliability of its components and how much fuel it can carry," explains Benjamin Reed [5], deputy project manager of NASA's Satellite Servicing Capabilities Office [6], or SSCO.
Repairing and refueling satellites already in place, Reed asserts, can be far less expensive than building and launching entirely new spacecraft, potentially saving millions, even billions of dollars and many years of work.
The RRM demonstration specifically tests what it would take to repair and refuel satellites traveling the busy space highway of geosynchronous Earth orbit, or GEO.
Page 1 of 2
NASA's Robotic Refueling Demo Set to Jumpstart Expanded Capabilities in S
Published on Wireless Design & Development (http://www.wirelessdesignmag.com)
Located about 22,000 miles above Earth, this orbital path is home to more than 400 satellites, many of which beam communications, television and weather data to customers worldwide.
By developing robotic capabilities to repair and refuel GEO satellites, NASA hopes to add precious years of functional life to satellites and expand options for operators who face unexpected emergencies, tougher economic demands and aging fleets. NASA also hopes that these new technologies will help boost the commercial satellite-servicing industry that is rapidly gaining momentum.
Besides aiding the GEO satellite community, a capability to fix and relocate "ailing" satellites also could help manage the growing orbital debris problem that threatens continued space operations, ultimately making space greener and more sustainable.
How RRM Is Making a Difference
Built by SSCO in the span of 18 months, the washing-machine-sized RRM module contains the components, activity boards and tools to practice several of the tasks that would be performed in orbit during a real servicing mission. Launched to the space station on July 8, 2011, aboard the final mission of the Space Shuttle Program, RRM was the last payload an astronaut ever removed from a shuttle.
In 2012, RRM demonstrated dexterous robotic operations in space [7]. Dextre's 12-foot arm and accompanying RRM tool successfully snipped two twisted wires -each the thickness of two sheets of paper -- with only a few millimeters of clearance: a task essential to the satellite refueling process.
Source URL (retrieved on 07/30/2014 - 5:48am):
http://www.wirelessdesignmag.com/news/2013/01/nasas-robotic-refueling-demo-setjumpstart-expanded-capabilities-space
Links:
[1] http://ssco.gsfc.nasa.gov/rrm_refueling_task.html
[2] http://www.nasa.gov/mission_pages/station/research/experiments/RRM.html
[3] http://www.nasa.gov/mission_pages/station/main/index.html
[4] http://www.asc-csa.gc.ca/eng/iss/dextre/
[5] http://ssco.gsfc.nasa.gov/bio-reed.html
[6] http://ssco.gsfc.nasa.gov/
[7] http://ssco.gsfc.nasa.gov/rrm_gfr-task.html
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Governor Quinn Announces $21.7 Million Award to Create "Safe Routes to School"
Written by Nafia Khan Wednesday, 25 January 2012 10:25
Program Supports Safety Instruction, Infrastructure Development and Encourages Alternative Modes of Transportation
SPRINGFIELD – January 24, 2012. Governor Pat Quinn today announced $21.7 million in Illinois Safe Routes to School grants to schools and communities across the state. The federally-funded program is designed to enable and encourage children to walk and bike to school safely.
“These projects enhance roads, sidewalks, and other infrastructure within communities, which is important in keeping both drivers and pedestrians safe,” Governor Quinn said. “Encouraging children to walk and bike to school not only makes school routes safer, but also improves the quality of life for Illinois residents by easing traffic congestion and reducing emissions.”
The 229 funded projects support sidewalk repair and equipment for police and crossing guards. The funding includes $1.5 million to assist communities with safety training, educational materials, and public service announcements encouraging safe walking and biking to school. This will help ensure a consistent statewide program and favorable outcomes from the Safe Routes to Schools projects.
"The Illinois Safe Routes to School grants help us build pedestrian-friendly roads and sidewalks
1 / 2
Written by Nafia Khan Wednesday, 25 January 2012 10:25
while educating students and families on the importance of alternative forms of transportation and the benefits of an active lifestyle,” Illinois Transportation Secretary Ann Schneider said. “With these funds, we are also able to help communities implement projects aimed at lowering fuel consumption and air pollution.”
“This is exciting news for the entire state,” said Ron Burke, Executive Director of the Active Transportation Alliance, an advocacy organization that works to improve conditions for biking, walking and public transportation. “When we make bicycling and walking to school safer and more convenient, we are making our air cleaner and helping more kids get active and healthy.”
Illinois Safe Routes to School is a program of the U.S. Department of Transportation’s Federal Highway Administration, designed to enable and encourage children, including those with disabilities, to walk and bicycle to school and encourage a healthy lifestyle from an early age. The program also facilitates projects and activities that will improve safety and reduce traffic, fuel consumption, and air pollution in the vicinity of primary and middle schools.
For more information about the Illinois Safe Routes to School Program and to view a list of funded projects, visit http://www.dot.il.gov/saferoutes/SafeRoutesHome.aspx .
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Special Education Support Service: Down Syndrome
Modifying Worksheets
Note: The Special Education Support Service wishes to acknowledge and thank Fidelma Brady,
former Education Officer with Down Syndrome Ireland, for permission to use this information.
Many classroom activities start from written instructions on the board, from worksheets or from textbooks. Many teachers utilise, when appropriate, modified worksheets for pupils . Although modified worksheets should by no means be used as the sole form of differentiation and their purpose should be carefully considered, they can make a valuable contribution to the bank of resources for pupils with Down syndrome.
Points to Consider when Modifying Worksheets/Text
* Pupils with Down syndrome characteristically rely on their visual learning skills rather than their auditory skills. Poor short term auditory memory, poor auditory discrimination and possibly a
* Fluctuating hearing loss, all combine to make learning by auditory means alone very difficult. On the other hand, the combination of strong visual skills with the ability to read means that the use of modified worksheets, using the printed word with pictures and diagrams for reinforcement is often extremely useful.
* In preparing worksheets for a student with Down syndrome the following tips, adapted from Lewis (1995) may be helpful:
i) Use meaningful material within or close to the pupil's experience.
ii) Introduce new concepts in a familiar context.
iii) Make the tasks self contained.
iv) Provide plenty of visual cues- pictures, diagrams and print.
v) Ensure illustrations tie in closely with text and task.
vi) Give plenty of opportunities for success.
vii) Use the pupil’s feedback to decide whether or not the worksheet fulfils your educational aims and objectives.
viii) Supplement the worksheet with a taped version of the task instructions, which the pupil can play for reinforcement.
ix) If possible try out several different versions of the same worksheet to discover what works best for the individual pupil.
x) Differentiate clearly between text and illustrations.
xi) Leave a wide border all round the edge of the page.
xii) Highlight and explain key words and any that are new to the pupil.
xiii) Illustrate key words if possible.
xiv) Use type or print not handwriting.
xv) Use subheadings to break down and structure the written sheet.
xvi) Use a simple uncluttered layout. Too busy a page causes confusion.
xvii) Break up continuous text. Highlight instructions in some way: in a box, particular font or colour.
xviii) Use coloured as well as white paper, both for variety and to help the pupil distinguish one subject area from another.
xix) Use simple and familiar language. Keep sentences short and concise.
xx) Avoid ambiguous words. Use active rather than passive verbs.
References
Lewis, A. (1995) Primary special needs and the National Curriculum, London, UK: Routledge. | 1,258 | 577 | {
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Revolutionary Players
Brought to you by History West Midlands http://www.revolutionaryplayers.org.uk
Sir Richard Arkwright: Industrialist
The art of portraiture was changing during the Industrial Revolution. The expansion of commerce and industry in the eighteenth century brought new characters to artists' attention. Not only flamboyant figures of the High Society but also pragmatic and materialistic provincial middle-class entrepreneurs became to appear on artists' canvasses.
Richard Arkwright (1732-1792) was the youngest of thirteen children of a poor family from Preston. He started work as a barber and peruke-maker. However, he had strong ambitions to set up an independent business and run his own company. In the 1760s, he came across the attempts of John Kay, a clockmaker from Warrington, to produce new machines for the textile industry. Arkwright was impressed by Kay. He employed him, and also recruited other local craftsman to help. The team designed soon a Spinning-Frame which was able to produce a thread far stronger than that made by the Spinning-Jenny invented earlier by James Hargreaves (c.1720-1778). Arkwright set up a large factory next to the River Derwent at Cromford, Derbyshire, partly financed by Jedediah Strutt and his partner Samuel Need of Nottingham. He soon grew enormously rich. The factory worked 23 hours a day and several hundred workers including children were employed there. Arkwright's demand for workers was such that he imported them from all over Derbyshire. Cotton-spinning at Cromford is now considered to be one of central achievements of the Industrial Revolution and the town is now part of a world heritage site.
Erasmus Darwin praised his spinning process in The Loves of the Plants:
With quicken'd pace successive rollers move And these retain, and those extend the rove; Then fly the spooles, the rapid axes glow; And slowly circumvolves the labouring wheel below.
Though they were fascinated by his achievements, several of his contemporaries disliked Arkwright, and were on awkward terms with him. James Watt wrote: 'as to Mr Arkwright, he is, to say no worse one of the most self sufficient Ignorant men I have ever met with.' Matthew Boulton echoed this remark and described him as: 'A Tyrant and more absolute than a Bashaw [Pasha]'.
Wright's portraits of Richard Arkwright and of Jedediah Strutt were painted at almost the same time. They were people who had similar backgrounds and status, but they had contrasting natures. This contrast was captured by the artist. Painting Jedediah Strutt, Wright expressed his liking and respect for him. In "Portrait of Sir Richard Arkwrigh" we can clearly see the sitter's smugness, high opinion of himself, and self-satisfied vanity. Many years later Thomas Carlyle (1795-1881) vividly reacted to Wright's masterpiece: 'A plain, almost gross, bag-cheeked, pot-bellied man, with an air of painful reflection, yet almost copious free digestion'.
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14
THE FEAR FACTOR
Many people are afraid of scorpions, and you can't really blame them. The bad rap most likely comes from a scorpion's fierce-looking claws and stinging tail.
You can see that the yellow scorpion at left has caught a locust with its claws and is zapping it with the stinger on the tip of its tail (see close-up below). The sting delivers a shot of venom. The venom paralyzes the locust so it can't escape. Then the scorpion will tear it to bite-sized bits—good food for a hungry hunter!
It's true that up to 5,000 people around the world die from scorpion stings every year. But of all the species of scorpions on Earth, only about 25 are dangerous to people. And only one of those species lives in the United States: the Arizona bark scorpion. The rest are no more harmful than bees or wasps.
15
SCORPIONS BIG AND SMALL
The first scorpion-like creatures lived in the sea, and some grew to be eight feet long. The first true scorpions to appear on land were up to three feet long. But today they're much smaller. Some of the biggest species are the giant forest scorpions of Southeast Asia, such as the one at right. These may top out at eight inches. Then there are the really tiny ones. The yellowtailed scorpion (small photo above right) grows to be only a bit more than an inch long. But the very smallest scorpion is only about half that size. One could sit on your thumbnail with room to spare—if you let it.
HOME IN A HIDEY-HOLE
Nighttime is the right time for scorpions to be out and about.
Their eyes are so sensitive that they can see by the light of the stars. And the hairs on their bodies can pick up the slightest movement. During the day, though, they're nowhere to be seen. Some hide under rocks, tree bark, or dead leaves. Others dig burrows to hide in. There they stay, safe from predators and from temperatures that are too hot or too cold.
Scorpions that dig burrows have the right tools to get the job done. Their front claws are huge and powerful. They bulge with muscles. These claws also come in handy for another important job. The scorpion below is nicknamed "The Crusher"—and for a good reason. It grabs its prey in its claws and crushes it to death. Most times, it doesn't even need to use its stinger.
16
Scientists who study scorpions have a tricky way of finding them. They go out at night with an ultraviolet (UV) lamp, called a "black light." When the light shines on a scorpion, the scorpion glows with a weird, neon bluegreen color (below). What's going on?
Scorpions have a special chemical in the outer layer of their hard skins. Under a black light, this chemical glows so brightly that you can spot a scorpion from 60 feet away.
All scorpions glow, even ones that have been dead for a long time. No one knows for sure why scorpions glow the way they do, but scientists are trying to find out.
PAUL ZAHL/NATIONAL GEOGRAPHIC STOCK >
BABIES ON BOARD
Animals without backbones— insects, spiders, crabs, and lobsters, for example—almost always lay eggs. But scorpions are different: They give birth to their young.
100 little ones. She carries them wherever she goes, protecting them from harm (below).
As soon as a baby scorpion is born, it crawls up onto its mother's back. Pretty soon Mom is loaded down with as many as
A WORLD OF DANGER
A few days to a couple of weeks later, the babies molt, or shed their outer skins. They were born defenseless, but after molting they're ready to face the world. They soon crawl down from Mom's back and go off to try to survive on their own.
Survival for a young scorpion isn't easy. The smaller scorpion in the photo below right had just crawled out of its old skin. Then, defenseless in its still-soft new skin, it was caught by the larger scorpion. You can guess what happened next!
But even older and bigger scorpions face all kinds of
INGO ARNDT/NATUREPL.COM (18-19b); ANGELO GANDOLFI/NATUREPL.COM (19t); PAUL ZAHL/NATIONAL GEOGRAPHIC STOCK (19BR)
small scorpion
small scorpion’s shed skin
dangers. They may try to defend themselves with their stingers. But often they're no match for large spiders, centipedes, birds, shrews, bats, and lizards like the.
one above, top
So next time you hear someone say how dangerous scorpions are, you can tell them how dangerous it is being a scorpion! =
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How is Action Research Defined?
Action research is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. It involves systematic observations and data collection which can be then used by the practitioner-researcher in reflection, decisionmaking and the development of more effective classroom strategies. - Parsons and Brown (2002)
Action Research is a fancy way of saying let's study what's happening at our school and decide how to make it a better place.
- Emily Calhoun (1994)
Action research is a natural part of teaching. Teachers are continually observing students, collecting data and changing practices to improve student learning and the classroom and school environment. Action research provides a framework that guides the energies of teachers toward a better understanding of why, when, and how students become better learners. - A. Christine Miller (2007)
Five Phases of Action Research
1. Selecting an area or focus
Identifying an area of interest
Focus on students
Look at both immediate and cumulative effects
2. Collecting data
Collect existing archival data
Use additional multiple data sources
Collect data regularly
Promote collective ownership of data
Monitor data collection
3. Organizing data
Count instances, events, and artifacts
Display data in tables and charts
Arrange data by classroom, grade level, and school
Organize for analysis
4. Analyzing and interpreting data
Analyze and question the data as a professional collective Decide what can be celebrated and what needs attention Determine priority area(s) for action
4.5 Studying the professional literature
Identify professional literature that relates to or matches the interest Gather research reports, research syntheses, articles, videotapes, etc. Analyze and interpret these materials for understanding and action Determine the most promising actions
5. Taking action
Combine data analysis with that from professional literature
Select best options for action
Craft short- and long-term action plans
Implement some actions immediately
Assess implementation of selected actions
"Rinse and Repeat" (using action research to assess effects)
SELECTED questions to ask in the context of Action Research:
1. Why am I collecting this data?
How is the data related to the study question?
What will the data tell us about students' leaming and teaching strategies?
2. What exactly am I collecting?
What kind of data will give me the best information about students learning and teaching strategies?
How can I gather data on the same question in different ways, from different sources, and at different times (triangulation).
3. Where am I going to collect it?
What kind of a sample is needed?
Do I need to identify the student for long-term tracking?
4. When am I going to collect it and for how long?
How much data is needed?
How periodic should the collection be?
5. Who is going to collect it?
Is data being collected by myself or will others be involved?
6. How will data be collected, analyzed and findings shared?
Has a time line been established?
Where and how will the data be stored?
Has the criterion for analyzing the data (rubrics, implementation logs) been established before the data is collected?
What approach will be used for recording, displaying, and sharing findings?
Bibliography:
Miller, Christine A. "Action Research: Making Sense of Data." On-line article recovered 11/05/2007, www.coe.fau.edu/sfcel/sensdata.htm.
Calhoun, Emily F. "How to Use Action Research in the Self-Renewing School." Alexandria, Va.: Association for Supervision and Curriculum Development, 1994.
Parsons, Rick D., and Kimberlee S. Brown. Teacher as Reflective Practitioner and Action Researcher. Belmont, Calif.:
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Static Stretching
The following are examples of exercises that can be used in cool down and at the end of the training programme. Hold the stretches for 15secs
Biceps Stretch
* Hold your arms out to the side parallel with the ground and palms of the hands facing down
* Rotate the hands so the palms face to the rear
* Stretch the arms back as far as possible
* You should feel the stretch across you chest and in the biceps
Upper Back Stretch
* Stand tall and interlock fingers and push hands as far away from the chest as possible, allowing your upper back to relax
* You should feel stretch between shoulder blades
Shoulder Stretch
* Stand tall
* Place your right arm parallel with the ground across the front of your chest
* Bend your left arm up and use the left forearm to ease the right arm closer to your chest
* You will feel the stretch in shoulder
* Repeat with other arm
Shoulder and Triceps Stretch
* Place both hands above your head and then slide both of your hands down the middle of your spine
* You will feel stretch in the shoulders and triceps
Hamstring Stretch
* Sit on ground with both legs in front of you
* Bend left leg and place sole of foot alongside the knee of the right leg
* Allow the left leg to relax on the ground
* Bend forward keeping back straight
* You should feel the stretch in the hamstring of the right leg
* Repeat with other leg
Calf Stretch
* Stand tall with one leg in front of the other, hands flat and shoulder height against a wall
* Ease your leg further away from the wall, keeping it straight and press heel firmly into the floor
* Keep hips facing the wall and rear of spine in a straight line
* Repeat with other leg
Adductor Stretch
* Stand tall with feet approx 2 shoulder widths apart
* Bend right leg and lower body
* Keep back straight and use arms to balance
* Should feel stretch in left adductor
* Repeat other side
Quadriceps Stretch
* Lie face down on the floor, resting your fore head on your right hand
* Press your hips firmly into the floor and bring your left foot up towards your buttocks
*
Take hold of left foot and ease the foot closer to buttocks
* Repeat with right
* You should feel the stretch along the front of the thigh
* You can do this standing with support from a wall if needed.
Hip Flexor Stretch
* Kneel down on the floor, then raise one knee so its at 90degrees with your foot on the floor
* Lean forward, keeping your back upright, shoulders back and relaxed. You should feel the stretch in the hip fexor of the leg that is kneeling.
* Swap sides
Glute Stretch
* Sit on the floor with legs out in front, back upright and tall
* Cross one leg over the other and place your foot down next to the outside of the straight legs knee
* Using your opposite arm to the bent leg, twist your body towards the bent legs side, and place your arm against the outside of the bent leg knee.
* Using the arm pressed now against the bent knee, abduct away from the midline of the body.
* Use your other arm for support behind your body.
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IPC International Learning Goals
The international goals are based on an understanding of the characteristics of an international curriculum:
An international curriculum should develop in children:
* Knowledge and understanding beyond that related to their own nationality
* An understanding of the independence and interdependence of peoples, countries and cultures
It should enable children to:
* Adapt to other education systems
* Develop both a national and an international perspective
It should include:
* A degree of focus on the host country (where the school is situated)
* A degree of focus on other countries
These characteristics should be reflected in the whole curriculum and in all other aspects of school life. They are assumed in the subject and personal goals. So the following international goals are, in effect, a summary of the international outcomes of children's learning at the three mileposts.
Milepost 1
By the end of the school year in which they are 7, the vast majority of children will, through their study of the International Primary Curriculum:
- 1.1 Know that children within the class and school have different home countries
- 1.2 Know the names and approximate locations of the home countries of children within the class (and/or school)
- 1.3 Know about some of the similarities and differences between the lives of children in the different home/ other countries and in the host country
- 1.4 Be able to respect one another's individuality and independence
- 1.5 Be able to work with each other where appropriate
Milepost 2
By the end of the school year in which they are 9, the vast majority of children will, through their study of the International Primary Curriculum:
- 2.1 Know about some of the similarities and differences between the different countries and between them and the host country
- 2.2 Know about ways in which these similarities and differences affect the lives of people
- 2.3 Be able to identify activities and cultures which are different from but equal to their own
Milepost 3
By the end of the school year in which they are 12, the vast majority of children will, through their study of the International Primary Curriculum:
- 3.1 Know about the key features related to the lives of people in their home country and, where appropriate, their parents' home countries
- 3.2 Know about the key features related to the lives of people in the host country and/ or, where appropriate, other countries in which they have lived/ other countries
- 3.3 Know about ways in which the lives of people in the countries they have studied affect each other
- 3.4 Know about similarities and differences between the lives of people in different countries
- 3.5 Be able to explain how the lives of people in one country or group are affected by the activities of other countries or groups
- 3.6 Be able to identify ways in which people work together for mutual benefit
- 3.7 Understand that there is value both in the similarities and the differences between different countries
(NB: By the lives of people in these goals we mean to include such things as the history, geography, society, arts and traditions in the countries concerned. We also mean to include the diversity of experience within those countries.) | 1,869 | 1,161 | {
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4-H Filmmaking Workshop
Video 9: Converting and Importing Your Footage
Script
Morissa: [0:02] This film is brought to you by 4-H, America's largest youth development organization, in collaboration with Montana State University and TerraPod. [0:16] [music]
Morissa: [0:33] That was so cool. How did you do that?
Emily: [0:35] Well, Morissa, that was editing; the splicing, cropping and reordering of images that you put together to tell your story. You can add music. You can add sound effects. You can add text. You can add images. [0:48] But before we do any of that, we just need to deal with our footage.
Morissa: [0:51] Well, Daniel showed us how to get it off our camera.
Emily: [0:54] Yeah, but some of us need to take an extra step to prepare our footage bfor editing. Here we are in the editing studio, and we're ready to import our footage into our editing software. If you've already captured and imported your footage like Daniel showed you, then you're ready to go; however, if you've just copied your footage then we may need to change or convert it to get it ready for editing. [1:18] This is because your footage might be in a format that your editing software doesn't recognize. This is where your help menu comes in really handy. Type in format video into the help menu, and it'll probably tell you you need something like an avi or a mov file. These are file types or file extensions, and they look like this, .mov or .avi.
[1:39] For more information about converting your video, go to our video resources web page and click on the links under converting your video footage. And remember, the help menu and the Internet are your best friends when troubleshooting.
[1:55] Once you've converted your video into a usable format, save those files to a safe place on your computer, some place you'll always remember like My Video files. Once you've converted and saved those files, go ahead and open your editing program and choose import to get those files into your editing software. You want to use this same process when you're importing stills, music, and sound effects.
[2:31] OK, now we've got all of our footage and we're ready to edit, but we've got to get to know our editing software. Are you ready, Mo?
Morissa: [2:38] This is your editing work space. [2:39] [music]
Morissa: [2:48] This is the time line where you edit. [2:50] [music]
Morissa: [2:54] This is the clip viewer where you can watch your footage and your movies.
[3:00] [music]
Morissa: [3:10] This is the file browser where all your files are stored, and if you click on this tab you can make some really cool effects. [3:17] [music]
Emily: [4:05] Editing can seem really technical and complicated, but you know enough to get started. Remember, you'll learn so much by solving problems and researching as you go. That's part of the film making process. [4:17] [music]
Transcription by CastingWords | 1,202 | 724 | {
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DOOR & WINDOW MARKET MAGAZINE
Incorporating
SHELTER
®
Magazine
How Some Are Using Window Safety Week to Raise Awareness
by Casey Flores
As spring arrives, the Window Safety Task Force of the National Safety Council (NSC) is encouraging parents and caregivers to recognize the importance of practicing window safety year-round. Window Safety Week, observed next week, is a chance to spotlight that cause.
According to NSC, each year about eight children under the age of five die from falling out a window.
Falls from a window can result in serious injury or death and pose an especially dangerous threat for children. According to NSC, each year about eight children under age five die from falling out a window, and more than 3,300 are injured seriously enough to go to the hospital.
"It only takes seconds for a preventable window fall to occur," says Amy Artuso, program manager for the National Safety Council. "To avoid these needless tragedies, it is very important for parents and caregivers to take steps to prevent home falls."
To protect children, the task force offers eight tips:
1. When young children are around, keep windows closed and locked;
2. When opening a window for ventilation, use those located out of a child's reach;
According to NSC, each year about eight children under the age of five die from falling out a window.
3. Avoid placing furniture near windows to prevent young children from climbing;
4. Don't allow children to jump on beds or other furniture to help reduce potential falls;
5. Don't rely on insect screens to prevent a window fall. Insect screens are designed to keep bugs out, not to keep children in the home;
6. Supervise children to keep child's play away from windows, balconies or patio doors;
7. Install ASTM F2090-compliant devices designed to limit how far a window will open or window guards (with quick-release mechanisms in case of fire or other emergency) to help prevent a fall; and
8. Teach your child how to safely use a window to escape during an emergency, such as a fire.
Gratz, Pa.-based MI Windows and Doors is also doing its job to decrease the risks associated with windows. The company is teaming up with American Architectural Manufacturers Association (AAMA), the Window and Door Manufacturers Association (WMDA) and the NSC to raise awareness.
"We stress the safety of our team within our plants as our top priority every day," says Mike Troutman, director of safety and environmental at MI. "We encourage families—our own team members, our customers and the homeowners using our windows—to put an equal emphasis on safety in their homes, paying special attention during this important Window Safety Week."
©2016 Key Communications Inc., 540/720-5584, www.dwmmag.com, All rights reserved. Reprinted with permission. | 1,188 | 592 | {
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